|
|
|
Subject: Science, Reading, Writing |
|
Title-
|
Book: Journey to the Center of Earth
|
| |
|
Background-
|
Chapter 36-39
This is the the part of the book the travelers find an old dagger after traveling across the in world ocean and are trying to find a way back to the surface of the earth following symbols and signs left by previous travelers. |
| |
|
Expected Outcome Of This Lesson Plan-
|
PA state standards
1.Reading R5.A.1.1.1: Identify and/or interpret meaning of multiple-meaning words used in text.
2. Science 3.4.5.E4:
Describe how the use of symbols, measurements, and drawings promotes clear communication by providing a common language to express ideas.
|
| |
|
Teacher Objectives-
|
1.To have the students understand that people and animals leave imprints or markings showing they have been places.
2.To have students understand different identical sentences can have more then one meaning depending on the rest of the paragraph.
|
| |
|
Resources-
|
Book: Jules Verne, Journey to the Center of the Earth.
White board to show examples of different ancient human markings and animal tracks |
| |
|
Teaching Methods-
|
|
1. Lesson Introduction-
| Assignment, the title chapter 39 is unique in that it could have a double meaning. Does “Man Alive” mean that a man thought dead shows up alive, or is it an interjection that could be used just as easily in the outburst, “Man alive! Look at the size of that monster”? |
| |
|
|
2. Lesson Progression-
1. Provide examples of dual meaning sentences. Such as "I have found the key"
2. Let the students select an animal (include a human as one) to then get in groups of 2 and draw what kind of evidence this animal would leave behind showing you that it was once in the area.
|
| |
|
|
3. Guided Practice-
1. Show examples of ancient cave drawings explaining it was a way man once communicated.
2. Show some pictures of markings animals leave in nature such as buck rubbings, and foot prints |
| |
|
|
4. Student Practice-
1. Write five different statements that can have dual meanings to the reader.
2. Students will get in groups of 2 and select a random animal from a hat and draw tracks or evidence that animal might have left behind. |
| |
|
|
5. Learner Accommodations-
| Use of auditory explanations as well as visual representation of examples. |
| |
|
|
6. Assessment-
1.Get in small groups to share your dual meaning sentences with each other.
2.Review the drawing the student have done let the class try and guess what animal would have left the tracks.
|
| |
|
|
7. Lesson Closure-
|
| Review discussion of chapter. |
|
Measuring Student Progress-
|
1. Will be done walking around listening to groups sharing their dual meaning sentences.
2. Can be observed while the class guesses what animal makes what track and how good the drawings the students make. |
| |
|
|
|