1. Topic-
Human and Animal Development
 
2. Content-
Science: baby, bald, wrinkly, baboon, hippopotamus, weigh, ton, leopard, ostrich, chick, feathers, fluffy, snake, hiss, hyena, runt, warthog, enormous, boar, chameleon, version, bullfrog, tadpole, angry, confused, photograph,
 
3. Goals: Aims/Outcomes-
1. The students will read fluently.
2. The students will read with prosody and expression.
3. The students will demonstrate their understanding of human and animal growth and development by answering the comprehension question.
 
4. Objectives-
1. The teacher will read the story to the class.
2. Students will be paired up into parent and baby according to the characters in the book.
3. Students will draw pictures of their characters.
4. The teacher will model reading with fluency, prosody and expression for each pair of students.
5. Students will read their parts over and over until they are ready to be recorded.
6. The teacher will take a picture of each character and have each pair of students read their parts while recording into Chatter Pix.
 
5. Materials and Aids-
computer, iPad, Chatter Pix program preloaded, multiple copies of, "What Did I Look Like When I Was a Baby" by Jeanne Willis and Tony Ross, paper and crayons, chart paper for song
 
6. Procedures/Methods-

A. Introduction-

1. Do KWL chart about frogs and different animals
2. Read the story to the class (What Did I Look Like When I Was a Baby)
3. Discuss story and animals within the story. Talk about what they looked like when they were babies.
 

B. Development-

1. Explain the plan to do a computer-based project with the class.
2. Show an example of Chatter Pix
3. Model slowing down and reading clearly and with expression when you are recording your reading. Demonstrate examples of reading too fast, too softly, etc.
4. Let students see and hear their parts in Chatter Pix
 

C. Practice-

1. Students pair up and practice reading their parts until they are able to read it smoothly and with expression.
2. Students practice the song at the end of the story.
3. When students are ready, they are recorded in Chatter Pix.
 

D. Independent Practice-

1. Drawing and coloring their individual characters.
2. Practicing their lines.
3. Learning the song as a group.
4. Answering comprehension question.
 

E. Accommodations (Differentiated Instruction)-

1. Give special education students very small parts. Have them mimic the teacher as she feeds them their lines 3 words at a time.
2. Higher level students comprehension question: Explain how the frog is the same and how the frog is different from the other characters in the story.
 

F. Checking for understanding-

Comprehension question: How is the frog different from all the other animals in the story?

 

G. Closure-

1. Share finished video with the class and with their parents.
2. Have students share their writing with their class and parents.
 
7. Evaluation-
1. The students will re-read their individual parts until they are able to read it with fluency, prosody and expression.
2. The students will demonstrate their understanding of the main idea of the story by answering the comprehension question orally or in writing, with at least 75% accuracy.
 

This Lesson Plan is available at (www.teacherjet.com)