The College of New Jersey School of Education Bianca Venice and Heather Wuest Title: If I Were an Octopus Grade

Level: 1st grade Cooperating Teacher: Ms. Tindall Time Allotted: 30 minutes Description of Topic: Students will describe the characteristics of an octopus that allow them to survive. Students will combine their prior knowledge and newly acquired knowledge of octopuses with their imagination to create an If I were an octopus writing piece. Standards: 5.3.2.E.2 Plants and animals have features that help them survive in different environments. CCSS.ELA-Literacy.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Objectives Students will use their imagination to write about what they would do if they were an octopus. The students will utilize proper capitalization and periods. Students will describe why and how octopuses hide and protect themselves from predators and/or catch their pray.

Assessments The teacher will assess the students writing for proper usage of capitalization and periods.

Students will complete a worksheet whereby they will identify that octopuses camouflage to hide from their predators and they will also identify that octopuses an hide in small spaces because they have no bones. Students will recognize that octopuses use ink to protect themselves from predators. The student will include this information in their If I were an octopus writing.

Materials:, worksheets, If I were an octopus foam board cut out, If I were an octopus worksheets, Octopus fill-in-the-blank worksheet, camera, laptop , Octopus Under the Sea by Peter Roop Prior Knowledge: Students will have basic knowledge of an octopus appearance.

Hook:(5minutes) The lesson will begin with two octopus videos. The first octopus video will show an octopus camouflaging and the other video will display the flexibility of an octopus. The teacher will discuss with the students why octopuses camouflage and why octopuses are so flexible! Procedure:(40 minutes) 1. The teacher will read Octopus Under the Sea by Peter Roop. 2. The teacher will split the class in half. 3. Half of the class will get to stick their head into the Octopus foam board cut out and get their picture taken. When they take turns putting their heads into the Octopus cut out they will state what they would do if they were an octopus. 4. The other half of the class will complete a worksheet at their desks. The worksheet will assess the knowledge they acquired from the videos and read aloud. 5. The groups will then switch. 6. The class will come back together to complete the If I were an octopus writing prompt. 7. The teacher will first scaffold students in brainstorming different characteristics and abilities of octopuses that the students can include in their writing. 8. The teacher will model the activity for the students with her or her own If I were an octopus writing piece. Closure: (5 minutes) The teacher will ask for volunteers to share their writing with their classmates. Questions: 1.Why does an octopus camouflage? 2. Why is an octopus so flexible? 3. What is an octopus prey? 4. What is a predator of an octopus? 5. What would you do if you were an octopus? Differentiation: The students will sit in their previously assigned seats which are arranged in groups of mixed leveled students to start the lesson. The mixed leveled groups will allow students to help one another when the teacher is scaffolding the understanding of another group. The ESL students will receive a support sheet with words that are prevalent in the lesson. The support sheet will contain words written in English and picture of the word. The support sheet will also contain common phrases used regularly in the classroom in English and a picture of the procedure. It will enhance their comfort in the classroom which will also heighten their learning. The more advanced learners will able get a challenge from the challenge bucket if they finish early the class work early.

Classroom Management: The teacher will divide the class in half and set a timer for fifteen minutes. The teacher will utilize the whole brain learning strategies for managing the classroom including Hands and eyes, hands and eyes and Bring it back bring it back bring it back now. Students working conscientiously will be placed on the happy list. Students failing to work effectively will be put on the sad list. The teacher will inform the students that if they are not working they will not be given a chance to take a picture in the Octopus foam board. The teacher will remind students of the rules when seating on the carpet for the read aloud. Transitions: The teacher will use timers to signal to students that it is time to switch stations. The teacher will select students when it is their turn to get their picture taken in the octopus.