What Is A Bat? Day 1 I. SECTION ONE A. PA Academic Standards for English Language Arts CC.1.1.K.

K.A: Utilize book handing skills CC.1.1.K.B: Demonstrate understanding of the organization and basic features of print CC.1.1.K.C: Demonstrate understanding of spoken words, syllables, and sounds (phonemes) CC.1.1.K.D: Know and apply grade level phonics and word analysis skills in decoding words CC.1.2.K.B: With prompting and support, answer questions about key details in a text CC.1.2.K.E: Identify parts of a book (title, author) and parts of a text (beginning, end, details) CC.1.2.K.G: Answers questions to describe the relationship between illustrations and the text in which they appear CC.1.3.K.G: Make connections between the illustrations and the text in a story (read or read aloud) CC.1.4.K.B: Use a combination of drawing, dictating, and writing to focus on one specific topic CC.1.4.K.C: With prompting and support, generate ideas and details to convey information that relates to the chosen topic CC.1.4.K.F: Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling CC.1.5.K.A: Participate in collaborative conversations with peers and adults in small and larger groups CC.1.5.K.E: Speak audibly and express thoughts, feelings, and ideas clearly B. Enduring Understandings Students will understand the key information about a bat Students will understand that you read from left to right Students will understand that you write from left to right C. Essential Questions What characteristics describe a bat? Where do you start reading? Where do you start writing? D. Performance Standards Students will know The characteristics of a bat That you write from left to right That you read from left to right What a bubble map is

Students will be able to List the characteristics of a bat Write from left to right Read from left to right Fill in a bubble map about bats

II. SECTION TWO A. Pre-assessment Ask students what they know, if anything, about bats B. Formative Discussing the book Bat Loves the Night throughout while reading it C. Summative Bubble map as a class Characteristics of bats

III. SECTION THREE A. Materials Poster paper Markers Bat Loves The Night by Nicola Davies B. Procedures Have students sit on the carpet Ask the students what they know, if anything, about bats Listen to what students say Introduce the read aloud Tell them that they have to listen carefully because afterwards we are going to make a list of what they remember Discuss the book throughout After the book, show them a bubble map Explain what it is Create a bubble map on bats See with their ears Nocturnal Eat bugs Fly Etc..

What Is An Owl? Day 2 IV. SECTION ONE A. PA Academic Standards for English Language Arts CC.1.1.K.A: Utilize book handing skills CC.1.1.K.B: Demonstrate understanding of the organization and basic features of print CC.1.1.K.C: Demonstrate understanding of spoken words, syllables, and sounds (phonemes) CC.1.1.K.D: Know and apply grade level phonics and word analysis skills in decoding words CC.1.2.K.B: With prompting and support, answer questions about key details in a text CC.1.2.K.E: Identify parts of a book (title, author) and parts of a text (beginning, end, details) CC.1.2.K.G: Answers questions to describe the relationship between illustrations and the text in which they appear CC.1.3.K.K: Actively engage in group reading activities with purpose and understanding B. Enduring Understandings Students will understand that an owl is a type of bird Students will understand what an owl is Students will understand how an owl survives Students will understand how to point using a one to one correspondence for each words C. Essential Questions What is an owl? How does an owl live? How do you read using pointing? D. Performance Standards Students will know How to point to each word as they read Basic facts about owls Students will be able to Recall facts on owls (a) How they live (b) What they eat (c) Parts of their body Point using a one to one correspondence when reading

V. SECTION TWO

A. Pre-assessment Ask students what they know about owls B. Formative Students explaining my mistakes as I point incorrectly Smartboard activities on owls C. Summative Students ability to point with a one to one correspondence as they read Information that they recall about owls VI. SECTION THREE A. Materials Smartboard GOOD-NIGHT OWL! Big book Pointer Smartboard owl activity Poster paper Markers B. Procedures Ask students what they know about owls Then introduce the big book GOOD-NIGHT OWL! Read the big book to them Ask them what they thought of the book Read the book again while pointing correctly and incorrectly As I read, ask students to raise their hands if they see me do something wrong After going through the whole book again, give students the chance to point correctly while reading the book 2 or 3 students Pull up the owl smartboard activity Review the little book on the activity Read owl facts Discuss them Show students the different parts of owls page Call on students to come move the parts to the right places Move on to the owl pictures Explain to students that you want them to describe the different types of owls that you are showing them Looks? Big? Small? Lastly, show the students the video on owls Slow motion video of an owl flying Make a bubble map about what they learned about owls

Whats The Difference Between Bats and Owls? Whats The Same? Day 3 VII. SECTION ONE A. PA Academic Standards for English Language Arts CC.1.1.K.B: Demonstrate understanding of the organization and basic features of print CC.1.1.K.C: Demonstrate understanding of spoken words, syllables, and sounds (phonemes) CC.1.1.K.D: Know and apply grade level phonics and word analysis skills in decoding words CC.1.2.K.A: With prompting and support, identify the main idea and retell key details of text CC.1.2.K.B: With prompting and support, answer questions about key details in a text CC.1.2.K.C: With prompting and support, make a connection between two individual, events, ideas, or pieces of information in a text CC.1.2.K.I: With prompting and support, identify basic similarities and differences between two texts (read or read aloud) on the same topic CC.1.2.K.J: Use words and phrases acquired through conversations, reading, and being read to, and responding to texts CC.1.2.K.L: Actively engage in group reading activities with purpose and understanding CC.1.3.K.E: Recognize common types of text CC.1.3.K.H: Compare and contrast the adventures and experiences of characters in familiar stories CC.1.5.K.B: Ask and answer questions about key details in a text read aloud or information presented orally or through other media CC.1.5.K.E: Speak audibly and express thoughts, feelings, and ideas clearly B. Enduring Understandings Students will understand the similarities between bats and owls Students will understand the differences between bats and owls Students will understand what a Venn diagram is C. Essential Questions What is the same between bats and owls? What is different between bats and owls? What is a Venn diagram? D. Performance Standards Students will know How to compare bats and owls How to contrast bats and owls How to make a Venn diagram Students will be able to

Compare bats and owls Contrast bats and owls Create a Venn diagram

VIII. SECTION TWO A. Pre-assessment What do students remember about bats and owls? Have they ever heard of a Venn diagram? B. Formative Discussion on bats to see what they remember Discussion on owls to see what they remember Do they think anything is the same? Different? C. Summative Creating the Venn diagram D. Adaptations For more advanced students, allow them to write the words

IX. SECTION THREE A. Materials Previously created bats poster Previously created owls poster Poster paper Markers B. Procedures Have students meet you on the carpet Ask students what they remember about bats Ask students what they remember about owls Go over each poster they created again Do they think anything is the same? Different? Explain to students that today we are going to compare and contrast the two animals Compare things that are the same Contrast things that are different Introduce the Venn diagram Explain to students what a Venn diagram is (a) A graph that helps show similarities and differences Explain that they are going to be putting the things that are just about bats on one side and the things that are just about owls on the other The things in the middle are things that are the same about the two animals