Impeccably - Heather White Swink Web viewThink about a picture Enrique might draw to send along with ... Their word knowledge is assessed at the end of the unit ... Harper & Row, c1978

Multi-Text Study

There’s an Owl in the Showerby Jean Craighead George

“He breathed deeply, then stepped onto the needle-carpeted ground and walked a soundless distance.”

Owls by Gail Gibbons

Amanda Scoggin Heather White Swink

Joua Yang

There’s an Owl in the Shower1

Multi-Text Outline

Pre-reading Activities

Prediction of Story Element (Individual) Pg 4-5 KWL (individual) Pg 6- 7 Internet Workshop (Individual) Pg 8-9

Section 1

Character Sketcher 3-Borden Watson (Individual) Pg 10-12 Introduce Character Log (to be kept throughout the reading of the book) (Individual) Pg 9 A Friendly Letter (Individual) Pg 12-14 Vocabulary Activities (Individual) Pg 15-17

Section 2

Character Sketcher 1-Leon Watson (Individual) Pg 18-19 Discussion Director (Individual –to-small group)Pg 20-21 Vocabulary Activities (Individual) pg 24-27

Section 3

Data Retrieval Chart (Individual) Pg 28-29 Character Sketcher 2- Paul James (Individual) Pg 30-31

Vocabulary Activities (Individual) Pg 32-34 Double Entry Diary-Cause/Effect (Individual and shared in small groups) Pg 35-37

Section 4

Word Wizard (vocabulary Activities) (Share in a group setting) Pg 38-39 Author’s Craft-Simile (Individual) Pg 39-40 Wanted Poster (Small groups and shared with the whole class) Pg 41-42

2

Section 5

ABC Book (Whole Group) Pg 43-44 Vocabulary Activities (Individual) Pg 45-46 I Am Poem (Individual and shored with whole class) Pg 48-51 Artistic Representation (Individual and shared with whole class) Pg 52

Post-Reading Activities

Response Journal Pg 53

Vocabulary Test (Individual) pg 54-56

Finish KWL – Part “L” (Individual)

Revisit Story Predictions

3

Pre Reading ActivitiesPredictions of Story Elements

Before you read: Look carefully at the front cover and illustrations throughout the book of There’s an Owl in the Shower. Write down your predictions about the following:

Setting (Time and Place): When and where do you think book takes place? _________________________________________________________________

Characters (The people, animals, or objects around which the action of the story is centered): Who do you believe the main characters in the book will be?

______________________________________________________________________________

Problem(s) & Solution(s) (What goes wrong in the story and how is it solved?) What do you predict will be the most significant problems in the book?

How do you believe the problems may be solved?

4

Write down any other questions or predictions:

__________________________________________________________

5

K-W-L You will be completing a K-W-L on owls. Think about what you know, what you want to know, and finally what you have learned. Use the following words to help you come up with questions you would like answered for the “W” column.

WHO, WHAT, WHEN, WHERE, WHY, & HOW

KWhat I Think I KNOW

WWhat I Want To

KNOW

LWhat I LEARNED

6

After reading Owls By Gail Gibbons and gaining an understanding of your topic, go back to the “K” column and see if any of the ideas you ‘”thought you knew” were inaccurate. Check any of them that are inaccurate, according to the text. Rewrite any of your statements that were inaccurate so that they are correct. Then go to the “L” column and begin grouping or categorizing what you have learned.

7

Internet WorkshopThere’s an Owl in the Shower

This internet workshop will help you to better understand an owl’s physical makeup and lifestyle. Please do the following steps to complete this internet activity:

1. Read the question below and then explore the websites given.

2. Then answer the questions about the websites that are listed below in your writer’s notebook.

3. Create an artistic representation from the information you just gathered.

Read about an owls ADAPTATION by clicking General Owl Physiology or

http://www.owlpages.com/articles.php?section=Owl+Physiology&title=General

(You are only required to read the text under the bold Adaptation section)

Answer the following questions:

1. Why are owls called raptors? Does that make them carnivores, herbivores, or omnivores? 2. List an owl’s special adaptation and unique abilities, and there use: 3. After eating, what do owls do?

Then visit this thinkquest by clicking The Northern Spotted Owl or http://library.thinkquest.org/2551/species/spottedowl.html

Answer the following questions:

1. Where do they live? List a few type of trees are they mainly found in?2. What do spotted owls look like?3. What does it mean when it said they are “not migratory birds?”4. What kind of kind of animals do they eat?

Section 1

8

http://library.thinkquest.org/2551/species/spottedowl.html




Character LogAt the beginning of a novel, authors usually introduce the main characters. As we read, we will discover more about some of these characters and come to know many of them very well. Create a section in your notebook for characters-a character log. In this section you will record the name of each main character below and describe what you found out about each character as you read pages 1- 36. Note something that the character said, did, how the character acts, and looks.

Borden Leon Sally Paul James Bardy

Cindy

Character Sketcher 39

Your job as Character Sketcher is to identify a character’s actions (traits) and explain or prove these traits, identify the character’s goal (which is what the character wants to do or accomplish), identify the problem and solution in the reading, and complete an artistic impression of the character.

You need to be aware that the character traits you will choose will be implied character traits. In other words, they are not directly stated in the passage. You will want to use descriptive words for your character traits. You do NOT want to use words like good, bad, nice, and mean. Be sure to use your “Descriptive Character Traits” page for help.

Sometimes the solution to your character’s problem will not be in the section of the book that you are reading. In this case, you will need to come up with a possible solution for you character’s problem.

When you begin artistically representing your character, try to use any physical descriptions from the text to help you. Your “artistic impression” of the character will probably be on a separate piece of paper. The next page gives you an example of how your paper may look with the character information.

You will be learning about Borden. Think about the following traits as you read Chapters 1-3.

Helpful Mischievous ImaginativeInsincere Angry Determined

Implied Character Traits (3)

10

1. (Trait) _________________ p.______ par.________(Explanation or proof of trait)

_____________________________________________________________________

_____________________________________________________________________


_____________________________________________________________________

_____________________________________________________________________


_____________________________________________________________________

_____________________________________________________________________

Character’s Goal: _______________’s goal is to

___________________________________________________________

______________________________.

Problem: _______________’s problem is

11

___________________________________________________________

_____________________________________.

Solution or Possible Solution: __________________________________________________________________________________________________________________

12

A Friendly LetterThere’s an Owl in the Shower

You are invited to write a letter from Enrique’s point of view to Borden. Be true to the character, setting, and story, and be sure to include the necessary parts of a friendly letter. Brainstorm your ideas here and then begin your letter in your writer’s notebook. Remember to write neatly and take your time! Here are a few questions for you to consider before you begin:

What do you think Enrique would want to tell Borden ?

What has changed since lumber companies were permitted to cut?

What questions would Enrique want to ask?

13

Think about a picture Enrique might draw to send along with the letter. What would it be?

Include an artistic drawing to go along with Enrique’s letter!

14

Vocabulary Table: Chapters 1-3Consult the online dictionaries http://www.onelook.com/ Find the following words in There’s an Owl in the Shower to see how they are used. Then, create your own student-friendly definitions for the words provided. Write words you find tricky or are unfamiliar with, then write your own student-friendly definitions: Make sure you check to see how the word is used in the book.

Then, you are invited to complete a set of daily vocabulary activities to go with these words.

Tier 2 Words Page # Student Friendly DefinitionsEnormous 1 Unusually large in sizeTwilight 2 The time right after sunsetBrink 3Impeccably 6Reminiscent 11Scantily 16Alighted 17Roost 18Catapulted 23

Write down unfamiliar words to you, and create your own student-friendly definitions: Make sure you check to see how

the word is used in the book.

15

http://www.onelook.com/

Vocabulary Activities

Sentence Stems/Idea Completions· I know that these birds were on the brink of extinction because

_____________________________________________________

_____________________________________________________.

· Leon catapulted the student through the air because _____________________________________________________

_____________________________________________________.

Which of the following describes Bardy alighted on a branch? Circle your answers:

1. flying from the branch

2. walking briskly across the branch

3. playing with a leaf

4. talking with another owl

5. landing on the branch

Synonyms and AntonymsSynonym Word Antonym

Impeccably

Reminiscent

16

Roost

Scantily

17

Section 2

Character Sketcher 1

You are invited to learn more about Leon. Please take notes on how Leon acts and looks.

To begin, reread the following passages, determine “descriptive words” that capture Leon’s personality and explain why the words describe Leon.

Reread the second paragraph on page 22. Which words describe Leon? ______________________________________________________

He acts _____________________because___________________________________________________________________________.

Reread page 39 and page 40 through page 41. Which words describe Leon? ______________________________________________________

He acts _____________________because___________________________________________________________________________.

Reread page 50 and page 54. Which words describe Leon? ______________________________________________________

18

He acts _____________________because____________________________________________________________________________.

Then, use the passages that describe Leon’s actions and appearance to help you complete an artistic impression of Leon.

Page 5 paragraph 1; page 20 paragraph 5; page 23 paragraph 2 and 4; page 39 last paragraph and beginning of page 40

Other passages you noticed.

19

Discussion DirectorThere’s an Owl in the Shower

Your job is to involve the students in your group by thinking and talking about the section of the book you have just read. You are going to ask questions that really help the students in your group think about the reading. Your questions should require students to discuss their interpretations of the text and connect background experience and knowledge with the text. You want all students involved in the discussion and talking about issues that come up during the reading.

Your job as the Discussion Director is to come up with 5 thinking questions. You really want to make your group think about what you all have just read. You are trying to make sure everyone in your group understands or comprehends the reading. It is very important that you ask your group fat, juicy, thinking questions. Remember you may wish to begin your questions with the following words/phrases:

Who?, What?, Where?, When?, Why?, How?,

If________ then________?

Your teacher really wants you to help the students in your group to go back to the book to find their answers if they don’t know them. So, to help this run very smoothly, you need to write down the questions, your answers to your questions, and the page numbers where the students can reference the text to justify their responses to your questions.

20

Use the record chart on the next page to help your organize your thoughts and questions.

21

Discussion Director Record ChartThere’s an Owl in the Shower

(Must do at least 5)

Question: Answer: Page #:

1.

2.

3.

4.

5.

22

6.

7.

8.

23

Vocabulary Table: Chapters 4-7Consult the online dictionaries http://www.onelook.com/ Find the following words in There’s an Owl in the Shower to see how they are used. Then, create your own student-friendly definitions for the words provided. Write words you find tricky or are unfamiliar with, then write your own student-friendly definitions: Make sure you check to see how the word is used in the book.

Then, you are invited to complete a set of daily vocabulary activities to go with these words.

Tier 2 Words Page # Student Friendly DefinitionsClear-cut 27 Removing all the trees at one timeAbruptly 28 Quickly and without warningManeuvered 30Eons 31Exquisite 35Angular 44Gleamed 45Suspiciously 51



24


25

Vocabulary Activities

Sentence Stems/Idea Completions· Why would you ask someone a question suspiciously?

_____________________________________________________

_____________________________________________________.

· The river gleamed red because _____________________________________________________

_____________________________________________________.

Which would best describe the word exquisite?

· A fine and smooth silk thread

· A bark off a Douglas fir

Synonyms and AntonymsSynonym Word Antonym

Maneuvered

Eons

26

Angular

27

Section 3

Data Retrieval Chart

List fascinating facts for each category of information. Be sure to continue this chart as you read and discover new information.

Books/ Short Summary of Book

Facts about Spotted Owls and or Barred Owls

What is a bird of prey?

What are owl pellets?

How do owlets get food?

There’s an Owl in the Shower by Jean Craighead George

Summary:

Owls by Gail Gibbons

Summary:

Owls and Other Birds of Prey by World Book’s

Summary:

28

Internet Site:


Summary:

http://library.thinkquest.org/07aug/00180/spottedowl.htm

Summary:

29





Character Sketcher 2You are invited to learn more about Paul James. Please take notes on how Paul James acts and looks.

To begin, think about “descriptive words” that capture Paul James’s personality and try to find passages in Chapter 3 that show how Paul James is acting. Think about why or how those words describe Paul James in the passages. Remember these will be implied traits. Use the traits below to help you.

Choose 3 of the following traits and find passages in Chapter 3 that demonstrate how Paul James is acting:

brave confident clever assertive

witty imaginative melancholy surprised

On page _______ paragraph _______ Paul James acts ______________________________________ because/when __________________________________________________________________________________________________________________________________.



30

Then, use the passages that describe Paul James’s actions and appearance to help you complete an artistic impression of Paul James. Are there any other passages you noticed?

31

Vocabulary Activities for Ch 8-11

You will complete the following chart writing child-friendly definitions for these words. Then, you are invited to complete a set of daily vocabulary activities to go with these words.

Word Meaning

droopedp. 56

Imprintp. 71

nurturingp. 71

surmisedp. 79

preened 32

p. 84

Vocabulary Activities Sentence Stems/Idea Completions

· What does it mean if something is drooped? __________________________________________________________________________________________________________.What causes Barty to imprint on Leon? __________________________________________________________________________________________________________. Questions, Reasons, Examples

· If a person is nurturing, how do you think he or she would act? Making Choices

· Which of the following gives an example of an animal that would need its feathers to be preened? Circle your answers:1. owl2. cat3. dog4. blue bird5. cow Examples and Non-examples

Which would best describe the word surmised?· Deciding someone is lying without proof

33

Nurturing

· A sinking boat

Word Networks

What people, things, situations, or words come to mind when you think about the word nurturing?

34

Double Entry Diary Cause and Effect relationships in

There’s an Owl in the Shower

You are invited to complete a Double-Entry Diary for this section of the book. You will look for specific instances in which a cause and effect relationship is present. You will write down the passage in

which you find it and write your response to it. Remember to write down the quotation or passage and the page number on the left

side of your paper. On the right side of your paper, write your response or personal reactions and connections to what was

written in the left column. You must include at least 3 passages with responses.

Here’s an example to start with:

Quotation/Passage and Page Number:effect-“It’s an owl pellet,” She said. “Owls eat their food whole. They cast

Response:Cause-An owl cannot digest certain pieces of their food like fur and bones so they must cast it out so that they will be able to eat again. If they do not do this each time they eat they

35

what they can’t digest before they eat again.”

will get sick and die.

Double Entry DiaryQuotation/Passage and Page Number:

Response:

36

Word Wizard

(Vocabulary Activities Ch 12-14)For There’s an Owl in the Shower create a definition for each of the words below.

Select 3 words from the list below and complete the Word Wizard role. Then select 2 words from the book on your own and complete the Word Wizard role.

flapped p. 89 enthusiastically p. 89

clear-cutting p. 93 nonchalant p. 103 parallel p. 342

gorgeous p. 106 triumphantly p. 107 plunged p. 84

1. Write down the word _______________, the page ____, and paragraph number _________.

2. Copy the sentence from the book in which the word appears.

3. Re-read the sentence in which the word appears. Think about the word, the sentence, and the story. Look up the word in the dictionary.

37

Using the dictionary definition and everything you know about the word, write your definition of the word.

________________________________________________________________________________________________.

4. Make your word wizard card. Be sure to include in LARGE PRINT your word, the page and paragraph number and the sentence where you find the word. On the other side of the card you should draw a picture to represent the meaning of your word, the word, the part of speech for how the word is used, and the definition of the word.

38

Section 4

Author’s Craft Christopher Paul Curtis chose his words very carefully, making use of one primary literary device. It appeals to the reader’s sense of humor by using such figurative language. Along with your partner, find at least four examples of a similie from your reading in Chapters 11 & 12. Then explain how each passage adds meaning to the story.

Example from the book:

Example from the book:

Simile: a comparison that includes the words like or as.

Example from Chapter 11“Bardy owl-dozed, eyes almost shut, breast feathers touching his beak. His vibrissae stood up like sea urchin spins.” Page 81

Page number:Example:

What this passage adds to the story:

Page number: Example:






39

Artistic Representation

Now that you have chosen four examples of similes, please artistically represent one of these

comparisons.

Wanted!40

Your job is to create a wanted poster for Leon because he has an endangered animal

in his possession. (cht. 14)

You will create an artistic representation of the suspect and then complete the following information for the wanted poster:

Wanted:Character name

Time and Place Last SeenPhysical Description

How he acts Likes

DislikesWhere he hangs out

Suspected WhereaboutsReward amount

~Remember that this information, plus the artistic creation of the suspect, must fit inside the white box in your wanted poster. If you choose, you may use your own creative template instead of the one given on the following page.

Please make your wanted poster as creative as possible!

41

42

Section 5

BOOK

Choose one or two items from the chart below to create pages for an alphabet book for all to share. Each page should include a large capital letter, an illustration or some artistic impression, and a paragraph (at least 5 sentences) explaining your letter representation. Design your page with an interesting format and type font. Your page should be vertical. The following words are examples you may use but are not limited to:

AArbutus

BBarred Owl

CCrouched

Chattered

Clear-cut

DDilemma

Deceitfully

E

FFlapped

GGorgeous

H IImprint

Imped

J

K L M N OOwlet

P Q R S T43

Pellet

Purplexed

Ravaging Spotted Owl

Simultanoeusly

UUmbra

V W X YZ

44

Vocabulary Activities for Ch 15 – End.

You will complete the following chart writing child-friendly definitions for these words. Then, you are invited to complete a set of daily vocabulary activities to go with these words.

Word Meaning

UrgencyPg. 110

RavagingPg. 115

UmbraPg. 121

DensePg. 125

PerplexedPg. 128

45

Vocabulary Table: Chapters 15 - EMDConsult the online dictionaries http://www.onelook.com/ Find the following words in There’s an Owl in the Shower to see how they are used. Then, create your own student-friendly definitions for the words provided. Write words you find tricky or are unfamiliar with, then write your own student-friendly definitions: Make sure you check to see how the word is used in the book.

Tier 2 Words Page # Student Friendly DefinitionsUrgency 110Confiscated 110Deceitfully 112Impede 113Ravaging 115Rugged 118Midst 119Umbra 121Arbutus 121Dense 125Simultaneously 126Perplexed 128



46


I Am PoemYou will create an I am poem using the template provided to show how

one of the main characters in the book character traits and feelings about the Spotted Owl have changed throughout the book. Remember how Borden and his family felt about the Spotted Owls at the beginning of the book and how they felt about Bardy and Spotted Owls at the end of the book.

I Am __________________

Stanza One

I am _____________________________________________________________________

_______________________________________________________________

I live ____________________________________________________________________

_______________________________________________________________

I wonder _______________________________________________________

_______________________________________________________________

I hear __________________________________________________________

_______________________________________________________________

I see __________________________________________________________

_______________________________________________________________

47

I want _________________________________________________________

_______________________________________________________________

I am___________________________________________________________

Stanza Two

I question____________________________________________________

____________________________________________________________

I feel _______________________________________________________

____________________________________________________________

I touch ______________________________________________________

____________________________________________________________

I worry ______________________________________________________

____________________________________________________________

I cry ________________________________________________________

____________________________________________________________48

I understand _________________________________________________

____________________________________________________________

I am ________________________________________________________

____________________________________________________________

Stanza Three

I say _________________________________________________________-

_____________________________________________________________

I believe______________________________________________________

_____________________________________________________________

I dream _______________________________________________________

______________________________________________________________

I try __________________________________________________________

______________________________________________________________

I hope ________________________________________________________

______________________________________________________________

49

I was once _____________________________________________________

______________________________________________________________

But now I ______________________________________________________

______________________________________________________________

I am___________________________________________________________

_______________________________________________________________

50

Artistic RepresentationAfter you have completed the I am Poem assignment you will complete an artistic representation of the character that you have chosen. Try to remember what the book said about the physical description of the character and create your own representation using different art supplies.

Post Reading Activities and Assessments51

Response JournalWhen Borden discovers that Bardy the owl is not a Barred Owl and that

he is a Spotted Owl how does that make him feel about owls and Bardy? Think about all the hardships and troubles that the Watson family has faced “because” of the owl problems. Write down three separate journal entries from Bordens perspective. The first entry will be set at the beginning of the book before the Watson family met Borden. The second entry will be set in the middle of the book as the family was growing to love Bardy the “Barred Owl”. The third entry will be set at the end of the book after they had discovered that Bardy was a Spotted Owl and set him free. Use three separate sheets of paper for each entry and make sure to label each entry.

52

Final Vocabulary AssessmentThere’s an Owl in the Shower

Multiple Choice: Circle the best answer

1. The gentle owl was on the brink of extinction. Edge of Not close to In the middle

2. The playground was scantily covered with mulch. Well covered Barely covered Almost covered

3. An apple was catapulted across the cafeteria during lunch. Stepped all over Thrown into the air Washed in water

4. Timothy maneuvered the balls into place. Forgot Followed Moved

5. Lisa wore an exquisite silk blouse to school yesterday. Dirty, ragged Furry, rough Finely detailed

6. The man suspiciously crossed over to the dim lit street. Watchfully, doubtfully Innocently, Easily Unafraid, friendly

53

Write a short definition for the following words. Create your definition the way the words were used in There’s an Owl in the Shower.

7. Clear-cutting__________________________________________________________________________________________________

__________________________________________________________________________________________________

_________________________________________________________________________8. Surmised__________________________________________________________________________________________________

__________________________________________________________________________________________________

_________________________________________________________________________

9. Imprint__________________________________________________________________________________________________

__________________________________________________________________________________________________

_________________________________________________________________________

10. Triumphantly__________________________________________________________________________________________________

__________________________________________________________________________________________________

_________________________________________________________________________

11. Parallel__________________________________________________________________________________________________

__________________________________________________________________________________________________

_________________________________________________________________________

54

12. Nurturing__________________________________________________________________________________________________

__________________________________________________________________________________________________

_________________________________________________________________________

Write a synonym and also an antonym for each of the following vocabulary words:

13. Urgency – Synonym ____________ Antonym ______________

14. Ravaging – Synonym ___________ Antonym _____________

15. Perplexed – Synonym ___________ Antonym _____________

16. Dense - Synonym ______________ Antonym _____________

17. Umbra – Synonym ______________ Antonym _____________

EC18. Confiscated – Synonym __________ Antonym _____________19. Rugged – Synonym ______________ Antonym ____________20. Simultaneously – Synonym ____________ Antonym ____________

55

Rubric:

There’s an Owl in the Shower

Activity/CriteriaYour points/Total possible points

KWL

Has all components completed. Thought is apparent when composing questions for W

column. /5

Predictions of Story Element Activity All parts are considered. Predictions are carefully thought out and demonstrate

consideration for the story.

/5

Internet Workshop

Responses to questions are complete and accurate. Artistic representation included

/10

Character Sketchers 1-3 (Borden, Leon, & ) Traits are included and thorough. Page numbers are included. Artistic representation is complete and thoughtful.

/15

(5 pts. each)

Vocabulary Activities 1,2,3

Definitions are “child-friendly” Activities are correct and complete

/15

(5pts. each)

DRC All 4 questions/categories are complete for each book and

website. Short summary of each book and website is included. Student adds to information beyond what is initially asked.

/10

Author’s Craft56

Chart includes 3 or more examples of similie with page numbers.

Explanations are included about how the examples add to the text.

Artistic representations of author’s craft are thoughtful and creative. /5

Wanted Poster

Artistic representation is thoughtful and creative. Poster includes information about the Leon including the

following: name, time and place last seen, physical description, how the character acts, likes, dislikes, hangout spots, suspected whereabouts, reward amount.

/5

Setting Graphic Organizer Details are complete and include responses to each of the

three categories listed.

/5

Dialect DED’s 6 passages with page numbers are present. Thoughtful responses are present for each passage listed. Dialect is apparent within each passage chosen.

/10

(5 pts. per

DED)

Discussion Director

Questions displays insights into novel’s main events and themes; questions are “higher-level”

Answers are provided and when appropriate, page #’s/5

I-poem Written from Bardy’s point of view. Follows the given format of an I-poem, or creates his or her

own interpretation. Artistic Impression is accurate and creative.

/10

Character Log

Each box has descriptions of each character. The descriptions are written as the character develops

throughout the book./5

57

Vocabulary Assessment

All answers are complete and correct. Each answer correct is equal to one point.

/20

Total /??

58

North Carolina Language Arts Standard Course of Study: Grade 4

Unit Activity NC Language Arts Grade 4Students define Tier 2 vocabulary with their student packet and complete vocabulary exercises throughout the unit. They will be using the text and a dictionary to create their definitions of some of the words. Their word knowledge is assessed at the end of the unit using vocabulary test. Students also examine the author’s craft by investigating similes within the novel There’s and Owl in the Shower. Then, students create an artistic representation of a simile found within the text.

1.03 Identify key words and discover their meanings and relationships through a variety of strategies.1.04 Increase reading and writing vocabulary through:

wide reading. word study. knowledge of multiple meanings of

words. writing process elements. writing as a tool for learning. discussions. examining the author's craft.

1.05 Use word reference materials (e.g., glossary, dictionary, thesaurus) to identify and comprehend unknown words.

Students completed a K-W-L before we began the unit to assess what they know, want to know, and learned about owls. Students used an assortment of books to gather their information. Students also participated in an Internet Workshop to seek additional information on the topic. Students also completed two Double Entry Diaries specifically noting the dialect within the book. Students complete a Wanted Poster on the Leon, making references to the text by providing the required information. An I-Poem was created using specific information gathered from the text.

2.02 Interact with the text before, during, and after reading, listening, and viewing by:

setting a purpose using prior knowledge and text information.

making predictions. formulating questions. locating relevant information. making connections with previous

experiences, information, and ideas.2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:

plot. theme. main idea and supporting details. author's choice of words. mood. author's use of figurative language.

59

Students also completed a character sketcher which asked students to focus on implied character traits by looking at a character’s actions and words. Students completed a character log in which the students were asked to follow the characters through the book and record specific items about those characters. Students added to this throughout the entire text. Students supported evidence of implied traits by the citing page numbers and passages on which they found the supporting evidence. Students also completed a DRC using There’s an Owl in the Shower as well as multiple nonfiction texts and an internet resource.

3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:

analyzing word choice and content. examining reasons for a character's

actions, taking into account the situation and basic motivation of the character.

creating and presenting a product that effectively demonstrates a personal response to a selection or experience.

examining alternative perspectives. evaluating the differences among

genres. examining relationships among

characters. making and evaluating inferences and

conclusions about characters, events, and themes.

3.02 Analyze characters, events, and plots within and between selections and cite supporting evidence.3.03 Consider the ways language and visuals bring characters to life, enhance plot development, and produce a response.3.05 Analyze and integrate information from one or more sources to expand understanding of text including graphs, charts, and/or maps

Students will write an “I Am” poem using a main character from There’s an Owl in the Shower. Students will also complete learning logs and double entry diaries.

4.07 Compose fiction, nonfiction, poetry, and drama using self-selected andassigned topics and forms (e.g., personal and imaginative narratives, researchreports, diaries, journals, logs, rules, instructions).

60

Why We Chose…There’s an Owl in the Shower by Jean Craighead GeorgeGrade Level: 4-7

We chose this book because it is a great story about an unlikely twosome who grows to become great friends. It is very unlikely for a lumberjack to befriend a small owl, especially one that caused him to be laid off from his job, but that is exactly what happens in this story. We thought that it would show the students how people can be friends with anyone no matter what their similarities and differences are. This story really shows how someone can grow and change over time. Leon changes and develops into a better person because of a small owlet.

This story is also a great example of human’s effect on the environment. It shows the devastation of the spotted owl’s population due to the mismanagement of our forestry. The devastation on the owl population can be discussed in a broader sense by the endangerment and extinction of other species directly linked to human activity. This book also painted a clear picture that many of the reasons causing species to go extinct can easily be corrected. Often, it is through our recklessness and lack of awareness that transpire the endangerment of other living things. Another issue brought forth in the book is the survival of the owls versus job and survival of the unemployed. The difference is that man is skillful in way to adapt. A tree cutter can learn a new skill to find a different occupation. As for a spotted owl, it is simple animal instinct. All it knows is to find shelter, food, water, and space in a suitable arrangement.

This book is written on a fourth/fifth grade reading level so most of the fourth graders should be able to read it. It is very informational in a reader friendly way. The students will not realize that they are learning so much about owls and lumberjacks. We hope that students will be able to make all of the connections described above.

Owls by Gail GibbonsGrade Level: K-2

The nonfiction book we chose is written on a kindergarten or first grade level so everyone should be able to read that book. They can also use the pictures to see what the owls look like and to learn more about owls in general.

This book has wonderful illustrations and explanations about owls. It accompanies the book wonderfully. It had pictures of the owls discussed in There’s an Owl in the Shower and many other types of owls. It explains an abundant amount of information about owls in an easy to read manner so that even struggling readers could grasp the information.

61

We found this book so enticingly different from other informational books. The information the book provided were very clear and precise. It is a quick read and informative in its quick text. The illustrations of the different kind of owls help visually to see the variations. This book is written at a lower reading level, but that will make a great difference for the struggling readers in the fourth grade, and they are still able to attain the information needed about owls.

URL for Internet Workshophttp://www.owlpages.com/articles.php?section=Owl+Physiology&title=Generalhttp://library.thinkquest.org/2551/species/spottedowl.html

Additional Resources

Owls and Other Birds of Prey

by Mary E. Reid; World Books, Inc; c2000 N-Fiction.

Reading Level-4th or 5th, lower level readers could read some of it and look at the pictures to gain a better understanding of owls.

This book goes into great detail about owls. It describes different types of owls, what they eat, and so much more. The students would be able to explore in more detail about owls. If students have specific questions about owls this book is great to go to because the header at the top of each section tells the reader what that page(s) is about. For example, if a child wants to know what a bird of prey is, he or she flips to that section and only have to read those pages.

Barn Owls

by Phyllis Flower; pictures by Cherryl Pape. New York: Harper & Row, c1978. N-Fiction.

Reading Level-2nd Grade

Trace the life of a barn owl from his birth until he leaves the nest and finds a mate of his own. This book would help students understand how Enrique and his mate feel about their owlets. It would also help to understand in detail the life of an owl.

The Book of North American Owls

by Helen Roney Sattler; illustrated by Jean Day Zallinger. New York: Clarion Books, c1995. N-Fiction.

Reading Level-3rd Grade

62



This book gives general information on the behavior of owls and specific information about the physical characteristics of the 21 North American species. Again this book would help the students to be able to more research about owls and to learn more if they had specific questions.

Hoot

By Carl Hiaasen. New York: Alfred A Knopf: Distributed by Random House, c2002. Fiction.

Reading Level-Upper Fourth to Fifth

Roy becomes involved in another boy’s attempt to save a colony of burrowing owls from a proposed construction site. This book is similar to There’s an Owl in the Shower in some ways because there are people who want to save the owls. They could compare the situations and begin to understand why it is important to save these owls.

Poppy

By Avi; illustrated by Brian Floca. New York: Orchard Books, c 1995. Fiction.

Reading Level-5th grade

Poppy, a deer mouse, urges her family to move next to a field of corn big enough to feed them all, but the owl has other ideas. This story shows the owl in a different light because the deer mouse is the main character along with the owl. They see how an owl can be more of a bully and this perspective is not shown in the other books. It is a chapter book so it would be more for students who are above grade level and could handle reading a larger book to get their information.

The Owl BookBy Richard Shaw; F. Warne; c1970. Fiction.

Reading Level-5th-6th grade

This book has many poems about owls. There are not any illustrations in the book but it is something I could read to the students. It is not really something that most of the students would think is an interesting book. I love the poems and think that the students would learn about owls in a different way.

Owl Moon

By Jane Yolen; illustrated by John Schoenherr. New York: Philomel Books, c1987. Fiction-Poetry.

Reading Level-K-2nd grade

63

A father and daughter trek into the woods to see the Great Horned Owl. The students would learn about another type of owl and its habitat. They can see pictures of this owl and compare it to the owl in There’s an Owl in the Shower. They can see other peoples relationship with owls.

Resources Our Templates are courtesy of Dr. Frye.We used many websites from thinkquest.com about owls. Images and clip art are from Google searches.

64

Documents

Impeccably - Heather White Swink Web viewThink about a picture Enrique might draw to send along with ... Their word knowledge is assessed at the end of the unit ... Harper & Row, c1978