Lesson Plan Format Template

Grade: 3rd Subject: ELA/ ScienceTitle : It’s Great To Migrate! Contributed by : Amy Schweigert Stephanie Hogle

Keywords : Migrate, Thunderous, Landscape, Survival, Baleen, Echolocation Regional Center : Northern Arizona Resources : Text: The Journey: Stories of Migration by Cynthia RylantTechnology : Computer research

Vocabulary PowerPoint: https://drive.google.com/file/d/0B2TK4Q_rU3m4SV9UN3VxN1Z4dUE/view?usp=sharing

Teaching Phase

Standards : R1.3.10; R1.3.4; R1.3.3; S4.C4.PO3; 3.L.01a-I; 3.SL.4Time Frame : 6 sessions of 90 minutes each. Day 1 of 6 (Some lessons can be divided into multiple days)Prior Knowledge/Pre-Teaching : KWL chart regarding migration Lesson One/Day One : Preload vocabulary words for this unit using the attached notebook. Read the story. “ The Journey: Stories of Migration”. Using the text and graphic features, learn what migration is, identify creatures that migrate, why they migrate and how their migration can affect humans.

Materials : Chart to complete KWL, The Journey: Stories of Migration; Lexile 920L; (Each student will have access to personal copy if your school uses the Journey’s reading series. If not, it can be purchased online at www.amazon.com) Vocabulary NotebookHandouts : D1 Migration and/or Graphic Organizer

Assessment : Completed worksheet (D1 Migration) and/or Graphic Organizer

Guiding questions : How does using text and graphic features give me information to learn about migration?

Learning Objectives : Students will know how to use and learn from the text and graphic features in “The Journey: Stories of Migration” to acquire a deeper knowledge of migration.Extension: Students will be encouraged to complete a research paper on a creature of their choice that migrates. www.oceantoday.noaa.gov/graywhalemigration/http://idahoptv.org/sciencetrek/topics/animal_migration/teachers.cfmhttps://www.readinga-z.com/book.php?id=848www.brainpop.com/educators/community/bp-jr-topic/migration/

http://www.mnn.com/earth-matters/animals/photos/14-of-the-greatest-animal-migrations/monarch-butterflies

Accommodations : Computers/Internet, Encyclopedia

Procedure: Begin the lesson covering the vocabulary words: Migrate, Thunderous, Landscape, Survival, Baleen, Echolocation. See attached “Vocabulary Notebook” to introduce the vocabulary words. Vocabulary PowerPoint: https://drive.google.com/file/d/0B2TK4Q_rU3m4SV9UN3VxN1Z4dUE/view?usp=sharing

Next, hold a whole class discussion about migration. Record their knowledge on the KWL chart. Discuss what and why there are graphic features in stories. As a class do a picture walk of the story, “The Journey: Stories of Migration”. Next, read the story using the Close Reading, reading with your pencil, a three read strategy. First, the students will read the story on their own (this is the first read). Then on the second read (whole class), discuss the text and graphic features. They will then read with their partner (the third read). On the third read students will be using text evidence and graphic features from the story to learn about the purpose of migration and complete the graphic organizer and/or D1 Migration worksheet.

Standards : R1.3.10; R1.3.4; R1.3.3; S4.C4.PO3; 3.L.01a-I; 3.SL.4Time Frame : 6 sessions of 90 minutes each. Day 2 of 6Prior Knowledge/Pre-Teaching : Lesson from Day 1. Story “The Journey: Stories of Migration”Lesson Two/Day Two : Vocabulary practice using flip books. Use online video, data collection and text evidence from the story to become an expert on an animal that migrates. They will then teach information gathered to another class member. Students will also take notes when being taught by a classmate.

Materials : “The Journey: Stories of Migration”, (Each student will have access to personal copy if your school uses the Journey’s reading series. If not, it can be purchased online at www.amazon.com) internet access. A large piece of paper; vocabulary flip bookHandouts : D2 Migration, Note Taking worksheets

Assessment : Individual worksheets, Group illustrations and information on completed butcher paper

Guiding questions : Which creatures migrate? What are the reasons for them to migrate? What do they have to do to get ready to migrate? How might it affect humans if they didn’t migrate?

Learning Objectives : I will know why some animals migrate and then teach this knowledge to another classmate. I will also be a learner when I am taught about an animal that migrates.Extension: Students will be encouraged to complete a research paper on a creature of their choice that migrates.http://idahoptv.org/sciencetrek/topics/animal_migration/teachers.cfm

www.brainpop.com/educators/community/bp-jr-topic/migration/

https://www.readinga-z.com/book.php?id=848

http://www.mnn.com/earth-matters/animals/photos/14-of-the-greatest-animal-migrations/monarch-butterflies

Accommodations : Partner up, require less, picture cards to show migration

Procedure:

Students will begin with vocabulary lesson. Hand each student construction paper folded into a 6 page flipbook (see picture). Have students write the vocabulary words on the front of their flip book. Then, draw a picture illustrating 2 of the 6 vocab words inside the book. Finish with writing sentences using the chosen words. Underline the word in the sentence.(2 words will be chosen each day until all 6 vocabulary words are completed). Students will then be placed into four groups. Two groups will learn about whales and two groups will learn about locust. They will become an expert on their animal. Each group will learn

from video observation and/or online research (www.kidrex.org ) and find text evidence in the story “The Journey: Stories of Migration”. Whale experts will read the excerpts from the text about whales and do the Close Reading Strategy with other whale experts. Locust experts will do the same. While learning, students will fill out the worksheet “Day 2 Migration”. After students are experts about their animal, class will be regrouped into groups of 2, having an expert from each category forming the new groups. Each group should have paper. Divide the paper in half. The “Expert” will teach all that he/she learned through pictures, sentences or words using his/her own completed expert worksheet on the paper. The student that is being taught takes notes on the “Note Taking Worksheet”, listens and is required to ask questions. Roles are then switched. At the end of the lesson, students should be experts on both animals.

Standards : R1.3.10; R1.3.4; R1.3.3; S4.C4.PO3; 3.L.01a-I; 3.SL.4

Time Frame : 6 sessions of 90 minutes each. Day 3 of 6Prior Knowledge/Pre-Teaching : Previous lessons. Story, “The Journey: Stories of Migration”Lesson Three/Day three: Vocabulary practice using flip books. Have students partner read “The Journey: Stories of Migration”. When finished class will complete the Complex Reads and extension activity. More Complex Reads with Extension Activity:Directions: Have students read the four different stories about migration from the links below. These stories are about three different animals that migrate. After reading, students will complete a Venn Diagram comparing and contrasting the animals.

Venn Diagram: http://www.classroomjr.com/printable-blank-venn-diagrams/3-circle-venn-diagram-blank/

More Complex Reading Sites: Monarchs on the Move (Will have to purchase)

http://www.alibris.com/Monarchs-on-the-Move/book/-54702104 Monarchs on the Move (Magazine Article)

http://www.nps.gov/cuva/planyourvisit/upload/Monarchs-On-the-Move_final_for-web.pdf Rescuing the Whooping Crane

http://www.yesenglish.com:9090/yesyoungdo/online/library/ebook/grade3/above/lesson22.pdf

Materials : “The Journey: Stories of Migration”, (Each student will have access to personal copy if your school uses the Journey’s reading series. If not, it can be purchased online at www.amazon.com)The internet access and attached links to the Complex Reads and the Venn Diagram worksheet.

Assessment : Students will be assessed on their comprehension of the complex reads by completing the Venn Diagram correctly. Students need at least 3 examples of differentiation of migration in each section of the diagram to receive full credit.Guiding questions : Can you compare and contrast the different animals that migrate?

Learning Objectives : Students will be able to learn more about different animals that migrate through additional reads and comparing/contrasting animals using the Venn Diagram

Extension : Extension: Students will be encouraged to complete a research paper on a creature of their choice that migrates.http://idahoptv.org/sciencetrek/topics/animal_migration/teachers.cfm

www.brainpop.com/educators/community/bp-jr-topic/migration/

https://www.readinga-z.com/book.php?id=848

http://www.mnn.com/earth-matters/animals/photos/14-of-the-greatest-animal-migrations/monarch-butterflies

Accommodations : Students with accommodations may have shortened work or a scribe to write down their thoughts. Computers to type.

Procedure: Have students write the vocabulary words on the front of their flip book. Then, draw a picture illustrating 2 of the 6 vocab words inside the book. Finish with writing sentences using the chosen words. Underline the word in the sentence, (all 6 vocabulary words should be completed by this day).

Have students partner read “The Journey: Stories of Migration”. When finished class will complete the Complex Reads and extension activity.

Complex Reads with Extension Activity:

Directions: Have students read the four different stories about migration from the links below. These stories are about three different animals that migrate. After reading, students will complete a Venn diagram comparing and contrasting the migration of the animals.

Venn Diagram: http://www.classroomjr.com/printable-blank-venn-diagrams/3-circle-venn-diagram-blank/

More Complex Reading Sites:

Fish That Migrate http://www.yesenglish.com:9090/yesyoungdo/online/library/ebook/grade3/ell/lesson22pdf Monarchs on the Move (Will have to purchase)

http://www.alibris.com/Monarchs-on-the-Move/book/-54702104 Monarchs on the Move (Magazine Article)

http://www.nps.gov/cuva/planyourvisit/upload/Monarchs-On-the-Move_final_for-web.pdf

Rescuing the Whooping Crane http://www.yesenglish.com:9090/yesyoungdo/online/library/ebook/grade3/above/lesson22.pdf

Standards : R1.3.10; R1.3.4; R1.3.3; S4.C4.PO3; 3.L.01a-I; 3.SL.4

Time Frame : 6 sessions of 90 minutes each. Day 4 of 6Prior Knowledge/Pre-Teaching : Previous lessons. Story, “The Journey: Stories of Migration”Lesson Four/Day Four: Students will learn whale migration and obstacles that can occur during migration through video links provided below. Students will then create a diagram of the migration route. Students will be asked to pick an obstacle they’ve learned and draw a conclusion of the possible outcome. Students will need to write a paragraph using at least four vocabulary words, drawing conclusions about the obstacle that may be encountered, incorporating three important supporting details and a strong conclusion of the journey.

Killer whale video http://video.nationalgeographic.com/video/whale_graymigration

Killer whale video 2 https://www.youtube.com/watch?v=n7VqIWkFe60  Global Warming https://www.youtube.com/watch?v=mMFznXz-Uh4

Hunting http://www.ibtimes.co.uk/japans-whaling-fleet-departs-hunt-333-minke-whales-amid-global-outrage-1531232

Materials : Computer/Wi-Fi; Migration map (may use graphic from story or internet), poster board, desired art supplies, writing paper.

Assessment : Route Diagram (additional Diagram Rubric included below), and Paragraph (Writing Rubric included below)Guiding questions : What obstacles may a whale encounter during migration? What are the reasons for them to migrate? How might an obstacle affect the whale’s journey?

Learning Objectives : I will use prior knowledge of concepts of whale migration to solve a non-routine situation of an obstacle they’ll encounter, and draw conclusions of what the possible outcomes could be. Extension : Extension: Students will be encouraged to complete a research paper on a creature of their choice that migrates.http://idahoptv.org/sciencetrek/topics/animal_migration/teachers.cfm

www.brainpop.com/educators/community/bp-jr-topic/migration/

https://www.readinga-z.com/book.php?id=848

http://www.mnn.com/earth-matters/animals/photos/14-of-the-greatest-animal-migrations/monarch-butterflies

Accommodations: Students will answer formative questions verbally, a scribe can write down the answers.

Procedure: Students will learn whale migration and obstacles that can occur during migration through video links provided below. Students will then create a diagram of the migration route. After viewing the videos, students can partner up and discuss and summarize the different scenarios a whale can encounter during their migration journey. Each student will be asked to identify an obstacle they are interested in and draw a conclusion of the possible outcome. From this they must map out a whale’s journey from beginning to end and designate the appropriate location in which their chosen obstacle is encountered. Students will need to support this diagram with a written paragraph explaining the journey. The paragraph must include the following: use of at least four vocabulary words, conclusions about the obstacle that may be encountered, incorporate three important supporting details and a strong conclusion.

Killer whale video http://video.nationalgeographic.com/video/whale_graymigration

Killer whale video 2 https://www.youtube.com/watch?v=n7VqIWkFe60  Global Warming https://www.youtube.com/watch?v=mMFznXz-Uh4

Hunting http://www.ibtimes.co.uk/japans-whaling-fleet-departs-hunt-333-minke-whales-amid-global-outrage-1531232

Standards : R1.3.10; R1.3.4; R1.3.3; S4.C4.PO3; 3.L.01a-i: 3.SL.4

Time Frame : 6 sessions of 90 minutes each. Day 5 of 6Prior Knowledge/Pre-Teaching : Previous lessons. Story, “The Journey: Stories of Migration”Lesson Five/Day Five: Write an essay about the migration of whales from a first person point of view. Use text evidence from the story, vocabulary words and notes taken from previous lessons to explain the migration of whales. Students will then type their essay on the computer.

Materials : . Computer, Migration Essay Prompt Worksheet, all completed worksheets from day 1 and notes from day 2. “The Journey: Stories of Migration”. (Each student will have access to personal copy if you school uses the Journey’s reading series. If not, it can be purchased online at www.amazon.com) Vocabulary flip book. Formative Pop-Up Project worksheet, all completed worksheets from day 1 and notes from day 2. “The Journey: Stories of Migration”, construction paper, scissors, glue (Each student will have access to personal copy if you school uses the Journey’s reading series. If not, it can be purchased online at www.amazon.com)

Assessment : Formative Pop-Up Project (See attached example)

Guiding questions : I will show I know why whales migrate by doing a creative writing assignment in first person using worksheets, notes and text evidence.

Learning Objectives : Use concepts of whale migration to solve a non-routine situation of an obstacle they’ll encounter, and draw conclusions of what the possible outcomes could be. Extension : Extension: Students will be encouraged to complete a research paper on a creature of their choice that migrates.http://idahoptv.org/sciencetrek/topics/animal_migration/teachers.cfm

www.brainpop.com/educators/community/bp-jr-topic/migration/

https://www.readinga-z.com/book.php?id=848

http://www.mnn.com/earth-matters/animals/photos/14-of-the-greatest-animal-migrations/monarch-butterflies

Accommodations: Students will answer formative questions verbally, a scribe can write down the answers.

Procedure: Group students according to reading levels. Lower students are to read The Magic of Migration (Grade 2) https://www.readinga-z.com/book.php?id=848. On level students can read the poem Baby Beluga (see attached). Advanced students may read http://www.whaleroute.com/migrate/) Students will show their understanding of migration by writing a creative essay focused on the prompt provided. Students need to write creatively using knowledge of a whale’s migration, at least four vocabulary words. After written, students will revise by using the writing checklist provided, then practice their keyboarding skills and type their essay on computers.

Standards : R1.3.10; R1.3.4; R1.3.3; S4.C4.PO3; 3.L.01a-I; 3.SL.4Time Frame : 6 sessions of 90 minutes each. Day 6 of 6Prior Knowledge/Pre-Teaching : Previous lessons. Story, “The Journey: Stories of Migration”

Lesson Six/Day Six: Use text evidence from the story and notes taken from previous lesson and knowledge learned to understand the migration of a certain animal. Then create a Formative Pop-Up Project on the migratory animal, (this would be the animal that they did not research and become an expert about).

Materials : . Computer, Migration Essay Prompt Worksheet, all completed work from unit. “The Journey: Stories of Migration”. (Each student will have access to personal copy if you school uses the Journey’s reading series. If not, it can be purchased online at www.amazon.com) Vocabulary flip book. Formative Pop-Up Project worksheet, all completed work from unit. “The Journey: Stories of Migration”, construction paper, scissors, glue (Each student will have access to personal copy if you school uses the Journey’s reading series. If not, it can be purchased online at www.amazon.com)

Assessment : Formative Pop-Up Project (See attached example and additional rubrics)

Guiding questions : Which creatures migrate? What are the reasons for them to migrate? How might it affect humans if they didn’t migrate? What do they have to do to get ready to migrate?

Learning Objectives : I will show I know why some creatures migrate using worksheets, notes and text evidence by making a Pop-Up Project.Extension : Extension: Students will be encouraged to complete a research paper on a creature of their choice that migrates.http://idahoptv.org/sciencetrek/topics/animal_migration/teachers.cfm

www.brainpop.com/educators/community/bp-jr-topic/migration/

https://www.readinga-z.com/book.php?id=848

http://www.mnn.com/earth-matters/animals/photos/14-of-the-greatest-animal-migrations/monarch-butterflies

Accommodations: Students will answer formative questions verbally, a scribe can write down the answers.

Procedure: Students will show their understanding of migration by creating a Pop-Up project. Students will be given the Formative Pop-Up Project worksheet to complete. This worksheet should be completed about the animal that was peer taught to them previously not the animal they researched and became an expert on. (Using all completed work and notes to finish formative is optional). Once worksheet is complete student will be handed Pop-up paper to glue on their paragraph and complete the project. See picture for example.

Text or Graphic

Feature Page Purpose

Name: _______________________________

Read The Journey: Stories of Migration. Find text evidence and use graphic features to answer the following questions.

1. Which animals migrate?

Animal #1

Page #____ or Graphic Feature ____________________

_______________________________________________________________________________________________

_________________________________________________________________________________

Animal #2

Page #____ or Graphic Feature ____________________

_______________________________________________________________________________________________

_________________________________________________________________________________

2. What are the reasons for them to migrate?

Animal #1

Page #____ or Graphic Feature ____________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

________________________________________

Animal #2

Page #____ or Graphic Feature ____________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

______________________________________________

3. How might it affect humans if they didn’t migrate?

Page #____ or Graphic Feature ___________________

______________________________________________________________________________________________

______________________________________________________________________________________________

____________________________________________

4. What do they have to do to get ready to migrate?

Animal #1

Page #____ or Graphic Feature ____________________

______________________________________________________________________________________________

______________________________________________________________________________________________

____________________________________________

Animal #2

Page #____ or Graphic Feature ____________________

______________________________________________________________________________________________

______________________________________________________________________________________________

____________________________________________

5. How does using text and graphic features give me information to learn about migration?

______________________________________________________________________________________________

______________________________________________________________________________________________

____________________________________________

Answer Key

Name: _______________________________

Read The Journey: Stories of Migration. Find text evidence and use graphic features to answer the following questions in

complete sentences.

1. Which animals migrate?

Animal #1

Page #____ or Graphic Feature ____________________

______________Locusts migrate.___________________

Animal #2

Page #____ or Graphic Feature ____________________

________________The big gray whale also migrate.

2. What are the reasons for them to migrate?

Animal #1

Page #____ or Graphic Feature ____________________

______________The locusts lay their eggs in one small area. When they are born there isn’t enough food.

Animal #2

Page #____ or Graphic Feature ____________________

______________The gray whale migrates in winter because the Arctic seas are going to be filled with solid ice. The

whales will die if they stay.______

3. How might it affect humans if they didn’t migrate?

Page #____ or Graphic Feature ___________________ _______If the locusts didn’t migrate there

would be too many in one place, they would eat our crops, and people could die of starvation.___________

4. What do they have to do to get ready to migrate?

Animal #1

Page #____ or Graphic Feature ____________________ _________There bodies will change color

and the antennae will grow shorter and they change from a grasshopper to a locust.

_____________________________________

Animal #2

Page #____ or Graphic Feature ____________________ _______Whales have to look for a

traveling companion before they are able to migrate._______________

5. How does using text and graphic features give me information to learn about migration?

___________________Answers will vary. ___________

Day2 Migration

Name: ________________________

I am an Expert on this animal, ________________________.

1. In complete sentences write about what you observed and learned from online research.

__________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________

________

2. Read the story The Journey: Stories of Migration. Write down the page number and copy the sentence(s) in the text that teach

you facts about your animal that migrates.

Page #______ The sentence(s) says __________________________________________________________________

__________________________________________________________________________________________________________________________________

____________________________________________________________________

Page #______ The sentence(s) says __________________________________________________________________

__________________________________________________________________________________________________________________________________

____________________________________________________________________

Page # _____ The sentence(s) says __________________________________________________________________

__________________________________________________________________________________________________________________________________

____________________________________________________________________

3. Draw a picture about the most interesting fact you learned.

Name____________________

Note Taking

1. The animal I am learning about is ____________________________.

2. My expert teacher is ___________________________.

3. This animal migrates because

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

______________________________________________________________

4. What does it do to prepare to migrate?

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

______________________________________________________________

5. How does its migration affect others?

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

______________________________________________________________

6. Draw a picture of this animal and something cool you learned.

Name___________________

Pretend you are a whale. This is your first time migrating. You will soon be going with your family to the warm tropical waters of California and Mexico. Are you excited? Are you scared? Write a story explaining why you are going and how you feel about the trip. Make sure you include at least four vocabulary words. Be creative and descriptive about your journey.

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name_____________________________

Formative Pop-Up ProjectDirections: Complete the blank lines on the front page. Then use the information to write a paragraph about your migratory animal. Your paragraph should include a topic sentence, three detail sentences and a conclusion. Also, write with SWAG. Then, have your paragraph edited by a peer or your teacher. Correct all errors. Rewrite or type your “perfect” paragraph. Cut it out and glue on a pop-up paper. Finish your pop-up project by drawing/decorating your project. Your project must be colorful and include the animal and use your creativity. Have fun!

The __________________ is an animal that must migrate.The reason they migrate is_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________To prepare for migration it_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________The migration affects humans because_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________The most interesting facts that I learned are_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Additional rubric to be used along with the Writing RubricPop-up Book Rubrics

4 3 2 1 0

Use of at least 4 vocabulary words

Includes four vocabulary words

Includes three vocabulary words

Includes two vocabulary words

Includes one vocabulary word

Does not include any vocabulary words

Shows knowledge of migration

Shows strong understanding of the whales migration

Shows understanding of the whales migration

Shows some understanding of the whales migration

Shows little understanding of the whales migration

Shows no understanding of the whales migration

Animal The animal drawn is outstanding and was finished with a great deal of patience.

The student showed above average drawing of their animal

The student showed average drawing of their animal

The student showed poor drawing of their animal

The student did not include an animal

Total _____________/40

Extension Research Guide

Name______________________

1. What is your chosen migratory animal?_____________________________________ ________________________________________________________________________

2. What does your animal look like? number of legs, wings, ears, type of skin/fur_________________________________

________________________________________________________________________ height, weight, length,____________________________________________________ color, hair, facial and body features,________________________________________

________________________________________________________________________3. How does your animal know when it is time to migrate?______________________

________________________________________________________________________4. How does your animal find their way? _____________________________________

________________________________________________________________________5. How does weather affect your animals migration? ___________________________

________________________________________________________________________6. What are some problems your animal encounters while migrating?

________________________________________________________________________________________________________________________________________________

7. How long does your animal migrate? ______________________________________8. List three jaw dropping facts you learned about your migratory animal: __________________________________________________________________________________________________________________

______________________________ __________________________________________________________________________________________________________________

______________________________ __________________________________________________________________________________________________________________

______________________________

Fluency Practice

Baby BelugaBaby beluga in the deep blue sea,Swim so wild and you swim so free.Heaven above and the sea below,And a little white whale on the go.Baby beluga, baby beluga,Is the water warm?Is your mama home, with you so happy?Way down yonder where the dolphins play,Where you dive and splash all day,Waves roll in and the waves roll out.See the water squirtin' out of your spout.Baby beluga, oh, baby beluga,Sing your little song, sing for all your friends.We like to hear you.When it's dark, you're home and fed.Curl up snug in your waterbed.Moon is shining and the stars are out.Good night, little whale, good night.

Diagram Rubric

Additional rubric to be used along with the writing rubric

4 points 3 points 2 points 1 point 0 points

Use of at least 4 vocabulary words

Includes four vocabulary words

Includes three vocabulary

words

Includes two vocabulary

words

Includes one vocabulary

word

Does not include any vocabulary words

Shows knowledge of migration

Shows strong understanding of the whales migration

Shows understanding of the whales migration

Shows some understanding of the whales migration

Shows little understanding of the whales

migration

Shows no understanding of the whales migration

Shows knowledge of route and explanation of their obstacle

Shows strong understanding of route and has strong explanation of their obstacle

Shows understanding of route and

explains obstacle

Shows some understanding of route and

explains obstacle.

Shows little understanding and explains obstacle.

The student did not show understanding of route and explains obstacle.

Total___________/12 (additional points)

Name________________________

Writing Checklist

Ask yourself these questions as you writing.

IdeasDo I stay on topic? Is my purpose clear? Do I have enough details to support my main idea?

Organization Are my ideas in a clear order? Do I have a beginning, middle and ending? Do I use transitions, such as time-order words?

Voice Do I write in my own words? Do I use my own ideas? Does my writing show how I think and feel?

Word Choice Do I use specific nouns, strong verbs, and colorful adjectives?

SentenceFluency

Do my sentences flow together smoothly? Are they easy to read?

ConventionsAre my spelling, grammar, and punctuation correct?

Writing Rubric

Focus Support

Organization Word Choice Voice

Conventions Sentence Fluency

Score 6

My writing is focused and supported by facts or details.

My writing has an introduction and conclusion. Ideas are clearly organized

Ideas are linked with words and phrases. Words are specific, My voice connects with the reader in a unique way.

My writing has no errors in spelling, grammar, capitalization, or punctuation. There are a variety of sentences

Score 5

My writing is mostly focused and supported by facts or details.

My writing has an introduction and a conclusion. Ideas are mostly organized.

Most ideas are linked with words and phrases. Words are specific, My voice connects with the reader.

My writing has few errors in spelling, grammar, capitalization, or punctuation. There is some variety of sentences.

Score 4

My writing is mostly focused and supported by some facts or details

My writing has an introduction and a conclusion. Most ideas are organized.

Some ideas are linked with words and phrases. Some words are specific. My voice connects with the reader.

My writing has some errors in spelling, grammar, capitalization, or punctuation. There is some variety of sentences.

Score 3

Some of my writing is focused and supported by some facts or details.

My writing has an introduction or a conclusion but might be missing one. Some ideas are organized.

Some ideas are linked with words or phrases. Few words are specific. My voice may connect with the reader.

My writing has some errors in spelling, grammar, capitalization, or punctuation. There is a little variety of sentences.

Score 2

My writing is not focused and is supported by few facts or details.

My writing might not have an introduction or a conclusion. Few ideas are organized.

Ideas may be linked with words or phrases. Few words are specific. My voice may connect with the reader.

My writing has many errors in spelling, grammar, capitalization, or punctuation. There is a little variety of sentences. Some sentences are incomplete.

Score 1

My writing is not focused or supported by facts or details.

My writing is missing an introduction and a conclusion. Few or no ideas are organized.

Ideas may not be linked with words or phrases. No words are specific. My voice does not connect with the reader.

My writing has many errors in spelling, grammar, capitalization, or punctuation. There is no variety of sentences. Sentences are incomplete.