Standards
Pennsylvania Learning Standards for Early Childhood
Writing 1.4-Informational-Develop and demonstrate the writing of informational pieces that provides information related real-world tasks.
Writing 1.5-Prewriting-Generate ideas from multiple sources (e.g. brainstorming, webbing, drawing, group discussion, other activities)
Writing 1.5-Drafting-Write with a variety of well constructed sentences including descriptive words and action verbs
Arts & Humanities-Dance-9.1.A&B-Use improvisation to explore and create movement ideas; create and perform a dance by self or with a partner based on a theme or idea
Personal/Social PS.3.H-Cooperate in small and large group activities
Materials
Teacher: chart paper, markers, computer and laminator for publishing
Students: photos of various animals (elephants, lions, cows, ducks, etc.),
Objectives
Procedure
Introduction
Explain that we will be using our bodies and words to describe how animals behave and move.
Step by Step
Application
After each group has given their demonstration, they will receive different group's words and photos of their animal to write about. Groups will collaborate to write a short informative paragraph using words from the class's list to describe the animal's behavior. They will also reference the given photographs to describe the animal's appearance.
Elaboration
In the coming days the groups will take turns typing their paragraphs to be printed, laminated by the teacher, and assembled into a class-made sort of reference book.
Evaluation
Students will be evaluated by their paragraphs. As the groups compose their work, they must turn in some kind of notes, word web, table, etc. to show how they planned in the prewriting stage. They must also turn in their first drafts to be edited and revised in group conferences with the teacher. The papers turned in, along with the final product, will all be used in evaluating the progress throughout the writing process.
Pennsylvania Learning Standards for Early Childhood
Writing 1.4-Informational-Develop and demonstrate the writing of informational pieces that provides information related real-world tasks.
Writing 1.5-Prewriting-Generate ideas from multiple sources (e.g. brainstorming, webbing, drawing, group discussion, other activities)
Writing 1.5-Drafting-Write with a variety of well constructed sentences including descriptive words and action verbs
Arts & Humanities-Dance-9.1.A&B-Use improvisation to explore and create movement ideas; create and perform a dance by self or with a partner based on a theme or idea
Personal/Social PS.3.H-Cooperate in small and large group activities
Materials
Teacher: chart paper, markers, computer and laminator for publishing
Students: photos of various animals (elephants, lions, cows, ducks, etc.),
Objectives
- Students will use body movements to portray various animals
- Students will work together to describe how the animals move and behave
- Student groups will work in groups to compose informative descriptive paragraphs about animals
Procedure
Introduction
Explain that we will be using our bodies and words to describe how animals behave and move.
Step by Step
- Split class into groups of three and assign each an animal to focus on. Each group must decide what verbs and adverbs they want to use to describe how their animal moves and behaves in their natural environment, as well as how they will move to portray these actions and movements with their bodies. Give the groups 10 minutes to decide these things and write down the words they are keeping in mind when later performing their animal's behavior.
- Each group will have the opportunity to perform what they have planned. After each demonstration the rest of the class will discuss what words the movements bring to mind. The teacher will record the class's words on chart paper, and then include any words the performers used that had not already been included.
Application
After each group has given their demonstration, they will receive different group's words and photos of their animal to write about. Groups will collaborate to write a short informative paragraph using words from the class's list to describe the animal's behavior. They will also reference the given photographs to describe the animal's appearance.
Elaboration
In the coming days the groups will take turns typing their paragraphs to be printed, laminated by the teacher, and assembled into a class-made sort of reference book.
Evaluation
Students will be evaluated by their paragraphs. As the groups compose their work, they must turn in some kind of notes, word web, table, etc. to show how they planned in the prewriting stage. They must also turn in their first drafts to be edited and revised in group conferences with the teacher. The papers turned in, along with the final product, will all be used in evaluating the progress throughout the writing process.