Hello, My Fine Feathered Friend

Hello, My Fine Feathered Friend

Title: Hello, My Fine Feathered Friend!
Subject: English/Language Arts
Grade Level: 3 - 4

Overview:
Students in grades three and four will write multi-paragraph essays using figurative language. The students will travel to Black Bayou Lake refuge to view birds in a natural habitat. While there, the students will be encouraged to think about figurative language as they connect with nature and quietly write in their groups.

Approximate Duration: 4 - 60 minute sessions and a Field Trip
Content Standards:
Standard 2
Students write competently for a variety of purposes and audiences.
Standard 3
Students communicate using standard English grammar, usage, sentence structure, punctuation, capitalization, spelling, and handwriting.
Standard 5
Students locate, select, and synthesize information from a variety of texts, media, references, and technological sources to acquire and communicate knowledge.

Benchmarks:
ELA-2-E4
using narration, description, exposition, and persuasion to develop compositions (e.g., notes, stories, letters, poems, logs);
ELA-3-E2
demonstrating use of punctuation (e.g., comma, apostrophe, period, question mark, exclamation mark), capitalization, and abbreviations in final drafts of writing assignments;
ELA-5-E2
locating and evaluating information sources (e.g., print materials, databases, CD-ROM references, Internet information, electronic reference works, community and government data, television and radio resources, audio and visual materials);
ELA-5-E4
using available technology to produce, revise, and publish a variety of works;
ELA-2-E5
recognizing and applying literary devices (e.g., figurative language);
ELA-2-E6
writing as a response to texts and life experiences (e.g.., journals, letters, lists).

Grade-Level Expectations (GLEs):
Writing
Grade 3
25. Develop organized one- and two-paragraph compositions using description and narration
(ELA-2-E4)
26. Use a variety of literary devices, including idioms and personification, in written responses and compositions (ELA-2-E5)
Grade 4
24. Develop paragraphs and compositions of at least three paragraphs using the various modes (i.e., description, narration, exposition, and persuasion), emphasizing narration and description
(ELA-2-E4)
25. Use a variety of literary devices, including hyperbole and metaphor, in compositions
(ELA-2-E5)
Information Resources
Grade 3
46. Locate information from multiple sources, including books, periodicals, videotapes, Web sites, and CD-ROMs (ELA-5-E2)
50. Use available electronic and print resources to draft, revise, and publish simple research reports, book reports, and other projects (ELA-5-E4)
Grade 4
47. Use electronic and print resources (e.g., spelling, grammar, and thesaurus checks) to revise and publish book reviews and research reports
(ELA-5-E4)

Interdisciplinary Connections:
Science : Life Science
The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.
Science : Science and the Environment
In learning environmental science, students will develop an appreciation of the natural environment, learn the importance of environmental quality, and acquire a sense of stewardship. As consumers and citizens, they will be able to recognize how our personal, professional, and political actions affect the natural world.

Educational Technology Standards:
Use a variety of developmentally appropriate resources and productivity tools (e.g., logical thinking programs, writing and graphic tools, digital cameras, graphing software) for communication, presentation, and illustration of thoughts, ideas, and stories.

Use technology tools (e.g., publishing, multimedia tools, and word processing software) for individual and for simple collaborative writing, communication, and publishing activities for a variety of audiences.

Gather information and communicate with others using telecommunications (e.g., email, video conference, internet) with support from teachers, family members, or peers.

Objectives:
The learner will identify and describe several literary devices used in writing.
The learner will use online tools to develop vocabulary.
The learner will write a two or three paragraph essay using figurative language.
The learner will write paragraph(s) correctly with a topic sentence, central idea, and supporting detail sentences.
The learner will write using correct grammar, punctuation and spelling.

Lesson Materials and Resources:
PowerPoint illustrating Figurative Language
Trade book-Stellaluna
My Unknown Word List
Pencils
Paragraph Sandwich Model

Technology Tools and Materials:
Hardware:
Computer
Internet Connection
Computers on Wheels

Software:
Microsoft Word
Microsoft PowerPoint
Inspiration

Websites:
eNature
www.enature.com/
Word Central
www.wordcentral.com/
Wordsmyth
www.wordsmyth.net/
Writing Tips: Paragraph Builder
www2.actden.com/writ_den/tips/paragrap/
Structure of a Paragraph-Lesson from English-Zone.com
english-zone.com/writing/para-strctr.html
Paragraph Sandwich
www.geocities.com/EnchantedForest/Mountain/9112/Parasandwich.html

Background Information:
Students will have experience with various writing activities, as well as have a general understanding of literary devices. Students will have varying abilities with the use of technology.

Lesson Procedures:
Day 1
1. Introduce the lesson by reading Stellaluna by Janell Cannon. Review personification with the class briefly.
2. Tell the students that we will be focusing on writing paragraphs to develop an essay. We will illustrate figurative language in the essay.
3. Review the parts of a paragraph with the students using a Paragraph Sandwich PowerPoint.
4. Remind students that they will be writing in first person point of view.

Day 2
1. Say to the class, "Today, we are going to pretend that we are ducks, geese, etc. (a bird of your choice).
2. Visit Black Bayou Lake refuge virtually. Notice some of the birds that they can see at the refuge. View the video," Wetland Waterfowl" from LPB CyberChannel.
3. Choose a bird to research.

Day 3
1. Visit the web site, eNature, to find information about birds.
2. The students will gather information about their bird. This information will be used for writing activities in class.
3. The students will use their Fine, Feathered Friends Research guide for this activity.
4. While students are researching selected web sites, the students will use the research guide as well as the Words I Don't Know List.
5. The students will list all words that are unfamiliar to them. During this time or after the research the students are to go to the online tools Wordsmyth and/or WordCentral to find the meanings of the words. This activity can be completed online with the Words I Don't Know List.

Day 4
1. Students will now assemble according to the type of bird that they choose to be. The waterfowl will be a group. Birds such as songbirds, will be a group. Bird names can be a group.
2. The students will visit the Black Bayou Lake refuge, http://www.fws.gov/northlouisiana/blackbayoulake/ as that bird. They are now there, with thoughts of a bird. Using the information they gathered from the Internet and the writing prompt, the students will begin to develop a multi- paragraph essay using some figurative language. They can sit quietly in their groups to work. Give the students a writing prompt.
3. Remind students to include a topic sentence, detail sentences, and to keep thoughts clustered around a central idea as they write. (Review parts of a paragraph)
4. Exceptional learners and others can use the sandwich model for writing their paragraphs.
For directions to utilize the Sandwich Model go to http://www.geocities.com/EnchantedForest/Mountain/9112/Parasandwich.html.

Day 5
1. Back at school, students will proofread and edit their work within their groups. Students will have the assessment rubric to refer to as they proofread and edit their work.
2. Still in groups, the students will now work with COWS in the Classroom. Each group will have a wireless laptop.
3. Students will use Microsoft Word to write their multi- paragraph descriptive essays. The students will print a copy of their work for the teacher.

Assessment Procedures:
Words-Online Journal
Multi-paragraph essay
Writing Rubric

Accommodations/Modifications:
Use the Paragraph Sandwich to develop paragraph writing. This is a visual diagram depicting each part of a paragraph.
The use of a "buddy system" or peer tutoring will be used to accommodate exceptional learners.
Use frequent eye contact as well as questioning techniques to help keep students on task.
Consult individual IEPs for additional modifications.

Reproducible Materials:
My Unknown Word List
Fine, Feathered Friend Research Guide
Fine, Feathered Writing Prompt
Fine, Feathered Friend Rubric
Paragraph Sandwich PowerPoint

Explorations and Extensions:
The students could continue to utilize online resources such as the thesaurus and the dictionary to build their reading and writing vocabulary.

Also, the students could become more aware of the use of figurative language in everyday life. Apply what is learned to identify figurative language in commercials, billboards, and advertising campaigns.

There are learning activities awaiting teachers and students at the Black Bayou Lake refuge.

Lesson Development Resources:

GLE Related Materials
http://www.louisianaschools.net/lde/saa/1914.html
Graphic Organizers
http://www.eduplace.com/graphicorganizer/index.html

Cannon, J. (1993). Stellaluna. San Diego, CA: Harcourt Brace & Company.

Contact Information:
Rosemary Dillingham
rosemary.dillingham@mcschools.net
Instructional Technology

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