Animals In Zoo Unit Plan English Language Essay

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I decided to use "Animals in a Zoo" as a theme for first grade literacy instruction because it is developmentally appropriate for students in first grade. There are many picture books available, both narrative and informational with the theme of zoo animals that engage students in practicing literacy skills such as fluency, comprehension, and vocabulary development to name a few. Depending on the school district's policy regarding field trips, a trip to a zoo may be an option as a culminating activity to tie together all of the things students are learning and to provide motivation during the unit.

"Animals in a Zoo" is a way in which science can be integrated into literacy because students will be learning various facts about animals found at a zoo which could be classified as science while also improving literacy development at the same time. There is a lot of information and resources available to make lessons engaging and interactive for students. The skills that will be focused on throughout the unit are supported by the New York State Learning Standards as described below in another section.

SUMMARY:

This unit focuses on three primary learning goals for the students: increasing literacy skills such as fluency and comprehension, increasing vocabulary through sophisticated text, and being able to transfer what is read in a book to other outlets such as writing. These goals are important in first grade as they are described within the New York State Learning Standards and foster higher order thinking skills.

Throughout the unit, students will participate in a variety of activities both whole group and small group. Students will learn to develop independence by becoming responsible for staying on task and understanding what they need to do on their own without always having direct teacher instruction. Students will also learn how to work along with their peers and fostering positive relationships to develop a sense of community within the classroom.

During the unit, students will be exposed to a variety of literature and learn how to construct meaning that goes beyond the literal points made within the text. They will learn how to transfer information from one area of language arts to another (ie, reading to writing). Students will also have the opportunity to use technology in a way that will enhance their literacy experiences.

A few SmartBoard activities have been integrated into the unit because it is my experience that students remain engaged during technology activities. The SmartBoard activities incorporate literacy skills along with zoo themes so that students are learning about animals while practicing reading.

The activities described were developed in such a way that students will be increasing literacy skills while participating in engaging and meaningful activities. The overall goal of this unit is that students will have an appreciation for animals at the zoo while strengthening their literacy skills at the same time. I have developed activities so that they are not too long and that students will be able to experience different areas of language arts each day.

MATERIALS:

Books:

Aliki (1999). My visit to the zoo. Harper Collins

Bayer, J. (1992). A my name is alice. Puffin.

Gibbons, G. (1991). Zoo. Harper Collins.

Hendrick, M.J. (1996). If anything ever goes wrong at the zoo. Sandpiper.

Ipcizade, C. (2008). 'Twas the day before zoo day. Sylvan Dell Publishing.

Lopshire, R. (1960). Put me in the zoo. Random House Books for Young Readers.

Paxton, T. (1996). Going to the zoo. Harper Collins.

Seuss. (1950). If I ran the zoo. Random House Books for Young Readers.

Wilson, K. (2004). Never ever shout in a zoo. Little Brown Books for Young Readers.

Wilson, K. (2006). Animals strike at the zoo: It's true! Harper Collins.

Other:

ZOO by Gail Gibbons Read-Along with CD

CD player/headsets

Chart paper with KWL on display

Writing paper with space for illustration

Pocket chart to display centers

Pocket chart to display vocabulary

SmartBoard

Internet access for: http://www.switcheroozoo.com/field_trip_make_new_animals.htm and http://www.bemboszoo.com/Bembo.swf

- Computers with internet access

At the Zoo script from http://edhelper.com/Readers_Theater.htm

GOALS/OBJECTIVES/ASSESSMENTS OF THE UNIT:

Goal 1: I want the students to understand and apply literacy skills such as alliteration, fluency, and comprehension.

Objective #

Stated Objective

Assessment

1

Create alliteration modeling the story, A My Name is Alice

Rubric used to evaluate performance

2

Engage in literacy centers to promote fluency and comprehension

Observations made by the teacher using anecdotal notes when possible

3

Transfer information from text and apply it for understanding

Rubric used to evaluate performance

Anecdotal notes

Goal 2: I want students to increase their vocabulary regarding the zoo.

Objective #

Stated Objective

Assessment

4

Define words through illustrations

Check list

5

Use sophisticated vocabulary in writing regarding animals at the zoo.

Rubric used to evaluate performance

6

Students will be able to define and apply terms related to animals at the zoo.

Rubric used to evaluate performance

Anecdotal notes

Goal 3: I want students to reflect on their reading through writing about the zoo.

Objective #

Stated Objective

Assessment

7

Students will write a complete thought about what they have learned about the zoo

Rubric used to evaluate performance

8

Use prior knowledge to write a short story (4-5 sentences) about the zoo

Rubric used to evaluate performance

9

Understand why you should not do certain things at a zoo explained through their own writing

Observations and using anecdotal notes

ESSENTIAL KNOWLEDGE/SKILLS/DISPOSITIONS OUTCOMES:

Students will be able to:

Work together cooperatively with their peers

Transfer meaning constructed from text into writing of their own

Use strategies to construct meaning from text

Use strategies for decoding

Develop an appreciation for animals at the zoo/ the daily routine at a zoo

Increase fluency including expression

Reflect on learning by sharing thoughts and ideas in an understandable way

Respect the opinions of others

Value their own learning by taking responsibility for their learning

Develop a sophisticated vocabulary base related to animals in a zoo

Gain confidence in writing ability

Understand when it is appropriate to share thoughts/opinions

RELATIONSHIP TO STANDARDS:

New York State:

Learning Standards for English Language Arts

Standard 1- Language for Information and Understanding (Elementary)

Students will read, write, listen, and speak for information and understanding.

Students:

make appropriate and effective use of strategies to construct meaning from print, such as prior knowledge about a subject, structural and context clues, and an understanding of letter-sound relationships to decode difficult words

observe basic writing conventions, such as correct spelling, punctuation, and capitalization, as well as sentence and paragraph structures appropriate to written forms.

Standard 2- Language for Literary Response and Expression (Elementary)

Students will read, write, listen, and speak for information and understanding.

Students:

understand the literary elements of setting, character, plot, theme, and point of view and compare those features to other works and to their own lives

read aloud accurately and fluently, using phonics and context cues to determine pronunciation and meaning

create their own stories, poems, and songs using the elements of the

literature they have read and appropriate vocabulary

Standard 4- Language for Social Interaction (Elementary)

Students will read, write, listen, and speak for information and understanding.

Students:

recognize the kind of interaction appropriate for different circumstances, such as story hour, group discussions, and one-on-one conversations.

LESSON PLANS:

Date/Times: Monday (1 hour)

Title: A My Name Is…

Goals/Objectives:

Goal: I want the students to understand and apply alliteration.

Objectives: Students will be able to:

Create alliteration modeling the story, A My Name is Alice

Materials:

- A My Name is Alice by Jane Bayer ISBN-10: 0140546685

- Chart paper

- Writing paper with space for illustration

Introduction to the Lesson: I will begin the lesson by telling the students that for the next two weeks we will be reading and completing activities that have to do with the zoo. I will activate prior knowledge by asking students if they have been to the zoo before and what they saw at the zoo.

Language Arts Activities:

I will introduce the story, A My Name is Alice and tell the students to listen carefully as I read to see if they can notice the pattern (alliteration) that is found in the story.

While reading I will stop occasionally to ask the students if they have found the pattern yet.

After reading, we will discuss the animals that were found in the story (I will write these on chart paper) and have a mini-lesson on alliteration.

After the mini-lesson, I will explain to the students that we are going to make a class book of our very own A My Name is Alice.

I will model for the students writing "A my name is ____" and how to finish the sentence. I will quickly go over with each student the letter their names start with before allowing the students to begin working on this project.

I will check for understanding before allowing students to return to their seats to complete the project.

Once they have written their sentence, the students can illustrate what they wrote, and then each child's work will be part of the class book.

Review and Summary: As a review, each child will share his/her page with the rest of the class. I will tell the students that we will continue our exploration of animals at the zoo tomorrow.

Assessment: Assessment will be based on performance; whether or not the students were able to complete the project as directed. I will take note of those students who are challenged with alliteration during this activity as it may be something to focus on during intervention. If the entire class seems to be challenged with alliteration, another mini-lesson may be required the following day.

Date/Times: Tuesday (1 hour)

Title: What I Learned About the Zoo

Goals/Objectives:

Goal: I want the students to reflect on their reading through writing about the zoo.

Objectives: Students will be able to:

Write a complete thought about what they have learned about the zoo

Goal: I want the students to understand and apply literacy skills such as alliteration, fluency, and comprehension.

Objectives: Students will be able to:

Engage in literacy centers that promote fluency and comprehension

Transfer information from text and apply it for understanding

Materials:

ZOO by Gail Gibbons ISBN-10: 0064460967

ZOO by Gail Gibbons Read-Along with CD

My Visit to the Zoo by Aliki ISBN-10: 006446217X

CD player/ 5 headsets

Chart paper

Writing paper with space for illustration

Pocket chart to display centers

Introduction to the Lesson: I will tell the students that we are going to continue learning about the zoo today. I will activate the students' prior knowledge by introducing a KWL chart regarding the zoo.

Language Arts Activities:

I will explain to the students that today they are going to hear a story about what happens on a daily basis at the zoo. Before they hear the story though, I want to see what they already know about zoos.

Together, we will complete the "K" part of the chart and then the "W" part of the chart before reading the story, Zoo by Aliki.

I will read the story aloud to the students

Together we will complete the "L" part of the KWL as a reflection of what we learned from the story.

I will then explain to the students that we are going to break up into centers for the remainder of reading.

I will explain the chart to the students so they understand where they are supposed to go and what they will be doing at each center. The chart will look like the one below except the students' names will be in place of the numbers at the top.

1

2

3

4

Partner Reading

Listening

Guided Reading

Writing

Listening

Guided Reading

Writing

Partner Reading

I will tell the students that they will be spending approximately 15-20 minutes at each center, and they will be rotating to the next center when I ring a bell. They will be moving down in the chart, so for example group 1 will start with partner reading and then move to the listening center.

I will then describe each center to the students so they know what they will be doing as follows:

Partner Reading- Students will be working with a partner within their group and rereading Zoo by Gail Gibbons with their partner.

Listening- Students will be listening to Zoo by Gail Gibbons on CD. The CD will be set up in this center so that students can begin independently. If they finish early, students will have free reading time where they can choose a book from the classroom library.

Guided Reading- Students will be meeting with me where I will be introducing vocabulary words related to My Visit to the Zoo by Aliki. After vocabulary introduction, students will echo read with me.

Writing- Students will be reflecting on today's reading by writing "What I Learned About the Zoo" (1-2 sentences with an illustration). Writing prompts will be displayed in this center so that students will be able to complete this independently.

I will check for understanding with students to make sure they understand how the centers will work.

I will tell the students that they will all get to complete each center; the ones that they don't get to today they will get to do tomorrow.

I will have the students break into their assigned centers and continue working until both center rotations are complete.

Review and Summary: I will have the students return to the carpet at the end of the second rotation so that we can have a brief discussion about what we did today. I will have students share their thoughts about the centers, what they learned. I will also ask the students who completed their writing to share their short story and illustration, if they feel comfortable doing so.

Assessment: I will assess the students on how well they are able to complete center rotations through observations, and by collecting the students writing samples as they are complete and evaluate their performance based on ability to transfer information presented in text into their own writing/illustration using a rubric.

Date/Times: Wednesday (1 hour)

Title: What I Learned About the Zoo (Day Two)

Goals/Objectives:

Goal: I want the students to reflect on their reading through writing about the zoo.

Objectives: Students will be able to:

Write a complete thought about what they have learned about the zoo

Goal: I want the students to understand and apply literacy skills such as alliteration, fluency, and comprehension.

Objectives: Students will be able to:

Engage in literacy centers that promote fluency and comprehension

Transfer information from text and apply it for understanding

Materials:

ZOO by Gail Gibbons ISBN-10: 0064460967

ZOO by Gail Gibbons Read-Along with CD

My Visit to the Zoo by Aliki ISBN-10: 006446217X

Never Ever Shout in a Zoo by Karma Wilson ISBN-10: 0316985643

CD player/ 5 headsets

Chart paper with KWL on display

Writing paper with space for illustration

Pocket chart to display centers

Pocket chart to display vocabulary

Introduction to the Lesson: I will tell the students that today we are going to continue our centers so that they will get to the centers that they did not get to do yesterday. I will review the chart again so that the students know where they will be going today.

Language Arts Activities:

I will display the pocket chart so students know where they are going today. It will look as follows except students' names will be in place of the group numbers.

1

2

3

4

Guided Reading

Writing

Partner Reading

Listening

Writing

Partner Reading

Listening

Guided Reading

I will complete the centers as follows from yesterday; ringing a bell after 20 minutes so students know when to switch centers.

At the end of center rotations, I will have the students come to the carpet so we can discuss what they did today. Again, I will ask the students who completed the writing to share with the class if they feel comfortable doing so.

I will tell the students that today they are going to listen to a story about why you should never shout in a zoo.

I will introduce key vocabulary words that students will need to know to help construct meaning from the story.

I will read the story aloud, stopping occasionally to ask the students questions.

After I finish the story, I will ask the students why they thought all of these events happened in the story.

Review and Summary: At the end of the centers, we will have a brief discussion to wrap up what the students did in the centers. At the end of the read aloud, I want the students to the really think critically about the story to deepen their understanding.

Assessment: I will assess the students' performance during centers based on observations and evaluating how well students were able to transfer information presented in text into their own writing/illustration. I will make observations during the read aloud on students participation and engagement.

Date/Times: Thursday (1 hour)

Title: What NOT to do in a Zoo

Goals/Objectives:

Goal: I want the students to understand and apply literacy skills such as alliteration, fluency, and comprehension.

Objectives: Students will be able to:

Gain understanding of text through repeated reading

Goal: I want students to increase their vocabulary regarding the zoo

Objectives: Students will be able to:

Classify words related to the zoo

Define words through illustrations

Materials:

Never Ever Shout in a Zoo by Karma Wilson ISBN-10: 0316985643

Sequencing pictures for read aloud

Word sort cards related to vocabulary

Variety of books in classroom library

Introduction to the Lesson: I will remind the students that yesterday we read a story about why you should never shout in a zoo. I will ask if any of the students remember the name of the story before introducing the story again for the second read aloud of an interactive repeated read aloud.

Language Arts Activities:

I will review vocabulary words introduced yesterday and introduce the story, Never Ever Shout in a Zoo again.

I will tell the students to focus on other characters today that they did not focus on yesterday.

I will read the book aloud stopping occasionally to ask the students questions.

I will have the students think about the story and lead them into a brief discussion about their thoughts on the events of the story.

I will explain to the students that we are going to talk about cause and effect today and give a brief mini lesson on what that means.

I will check before understanding before having the students start the activity.

I will then have the students return to their seats as they piece together pictures from the story to create a cause and effect sequence related to Never Ever Shout in a Zoo.

I will circulate around the room as the students work independently on this project at their seats. I will help students as needed.

When students are finished, we will review the correct order of the sequence to make sure that the students understand.

I will then explain to the students that now I am going to assign half of the class to do a vocabulary activity while the other half of the class will have time for free reading. After 10-15 minutes, the two groups will switch activities.

I will explain for the word sort, the students will be given a group of vocabulary words from Never Ever Shout in a Zoo. With the words, they are to write a sentence using the word and draw a picture to go along with the word in their vocabulary journals.

I will check for understanding

I will assign the two groups and remind the students that when I ring the bell it means it is time to pick up at their current center and move to the next one.

Review and Summary: At the end of the second rotation, I will have the students return to the carpet to discuss what they did in their centers. I will tell the students that we will listen to Never Ever Shout in a Zoo one last time tomorrow to help them with a writing activity that we will be doing.

Assessment: I will assess the students by making anecdotal notes while they are working on the various activities as I am circulating around the room. I will also evaluate whether or not they use the vocabulary words correctly by collecting their vocabulary journals using a check list.

Date/Times: Friday (2 hours)

Title: Zoo Etiquette

Goals/Objectives:

Goal: I want students to increase their vocabulary regarding the zoo.

Objectives: Students will be able to:

Use vocabulary terms outside of the context of the story

Goal: I want students to reflect on their reading through writing about the zoo.

Objectives: Students will be able to:

Use prior knowledge to write a short story (4-5 sentences) about the zoo

Understand why you should not do certain things at a zoo explained through their own writing

Materials:

Never Ever Shout in a Zoo by Karma Wilson ISBN-10: 0316985643

Writing paper

Chart paper

Graphic organizer for short story

Introduction to the Lesson: I will tell the students that today I want them to focus on the vocabulary words as they are used within the story. I will tell the students we are going to read the story, Never Ever Shout in a Zoo one more time today. I will activate their prior knowledge by asking the students to summarize the story before reading it one more time.

Language Arts Activities:

I will read the story, Never Ever Shout in a Zoo aloud to the class, focusing on the vocabulary words and providing examples of the words outside of the context of the story.

I will lead the class into a brief discussion on why you should not do some of the things described in the story at the zoo (actions/consequences)

I will tell the students that today they are going to be making their very own stories that tell the reader things you should not do while in the zoo and why. I will encourage the students to use the same vocabulary used in the book.

Together we will brainstorm ideas that I will display on chart paper.

I will tell the students that when they return to their seats, I want them to brainstorm for a few minutes before beginning to plan out what they are going to write.

I will tell the students once they are done brainstorming, they can complete the graphic organizer before beginning their rough draft.

I will check for understanding by having a student repeat the directions back to me.

I will tell the students that once they have completed their rough draft they can conference with me.

I will allow the students to begin working on their writing. As they are working, I will circulate around the room to help students as needed.

I will conference with the students individually as they complete their rough drafts.

Review and Summary: At the end of the read aloud, students will be involved in a discussion about the events in the story and what they mean. By meeting with the students individually, they will have a closure on today's activity and be able to publish their work next week.

Assessment: Observations will be made during read aloud and participation during discussion. Anecdotal notes will be taken during conferences. A rubric will be used to evaluate the students' abilities to complete the writing task correctly.

Date/Times: Monday (1 hour)

Title: Switch ZOO

Goals/Objectives:

Goal: I want students to increase their vocabulary regarding the zoo

Objectives: Students will be able to:

Students will be able to define and apply terms related to animals at the zoo.

Materials:

SmartBoard

Internet access for: http://www.switcheroozoo.com/field_trip_make_new_animals.htm

- If I Ran the Zoo by Dr. Seuss ISBN-10: 0394800818

- Pocket chart with centers

- Computers with internet access

Introduction to the Lesson: I will have the SmartBoard ready to go at the beginning of the lesson and have the students make predictions about what they see.

Language Arts Activities:

I will explain the directions for the "Switch Zoo" website.

I will tell the students that they will each get a turn to do something on the SmartBoard, but they have to be patient and wait their turns.

As students create animals, I will call on various students to read aloud the information presented.

As needed we will discuss appropriate vocabulary related to the terms in "Switch Zoo"

I will tell the students that they will get the chance to work with this website again either today or tomorrow during centers.

I will explain today and tomorrow's centers to the students as follows:

Partner Reading- Students will read Put Me in the Zoo by Robert Lopshire with a partner to practice fluency

Guided Reading- Students will meet with me to echo read If I Ran the Zoo by Dr. Seuss

Computer- Students will be navigating the "Switch Zoo" website individually

Writing Workshop- Students will have time to publish their story from last week.

I will display a pocket chart with the centers so that students know where they are to go. It will look similar to the table below only with the students' names instead of the group numbers.

1

2

3

4

Partner Reading

Guided Reading

Computer

Writing Workshop

Guided Reading

Computer

Writing Workshop

Partner Reading

8. I will have the students rotate after approximately 20 minutes, and they will know to rotate when I ring a bell.

Review and Summary: At the end of the rotation, I will have the students come back together in whole group at the carpet to discuss the various things they did today and what they learned regarding zoo animals.

Assessment: A rubric will be used to evaluate the published stories, and observations and anecdotal notes will be taken during centers.

Date/Times: Tuesday (1 hour)

Title: Switch ZOO (Day Two)

Goals/Objectives:

Goal: I want students to increase their vocabulary regarding the zoo

Objectives: Students will be able to:

Students will be able to define and apply terms related to animals at the zoo.

Goal: I want the students to understand and apply literacy skills such as alliteration, fluency, and comprehension.

Objectives: Students will be able to:

Engage in literacy centers that promote fluency and comprehension

Materials:

SmartBoard

Internet access for: http://www.switcheroozoo.com/field_trip_make_new_animals.htm and http://www.bemboszoo.com/Bembo.swf

- If I Ran the Zoo by Dr. Seuss ISBN-10: 0394800818

- Put Me in the Zoo by Robert Lopshire ISBN-10: 0394800176

- Pocket chart with centers

- Computers with internet access

Introduction to the Lesson: I will tell the students that we are going to pick up where we left off yesterday with the rotations. I will go over the pocket chart briefly with the students so that they know where to go.

Language Arts Activities:

I will explain the rotation schedule for today to the students. It will look like the table below only it will have students' names instead of group numbers.

1

2

3

4

Computers

Writing Workshop

Partner Reading

Guided Reading

Writing Workshop

Partner Reading

Guided Reading

Computers

At the end of the rotation, I will have the students come back together in whole group at the carpet to discuss the various things they did today and what they learned regarding zoo animals.

I will tell the students that we are going to learn even more animals that live in the zoo by playing another game: http://www.bemboszoo.com/Bembo.swf

I will explain to the students that they need to take turns and that every one will get a turn to unveil an animal. While students are doing this we can make predictions about what animal we think will appear for each letter.

Review and Summary: I will have the students review the various animals that we learned about today along with reflect on what else they have learned about zoos thus far this week.

Assessment: I will observe students' participation by making anecdotal notes when appropriate during the lesson. I will use a rubric to evaluate the students' performance on the stories.

Date/Times: Wednesday (1 hour)

Title: Lions and Tigers and Bears, Oh My!

Goals/Objectives:

Goal: I want the students to understand and apply literacy skills such as alliteration, fluency, and comprehension.

Objectives: Students will be able to:

Engage in literacy centers that promote fluency and comprehension

Materials:

- Pocket chart with centers

- If I Ran the Zoo by Dr. Seuss ISBN-10: 0394800818

- If Anything Ever Goes Wrong at the Zoo by Mary Jean Hendrick ISBN-10: 0152010092

- If Anything Ever Goes Wrong at the Zoo by Mary Jean Read Aloud with CD

- Class set of headsets for listening

Introduction to the Lesson: I will tell the students that our study of animals at the zoo is almost over, but today we will continue to learn about zoo animals in different centers.

Language Arts Activities:

I will tell the students that today we are only going to have three centers and that their groups will be a little different this time.

I will display and explain the center rotation as follows with the table below. Instead of group numbers, the childrens' names will be displayed.

1

2

3

Guided Reading

Listening

Free Reading

Listening

Free Reading

Guided Reading

Free Reading

Guided Reading

Listening

Each rotation will be 20 minutes long and I will explain to the students what each center will consist of.

Guided Reading- Students will reread If I Ran the Zoo by Dr. Seuss with me

Listening- Students will listen to and follow along with the story, If Anything Ever Goes Wrong at the Zoo by Mary Jean Hendrick

Free Reading- Students will be able to choose a book to read from the classroom library.

Review and Summary: At the end of the rotations, I will have the students return to the carpet as we have a brief discussion about what they learned as they reflect on the activities they completed today.

Assessment: I will assess students' performance by making observations and anecdotal notes whenever possible during the centers.

Date/Times: Thursday (1 hour)

Title: Reader's Theater

Goals/Objectives:

Goal: I want the students to understand and apply literacy skills such as alliteration, fluency, and comprehension.

Objectives: Students will be able to:

Gain understanding of text through repeated reading

Increase fluency and expression

Materials:

- At the Zoo script from http://edhelper.com/Readers_Theater.htm

Introduction to the Lesson: I will tell the students that since our study of animals at the zoo is coming to a close, we are going to practice a short script to share with another first grade class.

Language Arts Activities:

I will introduce the script to the students explaining that everyone will have a part.

I will read the script aloud to the students as they follow along. (I will have highlighted each child's part in their scripts prior to the lesson)

We will have a brief discussion about the script and what happens in the story.

I will have the students echo read the script with me.

I will then have the students practice reading just their parts of the script.

After practicing together, I will have the students read their parts silently at their seats to practice.

I will circulate the room and assist students as needed while they are reading to themselves.

I will have the class come back together again to read the script together again.

Review and Summary: I will tell the students that we will practice the script one more time tomorrow before presenting to the other first grade class

Assessment: I will make observations and anecdotal notes while the students are practicing their script.

Date/Times: Friday (1 hour)

Title: All Good Things Come to an End

Goals/Objectives:

Goal: I want the students to understand and apply literacy skills such as alliteration, fluency, and comprehension.

Objectives: Students will be able to:

Gain understanding of text through repeated reading

Increase fluency and expression

Materials:

At the Zoo script from http://edhelper.com/Readers_Theater.htm

'Twas the Night Before Zoo Day by Catherine Ipcizade ISBN-10: 1934359246

Introduction to the Lesson: I will tell the students that today is the day we will present our story to the other first grade class so its really important that we try our best during practice.

Language Arts Activities:

Students will practice script reading only their parts.

I will have the students go over to the other first grade classroom and introduce the story before allowing the students to read the script aloud to the other class.

I will have the students return to our classroom and we will have a discussion on how the performance went.

I will read "Twas the Night Before Zoo Day by Cathering Ipcizade aloud to the class as a closure to our study on zoo animals.

Review and Summary: I will have the students discuss their thoughts after the read aloud. As time permits, students will write a short reflection on their journals during a free write about what they learned regarding animals at the zoo.

Assessment: I will make observations to evaluate students' performance and development of literacy skills.

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