Jellyfish Behaving Badly

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Objective

SWBAT ask and answer questions from a text.

Big Idea

Students learn about the jellyfish and some other cool ocean animals.

Hook

10 minutes

Common Core Connection

This lesson provides an opportunity to really teach students to slow down and read closely to answer specific questions asked about a text. Then they use evidence from the text to support their knowledge.  Basically the students are gaining knowledge by finding key ideas in the complex text.  Then they get a chance to work on their speaking and listening skills by working in small group and presenting their work in front of their peers.

Lesson Overview

Students work in mixed groups throughout the lesson, and I call them peanut butter jelly Partners. This is one of my classroom strategies. I also like to Transition about every twenty minutes, a strategy to keep students focused. For more information on these strategies, look at the videos I made in the resources. 

I use two different text for this lesson.   Their also on the second grade level and this raises the skill complexity for my class. I chose Giant Jellyfish Invasion from National Geographic Kids and Jellies: the Life of the Jellyfish  by Twig George from Journeys.

Introductory Activity

To begin the lesson, I show the class the image of the jelly fish on the Promethean board because the image is so interesting.  Then I ask the students to talk to their partner about all the things they already know about jellyfish. I am just assessing their prior knowledge and trying to get my students thinking.  While my students are talking I listen to check for their understanding. 

Now, I tell the class my plan for the lesson.  We will read a text about jellyfish and we will ask and answer questions together.  Then you will work with your partner to ask and answer questions about another text.  I then tell the class the lesson goal.  I can answer questions about key details in a text.

Guided Practice

20 minutes

Student Reflection

5 minutes

Now the class transitions back to the lounge area for an opportunity to practice their speaking, listening, and evaluation skills.  Two or three students present their work and the rest of the class listens attentively so they can provide an evaluation.  I am hoping the students give their peers ideas or ways they can add to their work. I often give feedback during this section so students learn what is good and what might be better.  This is a great opportunity to model evaluation.

Closing

5 minutes

The closure brings a time to check for understanding so I can really see what my students learned during this lesson. Then I can plan for future lessons or intervention.  To assess the learners I ask the students to create a sticky note that lists two ways you can find an answer to a question about a text.  Basically, I am hoping the students learned the skill to gain knowledge from an informational text.  They might say, "I look at the bold words. I study the pictures. I can reread the text.  I am analyze the title."  The are some of the strategies I want my students to use to be able to ask and answer questions in any text.  We have used these strategies throughout this lesson.

Last, I ask the students to restate the lesson goal, so they know what is important about this lesson.  I can ask and answer questions about informational text.