Using backward design model

Amnah
Albuloushi
Megan
Evangeliste
Vanessa
Steiner
Gretchen
Tucci
USING BACKWARD
DESIGN MODEL
GDIT 705
DR. JOSEPH KUSH
DECEMBER 12TH, 2013

TABLE OF CONTENTS
Overview
Rationale
Learner Profiles
Modifications
Unit Plan
Standards
Welcome
Day 1
Day 2
Day 3
Day 4
Extra Activities
Extra Resources
References

 Unit Topic: Classifying Nocturnal Animals
 Focus: Quantifying Adjectives
 Classroom Demographics: Grade 1; 22 students; 3 ELLs
 Method: Backwards Design
ABOUT OUR FINAL PROJECT

RATIONALE (1 OF 2)
The group chose the Backward Design Model because of the primary need to meet state
grade-level standards. Specifically, the nocturnal animals unit was created for two purposes: to
integrate content knowledge with language objectives and to meet Pennsylvania Department of
Education standards. The unit was developed in order to provide a context for teaching and learning
grammar, integrating content knowledge with language objectives for the 1st grade classroom.
The Backward Design Model, developed by Jay McTighe and Grant Wiggins, was chosen
for this unit because of our commitment to focus on learner outcomes and the desired results of
instruction. This model requires educators to align the curriculum with content standards and
benchmarks that will be compared to on the state and national level. Additionally, we chose it
because many surrounding area school districts are currently following this model. In our
experience, many educators feel that when following this model, teachers are “teaching to the test,”
but we found it to be a useful way to develop, plan, and implement our instruction.
The Backward Design Model requires that educators first develop goals and then work
backwards to determine evidence and plan instruction. For instance, first we identified our long
term goals (i.e. big ideas/essential questions) and then decided how we will show this in an
assessment and designed a rubric, then structured the four days of activities and delivered the
instruction. This is exactly what we as a group wanted to accomplish in our nocturnal animals unit.
The nocturnal animals unit was created to integrate content knowledge with language objectives,
which in turn will afford the students to meet the state grade-level standards. The unit was
developed by initially establishing a goal, whereby the lessons provide a context for teaching and
learning grammar and integrating content knowledge with language objectives.

This project has incorporated concepts from three important learning
theories to reinforce the backward design model. The three theories are the
Skinner's Theory of learning, the Vygotskian Approach and Bloom's Taxonomy of
Learning Domains. Skinner’s theory posts that behaviors are learned through a
process of reinforcements by rewards and punishments. In this project, Skinner’s
theory can be effectively applied by the teacher in such a way that when a pupil
does something good, the teacher makes good comments. For example, if a pupil
correctly identified nocturnal animals from a list presented on You Tube , the
teacher can give the pupil good marks to prove that the pupil’s behavior is desirable
and worth repeating (Leonard, 2002).
Vygotsky’s theory of learning states that since young children are unable to
use mental tools in learning, their learning is largely controlled by the environment
in which they learn. Therefore, pupils in lower grades should be presented with
familiar objects during the learning process. In this project, pupils are presented
with images and pictures of nocturnal animals (Wink, 2002). In addition , tracing
words on cards illustrates one way in which Vygotsky’ s theory can be used in this
project to help pupils understand the meaning of nocturnal animals. For Vygotsky,
the most effective learning occurs when new concepts and skills are taught on the
edge of emergence or in the Zone of Proximal Development. This enables children to
make progress in their development. In this project, children are given some form of
assistance (scaffolding) in reading books on the internet to help them to bring new
skills to the Zone of Proximal Development.
Bloom’s Taxonomy of Learning identified three domains of educational l
activities, which can help learners understand new concepts. The three domains are
cognitive (mental skills), affective (growth in emotional connection) and
psychomotor (physical and manual skills). In this project, the affective domain is
evidenced by use of YouTube videos in class. This domain is useful in that it extends
learning from mere memorization to complex cognitive structures (Leonard, 2002).
LEARNING THEORIES

 22 students in the 1st grade classroom
 20 of those students completed the Kindergarten
program at the current school, 2 were transfer students
 3 students in the class are English Language Learners
 Classroom environment: 1 teacher, 1 teacher’s aide that
supports ESL students (teacher’s aide is half day during
Language Arts period)
LEARNER PROFILE/CLASSROOM
ENVIRONMENT (1 OF 4)

3 students in the class are English Language Learners:
---Leonidas (Leo) is a native French and Japanese speaker; dad is French/mom is
Japanese
 Leo was part of the Kindergarten program at the current school and was tested
and entered the ESL program at beginner level - was part of the pull-out program
run by the ESL specialist - transferred to intermediate level during mid-year of his
Kindergarten year - still is needing extra support and is pulled out for 2 periods a
day twice a week with the ESL Specialist, but learns in the mainstream classroom
for the majority of the week
---Sophia is a native German and Japanese speaker; dad is German/mom is
Japanese
 Sophia was a transfer student this year and had been exposed to English in her
past school in the Early Childhood program - was tested and entered the ESL
program at the intermediate level - still is needing extra support and is pulled our
for 2 periods twice a week with the ESL Specialist, but learns in the mainstream
classroom with her peers
---Nina is a native Dutch speaker; both parents are Dutch
 Nina’s family immigrated to the US when Nina was five-years-old - she entered
Kindergarten mid-year at the current school - was tested and entered the ESL
program at beginner level - was part of the pull-out program run by the ESL
specialist - continues in 1st grade at the beginner level - is pulled out for 5
periods three times a week with the ESL Specialist, but learns in the mainstream
classroom with her peers
LEARNERS’ PROFILES (2 OF 4)

 19 native English speaking students:
---Gaius entered the school in Kindergarten –
 Gaius has fine-motor dif ficulty and works with an Occupational Therapist that visits the classroom 1
period once a week - has dif ficulty with letter and number formation and cutting - needs additional one
on one when cutting - letters and numbers at times need explanation (teacher will call Gaius over to
explain what he wrote it letters are dif ficult to read)
---Gunnar entered the school in Kindergarten –
 Gunnar is a typically developing student - enjoys making artwork and kinesthetic activities
---Matthew entered the school in Kindergarten –
 Matthew has fine-motor dif ficulty and works with an Occupational Therapist that visits the classroom 1
period once a week - has dif ficulty with letter and number formation - works with an out of school tutor
as well on fine-motor development - letters and numbers at times need explanation (teacher will call
Matthew over to explain what he wrote it letters are dif ficult to read)
---Nadia entered the school in Kindergarten –
 Nadia is a typically developing student - has exceptional reading abilities, reads on the 4 th grade level
---Tanvi entered the school in Kindergarten –
 Tanvi is a typically developing student - speaks two languages at home (English and Hindi)
---Alexia entered the school in Kindergarten –
 Alexia is a typically developing student – is adjusting currently to her family’s new baby at home –
enjoys drawing and activities with self -expression
---Carter entered the school in Kindergarten –
 Carter is a typically developing student – enjoys interactive, kinesthetic activities
---Davis entered the school in Kindergarten –
 Davis has speech and language delays - works with a Speech Language Pathologist in the classroom for
1 period once a week; also works with the teacher’s aide during Language Arts periods - has dif ficulty
with sentence formation orally - no dif ficulty with writing sentences - needs extra time to answer
questions aloud and share ideas

---H e n r y entered the school in Kindergarten (K.) –
 Henry is a typical ly developing student – is currently on a behavior chart to keep his body under control during
learning times – has difficul ty focusing during instruction and transitio n ing from one activity to the next
---S t e v e n entered the school in K. –
 Steven is a typical ly developing student – is very active and interested in sports – enjoys interacti v e, kinesthet i c
activit i es
---K a t h l e e n entered the school in K. –
 Kathleen is a typical ly developing student – enjoys drawing, fine -moto r activit i es/sh ow i ng creativi ty – difficul ty
focusing at times during instruction
---E l l a entered the school in K. –
 Ella was adopted as a baby, has some developmen ta l delays - has difficul ty processing and making inferences in the
classroom - is given extra time to answer questions and share ideas - is given extra time on written work
---C i a r a entered the school in K. –
 Ciara is a typically developin g student – dad is from Ireland and the family takes frequent trips, causing Ciara to miss
weeks of school – parents are supportive in completi ng work outside of school
--L e n n a entered the school in K. –
 Lenna is a typically developi ng student – enjoys interacti v e, kinesthet i c activit i es
---B r i g g s entered the school in K. –
 Briggs is a typically developin g student – has some anxiety about unexpected situations – responds well when given
time warnings and reminders ahead of time
---J u l i e t t e entered the school in K. –
 Juliette is a typically developi ng student – very artistic and enjoys showing her creativi ty – loves reading, reads on a
3r d grade level
---J o s i e entered the school in K. –
 Josie is a typically developing student – very creative, enjoys fine -motor activit ies – enjoys reading and is trying to
master site words
---I v y entered the school in K. –
 Ivy is a typically developi ng student - speaks two languages at home (English and Korean) – enjoys reading, reads on a
4th grade level
---D a v i d is transfer student, entered the school in October of 1 st grade –
David is a typically developin g student – has severe food allergies to turkey, chicken, and peanuts –
 is very athletic and enjoys kinesthet ic activi t ies

The three ELLs in the 1st grade classroom were assessed and placed in the
district’s pull-out program for English as a Second Language (ESL). Based on the
learner profiles, their current language levels, as well as the amount of time
spent with the ESL Specialist, are stated below:
 Leonidas: intermediate/advanced level; 2 periods a day twice a week with the
ESL Specialist
 Sophia: intermediate/advanced level; 2 periods twice a week with the ESL
Specialist
 Nina: beginner level; 5 periods three times a week with the ESL Specialist
In the 1st grade classroom, our three ELLs are supported during Language Arts
instruction by our teacher’s aide Ms. Galvin. Ms. Galvin works closely with the
classroom teachers and ESL Specialist to plan differentiated instruction and
support in the classroom for ELLs. Ms. Galvin supports the students in the
following ways:
 gives students individualized attention to help explain directions more slowly
and clearly
 encourages the students to stay on task with the group
 gives the students more time during assessments by sitting with the students
until they have finished
 encourages conversation during learning time in her small group, helping to
facilitate interactions when the students need help finding words/expressing
their ideas
MODIFICATIONS FOR
ENGLISH LANGUAGE LEARNERS (1 OF 2)

 To help further clarify instruction, the classroom teachers:
 model the activity for all of the students, helping the ELLs to see
what they will do in action (i.e., teacher will model tracing words on
the Smart Board for the students during Day 1)
 provide recorded presentations for students to watch again from the
classroom website (captions are included in these presentations to
add textual reference for ELLs)
 facilitate all classroom conversations, discussions, and activities,
working with the ELLs Language Arts group throughout instruction.
 Note: During Language Arts, ELLs are encouraged to use their native
language to English dictionaries when completing writing activities, and
will sometimes use their dictionaries during conversation, when
necessary. The ESL Specialist provides support for Language Arts
instruction by doing activities and lesson based on the classroom
curriculum during pull-out periods.
MODIFICATIONS FOR
ENGLISH LANGUAGE LEARNERS (2 OF 2)

UNIT PLAN (1 OF 3)
Backward Design:
Nocturnal Animals
Unit

UNIT PLAN (2 OF 3)
Backward Design:
Nocturnal Animals
Unit

UNIT PLAN (3 OF 3)
Backward Design:
Nocturnal Animals
Unit

Pennsylvania Department of Education Standards
Subject Area - 1: Reading, Writing, Speaking, and Listening
Standard Area - 1.1: Reading Independently
Grade Level - 1.1.1: GRADE 1
 1.1.1.B: Use word recognition techniques:
 Demonstrate phonological awareness through phoneme
manipulation.
 Demonstrate knowledge of letter sound correspondence (alphabetic
principle) to decode and encode words.
 1.1.1.C: Use increasingly robust vocabulary in oral and written
language.
 1.1.1.D: Demonstrate listening and reading comprehension /
understanding before reading, during reading, and after reading
through strategies such as think aloud, retelling, summarizing,
connecting to prior knowledge and non-linguistic representations
STATE STANDARDS (1 OF 2)

STATE STANDARDS (2 OF 2)
Standard Area - 1.5: Quality of Writing
 1.5.1.F: Use grade appropriate conventions of language when writing and
editing.
 Spell common, frequently used words correctly.
 Use capital letters correctly.
 Punctuate correctly.
 Begin to use correct grammar and sentence formation.
Standard Area - 1.6: Speaking and Listening
 1.6.1.A: Listen actively and respond to others in small and large group
situations with appropriate questions and ideas
Subject Area - 3: Science and Technology and Engineering Education
 3.1.1.A1: Categorize living and nonliving things by external
characteristics.
 3.1.1.A9: Distinguish between scientific fact and opinion.
 Ask questions about objects, organisms, and event.

 Language Arts:
(Reading Evaluation Strategies)
 Students apply a wide range of strategies to comprehend, interpret,
evaluate, and appreciate texts. They draw on their prior experience,
their interactions with other readers and writers, their knowledge of
word meaning and of other texts, their word identification strategies,
and their understanding of textual features (e.g., sound-letter
correspondence, sentence structure, context, graphics).
 Science:
(Life Science)
 As a result of activities in grades K-4, all students should develop
understanding of
*The characteristics of organisms
*Life cycles of organisms
*Organisms and environments
NATIONAL STANDARDS

Welcome 1st Grade!
We are so glad you are visiting our online classroom! Please
review each day’s instruction, extra links, and fun quizzes.
Please fill out the permission form on the next side before
beginning.
Click on the below to get to the next slide!
Have fun and enjoy!
Best wishes and happy learning,
Mrs. Albuloushi, Ms. Evangeliste, Ms. Steiner, and Mrs. Tucci

Day 1
Lesson Plan
Power Point
Book
Handouts/Examples
Homework /
Assessment Tools
Day 2
Lesson Plan
Power Point
Emergent Reader
Handouts
Homework /
Assessment Tools
Day 3
Lesson Plan
Power Point
Handouts
Homework
Assessment Tools
Day 4
Lesson Plan
Power Point
Assessment Tools
Assessment
Rubric
Extra Activities
• Sorting
• Crafts
Extra Resources
• Videos
• Songs
• Websites
References
• Text
• Picture

Day 1: Introduction
Lesson Plan
PowerPoint
Little Owl’s Night
Handouts/Examples
Homework/Assessment Tools
Ready for
Day 2?

Day 1: Backward Design Plan (1 of 3)

Day 1: Lesson Plan (3 of 3)
Lesson Plan/Day 1 Activities:
1) Read the text Little Owl’s Night by Divya Srinivasan on the Smart Board
[http://www.wegivebooks.org/books/little-owls-night].
2) Ask the students to identify the animals in story that were awake at night. Complete a picture walk
through the story to remind students of the animals. *If students are unable to identify the names
of animals, help them with the name and/or allow students to discuss in their L1.
3) Keep a list of these animals on the white board under the heading “nocturnal” [see Resource 1].
4) Present the term nocturnal [see Resource 1].
5) By turning off the lights, invite students to be active (fly, skip, etc.) when reading “nocturnal
animals are awake at night.”
6) By turning back on the lights, invite students to pretend to sleep when reading “nocturnal animals
sleep during the day.”
7) Review the remaining characteristics, as well as special adaptations. Give this sheet to students as
a handout [see Resource 1].
8) Read aloud the character tracing cards on Smart Board [see Resource 2].
9) Invite students to volunteer to come to the Smart Board and trace one word.
10) Explain homework: Give students individual tracing cards to trace and practice reading [see
Resource 2 homework]. Explain that they will trace the words and practice reading the words,
possibly to their parents/siblings.
11) Allow students to begin working on homework before the period ends. Answer any questions
that arise.

Day 1: Power Point
Click on the owl below and follow along with the
PowerPoint to begin learning about Nocturnal
Animals!

M S . A L B U L O U S H I
D A Y 1
D E C E M B E R 2 0 1 3
Classifying Nocturnal Animals

Day 1: Nocturnal Animals
 Think of three animals you see around your houses…
 Hold up three fingers when you’ve thought of the three
animals.

 Share with the class one of the animals you have seen
around your house.
 When have you seen the animal… During the day or at
night?

Nocturnal Animals
 Essential questions:
 Which animals come out at night?
 What does being nocturnal mean for animals?

 Little Owl’s Night by Divya Srinivasan
Little Owl’s Night

 Name some animals you saw
in the book The Little Owl
 What did you notice about
them?

What would you do?
 If you were a nocturnal animal…
 Lights are turned off…
 Lights are turned on…

 Click to listen to
the sound of a bat
at night!

Volunteers
to trace!

Head Start on Homework!
 Remember to trace the words and practice
reading the words, possibly to
parents/siblings!
 Need to review?
 Any questions?

 Email Ms. Albuloushi at
a.m.albuloushi@gmail.com

GREAT JOB!
 Click HERE to go to the resources, materials, and
homework for Day 1!
 Click HERE to go on to Day 2!
 Click HERE to go back to the table of contents page!

Day 1: Book
 Little Owl's Night by
Divya Srinivasan
 [http://www.wegivebook
s.org/books/little-owls-
night]

Day 1: Handouts (1 of 2)
Resource 1

Day 1: Examples (2 of 2)
Resource 2

Day 1: Homework (1 of 2)
Resource 2 Homework

Day 1: Assessment Tools (2 of 2)
Participation Points

Day 2 – Sentence Building
Lesson Plan
Power Point
Emergent Reader
Handouts
Homework / Assessment Tools
Ready for
Day 3?

1) Split the students into small groups of four to work as a team.
2) Allow students to review homework (tracing cards) in their teams. Ask students to read
their words to their team. Check student work for tracing and reading practice [see
Homework Points].
3) Read emergent reader story to students on the Smart Board to review characteristics of
nocturnal animals [see Emergent
Reader].[http://www.kidssoup.com/member/product_info.php?pattern=1&products_id
=7065]
4) Show and read the sentences on the white board that give information from the texts [see
Resource 3].
5) Explain the activity to the group: Sentences will be taped on the board with missing
parts. Students will be given parts of the sentence to determine where it could fit.
6) Take off the nouns (highlighted green) and give to students to place in the sentences.
7) Read aloud with students to check for accuracy. Adjust any sentences that need to be
corrected.
8) Take off all quantifiers and give to the teams to match.
9) Have students match the appropriate quantifier with the sentences.
10) Read aloud with students to check for accuracy. Adjust any sentences that need to be
corrected.
11) Give students the handout of the sentences used [see Resource 3 homework].
12) Explain homework: Ask students to illustrate three sentences used in class on the
handout provided. The students will rewrite the sentence and draw the picture [See
Resource 3 homework].
13) Allow students to begin working on homework before the period ends. Answer any
questions that arise.

Day 2: Power Point
Click below to discover more fun facts about
nocturnal animals and also begin building
your sentences!
Have fun!

M S . S T E I N E R
D A Y 2
D E C E M B E R 2 0 1 3

Day 2: Sentence Building
Small
group
time!
Leo
Sophia
Nina
Davis
+ Ms. Galvin
Lenna
Briggs
Juliette
Josie
Steven
Kathleen
Ciara
David
Ivy
Henry
Gaius
Matthew
Gunnar
Ella
Nadia
Tanvi
Alexia
Carter

Small group time!
 Share your homework
 Review tracing cards
 Read words to your team
Work together and take turns 

Emergent Reader Book

Sentence Building Activity
 Look at the sentences taped to the board
What is wrong with the sentences?
 Some parts are missing!
We have to work together to fix the sentences!

The words highlighted in green are NOUNS
* remember nouns are a person, place, or thing
Who wants to volunteer to put the
nouns in the right sentences?

Read aloud to check the sentences

The words highlighted in yellow are QUANTIFIERS
* Remember quantifiers modify the noun,
tell us the quantity or number of something, and
give us more information
 Now let’s see how we do with
the quantifiers!

Homework
Time!

Remember to:
 use capital letters at the beginning of each sentence!
 use periods at the end of each sentence!
 make sure your picture matches your sentences
Questions?

GREAT JOB!
homework for Day 2!
 Click HERE to go back to the table of contents page!

Emergent Reader
Emergent Reader Book

Day 2: Homework (1 of 3)
Resource 3 Homework

Day 3 – Quantifying Adjectives
Lesson Plan
Power Point
Handouts
Homework
Assessment Tools
Ready for
Day 4?

1) Ask students to return to their teams from yesterday.
2) Allow students to show their homework in their teams. Ask students to read their sentences and
show illustrations to the group. Check student work [see Homework Points].
3) Revisit the sentences on the whiteboard [see Resource 3]. Ask for students to volunteer to read
each sentence.
4) Explain that all words in yellow are “quantifiers” or quantifying adjectives. Show that quantifiers
modify the noun, and tell us the quantity or number of something which gives us more
information. Some quantifiers make the noun singular, some make the noun plural.
5) Present a chart for Quantifiers, Nouns, and Rest of the sentence [see Resource 4].
6) Give students sentences and ask them to place the parts of the sentences in the appropriate
categories.
7) Show students how quantifiers modify the nouns. The quantifiers all, many, some, most, both, and
few modify the noun to make it plural. The quantifiers every and each modify the noun to make it
singular.
8) Take down the rest of the sentence (highlighted blue) category.
9) Change the chart [see Resource 5].
10) Ask students to answer the question plural or singular?
11) Using the Smart Board pen, ask students to volunteer to write P for plural or S for singular.
12) Explain homework: Give students handouts with chart showing the missing quantifier [see
Resource 4 homework]. Show students the key that they will use to determine which quantifier to
add to the sentence. For example, all modifies plural nouns, so the sentence “All nocturnal animals
are awake at night” is written. Remind students to use capital letters for the beginning of the
sentence.
13) Allow students to begin working on homework before the period ends. Answer any questions
that arise.

Day 3: Welcome!
 Click on the owl below to begin learning for Day 3!
 Click to listen to Ms. Evangeliste present the
Power Point on YouTube!

M S . E V A N G E L I S T E
D A Y 3
D E C E M B E R 2 0 1 3

Day 3: Nocturnal Animals and Quantifiers
SMALL GROUP SHARE!
Share homework:
 Read sentences
 Show illustrations

Leo
Sophia
Nina
Davis
+ Ms.
Galvin
Gaius
Matthew
Gunnar
Ella
Nadia
Tanvi
Alexia
Carter
Steven
Kathleen
Ciara
Lenna
Briggs
Juliette
Josie
David
Ivy
Henry
Reminder of SMALL GROUPS!

Volunteer Readers:

 Quantifiers:
 “quantifying
adjectives”
 modify the noun
 tell us the
quantity or
number of
something
 gives us more
information

Small
Group
Practice!

 The quantifiers all, many, some, most, both, and few
modify plural nouns.
 The quantifiers every and each modify singular nouns.
Some quantifiers
modify plural
nouns, some
modify singular
nouns!

P
Small
Group
Practice!

Homework!

 Remember to:
 use capital letters at the beginning of each sentence!
 use periods at the end of each sentence!
 Need to review?
 Any questions?

 Email Ms. Evangeliste at
meganevangeliste@stedmunds.net

See you tomorrow!

GREAT JOB!
homework for Day 3!
 Click HERE to go back to the welcome page!

Resource 3

Resource 5

Resource 4

Day 3: Homework
Resource 4 Homework

Participation Points

Day 4: Show What You Know (Assessment)
Lesson Plan
Power Point
Assessment Tools
Assessment
Rubric

Day 4: Backward Design Model (1 of 3)

Day 4: Backward Design Model (2 of 3)

Day 4: Lesson Plan
1) Ask students to return to their teams from the days prior.
2) Give students time in their teams to discuss the homework. Allow them to
check answers by reading their sentences aloud. Check student work [see
Homework Points].
3) Go over the sentences in the whole group to check for understanding,
allowing students to ask questions if necessary.
4) Explain to students that they will now complete a “Show What You Know!”
[see Assessment].
5) Leaving examples of quantifiers on the board, ask students to write three
sentences about nocturnal animals. They are welcome to pick any three
quantifiers and write sentences about nocturnal animals.
6) Students will be given time to complete their sentence writing. When they
are finished, they will turn it in and be asked to look at books in the
classroom library quietly while others finish.
7) Give students a five minute warning to let them know that their time is
almost up.
8) Collect all work and use rubric for grading required elements, mechanics,
and grammar.

Day 4: Power Point
 Today is our final day of the unit! Click on the
below to begin the presentation.

Nocturnal Animals and Quantifiers
Essential questions:
Which animals come out at night?
What does being nocturnal mean for animals?
M R S . T U C C I
D A Y 4
D E C E M B E R 2 0 1 3

ASSIGNED GROUPS
Leo, Sophia,
Nina, and Davis
+Ms. Galvin
Lenna, Briggs,
Juliette, Josie
Gaius, Matthew,
Gunnar, Ella
Steven,
Kathleen, Ciara
Nadia, Tanvi,
Alexia, Carter
David, Ivy, Henry
 REMINDER:
 Break into your groups
to review assigned
homework

Large Group Share:
 Volunteers to read sentences aloud
 Are there any questions from last night’s homework?

Every
Many
Some
Most
Each
Both
All
Few
Show What You Know!
Directions: Refer to the list of quantifiers in the yellow
box. Write three sentences about nocturnal animals on
Show What You Know sheet. *Remember to include one
quantifier per sentence!
Review the rubric here.

Let’s review the rubric before you begin!
Time to
Show
What
You
Know!

 Directions: Refer to the list of
quantifiers in the yellow box.
Write three sentences about
nocturnal animals on Show What
You Know sheet.
 Remember to include one quantifier
per sentence!
Every
Many
Some
Most
Each
Both
All
Few

5 MINUTE WARNING!
Remember: Check your work for accuracy!
YOU’RE ALMOST AT THE FINISH LINE!

*Look at books quietly in the library
• When you’re finished, you can:
*Access computers in the library to look at
nocturnal animals website

GREAT JOB!
homework for Day 4!
 Click HERE to read about what we will do tomorrow!
 Click HERE to go back to the contents page and
discover fun activities and resources!

Great job class!
I will grade your Show What You Know writing
tonight!
Tomorrow, we will:
 go over the rubric from Show What You Know in our teacher-student
meetings!
 complete exit slips about your learning before moving on to our next
unit about Diurnal Animals
Click here to complete
the Exit Slip!

Day 4: Assessment Tools
Homework Points

Day 4: Assessment (1 of 2)
Assessment

Day 4: Exit Slip (2 of 2)
The most important thing I learned today was…..
I still need help with…..
I would like to learn more about…..

Extra Activities
Sorting Crafts

Sorting nocturnal & Diurnal Animals
Have fun at home while practicing sorting these
animals into either nocturnal or diurnal!

Crafts: Make your own bat!
 Have fun creating your own BAT with
these simple materials!
 Black paper plate
 Googly eyes
 Black foam or felt
 White paper
 Glue
 Scissors
 Always ask an adult to help you find all
of the materials and also to help you
create your bat!
 Have fun!

Videos
 Vocabulary building about nocturnal animals:
 http://www.youtube.com/watch?v=yfNiIF3NWCM
 Wild Detectives: Night Owls
 http://video.nationalgeographic.com/video/kids/animals-pets-kids/wild-detectives-kids/wd-
ep2-owls/
 Wild Detectives: Night Vision (Adaptations)
ep8-owlsight/
 Wild Detectives: Hanging out with Bats
ep9-bats/
 Sesame Street: Nocturnal Animals
 http://www.youtube.com/watch?v=O7TKOCvcum8&list=PLD89183520D905433

Songs
 Song about echolocation (bats):
 http://www.youtube.com/watch?v=Hr-
Y2Tt8gFE&list=PLD89183520D905433
 Song about Nocturnal/Diurnal Animals:
 http://www.youtube.com/watch?v=s7okKyl7C34&list=PLD89
183520D905433
 Nocturnal Animal Song:
 http://www.youtube.com/watch?v=LSPxgxUea14&list=PLD8
9183520D905433

Websites
 Scholastic Interactive
 http://images.scholastic.co.uk/assets/a/21/6f/nocturnal-animals-int-6610.swf
 Scholastic Listen and Read: Nocturnal Animal Noises
 http://teacher.scholastic.com/commclub/owls_activity2/
 Scholastic Listen and Read: Strangest Night Animals
 http://teacher.scholastic.com/commclub/strangest_night_animals_activity/page-2.htm
 BBC Learning Zone Nocturnal Animals
 http://www.bbc.co.uk/learningzone/clips/nocturnal-animals/12649.html
 BBC Learning Zone Adaptations:
 http://www.bbc.co.uk/learningzone/clips/different-adaptations-between-nocturnal-and-
diurnal-animals/12644.html
 Scholastic Printables
 http://sni.scholastic.com/SN2/10_04_12_SN2/Printables

References (1 of 2)
 Leonard, D. (2002). Learning theories, A to Z.
Westport, Conn: Oryx Press.
 Wink, J. (2002). A vision of Vygotsky. Boston: Allyn
and Bacon.
 Backwards Design Template. Adapted/formatted
from Understanding by Design by Grant Wiggins
and Jay McTighe. Retrieved from
https://duquesne.blackboard.com/bbcswebdav/pid-
884308-dt-content-rid-3711292_1/courses/ED-
GDIT-715-GILT-512-55-201410/template.pdf

Picture References (2 of 2)
• Photograph of bat. Retrieved from http://en.wikipedia.org/wiki/Bat
• Photograph of beaver. Retrieved from http://en.wikipedia.org/wiki/Beaver
• Photograph of cricket. Retrieved from
http://fineartamerica.com/featured/cricket-bug-thiago-keniti.html
• Photograph of firefly. Retrieved from http://beneficialbugs.org/bugs/Firefly/boreal_firefly.htm
• Photograph of fox. Retrieved from
http://animals.nationalgeographic.com/animals/mammals/red-fox/
• Photograph of frog. Retrieved from
http://altertranslations.com/aa-photo/articles/using_flash.html
• Photograph of long eared jerboa. Retrieved from
http://www.factzoo.com/mammal/jerboa-long-legged-desert-rodent.html
• Photograph of moth. Retrieved from
http://www.museum.state.il.us/ismdepts/zoology/lepidoptera/gallery.html?RollID=roll02&FrameID=Manduca_Sexta_M
oth%253Droll02%2526FrameID%253DManduca_Sexta_Moth%3B600%3B370
• Photograph of owl. Retrieved from
http://usadultliteracy.wordpress.com/category/idioms-2/page/2/
• Photograph of owl eyes. Retrieved from
http://commons.wikimedia.org/wiki/File:Owl_Eyes_%284572888238%29.jpg
• Photograph of snail. Retrieved from http://www.snail-world.com/Snail-Facts.html
• Photograph of turtle. Retrieved from http://srelherp.uga.edu/turtles/steodo.htm

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