Name: Jillian Schoer Date: November 19, 2013 Type of Setting: Urban Self- Contained Special Education Classroom

Grade: 4th Chapter 7: Got Silk? The Tarantula Scientist by Sy Montgomery 1. Purpose: a. For students to read and comprehend informational text b. Essential Questions For Unit 1: i. How does a reader consider point of view? ii. How does a writer use experiences, narration, and description to compel a reader? 2. Standards a. RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text b. RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text c. RI.4.4 Determine the meaning of general academic and domain specific words or phrases in a text relevant to a grade 4 topic or subject area d. RI.4.7 Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears e. W.4.2 Write informative/ explanatory texts to examine a topic and convey ideas and information clearly f. SL.4.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly 3. Skills a. Participate in group activity b. Use context clues to find meaning of vocabulary words c. Define vocabulary words d. Listen to vocabulary words meaning e. Effectively listen to close read f. Find evidence in text g. Define the uses of spider silk h. Explain when spider silk is used i. Write in Ready Gen notebook about spider silk 4. Vocabulary/ Key Terms a. Extruding- to force or squeeze out b. Construct- to build or create c. Hurling- to throw or fling d. Effective- producing a result that is wanted, works well, able to accomplish a purpose 5. Objectives a. Students will be able to find vocabulary terms in context and define meaning of word b. Students will be able to identify and describe the uses of spider silk and how it is produced using evidence from the text

c. Students will be able to discuss with classmates using evidence from text to support reasoning 6. Pre-assessment a. Students have been previously assessed on finding vocabulary terms in context by their experiences in previous chapters. 7. Lesson Presentation a. Set Induction i. Teacher will begin lesson by saying, Yesterday we read Chapter 7 Got Silk? We read for the gist. Today we will be doing a close read of page 51and 52 in The Tarantula Scientist. ii. Before we begin our close read I want to do a fun vocabulary activity! iii. Teacher will present Vocabulary chart iv. Teacher will model the word extruding 1. Word in Context 2. Word Meaning v. Teacher will put students into differentiated groups with vocabulary words 1. Low- Construct: Abdoulaye, Brailey, Franchot 2. Middle- Hurling: Christian, Brayan, Leo, Jayce 3. High- Effective: Jesus, Xavier, Linda, David vi. Each group will have two strips 1 for Word Meaning, 1 for Word in Context vii. Each group will share their vocabulary word and teacher will place strips on Vocabulary chart Vocabulary Word Word in Context Word Meaning extruding spiders make silk To force or from glands inside squeeze out their abdomens, extruding it through special spigots on their undersides called spinnerets.pg 51 construct many construct Build, create silken nurseries for their just-hatched babies. Pg 52 hurling some spiders catch Throw, fling prey by hurling their silk like a spitball on a thread rather than weaving a web. Pg 52 effective but even though Producing a result

spiders have such effective traps, scientists figure that 80 percent of all insects caught in webs actually get away. Pg 53

that is wanted, works well, able to accomplish a purpose

viii. b. Procedure i. Teacher will transition from Vocabulary to Close Read by asking each group to take The Tarantula Scientist books to the rug ii. Teacher will present three questions for students to pay attention to during the reading 1. How do birds, people, and spiders use spider silk? 2. How are spinnerets useful to spiders? 3. Where are spinnerets found on a spiders body? iii. Teacher will read page 51 iv. Teacher will present a chart supporting the three questions 1. Chart Who uses spider silk? How do they use spider silk? Birds Birds steal spider silk for their nests. People People use spider silk to make crosshairs for telescopes, optical instruments, and gun sights. Spiders Spiders use silk to create waterproof cases for their eggs. Spiders uses silk to catch prey. Spiders use silk when they molt. v. Teacher will ask students to give evidence and details in the text (only page 51 and 52) vi. Teacher will engage students to Team Talk and refer to chart vii. Students will form a circle on the rug viii. Teacher will begin Team Talk by saying, On page 51, the author states, Its quite a feat as his opinion about spiders making silk. What details from the text support his opinion? ix. Students will respond to each other by saying, I agree I disagree or In the text c. Closure

i. Teacher will transition from Team Talk to sharing what was learned in todays lesson ii. Lets share what we have learned about spider silk from our close read of pages 51 and 52. iii. Students will share what they have learned 8. Evaluation a. Students will be evaluated by their participation in vocabulary group activity. b. Students will be evaluated through observations during the close read of pages 51 and 52 c. Students will be evaluated by participation of Who uses spider silk chart d. Students will be evaluated on comprehension by their responses to the three questions for lesson 7 9. Follow Up Activity i. Teacher will staple a writing prompt into students Ready Gen Notebooks ii. Students will respond to prompt in Ready Gen Notebook using evidence from text iii. Describe how a spider produces silk? In what ways have you seen spiders use silk? 10. Materials a. The Tarantula Scientist by Sy Montgomery b. Sentence Strips c. Crayola Washable Markers d. No. 2 Pencils e. Ready Gen Notebook- Marble Notebook 11. Differentiation a. Academic Levels i. Low 1. Students will be able to work on lower level word Construct 2. Students will be able to use context clues to identify meaning of vocabulary words 3. Students will be able to track with their finger during close read of Chapter 7 4. Students will have visuals of charts to visually understand information from text ii. Middle 1. Students will be able to work on Hurling 2. Students will be able to use charts to organize information from text iii. High 1. Students will be able to work on Effective b. Learning Styles i. Kinesthetic

1. Students will be able to move from desks to differentiated groups, and to meeting rug 2. Students will have individual copy of The Tarantula Scientist ii. Visual 1. Students will be able to understand vocabulary words using Vocabulary Chart 2. Students will be able to follow along in close read because they will have own individual copy 3. Students will be able to focus on the three main questions presented on chart paper 4. Students will be able to comprehend who uses spider silk, and how they use spider silk, through the use of chart iii. Audio 1. Students will be able to hear the close read of pages 51 and 52 c. Multiple Intelligences i. Interpersonal 1. Students will be able to collaborate in groups during vocabulary activity 2. Students will be able to participate in Team Talk ii. Intrapersonal 1. Students will be able to reflect on what they have learned in this close read of page 51 and 52

On page 51 in The Tarantula Scientist by Sy Montgomery, we learned that all spiders make silk. Describe how a spider produces silk? In what ways have you seen spiders use silk? On page 51 in The Tarantula Scientist by Sy Montgomery, we learned that all spiders make silk. Describe how a spider produces silk? In what ways have you seen spiders use silk? On page 51 in The Tarantula Scientist by Sy Montgomery, we learned that all spiders make silk. Describe how a spider produces silk? In what ways have you seen spiders use silk? On page 51 in The Tarantula Scientist by Sy Montgomery, we learned that all spiders make silk. Describe how a spider produces silk? In what ways have you seen spiders use silk? On page 51 in The Tarantula Scientist by Sy Montgomery, we learned that all spiders make silk. Describe how a spider produces silk? In what ways have you seen spiders use silk? On page 51 in The Tarantula Scientist by Sy Montgomery, we learned that all spiders make silk. Describe how a spider produces silk? In what ways have you seen spiders use silk? On page 51 in The Tarantula Scientist by Sy Montgomery, we learned that all spiders make silk. Describe how a spider produces silk? In what ways have you seen spiders use silk? On page 51 in The Tarantula Scientist by Sy Montgomery, we learned that all spiders make silk. Describe how a spider produces silk? In what ways have you seen spiders use silk? On page 51 in The Tarantula Scientist by Sy Montgomery, we learned that all spiders make silk. Describe how a spider produces silk? In what ways have you seen spiders use silk? On page 51 in The Tarantula Scientist by Sy Montgomery, we learned that all spiders make silk. Describe how a spider produces silk? In what ways have you seen spiders use silk? On page 51 in The Tarantula Scientist by Sy Montgomery, we learned that all spiders make silk. Describe how a spider produces silk? In what ways have you seen spiders use silk?