Lions and Tigers and Bears, Oh My!

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Lions and Tigers and Bears, Oh My!
An Animal of the Week Project

• By Robin Farooq
• Lees Summit North High School
• robin.farooq_at_leesummit.k12.mo.us

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Why Animal of the Week?

• Increases vocabulary
• Repetition/review of high frequency vocabulary
• Circumlocution
• Low affective filter
• Organization of thoughts
• Teaches transition words
• Connection to other disciplines (3.1)
• Connection to reading
• Leads to creative writing

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Animals and Childrens Books
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Which National Standards does Animal of the Week
Implement?
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Communication

• Communicate in Languages Other Than English
• 1.1 Students engage in conversations, provide
  and obtain information, express feelings and
  emotions, and exchange opinions.
• 1.2 Students understand and interpret written
  and spoken language on a variety of topics.
• 1.3 Students present information, concepts, and
  ideas to an audience of listeners or readers on
  a variety of topics.

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Connections Connect with Other Disciplines
and Acquire New Information

• 3.1 Students reinforce and further their
  knowledge of other disciplines through the
  foreign language. (Reading, Math, Biology, Art,
  etc.)
• 3.2 Students acquire information and recognize
  the distinctive viewpoints that are only
  available through the foreign language and its
  cultures.

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Communities

• Participate in Multilingual Communities
• at Home and Around the World
• 5.1 Students use the language both within and
  beyond the school setting
• 5.2 Students show evidence of becoming life-long
  learners by using the language for personal
  enjoyment and enrichment

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How Do I Implement Animal of the Week?

• Focus Activity
• Organizer
• Writing
• Extension Activities

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Animal of the WeekGraphic Organizer

• Allows you to increase the input as you
  synthesize the information
• Visually reinforce the meaning
• Aids in sequencing events and organizing thoughts
  so students can write
• Content based
• Enhances writing

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Qué come?
Qué dice?
Dónde vive?
Chilla fuertemente.
Vive en el aire libre sobre los árboles, las
montañas y los lagos.
Come peces, serpientes, ratones y otros
animales pequeños. Come carne no come
vegetales.
Cómo es?
Animales semejantes
Tiene alas largas, un pico afilado, y garras
afiladas. Tiene ojos excelentes y puede ver
muy lejos.
El águila Eagle
Los pájaros grandes
El cuerpo es pardo con una cabeza blanca. Es
elegante y bonito. Es fuerte.
Animales diferentes
El hipopótamo
Es el símbolo nacional de los Estados Unidos.
Queda en el centro de la bandera méxicana.
Dibuja el animal
Construye una casa para los polluelos. La casa
se llama un nido.
Busca comida para los polluelos.
Vuela en el aire sobre el campo, los árboles y
las montañas.
Qué hace?
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Weekly Creative Writing

• Begin by modeling the writing.
• Transition words!
• Encyclopedia Writing
• Creative writing
• Poems
• Write as if they were the animal (1st person)
• Yesterday(Past tense)
• Letter to

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Sample Encyclopedia Writing

• El águila es un pájaro elegante y muy bonito.
  También es fuerte. Come animales pequeños
  (ratones, peces, conejos y serpientes). Tiene
  garras afiladas y un pico afilado. El cuerpo es
  pardo con la cabeza blanca. Tiene alas fuertes
  y, por eso, vuela al aire libre. Busca comida
  para los polluelos que viven en el nido en los
  árboles. Es el símbolo nacional de los Estados
  Unidos. Viva América!

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Extension Activities

• Kindergarten Day
• Songs
• Poems
• Teacher created stories
• Teacher created readings
• FVR- sell your books which highlight the animal
  of the week

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Kindergarten Day

• Teacher reads to the entire class.
• Have your students sit on the floor.
• Use big books when possible.
• Make your own books
• if necessary.

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Songs, Poems and Readings

• Kinds of Songs/Poems
• Uses of Songs/Poems
• Pre-teaching songs
• Sources
• Create your own!
• Create your own readings about
• the animal of the week. Use an
• animal as the main character.

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Free Voluntary Reading

• FVR is reading because you want to.
• Low anxiety situation
• Student choice of reading materials
• Students look forward to FVR time.
• Comfortable and enjoyable

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Creating a Classroom Library

• Display animals of the week books!
• Rich and varied texts
• Use student created books
• Provide texts that motivate students to read
• Display books so they entice students to read and
  explore through literature
• You can never have enough books!
• Reading posters in your room
• Easy labeling idea
• www.trelease-on-reading.com

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Sources for Childrens Literature

• Barnes and Noble
• Borders
• Continental Book Company
• Scholastic Book Warehouse
• Lenexa, Kansas St. Louis, Missouri
• www.scholastic.com (sales in Dec and May)
• LRV, Leavenworth, Kansas
• Sosnowski Language Resources
• www.ultranet.com/sosnow

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Recommended Reading aboutReading Strategies

• Fritze, Jason. www.comprehensibleinput.com
• Forget, Mark A. Max Teaching with Reading and
  Writing, Trafford Publishing
• Krashen, Stephen, 2003. Explorations in Second
  Language Acquisition and Use, Portsmouth, NH
  Heinemann.
• Krashen, Stephen, 1995. Foreign Language
  Education the Easy Way, Culver City, CA
  Language Associates.
• Krashen, Stephen, 2004. The Power of Reading
  Insight from the research, second edition,
  Englewood, CA Heinemann/Libraries Unlimited.
• Ray, Blaine and Contee Seely, 2000. Fluency
  Through TPR Storytelling Achieving Real
  Language Acquisition in School, Berkeley, CA
  Command Performance Langauge Institute.
• Trelease, Jim, 2001. Read-Aloud Handbook, New
  York Penguin.

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Web Site Resources

• http//lsnhs.leesummit.k12.mo.us/rfarooq/default.h
  tm

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Encylopedia Reading
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Blank Student Brainstorm
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Teacher Brainstorm
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Note to Teacher
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Robin Farooq Lees Summit North High
School E-mail robin.farooq_at_leesummit.k12.mo.us

• Website
• http//lsnhs.leesummit.k12.mo.us/rfarooq/default.h
  tm