FSTL TEKS FP Perspectives - Mini Beasts

Graphic Organizer: What Is the Balance?

The good

The bad

In what ways are mini beasts helpful?

What are the positive things about them?

In what ways are mini beasts unhelpful?

What are the negative things about them?

Lesson Plan Fluent Plus reading stage

Why are mini beasts so important?

Level O (34)

Mark on the line where you think the balance is The good

The bad Explain why you think this …

PERSPECTIVES

Contents • Save it or kill it?

• Speak out!

• Insect invaders • Apology to insects

Paired connected texts

Some animals are particularly sensitive to changes in their habitat, so a decrease in numbers can alert scientists that something might be wrong.

When Jordan visits his cousins’ farm, he notices there are no frogs. He investigates and ends up facing a big dilemma.

Content vocabulary bees ecosystem extinct fire ant food chain habitat insecticide insects invader mini beasts native pests population predator specie termites wasp wildlife

Correlations with Texas Essential Knowledge and Skills Flying Start to Literacy Lesson Plan Perspectives Mini Beasts: The Good, the Bad, and the Ugly © 2020 EC Licensing Pty Ltd. © 2020 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2020 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan Consultant: Linda Hoyt Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com

Reading 3(6) (E) Make connections to personal experiences, ideas in other texts, and society.

3(6) (H) Synthesize information to create new understanding.

3(9) (E) Recognize characteristics and structures of argumentative text.

3(10) (A) Explain the author’s purpose and message within a text.

Writing 3(12) (C) Compose argumentative texts, including opinion essays, using genre characteristics and craft.

Speaking and Listening 3(6) (B) Generate questions about text before, during, and after reading to deepen understanding and gain information.

PERSPECTIVES Mini Beasts: The Good, the Bad, and the Ugly Key concepts • I nsects and other small animals are vital for plant reproduction and are an essential link in many food chains.

• S ome insects and other small animals sting or bite people and some cause damage to plants and homes.

Initiate ideas

Explore further

Introduce the book

Read the text

Ask: Are insects and other small animals such as worms, spiders, bees, and butterflies important? Why? Have students talk with a partner about this.

Show the students the front cover of PERSPECTIVES: Mini Beasts: The Good, the Bad, and the Ugly.

Say: This book is about mini beasts – insects and other small animals.

It has several texts that discuss different points of view about them.

Read the title and ask: What are the good and bad things about mini beasts? What are the bad things? Discuss students’ ideas.

Have students turn to the “Speak out!” section on pages 8–9 and read the introduction.

Invite a student to read aloud one of the “speak outs” to the group. Ask: What is your view on this opinion? Discuss.

Continue reading and discussing each “speak out” opinion in a similar manner.

Ask: What points have these students made about mini beasts being helpful? What points have they made about them being harmful?

Have students talk with a partner and then discuss their ideas with the group.

Have students turn to “Insect invaders” on pages 10–13.

Read the title aloud and ask: What does the word invader mean? What do you predict this text will be about? Discuss.

Read the introduction aloud, and discuss the questions posed.

Have students read the text independently. Say: Talk with a partner about the text. Discuss the questions posed at the end of it.

What is your opinion? Invite students to share their ideas and discuss as a group.

Revisit the group PMI chart. Ask: What did you learn about fire ants? What are the positive things about fire ants? What are the negative points? What do you find interesting about them? Use students’ responses to add points to the chart.

Read the text Give each student a copy of PERSPECTIVES: Mini Beasts: The Good, the Bad, and the Ugly. Have them browse through the book.

Have students turn to page 4, and read the introduction aloud to them. Ask: What do you think about this question? Have students share their ideas with the group.

Have students turn to “Save it or kill it?” on pages 6–7. Read the introduction aloud to the students. Say: Look closely at the images. Think about why each mini beast might be important. Think about the reasons why people might want to kill some mini beasts.

What else could they do? Share your ideas with your partner. Discuss students’ ideas as a group.

Ask: What are the positive, negative, and interesting things about mini beasts? Draw up a large Plus, Minus, Interesting (PMI) chart.

Use students’ ideas to fill it in.

Respond to the text Introduce the Graphic Organizer: What Is the Balance?

Ask: In what ways are mini beasts helpful? In what ways are they unhelpful? Have students talk with a partner.

Say: Work with your partner to write one or two points on your What Is the Balance? charts.

Collect students’ graphic organizers to revisit later.

Draw conclusions

Express opinions

Read the text

Setting the task

Ask: Why do some people kill insects and other mini beasts? Do you think they should do it? Have students talk with a partner about this.

Have students turn to “Apology to insects” on pages 14 and 15, and read the title and introduction aloud to them. Say: This is a poem about insects and why we should apologize to them. As you read it, think about the question posed in the introduction: why do you think we need to apologize to insects?

Have students read the text independently. Say: The author is talking to insects when he says “the work you do” and “the life you bring.” What does he mean by this?

Discuss as a group, and draw out some of the important roles insects play. Ask: What messages did you get from this poem?

What is the author’s opinion on mini beasts? How do you feel about this poem and its message? Have students talk with a partner about this and then discuss as a group.

Students can choose one or both of the following options as a way to show their thinking or express their opinion.

Respond to the text Have pairs of students revisit their graphic organizers. Say: Think about what you have read. Use this information to complete the final section on your What Is the Balance? charts.

Bring it all together Have students meet with their completed graphic organizers.

Invite pairs of students to share their What Is the Balance? charts at a group discussion. Use the students’ ideas to record points onto a chart.

Discuss the various points of view and opinions that arise.

During the discussion, encourage students to draw on information in the texts to back up their opinions.

Writing Have students respond by writing about their opinion. Say: Think about what you have learned about mini beasts, and how you feel about this information.

Present the Graphic Organizer: How to write about your opinion (see PERSPECTIVES: Mini Beasts: The Good, the Bad, and the Ugly, page 16). Support students by guiding them through the steps involved.

1. Have students revisit the question posed in the introduction on page 4. Ask: What is your opinion now about mini beasts? What’s helpful about them? What’s unhelpful?

Have students discuss with a partner.

2. Model how to find further information about the topic, or, if appropriate, students could do independent research.

3. Say: Now that you have the information you need, you can write a plan. Use the graphic organizer to help you.

4. Have students publish their writing. Say: Think about the graphics or images you can include to support your written opinion.

Creating a poster Have students create a poster about any mini beast. Have them include information about why the mini beast is important and why it should be protected.

Alternatively students may choose to focus on an insect that is a pest and outline the reasons why this is the case.

Before beginning, students may need to use their research skills to find out more about their chosen mini beast and the important job it does for the environment, or how it is negatively impacting the environment.

Respond to the text Have pairs of students revisit their graphic organizers. Say: Think about what you have read. Use this information to add to your What Is the Balance? charts.

Collect students’ graphic organizers to revisit later.

Think tank If students are passionate about the issue, they may like to think about it further and take action.

Discuss with students the important roles that many mini beasts play in the environment. Introduce the concept that the best way to protect mini beasts is to protect the places where they live.

Students could create, improve, or clean up an area in their school or home where mini beasts live. Have them work in small groups to discuss ways they could do this.

Graphic Organizer: What Is the Balance?

The good

The bad

In what ways are mini beasts helpful?

What are the positive things about them?

In what ways are mini beasts unhelpful?

What are the negative things about them?

Lesson Plan Fluent Plus reading stage

Why are mini beasts so important?

Level O (34)

Mark on the line where you think the balance is The good

The bad Explain why you think this …

PERSPECTIVES

Contents • Save it or kill it?

• Speak out!

• Insect invaders • Apology to insects

Paired connected texts

Some animals are particularly sensitive to changes in their habitat, so a decrease in numbers can alert scientists that something might be wrong.

When Jordan visits his cousins’ farm, he notices there are no frogs. He investigates and ends up facing a big dilemma.

Content vocabulary bees ecosystem extinct fire ant food chain habitat insecticide insects invader mini beasts native pests population predator specie termites wasp wildlife

Correlations with Texas Essential Knowledge and Skills Flying Start to Literacy Lesson Plan Perspectives Mini Beasts: The Good, the Bad, and the Ugly © 2020 EC Licensing Pty Ltd. © 2020 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2020 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan Consultant: Linda Hoyt Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com

Reading 3(6) (E) Make connections to personal experiences, ideas in other texts, and society.

3(6) (H) Synthesize information to create new understanding.

3(9) (E) Recognize characteristics and structures of argumentative text.

3(10) (A) Explain the author’s purpose and message within a text.

Writing 3(12) (C) Compose argumentative texts, including opinion essays, using genre characteristics and craft.

Speaking and Listening 3(6) (B) Generate questions about text before, during, and after reading to deepen understanding and gain information.