English Language Learners – Owls

College of Education, Sport, and Human SciencesGraduate DegreesEnglish Language Learners – Owls

Owls
Thematic Unit for Grade 3

Kara King
Emily Morton
Wenzlo Santana

A Thematic Unit on Owls Grade3

Goals:

  1. The students will increase their knowledge about owls.
  2. The ESL students will increase their English skills through writing, reading, speaking, listening, and interacting with peers.
  3. The students will use the inquiry process to develop learning skills.
  4. The students will collaborate with each other to achieve given objectives.

Time:

This unit will last approximately two weeks. However, there are many possible follow-up activities that would extend the unit.

Assessment of Students Progress:

Students will be assessed in the following ways:

  1. Ability to produce a completed product.
  2. Ability to use new vocabulary.
  3. Through observation by the teacher (kid watching).
  4. Ability to complete various activities and worksheets.

Introductory Lesson

KWL Chart

Objectives:

  1. The students will discuss what they know about owls, what they want to know about owls, and at the end of the unit-what they learned about owls
  2. The students will speak, read, listen, and write as they discuss their ideas about owls.

Materials:

  • Individual student record sheet (attached).
  • Large Record sheets shaped as owls (laminated).
  • Pens, pencils.

Procedure:

  1. The teacher will tell the class they are going to be learning about owls.
  2. She/her will then ask the students to think about what they know about owls already.
  3. As the class discusses their ideas, the students will record them on their individual sheets; in addition the teacher will record the ideas at the front of the room.
  4. Students will then generate ideas about what they would like to know about owls.
  5. These ideas will also be recorded by students and the teacher.

**If the children need guidance ask questions such as;

Where do owls live?
What do they eat?
When do they fly?
When do they sleep?

ESL Standards:

2.1 To use English to achieve academically in all content areas: Students will use English to interact in the classroom.

2.2 To use English to achieve academically in all content areas: Students will use English to obtain, process, construct, and provide subject matter information in spoken and written form.

What Happened to the Owl?

Objectives:

  1. The students will use listening, writing, and prediction skills.
  2. The students will write an ending to the book, The Owl and the Prairie Dog.

Materials:

  • The book
  • Writing paper
  • Pencils

Procedure:

Day One:

  1. The teacher will begin by reading the first half of the book, The Owl and the Prairie Dog.
  2. While reading, the teacher will ask questions that require the students to recall information and to predict what will happen next.
  3. Half way through the book, the teacher will stop and explain to the students that they will be writing an ending to the story.
  4. The students will then work in partners to write a conclusion to the book.

Day Two:

  1. Each group of students will share their ending to the story with their classmates.
  2. After this, the teacher will read the conclusion to the book.
  3. Once the students have heard the ending to the book, they will discuss the validity of their predictions.
  4. The teacher will then use the content of the book to lead into the next day’s lesson by discussing the differences between various types of owls (i.e. size, shape, habitat, etc).

ESL Standards:

2.3 To use English to achieve academically in all content areas: Students will use appropriate learning strategies to construct and apply academic knowledge.

1.1 To use English to communicate in social settings: Students will use English to participate in social interactions.

My Own Owl!

Objectives:

  1. The students will create their own owls.

Materials:

  • Bark
  • Construction PaperButtons
  • String
  • Pipe Cleaners
  • Tissue Paper
  • Foam
  • Popsicle Sticks
  • Weeds
  • Garbage Bags
  • Newspaper
  • Magazines
  • Tape
  • Glue
  • Scissors
  • Anything else you can find that would be appropriate!

Procedure:

  1. The teacher will begin by telling the students they will be making their own owls.
  2. The teacher will then put all the materials that he/she brought in on a table in the center of the room.
  3. Following this, the students will select materials to make their own owls; they may use anything they want.
  4. The students will keep their owls at school to use in tomorrow’s lesson.

ESL Standards:

A specific ESL Standard is not used in this lesson. We designed this lesson to lower the filter of our students, and to boost confidence in their ability to create something.

Getting a Hoot out of Math

Objectives:

  1. The students will use measurement and recording skills.

Materials:

  • Owls made yesterday
  • Record sheet (attached)
  • Pencils
  • Rulers
  • Scales
  • Tape Measures

Procedure:

  1. The teacher will ask each student to get his or her owl from yesterday.
  2. Once they are back in their seats, the teacher will hand out the record sheet.
  3. The teacher will then divide the students into three groups.
  4. The students will rotate through the following stations:
    1. Weighing: Here the students will put their owl on the scale and record weigh in ounces.
    2. Measuring: Here the students will measure and record the length and height of their owls in inches.
    3. Ordering: At this station, the students will decide upon a way to organize their owls–according to weight, height, or length. They will then record the order that they chose on their own record sheet.
  5. When all the activities are completed, the teacher will hang their owls from the ceiling using string so that everyone can admire them!

ESL Standards:

1.1 To use English to communicate in social settings: Students will use English to participate in social interactions.

1.2 To use English to communicate in social settings: Students will interact in, through, and with spoken and written English for personal expression and enjoyment.

Exploring an Owl Pellet

Objectives:

  1. The students will dissect and examine an owl pellet.
  2. The students will complete an inquiry sheet on their findings.

Materials:

  • Owl pellets (one for each child)
  • Dissecting tools (toothpicks, paperclips, etc)
  • White paper
  • Magnifying glasses
  • Diagrams animal skeletons that the students may come across.
  • Inquiry Sheet (attached)
  • Pencils

Procedure:

  1. The teacher will explain to the students that owls can’t digest everything they eat and so they regurgitate some of their food.
  2. The teacher will explain that what is excreted is called an owl pellet, and that they are safe to handle.
  3. The teacher will then tell the students that they are going to get to dissect their own owl pellet.
  4. Each child will get a white paper to dissect on, some tools, and a pellet.
  5. They will then have time to take it apart and see what they discover.
  6. After they have had some time to explore on their own, the teacher will pass out the worksheet for them to work on.
  7. The students may compare the bones they find to those shown on charts around the room.

ESL Standards:

2.2 To use English to achieve academically in all content areas: Students will use English to obtain, process, construct, and provide subject matter information in spoken and written form.

References

Freschet, B. & Riswold, G. 1969. The Owl and the Prairie Dog. Charles Scribner’s

Sons, New York, New York.

Gans, Roma. 1968. Birds at Night. Thomas Y. Crowell Co, New York, New York.

Larison, E. 1976. Mammals of the Northwest. Seattle Audubon Society, Seattle, Wa.