Froggie Fun 
 

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Title: Froggie Fun
Subject: English/Language Arts
Grade Level: K - 2

Overview:
Students will read a story about a frog, learn what frogs eat and where they live, learn interesting facts about frogs, and write stories, songs, and/or poems about frogs.

Approximate Duration: 7days

Content Standards:
Standard 1
Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes.
Standard 2
Students write competently for a variety of purposes and audiences.
Standard 5
Students locate, select, and synthesize information from a variety of texts, media, references, and technological sources to acquire and communicate knowledge.

Benchmarks:
ELA-1-E1
gaining meaning from print and building vocabulary using a full range of strategies (e.g., self-monitoring and correcting, searching, cross-checking), evidenced by reading behaviors while using the cuing systems (e.g, phonics, sentence structure, meaning); (1,4)
ELA-1-E5
reading, comprehending, and responding to written, spoken, and visual texts in extended passages; (1,3,4)
ELA-2-E1
dictating or writing a composition that clearly states or implies a central idea with supporting details in a logical, sequential order; (1,4)
ELA-5-E3
locating, gathering, and selecting information using graphic organizers, simple outlining, note taking, and summarizing to produce texts and graphics; (1,3,4) 
ELA-5-E4
using available technology to produce, revise, and publish a variety of works; (1,3,4)

Grade-Level Expectations (GLEs):
Grade K
9. Orally retell ideas and important facts in grade-appropriate texts read aloud by the teacher or read by the individual student (ELA-1-E5)
10. Answer questions about the important characters, setting, and events of a story (ELA-1-E5)
Grade 1
3. Use pictures and context clues to confirm meaning of unfamiliar words (ELA-1-E1)
Grade 2
5. Determine word meaning and appropriate word choices using reference aids, including dictionaries and thesauruses (ELA-1-E1)
Grade K
19. Write using developmental/inventive spelling, supported by drawing or dictation to the teacher to express ideas (ELA-2-E1)
44. Use technology to produce class work (ELA-5-E4)
Grade 1
60. Use graphic organizers to categorize information and create informal outlines individually and during class discussions (ELA-5-E3)
61. Use technology to publish class work such as research questions and answers (ELA-5-E4)
Grade 2
51. Gather and arrange information in a variety of organizational forms, including graphic organizers, simple outlines, notes, and summaries (ELA-5-E3)
52. Use technology to publish a variety of works, including simple research reports and book summaries (ELA-5-E4)

Interdisciplinary Connections:
Science : Life Science
The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.
Science : Science and the Environment
In learning environmental science, students will develop an appreciation of the natural environment, learn the importance of environmental quality, and acquire a sense of stewardship. As consumers and citizens, they will be able to recognize how our personal, professional, and political actions affect the natural world.

Educational Technology Standards:
Identify, explain, and effectively use input, output and storage devices of computers and other technologies (e.g., keyboard, mouse, scanner, adaptive devices, monitor, printer floppy disk, hard drive).

Use accurate and developmentally appropriate terminology (e.g., cursor, software, hardware, pull down menu, window, disk drive, hard drive, CD-ROM, laser disc) when referring to technology.

Use a variety of developmentally appropriate resources and productivity tools (e.g., logical thinking programs, writing and graphic tools, digital cameras, graphing software) for communication, presentation, and illustration of thoughts, ideas, and stories.

Use technology tools (e.g., publishing, multimedia tools, and word processing software) for individual and for simple collaborative writing, communication, and publishing activities for a variety of audiences.

Objectives:
The learner will:
1. Listen to The Tale of Mr. Jeremy Fisher and learn the ways in which Jeremy Fisher and real frogs are alike and different.
2. Learn what kinds of frogs live in Louisiana, where they live, what they eat, and what sounds they make.
3. Write songs, stories, and/or poems to go with selected pictures of frogs.

Lesson Materials and Resources:
A copy of The Tale of Mr. Jeremy Fisher.
A plain print-out can be found at
http://www.frogsonice.com/froggy/tales/fisher.shtml
and an online version with illustrations can be found at
http://wiredforbooks.org/kids/beatrix/jf0.htm

Technology Tools and Materials:
Hardware:
computer(s) with internet connection and projector
Software:
Inspiration
KidPix

Lesson Procedures:
Day 1: Read The Tale of Mr. Jeremy Fisher. Go through the story and discuss the unfamiliar vocabulary words: buttercups, larder, scolded, mackintosh, galoshes, tweaked, rushes, stickleback, spines, floundered, sticking plaster. Let the students try to derive meanings from context clues; define each word and let students think of synonyms. Using Inspiration, create a Venn diagram. Discuss and record the ways in which Mr. Jeremy Fisher and real frogs are alike and different.

Day 2: Introduce vocabulary word for the day (camouflage). Look at pictures of various kinds of frogs
www.nwf.org/frogwatchUSA/display.cfm?showstate=la
and let students select the one which they think looks most like Mr. Jeremy Fisher would look. Explain to students how frogs use camouflage for protection. Would camouflage have protected Mr. Jeremy Fisher? Why or why not? To illustrate camouflage, visit The Disappearing Act
www.exploratorium.com/exhibits/disappearing_act/shock_dis_act.html
and let students take turns moving the shapes and trying to determine where the shapes are located. Download drawings of frogs and open them in KidPix. Let students color them to resemble camouflage.

Day 3: Read and discuss facts about Louisiana frogs. Download pictures and information, select pictures, and listen to individual frog sounds at the following site: http://www.nwf.org/frogwatchUSA/display.cfm?showstate=la
Go to Did You Know? http://www.pca.state.mn.us/kids/frogsforkids.html to learn interesting facts about frogs. Discuss the sounds frogs make. Go to The Frog Tracker www.exploratorium.com/frogs/tracker/index.html and let students listen to the various sounds. Compare and contrast information gathered with what the students know about Mr. Jeremy Fisher.

Day 4: Teacher will have imported into KidPix the frog pictures selected by the students yesterday. Students will write poems and stories about their frogs to be saved for a slide show. Younger students can dictate their compositions, or the compositions can be recorded and imported into KidPix.

Day 5: If necessary, finish poems and stories in KidPix. Then students will make frog paper bag puppets. http://www.enchantedlearning.com/crafts/puppets/paperbag/

Day 6: Field trip to Black Bayou Lake. Let students compare this site to the one where Mr. Jeremy Fisher lives. Look for and listen for frogs. Take digital pictures.

Day 7: After the field trip, load pictures into KidPix. Let students write captions for the pictures and assemble into a slide show.
As a culminating activity, have a Jeremy Fisher Frog Party.
www.bry-backmanor.org/gardenfun/frogparty.html

Assessment Procedures:
Student Products
Teacher Monitoring

Explorations and Extensions:
Science: Set up an aquarium and let students observe tadpoles as they develop.
Explore ways that frogs reflect what is happening in our environment.

Math: Let students compare sizes of various kinds of frogs.
Let students estimate the time for tadpoles to develop into frogs.
Let students make charts to keep track of the frogs' development.

Language Arts: Read other frog stories.
Read Slime Magazine and let students produce a frog newsletter using news articles they have created.


Contact Information:
Mary Stodghill
mary.stodghill@mcschools.net
Instructional Technology

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