ࡱ > # e j bjbj:: s Xme\Xme\RZ o ] R R $ P Z ^ " r ! ! ! ! q , 5 7 7 7 7 7 7 $ T [ G A 0 q G G [ R R ! ! h p Y Y Y G R " ! ! 5 Y G 5 Y Y _ t r ' ! PF-N M W 8 ! 0 ) 0 p ' ' J q G G Y G G G G G [ [ Y G G G G G G G G G G G G G G G G > : Title/Author: The Birth of a Whale by John Archambault Suggested Time to Spend: 5 Days (Recommendation: one session per day, at least 20 minutes per day) Common Core grade-level ELA/Literacy Standards: RL.K.1, RL.K.3, RL.K.7; W.K.2, W.K.8; S.L.K.1, SL.K.2, SL.K.3; L.K.1, L.K.2 Lesson Objective: Students will listen to The Birth of a Whale and will use literacy skills (reading, writing, discussion and listening) to understand the central message of the story. As students interact with The Birth of a Whale, they will be able to identify words that suggest feeling and/or appeal to the senses in order to analyze and make meaning of the text (RL.1.4). Teacher Instructions Before the Lesson Read the Big Ideas and Key Understandings and the Synopsis below. Please do not read this to the students. This is a description to help you prepare to teach the book and be clear about what you want your children to take away from the work. Big Ideas/Key Understandings/Focusing Questions The life cycle of a humpback whale is compelling. The Birth of a Whale details the events of the beginning life stages of a whale using poetic phrases and repetitive verse that illustrate the complexities surrounding its birth. The birth of a humpback whale is a dramatic, majestic and an extraordinary event. How is the birth of a whale both peaceful and dangerous? Synopsis The humpback whale is a massive, yet gentle creature - as John Archambault describes in The Birth of a Whale. The book uses lyrical language to illustrate the life cycle of this immense mammal. The reader travels along for the ride as the author gives a first-hand account of the events surrounding the birth of a humpback whale. The text begins with a description of how the adult humpback whale moves through the water gently; singing, dancing; gently moving; rolling forward, rocking slowly. The author includes the sounds that the adult whales make as they communicate to each other in the ocean. Prior to the birth of the baby whale, the father humpback whale sings a song to comfort and calm the mother humpback whale. The joyous occasion of the birth of a whale is threatened by the danger the baby whale faces; the mother whale has only a few seconds to help her baby reach the surface of the water to breathe in its first puffs of air. Thus, begins the life of a gentle, yet giant creature as it learns how to dually live in both water and air; all the while following its mother moving, growing, singing, feeding, diving, living peacefully in the deep water dark. Go to the last page of the lesson and review What Makes This Read-Aloud Complex. This was created for you as part of the lesson and will give you guidance about what the lesson writers saw as the sources of complexity or key access points for this book. You will of course evaluate text complexity with your own students in mind, and make adjustments to the lesson pacing and even the suggested activities and questions. Read the entire book, adding your own insights to the understandings identified. Also note the stopping points for the text-inspired questions and activities. Hint: you may want to copy the questions vocabulary words and activities over onto sticky notes so they can be stuck to the right pages for each days questions and vocabulary work. Note to teachers of English Language Learners (ELLs): Read Aloud Project Lessons are designed for children who cannot read yet for themselves. They are highly interactive and have many scaffolds built into the brief daily lessons to support reading comprehension. Because of this, they are filled with scaffolds that are appropriate for English Language Learners who, by definition, are developing language and learning to read (English). This read aloud text includes complex features which offer many opportunities for learning, but at the same time includes supports and structures to make the text accessible to even the youngest students. This lesson includes features that align to best practices for supporting English Language Learners. Some of the supports you may see built into this, and /or other Read Aloud Project lessons, assist non-native speakers in the following ways: These lessons include embedded vocabulary scaffolds that help students acquire new vocabulary in the context of reading. They feature multi-modal ways of learning new words, including prompts for where to use visual representations, the inclusion of student-friendly definitions, built-in opportunities to use newly acquired vocabulary through discussion or activities, and featured academic vocabulary for deeper study. These lessons also include embedded scaffolds to help students make meaning of the text itself. It calls out opportunities for paired or small group discussion, includes recommendations for ways in which visuals, videos, and/or graphic organizers could aid in understanding, provides a mix of questions (both factual and inferential) to guide students gradually toward deeper understanding, and offers recommendations for supplementary texts to build background knowledge supporting the content in the anchor text. These lessons feature embedded supports to aid students in developing their overall language and communication skills by featuring scaffolds such as sentence frames for discussion and written work (more guidance available HYPERLINK "https://achievethecore.org/page/3159/ell-supports-for-writing-and-discussion" here) as well as writing opportunities (and the inclusion of graphic organizers to scaffold the writing process). These supports help students develop and use newly acquired vocabulary and text-based content knowledge. The Lesson Questions, Activities, and Tasks Questions/Activities/Vocabulary/TasksExpected Outcome or Response (for each)FIRST READING: The teacher will read aloud the entire book (or chapter) with minimal interruptions. Stop to provide word meanings or clarify only when you know the majority of your students will be confused. The goal here is for students to enjoy the book, both writing and pictures, and to experience it as a whole. This will give them some context and sense of completion before they dive into examining the parts of the book more carefully.SECOND READING: The teacher will remind students of the book introduced and read to them on the previous day - The Birth of a Whale. Prior to reading the book a second time, the teacher will play the sounds of a humpback whale while students close their eyes and imagine what the whales might be saying (communicating) to each other (See the Audio section on the following website): ( HYPERLINK "http://animals.nationalgeographic.com/animals/mammals/humpback-whale/" http://animals.nationalgeographic.com/animals/mammals/humpback-whale/) The teacher will highlight the following pages (students will be able to connect the words to the gentle, giant low bellowing sounds of the clip): 2: sings its song 4: singing and dancing 6: singing songs; sounds 18: male starts singing a song to comfort and calm her 23: family in concert 39: talkinglow notes like a tuba; high shrills like a scream and 46: singing whales carry musical secrets On the cover, what is the title of the text? How does the text match the title? In the first 8 pages of the text, what words would you use to describe how the whales move through the water? The teacher will utilize an anchor chart (or diagram) illustrating events during each stage of a humpback whales life. Note: The teacher may determine at what point during the Second and Third Readings to add/discuss and write with students the stages of a humpback whale life cycle HYPERLINK "http://a.dolimg.com/media/en-US/disneynature/earth/medias/downloads/BV-Earth_Ed-Guide_Online_Chapter-5.pdf" http://a.dolimg.com/media/en-US/disneynature/earth/medias/downloads/BV-Earth_Ed-Guide_Online_Chapter-5.pdf (page 50 of this article gives a few facts of a Humpback Whales Life Cycle for the teacher to discuss with students; see the section - Fun Extension Activities and other useful Resources for additional information) What words does the author use to describe the relationship (and the interaction) of the male and female humpback whales? What do they do? How are the whales actions peaceful? (pages 12, 15, 18) What words describe what the baby whale looks like after it is born? (page 27) The teacher will ask students to share with their partners how/why the first few seconds of a baby whales life is dangerous (page 28). The teacher will ask: How does the author tell that the baby whale could be in danger? The teacher and students will discuss how a baby whales mother helps it survive: What are some of the life skills and lessons the baby whale learns from its mother? (pages 34, 36). By following the mother, what is the baby whale learning to do? (page 36). Why does the baby whale need to learn these lessons? Describe how the mother and its baby communicate with each other (page 39). The teacher will again ask students to think about how the whales move bringing attention to the following, specific phrases: hurtle skyward, up out of the water; Limber gymnasts suspended in air, then falling free (page 44). The teacher will introduce the term, breaching to rise and break through the surface of the water. The teacher will ask why students think whales move in such a manner (manners) as described in the book. HYPERLINK "http://scienceline.ucsb.edu/getkey.php?key=682" http://scienceline.ucsb.edu/getkey.php?key=682 The teacher will again play the song of the humpback whale and show the video of the gentle, giant creature moving gracefully in the ocean. ( HYPERLINK "http://animals.nationalgeographic.com/animals/mammals/humpback-whale/" http://animals.nationalgeographic.com/animals/mammals/humpback-whale/) Students will think about what the whales might be saying to each other, based on the text. The text says that the whales are constantly singing, and if we put that sound into words, what might they be saying? The children should be thinking about what would make sense based on the illustrations and the words in the text. Students will then make predictions of what the humpback whale sounds mean as they communicate to each other. Students will share with their partners their thoughts/ideas. Students might say things like this to their partners: The humpback whales might be saying: I love to swim in the ocean! What am I going to eat? A baby is being born; come, lets help! After the teacher highlights these specific pages, the students will continue to discuss why the whale is singing. The teacher will continue to ask students to share with their partners what the singing and other forms of communication may mean (i.e. What are whales trying to tell each other?)These questions will be repeated throughout this section. Students will compare how whale and human communications are alike and different. Possible student responses: *This book is all about how the father and the mother whale have a baby whale. *The title tells what this text is about. In the beginning the father and the mother are swimming around, then they meet, have a baby, and then the mother takes care of the baby as it grows bigger and bigger. *Diving; gently moving; rolling forward; rocking slowly; dancing *Students will act out the movements of the whales as they are described and discussed using their arms as they stand. *Students, with the help of the teacher, will work together (an Interactive Writing piece) to name and describe the specific events/stages of the Life Cycle of a Humpback Whale based on their observations from read alouds (The Birth of a Whale and other informational text): Calf Yearling Sub-adult Mature adult A baby whale is between 10-15 feet in length when born; weighs 1 ton; stays with mother for about 12 months; learns how to survive from mother; drinks mothers milk; at 6 months, calves begin to eat fish and krill A 1-2 year old calf may still be with its mother (2-5 year old whales)/ Juvenile whales; may live alone or in a pair/trio with other juveniles; follows on sidelines of adult groups At 5-9 years, whales reach adulthood and can have their own young; humpback whales normally live for around 50 years and possibly even older *Joyous play; caress; lolling; rolling; the malenearbystarts singing a song to comfort and calm her. *15 feet long; weighing three tons; blue eyes; eyes open; it can swim; needs air *In the first few seconds of its life, the baby whale must reach the surface for air. *The mother whale helps the baby whale reach the surface of the water by nudging it (page 30). Students will use their hands to demonstrate what they think nudging means. One hand will serve as the baby whale. Students will use their other hand to show what they think nudging means. *The newborn whale follows its mother and learns how to dive, breathe and live in the water from its mother *The baby whale follows and mimics the actions of its mother - breathing when she breathes, diving when she dives; In constant contact (page 36). *The baby whale needs to learn these lessons in order to survive on its own. *Touching each other; low notes like a tuba, high shrills like a scream The students will know that the baby whale is learning to communicate with the mother through sounds. *Students will act out the motions that the whales makes using their arms. *Students will share their thoughts with their partners. Students will illustrate and write about their thoughts of how the whale moves in the ocean as they listen to the whales song.THIRD READING: How is the birth of a whale both peaceful and dangerous? The teacher will ask students to pull evidence of this from the text to complete a T-chart. (The teacher will re-read pages 18 to the end as students look for evidence). The Birth of a Whale: Peaceful and Dangerous *The students will help complete a T-chart by identifying words they think show the danger and peacefulness surrounding of a whales birth: Peaceful the male starts singing a song to comfort and calm the mother whale (page 18); a family in concert (page 23); the deep water darksinging dancing in the deep water dark (page 24); the newborn whale has had its first lesson, learning to breathelearning to live in both water and air (page 34); the baby calf follows its motherin constant contact (page 36); touching each other, talkingmother and child always together (page 39) Dangerous but in danger of drowningin the first few seconds it must have air (page 28); nudged by its mother with no time to lose, rising franticallyfrantically upward, the baby calf bursts above water searching for air... (page 30) FINAL DAY WITH THE BOOK - Culminating Task Students will create a baby humpback whale with butcher paper. Students will make a whale as a backdrop. Students will post their illustrations and writings on the life-sized baby whale. Students will answer the following question in an informational writing piece: How is the birth of a humpback whale both peaceful and dangerous? Student writing may include the following: The birth of a whale is both peaceful and dangerous. The birth of a baby whale is peaceful because the father whale sings to the mother whale to relax her. The birth is peaceful because the mother and the father are together waiting for the baby in the deep ocean. The birth of a baby whale is also dangerous. It is dangerous because the baby whale is born in the water and it needs to breathe air. Its dangerous because if the mother doesnt lift her baby up to the surface of the water, it could die. The birth of a baby whale is both peaceful and dangerous. Vocabulary These words merit less time and attention (They are concrete and easy to explain, or describe events/ processes/ideas/concepts/experiences that are familiar to your students) These words merit more time and attention (They are abstract, have multiple meanings, and/or are a part of a large family of words with related meanings. These words are likely to describe events, ideas, processes or experiences that most of your student will be unfamiliar with) Page 1: deep extending far down from the top or surface Page 6: twilight - the soft glowing light from the sky when the sun is below the horizon Page 9: gentle mild in temperament or behavior; kind or tender. Page 9: giant of very great size or force; gigantic Page 9: ton a unit of weight equal to 2,000 pounds Page 30: nudg(ed) to prod (someone) gently, typically with one's elbow, in order to draw their attention to something; to coax or gently encourage (someone) to do something. Page 15: lolling to hang loosely; droop; dangle Page 23: concert agreement, accordance, or harmony Extension learning activities for this book and other useful resources Related Books Humpback Whales by Phil Clapman Ocean Picture Pops (Priddy Books/ HYPERLINK "http://www.priddybooks.com" www.priddybooks.com) Amazing Whales by Sarah L. Thomson Journey of a Humpback Whale by Caryn Jenner Humpback Whales by Anna Claybourne The Life Cycle of a Whale by Lisa Trumbauer Whales and Dolphins (pg 21: Whales, as big as they are, swim with unusual grace. But swimming is not all they can do. Whales perform aquabatics. They breach, lobtail, surf and spyhop) Online Resources HYPERLINK "http://www.discoveryeducation.com" www.discoveryeducation.com (Video Clips: Humpback Whale Migration; Humpback Whales Behavior) HYPERLINK "http://www.nmfs.noaa.gov/pr/pdfs/education/kids_times_whale_humpback.pdf" http://www.nmfs.noaa.gov/pr/pdfs/education/kids_times_whale_humpback.pdf HUMPBACK WHALES: HYPERLINK "https://www.youtube.com/watch?v=joBvuEJyUd0" https://www.youtube.com/watch?v=joBvuEJyUd0 Kids Video Book About Whales: HYPERLINK "https://www.youtube.com/watch?v=Ym6c3aEO2Sg" https://www.youtube.com/watch?v=Ym6c3aEO2Sg HYPERLINK "http://www.wildaboutwhales.com.au/whale-facts/about-whales/whale-life-cycle" http://www.wildaboutwhales.com.au/whale-facts/about-whales/whale-life-cycle HYPERLINK "https://coast.noaa.gov/data/SEAMedia/Lessons/G4U4L4%20CL%20The%20Life%20Cycle%20of%20Humpback%20Whales.pdf" https://coast.noaa.gov/data/SEAMedia/Lessons/G4U4L4%20CL%20The%20Life%20Cycle%20of%20Humpback%20Whales.pdf Extension Activities Investigate how can a creature be characterized as giant but yet gentle? The teacher will introduce additional facts about humpback whales (from informational text and from the internet). Facts will include the whales body composition, etc. The teacher and students will discuss the definition of the words gentle and giant. Students and the teacher will discuss examples of the words. Students will act out the vocabulary words (pages 17-until the end of the book). The students will help create an Anchor Chart of things that are gentle and things that are giant using words and pictures. Students will need to develop background knowledge of characteristics of whales in order to understand how/why this massive creature can be described as gentle and giant simultaneously. Note: This is particularly supportive of English Language Learners. The teacher will ask additional questions: What can humpback whales do? What are humpback whales? What do humpback whales have? The teacher and students will work together intermittently (during an Interactive Writing piece) to complete a graphic organizer: Humpback Whales | can have are Note: Our students have been working together on a similar graphic organizer to show their understanding of informational text/read alouds on spiders. Students partner share; we share the penStudents then work independently on writing at their tables. Some students copy the sentences from the graphic organizer. Some try to sound out their own sentences. Some do both. Other students simply draw and then tell us their thinking (we teachers or assistants - dictate their ideas). Some students still scribble. Note: This is particularly supportive of English Language Learners. Students can create their own Video Books and/or PowerPoint Presentations about what they have discovered about Humpback WhalesWhat Makes This Read-Aloud Complex? Quantitative Measure Go to HYPERLINK "http://www.lexile.com/" http://www.lexile.com/ and enter the title of your read-aloud in the Quick Book Search in the upper right of home page. Most texts will have a Lexile measure in this database. Qualitative Features Consider the four dimensions of text complexity below. For each dimension*, note specific examples from the text that make it more or less complex. *For more information on the qualitative dimensions of text complexity, visit HYPERLINK "http://www.achievethecore.org/content/upload/Companion_to_Qualitative_Scale_Features_Explained.pdf" http://www.achievethecore.org/content/upload/Companion_to_Qualitative_Scale_Features_Explained.pdf Reader and Task Considerations What will challenge my students most in this text? What supports can I provide? The vocabulary will be the most challenging. Support using repeated readings, questions to clarify word meanings and careful attention to how the illustrations and text connect will be provided. Build in frequent opportunities for drama to paraphrase text, and drawing to visualize complex sections. How will this text help my students build knowledge about the world? Students will develop an understanding the world around them, particularly sea life and that of the humpback whale. Students will develop respect for the world around them and will learn that our actions affect wildlife. Students will come to know the similarities and differences humpback whales have with themselves and with other wildlife. Students will learn about important events during each stage of a humpback whales life cycle. Grade level What grade does this book best belong in? Kindergarten All content linked to within this resource was free for use when this resource was published in March 2018. Over time, the organizations that manage that external content may move or remove it or change the permissions. If the content is no longer available, please email HYPERLINK "mailto:info@studentsachieve.net" info@studentsachieve.net. North Carolina The Birth of a Whale Recommended for Grade K PAGE \* MERGEFORMAT 1 Most of the texts that we read aloud in K-2 should be in the 2-3 or 4-5 band, more complex than the students can read themselves. 2-3 band 420-820L 4-5 band 740-1010L 950L The story has an overall message: humpback whales are gentle, yet giant, creatures. The story also illustrates the life cycle of a whale including its birth how it is peaceful and also dangerous. Contrasts abound throughout the text: the whales are gentle, but at the same time, giant; the birth of the whale is a peaceful and joyous occasion, yet dangerous. The story is written as a poetic text with repetitive verse emphasized throughout similar to a repeating chorus in a song (the deep water dark, the deep water dark, singing, dancing in the deep water dark). The words and phrases supply rhythm and meaning in this story (RL.K.4). The poetic text and sharp contrasts, for instance, illustrates the graceful movements of the whale (i.e. A gentle giant of power and might, rolling forward, rocking slowly, a 50-ton mountain of shadowy grace, singing, dancing in the deep water dark.). Alliteration adds to the flow and movement of the text: (Singing songs and sounds; dive, diving deep: gentle giants). The language and the repetition of the text support the story of the life cycle (including the birth) of the humpback whale. The author uses strong verbs in the text, providing illustrations and meaning to the story: rolling; rocking; singing, dancing; caress; lolling Adjectives are used to vividly describe the events: A breathless moment. Onomatopoeia gives a poetic effect as the baby whale searches for air and finally obtains its first breath Puff! Students will need to be introduced to the life cycle of the whale and also how/why the whale must learn to live in both water and air. Meaning/Purpose Structure Language Knowledge Demands # ' 7 8 F O P Q R X Y i l t ~ ŽxodYNCY8 h