Freaky Frog Trading Card:
Continuing with the Facts and Image Side
Grade 3: Module 2A: Unit 3: Lesson 4
Freaky Frog Trading Card: Continuing with the Facts and Image Side
Long-Term Targets Addressed (Based on NYSP12 ELA CCLS)
I can write an informative/explanatory text. (W.3.2)
I can group supporting facts together about a topic in an informative/explanatory text using both text and illustrations. (W.3.2a)
I can use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others (with guidance and support from adults). (W.3.6)
Supporting Learning Targets / Ongoing Assessment
•I can use feedback to help me write the most important facts about my freaky frog on the Facts and Image Side of my Freaky Frog Trading Card.
•I can select an image that shows my freaky frog’s adaptations. / •Facts and Image Side Feedback Form
•Image selection
Agenda / Teaching Notes
1.Opening
A.Continuing Drafting the Facts and Image Side (8 minutes)
B.Unpacking the Learning Targets (2 minutes)
2.Work Time
A.Peer Critique: Praise, Question, Suggest(20 minutes)
B.Looking Closely at Images of Freaky Frogs and Selecting an Image (25 minutes)
3.Closing and Assessment
A.Debrief: Star-Step Exit Ticket
(5 minutes)
4.Homework
A.Lesson 4 Homework / •In advance: Set up computer and printing access. There are many fabulous images of freaky frogs available on the internet. Consider searching for some in advance to share with your students.
•Review Praise, Question, Suggestion protocol (see Appendix 1).
•Form student partnerships for the critique in Work Time A. Students should partner with somebody who has selected the same freaky frog.
•In this lesson, students use the Internet to select images for the Facts and Image side of their Freaky Frog Trading Card. Bookmark sites where students can find digital images of their freaky frogs. (See Resources for Freaky Frog Images in supporting materials.)
•All of the images on these websites can be copied into a word document and formatted to a size (2–3 inches) that fits the Template for Freaky Frog Trading Card: Facts and Image Side.
•If access to computers is limited, consider implementing Parts A and B of Work Time simultaneously. Some students will engage in publishing while others rotate through the computer center to search for images. This will afford students ample time to complete their work. In this case, give all directions and models at the start of the lesson.
•Depending on access to technology, consider pulling small groups of students during another point during the day to select a digital image of their freaky frog.
•Depending on ease of access to technology, some students may need more time to select their freaky frog image.
•If students do not have access to computers and printers at all, consider the following art extension: Students may collaborate with a studio art teacher to create a scientific illustration of their freaky frog. Students would complete their illustrations outside of this one-hour literacy block.
Lesson Vocabulary / Materials
final draft, select, image, audience / •Students’ draft writing of Facts and Image Side of the Freaky Frog Trading Card (from Lesson 3)
•Facts and Image Side Feedback Form anchor chart (new; teacher created or use students’ recording form to project/display)
•Facts and Image Side Feedback Form (one per student)
•Everything you need to know about FROGS and Other Slippery Creatures(one copy for teacher use in Work Time B)
•Model Freaky Frog Trading Card (from Lesson 3; on the American bullfrog)
•Students’ Lesson 3 Homework (from Lesson 3)
•Websites for Freaky Frog Images Resource Page (for display and possible use on a school or district server)
•Lesson 4 Homework (one per student)
Opening / Meeting Students’ Needs
A. Continue Drafting the Facts and Image Side (8 minutes)
•Students will continue the work they started in the previous lesson drafting the facts for the Facts and Image Side of their trading card.
•Circulate and assist but also check that all students have sufficient information in the fact boxes of the Facts and Image Side.
B. Unpacking the Learning Targets (2 minutes)
•Gather students back together and congratulate them on their stamina and strong work as writers. Ask students to read today’s learning targets and discuss with a peer:
-I can use feedback to help me write the most important facts about my freaky frog on the Facts and Image Side of my Freaky Frog Trading Card.
-I can select an image that shows my freaky frog’s adaptations.
•Ask: “How do these targets relate to the work that you are doing to produce a quality Freaky Frog Trading Card?”
•Cold call a few students to share with the whole group. Clarify the meaning of the words feedback, selectand image as necessary.
•Students will work with a partner to share their work and get feedback. Define feedback as: opinions and suggestions. To offer feedback, students will need to examine another person’s work.
Work Time / Meeting Students’ Needs
A. Peer Critique: Praise, Question, Suggestion (20 minutes)
•Ask students to bring their draft writing of the Facts and Image Side of their trading card and sit facing their critique partner, making sure students are partnered with another student who has selected the same freaky frog.
•Distribute the Facts and Image Side Feedback Form for students to fill out to give their critique partner feedback. Point out that there is a column for students to record when they see evidence on their partner’s work of them achieving the standard, and there is also a column for students to record where they see places their partner could improve their work to achieve the target. Tell them to leave the final column blank, as that is for you, the teacher, to fill out.
•Review thePraise, Question, Suggestion protocol with students. This is a straight-forward protocol. Help students to know to first look for an aspect of their partner’s work to compliment (praise), followed by a probative comment in question form (question), and then an honest and helpful suggestion (suggestion).
•Ask students to decide who will present first, and who will critique. First they will just give each other oral feedback. After both partners have shared, they will have time to complete the feedbackform.
•Each student has 5-7 minutes to describe his or her draft and receive feedback from his or her partner. Then students switch roles and repeat the process.
•After both students have received feedback, direct students to fill out the Facts and Image Side Feedback Form for each other (they should skip the last row about the digital picture criteria for now). Students will use this feedback in the Closing of this lesson and in Lesson 5 when they complete their final draft of the facts portion of the Facts and Image Side of their trading card. / •For students needing additional support producing language, consider offering a sentence frame, sentence starter, or a cloze sentence to assist with language production and provide the structure required.
•Some students may find it difficult to be concrete with suggestions for improvement. Consider requiring the focus to be only 2 of the categories.
•It may be necessary to model this with a student or use the fishbowl protocol to provide students with a strong model. This will require additional time.
B. Looking Closely at Images of Freaky Frogs and Selecting an Image (26 minutes)
•Gather students together as a group and tell them that next they will now focus on the image for the Facts and Image Side of their trading card. Tell students that they will be using a computer and going on internet sites to select one special image for the Facts and Image Side of their Freaky Frog Trading Card that captures a critical aspect relating to the frog’s survival. / •Consider creating and sharing a PowerPoint that is loaded with vivid imagery of the four frogs to build excitement and engagement.
Work Time / Meeting Students’ Needs
•Before studentschoose, though, they will spend some time thinking about what makes a great image. Ask students to turn to pages 32 and 33 in the textEverything You Need to Know about Frogs and Other Slippery Creatures. Tell students: “As you look at the images, think about why the writer chose these specific images of the glass frog.” Provide the sentence frame: “I see ______in the picture, so I think the author wanted us to know ______.”
•Invite students to Think-Pair-Share and then call on a few students to share their thoughts with the whole group. Listen for students to say something such as: “The picture at the top of page 33 shows that the frog is transparent. This is an important adaptation of the glass frog.”
•If necessary, repeat with the images on pages 36 and 37 on the water-holding frog.
•After students have analyzed the images on these pages, tell them that they should begin thinking about which adaptations of their freaky frog they might want to show their audience: the people who read their trading card. Students should consider their Lesson 3 Homework that asked them to create a vivid description of the image they felt best showcased their freaky frog’s uniqueness.
•Remind students of the criteria on the Facts and Image Side Feedback Form used in Work Time A. Prompt them to think of specific ways in which they plan on meeting the criteria of: “I can select a high-quality digital image that accurately portrays my freaky frog.”
•Explain to students that they will need to gather images from electronic resources. Model briefly by showing students a website with multiple pictures of a spadefoot toad (see the Websites for Freaky Frog Images Resource Page in Supporting Materials). Ask students “Which of these images most clearly shows the freakiness of the spadefoot toad? Why?” Encourage students to choose select an image that shows the foot of the toad.
•Lastly, show students the printed version of this image, and talk through how it will be incorporated into the Facts and Image side they finished earlier in the lesson: Students will size their image (2–3 inches), cut it out, and glue it in the top portion of the Facts and Image side of their Freaky Frog Trading Card.
•Students may need help with printing their image. This will depend on students’ level of experience and also the technology equipment capabilities of the school. Address any clarifying questions about the process.
•Give students 15-20 minutes to find their images. Students from the same research group can work together if they wish.
•Once students have determined which image they will use, help students print this image. Students should share their image with their critique partner and get their input for the Facts and Image Side Feedback Form (the last row). Students will eventually glue their printed image onto the final copy of their Freaky Frog Trading Card: Facts and Image Side. / •Explore ‘presentation’ apps for the iPad like Explain Everything, Book Creator, and Show Me (to name just a few). Apps such as these can be used to produce both sides of the trading card.
•Another techno0logy-based option is to create a template using Microsoft Word. The template can be stylized and formatted for students such that when they open the template document, they then program the various areas of the template with the facts, image and paragraph.
•Students can also access images gathered and stored in a central location like Dropbox.
Closing and Assessment / Meeting Students’ Needs
A. Debrief: Star and Step Exit Ticket (5 minutes)
•Distribute the Star and Step exit ticket.Tell students to look over the feedback received from their critique partner and written on the Facts and Image Side Feedback Form.
•Ask students to identify one star (area of strength) and one step (area of improvement) on their exit ticket and attach it to their first draft. If time permits, students may also share their exit ticket with the large group using the sentence frames: “One of the criteria that I see in my Facts and Image side is ____,” and “One of the criteria that I need to work on as I revise is ____.”
•Collect the exit tickets along with students’ writing drafts and Facts and Image Side Feedback Forms.
Homework / Meeting Students’ Needs
•Pretend you are your freaky frog. Write a “Who Am I?” riddle for your freaky frog
Note: If all students were not able to find, select, and print an image of their freaky frog, pull small groups of students during another point in the day to complete this task.
To conserve time within the Lesson 5, consider assembling work folders for students with all lesson materials compiled within the work folder. Students will need:
-Facts and Image Side draft writing (from Lesson 4)
-Lesson 4 Exit Ticket
-Facts and Image Side Feedback Form (from Lesson 4)
-Model Freaky Frog Trading Card: Facts and Image Side (on American bullfrog; if students were given a copy in Lesson 3)
Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. / NYS Common Core ELA Curriculum • G3:M2A:U3:L4 • June 2014
CCI Enhanced Module (Williamsville Central Schools) April 2015 • 1
Grade 3: Module 2A: Unit 3: Lesson 4
Grade 3: Module 2A: Unit 3: Lesson 4
Supporting Materials
Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. / NYS Common Core ELA Curriculum • G3:M2A:U2:L1 • August 2013 • 1
Grade 3: Module 2A: Unit 3: Lesson 4
Facts and Image Side Feedback Form
Writer:Date:
Critique Partner:
Target / Evidence of Achieving Target / Suggestions for
Improvement / Teacher Comments
Uses correct capitalization in the writing.
Spells grade-appropriate words correctly.
Writes accurate and important facts to help a reader learn about the freaky frog.
Has included facts for all or most categories.
Includes a high-quality digital image that accurately portrays the freaky frog.
Websites for Freaky Frog Images Resource Page
For Teacher Reference
This collection of websites is not exhaustive of all possibilities.
Water-Holding Frog
Amazon Horned Frog
Poison Dart Frog
Glass Frog
Star and Step Exit Ticket
Name:Date:
1.Star: One of the criteria that I see in my work is . . .
2.Step: One of the criteria that I need to work on as I revise is . . .
Lesson 4 Homework
Name:Date:
Here is a “Who Am I?” riddle for the spadefoot toad:
I am a burrowing toad! I have miniature shovels on my back feet. They sure come in handy. I use them to dig in the ground. The best thing about this special adaptation of mine is while it’s hot and dry up above, I can stay cool and moist. In the morning, I scoot back into my burrow. Facing forward allows me to make an easier departure at night when I come out to eat. Oh, did I tell you that I’m nocturnal?
Pretend you are your freaky frog. Write a “Who Am I?” riddle for your freaky frog.
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Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. / NYS Common Core ELA Curriculum • G3:M2A:U3:L4 • June 2014CCI Enhanced Module (Williamsville Central Schools) April 2015 • 1