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Multi-Text StudyThere’s an Owl in the Showerby Jean Craighead George“He breathed deeply, then stepped onto the needle-carpeted ground and walked a soundless distance.”Owls by Gail GibbonsAmanda Scoggin Heather White SwinkJoua YangThere’s an Owl in the ShowerMulti-Text OutlinePre-reading ActivitiesPrediction of Story Element (Individual) Pg 4-5KWL (individual) Pg 6- 7Internet Workshop (Individual) Pg 8-9Section 1Character Sketcher 3-Borden Watson (Individual) Pg 10-12Introduce Character Log (to be kept throughout the reading of the book) (Individual) Pg 9A Friendly Letter (Individual) Pg 12-14Vocabulary Activities (Individual) Pg 15-17Section 2Character Sketcher 1-Leon Watson (Individual) Pg 18-19Discussion Director (Individual –to-small group)Pg 20-21Vocabulary Activities (Individual) pg 24-27Section 3 Data Retrieval Chart (Individual) Pg 28-29Character Sketcher 2- Paul James (Individual) Pg 30-31Vocabulary Activities (Individual) Pg 32-34Double Entry Diary-Cause/Effect (Individual and shared in small groups) Pg 35-37Section 4Word Wizard (vocabulary Activities) (Share in a group setting) Pg 38-39Author’s Craft-Simile (Individual) Pg 39-40Wanted Poster (Small groups and shared with the whole class) Pg 41-42Section 5ABC Book (Whole Group) Pg 43-44Vocabulary Activities (Individual) Pg 45-46I Am Poem (Individual and shored with whole class) Pg 48-51Artistic Representation (Individual and shared with whole class) Pg 52Post-Reading ActivitiesResponse Journal Pg 53Vocabulary Test (Individual) pg 54-56Finish KWL – Part “L” (Individual)Revisit Story PredictionsPre Reading ActivitiesPredictions of Story ElementsBefore you read: Look carefully at the front cover and illustrations throughout the book of There’s an Owl in the Shower. Write down your predictions about the following:Setting (Time and Place): When and where do you think book takes place? _________________________________________________________________Characters (The people, animals, or objects around which the action of the story is centered): Who do you believe the main characters in the book will be? ______________________________________________________________________________Problem(s) & Solution(s) (What goes wrong in the story and how is it solved?) What do you predict will be the most significant problems in the book? How do you believe the problems may be solved?Write down any other questions or predictions: __________________________________________________________K-W-L You will be completing a K-W-L on owls. Think about what you know, what you want to know, and finally what you have learned. Use the following words to help you come up with questions you would like answered for the “W” column.WHO, WHAT, WHEN, WHERE, WHY, & HOWKWhat I Think I KNOWWWhat I Want To KNOWLWhat I LEARNEDAfter reading Owls By Gail Gibbons and gaining an understanding of your topic, go back to the “K” column and see if any of the ideas you ‘”thought you knew” were inaccurate. Check any of them that are inaccurate, according to the text. Rewrite any of your statements that were inaccurate so that they are correct. Then go to the “L” column and begin grouping or categorizing what you have learned.Internet WorkshopThere’s an Owl in the ShowerThis internet workshop will help you to better understand an owl’s physical makeup and lifestyle. Please do the following steps to complete this internet activity:1.Read the question below and then explore the websites given.2.Then answer the questions about the websites that are listed below in your writer’s notebook.3.Create an artistic representation from the information you just gathered.Read about an owls ADAPTATION by clicking General Owl Physiology or (You are only required to read the text under the bold Adaptation section)Answer the following questions: Why are owls called raptors? Does that make them carnivores, herbivores, or omnivores? List an owl’s special adaptation and unique abilities, and there use: After eating, what do owls do? Then visit this thinkquest by clicking The Northern Spotted Owl or the following questions: Where do they live? List a few type of trees are they mainly found in?What do spotted owls look like?What does it mean when it said they are “not migratory birds?”What kind of kind of animals do they eat?Section 1Character LogAt the beginning of a novel, authors usually introduce the main characters.? As we read, we will discover more about some of these characters and come to know many of them very well.? Create a section in your notebook for characters-a character log. In this section you will record the name of each main character below and describe what you found out about each character as you read pages 1- 36.? Note something that the character said, did, how the character acts, and looks. BordenLeonSallyPaul JamesBardy???????Cindy??????????? Character Sketcher 3Your job as Character Sketcher is to identify a character’s actions (traits) and explain or prove these traits, identify the character’s goal (which is what the character wants to do or accomplish), identify the problem and solution in the reading, and complete an artistic impression of the character.You need to be aware that the character traits you will choose will be implied character traits. In other words, they are not directly stated in the passage. You will want to use descriptive words for your character traits. You do NOT want to use words like good, bad, nice, and mean. Be sure to use your “Descriptive Character Traits” page for help.Sometimes the solution to your character’s problem will not be in the section of the book that you are reading. In this case, you will need to come up with a possible solution for you character’s problem. When you begin artistically representing your character, try to use any physical descriptions from the text to help you. Your “artistic impression” of the character will probably be on a separate piece of paper. The next page gives you an example of how your paper may look with the character information.You will be learning about Borden. Think about the following traits as you read Chapters 1-3.HelpfulMischievousImaginativeInsincereAngryDeterminedImplied Character Traits (3)(Trait) _________________ p.______ par.________(Explanation or proof of trait) __________________________________________________________________________________________________________________________________________(Trait) _________________ p.______ par.________(Explanation or proof of trait) __________________________________________________________________________________________________________________________________________(Trait) _________________ p.______ par.________(Explanation or proof of trait) __________________________________________________________________________________________________________________________________________Character’s Goal: _______________’s goal is to _________________________________________________________________________________________.Problem: _______________’s problem is ________________________________________________________________________________________________.Solution or Possible Solution: __________________________________________________________________________________________________________________A Friendly LetterThere’s an Owl in the ShowerYou are invited to write a letter from Enrique’s point of view to Borden. Be true to the character, setting, and story, and be sure to include the necessary parts of a friendly letter. Brainstorm your ideas here and then begin your letter in your writer’s notebook. Remember to write neatly and take your time! Here are a few questions for you to consider before you begin:What do you think Enrique would want to tell Borden ? What has changed since lumber companies were permitted to cut? What questions would Enrique want to ask? Think about a picture Enrique might draw to send along with the letter. What would it be? Include an artistic drawing to go along with Enrique’s letter!Vocabulary Table: Chapters 1-3Consult the online dictionaries Find the following words in There’s an Owl in the Shower to see how they are used. Then, create your own student-friendly definitions for the words provided. Write words you find tricky or are unfamiliar with, then write your own student-friendly definitions: Make sure you check to see how the word is used in the book. Then, you are invited to complete a set of daily vocabulary activities to go with these words. Tier 2 WordsPage #Student Friendly DefinitionsEnormous1Unusually large in sizeTwilight2The time right after sunsetBrink 3Impeccably6Reminiscent11Scantily16Alighted17Roost18Catapulted23Write down unfamiliar words to you, and create your own student-friendly definitions: Make sure you check to see how the word is used in the book.Vocabulary Activities Sentence Stems/Idea Completions·??????? I know that these birds were on the brink of extinction because __________________________________________________________________________________________________________.·??????? Leon catapulted the student through the air because? __________________________________________________________________________________________________________.?Which of the following describes Bardy alighted on a branch? Circle your answers:1. ?? flying from the branch2. ?? walking briskly across the branch3. ?? playing with a leaf4. ?? talking with another owl5. ?? landing on the branchSynonyms and AntonymsSynonymWordAntonymImpeccably ReminiscentRoostScantilySection 2Character Sketcher 1You are invited to learn more about Leon. Please take notes on how Leon acts and looks. To begin, reread the following passages, determine “descriptive words” that capture Leon’s personality and explain why the words describe Leon. Reread the second paragraph on page 22. Which words describe Leon? ______________________________________________________ He acts _____________________because___________________________________________________________________________. Reread page 39 and page 40 through page 41. Which words describe Leon? ______________________________________________________ He acts _____________________because___________________________________________________________________________.Reread page 50 and page 54. Which words describe Leon? ______________________________________________________ He acts _____________________because____________________________________________________________________________.Then, use the passages that describe Leon’s actions and appearance to help you complete an artistic impression of Leon.Page 5 paragraph 1; page 20 paragraph 5; page 23 paragraph 2 and 4; page 39 last paragraph and beginning of page 40Other passages you noticed. Discussion DirectorThere’s an Owl in the ShowerYour job is to involve the students in your group by thinking and talking about the section of the book you have just read.? You are going to ask questions that really help the students in your group think about the reading. Your questions should require students to discuss their interpretations of the text and connect background experience and knowledge with the text. You want all students involved in the discussion and talking about issues that come up during the reading.Your job as the Discussion Director is to come up with 5 thinking questions. You really want to make your group think about what you all have just read. You are trying to make sure everyone in your group understands or comprehends the reading. It is very important that you ask your group fat, juicy, thinking questions. Remember you may wish to begin your questions with the following words/phrases:Who?, What?, Where?, When?, Why?, How?, If________ then________?Your teacher really wants you to help the students in your group to go back to the book to find their answers if they don’t know them. So, to help this run very smoothly, you need to write down the questions, your answers to your questions, and the page numbers where the students can reference the text to justify their responses to your questions.Use the record chart on the next page to help your organize your thoughts and questions.Discussion Director Record ChartThere’s an Owl in the Shower(Must do at least 5)Question:Answer:Page #:1.2.3.4.5.6. 7. 8.Vocabulary Table: Chapters 4-7Consult the online dictionaries Find the following words in There’s an Owl in the Shower to see how they are used. Then, create your own student-friendly definitions for the words provided. Write words you find tricky or are unfamiliar with, then write your own student-friendly definitions: Make sure you check to see how the word is used in the book.Then, you are invited to complete a set of daily vocabulary activities to go with these words. Tier 2 WordsPage #Student Friendly DefinitionsClear-cut27Removing all the trees at one timeAbruptly28Quickly and without warningManeuvered30Eons31Exquisite35Angular44Gleamed45Suspiciously51Write down unfamiliar words to you, and create your own student-friendly definitions: Make sure you check to see how the word is used in the book.Vocabulary Activities Sentence Stems/Idea Completions·??????? Why would you ask someone a question suspiciously?__________________________________________________________________________________________________________.·??????? The river gleamed red because? __________________________________________________________________________________________________________.Which would best describe the word exquisite?·??????? A fine and smooth silk thread·??????? A bark off a Douglas firSynonyms and AntonymsSynonymWordAntonymManeuvered EonsAngular Section 3Data Retrieval Chart List fascinating facts for each category of information.??Be sure to continue this chart as you read and discover new information.Books/ Short Summary of BookFacts about Spotted Owls and or Barred OwlsWhat is a bird of prey?What are owl pellets?How do owlets get food??There’s an Owl in the Shower by Jean Craighead GeorgeSummary:??? ??Owls by Gail GibbonsSummary:???Owls and Other Birds of Prey by World Book’sSummary:? ?Internet Site: Sketcher 2You are invited to learn more about Paul James. Please take notes on how Paul James acts and looks. To begin, think about “descriptive words” that capture Paul James’s personality and try to find passages in Chapter 3 that show how Paul James is acting. Think about why or how those words describe Paul James in the passages. Remember these will be implied traits. Use the traits below to help you.Choose 3 of the following traits and find passages in Chapter 3 that demonstrate how Paul James is acting:braveconfidentcleverassertivewittyimaginativemelancholysurprisedOn page _______ paragraph _______ Paul James acts ______________________________________ because/when __________________________________________________________________________________________________________________________________.On page _______ paragraph _______ Paul James acts ______________________________________ because/when __________________________________________________________________________________________________________________________________.On page _______ paragraph _______ Paul James acts ______________________________________ because/when __________________________________________________________________________________________________________________________________.Then, use the passages that describe Paul James’s actions and appearance to help you complete an artistic impression of Paul James. Are there any other passages you noticed? Vocabulary Activities for Ch 8-11You will complete the following chart writing child-friendly definitions for these words. Then, you are invited to complete a set of daily vocabulary activities to go with these words.??WordMeaningdroopedp. 56?Imprintp. 71?nurturingp. 71?surmisedp. 79?preenedp. 84???Vocabulary Activities Sentence Stems/Idea Completions·??????? What does it mean if something is drooped? __________________________________________________________________________________________________________.What causes Barty to imprint on Leon?? __________________________________________________________________________________________________________.?Questions, Reasons, Examples·??????If a person is nurturing, how do you think he or she would act??Making Choices·??????? Which of the following gives an example of an animal that would need its feathers to be preened? Circle your answers:1. ?? owl2. ?? cat3. ?? dog4. ?? blue bird5. ?? cow?Examples and Non-examples? Which would best describe the word surmised?·??????Deciding someone is lying without proof·??????? A sinking boatWord Networks? What people, things, situations, or words come to mind when you think about the word nurturing???Nurturing?? Double Entry Diary Cause and Effect relationships in There’s an Owl in the Shower You are invited to complete a Double-Entry Diary for this section of the book. You will look for specific instances in which a cause and effect relationship is present. You will write down the passage in which you find it and write your response to it. Remember to write down the quotation or passage and the page number on the left side of your paper. On the right side of your paper, write your response or personal reactions and connections to what was written in the left column. You must include at least 3 passages with responses.Here’s an example to start with:Quotation/Passage and Page Number:effect-“It’s an owl pellet,” She said. “Owls eat their food whole. They cast what they can’t digest before they eat again.”Response:Cause-An owl cannot digest certain pieces of their food like fur and bones so they must cast it out so that they will be able to eat again. If they do not do this each time they eat they will get sick and die. Double Entry DiaryQuotation/Passage and Page Number:Response:Word Wizard (Vocabulary Activities Ch 12-14)For There’s an Owl in the Shower create a definition for each of the words below.Select 3 words from the list below and complete the Word Wizard role.?Then select 2 words from the book on your own and complete the Word Wizard role.?flapped? p. 89????????????? enthusiastically? p. 89????????????????????clear-cutting? p. 93?? nonchalant? p. 103 ????????????? parallel? p. 342gorgeous? p. 106??????????? triumphantly? p. 107??? plunged? p. 84??????? ????????? 1.?????? Write down the word _______________, the page ____, and paragraph number _________.2.?????? Copy the sentence from the book in which the word appears.3.?????? Re-read the sentence in which the word appears.? Think about the word, the sentence, and the story.? Look up the word in the dictionary.? Using the dictionary definition and everything you know about the word, write your definition of the word.________________________________________________________________________________________________.?4.?????? Make your word wizard card.? Be sure to include in LARGE PRINT your word, the page and paragraph number and the sentence where you find the word.? On the other side of the card you should draw a picture to represent the meaning of your word, the word, the part of speech for how the word is used, and the definition of the word.Section 4Author’s Craft Christopher Paul Curtis chose his words very carefully, making use of one primary literary device. It appeals to the reader’s sense of humor by using such figurative language. Along with your partner, find at least four examples of a similie from your reading in Chapters 11 & 12. Then explain how each passage adds meaning to the story.Example from the book:Example from the book:Simile: a comparison that includes the words like or as.Example from Chapter 11“Bardy owl-dozed, eyes almost shut, breast feathers touching his beak. His vibrissae stood up like sea urchin spins.” Page 81 Page number:Example: What this passage adds to the story: Page number: Example: What this passage adds to the story: Page number: Example: What this passage adds to the story: Page number: Example: What this passage adds to the story: Artistic RepresentationNow that you have chosen four examples of similes, please artistically represent one of these comparisons. Wanted!Your job is to create a wanted poster for Leon because he has an endangered animal in his possession. (cht. 14)?You will create an artistic representation of the suspect and then complete the following information for the wanted poster:Wanted:Character nameTime and Place Last SeenPhysical DescriptionHow he acts LikesDislikesWhere he hangs outSuspected WhereaboutsReward amount~Remember that this information, plus the artistic creation of the suspect, must fit inside the white box in your wanted poster. If you choose, you may use your own creative template instead of the one given on the following page.Please make your wanted poster as creative as possible! Section 5BOOKChoose one or two items from the chart below to create pages for an alphabet book for all to share. Each page should include a large capital letter, an illustration or some artistic impression, and a paragraph (at least 5 sentences) explaining your letter representation. Design your page with an interesting format and type font. Your page should be vertical. The following words are examples you may use but are not limited to:AArbutusBBarred OwlCCrouchedChatteredClear-cutDDilemmaDeceitfullyEFFlappedGGorgeousHIImprintImpedJKLMNOOwletPPelletPurplexedQ RRavagingSSpotted OwlSimultanoeuslyTUUmbraVW XYZVocabulary Activities for Ch 15 – End.You will complete the following chart writing child-friendly definitions for these words. Then, you are invited to complete a set of daily vocabulary activities to go with these words.??WordMeaningUrgencyPg. 110?RavagingPg. 115?UmbraPg. 121?DensePg. 125?PerplexedPg. 128?Vocabulary Table: Chapters 15 - EMDConsult the online dictionaries Find the following words in There’s an Owl in the Shower to see how they are used. Then, create your own student-friendly definitions for the words provided. Write words you find tricky or are unfamiliar with, then write your own student-friendly definitions: Make sure you check to see how the word is used in the book.Tier 2 WordsPage #Student Friendly DefinitionsUrgency110Confiscated110Deceitfully112Impede113Ravaging115Rugged118Midst119Umbra121Arbutus121Dense125Simultaneously126Perplexed128Write down unfamiliar words to you, and create your own student-friendly definitions: Make sure you check to see how the word is used in the book.I Am PoemYou will create an I am poem using the template provided to show how one of the main characters in the book character traits and feelings about the Spotted Owl have changed throughout the book. Remember how Borden and his family felt about the Spotted Owls at the beginning of the book and how they felt about Bardy and Spotted Owls at the end of the book.I Am __________________Stanza OneI am ____________________________________________________________________________________________________________________________________I live ___________________________________________________________________________________________________________________________________I wonder ______________________________________________________________________________________________________________________I hear _________________________________________________________________________________________________________________________I see_________________________________________________________________________________________________________________________I want ________________________________________________________________________________________________________________________I am___________________________________________________________ Stanza TwoI question________________________________________________________________________________________________________________I feel ___________________________________________________________________________________________________________________I touch __________________________________________________________________________________________________________________I worry __________________________________________________________________________________________________________________I cry ____________________________________________________________________________________________________________________I understand _____________________________________________________________________________________________________________I am ____________________________________________________________________________________________________________________Stanza ThreeI say ______________________________________________________________________________________________________________________I believe___________________________________________________________________________________________________________________I dream _____________________________________________________________________________________________________________________I try ________________________________________________________________________________________________________________________I hope ______________________________________________________________________________________________________________________I was once ___________________________________________________________________________________________________________________But now I ____________________________________________________________________________________________________________________I am__________________________________________________________________________________________________________________________Artistic RepresentationAfter you have completed the I am Poem assignment you will complete an artistic representation of the character that you have chosen. Try to remember what the book said about the physical description of the character and create your own representation using different art supplies.Post Reading Activities and AssessmentsResponse JournalWhen Borden discovers that Bardy the owl is not a Barred Owl and that he is a Spotted Owl how does that make him feel about owls and Bardy? Think about all the hardships and troubles that the Watson family has faced “because” of the owl problems. Write down three separate journal entries from Bordens perspective. The first entry will be set at the beginning of the book before the Watson family met Borden. The second entry will be set in the middle of the book as the family was growing to love Bardy the “Barred Owl”. The third entry will be set at the end of the book after they had discovered that Bardy was a Spotted Owl and set him free. Use three separate sheets of paper for each entry and make sure to label each entry. Final Vocabulary AssessmentThere’s an Owl in the ShowerMultiple Choice: Circle the best answer1. The gentle owl was on the brink of extinction.Edge ofNot close toIn the middle2. The playground was scantily covered with mulch.Well coveredBarely coveredAlmost covered3. An apple was catapulted across the cafeteria during lunch.Stepped all overThrown into the airWashed in water4. Timothy maneuvered the balls into place.ForgotFollowedMoved5. Lisa wore an exquisite silk blouse to school yesterday.Dirty, raggedFurry, roughFinely detailed6. The man suspiciously crossed over to the dim lit street.Watchfully, doubtfullyInnocently, EasilyUnafraid, friendlyWrite a short definition for the following words. Create your definition the way the words were used in There’s an Owl in the Shower.7. Clear-cutting_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________8. Surmised_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________9. Imprint_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________10. Triumphantly_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________11. Parallel_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________12. Nurturing_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Write a synonym and also an antonym for each of the following vocabulary words:13. Urgency – Synonym ____________ Antonym ______________14. Ravaging – Synonym ___________ Antonym _____________15. Perplexed – Synonym ___________ Antonym _____________16. Dense - Synonym ______________ Antonym _____________17. Umbra – Synonym ______________ Antonym _____________EC18. Confiscated – Synonym __________ Antonym _____________19. Rugged – Synonym ______________ Antonym ____________20. Simultaneously – Synonym ____________ Antonym ____________Rubric:There’s an Owl in the ShowerActivity/CriteriaYour points/Total possible pointsKWLHas all components completed.Thought is apparent when composing questions for W column./5Predictions of Story Element ActivityAll parts are considered.Predictions are carefully thought out and demonstrate consideration for the story./5Internet WorkshopResponses to questions are complete and accurate.Artistic representation included/10Character Sketchers 1-3 (Borden, Leon, & )Traits are included and thorough.Page numbers are included.Artistic representation is complete and thoughtful./15(5 pts. each)Vocabulary Activities 1,2,3Definitions are “child-friendly”Activities are correct and complete/15(5pts. each)DRCAll 4 questions/categories are complete for each book and website. Short summary of each book and website is included.Student adds to information beyond what is initially asked./10Author’s CraftChart includes 3 or more examples of similie with page numbers.Explanations are included about how the examples add to the text.Artistic representations of author’s craft are thoughtful and creative./5Wanted PosterArtistic representation is thoughtful and creative.Poster includes information about the Leon including the following: name, time and place last seen, physical description, how the character acts, likes, dislikes, hangout spots, suspected whereabouts, reward amount./5Setting Graphic OrganizerDetails are complete and include responses to each of the three categories listed. /5Dialect DED’s6 passages with page numbers are present.Thoughtful responses are present for each passage listed.Dialect is apparent within each passage chosen./10(5 pts. per DED)Discussion DirectorQuestions displays insights into novel’s main events and themes; questions are “higher-level”Answers are provided and when appropriate, page #’s/5I-poemWritten from Bardy’s point of view.Follows the given format of an I-poem, or creates his or her own interpretation.Artistic Impression is accurate and creative./10Character LogEach box has descriptions of each character.The descriptions are written as the character develops throughout the book./5Vocabulary AssessmentAll answers are complete and correct.Each answer correct is equal to one point. /20Total/?? North Carolina Language Arts Standard Course of Study: Grade 4Unit ActivityNC Language Arts Grade 4Students define Tier 2 vocabulary with their student packet and complete vocabulary exercises throughout the unit. They will be using the text and a dictionary to create their definitions of some of the words. Their word knowledge is assessed at the end of the unit using vocabulary test. Students also examine the author’s craft by investigating similes within the novel There’s and Owl in the Shower. Then, students create an artistic representation of a simile found within the text. 1.03 Identify key words and discover their meanings and relationships through a variety of strategies.1.04 Increase reading and writing vocabulary through: wide reading.word study.knowledge of multiple meanings of words.writing process elements.writing as a tool for learning.discussions.examining the author's craft.1.05 Use word reference materials (e.g., glossary, dictionary, thesaurus) to identify and comprehend unknown words.Students completed a K-W-L before we began the unit to assess what they know, want to know, and learned about owls. Students used an assortment of books to gather their information. Students also participated in an Internet Workshop to seek additional information on the topic. Students also completed two Double Entry Diaries specifically noting the dialect within the book. Students complete a Wanted Poster on the Leon, making references to the text by providing the required information. An I-Poem was created using specific information gathered from the text. 2.02 Interact with the text before, during, and after reading, listening, and viewing by: setting a purpose using prior knowledge and text information.making predictions.formulating questions.locating relevant information.making connections with previous experiences, information, and ideas.2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the: plot.theme.main idea and supporting details.author's choice of words.mood.author's use of figurative language.Students also completed a character sketcher which asked students to focus on implied character traits by looking at a character’s actions and words. Students completed a character log in which the students were asked to follow the characters through the book and record specific items about those characters. Students added to this throughout the entire text. Students supported evidence of implied traits by the citing page numbers and passages on which they found the supporting evidence. Students also completed a DRC using There’s an Owl in the Shower as well as multiple nonfiction texts and an internet resource.3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by: analyzing word choice and content.examining reasons for a character's actions, taking into account the situation and basic motivation of the character.creating and presenting a product that effectively demonstrates a personal response to a selection or experience.examining alternative perspectives.evaluating the differences among genres.examining relationships among characters.making and evaluating inferences and conclusions about characters, events, and themes.3.02 Analyze characters, events, and plots within and between selections and cite supporting evidence.3.03 Consider the ways language and visuals bring characters to life, enhance plot development, and produce a response.3.05 Analyze and integrate information from one or more sources to expand understanding of text including graphs, charts, and/or mapsStudents will write an “I Am” poem using a main character from There’s an Owl in the Shower. Students will also complete learning logs and double entry diaries.4.07 Compose fiction, nonfiction, poetry, and drama using self-selected andassigned topics and forms (e.g., personal and imaginative narratives, researchreports, diaries, journals, logs, rules, instructions).Why We Chose…There’s an Owl in the Shower by Jean Craighead GeorgeGrade Level: 4-7We chose this book because it is a great story about an unlikely twosome who grows to become great friends. It is very unlikely for a lumberjack to befriend a small owl, especially one that caused him to be laid off from his job, but that is exactly what happens in this story. We thought that it would show the students how people can be friends with anyone no matter what their similarities and differences are. This story really shows how someone can grow and change over time. Leon changes and develops into a better person because of a small owlet.This story is also a great example of human’s effect on the environment. It shows the devastation of the spotted owl’s population due to the mismanagement of our forestry. The devastation on the owl population can be discussed in a broader sense by the endangerment and extinction of other species directly linked to human activity. This book also painted a clear picture that many of the reasons causing species to go extinct can easily be corrected. Often, it is through our recklessness and lack of awareness that transpire the endangerment of other living things. Another issue brought forth in the book is the survival of the owls versus job and survival of the unemployed. The difference is that man is skillful in way to adapt. A tree cutter can learn a new skill to find a different occupation. As for a spotted owl, it is simple animal instinct. All it knows is to find shelter, food, water, and space in a suitable arrangement. This book is written on a fourth/fifth grade reading level so most of the fourth graders should be able to read it. It is very informational in a reader friendly way. The students will not realize that they are learning so much about owls and lumberjacks. We hope that students will be able to make all of the connections described above. Owls by Gail GibbonsGrade Level: K-2The nonfiction book we chose is written on a kindergarten or first grade level so everyone should be able to read that book. They can also use the pictures to see what the owls look like and to learn more about owls in general.This book has wonderful illustrations and explanations about owls. It accompanies the book wonderfully. It had pictures of the owls discussed in There’s an Owl in the Shower and many other types of owls. It explains an abundant amount of information about owls in an easy to read manner so that even struggling readers could grasp the information.We found this book so enticingly different from other informational books. The information the book provided were very clear and precise. It is a quick read and informative in its quick text. The illustrations of the different kind of owls help visually to see the variations. This book is written at a lower reading level, but that will make a great difference for the struggling readers in the fourth grade, and they are still able to attain the information needed about owls. URL for Internet Workshop ResourcesOwls and Other Birds of Preyby Mary E. Reid; World Books, Inc; c2000 N-Fiction.Reading Level-4th or 5th, lower level readers could read some of it and look at the pictures to gain a better understanding of owls.This book goes into great detail about owls. It describes different types of owls, what they eat, and so much more. The students would be able to explore in more detail about owls. If students have specific questions about owls this book is great to go to because the header at the top of each section tells the reader what that page(s) is about. For example, if a child wants to know what a bird of prey is, he or she flips to that section and only have to read those pages. Barn Owls by Phyllis Flower; pictures by Cherryl Pape. New York: Harper & Row, c1978. N-Fiction. Reading Level-2nd GradeTrace the life of a barn owl from his birth until he leaves the nest and finds a mate of his own. This book would help students understand how Enrique and his mate feel about their owlets. It would also help to understand in detail the life of an owl.The Book of North American Owls by Helen Roney Sattler; illustrated by Jean Day Zallinger. New York: Clarion Books, c1995. N-Fiction. Reading Level-3rd GradeThis book gives general information on the behavior of owls and specific information about the physical characteristics of the 21 North American species. Again this book would help the students to be able to more research about owls and to learn more if they had specific questions.Hoot By Carl Hiaasen. New York: Alfred A Knopf: Distributed by Random House, c2002. Fiction. Reading Level-Upper Fourth to FifthRoy becomes involved in another boy’s attempt to save a colony of burrowing owls from a proposed construction site. This book is similar to There’s an Owl in the Shower in some ways because there are people who want to save the owls. They could compare the situations and begin to understand why it is important to save these owls.PoppyBy Avi; illustrated by Brian Floca. New York: Orchard Books, c 1995. Fiction. Reading Level-5th gradePoppy, a deer mouse, urges her family to move next to a field of corn big enough to feed them all, but the owl has other ideas. This story shows the owl in a different light because the deer mouse is the main character along with the owl. They see how an owl can be more of a bully and this perspective is not shown in the other books. It is a chapter book so it would be more for students who are above grade level and could handle reading a larger book to get their information. The Owl BookBy Richard Shaw; F. Warne; c1970. Fiction.Reading Level-5th-6th gradeThis book has many poems about owls. There are not any illustrations in the book but it is something I could read to the students. It is not really something that most of the students would think is an interesting book. I love the poems and think that the students would learn about owls in a different way. Owl Moon By Jane Yolen; illustrated by John Schoenherr. New York: Philomel Books, c1987. Fiction-Poetry. Reading Level-K-2nd gradeA father and daughter trek into the woods to see the Great Horned Owl. The students would learn about another type of owl and its habitat. They can see pictures of this owl and compare it to the owl in There’s an Owl in the Shower. They can see other peoples relationship with owls.Resources Our Templates are courtesy of Dr. Frye.We used many websites from about owls. Images and clip art are from Google searches. ................
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