A project-based assignment for students that include reading responses, research, opinions, persuasive writing pieces and a powerpoint presentation.
My Plan (Teacher’s Guide):
· Create a classroom setting with books and pictures of pets and animals
· Hook the students by asking them if they have any pets
o List all pets that the students have or can think of
· Have students complete page 2 of the booklet by drawing a pet they know
o It can be their own pet, their grandparents, their friends, their neighbours, etc.
· Read the book ‘The Salamander Room’ with the students
· Guide the pre-reading discussion with questions such as “what do you think this story is about? What do you know about Salamanders?”
· After the story, ask the students what they thought. Read the question from page 3 in their booklets and have student complete the answer.
o “Do you think the salamander would be a good pet for the boy in the story. Give reasons for your answer.”
· Ask students “what should we think about when choosing a pet?”
o Put students in groups of 3-4
o Give them idea strips have students record one idea per strip
o Once students have at least 10 ideas, have students sort their strips into similar ideas
§ Guide student sot label/classify their groups
o Come back as a class and see if you can create some ‘big ideas’ using the groups labels
· Refer to chart created in the first session with the list of pets. Discuss the different kinds of pets the students own. Say “many people think of pets as cats, birds, dogs or rabbits. Here are some other animals that people can keep as pets.”
o Show pictures of tree frog, African grey parrot, boa constrictor and ferret
· Ask the students to think about whether they could keep these animals as pets
o Have them complete pages 4 and 5 in booklet
o Ask the students to answer the question for each of the four animals by indicating yes, no or maybe with an “X” and writing their reason why.
**Can turn into a math activity by having students predict what their classmates would say and then counting votes. Arrange animals from least popular to most popular.**
· Read the book “What Pet Should I Get?” by Dr.Seuss
· After reading the story, read page 6 prompt to them “What kind of pet do you think the children in the story chose?”
o Have them use reasons such as pictures of words in the story to explain why they think that
· Pick a book, such as “Animals as Friends” to project on the screen.
· Read aloud the first paragraph. Ask the students to tell you some key words. Highlight the suggested words.
o Ask the students to use five words or less to tell you one idea suggested by the key words that were selected
o Transcribe this idea onto one of the note boxes on page 7
o Continue this processes until students start to understand how to take notes as they do research
· Inform students that they will be doing research on their very own pet. They will need to use their notetaking skills to find out information about their pet’s habitat, food, appearance and fun facts.
o Provide books for students or technology to do their research
· Allow as much time needed for students to complete their research
· When students are completed their research, tell them they will use their research on page 7 to make their presentation.
· Teach students how to use PowerPoint by picking a theme, how to type, and how to insert a photo.
o The title is already completed for them
o Slide 1- Habitat (insert their facts)
o Slide 2- Food (insert their facts)
o Slide 3- Appearance (insert their facts)
o Slide 4- Fun Facts (insert their facts)
o Closing Slide- Insert written question
· Give students as much time as they need to complete their presentations
*Choose if you would like your students to present their pet to the other students*
· After completing their research, have students draw their opinions about their pet.
o What do they like most about their pet?
o How would they feel to have this pet?
· After they have drawn their responses, have them write a persuasive letter to their parents about why they should get this pet using their 2 opinions from the previous page
· Give students as much time as they need to complete their persuasive letter.