Overview:
This Language Arts Class will use the Four Blocks Model to enhance literacy opportunities while providing students a focus as they explore frogs and toads.  Many of their explorations will include references to frogs and toads in literature.  They will also learn more about frogs and toads as animals.  They will create their own projects relating to frogs and toads.  The unit is loosely based on frogs and toads.  The driving force is really the Language Arts Curriculum.  Students will learn reading strategies to use while reading pattern books, fiction, non-fiction, poetry, and plays.  They will enhance their writing skills and word recognition skills, as well as, continue to develop their reading fluency.  Concepts of science and social studies will be touched upon, but not assessed during this unit.

Rational:
Many students who have a difficult time learning to read do not look forward to opening a book.  By providing an overriding focus or purpose for opening those books and tackling a difficult subject, hopefully summer school will become more than just a place they are going to practice their skills.  For these students, when asked what they are doing over the summer, it will be easier to discuss all they are learning about frogs and toads rather than all the reading and writing they are doing. Children this age seem to display a natural curiosity about animals.  This unit will either reinforce frogs and toads for those who have been through second grade or develop background for those students who will be entering second grade and be reading about frogs and toads in the fall.

Goals
Students will be exposed to as many of the State English Language Arts Standards as possible during the 38 hours of instructional time provided for Summer School.
                   .....• Reading (phonics, vocabulary, comprehension, fluency)
                   .....• Literature
                   .....• Writing (grammar, spelling, structure, composition)
                   .....• Listening and Speaking
                   .....• Finding Information (library skills, electronic resources)
They also will be exposed to state and world maps by locating where different frogs and toads can be located, (social science) and learn about the life cycle, common characteristics, and habitats of frogs and toads (science).

Learning Activities

Fingerplays,Songs and Poems
Students will use these activities to develop fluency.  These will be modeled and students will need to read the words to practice the activity until it becomes memorized or known.
Frog Rhyming
Frog Songs

Wordless Picture Books
Students preview and discuss wordless picture books to develop the necessary vocabulary to describe what is happening.  Students then become the author and write the story.  Their stories are edited and shared with the class.

Reading Books in a Series

Students will read books in Frog and Toad series and/or Froggy series and/or Commander Toad series to explore and/or contrast authors' writing style.

Reading and following directions

Students will complete various frog crafts by following written directions.
Frog animal craft
 

Reading for information
Students will read non-fiction books about frogs and toads to take a closer look at how the book organizes information.

Using Computers and the Internet
Students will be able to navigate by using preset set book marks.
Goliath Frog
They will use information to read fiction and find facts for their project.
The Tale of Jeremy Fisher
Why Frogs Croak

Fairytales

Students will compare and contrast three different versions of the frog prince.

The Frog King
The Frog Prince
The Frog Prince

Students will read other other fairytales about frogs and toads and discuss common characteristics of fairytales.
The Toad Princess

Research

Students will choose a frog or toad to research.  They will locate the following information and place it on a class grid: scientific name, habitat, size, picture, life span, prey, predators, and interesting fact(s).

Science

Tadpole Tank

Preparing information

Students will choose a method to present their data to a group.

Celebration
Frog Game
This will be done on the final day of class and family will be invited to attend.
 
 

Assessment of Students
 The primary goal of the program is to revisit many of the tasks that apply to the state standards in Language Arts by immersing students in literacy activities using a thematic focus of frogs and toads.  Parents will be informed about these goals and the activities through a parent newsletter and will be invited to attend on the last day to see presentations and enjoy stories students have written.  Students progress will be assessed informally through the following methods.

Reading Assessments

Students reading will be assessed during Reading Workshop.  Teacher will hold individual reading conferences with students and record progress.

Students will display use of comprehension strategies through their discussions during guided reading.

Students will keep reading journals where they record their daily reading and demonstrate application of the strategies discussed during guided reading.
 

Writing Assessments

Students writing will be monitored through individual conferences during writing workshop time.  At this time individual student goals will be developed and reinforced.

Students will keep an observation log to record changes in the frog's development.  Students will be asked to use complete sentences and correct spelling.

Speaking Assessments

Students will participate in discussions. Their progress in communicating their ideas will be monitored by the teacher.  Teacher will ask students to restate comments that are unclear, elaborate when information is insufficient, speak up when volume is insufficient for all group members to hear.

One "formal" presentation is required on the last day.  Students will present information before the group of students and invited guests and answer any questions asked by the audience.
Listening Assessments

Students will help generate a list of what good listening looks like and sounds like.  These will be posted and referred to during times when students are expected to listen to help students monitor their performance in this area.

Students will generate a list of expectations for behavior when part of an audience.  This list will be reviewed before students are part of the audience on the final day.

Students will complete a final self-assessment on how they are progressing in each of the areas.
 
 

Resources

The school library and local library will provide books for students to read during Reading Workshop (SSR).

The High School Computer Lab will provide students time to work on the Kid Pix presentation and conduct frog research.  Additionally, students may use the classroom computer to find information on their frog, read an online story, or complete a working with words activity.

Book stores be visited (by the teacher) to purchase books specifically for use with this unit.

A frog growing kit will be purchased for students to observe the development of a frog.
 

The following links will be used as resources throughout the unit.
Frogland
Cyberpond
Send a frog post card
Frog puzzle
Color Me Frogs
Frogs and Toads
Frog Web
Meeps Island Flying Frogs
Firebellied Toads
North American Amphibian Monitoring Program
The Somewhat  Amusing World of Frogs
Species Identification Guide
Your First Frog
Words for "Frogs" song from the Muppet's Frog Prince
frog page created by Virginia Hamilton, author, M. C. Higgins, the Great won a Newbery Medal.
Frogland
Joey Scouts Frog Program
 

Management
 

Students have desks which are moved based on the activity.  Desks will be clustered when doing group work and separated for assessments.  Students may also choose to separate themselves during Reading Workshop. There is a "lilly pad" ( old green carpet) for students to sit on when we gather together for sharing and groups activities.

Books for the day will be placed along the chalk ledge for easy access and to increase visual appeal.   The one computer located in the room may be utilized for group instruction through use of a projector.  The students will visit the computer lab to complete their frog research project, Croaking Critters.  This will all be completed through guided instruction, so volunteers will be essential to the success of this project.  The room also contains a "game" consisting of three light bulbs.  This game can be used to reinforce learning.  Each student will have a tub to keep all their supplies.

Students will be encouraged to help each other.  Peer editing is required before final editing in writing workshop.  Students will help each other on unknown words during reading' workshop.  Students can get feedback from their peers on their writng projects through author's chairs.  Volunteer(s) will be used to help provide more individualized instruction for students.

Evaluation of Unit

ISummer school is a time when flexibility is needed.  Students may go off for a week or two on vacation.  The students' interests guide the amount of time spent on each task.