Grade Level: 3-5
Sunshine State Standards:

SC.G.1.2.1
The student knows ways that plants, animals, and protests interact.
SC.G.1.2.2
The student knows that living things compete in a climatic region with other living things
and that structural adaptations make them fit for an environment.
SC.G.1.2.6
The student knows that organisms are growing, dying, and decaying and that new organisms are being produced from the materials of dead organisms.
LA.A.1.2.2
The student selects from a variety of simple strategies, including the use of phonics, word structure, context clues, self-questioning, confirming simple predictions, retelling, and using visual cues, to identify words and construct meaning from various texts, illustrations, graphics, and charts.
LA.A.1.2.3
The student uses simple strategies to determine meaning and increase vocabulary for reading, including the use of prefixes, suffixes, root words, multiple meanings, antonyms, synonyms, and word relationships.

Behavioral Objectives:

1. The students will be able to read the new vocabulary words (e.g. abdomen, larvae, cannibals,
offspring, molt, gossamer), identify the part of speech of each word, use each word in a
sentence, and define each word.
2. The students will be able to recall at least eight characteristics of the black widow spider
from the article.

Materials Required:

~ “The Black Widow” article (one for each child and the teacher)
~ Black and orange construction paper
~ Vocabulary word cards (a set of vocabulary words for each group—four-five students)
~ List of vocabulary words and their definitions (one for each group)
~ Red, yellow, blue, and white paper squares (one of each color for each group)
~ Plastic beach ball with four sections (one for each group)
~ Clip board with a record-keeping chart
~ Scissors (at least one per group)
~ Glue (at least one per group)

Procedures:

1. Large Group—Introduce each new vocabulary word by writing the new word on the board, pronouncing it, and dividing it into syllables. The students should then pronounce each word after the teacher. Next, provide the definition, part of speech, and a sentence with the word in it for the students on a transparency. The students should then read each word and its definition in unison with the guidance of the teacher. (Time: 7 minutes)
2. Guided Practice—Form groups of four-five students and play “Beach Ball Vocab” to engage the students in pronouncing each word, giving its part of speech, using it in a sentence, and defining it. The game is played as follows: Give each group a beach ball (divide the ball into four sections by coloring a portion of the ball in blue, red, white, and yellow), a paper square of each color (write the following words on the indicated color: red—pronunciation, yellow—definition, white—sentence, blue—part of speech), a set of vocabulary word cards, and a piece of paper with each word and its definition. The students in each group will take turns tossing the ball to each other, drawing a vocabulary word card, and “blindly” picking a color card which he/she will answer the corresponding question about the word. For example, student one tosses the ball to student three. Student three “blindly” draws a word card from the word stack, and a color square from the color card stack. If the student picks the word “abdomen” and the yellow color square, the student must give the definition of the word “abdomen.” After student three gives the definition, he/she should replace the word and color cards back into the appropriate stacks and toss the ball to another student. (T: 8 min.)
3. Develop Background for Comprehending Selection—Guide the students through a spider KWL chart to set a purpose for reading to enhance comprehension. On an overhead transparency, make three columns with the following headings: “What I Know,” “What I Want to Know,” and “What I Have Learned.” Allow several student volunteers to fill in the first two columns on the transparency prior to reading the article. (T: 5 min.)
4. Silent Reading of Passage—Distribute “The Black Widow” article to the students and
instruct them to read through it silently. Tell the students to look up when they are finished
reading. When all of the students have finished reading, ask for several student volunteers to
fill in the third column on the transparency (“What I Have Learned”). (T: 10 min.)
5. Discussion and Independent Practice—The students will demonstrate what they have learned
from “The Black Widow” by creating a “Spider Hat” (refer to the attached page for directions
and an example of how to make the “Spider Hat”). (T: 10 min.)

ESE Modifications:

I will allow the students classified as ESE to work with a buddy. The buddy will read the article to the ESE student and help him/her complete his/her “Spider Hat” if necessary.

ESOL Accommodations:

I will provide beginning ESOL students with a copy of “The Black Widow” in their native language. I will also allow the ESOL student to work with a buddy while completing his/her “Spider Hat.”

Evaluation:

The teacher will observe the students’ responses during “Beach Ball Vocab” to check for their understanding of the new vocabulary words. The teacher will put a check on the record-keeping chart by each student’s name that he/she hears answering a question correctly. Mastery of the vocabulary lesson will be answering at least one question correctly.
The teacher will also evaluate the “Spider Hat” to check for comprehension of “The Black Widow.” Mastery will be listing at least 6/8 facts about spiders correctly on each leg of the “Spider Hat.”

“Spider Hat” activity directions:

Materials:

~ white crayons
~ black and orange construction paper
~ glue
~ scissors
* Cut eight strips of black paper 1 1/2? x 9.” Cut one strip of black paper 2? x 22? (you could substitute two 11? pieces glued together).

Use the picture as a guide and cut the following:

~ Large black circles
~ Medium orange circles
~ Small black circles

* Glue the orange circle to the edge of the large black circle. Glue the small black circle to the edge of the orange circle.
* Measure the 22? piece around the child’s head, overlap and glue the ends together. Glue the eyes to the hat band with black eyes touching as shown. * Instruct the children to write one fact about spiders that they have learned from the article on each leg strip (use a white crayon). Fold the leg strips in half. Fold one end of each leg strip back 1?. Glue the straight end of each leg to the inside edge of the hat band.
*You will have four legs on each side of your hat as shown.
Vocabulary Word Cards:
abdomen, larvae, gossamer
offspring, molt, cannibals