ELA 3rd Grade

The Bruins I.C.E. School

Lesson 1: Inspirational Speech/Pep Talk from Coach to Players

Lesson 2: Biography Slideshow of a Bruin Lesson 3: Character Traits of a Bruin Lesson 4: Friendly Letter to Your Favorite Bruin

Lesson 5: Adjectives to Describe a Player

ELA 3rd Grade

Lesson 1: Inspirational Speech/Pep Talk from Coach to Players Concept/Topic to Teach: Inspirational Speech/Pep Talk from Coach to Players Standards Addressed: Common Core: Writing W.3.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3.10. Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. Common Core: Speaking and Listening S.L.3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. General Goal(s) - Expected Outcome After listening to an audio clip of a coach’s inspirational speech and brainstorming important characteristics of the speech, students will write their own inspirational speech. Suggested Inspirational Speeches:

• Herb Brooks from the movie “Miracle” (famous locker room speech): http://youtu.be/vwpTj_Z9v-c • Herb Brooks from the movie “Miracle” (“Who Do You Play For?”): http://youtu.be/AEXS8TBd6ug • Child performing Herb Brooks locker room speech: http://youtu.be/2CdJTfGiRCI

Specific Objectives: Students will be able to:

• Identify characteristics and traits of an inspirational speech • Write an introduction to their speech including background details such as sporting event, team,

setting, etc. • Have the students write their own original inspirational speech • Read their inspirational speeches aloud to the class

Technology Integration: • Audio/video recording of coach’s inspirational speech to be played for students • Students can type their speeches on computers • Students can record their speeches using Garage Band or another program • Students can view other inspirational speeches on youTube, etc.

ELA 3rd Grade Required Materials:

• Clip/Handout of inspirational speech • Pencil • Paper • Chart Paper • Markers • Necessary technology (computer, projector, speakers, etc.)

Introduction: Clip of coach’s inspirational speech (or speeches for comparison purposes) will be played for the students. Modeling/Explanation: The teacher will ask students the purpose of the speech. Once students have identified the purpose - to pump up the players - the teacher will ask the students to identify the characteristics of a pep talk. The teacher will list these characteristics on the board or on a chart and discuss as necessary. The teacher will ask the students for a situation in which an inspirational speech would be necessary (i.e.. “When would Coach Julien have to give the Bruins a pep talk?”) As the class discusses different scenarios, they can either list these different scenarios as options, or use the list to decide on one scenario for the class to use. Independent Practice: Students will then write their own inspirational speech, making sure to include the characteristics that were previously identified. The students will include details describing the Bruins’ situation to necessitate an inspirational speech, whether it is their own scenario or the one decided upon by the class. Differentiated Instruction: Adaptations: Students may dictate their speech to an adult who will transcribe it. Students may type their speeches on the computer. Students may record their speeches using a computer program such as Garage Band. Extensions: Students may record their speeches using a computer program such as Garage Band. Students may compare and contrast different styles of coaches’ speeches and explain which ones they think are more effective and why.

Check for Understanding: The teacher will circulate as students are working and assist and offer feedback as needed. During the previous discussion, the teacher will check for understanding throughout the dialogue and ask follow-up and clarifying questions as needed.

ELA 3rd Grade Closure/Wrap-Up: Students will perform their speeches for the class. Evaluation: Teacher will use a checklist or rubric to assess whether the students met the above objectives/standards.

ELA 3rd Grade

Lesson 2: Biography Slideshow of a Bruin Standards Assessed: Common Core: Reading: Informational Texts RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to efficiently locate information relevant to a given topic. Common Core: Writing W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Common Core: Speaking and Listening SL.3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. General Goal(s) - Expected Outcome: Students will create a slideshow presentation on the biography of their selected Bruins player, and present their slideshow to the class. Specific Objectives: Students will be able to:

• Identify key components of a biography • Use informational texts to find details about their player to include in their biography • Create a slideshow biography of their player • Present their slideshow to their teacher and classmates

Technology Integration: Students will use computers to create a biography slideshow of a Bruin using either PowerPoint or Keynote software. Required Materials:

• Number Four, Bobby Orr by Mike Leonetti • Computers or laptops • Keynote or PowerPoint software • Informational texts or websites about Bruins players • Photos of Bruins players/pertinent information • Boston Bruins Guide & Record Book

ELA 3rd Grade Introduction: Teacher will read Number Four, Bobby Orr by Mike Leonetti aloud to the class. Prior to reading, the teacher will tell the students to be listening for important information about Bobby Orr and to think about what kind of information they’d like to know about Bobby Orr. At the end of the book there is a brief biography about Bobby Orr that should also be read aloud to the class.

Modeling/Explanation: Following the read aloud, the teacher will ask the students what important information they heard about Bobby Orr. The teacher will also ask the students what other information they thought was important but may not have been included in the book. The teacher will record the students’ answers on a chart. The teacher will ask the students what sort of information they think is important to include when telling about someone else’s life. If different from a previous chart, the teacher will record on another chart, making connections to the previous chart as necessary. The teacher will explain that the students will be using this list to find and share information about a Bruins player. If needed, the teacher should model how to put information from a source into students’ own words, and how to cite a source (appropriate to third grade level). Independent Practice: Students will research their Bruins player using resources that the teacher makes available to them. (List of appropriate websites, handouts, etc.). Students will record facts on an index card for each category that has been previously identified as a necessary component of a biography. As students collect facts, they will create a slideshow biography of their Bruins player, rewriting facts in their own words. Differentiated Instruction: Adaptations: Number of slides may vary depending on students’ abilities. Student may dictate. Student may have facts read aloud. Extensions: Students may go “above & beyond” required categories of information and may have more slides. Check for Understanding: The teacher will check for understanding during the initial read aloud and discussion by asking follow-up questions as necessary, as well as questions to check comprehension during the read aloud.

The teacher will circulate and offer assistance and feedback to students as they are researching and creating slideshows.

ELA 3rd Grade Closure/Wrap-Up: Students will present slideshow biographies to class. Evaluation: The teacher will use checklist to assess whether students included identified components of biography, as well as if they met previously identified standards.

ELA 3rd Grade

Lesson 3: Character Traits of a Bruin

Standards Assessed: Common Core: Reading: Literature

R.L.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

Common Core: Writing W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons. General Goal(s) - Expected Outcomes: Students will be able to identify specific character traits of a Bruins player and explain why they feel the identified traits apply. Specific Objectives: Students will be able to:

• Identify character traits • Provide evidence to support the identified character traits

Technology Integration: Students may use computers to investigate evidence for the character traits they identify for their Bruins player (i.e. informational websites, video clips, etc.) Required Materials: Number Four, Bobby Orr, Gretzky’s Game, and/or A Hero Named Howe books by Mike Leonetti Chart Paper Markers Venn Diagram Pencils Paper Colored pencils, crayons, markers, etc. Boston Bruins Guide & Record Book Introduction: This lesson can coincide with the biography lesson by reading Number Four, Bobby Orr and having further discussion about character traits. As well as through highlighting the difference between physical traits and personality traits. If done separately, the teacher may read aloud Number Four, Bobby Orr and another hockey biography such as Gretzky’s Game or A Hero Named Howe, both also by Mike Leonetti. The teacher can use a Venn Diagram to compare and contrast Bobby Orr with Wayne Gretzky or Gordie Howe.

ELA 3rd Grade Modeling/Explanation: If the teacher chooses to compare and contrast, s/he would use a Venn Diagram graphic organizer to list traits for each player. The teacher should differentiate between physical traits and personality traits by using a different colored marker. Discussion of the traits and where they would be placed on the Venn Diagram would continue throughout the modeling portion of the lesson. If the teacher chooses to list character traits of Bobby Orr, s/he can use a T Chart to identify physical and personality traits with the students. Independent Practice: Students would have information about their assigned Bruins player - biographical information as well as appropriate news articles. They would list physical and personality traits of their Bruin and provide a written explanation of why they feel those traits apply to their Bruins player, which would become part of a drawing of the player, or a trading card of the player. Differentiated Instruction: Adaptations: Students may dictate or be read to by the teacher. The number of required traits may be modified. Extensions: Students may compare and contrast two Bruins using a Venn Diagram after they have identified the character traits of their assigned Bruin. Students may write about the traits they feel they have in common with their Bruin. Check for Understanding: Teacher will check for understanding of character traits during the discussion by asking clarifying and follow-up questions as needed. The teacher will circulate and offer feedback and assistance to students as they work independently. Closure/Wrap-Up: Students will share their Bruins drawings/traits. This could also become a bulletin board. Evaluation: Teacher will use checklist to record whether student satisfactorily met the identified standards.

ELA 3rd Grade

Lesson 4: Friendly Letter to Your Favorite Bruin Standards Assessed: Common Core: Writing W.3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. W.3.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. General Goal(s) - Expected Outcomes: Students will be able to write a friendly letter to their self-selected favorite Bruins player. Specific Objectives: Students will be able to:

• Write a friendly letter in the proper format • Develop and strengthen writing as needed by planning, revising, and editing • Use computers/laptops to publish writing

Technology Integration: Students will use computers/laptops to type the final draft of their friendly letters. Required Materials: Pencil Paper Boston Bruins Guide & Record Book Information about players (websites or print-outs) Student-created slideshow player biographies Computers/laptops Introduction: This lesson can follow the biography slideshow lesson. During the students’ slideshow presentations, students in the audience can make a list to rank their favorite Bruins players based on the information they’ve learned from the presentations. The students will select a player for whom they will write a friendly letter.

ELA 3rd Grade If done separately, the teacher may make information about different Bruins players available to students. This information can come from the Boston Bruins Guide & Record Book, websites, articles, video clips, etc. Students can research the different Bruins players and then make their selection from their research. Modeling/Explanation: The teacher will need to introduce the friendly letter format to students. This can be done by writing a letter together as a class to Cam Neely, President of the Boston Bruins, or to Claude Julien, the Head Coach. The teacher will set the letter up in the appropriate friendly letter format, and will discuss word choice and other components with the students as they are crafting the letter. The teacher will ask the students to generate a list of ideas or topics to include in their friendly letters to be used as a point of reference when crafting their individual letters. Independent Practice: Students will select their Bruins player. It will be the teacher’s discretion to allow multiple students to write to the same player. Students will follow the modeled friendly letter format, which should be posted in a prominent location in the classroom. The students will also refer to the list of ideas or topics to assist with the writing of their friendly letters. Students will participate in the steps of the writing process including pre-writing (listing ideas, etc.), drafting, editing, and revising. Students will seek out peers to edit the letters, as well as the teacher. Students will make noted revisions and type the final draft of their letters. Accommodations: Adaptations: Students may dictate or be read to by the teacher. Students may type all drafts. Extensions: Students may write to more than one player. Check for Understanding: The teacher will conference with students individually before students type final draft, and make note of revisions needed. Teacher will circulate and offer assistance and feedback to students as they work independently or peer-review/edit as needed. Closure/Wrap-Up: Students will share their letters with the class. Teacher will mail the letters to the Boston Bruins, and share any responses they may receive. Evaluation: Teacher will make note of observations of progress during the writing process. Teacher will collect friendly letters to assess before mailing.

ELA 3rd Grade

Lesson 5: Adjectives of a Bruin Standards Assessed: Common Core: Language L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. General Goal(s) - Expected Outcomes: Students will be able to identify adjectives and apply adjectives to Bruins players. Specific Objectives: Students will be able to:

• Identify adjectives • Apply appropriate adjectives to Bruins players in a sentence • Make connections between character traits and adjectives

Technology Integration: Students may use laptops/computers to view articles Articles may be projected via an LCD projector Required Materials:

• Number Four, Bobby Orr by: Mike Leonetti • If You Were An Adjective by: Michael Dahl • Chart Paper • Markers • Pencils • Bruins Player Adjective Worksheet

Introduction: The teacher will explain to the students that an adjective is a word that describes a noun. The teacher can reinforce this by reading If You Were An Adjective aloud to the students. Another option is to read Number Four, Bobby Orr aloud to the students (either alone, or following If You Were An Adjective) and have students signal with a “thumbs up” or other movement when they hear an adjective. Modeling/Explanation:

Following the read aloud(s), the teacher will guide discussion about what words are adjectives and how the students know they are adjectives. The class can generate a list of adjectives, both from the book(s) and from adjectives that they know.

ELA 3rd Grade Independent Practice: Students will apply their ability to identify adjectives to the Bruins Player Adjective worksheet. Students will identify and fill-in appropriate adjectives as prompted. Differentiated Instruction: Adaptations: Students may dictate or be read to by the teacher. Students may type answers on computers. Extensions: Students may write a paragraph describing a Bruins player, or a game experience. Check for Understanding: Teacher will check for understanding of adjectives during the post-read aloud discussion by asking follow-up questions as needed. The teacher will circulate while students are working independently and offer assistance and feedback as needed. Closure/Wrap-Up: Teacher can go over worksheet answers with the class. Students can share answers. Evaluation: Teacher will collect worksheets and evaluate for accuracy.

ELA 3rd Grade Name: _____________________________________________

Amazing Adjectives! Please circle the adjectives in the following sentences.

1. Patrice Bergeron became the youngest player in team history to record a 30-goal season for the Bruins in the 2005 - 2006 season.

2. At 6’9” tall and 255 pounds, Zdeno Chara is an intimidating and solid defenseman.

3. Nathan Horton is a versatile forward who can play either center or wing. 4. Milan Lucic plays left wing, shoots left, and has outstanding size and strength.

5. Tuukka Rask has been described as a terrific goaltending talent.

6. Brad Marchand says, “I am awesome at hopscotch.”

7. Johnny Boychuk shoots one of the hardest and fastest slapshots.

8. A surprising fact about Andrew Ference is that he can bake an awesome pie.

9. Dennis Seidenberg is a strong defenseman who shoots left.

10. Cam Neely was a very talented Bruins player and is now President of the Bruins.

Write five of your own sentences about the Boston Bruins and/or hockey with at least one adjective in each sentence. Be sure to circle the adjectives in your sentences! 1. ____________________________________________________________________ 2. ____________________________________________________________________ 3. ____________________________________________________________________

4. ____________________________________________________________________ 5. ____________________________________________________________________