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ELA GK:M4:U1

Exploring and Analyzing Literature: Stories of Characters Who Enjoy and Appreciate Trees

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Speaking and Listening: How Different People Enjoy Trees

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reading Aloud: Gus Is a Tree (15 minutes)

2. Work Time 

A. Engaging the Learner: Observation, Exploration, and Introduction of the Module Guiding Question (25 minutes)

B. Language Dive: Gus Is a Tree (10 minutes)

3. Closing and Assessment 

A. Shared Reading and Writing: Introducing Unit 1 Guiding Question (10 minutes)

  • I can observe how people and characters enjoy trees. (RL.K.4, RL.K.6, SL.K.2) 
  • I can describe how people and characters enjoy trees. (W.K.8, SL.K.2)
  • During the read-aloud in the Opening, use the Reading Literature Checklist to track students’ progress toward RL.K.6 and RL.K.4 and the Speaking and Listening Checklist to track students’ progress toward SL.K.2 (see Assessment Overview and Resources).
  • Collect the Enjoying Trees Brainstorm note-catchers to track student progress toward W.K.8.

Lesson 2Reading, Asking Questions, and Writing: Close Read-aloud, Session 1: A Tree for Emmy and Enjoying Trees Journal

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “The Many Meanings of Words” (10 minutes)

2. Work Time 

A. Shared Reading: Asking Questions to Understand a Story Anchor Chart (5 minutes)

B. Close Read-aloud, Session 1: A Tree for Emmy (20 minutes)

C. Role-Play Protocol: A Tree for Emmy, Pages 4, 6, 7, 28 (10 minutes)

4. Closing and Assessment 

A. Independent and Shared Writing: Launching Enjoying Trees Journal, Part 1 (15 minutes)

  • I can ask and answer questions about the characters, settings, and major events in the text A Tree for Emmy. (RL.K.1, RL.K.2, RL.K.3, RL.K.5, RL.K.6, SL.K.2)
  • I can describe the different ways people can enjoy trees. (W.K.8, SL.K.4, L.K.1b, L.K.2a, L.K.2b, L.K.6)
  • During the close read-aloud in Work Time B, use the Reading Literature Checklist to track student progress toward RL.K.1, RL.K.2, RL.K.3, RL.K.5, and RL.K.6 (see Assessment Overview and Resources). 
  • Collect students’ Enjoying Trees Journal, Part 1 and use the Language Checklist to track progress toward L.K.1b, L.K.2a, L.K.2b, and L.K.6 (see Assessment Overview and Resources).
  • Role Play

Lesson 3Reading, Asking Questions, and Writing: Close Read-aloud, Session 2: A Tree for Emmy and Enjoying Trees Journal

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “The Many Meanings of Words” (5 minutes)

2. Work Time 

A. Close Read-aloud, Session 2: A Tree for Emmy, Pages 1–13 (20 minutes)

B. Engaging the Learner: Tree Stretch (10 minutes)

C. Independent Writing: Enjoying Trees Journal, Part 1 (15 minutes)

3. Closing and Assessment 

A. Pinky Partners Protocol: Ways to Enjoy Trees (10 minutes)

  • I can ask and answer questions about the characters, settings, and major events in the text A Tree for Emmy. (RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.9, SL.K.2)
  • I can describe the different ways people can enjoy trees. (W.K.8, SL.K.4, L.K.1b, L.K.2a, L.K.2b, L.K.6)
  • During the close read-aloud in Work Time A, continue to use the Reading Literature Checklist to track students’ progress toward RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL K.5, and RL K.9 and the Speaking and Listening Checklist to track students’ progress toward SL.K.2 (see Assessment Overview and Resources).
  • As students prepare for writing in Work Time C, use the Speaking and Listening Checklist to track their progress toward SL.K.4 (see Assessment Overview and Resources).
  • Continue to collect the Enjoying Trees Journal, Part 1 and use the Language Checklist to track progress toward L.K.1b, L.K.2a, L.K.2b, and L.K.6 (see Assessment Overview and Resources).
  • Pinky Partners

Lesson 4Reading, Asking Questions, and Writing: Close Read-aloud, Session 3: A Tree for Emmy and Enjoying Trees Journal

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “The Many Meanings of Words” (5 minutes)

2. Work Time 

A. Close Read-aloud, Session 3: A Tree for Emmy, Pages 14–30 (20 minutes)

B. Engaging the Learner: Tree Stretch (5 minutes)

C. Independent Writing: Enjoying Trees Journal, Part 1 (20 minutes)

3. Closing and Assessment 

A. Back-to-Back and Face-to-Face Protocol: Enjoying Trees Journal, Part 1 (10 minutes)

  • I can ask and answer questions about the characters, settings, and major events in the text A Tree for Emmy. (RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.9, SL.K.2)
  • I can describe the different ways people can enjoy trees. (W.K.8, SL.K.4, L.K.1b, L.K.2a, L.K.2b, L.K.6)
  • During the close read-aloud in Work Time A, continue to use the Reading Literature Checklist to track students’ progress toward RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL K.5, and RL K.9, and the Speaking and Listening Checklist to track students’ progress toward SL.K.2 (see Assessment Overview and Resources).
  • Continue to collect students’ Enjoying Trees Journal, Part 1 and use the Language Checklist to track progress toward W.K.8, L.K.1b, L.K.2a, L.K.2b, and L.K.6 (see Assessment Overview and Resources).
  • Back-to-back and Face-to-Face

Lesson 5Speaking and Writing about a Text: Close Read-aloud, Session 4, Culminating Task for Comparing Characters in A Tree for Emmy.

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “The Many Meanings of Words” (10 minutes)

2. Work Time 

A. Role-Play Protocol: A Tree for Emmy, Pages 17, 24, 27, 28 (15 minutes)

B. Engaging the Learner: Tree Stretch (5 minutes)

C. Independent Writing: Close Read Aloud Culminating Task for A Tree for Emmy (20 minutes)

3. Closing and Assessment 

A. Back-to-Back and Face-to-Face Protocol: Comparing and Contrasting Characters from A Tree for Emmy (10 minutes)

  • I can compare and contrast the adventures and experiences of characters in the text A Tree for Emmy. (RL.K.1, RL.K.2, RL.K.3, RL.K.9, SL.K.2)
  • During the Opening, use the Language Checklist to track students’ progress toward L.K.4a (see Assessment Overview and Resources).
  • During the Back-to-Back and Face-to-Face protocol in the Closing, use the Reading Literature Checklist to track students’ progress toward RL.K.9.
  • Role Play
  • Back-to-back and Face-to-Face

Lesson 6Reading and Writing: Focused Read-aloud, Session 1: Oliver’s Tree

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Unit 1 Guiding Question Anchor Chart (5 minutes)

2. Work Time 

A. Focused Read-aloud, Session 1: Oliver’s Tree (20 minutes)

B.  Engaging the Artist: Introducing Pencil Sketching (20 minutes)

C. Independent Writing: Enjoying Trees Journal, Part 1 (10 minutes)

3. Closing and Assessment 

A. Back-to-Back and Face-to-Face Protocol: Reflecting on Learning (5 minutes)

  • I can identify and describe the characters, settings, and major events using key details from the text Oliver’s Tree. (RL.K. 1, RL.K.3, RL.K.9)
  • I can describe the different ways people can enjoy trees. (W.K.8, SL.K.4, L.K.1b, L.K.2a, L.K.2b, L.K.6)
  • During the read-aloud in Work Time A, use the Speaking and Listening Checklist to track student progress toward SL.K.2 and the Reading Literature Checklist to track progress toward RL.K.1, RL.K.2, and RL.K.3 (see Assessment Overview and Resources).
  • Continue to collect students’ Enjoying Trees Journal, Part 1 and use the Language Checklist to track progress toward W.K.8, L.K.1b, L.K.2a, L.K.2b, and L.K.6 (see Assessment Overview and Resources).
  • Back-to-back and Face-to-Face

Lesson 7Reading and Writing: Focused Read-aloud, Session 2: Oliver’s Tree

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Shared Reading: Asking Questions to Understand Anchor Chart (5 minutes)

2. Work Time 

A. Focused Read-aloud, Session 2: Oliver’s Tree, Pages 17–30 (20 minutes)

B. Engaging the Artist: Pencil Sketching (20 minutes)

C. Independent Writing: Enjoying Trees Journal, Part 1 (10 minutes)

3. Closing and Assessment 

A. Back-to-Back and Face-to-Face Protocol: Enjoying Trees Journal, Part 1 (5 minutes)

  • I can identify and describe the characters, settings, and major events using key details from the text Oliver’s Tree. (RL.K.1, RL.K.3, RL.K.4, RL.K.9)
  • I can describe the different ways people can enjoy trees. (W.K.8, SL.K.4, L.K.1b, L.K.2a, L.K.2b, L.K.6)
  • During the read-aloud in Work Time A, continue to use the Speaking and Listening Checklist to check student progress toward SL.K.2 and the Reading Literature Checklist to track progress toward RL.K.1, RL.K.2, RL.K.3, and RL.K.4 (see Assessment Overview and Resources).
  • Collect students’ Enjoying Trees Journal, Part 1 and use the Language Checklist to track progress toward W.K.8, L.K.1b, L.K.2a, L.K.2b, and L.K.6 (see Assessment Overview and Resources).
  • Back-to-back and Face-to-Face

Lesson 8Reading and Writing: Unit 1 Assessment, Part I: Comparing and Contrasting Characters from Oliver’s Tree

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Shared Reading: Character Comparison Anchor Chart: Oliver’s Tree (10 minutes)

2. Work Time 

A. Unit 1 Assessment, Part I: Comparing and Contrasting Characters from Oliver’s Tree (20 minutes)

B. Engaging the Artist: Revising Pencil Sketches (25 minutes)

3. Closing and Assessment 

A. Pinky Partners Protocol: Sharing Pencil Sketches (5 minutes)

  • I can compare and contrast the adventures and experiences of the characters in the text Oliver’s Tree. (RL.K.1, RL.K.2, RL.K.3, RL.K.9)
  • I can describe the parts of a tree and the different ways people can enjoy them. (W.K.8, SL.K.4)
  • Collect students’ Unit 1 Assessment: Same and Different Note-catcher: Oliver’s Tree and use the Reading Literature Checklist to document progress toward RL.K.1, RL.K.2, RL.K.3, and RL.K.9 (see Assessment Overview and Resources).
  • Pinky Partners

Lesson 9 Reading, Writing, Speaking, and Listening: Unit 1 Assessment, Part II: Small Group Discussions

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Tree Stretch (5 minutes)

B. Engaging the Learner: Introducing the Unit 1 Assessment, Part II (5 minutes)

2. Work Time 

A. Unit 1 Assessment, Part II with Group A: Small Group Discussion (15 minutes)

B. Unit 1 Assessment, Part II with Group B: Small Group Discussion (15 minutes)

C. Unit 1 Assessment, Part II with Group C: Small Group Discussion (15 minutes)

3. Closing and Assessment 

A. Shared Reading and Writing: Unit 1 Guiding Question Anchor Chart (5 minutes)

  • I can ask questions and share key details during a conversation with my classmates to compare and contrast the characters in the text Oliver’s Tree. (RL.K.1, RL.K.2, RL.K.3, RL.K.9, SL.K.2, SL.K.4)
  • I can describe the parts of a tree and the different ways people can enjoy them. (W.K.8, SL.K.4, L.K.1b, L.K.2a, L.K.2b)
  • As students engage in the small group conversations for Part II of the Unit 1 Assessment, use the Speaking and Listening Checklist to document progress toward SL.K.2 and SL.K.4 and the Reading Literature Checklist to collect additional data on progress toward RL.K.1, RL.K.2, RL.K.3, and RL.K.9 (see Assessment Overview and Resources).
  • Collect students’ Enjoying Trees Journal, Part 1 and use the Language Checklist to track progress toward W.K.8, L.K.1b, L.K.2a, L.K.2b, and L.K.6 (see Assessment Overview and Resources).

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