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ELA GK:M4:U2

Reading about and Writing Opinions: How Trees Are Important to Communities

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, Listening, and Writing: Exploring Why Trees Are Important to Communities

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Opinions and Reasons (20 minutes)

2. Work Time 

A. Back to Back and Face to Face Protocol: Module 4 Guiding Question (10 minutes)

B. Independent Writing: Enjoying Trees Journal, Part II (25 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can state an opinion and provide reasons to support it. (SL.K.1a, SL.K.4, SL.K.6)
  • I can describe trees and where they are located. (W.K.8, L.K.1b, L.K.2a, L.K.2b)
  • Collect students’ Enjoying Trees Journal, Part II 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 2Reading, Speaking, and Listening: Focused Read-aloud: A Tree Is Nice

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “Trees in Our Community” (10 minutes)

2. Work Time 

A. Focused Read-aloud: A Tree Is Nice (20 minutes)

B. Language Dive: A Tree Is Nice (10 minutes)

3. Closing and Assessment  

A. Independent Writing: Enjoying Trees Journal, Part II (15 minutes)

B. Reflecting on Learning (5 minutes)

  • I can use prepositions to describe where something is located. (W.K.8, L.K.1e, L.K.2a, L.K.2b)
  • I can identify and discuss the reasons an author gives to support points in A Tree Is Nice. (RI.K.1, RI.K.2, RI.K.4, RI.K.6, RI.K.8, SL.K.1a, SL.K.6)
  • During the focused read-aloud in Work Time A, use the Reading Informational Text Checklist to track students’ progress toward RI.K.1, RI.K.2, RI.K.4, RI.K.6, and RI.K.8 (see Assessment Overview and Resources).
  • Collect students’ Enjoying Trees Journals, Part II and use the Language Checklist to track progress toward W.K.8, L.K.1b, L.K.1e, L.K.2a, and L.K.2b (see Assessment Overview and Resources).

Lesson 3Reading, Speaking, and Listening: Focused Read-aloud: A Tree Is Nice, Page 1-14

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “Trees in Our Community” (5 minutes)

B. Shared Reading: Module 4 Guiding Question Anchor Chart (10 minutes)

2. Work Time 

A. Focused Read-aloud: A Tree Is Nice, Pages 1–14 (20 minutes)

B. Engaging the Learner: Preposition Movement Routine (5 minutes)

3. Closing and Assessment  

A. Independent Writing: Enjoying Trees Journal, Part II (15 minutes)

B. Reflecting on Learning (5 minutes)

  • I can use prepositions to describe where something is located. (W.K.8, L.K.1e, L.K.2a, L.K.2b)
  • I can identify and discuss the reasons the author gives to support points in A Tree Is Nice. (RI.K.1, RI.K.2, RI.K.4, RI.K.6, RI.K.8, SL.K.1a, SL.K.6)
  • During the focused read-aloud in Work Time B, use the Reading Informational Checklist to track students’ progress toward RI.K.1, RI.K.2, RI.K.4, RI.K.6, and RI.K.8 (see Assessment Overview and Resources).
  • Collect students’ Enjoying Trees Journals, Part II and use the Language Checklist to track progress toward W.K.8, L.K.1b, L.K.1e, L.K.2a, and L.K.2b (see Assessment Overview and Resources).

Lesson 4Reading, Speaking, and Listening: Focused Read-aloud, A Tree Is Nice, Pages 15–29 and Unit 2 Assessment, Part I: Reading about an Author’s Point

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “Trees in Our Community” (10 minutes)

2. Work Time 

A. Focused Read-aloud: A Tree Is Nice, Pages 15–29 (20 minutes)

B. Unit 2 Assessment, Part I: Reading about an Author’s Point (20 minutes)

3. Closing and Assessment  

A. Reflecting on Learning (10 minutes)

  • I can use prepositions to describe where something is located. (W.K.8, L.K.1e, L.K.2a, L.K.2b)
  • I can identify and discuss the reasons the author gives to support points in A Tree Is Nice. (RI.K.1, RI.K.2, RI.K.4, RI.K.6, RI.K.8, SL.K.1a, SL.K.6)
  • During the focused read-aloud in Work Time A, use the Reading Informational Text Checklist to track students’ progress toward RI.K.1, RI.K.2, RI.K.4, RI.K.6, and RI.K.8 (see Assessment Overview and Resources).
  • Collect students’ Unit 2 Assessment, Part I: Reading about an Author’s Point and use the Reading Informational Text Checklist to document progress toward RI.K.8 (see Assessment Overview and Resources).

Lesson 5Writing, Speaking, and Listening: Places to Plant a Tree

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Observing Places to Plant Trees in the Community (20 minutes)

2. Work Time 

A. Shared Writing: Places People Plant Trees Anchor Chart (10 minutes)

B. Engaging the Artist: Watercolors (20 minutes)

3. Closing and Assessment  

A. Back-to-Back and Face-to-Face Protocol: Reflecting on Learning (10 minutes)

  • I can describe in detail familiar places where trees are planted. (SL.K.1a, SL.K.4, SL.K.6)
  • I can describe and paint a place where trees are planted. (SL.K.1, SL.K.6)
  • During the Opening and Work Time A, use the Speaking and Listening Checklist to track students’ progress toward SL.K.1a, SL.K.4, and SL.K.6 (see Assessment Overview and Resources).
  • Back-to-back and Face-to-Face

Lesson 6Reading, Speaking, and Listening: Focused Read-aloud: Mama Miti

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “Trees in Our Community,” Version 1 (5 minutes)

2. Work Time 

A. Focused Read-aloud: Mama Miti (15 minutes)

B. Preparing to Write: Matching Opinions with Reasons Game (15 minutes)

C. Engaging the Artist: Watercolors (20 minutes)

3. Closing and Assessment  

A. Reflecting on Learning (5 minutes)

  • I can ask and answer questions about the main topic and key details in Mama Miti. (RI.K.1, RI.K.2, RI.K.4, RI.K.6) 
  • I can state an opinion and provide a reason to support it. (W.K.1, SL.K.1a, SL.K.4, SL.K.6, L.K.1e)
  • I can describe and paint a place where trees are planted. (SL.K.4)
  • During the focused read-aloud in Work Time A, use the Reading Informational Text Checklist to track students’ progress toward RI.K.1, RI.K.2, RI.K.4, and RI.K.6 (see Assessment Overview and Resources).

Lesson 7Reading, Speaking, and Listening: Focused Read-aloud: Mama Miti, Pages 3–14

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “Trees in Our Community” (5 minutes)

2. Work Time 

A. Focused Read-aloud: Mama Miti, Pages 3–14 (15 minutes)

B. Back-to-Back and Face-to-Face Protocol: Comparing Mama Miti to A Tree Is Nice (10 minutes)

C. Scaffolded Writing: Analyzing a Model and Planning an Opinion and Reason (25 minutes)

3. Closing and Assessment  

A. Pinky Partners Protocol: Sharing Our Opinion Writing Planners (5 minutes)

  • I can ask and answer questions about the main topic and key details in Mama Miti. (RI.K.1, RI.K.2, RI.K.4, RI.K.9)
  • I can identify the similarities and differences between the texts A Tree Is Nice and Mama Miti. (RI.K.9, SL.K.1a, SL.K.4, SL.K.6)
  • I can use pictures and words to state an opinion about where to plant trees and provide a reason to support it. (W.K.1, W.K.8, L.K.2a, L.K.2b)
  • During the focused read-aloud in Work Time A and Back-to-Back and Face-to-Face protocol in Work Time B, use the Reading Informational Text Checklist to track students’ progress toward RI.K.1, RI.K.2, RI.K.4, and RI.K.9 (see Assessment Overview and Resources).
  • Collect students’ Opinion Writing planners and use the Opinion Writing Checklist to track students’ progress toward W.K.1 (see Assessment Overview and Resources).
  • Back-to-back and Face-to-Face
  • Pinky Partners

Lesson 8Reading, Speaking, and Listening: Focused Read-aloud: Mama Miti, Pages 21–30

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Preposition Movement Routine (5 minutes)

2. Work Time 

A. Focused Read-aloud: Mama Miti, Pages 21–30 (15 minutes)

B. Back-to-Back and Face-to-Face Protocol: Comparing Mama Miti to A Tree Is Nice (10 minutes)

C. Scaffolded Writing: Reviewing the Planner and Writing an Opinion (25 minutes)

3. Closing and Assessment  

A. Pinky Partners Protocol: Sharing Our Writing an Opinion Response Sheet (5 minutes)

  • I can identify the similarities and differences between the texts A Tree Is Nice and Mama Miti. (RI.K.9, SL.K.1a, SL.K.4, SL.K.6)
  • I can use pictures and words to state an opinion about where to plant trees and provide a reason to support it. (W.K.1, W.K.8, L.K.2a, L.K.2b)
  • I can describe and paint a place where trees are planted. (SL.K.4)
  • During the focused read-aloud in Work Time A and the Back-to-Back and Face-to-Face protocol in Work Time B, use the Reading Informational Text Checklist to track students’ progress toward RI.K.1, RI.K.2, RI.K.4, and RI.K.9 (see Assessment Overview and Resources).
  • Collect students’ Opinion Writing response sheets and use the Opinion Writing Checklist to track students’ progress toward W.K.1, W.K.8, L.K.2a, and L.K.2b (see Assessment Overview and Resources).
  • Back-to-back and Face-to-Face
  • Pinky Partners

Lesson 9Writing, Speaking, and Listening: Planning Opinion Writing

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “Trees in Our Community” (5 minutes)

2. Work Time 

A. Preparing to Write: Matching Opinions with Reasons Game (10 minutes)

B. Independent Writing: Planning an Opinion and Reason (20 minutes)

C. Engaging the Artist: Watercolors (20 minutes)

3. Closing and Assessment  

A. Reflecting on Learning (5 minutes)

  • I can use pictures and words to state an opinion about where to plant trees and provide a reason to support it. (W.K.1, W.K.8, L.K.2a, L.K.2b)
  • I can describe and paint a place where trees are planted. (SL.K.4)
  • Collect students’ Opinion Writing planners and use the Opinion Writing Checklist to track progress toward W.K.1, W.K.8, L.K.2a, and L.K.2b (see Assessment Overview and Resources).

Lesson 10Writing, Speaking, and Listening: Unit 2 Assessment, Part II

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Pinky Partners Protocol: Sharing Our Opinion Writing Planner (5 minutes)

2. Work Time 

A. Unit 2 Assessment, Part II: Writing an Opinion with a Reason (20 minutes)

B. Back-to-Back and Face-to-Face Protocol: Reading Our Opinions (10 minutes)

C. Engaging the Artist: Watercolors (15 minutes)

3. Closing and Assessment  

A. Pinky Partners Protocol: Module 4 Guiding Question (10 minutes)

  • I can use pictures and words to state an opinion about where to plant trees and provide a reason to support it. (W.K.1, W.K.8, L.K.2a, L.K.2b)
  • I can describe and paint a place where trees are planted. (SL.K.4)
  • Collect students’ Unit 2 Assessment response sheets and use the Opinion Writing Rubric to assess student mastery of W.K.1, W.K.8, L.K.2a, and L.K.2b (see Assessment Overview and Resources).
  • Pinky Partners
  • Back-to-back and Face-to-Face

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