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ELA GK:M4:U3

Taking Action through Literacy and Artwork: Inspiring Others to Appreciate and Enjoy 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 1Reading and Speaking: Focused Read-aloud, Session 1: We Planted a Tree, Pages 1–18

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Introducing the Performance Task (15 minutes)

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

2. Work Time

A. Focused Read-aloud, Session 1: We Planted a Tree, Pages 1–18 (20 minutes)

B. Back-to-Back and Face-to-Face Protocol: Habit of Character: “I Apply My Learning” (10 minutes)

3. Closing and Assessment

A. Shared Reading: Reasons to Plant a Tree Anchor Chart (10 minutes)

  • I can identify and discuss details from the text that can be added to our Reasons to Plant a Tree anchor chart. (RI.K.1, RI.K.2, RI.K.4, RI.K.6, RI.K.7, SL.K.1a, SL.K.6)
  • I can describe how trees contribute to communities and why people should appreciate trees. (SL.K.1a, SL.K.4, 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.7 (see Assessment Overview and Resources).
  • During the Opening, Work Times, and Closing, 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 2Reading and Speaking: Focused Read-aloud, Session 2: We Planted a Tree, Pages 19–30

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “We Depend on Trees” (10 minutes)

2. Work Time

A. Focused Read-aloud, Session 2: We Planted a Tree, Pages 19–30 (20 minutes)

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

C. Language Dive: We Planted a Tree, Page 25 (10 minutes)

3. Closing and Assessment

A. Reflecting on Learning (15 minutes)

  • I can identify and discuss details from the text that can be added to our Reasons to Plant a Tree anchor chart. (RI.K.1, RI.K.2, RI.K.4, RI.K.6, RI.K.7, 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.7 (see Assessment Overview and Resources).
  • During the focused read-aloud and Closing, use the Speaking and Listening Checklist to track students’ progress toward SL.K.1aSL.K.4, and SL.K.6 (see Assessment Overview and Resources).
  • Back-to-back and Face-to-Face

Lesson 3Writing and Speaking: Unit 3 Assessment, Part I: Independent Writing

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “Trees in our Community” (10 minutes)

2. Work Time

A. Independent and Shared Writing: Creating a Detailed Drawing (15 minutes)

B. Back-to-Back and Face-to-Face Protocol: Reasons a Tree Is Nice (10 minutes)

C. Unit 3 Assessment, Part I: Why a Tree Is Nice (20 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can draw a detailed picture to match my writing and share more information about a topic. (W.K.1, W.K.8, SL.K.4, SL.K.5, L.K.2a, L.K.2b)
  • I can describe details in my drawings in order to share more information about why trees are nice. (W.K.1, W.K.8, SL.K.1a, SL.K.4, SL.K.5, SL.K.6)
  • During Part I of the Unit 3 Assessment in Work Time C, circulate to ask questions and use the Speaking and Listening Checklist to assess progress toward SL.K.5 (see Assessment Overview and Resources).
  • Back-to-back and Face-to-Face

Lesson 4Speaking and Listening: Unit 3 Assessment, Part II

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Preparing for the Unit 3 Assessment, Part II: Review Writing from the Unit 3 Assessment, Part I (10 minutes)

B. Back-to-Back and Face-to-Face Protocol: Unit 3 Assessment, Part II (15 minutes)

3. Closing and Assessment

A. Engaging the Artist: Preparing for the Performance Task (10 minutes)

B. Engaging the Artist: Sketching (15 minutes)

  • I can describe details in my drawings in order to share more information about why trees are nice. (W.K.1, W.K.8, SL.K.1a, SL.K.4, SL.K.5, SL.K.6)
  • During Part II of the Unit 3 Assessment in Work Time B, circulate to listen as students talk and use the Speaking and Listening Checklist to assess progress toward SL.K.5 (see Assessment Overview and Resources).
  • Back-to-back and Face-to-Face

Lesson 5Speaking, Listening, and Writing: Giving and Receiving Peer Feedback

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Revisiting High-Quality Work: “Austin’s Butterfly” and the High-Quality Work Anchor Chart (10 minutes)

2. Work Time

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

B. Giving and Receiving Peer Feedback: Sketches (15 minutes)

C. Engaging the Artist: Sketching (15 minutes)

3. Closing and Assessment

A. Shared and Independent Writing: Performance Task Art Planner (15 minutes)

  • I can give and receive feedback to ensure we create high-quality work. (SL.K.1a, SL.K.6)
  • I can track the progress of my artwork through writing and drawing. (W.K.8, SL.K.4)
  • As students give and receive peer feedback in Work Time A, use the Speaking and Listening Checklist to collect data on students’ progress toward SL.K.1a, SL.K.4, and SL.K.6 (see Assessment Overview and Resources).
  • Peer Feedback

Lesson 6Writing, Speaking, and Listening: Writing and Sketching for the Performance Task

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “The Cat, the Tree, and Me” (5 minutes)

2. Work Time

A. Preparing the Writer: Performance Task (20 minutes)

B. Engaging the Artist: Sketching and Outlining (25 minutes)

3. Closing and Assessment

A. Independent Writing: Performance Task Art Planner (10 minutes)

  • I can revise my writing to match my tree sketch. (W.K.5, W.K.8, SL.K.1a, SL.K.6)
  • I can track the progress of my artwork through writing and drawing. (W.K.8, SL.K.4)
  • During Work Time A, as students revise their writing, use the Opinion Writing Checklist to track progress toward W.K.5 and W.K.8 (see Assessment Overview and Resources).

Lesson 7Writing, Speaking, and Listening: Writing and Watercoloring for the Performance Task

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “The Cat, the Tree, and Me” (5 minutes)

B. Engaging the Learner: Inflectional Endings Game (10 minutes)

2. Work Time

A. Preparing the Writer: Performance Task (15 minutes)

B. Engaging the Artist: Watercoloring (20 minutes)

3. Closing and Assessment

A. Independent Writing: Performance Task Art Planner (10 minutes)

  • I can edit my writing to match my tree sketch. (W.K.5, W.K.8, SL.K.1a, SL.K.6, L.K.2a, L.K.2b)
  • I can track the progress of my artwork through writing and drawing. (W.K.8, SL.K.4)
  • During Work Time A, as students edit their writing, use the Opinion Writing Checklist to track progress toward W.K.5, W.K.8, L.K.2a, and L.K.2b (see Assessment Overview and Resources).

Lesson 8Speaking, Listening, and Publishing Writing: Performance Task Writing Template

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “The Cat, the Tree, and Me” (5 minutes)

2. Work Time

A. Preparing to Publish: Performance Task Writing (15 minutes)

B. Publishing Writing: Performance Task Writing Template (35 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can handwrite a final copy of my Performance Task: Tree Appreciation card sentence. (L.K.2a, L.K.2b)
  • I can explore technology by typing my name. (W.K.6)
  • Collect students’ handwritten final copy of the Performance Task Writing template and use the Language Checklist to track student progress toward L.K.2a and L.K.2b (see Assessment Overview and Resources).
  • As students explore technology by typing their name in Work Time B, consider using the Opinion Writing Checklist to track student progress toward W.K.6 (see Assessment Overview and Resources).

Lesson 9Speaking, Listening, and Publishing Writing: Performance Task Writing Template

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “The Cat, the Tree, and Me” (5 minutes)

2. Work Time

A. Preparing to Publish: Performance Task Writing (15 minutes)

B. Publishing Writing: Performance Task Writing Template (35 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can handwrite a final copy of my Performance Task: Tree Appreciation card sentence. (L.K.2aL.K.2b)
  • I can explore technology by typing my name. (W.K.6)
  • Collect students’ handwritten final copy of the Performance Task Writing template and use the Language Checklist to track student progress toward L.K.2a and L.K.2b (see Assessment Overview and Resources).
  • As students explore technology by typing their name in Work Time B, consider using the Opinion Writing Checklist to track student progress toward W.K.6 (see Assessment Overview and Resources).

Lesson 10Speaking, Listening, and Writing: Giving and Receiving Peer Feedback

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “The Cat, the Tree, and Me” (10 minutes)

B. Engaging the Learner: Inflectional Endings Game (5 minutes)

2. Work Time

A. Giving and Receiving Feedback: Watercoloring (15 minutes)

B. Engaging the Artist: Watercoloring (20 minutes)

3. Closing and Assessment

A. Independent Writing: Performance Task Art Planner (10 minutes)

  • I can give and receive feedback to ensure we create high-quality work. (SL.K.1a, SL.K.6)
  • I can track the progress of my artwork through writing and drawing. (W.K.8, SL.K.4)
  • As students engage with the poem in the Opening and inflectional endings game in Work Time B, use the Language Checklist to track student progress toward L.K.4b (see Assessment Overview and Resources).
  • As students give and receive peer feedback in Work Time A, use the Speaking and Listening Checklist to collect data on student progress toward SL.K.1a, SL.K.4, and SL.K.6 (see Assessment Overview and Resources).
  • Peer Feedback

Lesson 11Speaking, Listening, and Writing: Watercoloring for the Performance Task

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: “The Cat, the Tree, and Me” and Inflectional Endings Game (10 minutes)

2. Work Time

A. Shared Reading: High-Quality Work Anchor Chart (5 minutes)

B. Engaging the Artist: Watercoloring (20 minutes)

C. Independent Writing: Performance Task Art Planner (15 minutes)

3. Closing and Assessment

A. Pinky Partners Protocol: Sharing Our Completed Performance Task Art (10 minutes)

  • I can revise my watercolor painting by adding layers. (SL.K.1a, SL.K.4, SL.K.6)
  • I can track the progress of my artwork through writing and drawing. (W.K.8, SL.K.4)
  • Collect students’ completed Performance Task Art planners and use the Opinion Writing Checklist to document progress toward W.K.8 (see Assessment Overview and Resources).
  • During the Closing, as students share their completed artwork, use the Speaking and Listening Checklist to document progress toward SL.K.1a, SL.K.4, and SL.K.6 (see Assessment Overview and Resources).
  • Pinky Partners

Lesson 12Speaking, Listening, and Writing: Watercoloring for the Performance Task

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: “The Cat, the Tree, and Me” and Inflectional Endings Game (10 minutes)

2. Work Time

A. Shared Reading: High-Quality Work Anchor Chart (5 minutes)

B. Engaging the Artist: Watercoloring (20 minutes)

C. Independent Writing: Performance Task Art Planner (15 minutes)

3. Closing and Assessment

A. Pinky Partners Protocol: Sharing Our Completed Performance Task Art (10 minutes)

  • I can revise my watercolor painting by adding layers. (SL.K.1aSL.K.4SL.K.6)
  • I can track the progress of my artwork through writing and drawing. (W.K.8SL.K.4)
  • Collect students’ completed Performance Task Art planners and use the Opinion Writing Checklist to document progress toward W.K.8 (see Assessment Overview and Resources).
  • During the Closing, as students share their completed artwork, use the Speaking and Listening Checklist to document progress toward SL.K.1aSL.K.4, and SL.K.6 (see Assessment Overview and Resources).
  • Pinky Partners

Lesson 13Speaking and Listening: Preparing to Present and Share Our Work

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Reviewing Songs and Poems (5 minutes)

2. Work Time

A. Shared Reading: Ways We Share Our Work Anchor Chart (5 minutes)

B. Pinky Partners Protocol: Sharing Our Tree Appreciation Cards (20 minutes)

C. Preparing to Present: Enjoying Trees Journals, Part I and Part II (20 minutes)

3. Closing and Assessment

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

  • I can read my writing and present my artwork using a strong and clear voice. (SL.K.1a, SL.K.6)
  • I can share information with others about how and why trees are important to us and our communities. (SL.K.4, SL.K.6)
  • Circulate and observe as students practice sharing their work with a partner during Work Time B and use the Speaking and Listening Checklist to document progress toward SL.K.4 and SL.K.6 (see Assessment Overview and Resources).
  • Pinky Partners
  • Back-to-back and Face-to-Face

Lesson 14Speaking and Listening: Sharing and Celebrating Our Work

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Sharing Songs and Poems (5 minutes)

2. Work Time

A. Reading Aloud: Sharing and Celebrating Our Tree Appreciation Cards (15 minutes)

B. Speaking and Listening: Sharing Our Enjoying Trees Journals, Part I and Part II (15 minutes)

C. Reflecting on Learning (10 minutes)

3. Closing and Assessment

A. End of Module Reflection (15 minutes)

  • I can read my writing and present my artwork using a strong and clear voice. (SL.K.4, SL.K.6)
  • I can share information with others about how and why trees are important to us and our communities. (SL.K.1a, SL.K.4, SL.K.6)
  • As students share their work with visitors, use the Speaking and Listening Checklist to document progress toward SL.K.4 and SL.K.6.

Lesson 15Speaking and Listening: Sharing and Celebrating Our Work

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Sharing Songs and Poems (5 minutes)

2. Work Time

A. Reading Aloud: Sharing and Celebrating Our Tree Appreciation Cards (15 minutes)

B. Speaking and Listening: Sharing Our Enjoying Trees Journals, Part I and Part II (15 minutes)

C. Reflecting on Learning (10 minutes)

3. Closing and Assessment

A. End of Module Reflection (15 minutes)

  • I can read my writing and present my artwork using a strong and clear voice. (SL.K.4SL.K.6)
  • I can share information with others about how and why trees are important to us and our communities. (SL.K.1aSL.K.4SL.K.6)
  • As students share their work with visitors, use the Speaking and Listening Checklist to document progress toward SL.K.4 and SL.K.6.

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