- I can write a narrative poem based on a model and using evidence. (W.1.3, W.1.8, L.1.1f, L.1.1j, L.1.2b)
- I can provide kind, helpful, and specific feedback to my classmates. (W.1.5, SL.1.4)
These are the CCS Standards addressed in this lesson:
- W.1.3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
- W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
- SL.1.4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
- L.1.1f: Use frequently occurring adjectives.
- L.1.1j: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
- L.1.2b: Use end punctuation for sentences.
Daily Learning Target
- At the end of Work Times A and B, collect students’ “What the Sun Sees” verse planner and “What the Sun Sees” poem to serve as work samples demonstrating progress toward W.1.3, W.1.8, L.1.1f, L.1.1j, and L.1.2b.
- During Work Time A, circulate as students discuss and plan their writing with a partner. Use the Speaking and Listening Checklist to monitor progress toward SL.1.4 (see Assessment Overview and Resources). Consider using the Speaking and Listening Checklist again during Work Time C and the Closing as students participate in and debrief a peer feedback experience
A. Engaging the Learner: "Sun, "Moon, and Stars" Song (5 minutes)
2. Work Time
A. Preparing for Independent Writing: "What the Sun Sees" Poem, Verse 2 (15 minutes)
B. Unit 3 Assessment, Part II: "What the Sun Sees" Poem, Verse 2 (20 minutes)
C. Peer Feedback: "What the Sun Sees" Poem, Verse 2 (15 minutes)
3. Closing and Assessment
A. Reflecting on Learning (5 minutes)
Purpose of lesson and alignment to standards:
How this lesson builds on previous work:
Areas in which students may need additional support:
Down the road:
- Distribute materials for Work Time B at student workspaces to ensure a smooth transition.
- Review the Pinky Partners and Think-Pair-Share protocols. (Refer to the Classroom Protocols document for the full version of the protocol.)
- Post: Learning targets, “Sun, Moon, and Stars” song, and applicable anchor charts (see materials list).
Tech and Multimedia
Consider using an interactive white board or document camera to display lesson materials.
- Opening A: If you recorded students singing the “Sun, Moon, and Stars” song in Unit 1, play this recording for them to join in with.
- Work Time C: Video-record students participating in the Pinky Partners protocol to watch with students later to evaluate strengths and areas for improvement. Post it on a teacher web page or on a portfolio app such as Seesaw for students to watch at home with their families. Most devices (cellphones, tablets, laptop computers) come equipped with free video and audio recording apps or software.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 1.I.C.10 and 1.II.B.4
Important points in the lesson itself
- The basic design of this lesson supports ELLs by inviting them to complete assessment tasks similar to the classroom tasks completed in Lessons 4–6. Students use a planner like the one they used to plan for writing in those lessons, and they also use familiar resources during the assessment (“What the Sun Sees” anchor chart, “What the Moon Sees” class poem, Adjectives anchor chart, Time of Day anchor chart, and Sky notebook).
- The assessment may be challenging for ELLs, because it is a big leap from the heavily scaffolded lessons. ELLs will be asked not only to independently apply writing skills developed throughout the unit, but to use resources as well.
- Consider allowing time for students to review the language in the “What the Sun Sees” anchor chart, Adjectives anchor chart, and Time of Day anchor chart.
Make sure ELLs understand the assessment directions. Answer their questions, refraining from supporting them with the writing skill being assessed. See additional support in the lesson
Universal Design for Learning
- Multiple Means of Representation (MMR): To get the most informative data from the assessment, ensure that all students have access to the directions and feel comfortable with the expectations. Vary the ways in which you convey expectations for each step in the assessment. Consider engaging in a clarifying discussion about the directions or creating an outline of the steps for Work Time B.
- Multiple Means of Action & Expression (MMAE): Because this is an assessment, all students plan and write verse 2 in Work Times A and B. However, consider flexible technologies to support the writing process. Consider offering high-tech options such as a word processor or a dictation device or low-tech options such as pencil grips or slanted desks to help with fine motor needs.
- Multiple Means of Engagement (MME): Some students may require support with limiting distractions during the assessment (e.g., using sound-canceling headphones or dividers between workspaces). Similarly, some students may require variations in time for the assessment. Consider breaking the assessment into more manageable parts and offering breaks at certain times. During the assessment, provide scaffolds that support executive function skills, self-regulation, and students’ abilities to monitor progress before and after the assessment (e.g., visual prompts, reminders, checklists, or rubrics).
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- adjective, criteria, illustration, feedback (L)
- “Sun, Moon, and Stars” song (from Unit 1, Lesson 43; one to display)
- “What the Sun Sees” verse planner (begun in Lesson 8; added to during Work Time A; one per student)
- Time of Day anchor chart (begun in Lesson 4)
- Adjectives anchor chart (begun in Unit 2, Lesson 4)
- What the Sun Sees anchor chart (begun in Lesson 4)
- Sky notebook (completed in Unit 2; one per student)
- Speaking and Listening Checklist (for teacher reference; see Assessment Overview and Resources)
- “What the Sun Sees” poem (begun in Lesson 8; added to during Work Time B; one per student; see Assessment Overview and Resources)
- Pinky Partners Protocol anchor chart (begun in Module 1)
- High-Quality Work anchor chart (begun in Lesson 3)
- Think-Pair-Share Protocol anchor chart (begin in Module 1)
|Opening||Meeting Students' Needs|
A. Engaging the Learner: “Sun, Moon, and Stars” Song (5 minutes)
|Work Time||Meeting Students' Needs|
A. Preparing for Independent Writing: “What the Sun Sees” Poem, Verse 2 (15 minutes)
“What time of day will your second verse be about?” (It’s going to be about lunchtime.)
“What does the sun ‘see’ at this time of day?” (The sun sees kids playing on the playground at recess.)
B. Unit 3 Assessment, Part II: “What the Sun Sees” Poem, Verse 2 (20 minutes)
“How did you use your research about the sun to help you write your poem?” (My verse planner and my Sky notebook helped me find adjectives to describe the sun.)
“What did you need to remember when writing the first verse of your ‘What the Sun Sees’ poem?” (We need to write the poem in complete sentences and make sure we include all of the information on the verse planner in our poem.)
C. Peer Feedback: “What the Sun Sees” Poem, Verse 2 (15 minutes)
1. Be kind.
2. Point out something specific.
3. Suggest something your partner could change. (MMR)
Closing & Assessments
|Closing||Meeting Students' Needs|
A. Reflecting on Learning (5 minutes)
“How did you do giving and receiving feedback?” (Responses will vary.)
“What worked well?” (Responses will vary.)
“What could you improve?” (Responses will vary.)
Refer to the Assessment Overview and Resources for supporting materials for this lesson.
Each unit in the K-2 Language Arts Curriculum has one standards-based assessment built in. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
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