ELA G1:M4:U2

Supporting Opinions: The Story of Pale Male

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.

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Lesson 1Building Background Knowledge: Bird Nests
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Learner: Letter from an Ornithologist (10 minutes) 2. Work Time A. Picture Puzzle Protocol: Bird Nests (20 minutes) B. Structured Discussion: Bird Nests (15 minutes) 3. Closing and Assessment A. Independent Writing: Bird Nests (10 minutes) B. Turn and Talk: Opinions (5 minutes)	I can determine the meanings of words to understand the meaning of a text. (L.1.4) I can use details and captions in pictures of bird nests to identify why and where birds build nests. (RI.1.5, RI.1.7, SL.1.1, SL.1.1b)	During the Opening, use the Language Checklist to continue monitor student progress toward L.1.4 (see Assessment Overview and Resources). During Work Time A, use the Reading Informational Text Checklist and Speaking and Listening Checklist to monitor student progress toward RI.1.5, RI.1.7, SL.1.1, and SL.1.1b (see Assessment Overview and Resources).

Lesson 2Focused Read-aloud: City Hawk: The Story of Pale Male
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Learner: “Two Sides of the Story” (10 minutes) 2. Work Time A. Focused Read-aloud: City Hawk: The Story of Pale Male (20 minutes) B. Role-Play Protocol: City Hawk: The Story of Pale Male (10 minutes) C. Independent Writing: Pale Male Research Notebook (15 minutes) 3. Closing and Assessment A. Reflecting on Learning (5 minutes)	I can describe the setting, characters, and major events in the text City Hawk: The Story of Pale Male. (RL.1.1, RL.1.3, SL.1.2) I can answer questions about the character in City Hawk: The Story of Pale Male using evidence from the text. (RI.1.1, RL.1.3, W.1.8, SL.1.2, L.1.6)	During Work Times A, B, and C, monitor students' comprehension of the story to correct any misunderstandings. (RL.1.1, RL.1.3)

Lesson 3Focused Read-aloud: “What’s Best? The Debate about Pale Male’s Nest
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Learner: “Two Sides of the Story” (10 minutes) 2. Work Time A. Focused Read-aloud: “What’s Best? The Debate about Pale Male’s Nest” (20 minutes) B. Language Dive: “What’s Best? The Debate about Pale Male’s Nest,” “Hawks in the Big City” (15 minutes) C. Independent Writing: Pale Male Research Notebook (10 minutes) 3. Closing and Assessment A. Reflecting on Learning (5 minutes)	I can use vocabulary strategies to help identify the main idea and key details of the text "What's Best? The Debate about Pale Male's Nest." (RI.1.1, R1.1.2, RI.1.4, RI.1.7, RI.1.9, L.1.4, L.1.4a, L.1.4b, L.1.4c) I can write my opinion on what should happen to Pale Male's nest. (W.1.8, L.1.1d, L.1.6)	During the focused read-aloud in Work Time A, monitor students' understanding of the informational text to clear up any misunderstandings. (RI.1.1, RI.1.2, RI.1.7) During the Opening and Work Time A, use the Language Checklist to gather baseline data for new standards and to check progress on reviewed standards (see Assessment Overview and Resources). (L.1.1d, L.1.4, L.1.4a, L.1.4b, L.1.4c, L.1.6)

Lesson 4Research Reading, Session 1: “What’s Best? The Debate about Pale Male’s Nest”
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Developing Language: Determiners Matching Game (10 minutes) 2. Work Time A. Text-Based Discussion: Sentence Sort from “What’s Best? The Debate about Pale Male’s Nest” (20 minutes) B. Reading Independently to Research Pale Male: “What’s Best? The Debate about Pale Male’s Nest” (20 minutes) 3. Closing and Assessment A. Reflecting on Learning (10 minutes)	I can identify the determiners that match with each noun picture card. (L.1.1h) I can research information about Pale Male using the text "What's Best? The Debate about Pale Male's Nest." (RI.1.1, RI.1.2, RI.1.4, RI.1.6, RI.1.7, RI.1.8, W.1.7)	During the Opening, observe students as they begin to connect determiners with nouns and gather data on their progress toward L.1.1h. During the sentence sort in Work Time A and the independent reading to research Pale Male in Work Time B, use the Reading Informational Text Checklist to track students' progress toward RI.1.1, RI.1.1, RI.1.4, RI.1.6, RI.1.7, and RI.1.8 (see Assessment Overview and Resources).

Lesson 5Research Reading, Session 2: “What’s Best? The Debate about Pale Male’s Nest”
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Developing Language: Determiners Matching Game (10 minutes) 2. Work Time A. Language Dive: “What’s Best? The Debate about Pale Male’s Nest,” “That Nest is a Mess!” (15 minutes) B. Pair Share: Different Opinions from “What’s Best? The Debate about Pale Male’s Nest” (10 minutes) C. Shared Writing: Pale Male: Class Notes (15 minutes) 3. Closing and Assessment A. Reflecting on Learning (10 minutes)	I can correctly connect determiners and nouns when playing the determiners matching game. (L.1.1h) I can research information about Pale Male using my notes from the text "What's Best? The Debate about Pale Male's Nest." (RI.1.1, RI.1.2, RI.1.4, RI.1.6, RI.1.7, RI.1.8, W.1.7)	During the determiners game in the Opening, continue to gather data on students' progress toward L.1.1h as they connect determiners with nouns. During the pair share in Work Time B and the shared writing in Work Time C, use the Reading Informational Text Checklist to track students' progress toward RI.1.1, RI.1.4, RI.1.6, RI.1.7, and RI.1.8 (see Assessment Overview and Resources).

Lesson 6Opinion Writing: Analyzing a Model
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Developing Language: Determiners Matching Game (10 minutes) 2. Work Time A. Analyzing a Model: “Feed the Birds!” (20 minutes) B. Opinion Writing Puzzle: “Don’t Feed the Birds!” (20 minutes) 3. Closing and Assessment A. Reflecting on Learning (10 minutes)	I can correctly connect determiners and nouns when playing the determiners matching game. (L.1.1h) I can analyze a model to learn about the parts of an opinion paragraph. (RI.1.1, RI.1.2, RI.1.4, W.1.1, SL.1.1, SL.1.2)	During the determiners game in the Opening, continue to gather data on students' progress toward L.1.1h as they connect determiners with nouns. During Work Time C, use the Speaking and Listening Checklist to monitor student progress toward SL.1.1 and SL.1.2 (see Assessment Overview and Resources).

Lesson 7Shared Writing: “Leave the Nest Up!” Opinion Paragraph
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Poem and Movement: “Feed the Birds” Two-Voice Poem (10 minutes) 2. Work Time A. Engaging the Writer: “Leave the Nest Up!” Sign (20 minutes) B. Shared Writing: “Leave the Nest Up!” (20 minutes) 3. Closing and Assessment A. Reflecting on Learning (10 minutes	I can create a sign with an illustration and a reason to support an opinion. (RI.1.6, RI.1.7, RI.1.8, W.1.8) I can contribute to write the introduction, opinion statement, reason, and conclusion in our shared opinion paragraph. (W.1.1, SL.1.1, SL.1.2)	During the creation of the sign in Work Time A, use the Reading Informational Text Checklist to track students' progress toward RI.1.6, RI.1.7, and RI.1.8 (see Assessment Overview and Resources).

Lesson 8Scaffolded Writing: Leave Pale Male’s Nest Up!
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Poem and Movement: “Feed the Birds” Two-Voice Poem (10 minutes) 2. Work Time A. Scaffolded Writing: “Leave the Nest Up!” (25 minutes) B. Engaging the Writer: “Take the Nest Down!” Sign (20 minutes) 3. Closing and Assessment A. Reflecting on Learning (5 minutes)	I can complete an opinion paragraph by writing the opinion statement and one reason to support it. (W.1.1, W.1.7, W.1.8. L.1.1, L.1.1c, L.1.1d, L.1.1h, L.1.2, L.1.2b, L.1.6) I can create a sign with an illustration and a reason to support an opinion. (W.1.8, SL.1.5)	During scaffolded writing in Work Time A, use the Opinion Writing Checklist to track students' progress toward W.1.1, W.1.7, and W.1.8 (see Assessment Overview and Resources). During Work Time B, use the Language Checklist to track students' progress toward (L.1.1, L.1.d, L.1.1h, L.1.2, L.1.2b, and L.1.6) (see Assessment Overview and Resources).

Lesson 9Unit 2 Assessment: Opinion Writing about Pale Male’s Nest
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Poem and Movement: “Feed the Birds” Two-Voice Poem (5 minutes) 2. Work Time A. Preparing for Unit 2 Assessment: Writing Organizer (15 minutes) B. Song and Movement: “Two Sides of the Story” (5 minutes) C. Unit 2 Assessment: Opinion Writing about Pale Male’s Nest (30 minutes) 3. Closing and Assessment A. Reflecting on Learning (5 minutes)	I can write an opinion paragraph using a reason to support my opinion. (W.1.1, W.1.7, W.1.8, L.1.1, L.1.1d, L.1.1h, L.1.2, L.1.2b, L.1.6)	During the Opening, listen to students read the poem to monitor fluency (RF.1.4). During Work Time A, use the Language Checklist to monitor student conversations and organizers for progress toward L.1.1, L.1.1d, L.1.1h, L.1.2, L.1.2b, and L.1.6 (see Assessment Overview and Resources). During Work Time C, use the Opinion Writing Rubric to track student progress towards W.1.1, W.1.7 and W.1.8. (see Assessment Overview and Resources)

Lesson 10Speaking and Listening: Sharing Our Opinions Respectfully
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Learner: “Two Sides of the Story” (5 minutes) 2. Work Time A. Revising and Editing Our Writing: Unit 2 Assessment Opinion Paragraph (15 minutes) B. Pinky Partners Protocol: What’s Your Opinion? (15 minutes) C. Vote with Your Feet Protocol: What’s Your Opinion? (15 minutes) 3. Closing and Assessment A. End of Unit Reflection (10 minutes)	I can revise and edit my opinion paragraph using a checklist. (L.1.1, L.1.1d, L.1.2, L.1.2a, L.1.2bk, L.1.2d, L.1.2e, L.1.6) I can discuss my opinion about Pale Male's nest using a compelling reason to support my opinion. (SL.1.1, SL.1.1a, SL.1.1.b)	During Work Time A, use the Opinion Writing Rubric to assess student progress on L.1.1, L1.1a, L.1.1d, L.1.2, L.1.2a, L.1.2b, 1.2e, and L.1.6. (see Assessment Overview and Resources). During Work Times B and C, monitor students' conversations for progress on L standards (L.1.1, L.1.1d, L.1.1h, L.1.6).

EL Education Curriculum

ELA G1:M4:U2

Supporting Opinions: The Story of Pale Male

Lesson 1Building Background Knowledge: Bird Nests

Lesson 2Focused Read-aloud: City Hawk: The Story of Pale Male

Lesson 3Focused Read-aloud: “What’s Best? The Debate about Pale Male’s Nest

Lesson 4Research Reading, Session 1: “What’s Best? The Debate about Pale Male’s Nest”

Lesson 5Research Reading, Session 2: “What’s Best? The Debate about Pale Male’s Nest”

Lesson 6Opinion Writing: Analyzing a Model

Lesson 7Shared Writing: “Leave the Nest Up!” Opinion Paragraph

Lesson 8Scaffolded Writing: Leave Pale Male’s Nest Up!

Lesson 9Unit 2 Assessment: Opinion Writing about Pale Male’s Nest

Lesson 10Speaking and Listening: Sharing Our Opinions Respectfully

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