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ELA GK:M2:U3

Writing Imaginary Narratives: My Weather Story

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 1Speaking and Listening: Preparing to Write Weather Stories
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: “Sofia the Storyteller” Story (10 minutes)

2. Work Time

A. Reading Aloud: The Snowy Day (10 minutes)

B. Engaging the Writer: The Snowy Day as a Mentor Text (5 minutes)

C. Developing Language: Creating Expert Meteorologist Charts (25 minutes)

3. Closing and Assessment

A. Preparing to Write: Planting Story Seeds (10 minutes)
  • I can work with my classmates to create an expert meteorologist chart. (SL.K.1, L.K.6)
  • During Work Time A, monitor students' general understanding of The Snowy Day.
  • During Work Time B, circulate and observe students as they work collaboratively to create the expert meteorologist charts. Notice if students are able to correctly select appropriate clothing and activities for the type of weather listed on their chart. (SL.K.1, L.K.6)
  • During the Closing, circulate as students share their weather story ideas with a partner. Listen for students to discuss the kind of weather story they would like to write, as well as the actions that might take place in their story. (SL.K.1, SL.K.1a)

Lesson 2Reading and Writing: The Snowy Day Focused Read-aloud and Creating Character Puppets
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: “Sofia Says” Game (5 minutes)

2. Work Time

A. Focused Read-aloud: The Snowy Day, Pages 1–4, 20 (10 minutes)

B. Launching the Writing Task: My Weather Story Booklet (15 minutes)

C. Play and Exploration: Creating a Character Puppet (25 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)
  • I can identify the characters in the text The Snowy Day. (RL.K.3)
  • I can create a character for my weather story. (W.K.3)
  • During Work Time A, observe if students are able to correctly identify the characters in The Snowy Day. Use the Reading Literature checklist to track students' progress toward RL.K.3.
  • During Work Time B, circulate as students draw a character for their narrative. Notice if students are able to draw their character using details and label their character with a name. (L.K.6, W.K.3)
  • During Work Time C, circulate as students create a character puppet. Notice if students are able to create a puppet that matches the character in their My Weather Story booklet. (W.K.3)

Lesson 3Reading, Speaking, and Writing: The Snowy Day Focused Read-aloud and Drawing the Setting of My Weather Story
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: “Sofia Says” Game (5 minutes)

2. Work Time

A. Focused Read-aloud: The Snowy Day, Pages 1–4, 19–22 (10 minutes)

B. Role Play: Setting and Weather Event (15 minutes)

C. Independent Writing: Drawing the Setting and Weather Event (25 minutes)

3. Closing and Assessment

A. Pair Share: High-Quality Work in My Weather Story (10 minutes)
  • I can identify the setting and weather in the text The Snowy Day. (RL.K.3)
  • I can draw the setting of my weather story. (W.K.3)
  • During Work Time A, observe if students are able to correctly identify the setting and weather in The Snowy Day. Use the Reading Literature checklist to track students' progress toward RL.K.3.
  • During Work Time B, circulate and listen in as students role-play the weather and setting of their weather story with a partner. Notice if students can verbalize the setting and weather in their weather story using the character puppet. (RL.K.3, L.K.6)
  • During Work Time C, circulate as students draw the setting and weather. Notice if students can show the setting and weather using pictures and possibly labels. (W.K.3, RL.K.3)
  • During the Closing, listen as students reflect on high-quality work with a partner. Notice if students use the language from the High-Quality Work anchor chart to guide their conversations. (L.K.6)

Lesson 4Reading, Speaking, and Writing: The Snowy Day Focused Read-aloud and Drawing the Events of My Weather Story
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: “Sofia Says” Game (5 minutes)

2. Work Time

A. Focused Read-aloud: The Snowy Day, Pages 3–4, 15–18 (10 minutes)

B. Role Play: Major Story Events (15 minutes)

C. Preparing for Independent Writing: Drawing Major Story Events (25 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)
  • I can identify the major events in the text The Snowy Day. (RL.K.3)
  • I can draw the major events of my weather story. (W.K.3)
  • During Work Time A, observe if students are able to correctly identify the major events in The Snowy Day. Use the Reading Literature checklist to track students' progress toward RL.K.3.
  • During Work Time B, circulate and listen in as students role-play the major events of their weather story with a partner. Notice if students can verbalize the major events in their weather story using the character puppet. (RL.K.3, L.K.6)
  • During Work Time C, circulate as students draw the major events. Notice if students can show the major events using detailed pictures illustrating the character's actions. (W.K.3, RL.K.3)
  • During the Closing, listen as students share reflections about perseverance with the whole group. Notice any specific students for whom whole group sharing is a challenge.

Lesson 5Reading, Speaking, and Writing: The Snowy Day Focused Read-aloud and Drawing the Character’s Reaction in My Weather Story
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: “Sofia Says” Game (5 minutes)

2. Work Time

A. Focused Read-aloud: The Snowy Day, Pages 20–22 (10 minutes)

B. Role Play: Character’s Reactions to Weather Events (15 minutes)

C. Preparing for Independent Writing: Drawing the Character’s Reaction (20minutes)

3. Closing and Assessment

A. Pair Share: High-Quality Work in My Weather Story (5 minutes)

B. Reflecting on Learning (5 minutes)

  • I can describe how Peter reacts to the weather in the text The Snowy Day. (RL.K.3)
  • I can draw my character's reaction to the weather in my weather story. (W.K.3)
  • During Work Time A, observe if students are able to correctly identify Peter's reaction to the weather in The Snowy Day. (RL.K.3)
  • During Work Time B, circulate and listen in as students role-play their character's reaction in their weather story with a partner. Notice if students are able to verbalize and show the character's emotions using the character puppet and facial expressions. (RL.K.3, W.K.3, L.K.6)
  • During Work Time C, circulate as students draw the character's reaction. Notice if students are able to use detailed pictures illustrating the character's reaction through their facial expression. (W.K.3, L.K.6)
  • During the Closing, listen as students reflect on high-quality work with a partner. Notice if students are able to use evidence from their partner's work to support their ideas.

Lesson 6Independent Writing: The Character and Setting in My Weather Story
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Making a Rain Shower (5 minutes)

2. Work Time

A. Modeling: Drafting about Character for a Weather Narrative (15 minutes)

B. Independent Writing: Drafting about Character for My Weather Narrative (20 minutes)

C. Structured Discussion: Critiquing a Partner’s Work (15 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)
  • I can tell the story of my character and the weather using pictures and words. (W.K.3, L.K.1a, L.K.2c, L.K.2d, L.K.6)
  • I can improve my writing using feedback from a partner. (W.K.5)
  • During Work Time B, as students complete the writing for their weather stories, circulate and note progress toward the writing and language standards of this lesson. (W.K.3, L.K.1a, L.K.2c, L.K.2d, L.K.6)
  • During Work Time C, listen for students to use the feedback their partner provides to support improving their weather stories. (W.K.5)

Lesson 7Independent Writing: The Events in My Weather Story, Part I
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: “Snowflakes” Poem (5 minutes)

2. Work Time

A. Modeling: Drafting about Events for a Weather Narrative (15 minutes)

B. Independent Writing: Drafting about Events for My Weather Narrative (20 minutes)

C. Structured Discussion: Critiquing a Partner’s Work (15 minutes)

3. Closing and Assessment

A. Reflecting on Writing Process (5 minutes)
  • I can tell the story of my character and the weather using pictures and words. (W.K.3, L.K.1a, L.K.2a, L.K.2c, L.K.2d, L.K.6)
  • I can improve my writing using feedback from a partner. (W.K.5)
  • During Work Time B, as students complete the writing for their weather stories, circulate and note progress toward the writing and language standards of this lesson. (W.K.3, L.K.1a, L.K.2c, L.K.2d, L.K.6)
  • During Work Time C, listen for students to use the feedback their partner provides to support improving their weather stories. (W.K.5)

Lesson 8Independent Writing: The Events in My Weather Story, Part II
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: “Snowflakes” Poem (5 minutes)

2. Work Time

A. Modeling: Drafting More Events for a Weather Narrative (10 minutes)

B. Independent Writing: Drafting More Events for My Weather Narrative (25 minutes)

C. Structured Discussion: Critiquing a Partner’s Work (15 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)
  • I can tell the story of my character and the weather using pictures and words. (W.K.3, L.K.1a, L.K.2a, L.K.2c, L.K.2d, L.K.6)
  • I can improve my writing using feedback from a partner. (W.K.5)
  • During Work Time B, as students draft their weather stories, circulate and note progress toward the writing and language standards of this lesson. (W.K.3, L.K.1a, L.K.2a L.K.2c, L.K.2d, L.K.6)
  • During Work Time C, listen for students to use the feedback their partner provides to support improving their weather stories. (W.K.5)

Lesson 9Independent Writing: The Character’s Reaction in My Weather Story
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: “Clouds” Poem (5 minutes)

2. Work Time

A. Modeling: Drafting a Reaction to a Weather Narrative (10 minutes)

B. Independent Writing: Drafting a Reaction to My Weather Narrative (15 minutes)

C. Structured Discussion: Critiquing a Partner’s Work (20 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)
  • I can tell the story of my character and the weather using pictures and words. (W.K.3, L.K.1a, L.K.2c, L.K.2d, L.K.6)
  • I can improve my writing using feedback from a partner. (W.K.5)
  • During Work Time B, as students draft their weather stories, circulate and note progress toward the writing and language standards of this lesson. (W.K.3, L.K.1a, L.K.2c, L.K.2d, L.K.6)
  • During Work Time C, listen for students to give kind, specific, and helpful feedback to their partner and then use the feedback their partner provides them to improve their weather stories. (W.K.5)

Lesson 10Speaking and Listening: Unit 3 Assessment and Preparing for the Weather Expo, Part I
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: “Sofia Says” Activity (5 minutes)

B. Engaging the Learner: Introducing the Assessment and Weather Expo (5 minutes)

2. Work Time

A. Unit 3 Assessment with Group A: Reflecting on My Work as a Writer (25 minutes)

B. Unit 3 Assessment with Group B: Reflecting on My Work as a Writer (20 minutes)

3. Closing and Assessment

A. Reflecting on Perseverance (5 minutes)
  • I can share information about the weather with others. (SL.K.6, L.K.6)
  • I can reflect on the process of writing my weather story. (SL.K.4, SL.K.6, L.K.1f, L.K.6)
  • During Work Times A and B, observe as students speak with one another to reflect on their growth and work as writers. Document progress and mastery of SL.K.4, SL.K.6, L.K.1f, and L.K.6 on the Unit 3 Assessment Rubric (see Assessment Overview and Resources).

Lesson 11Speaking and Listening: Unit 3 Assessment and Preparing for the Weather Expo, Part II
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: “Sofia Says” Activity (5 minutes)

2.  Work Time

A. Unit 3 Assessment with Group C: Reflecting on My Work as a Writer (20 minutes)

B. Unit 3 Assessment with Group D: Reflecting on My Work as a Writer (20 minutes)

3. Closing and Assessment

A. Back-to-Back and Face-to-Face: Reflecting on Learning (15 minutes)
  • I can share information about the weather with others. (SL.K.6, L.K.6)
  • I can reflect on the process of writing my weather story. (SL.K.4, SL.K.6, L.K.1f, L.K.6)
  • During Work Times A and B, observe as students speak with one another to reflect on their growth and work as writers. Document progress and mastery of SL.K.4, SL.K.6, L.K.1f, and L.K.6 on the Unit 3 Assessment Rubric (see Assessment Overview and Resources).

Lesson 12Speaking and Listening: Sharing Our Expertise at the Weather Expo
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: Poetry Share (5 minutes)

2. Work Time

A. Reading Aloud: Sharing and Celebrating Our Weather Stories (20 minutes)

B. Speaking and Listening: Meteorologist Presentations (15 minutes)

C. Speaking and Listening: Describing Weather around the World (10 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)
  • I can read my writing using a strong and clear voice. (SL.K.6)
  • I can share a report of the weather with others. (SL.K.4, L.K.6)
  • During Work Time, observe as students present their work and engage with the classroom visitors. Document progress and mastery of SL.K.4, SL.K.6, and L.K.6 on the Speaking and Listening Checklist (see Assessment Overview and Resources).

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