- I can look closely at the illustrations and text to describe how the girl tries to build her magnificent thing. (RL.1.1, RL.1.3, RL.1.7)
- I can listen and respond to my classmates' ideas. (SL.1.1)
- I can explain what I did to complete a challenge. (W.1.8)
These are the CCS Standards addressed in this lesson:
- RL.1.1: Ask and answer questions about key details in a text.
- RL.1.3: Describe characters, settings, and major events in a story, using key details.
- RL.1.7: Use illustrations and details in a story to describe its characters, setting, or events.
- W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
- SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
Daily Learning Targets
Ongoing Assessment
During Close Read-aloud Session 3 in Work Time A, use the Reading Literature Checklist (RL.1.1, RL.1.3, and RL.1.7) to track students' progress toward the RL standards listed for this lesson (see Assessment Overview and Resources).
- During Work Times A and B, circulate and observe students following the classroom discussion norms. Prompt students as needed.
- During Work Time C, observe students drawing and writing. Collect their writing at the end of the lesson and to determine areas students may need support with informational writing tasks in up coming lessons. Note: Informational Writing is formally assessed in Unit 3.
- During the Closing, as students engage in the Pinky Partners protocol, monitor them as they listen and respond to a classmate's idea. Prompt students to attend to the classroom discussion norms, and provide question and sentence stems if necessary.
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engaging the Reader: Reviewing the Close Readers Do These Things Anchor Chart (5 minutes) 2. Work Time A. Close Read-aloud Session 3: The Most Magnificent Thing, Pages 7-14 (20 minutes) B. Developing Language: Name Juggle Challenge (10 minutes) C. Independent Writing: Reflecting on the Challenge (15 minutes) 3. Closing and Assessment A. Pinky Partners: How Did You Complete the Challenge? (10 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:
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In Advance
- Prepare Close Readers Do These Things anchor chart (see supporting materials).
- Prepare Tools and Work Word Wall cards for the word perseverance. Write or type the word on a card and create or find a visual to accompany each word.
- Set up a document camera to read The Most Magnificent Thing and to show other documents throughout the lesson (optional).
- Determine groups for the Name Juggle Challenge.
- Distribute Name Juggle Challenge recording forms at student tables.
- Review:
- Close Reading Guide: The Most Magnificent Thing (Session 3).
- Think-Pair-Share protocol. (Refer to the Classroom Protocols document for the full version of the protocol.)
- Post: Guiding Question anchor chart, learning targets, Classroom Discussion Norms anchor chart, and Working to Become Effective Learners anchor chart for easy viewing and access.
- Character Definitions anchor chart for easy viewing and access.
- Review the Close Reading Guide: The Most Magnificent Thing (Lesson 2 supporting materials), focusing specifically on Session 3.
- Prepare the sentence strip chunks for use during the close read-aloud (see supporting materials).
- Create Tools and Work Word Wall Word Cards for display. Write each word on an index card and, where appropriate, draw a corresponding image to support students understanding of the word.
Tech and Multimedia
Consider using an interactive white board or document camera to display lesson materials.
- Work Time B: Name Juggle Challenge Note could be an email.
- Work Time B: Video record students participating in the challenge to watch with students to evaluate strengths and areas for improvement. Post it on a teacher webpage or on a portfolio app like Seesaw for students to watch at home with families. Most devices (cell phones, tablets, laptop computers) come equipped with free video and audio recording apps or software.
- Work Time C: If recorded in Work Time B, playback the recording before independent writing to help students remember what they did and to see from a different perspective.
- Closing and Assessment A: Video record students sharing with a partner to watch with students to evaluate strengths and areas for improvement. Post good examples on a teacher webpage or on a portfolio app like Seesaw for students to watch at home with families. Most devices (cell phones, 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.A.1, 1.I.A.3, 1.I.B.5, 1.I.B.6, and 1.I.C.10
Important points in the lesson itself
- The basic design of this lesson supports ELLs through movement and close examination of language.
- ELLs may find it challenging to comprehend abstract concepts such as perseverance. Provide some additional practice with using the habits of character words. (For example, ask students: "How did you persevere during the last activity?" and provide a sentence frame: "I persevered when I ____."
- ELLs are invited to participate in the first of a pair of two connected Language Dive conversations in Work Time A (optional). This conversation guides them through the meaning, function, and use of complex sentences from The Most Magnificent Thing. Students unpack complex syntax--or "academic phrases"--as a necessary component of building both literacy and habits of mind. A consistent Language Dive routine is critical in helping all students learn how to decipher complex sentences and write their own. In addition, Language Dive conversations hasten overall English language development for ELLs. Preview the Language Dive Guide and consider how to invite conversation among students to address the questions and goals suggested under each sentence strip chunk (see supporting materials). Select from the questions and goals provided to best meet your students' needs. Consider providing students with a Language Dive log inside a folder to track Language Dive sentences and structures and collate Language Dive note-catchers.
Levels of support
For lighter support:
- During the Language Dive, challenge students to generate questions about the sentence before asking the prepared questions. Example: "What questions can we ask about this sentence? Let's see if we can answer them together."
For heavier support:
- Reflection may be challenging for ELLs, who may struggle with metacognitive language skills in English. Clarify the meaning and purpose of reflection with a brief discussion. (Example: "Reflection is when I think back about what I did and how I did it. I always reflect after I teach a lesson. I think, 'Hmmm, was the way that I explained that tricky word clear?' It's important to reflect so you can learn to improve.")
- In this lesson, making connections between the text, the challenge, and the habits of character may be abstract. Take additional opportunities to review the anchor charts, especially the Working to Become Effective Learners anchor chart along with the corresponding behaviors.
Universal Design for Learning
- Multiple Means of Representation (MMR): This lesson continues to help students make connections between habits of character and The Most Magnificent Thing. As you prepare the Tools and Work Word Wall cards, clarify vocabulary (e.g., perseverance) by including a small photo or illustration on the word card. If possible, use a scanned illustration from The Most Magnificent Thing to help students make connections between the book and their own behaviors.
- Multiple Means of Action & Expression (MMAE): This lesson includes time for students to write and draw about what they did during the Name Juggle Challenge. To help students express their ideas, offer options for drawing utensils (e.g., thick markers or colored pencils), writing tools (e.g., fine-tipped markers, pencil grips, slant boards), and scaffolds (e.g., dictation, sentence starters, writing prompts).
- Multiple Means of Engagement (MME): In this lesson, students are asked to complete a Name Juggle Challenge. This task will require students to simultaneously integrate gross motor and auditory memory skills simultaneously (and in front of their peers). Create a supportive classroom climate by discussing what to do if someone makes a mistake.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T)
- perseverance (L)
- examines, fiddles, shocked, smooths, studies, wrenches (T)
Materials
- Close Readers Do These Things anchor chart (begun in Lesson 3; added to during Opening A; see supporting materials)
- Close Read-aloud Guide: The Most Magnificent Thing (from Lesson 2; Session 3; for teacher reference)
- The Most Magnificent Thing (book; one to display; for teacher read-aloud)
- RL Formative Assessment Sheet (see Assessment Overview and Resources for Module 1)
- The Most Magnificent Thing anchor chart (begun in Lesson 3; added to during Work Time A; see supporting materials)
- Language Dive Guide I: The Most Magnificent Thing (optional, for ELLs; for teacher reference; see supporting materials)
- Sentence strip chunks I: The Most Magnificent Thing (for ELLs; see supporting materials)
- Mission Envelope #3 (from Lesson 1; one to display)
- Name Juggle Challenge Note (one to display)
- Name Juggle Challenge ball, timer (one each for the class)
- Document camera (optional)
- Name Juggle Challenge recording form (one per student and one to display)
- Pinky Partners anchor chart (begun in Lesson 2)
- Classroom Discussion Norms anchor chart (begun in Unit 1)
- "How Were You Able to Complete the Name Juggle Challenge?" chart (new, co-created with students during Closing and Assessment A; see supporting materials)
- Tools and Work Word Wall card (teacher-created; one)
- Working to Become Effective Learners anchor chart (begun in Lesson 1)
- Tools and Work Word Wall (from Unit 1)
Materials from Previous Lessons
New Materials
Assessment
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.
Opening
Opening | Meeting Students' Needs |
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A. Engaging the Reader: Reviewing the Close Readers Do These Things Anchor Chart (5 minutes)
"What does it look like to reread the text?" (Students should mimic rereading a pretend text.) "What does it look like to look closely at the illustrations?" (Students should mimic studying and looking deeply at imaginary pictures.)
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Work Time
Work Time | Meeting Students' Needs |
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A. Close Read-aloud Session 3: The Most Magnificent Thing, Pages 7-14 (20 minutes)
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B. Developing Language: Name Juggle Challenge (10 minutes)
1. One person starts off holding a Name Juggle Challenge ball. 2. This person says the name of the person he or she is rolling the ball to, and then rolls the ball to that person in the circle. 3. When that person gets the ball, he or she thanks the person (by name) who tossed the ball. 4. Then, he/she states a new name and rolls the ball to the new person. 5. Repeat this process until each person in the circle has received the ball. 6. The last person to get the ball rolls it back to the person who tossed it first.
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C. Independent Writing: Reflecting on the Challenge (15 minutes)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Pinky Partners: How Did You Complete the Challenge? (10 minutes)
"What made this challenge hard?" "What did you do to complete this challenge better each time?"
"How do behaviors that you used remind you of a habit of character the girl used to make her magnificent thing?" (perseverance)
"What is perseverance?" (When something is hard, I keep trying. I challenge myself.I keep trying and ask for help if I need it.)
"So, how do habits of character help us do work?" (Perseverance helps us keep going when the work is difficult.)
"Can you say more about that?" (Responses will vary.)
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