- I can describe what the boy and the sun do in the middle of Summer Sun Risin’.(RL.1.2, RL.1.3, RL.1.7, W.1.8, SL.1.1, SL.1.2, L.1.4a)
These are the CCS Standards addressed in this lesson:
- RL.1.1: Ask and answer questions about key details in a text.
- RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
- 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.
- SL.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
- L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- L.1.1c: Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
- L.1.1d: Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
- L.1.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
- L.1.4a: Use sentence-level context as a clue to the meaning of a word or phrase.
Daily Learning Target
- During the Opening, listen and track progress as students review the noun, verb structures in the “Sun, Moon, and Stars” song using the Language Checklist (L.1.1c)
- During Session 3 of the close read-aloud in Work Time A, listen for students to describe characters, setting, and events from the middle of the story using key details use the Reading Literature Checklist to track students’ progress toward RL.1.1, RL.1.3, RL.1.4, RL.1.7 (see Assessment Overview and Resources).
- During Work Time B, circulate and listen for students to use evidence from the text as they role-play specific story elements and as they reflect on respect. (SL.1.1, SL.1.2)
- During Work Time C, circulate and observe students as they complete the Summer Sun Risin’ response sheet. Watch for students to observe and accurately describe events from the beginning and middle of the story. (RL.1.3, W.1.8)
A. Song and Movement: "Sun, Moon, and Stars" Song (10 minutes)
2. Work Time
A. Close Read-aloud, Session 3: Summer Sun Risin', Pages 11–20 (25 minutes)
B. Role-Playing and Reflecting on Respect, Pages 13, 15, and 19(10 minutes)
C. Independent Writing: Summer Sun Risin' Response Sheet, Part II (10 minutes)
3. Closing and Assessment
A. Structured Discussion: Sun Experience—Midday (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:
- Prepare Sun, Moon, and Stars Word Wall card for the words midday. Write or type the word on a card and create or find a visual to accompany each word.
- Preview the Close Read-aloud Guide: Summer Sun Risin’ (Session 3; for teacher reference). Complete only Session 3 in this lesson; students will complete the remaining sessions in subsequent lessons.
- Maintain student partnerships for the Role-Play protocol in Work Time B. Consider pairing students with varying levels of language proficiency. The students with greater language proficiency can serve as models in their partnership, initiating discussion and providing implicit sentence frames.
- Pre-distribute materials for Work Time C at student workspaces to ensure a smooth transition.
- Post: Learning target, “Sun, Moon, and Stars” Version 2 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: Record the whole group singing “Sun, Moon, and Stars” Version 2 song and post it on a teacher webpage or on a portfolio app such as Seesaw for students to listen to at home with families. Most devices (cellphones, tablets, laptop computers) come equipped with free video and audio recording apps or software.
- Work Time B: Video record students role-playing to review with students in later lessons as a reminder of what happened. Most devices (cellphones, tablets, laptop computers) come equipped with free video recording apps or software.
- Work Time C: Students use Speech to Text facilities activated on devices, or using an app or software such as Dragon Dictation.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 1.I.A.1, 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 with opportunities to read academic text closely, and to use role-play to reinforce comprehension.
- ELLs may find it challenging to comprehend some of the academic language and syntax in Summer Sun Risin’. Guide students through the Language Dive conversation during Work Time A. See below for details.
- In Work Time A, ELLs are invited to participate in a Language Dive conversation (optional). This guides them through the meaning and structure of a stanza from the Summer Sun Risin’. Students may draw on this sentence when competing their culminating tasks in Lesson 7. 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.
- Create a “Language Chunk Wall”—an area in the classroom where students can display and categorize the academic phrases discussed in the Language Dive. During the Language Dive, students are invited to place sentence strip chunks on the Language Chunk Wall into corresponding categories, such as “Nouns and nouns phrases” or “Linking language.” Students can then refer to this wall after the Language Dive and during subsequent lessons. For this lesson, the categories “Nouns and noun phases” and “Verbs and verb phrases” are suggested.
Levels of support
For lighter support:
- During Closing and Assessment, invite students who need lighter support to share their sun experiences first.
For heavier support:
- During the role-play in Work Time B, empower students to ask for help if they are not sure what their characters would say. Prompt students to call, “Line!” when they get stuck. Tell students that this will signal their partners to provide them with an idea of something they could say.
- During Work Time C, work closely with a small group of students who need heavier support. Consider completing the response sheet together as a shared writing experience.
Universal Design for Learning
- Multiple Means of Representation (MMR): After the close read-aloud, students are invited to discuss what the boy and sun do in the middle of Summer Sun Risin’. To do so, students will need to recognize a pattern that started in the beginning of the story. Because this story is read across several days, some students may need additional support in connecting the pattern from the beginning of the book to the new section read in this lesson. As you invite students to reflect on the relationship between the boy and the sun, activate background knowledge, explicitly prompting students to think about the relationship between the boy and the sun based on what they observed in the beginning of the story.
- Multiple Means of Action & Expression (MMAE): Students have a range of fine motor abilities and writing needs. Some students may need additional support in order to visually plan for writing and drawing on their response sheets. Vary methods for fine motor responses, offering modified response sheets with a separate box for drawing and lines for writing.
- Multiple Means of Engagement (MME): During the Role-Play protocol students may disagree about choosing roles. Some students may need additional support generating positive strategies for resolving a disagreement. Foster collaboration by discussing conflict-resolution strategies with students.
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- pronoun (T)
- midday (L)
- noun, verb (T)
- retell, characters, events, respect (L)
- “Sun, Moon, and Stars” Version 2 song (one to display)
- Marker (one; for teacher use)
- Close Read-aloud Guide: Summer Sun Risin’ (Session 3; for teacher reference)
- Summer Sun Risin’ (one to display; for teacher read-aloud)
- Sun, Moon, and Stars Word Wall cards (new; teacher-created; one)
- Sun, Moon, and Stars Word Wall (begun in Lesson 1; added to during the Opening and close read-aloud)
- Summer Sun Risin’ anchor chart (begun in Lesson 3; co-created with students during Work Time A; see Close Read-aloud Guide)
- Summer Sun Risin’ icons (from Lesson 3; one set for teacher use during the close read-aloud)
- Sun icon (from Lesson 3; two; for teacher use during the close read-aloud)
- Summer Sun Risin’ word card (from Lesson 3; teacher-created; two)
- Reading Literature Checklist (for teacher reference; see Assessment Overview and Resources)
- Language Dive Guide: Summer Sun Risin’ (optional; for ELLs; for teacher reference; see supporting materials)
- Sentence Strip Chunks: Summer Sun Risin’ (optional; for ELLs; one to display, see supporting materials)
- Role-Play Protocol anchor chart (begun in Lesson 4)
- Working to Become Ethical People anchor chart (begun in Lesson 4)
- Think-Pair-Share Protocol anchor chart (begun in Module 1)
- Speaking and Listening Checklist (for teacher reference; see Assessment Overview and Resources)
- Summer Sun Risin’ response sheet (from Lesson 3; one for teacher modeling and one per student)
- Pencils (one per student)
|Opening||Meeting Students' Needs|
A. Song and Movement: “Sun, Moon, and Stars” Version 2 Song (10 minutes)
“What are some of the nouns and verbs that go together in this song?” (Responses will vary)
|Work Time||Meeting Students' Needs|
A. Close Read-aloud, Session 3: Summer Sun Risin’, Pages 11–20 (25 minutes)
“Who is the main character? Where does the story take place? What happened in the beginning of the story?” (The main character is a boy. The story takes place on a farm. In the beginning of the story, a boy wakes up and starts to work on a farm. The sun is rising and moving in the sky.)
“What time of day do you think the middle of the story takes place?” (in the middle of the day)
“Where do you think the sun will be in the middle of the story?” (in the middle of the page)
B. Role-Playing and Reflecting on Respect, Pages 13, 15, and 19 (10 minutes)
“What did it look and sound like when you were showing respect during the Role-Play protocol?”
C. Independent Writing: Summer Sun Risin’ Response Sheet, Part II (10 minutes)
“What will we be writing and drawing in these boxes?” (the events from the beginning, middle, and end of the story)
“What happened at the beginning of the story?” (The boy woke up in the morning and had breakfast.)
“What happened in the middle of the story?” (It’s lunchtime, and the boy has lunch.)
Closing & Assessments
A. Structured Discussion: Sun Experience—Midday (5 minutes)
“Where is the sun during midday?” (At midday, the sun is highest in the sky—in the middle of the sky.)
“What does the boy experience during midday?” (At midday, the boy is having lunch.)
“What do you experience during midday?” (Responses will vary, but may include: At midday, I like to play outside.)
¾ “At midday (the sun/the boy/I) _________.”
“Can you say more about that?” (Responses will vary.)
“Who can repeat what your classmate said?” (Responses will vary.)
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.
Copyright © 2013-2018 by EL Education, New York, NY.