- I can write notecard #4 for my oral presentation using information from the pollinator texts and My Pollinator Writing booklet. (W.2.7)
- I can revise my work based on my partner's feedback. (W.2.5, W.2.7)
These are the CCS Standards addressed in this lesson:
- RI.2.5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
- RI.2.7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
- W.2.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
- W.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
- L.2.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- L.2.1e: Use adjectives and adverbs, and choose between them depending on what is to be modified.
- L.2.1f: Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
Daily Learning Targets
Ongoing Assessment
- During Work Time A, circulate and observe as students write notecard #4 for evidence of progress toward W.2.7 and L.2.1e.
Agenda
Agenda | Teaching Notes |
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1. Opening A. Developing Language: Capture the Caption Activity (10 minutes) 2. Work Time A. Modeling Writing Notes: Oral Presentation Notecard #4 (20 minutes) B. Peer Critique Protocol: Scientific Drawings and Captions (25 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:
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In Advance
- Review the Peer Critique protocol. (Refer to the Classroom Protocols document for the full version of the protocol.)
- Post: Learning targets, the "Capture the Caption!" song, and applicable anchor charts (see Materials list).
Tech and Multimedia
Consider using an interactive white board or document camera to display lesson Materials.
- Continue to use the technology tools recommended throughout Modules 1 and 2 to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 2.I.B.5, 2.I.C.10, 2.II.A.1, 2.II.B.4, and 2.II.B.5
Important points in the lesson itself
- The basic design of this lesson supports ELLs with opportunities to use their speaking and listening skills as they give and receive feedback.
- ELLs may find it challenging to rearrange sentences during Opening A. To provide additional support with this skill, identify specific language structures, provide tactile experiences, and offer more time for practice (see Levels of support and Meeting Students? Needs column).
Levels of support
For lighter support:
- During Opening A, invite a student to facilitate a Mini Language Dive discussion with the caption they created.
For heavier support:
- During Work Time B, consider grouping students in heterogeneous triads. Students who need heavier support can observe others giving feedback to one another before giving and receiving feedback themselves.
Universal Design for Learning
- Multiple Means of Representation (MMR): Similar to Units 1 and 2, this lesson offers a variety of visual anchors to cue students' thinking. Continue to support students by creating additional or individual anchor charts for reference and charting student responses during whole class discussions to aid with comprehension.
- Multiple Means of Action & Expression (MMAE): Continue to support a range of fine motor abilities and writing needs by offering students options for writing utensils. Also, consider supporting students' expressive skills by offering partial dictation of student responses.
- Multiple Means of Engagement (MME): Continue to foster collaboration and community by providing prompts that guide students in knowing when and how to ask classmates or teachers for help.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
Review
- revise, feedback, kind, specific, helpful (L)
Materials
- "Capture the Caption!" song (from Lesson 2; one to display)
- Upgrading Sentences anchor chart (begun in Lesson 3)
- Upgrading Sentences anchor chart (example, for teacher reference; begun in Lesson 3)
- Bee photographs #4-5 (from Unit 2, Lesson 6; one to display)
- Oral Presentation Notecards: Bee Model (from Lesson 2; one set to display)
- Oral presentation notecards (from Lesson 2; one set per student)
- Pollinator texts (from Lesson 1; one per student)
- "Forever Grateful, Flies and Wasps!" (from Lesson 1; one per student in this group)
- "Thanks a Bunch, Beetles!" (from Lesson 1; one per student in this group)
- "!Muchas Gracias, Butterflies and Moths!" (from Lesson 1; one per student in this group)
- My Pollinator Writing booklet (completed in Unit 2, Lesson 13; one per student)
- Sandwich bag (from Lesson 2; one per student)
- What Researchers Do anchor chart (begun in Unit 1, Lesson 2)
- What Does Peer Feedback Look and Sound Like? anchor chart (new; teacher-created)
- What Does Peer Feedback Look and Sound Like? anchor chart (example, for teacher reference)
- Peer Critique Protocol anchor chart (new; teacher-created)
- Peer Critique Protocol anchor chart (example, for teacher reference)
- Scientific Drawings and Captions Template: Bee Model (from Lesson 1; one to display)
- Scientific Drawings anchor chart (begun in Lesson 2)
- Scientific Drawings and Captions Template (from Lesson 1; one per student)
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. Developing Language: Capture the Caption Activity (10 minutes)
"What two ideas or actions from the picture did I write in my caption to make it a compound sentence?" (bee pollinating, bee looking for food)
"Write a caption about bee photograph #5 using a compound sentence that tells about more than one idea that is visible in the photograph. Use your knowledge of pollination and sentence-writing to help you do this."
(Example: The bright white flower was pollinated by the busy bee that was looking for food.)
"Which of your sentences sounds more interesting to you? Which best describes the photograph?"
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"Now what do you think the sentence means?"
"Can you take away the adjectives and adverbs in this sentence and rearrange it back to a simple sentence?" (The bee pollinated the flower.) |
Work Time
Work Time | Meeting Students' Needs |
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A. Modeling Writing Notes: Oral Presentation Notecard #4 (20 minutes)
"I can write notecard #4 for my oral presentation using information from the pollinator texts and My Pollinator Writing booklet."
"What do these notes mean?" (They connect the pollination process back to the fruit, flower, or vegetable.)
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B. Peer Critique Protocol: Scientific Drawings and Captions (25 minutes)
"I can revise my work based on my partner's feedback."
"What do you think kind, specific, and helpful feedback could look like and sound like?"
"What is one revision you will make to a scientific drawing based on the feedback you received?" (Responses will vary.)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Reflecting on Learning (5 minutes)
"I can revise my work based on my partner's feedback."
"How does this work show your progress toward this learning target?" (Responses will vary.)
"Who can add on to what your classmate said? I'll give you time to think."
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