- I can speak in complete sentences when using my notecards to present to an audience. (SL.2.4, SL.2.6)
- I can show empathy when I give feedback to my peers. (SL.2.3)
These are the CCS Standards addressed in this lesson:
- SL.2.3: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
- SL.2.4: Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
- SL.2.6: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Daily Learning Targets
Ongoing Assessment
- During Work Time B, circulate and observe as students practice presenting and giving empathic feedback to peers. Consider using the Speaking and Listening Checklist to document progress toward SL.2.3, SL.2.4, and SL.2.6 (see Assessment Overview and Resources).
Agenda
Agenda | Teaching Notes |
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1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A.Engaging the Speaker: Using Complete Sentences (25 minutes) B. Oral Presentation Practice: Using Complete Sentences (20 minutes) 3. Closing and Assessment A. Pinky Partners Protocol: Reflecting on Empathy (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
- Pre-distribute Materials for Work Time B at students? pre-determined workspaces.
- Post: Learning targets 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 Standard 2.I.C.9
Important points in the lesson itself
- The basic design of this lesson supports ELLs with opportunities to hone their speaking skills with grammatically correct syntax by identifying complete and incomplete sentences.
- ELLs may find it challenging to extrapolate complete sentences from the words and phrases in their notes. During or after Work Time A, provide additional practice with this skill. If necessary, consider helping them transcribe complete sentences based on their notes for them to temporarily use during this lesson.
Levels of support
For lighter support:
- During Work Time A, challenge students to add on to the incomplete sentences to make them complete.
- During Work Time B, consider designating confident speakers as "coaches." Encourage them to circulate and support students who need additional support.
For heavier support:
- During Work Time B, consider allowing students to work in heterogenous triads. Students can observe two models of the presentation feedback before contributing themselves.
Universal Design for Learning
- Multiple Means of Representation (MMR): Continue to support comprehension by activating prior knowledge and scaffold connections for students. Continue to provide visual display of questions and student responses on a chart or a board during discussions.
- Multiple Means of Action & Expression (MMAE): Continue to support students in setting appropriate goals for their effort and the level of difficulty expected.
- Multiple Means of Engagement (MME): Continue to support sustained engagement and effort for students who benefit from consistent reminders of learning goals and their value or relevance.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
Review
- empathy, feedback, audience (L)
Materials
- Complete or Incomplete sentence strips (one to display)
- Criteria for High-Quality Oral Presentations anchor chart (begun in Lesson 6)
- Oral Presentation Notecards: Bee Model (from Lesson 2; one to display)
- What Does Peer Feedback Look and Sound Like? anchor chart (begun in Lesson 4)
- Peer Feedback Protocol anchor chart (begun in Lesson 4)
- Oral presentation notecards (from Lesson 2; one set per student)
- Specific, Positive Feedback sentence starters (from Lesson 6; one per pair and one to display)
- Speaking and Listening Checklist (for teacher reference; see Assessment Overview and Resources)
- Sandwich bag (from Lesson 2; one per student)
- Pinky Partners Protocol anchor chart (begun in Module 1)
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. Reviewing Learning Targets (5 minutes)
"I can speak in complete sentences when using my notecards to present to an audience."
"I can show empathy when I give feedback to my peers."
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Work Time
Work Time | Meeting Students' Needs |
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A. Engaging the Speaker: Using Complete Sentences (25 minutes)
"Why should we present using complete sentences?" (It makes it easy for our audience to understand what we are saying. Incomplete sentences don't express an idea.)
"Can you think of time when it might be appropriate not to speak in complete sentences? I'll give you time to think and discuss with a partner." (Responses will vary, but may include: when talking to a friend at lunch; when answering yes or no questions.)
"Your presentation notecards are written as notes in words and phrases. They are not complete sentences. We know that one criteria for high-quality oral presentations is that the speaker uses complete sentences to express ideas. We need to think about how to turn our notecards into complete sentences."
"What did you notice when I practiced turning my notes into sentences? What do you want to focus on when you practice?" (You used some words from your cards and some words from your head. I want to try to put words I think of with words on the card to make the sentences sound right.)
"Using the notes on this notecard, what complete sentences can we say?" (The pollinator goes to the plant because it is attracted to the white petals.)
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B. Oral Presentation Practice: Using Complete Sentences (20 minutes)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Pinky Partners Protocol: Reflecting on Empathy (10 minutes)
"What was challenging about using your notes to speak in complete sentences? What was helpful about practicing this skill with a partner?" (Responses will vary.)
"What if you did the presentation without notes? Would that be more difficult or less difficult? Why? I'll give you time to think and discuss with a partner."(Responses will vary.)
"How did it feel to receive feedback from your partner? How can the feedback help you improve your work?"
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