- I can compare and contrast A Place for Bats with "Bats' Roosts in Danger!" (RI.2.9)
- I can plan the introduction and focus statement for a shared opinion piece about why people should work to protect bats. (W.2.1)
These are the CCS Standards addressed in this lesson:
- RI.2.8: Describe how reasons support specific points the author makes in a text.
- RI.2.9: Compare and contrast the most important points presented by two texts on the same topic.
- W.2.1: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section
- L.2.1b: Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
Daily Learning Targets
Ongoing Assessment
- After the lesson, use the Reading Informational Text Checklist to review students' Protecting Pollinators research notebook and track progress toward RI.2.9 (see Assessment Overview and Resources).
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engaging the Learner: "The Butterfly Garden" (10 minutes) 2. Work Time A. Comparing and Contrasting Texts on the Same Topic: Bats (20 minutes) B. Shared Writing: Planning an Opinion Piece about Why People Should Protect Bats (10 minute) C. Shared Writing: Writing an Introduction and Focus Statement (15 minutes) 3. Closing and Assessment A. Vote with Your Feet Protocol: Comparing Two Texts (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
- Preview Work Time C and Shared Opinion Writing: "People Should Protect Bats" (example, for teacher reference) to familiarize yourself with the outcomes for shared writing (see supporting materials).
- Pre-distribute copies A Place for Bats and Protecting Pollinators research notebooks at student workspaces for Work Time A.
- Post: Learning targets and all applicable anchor charts (see materials list).
Tech and Multimedia
Consider using an interactive white board or document camera to display lesson materials.
- During the shared writing in Work Time C, consider the use of tablets and streaming technology instead of white boards and dry-erase markers, allowing the display of students' writing ideas for discussion, revision, and inclusion in the shared writing piece.
Supporting English Language Learners
Supports guided by in part by CA ELD Standards 2.I.B.7, 2.I.C.10, and 2.II.B.4
Important points in the lesson itself
- The basic design of this lesson supports ELLs with multiple opportunities to orally process their ideas with peers and to participate in a shared writing experience similar to the writing required on their forthcoming Unit 2 Assessment.
- ELLs may find it challenging to skim each text for specific information as they compare and contrast two different texts. Consider offering additional models and think-alouds to support students with this activity. Make the task more manageable by limiting the amount of information each student is responsible for finding (see Meeting Students' Needs).
Levels of support
For lighter support
- During Work Time A, give students roles to support their partner work (examples: reader, recorder).
For heavier support
- During Work Time A, consider working closely with a small group of students to compare and contrast texts as a guided activity.
Universal Design for Learning
- Multiple Means of Representation (MMR): In this lesson, students are introduced to the poem "The Butterfly Garden." Some students may benefit from having an individual copy of the poem to follow along in near-point as it is read aloud. Support transfer of learning by offering multiple representations of the poem. Consider providing an annotated or illustrated copy of the poem for students as support for information-processing strategy development and comprehension.
- Multiple Means of Action and Expression (MMAE): In this lesson, students are invited to chorally read the poem aloud. Some students may not feel confident in their reading skills and may benefit from modeling and supported practice. Provide differentiated mentors by seating students who may be more confident reading aloud near students who may not feel as confident.
- Multiple Means of Engagement (MME): Invite students to reflect on their learning from previous lessons in this unit to help students understand the value and relevance of the activities in this lesson. Continue to provide prompts and sentence frames for those who require them.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
New:
- irregular (L)
Review:
- noun, singular, plural noun, compare, contrast, introduction, opinion (L)
Materials
- "The Butterfly Garden" (new; teacher-created; see supporting materials)
- "The Butterfly Garden" (example, for teacher reference)
- Comparing Two Texts about Bats anchor chart (new; co-created with students during Work Time A; see supporting materials)
- Comparing Two Texts about Bats anchor chart (example, for teacher reference)
- "Bats' Roosts in Danger!" (from Lesson 3; one to display; for teacher read-aloud)
- A Place for Bats (from Lesson 1; one per pair and one to display; for teacher read-aloud)
- Protecting Pollinators research notebook (from Lesson 3; added to during Work Time A; one per student)
- "Bats' Roosts in Danger!" (from Lesson 3; page 2 of the Protecting Pollinators research notebook)
- Comparing Two Texts about Bats (page 4 of the notebook)
- Protecting Pollinators research notebook (from Lesson 3; example, for teacher reference)
- Dangers That Bats Face and Reasons Bats Are Important: Class Notes (completed in Lesson 3; one to display)
- Chart paper (two pieces; used by the teacher for shared writing)
- Shared Opinion Writing: "People Should Protect Bats" (example, for teacher reference)
- Markers (permanent; red and green; one of each used by the teacher for shared writing)
- Vote with Your Feet Protocol anchor chart (begun in Lesson 2)
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 Learner: "The Butterfly Garden" (10 minutes)
"What is the poem about?" (a garden with butterflies and bats; children helping butterflies by planting things)
"We'll be writing opinions about bats and butterflies in this unit, so it's important that we learn to write about them accurately. This will help you as writers in this unit, but also in your future as authors of many types of text."
"What are some examples of regular plural nouns in the poem?" (trees, bats, caves, collectors, protectors, bushes)
"What are some examples of regular plural nouns that you have heard or read, but not in this poem?" (Responses will vary.)
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Work Time
Work Time | Meeting Students' Needs |
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A. Comparing and Contrasting Texts on the Same Topic: Bats (20 minutes)
"I can compare and contrast A Place for Bats with 'Bats' Roosts in Danger!'"
"I want to find out which text includes the point that people make choices that affect bats. I'll need to skim both texts."
"The last sentence makes the point that people can help bats by saving bats' roosts." It says that they can help, but not that they have to. This makes me think that it is a person's choice whether or not they help save bats' roosts. I can make an 'X' for this point under the title 'Bats' Roosts in Danger!' on the Comparing Two Texts about Bats anchor chart."
"On page 2, it says that we can work together to help bats, but it doesn't say that we already do work together to help bats. That means we can choose to work together if we want to. This book also makes the point that people make choices that affect bats."
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B. Shared Writing: Planning an Opinion Piece about Why People Should Protect Bats (10 minutes)
"I can plan the introduction and focus statement for a shared opinion piece about why people should work to protect bats."
"The author in A Place for Bats shares the opinion that people sometimes do things that make it hard for bats to live and grow." "The rest of the book gives many reasons why the author has this opinion. She gives many examples of the things people have done that make it hard for bats to live and grow."
"The author of 'Bats' Roosts in Danger!' shares the opinion that bats' roosts are in danger from choices made by people." "The rest of the piece gives reasons why people's choices put bats' roosts in danger." "Both authors offer their opinion and then support their opinion with reasons. Today, we will write our own opinion piece, as a class, about bats. We will tell our opinion and support it with reasons."
"Our class is working to write an opinion piece that is based on reasons, just like the authors did. In order to help everyone learn how to support an opinion with reasons, the class will work together to write about the same opinion on the topic of bats. We can write to support an opinion using our knowledge from research, even if we disagree with the opinion. Writing to support opinions, even when we disagree, helps us understand other perspectives, teaches us to be open-minded, and helps us better form our own opinion."
"Are you curious about what opinion we will be writing about?" (Responses will vary.)
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B. Shared Writing: Writing an Introduction and Focus Statement (15 minutes)
"Look at your research partner. Can you see a change happening? It may not look like much, but at this moment you are all beginning to make a shift in your mind from research reading and note-taking to ... writing! It's invisible, but it's an important change!" "We have learned a lot about writing this year. You probably know more about writing than you do about bats, and you know a lot about bats! First, we will need to access your memories for information about writing paragraphs."
"What is the first part of a paragraph called--the part that the reader reads first?" (introduction)
"What is our topic?" (bats) "What have we learned about bats?" (They are in danger.)
"You know a lot about why bats are in danger. What can we write in our introduction to briefly explain this issue to readers?" (Responses will vary, but may include: Bats are in danger; bats are helpful creatures.)
"What comes after the introduction?" (focus statement)
"What are two main reasons we've researched that tell why we should protect bats?" (important to plants; important to other animals)
"What sentences can we write for our focus statement to share our opinion on this issue and connect it to our reasons?" (Responses will vary.)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Vote with Your Feet Protocol: Comparing Two Texts (5 minutes)
"Which text helped you build more knowledge to write our introduction and focus statement: 'Bats' Roosts in Danger!' or A Place for Bats?"
"Share one reason to support your answer choice." (Responses will vary, depending on choice.)
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