- I can share my reflection on my work and learning with my classmates and visitors. (SL.2.1a, SL.2.6)
- I can listen to a classmate's reflection and then respond with a kind, specific comment. (SL.2.1a, SL.2.1b, SL.2.6)
These are the CCS Standards addressed in this lesson:
- SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
- SL.2.1a: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
- SL.2.1b: Build on others' talk in conversations by linking their comments to the remarks of others.
- 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 A, observe as students share their work and reflections with peers and guests. If additional time is needed to gather data toward SL.2.1a. SL.2.1b, and SL.2.6 for the Unit 3 Assessment, do so using the Speaking and Listening Checklist (see Assessment Overview and Resources).
Agenda
Agenda | Teaching Notes |
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1. Opening A. Welcoming Visitors to the Celebration of Learning (10 minutes) 2. Work Time A. Sharing Our Reflections on Module 4 Work and Learning (30 minutes) B. Song and Movement: "Pollinator Pokey" (10 minutes) 3. Closing and Assessment A. End of Module 4 Celebration (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-determine new triads for the sharing in Work Time A.
- Prepare technology necessary to share "Bunnyyarl the Flies and Wurrunnunnah the Bees" videobooks during Work Time B.
- Confirm with visitors planning to take part in the Celebration of Learning.
- Provide the two students who are welcoming guests to the Celebration of Learning in the Opening with an additional opportunity to practice reading or saying their part aloud.
- Consider arranging for school staff members or visitors to provide interpretation for those who speak home languages other than English.
- 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.
- Continue to use the technology tools recommended throughout Modules 1-3 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.
- Work Time B: Consider inviting guests to view "Bunnyyarl the Flies and Wurrunnunnah the Bees" videobooks from Unit 1 using a device (e.g., laptop, interactive white board, or phone with video capabilities).
Supporting English Language Learners
Supports guided in part by CA ELD Standards 2.I.A.1 and 2.I.C.9
Important points in the lesson itself
- The basic design of this lesson supports ELLs with opportunities to celebrate and to share their learning with their peers and visitors. Students will perform their speaking and listening skills as they build fluency in sharing and reflecting about their work.
- ELLs may find it stressful to perform before people they do not know. If students feel bashful about reading aloud, gently encourage them to participate but avoid forcing them.
Levels of support
For lighter support
- Assign a confident student to be a helper for a student who is nervous about presenting. The helper can assist during tricky parts.
For heavier support
- If students are unable or too nervous to present, consider speaking for them, or inviting another student to speak for them based on the notes they prepared in prior lessons. The students can display their work while the teacher or classmate is presenting on their behalf.
Universal Design for Learning
- Multiple Means of Representation (MMR): When the class is sharing and celebrating culminating work with visitors, it is important to also document the group's learning processes. Highlight aspects of the learning and writing process that were important in this unit.
- Multiple Means of Action and Expression (MMAE): In this lesson, students share their work from Unit 3. Continue to support students in setting appropriate goals for their effort and the expectations for sharing with visitors.
- Multiple Means of Engagement (MME): During the Celebration of Learning, some students may experience anxiety or concern about sharing in front of a group. Minimize these threats and support self-regulation by inviting students to share in a smaller group setting with one or two visitors.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
Review:
- action (L)
Materials
- "We Do What We Can" (from Unit 1, Lesson 2; one to display)
- Celebration of Learning welcome letter (from Lesson 8; one per student)
- What Does Peer Feedback Look Like and Sound Like? anchor chart (begun in Module 3; added to in Lesson 3)
- Module 4 Work Products folder (from Lesson 9; one per student)
- "Bunnyyarl the Flies and Wurrunnunnah the Bees" scene painting (from Unit 1, Lesson 9)
- My Opinion writing booklet (from Unit 2, Lesson 8)
- Wildflower seed packet (assembled in Lesson 8)
- Reflections on Module 4 Work and Learning notebook (completed in Lesson 10; one per student)
- Construction paper (one piece per triad)
- "Bunnyyarl the Flies and Wurrunnunnah the Bees" videobooks (optional; for students who finish the sharing process early)
- Device (optional; used by students to share their videobooks)
- "Pollinator Pokey" (from Lesson 10; one to display)
- Unit 3 Guiding Questions anchor chart (begun in Lesson 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. Welcoming Visitors to the Celebration of Learning (10 minutes)
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Work Time
Work Time | Meeting Students' Needs |
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A. Sharing Our Reflections on Module 4 Work and Learning (30 minutes)
"I can share my reflection on my work and learning with my classmates and visitors."
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B. Song and Movement: "Pollinator Pokey" (10 minutes)
"Our class has a song to share with you. It might be familiar, but we have a new twist that is related to pollinators!"
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. End of Module 4 Celebration (10 minutes)
"Would you like to receive a handshake, a high-five, or a hug for your hard work in Module 4?" (Responses will vary.)
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There are no new supporting materials for this lesson. |
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