- I can write reasons to support the opinion that people should plant wildflower seeds to help butterflies. (W.2.1, W.2.8)
- I can analyze a model and discuss implications for drafting my artwork. (SL.2.1a, SL.2.1b)
- I can share a reflection on my learning with others. (W.2.8, SL.2.1a, SL.2.6)
These are the CCS Standards addressed in this lesson:
- 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.
- W.2.8: Recall information from experiences or gather information from provided sources to answer a question.
- 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 discussio
- 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
- After Work Time A, review copies of the wildflower seed packet writing piece to ensure students have drafted two supporting reasons and copied the call to action. (W.2.1, W.2.8)
- During the Closing, listen for students to reflect on the first guiding question—“How can I take action to help butterflies?”—by sharing how they took action in today’s lesson. (SL.2.1a, SL.2.1b, and SL.2.6)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Reviewing the Performance Task and Learning Targets (5 minutes) 2. Work Time A. Performance Task Writing: Wildflower Seed Packet Writing Piece (30 minutes) B. Scientific Drawing: First Draft of Butterfly Drawing (20 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
- If possible, find and use a photograph of a regional butterfly for students' drawings in Work Time B. Refer to Technology and Multimedia for information about sources of local butterfly images.
- Review scientific drawing lessons from Module 3, Unit 2, Lessons 5-9 to refamiliarize yourself with the skills and techniques used.
- Pre-distribute materials for Work Times A and B at student workspaces.
- 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 finding a photograph of a regional butterfly for students to draw using this website.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 2.I.A.1 and 2.I.B.8.
Important points in the lesson itself
- The basic design of this lesson supports ELLs with opportunities to notice and explicitly discuss the difference between formal and informal uses of English.
- ELLs may find it challenging to understand the difference between writing informational paragraphs and the more concise writing they do in Work Time A for their seed packets. Display an informational paragraph and the model wildflower seed packet writing piece side by side to compare and contrast them.
Levels of support
For lighter support
- During Work Time A, when students orally rehearse their reasons to protect butterflies, remind students to use complete sentences; tell them their sentences must first name butterflies and next say something about what they do. Encourage students to raise a finger when they have shared each part of the sentence. When they have two fingers up, they know they have shared a complete sentence.
For heavier support
- During Work Time A, reduce the volume of work by providing students one of the two reasons to protect butterflies.
Universal Design for Learning
- Multiple Means of Representation (MMR): Continue to embed support for unfamiliar vocabulary by providing explanation and visual examples. This will help students make connections and support comprehension.
- Multiple Means of Action and Expression (MMAE): Continue to support strategy during independent writing by modeling how to physically touch the words/spaces on the sentence frame and draw lines for additional words you intend to write. This helps students recall their original ideas later in the writing process.
- 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)
New:
- call to action, blind, contour, reflection (L)
Review:
- criteria, accurate, reflect (L)
Materials
- Wildflower Seed Packet: Bee Model (from Lesson 1; one to display)
- Wildflower Seed Packet Criteria Checklist (one per student and one to display)
- Back-to-Back and Face-to-Face Protocol anchor chart (begun in Module 2)
- Wildflower seed packet writing piece (one per student)
- Wildflower seed packet writing piece (example, for teacher reference)
- Dangers That Butterflies Face and Reasons Butterflies Are Important: Class Notes (from Unit 2, Lesson 6; one to display)
- Scientific Drawing anchor chart (begun in Module 3)
- Monarch butterfly photograph (one per pair and one to display)
- Paper (blank; 4.5" x 5.5"; one piece per student)
- Pencils (one per student)
- Unit 3 Guiding Questions anchor chart (begun in Lesson 1)
- Working to Contribute to a Better World anchor chart (begun in Unit 2, Lesson 2 and added to in Lesson 1)
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. Reviewing the Performance Task and Learning Targets (5 minutes)
"I can write reasons to support the opinion that people should plant wildflower seeds to help butterflies."
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Work Time
Work Time | Meeting Students' Needs |
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A. Performance Task Writing: Wildflower Seed Packet Writing Piece (30 minutes)
"We're asking people to plant wildflower seeds to help butterflies. They may not know why they should help butterflies. Our writing will answer the question 'Why should we help butterflies?' This question will be the introduction of our paragraph."
"Why should we help butterflies?"
"If I want you to go to the cafeteria quickly, my call to action might be, 'Hey everyone, they are giving away free ice cream in the cafeteria!'"
"On this wildflower seed packet, what do we want our audience to do?" (plant the wildflower seeds in the packet) "What might we say for our call to action?" (Responses will vary, but may include: Help butterflies by planting wildflower seeds! Plant seeds to save butterflies!)
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B. Scientific Drawing: First Draft of Butterfly Drawing (20 minutes)
"I can analyze a model and discuss implications for drafting my artwork."
"What shapes do you see?" (triangles, ovals, circles) "Which shapes are bigger? Which shapes are smaller?" (Triangles are bigger; ovals and circles are smaller.) "What body parts do you see on the butterfly?" (wings, antennae) "Which body parts are smaller than others?" (Wings are larger; antennae are smaller.)
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"Now what do you think the sentence means?" "How does this Language Dive add to your understanding of what we will do now/what we did?"
"Can we divide this sentence into two or more sentences? How?" (I can analyze a model. I can discuss implications for drafting my own artwork.) |
Closing & Assessments
Closing | Meeting Students' Needs |
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A. Reflecting on Learning (5 minutes)
"I can share a reflection on my learning with others."
"When you reflect on your learning, you can write down your thoughts and create a reflection. A reflection is your own thoughts about something--in this case, your learning. You will continue to work to reach this target throughout the unit as you reflect on your learning daily."
"How did you take action to help butterflies today?" (I began to create the parts of the wildflower seed packet; I wrote about why people should help butterflies; I drafted a butterfly drawing.) Conversation Cue: "What strategies helped you succeed in this task?" (Responses will vary, but may include: noticing the size of the shapes I saw.)
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