- I can state an opinion and provide reasons to support it. (SL.K.1a, SL.K.4, SL.K.6)
- I can describe trees and where they are located. (W.K.8, L.K.1b, L.K.2a, L.K.2b)
These are the CCS Standards addressed in this lesson:
- W.K.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
- SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
- SL.K.1a: Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
- SL.K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
- SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly.
- LK.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- LK.1b: Use frequently occurring nouns and verbs.
- L.K.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- L.K.2a: Capitalize the first word in a sentence and the pronoun I.
- L.K.2b: Recognize and name end punctuation.
Daily Learning Targets
Ongoing Assessment
- Collect students' Enjoying Trees Journal, Part II and use the Language Checklist to track progress toward W.K.8, L.K.1b, L.K.2a, L.K.2b, and L.K.6 (see Assessment Overview and Resources).
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engaging the Learner: Opinions and Reasons (20 minutes) 2. Work Time A. Back to Back and Face to Face Protocol: Module 4 Guiding Question (10 minutes) B. Independent Writing: Enjoying Trees Journal, Part II (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:
Down the road:
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In Advance
- Prepare Trees Are Important Word Wall cards for the words opinion, reason, and community.
- Distribute Enjoying Trees Journal, Part II and pencils at student workspaces for Work Time B.
- Preview the Opening to ensure there is space to accommodate the activity. If space does not allow for movement within the classroom, consider letting students indicate opinions by standing (Opinion A), kneeling (Opinion B), or sitting (Opinion C).
- 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 1-3 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.
- Consider having students use word-processing technology to type their journal entries throughout the unit.
Supporting English Language Learners
Supports guided by in part by CA ELD Standards K.I.A.3, K.I.B.11, and K.II.C.6
Important points in the lesson itself
- The basic design of this lesson supports ELLs with opportunities to engage with visuals to generate ideas and questions about a new topic of learning, to deconstruct focus words and concepts through peer discussion, and to describe their thoughts in writing.
- ELLs may find it challenging to comprehend, internalize, and use the new words and corresponding concepts of opinion and reasons. Consider spending additional time previewing and reviewing these concepts as they are presented in the lesson (see levels of support and the Meeting Students' Needs column).
Levels of support
For lighter support:
- During Work Time B and throughout the unit, encourage students to turn to an elbow partner to describe an opinion they have and their reason, using the frames: "I believe/I think __________ [apples are nice] because _________ [they are sweet]." Ask: "Why do you need to give a reason after you share an opinion or an idea?" Create a space in the classroom to post these opinions and reasons for students to review or contribute more if they finish a task early.
For heavier support:
- During Work Time B, circulate to offer additional support to students who are struggling with putting their thoughts into writing. Repeat the prompt and ask students to identify places in the classroom where there are resources that can help them (e.g., Word Wall, anchor chart, classmate). Consider working closely with a group of students to complete their work as a shared writing experience.
Universal Design for Learning
- Multiple Means of Representation (MMR): In this lesson, support comprehension by activating prior knowledge. Consider a brief review of Unit 1 to highlight relevance and scaffold connections for students. Additionally, provide questions visually as well as verbally. For example, display questions on a chart or the board during discussions.
- Multiple Means of Action and Expression (MMAE): Recall that appropriate goal-setting supports development of executive skills and strategies. Continue to offer scaffolds for students learning to set appropriate personal goals, such as a checklist with one goal during each learning activity.
- Multiple Means of Engagement (MME): Throughout this unit, sustained engagement and effort is essential for student achievement. Recall that some students will benefit from consistent reminders of learning goals and their value or relevance. Students who may need additional support with sustained effort and concentration are supported when these reminders are built into the learning environment.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T)
New:
- community, opinion, reason (L)
Review:
- noun, verb, respect (L)
Materials
- Module 4 Guiding Question anchor chart (begun in Unit 1, Lesson 1)
- Trees Are Important Word Wall cards (new; teacher-created; three)
- Trees Are Important Word Wall (begun in Unit 1, Lesson 1; added to during the Opening; see Teaching Notes)
- Opinion icons (one set to display)
- Back to Back and Face to Face Protocol anchor chart (begun in Module 2)
- Enjoying Trees Journal, Part II (page 1; one per student and one for teacher modeling)
- Enjoying Trees Journal, Part II (example, for teacher reference)
- Pencils (one per student)
- Language Checklist (for teacher reference; see Assessment Overview and Resources)
- Respect anchor chart (begun in Module 3)
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: Opinions and Reasons (20 minutes)
"How are trees important to us and our community?"
"I can state an opinion and provide reasons to support it."
"What did you notice about how I explained why I have the opinion that I have about snacks?" (Responses will vary, but may include: You used a complete sentence, your reason was connected to your opinion, and you used the word because in your sentence.)
"What did you notice about the opinions you and your classmates had?" (Responses will vary, but many include: They were not all the same. A lot of people had one opinion, and only a few people had a different opinion, etc.) "What did you notice about the reason your partner gave for his or her opinion?" (Responses will vary, but may include: We did not have the same reason for our opinion. The reason matched the opinion. The reason did not make sense to me, etc.)
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Work Time
Work Time | Meeting Students' Needs |
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A. Back to Back and Face to Face Protocol: Module 4 Guiding Question (10 minutes)
"What does the word community mean? When we say the word community, what does it mean to you?" (Responses will vary, but may include: a group of people, my neighborhood, our school community, being together, and getting along, etc.) Conversation cue: "Who can add on to what your classmate said? I'll give you time to think." (Responses will vary.)
"How are trees important to us and our community?"
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"Who are the people in your community?" "What do you do with people in your community?" Provide frames and model an example:
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B. Independent Writing: Enjoying Trees Journal, Part II (25 minutes)
"I can describe trees and where they are located."
"What do you notice is different between this Enjoying Trees journal and the one from the previous unit?" (This one has pictures already in it. This one has more lines for writing.)
"What do you notice about this picture?" (There is a tree. There is a house.)
"How would you describe where the trees are in this picture?" (Responses will vary, depending on which tree the students describe: The tree is next to the house; the tree is beside the house; the tree is behind the house.)
"Look at the picture. Write a sentence to describe where the tree is."
"What is a sentence you could write to describe what you see and where the tree is in this picture?" (Responses will vary, but may include: The tree is next to the house.)
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"Can you put the first learning target in your own words?" (I can tell you about trees and where they are planted.) "How do you feel about that target?" (It might be a little hard, but it is interesting). (MME) |
Closing & Assessments
Closing | Meeting Students' Needs |
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A. Reflecting on Learning (5 minutes)
"How did you show respect to yourself and others today when sharing opinions?" (Responses will vary, but may include: I listened to my classmates; I let my friends make their own choices and opinions; etc.) Conversation Cue: "Who can add on to what your classmate said? I'll give you time to think." (Responses will vary.)
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