- I can ask and answer questions about the main topic and key details in Mama Miti. (RI.K.1, RI.K.2, RI.K.4, RI.K.9)
- I can identify the similarities and differences between the texts A Tree Is Nice and Mama Miti. (RI.K.9, SL.K.1a, SL.K.4, SL.K.6)
- I can use pictures and words to state an opinion about where to plant trees and provide a reason to support it. (W.K.1, W.K.8, L.K.2a, L.K.2b)
These are the CCS Standards addressed in this lesson:
- RI.K.1: With prompting and support, ask and answer questions about key details in a text.
- RI.K.2: With prompting and support, identify the main topic and retell key details of a text.
- RI.K.4: With prompting and support, ask and answer questions about unknown words in a text.
- RI.K.9: With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
- W.K.1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
- 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.
- 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
- During the focused read-aloud in Work Time A and Back-to-Back and Face-to-Face protocol in Work Time B, use the Reading Informational Text Checklist to track students' progress toward RI.K.1, RI.K.2, RI.K.4, and RI.K.9 (see Assessment Overview and Resources).
- Collect students' Opinion Writing planners and use the Opinion Writing Checklist to track students' progress toward W.K.1 (see Assessment Overview and Resources).
Agenda
Agenda | Teaching Notes |
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1. Opening A. Song and Movement: "Trees in Our Community" (5 minutes) 2. Work Time A. Focused Read-aloud: Mama Miti, Pages 3-14 (15 minutes) B. Back-to-Back and Face-to-Face Protocol: Comparing Mama Miti to A Tree Is Nice (10 minutes) C. Scaffolded Writing: Analyzing a Model and Planning an Opinion and Reason (25 minutes) 3. Closing and Assessment A. Pinky Partners Protocol: Sharing Our Opinion Writing Planners (5 minutes) |
Purpose of lesson and alignment to standards:
How this lesson builds on previous work:
Areas in which students may need additional support:
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In Advance
- Prepare:
- Trees Are Important Word Wall card for the word firewood.
- Clipboards with Opinion Writing planners attached for Work Time 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.
Supporting English Language Learners
Supports guided by in part by CA ELD Standards K.1.A.3, K.1.B.6, and K.1.C.11
Important points in the lesson itself
- The basic design of this lesson supports ELLs with the opportunity to build content knowledge about where and why people plant trees through continuing the focused read-aloud of Mama Miti.
- ELLs may find it challenging to comprehend some of the phrases in pages 3-14 in Mama Miti (examples: "thin as ropes" "came to her from every direction"). When reading, continue to use gestures, text-based questions, and the illustrations to facilitate and check for student understanding.
Levels of support
For lighter support:
- During Work Time A, encourage students to ask questions when they don't understand. Model pausing and reconsidering a phrase that may be confusing.
For heavier support:
- During Work Time A, refer to the interactive storyboard of Mama Miti to help retell the story before you read. Then add to the storyboard as you read. Ask students to paraphrase what happened on each page by using the illustrations as guides.
Universal Design for Learning
- Multiple Means of Representation (MMR): Continue to support comprehension by providing options for perception, such as visual supports for information presented orally.
- Multiple Means of Action and Expression (MMAE): Continue to support a range of fine motor abilities and writing need by offering students options for writing utensils and partial dictation of student responses as appropriate.
- Multiple Means of Engagement (MME): Continue to emphasize the importance of process and effort by discussing how even when you try your best to write neatly, you can sometimes make a mistake and that is okay.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T)
New:
- firewood (T)
Review:
- similarities, differences, community, opinion, reason (L)
Materials
- "Trees in Our Community," Version 1 (from Lesson 2; one to display)
- Mama Miti (from Lesson 6; one to display; for teacher read-aloud)
- Reading Informational Text Checklist (for teacher reference; see Assessment Overview and Resources)
- Reasons to Plant a Tree anchor chart (begun in Lesson 3; added to during Work Time A; see supporting materials)
- Reasons to Plant a Tree anchor chart (begun in Lesson 3; example, for teacher reference)
- Marker (blue; used by the teacher to record ideas on sentence strips)
- Sentence strips (one; added to the Reasons to Plant a Tree anchor chart)
- Tape (one piece; used by the teacher to adhere sentence strips to Reasons to Plant a Tree anchor chart)
- Trees Are Important Word Wall card (new; teacher-created; one)
- Trees Are Important Word Wall (begun in Unit 1; added to during Work Time A; see Teaching Notes)
- Back-to-Back and Face-to-Face Protocol anchor chart (begun in Module 2)
- Speaking and Listening Checklist (for teacher reference; see Assessment Overview and Resources)
- Opinion Model: "Where I Would Plant a Tree" (one to display)
- Opinion Model: "Where I Would Plant a Tree" (for teacher reference)
- Colored pencils (red, blue; used by the teacher to annotate the Opinion Model: "Where I Would Plant a Tree")
- Opinion Writing planner (one per student and one to display)
- Opinion Writing planner (example, for teacher reference)
- Places People Plant Trees anchor chart (begun in Lesson 5)
- Clipboards (one per student)
- Pencils (one per student)
- Pinky Partners Protocol anchor chart (begun in Module 3)
- Opinion Writing Checklist (for teacher reference; see Assessment Overview and Resources)
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 |
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A. Song and Movement: "Trees in Our Community" (5 minutes)
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Work Time
Work Time | Meeting Students' Needs |
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A. Focused Read-aloud: Mama Miti, Pages 3-14 (15 minutes)
"I can ask and answer questions about the main topic and key details in Mama Miti."
"According to the text, why did Wangari encourage people in her community to plant trees?" (for food; to grow food; to be able to eat fruits; because they didn't have any food and trees provide food)
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B. Back-to-Back and Face-to-Face protocol: Comparing Mama Miti to A Tree Is Nice (10 minutes)
"I can identify the similarities and differences between the texts A Tree Is Nice and Mama Miti."
"What are one or two similarities between the texts Mama Miti and A Tree Is Nice?" (Responses will vary, but may include: Both of the texts say that people should plant trees because trees provide food; both of the texts have pictures of trees; both of the texts give reasons that people plant trees.) "What are one or two differences between Mama Miti and A Tree Is Nice?" (Responses will vary, but may include: They are written by different authors; the illustrations are in different styles; they give different reasons for planting trees.)
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C. Scaffolded Writing: Analyzing a Model and Planning an Opinion and Reason (25 minutes)
"I can use pictures and words to state an opinion about where to plant trees and provide a reason to support it."
"What was this mostly about?" (where this person thinks you should plant a tree)
"What word connects the opinion statement and the reason?" (because) Conversation Cue: "Who can explain why your classmate came up with that response? I'll give you time to think." (Responses will vary.)
"When I read the opinion, touch your head." "When I read the word because, clap once." "When I read the reason, touch your knee."
"Where would you plant a tree?" (Responses will vary, but students should use information from the Places People Plant Trees anchor chart.) "Why would you plant it there?" (Responses will vary, but students should use information from the Reasons to Plant a Tree anchor chart.)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Pinky Partners Protocol: Sharing Our Opinion Writing Planners (5 minutes)
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