- I can read my writing and present my artwork using a strong and clear voice. (SL.K.4, SL.K.6)
- I can share information with others about how and why trees are important to us and our communities. (SL.K.1a, SL.K.4, SL.K.6)
These are the CCS Standards addressed in this lesson:
- 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.
Daily Learning Targets
Ongoing Assessment
- As students share their work with visitors, use the Speaking and Listening Checklist to document progress toward SL.K.4 and SL.K.6.
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engaging the Learner: Sharing Songs and Poems (5 minutes) 2. Work Time A. Reading Aloud: Sharing and Celebrating Our Tree Appreciation Cards (15 minutes) B. Speaking and Listening: Sharing Our Enjoying Trees Journals, Part I and Part II (15 minutes) C. Reflecting on Learning (10 minutes) 3. Closing and Assessment A. End of Module Reflection (15 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
- Determine small groups for presentations and prepare the Presentation Groups chart.
- Prepare clipboards with the End of Module Reflection form for the Closing.
- Distribute Tree Appreciation cards and Enjoying Trees Journals, Part I and Part II in designated areas for each small group.
- Post: Learning targets, "We Depend on Trees," "Trees in Our Community," "The Many Meanings of Words," "The Cat, the Tree, and Me," and applicable anchor charts (see materials list).
Tech and Multimedia
- 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.I.A.1, K.I.B.5, and K.I.C.9
Important points in the lesson itself
- The basic design of this lesson supports ELLs by offering them the opportunity to demonstrate their learning about trees as well as their progress in speaking and writing with their community.
- ELLs may find it challenging to perform in front of a group of people, many whom they may not know. Remind them that it's okay to be a little nervous and that they have practiced and worked very hard for this celebration.
Levels of support
For lighter support:
- In the Opening, consider inviting students to welcome the guests in their home languages and to present the title of each song or poem before students begin.
For heavier support:
- Before the Opening, check in with any students who may need to rehearse the poems, songs, the Enjoying Trees journals and their Performance Task: Tree Appreciation cards one more time.
- During Work Times A and B, while you circulate in the small groups, check in with any students you think may need additional support or prompts.
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 help students set appropriate goals for their effort and the expectations for sharing with visitors.
- Multiple Means of Engagement (MME): During the End of Module Celebration, 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:
- reflect (L)
Materials
- "We Depend on Trees" (from Module 3; one to display)
- "Trees in Our Community" (from Unit 2, Lesson 2; one to display)
- "The Many Meanings of Words" (from Unit 1, Lesson 2; one to display)
- Presentation Groups chart (one to display)
- Ways We Share Our Work anchor chart (begun in Module 1)
- Performance Task: Tree Appreciation card (completed in Lessons 11 and 12; one per student)
- "The Cat, the Tree, and Me" (from Lesson 6; one to display)
- Enjoying Trees Journal, Part I (completed in Unit 1, Lesson 9; one per student)
- Enjoying Trees Journal, Part II (completed in Unit 2, Lesson 3; one per student)
- I Apply My Learning anchor chart (begun in Lesson 1)
- Questions sheet (one per visitor)
- Module 4 Guiding Question anchor chart (begun in Unit 1, Lesson 1)
- End of Module Reflection recording form (one per student and one to display)
- Clipboards (one per student)
- Pencils (one per student)
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: Sharing Songs and Poems (5 minutes)
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Work Time
Work Time | Meeting Students' Needs |
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A. Reading Aloud: Sharing and Celebrating Our Tree Appreciation Cards (15 minutes)
"I can read my writing and present my artwork using a strong and clear voice."
"While other students are sharing, what should you do?" (keep voices off; listen carefully; look at the speaker)
"How do you feel inspired to appreciate and enjoy a tree?" "What parts of the students' cards helped inspire you?"
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B. Speaking and Listening: Sharing Our Enjoying Trees Journals, Part I and Part II (15 minutes)
"I can share information with others about how and why trees are important to us and our communities."
"What did we do to learn about how people enjoy trees?" (We read and wrote about people enjoying trees, we observed pictures of people enjoying trees and the different places that trees are planted in communities, and we drew pictures.)
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C. Reflecting on Learning (10 minutes)
"When you are answering questions from the visitors, what is it important that you remember to do?" (speak clearly and loudly; make eye contact with visitors; listen as others share) Conversation Cue: "Who can explain why your classmate came up with that response? I'll give you time to think." (Responses will vary.)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. End of Module Reflection (15 minutes)
"What is something you have learned about how and why trees are important to communities and to us?" (Responses will vary, but may include: trees provide food for animals and people; people can climb trees for enjoyment; people can use wood from trees to build; trees block the wind.)
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