- I can identify the characters and setting in the text Brave Irene. (RL.K.3, SL.K.2)
- I can use high-quality words and pictures to describe what I observe about the weather. (W.K.2, SL.K.5, L.K.6)
These are the CCS Standards addressed in this lesson:
- RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
- W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
- SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
- SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail.
- L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Daily Learning Targets
Ongoing Assessment
- During Work Times A and B, listen in as students Think-Pair-Share in response to questions about Brave Irene. Track students' progress on the Reading Literature Checklist for this module. (RL.K.1, RL.K.3)
- During Closing A, circulate and observe students as they complete page 6 of the weather journal independently. Watch for students to observe and accurately name and describe the day's weather conditions. (W.K.2, SL.K.4)
- During Closing B, listen for students to share ways they showed perseverance. (SL.K.1, SL.K.1a)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Developing Language: "Snowflakes" Poem (5 minutes) 2. Work Time A. Reading Aloud: Brave Irene, Pages 1-13 (15 minutes) B. Role-Playing: Brave Irene (10 minutes) C. Shared Writing: Brave Irene Story Elements (10 minutes) 3. Closing and Assessment A. Independent Writing: Weather Journals (15 minutes) B. 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
- Distribute materials for Closing A at student workspaces to ensure a smooth transition.
- Post: Learning targets, Weather Journal: Page 6 Model, Weather Journal: Page 6 Non-Model, and applicable anchor charts (see materials list).
Tech and Multimedia
Consider using an interactive white board or document camera to display lesson materials.
- Record the whole group reading the "Snowflakes" poem and post it on a teacher web page or on a portfolio app like Seesaw for students to listen to at home with their families. Most devices (cellphones, tablets, laptop computers) come equipped with free video and audio recording apps or software.
- If students were recorded participating in the Think-Pair-Share protocol in Unit 1, consider playing these recordings to remind them of the process.
- Create the Role-Play Protocol and Brave Irene anchor charts in an online format, such as a Google Doc, for display and for families to access at home to reinforce these skills.
- Record students as they role-play to listen to later to discuss strengths and what they could improve on or to use as models for the group. Most devices (cellphones, tablets, laptop computers) come equipped with free video and audio recording apps or software.
- Students complete their weather journals using word-processing software, such as Google Docs.
- Students use speech-to-text facilities activated on devices or use an app or software like Dictation.io.
- If students were recorded sharing their weather journal in Lesson 6, consider playing the recordings to remind them of the process.
Supporting English Language Learners
Supports guided in part by CA ELD Standards K.I.B.6, K.I.C.10, and K.I.C.12
Important points in the lesson itself:
- The basic design of this lesson supports ELLs by providing opportunities to deepen comprehension and practice oral language by acting out key events from the text Brave Irene.
- ELLs may find it challenging to comprehend parts of the text, as it contains some challenging academic language and the class will not examine it as closely as other read-alouds. Stop often to check for comprehension. Encourage students to look closely at the illustrations to help determine the meaning of the text. Consider guiding students through the Mini Language Dive during Work Time A.
Levels of support:
For lighter support:
- During Work Time B, challenge students to use language from the unit's Language Dives and vocabulary from the text as they act out events from Brave Irene. (Example: "I am nearly freezing in the cold! The snow is whirling all around me!")
- During Closing and Assessment A, as students continue working on their weather journals, encourage students who have received heavy support with the activity to work more independently.
- During the Mini Language Dive, challenge students to generate questions about the sentence before asking the prepared questions. Example: "What questions can we ask about this sentence? Let's see if we can answer them together."
For heavier support:
- During Work Time B, empower students to ask their partners for help if they are not sure what to say. Encourage them to say, "line," if they feel stuck. Their partners can then suggest something for them to say.
Universal Design for Learning
- Multiple Means of Representation (MMR): During Work Time B, students are introduced to the Role-Play anchor chart. Providing visuals for each step can support students in reading and referring to the chart. You can customize the display of information by displaying photos of individual children modeling each step of the role-play.
- Multiple Means of Action & Expression (MMAE): During Work Time A, students are introduced to the text Brave Irene. This story provides an opportunity for students to connect the characters' expressions to their feelings. Provide options for expression by inviting students to make facial expressions to demonstrate the feelings of each character as you read.
- Multiple Means of Engagement (MME): During the Closing, students reflect on how they persevered as learners. Students have had several opportunities to review the term persevere in this unit and can begin to apply it to their own lives. Optimize relevance and motivation by asking them to reflect on one way they might persevere outside of school.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
Review:
- character, setting (L)
Materials
- "Snowflakes" poem (one to display)
- Brave Irene (one for teacher read-aloud)
- Think-Pair-Share anchor chart (begun in Module 1)
- Role-Play Protocol anchor chart (new; teacher-created; see supporting materials)
- Brave Irene anchor chart (new; co-created with students during Work Time C; see supporting materials)
- Brave Irene anchor chart (completed, for teacher reference; see supporting materials)
- High-Quality Work anchor chart (begun in Lesson 7)
- Weather Journal: Page 6 Model (one to display)
- Weather Journal: Page 6 Non-Model (one to display)
- Pencils (one per student)
- Crayons (class set; variety of colors per student)
- Weather journal (from Lesson 6; page 6; one per student)
- Perseverance anchor chart (begun in Lesson 7)
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. Developing Language: "Snowflakes" poem (5 minutes)
"What is this poem mostly about?" (snow)
"What motion might we use to show this first line?" (Responses will vary, but may include: making a 1 and 2 with fingers and moving them down slowly in front of your face.) Reread the line aloud as a group and add the agreed-upon motion.
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Work Time
Work Time | Meeting Students' Needs |
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A. Reading Aloud: Brave Irene, Pages 1-13 (15 minutes)
"What was this part of the book mostly about?" (Irene is trying to deliver a dress to the duchess. She is traveling through snow and wind to try to get to the palace.)
"What is Mama's problem?" (She is sick and needs to get the dress to the duchess.)
"What is Irene doing?" (She is packing up the dress to deliver to the palace.)
"How does Irene prepare for the weather?" (She puts on her boots, hat, coat, and mittens.)
"What if it was hot outside? Then how might she prepare for the weather? I'll give you time to think and discuss with a partner." (Responses will vary.)
"What can we tell about the weather by looking closely at these pictures?" (The snow is falling; the wind is blowing; the wind is so strong it is bending the trees; the wind is so strong Irene is walking backward.)
"What is happening here?" (The dress flew out of the box.)
"What is happening in this picture? What clues can you see in the picture to help you know how Irene is feeling?" (Irene is sitting in the snow. She looks sad and hurt because she is frowning and she is touching her leg.)
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B. Role-Playing: Brave Irene (10 minutes)
"For Step 2, we need to think and talk about what the character is saying and doing." "(Student name), what do you think is happening here?" (Irene is getting ready to go out into the snow.) "I agree. I think Irene is preparing to take the dress to the palace. She is putting on her boots, hat, coat, and mittens."
"Step 3 says to act it out when we hear the word 'Action!'"
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C. Shared Writing: Brave Irene Story Elements (10 minutes)
"I can identify the characters and setting in the text Brave Irene."
"Who are the characters?" (Irene and her mother)
"What is the setting of this story?" (a snowy and windy day in the woods)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Independent Writing: Weather Journals (15 minutes)
"I can use high-quality words and pictures to describe what I observe about the weather."
"What do you notice about this step of the weather journal?" (The coloring is careful because it is in the lines and all the space is filled with color.)
"What do you notice about this step of the weather journal?" (The color is outside the lines, and there is still some white space.)
"How does your coloring show high quality?"
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B. Reflecting on Learning (5 minutes)
"We've been talking about the word perseverance the last few days. Let's practice saying the word together again. It's a big word!"
"How did you persevere today when you were completing your weather journal?" (Responses will vary, but may include: trying hard to color neatly or write a word; asking for help to locate a weather word.)
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