- I can identify the major events in the text The Snowy Day. (RL.K.3)
- I can draw the major events of my weather story. (W.K.3)
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.3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
- 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 Time A, observe if students are able to correctly identify the major events in The Snowy Day. Use the Reading Literature checklist to track students' progress toward RL.K.3.
- During Work Time B, circulate and listen in as students role-play the major events of their weather story with a partner. Notice if students can verbalize the major events in their weather story using the character puppet. (RL.K.3, L.K.6)
- During Work Time C, circulate as students draw the major events. Notice if students can show the major events using detailed pictures illustrating the character's actions. (W.K.3, RL.K.3)
- During the Closing, listen as students share reflections about perseverance with the whole group. Notice any specific students for whom whole group sharing is a challenge.
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engaging the Learner: "Sofia Says" Game (5 minutes) 2. Work Time A. Focused Read-aloud: The Snowy Day, Pages 3-4, 15-18 (10 minutes) B. Role Play: Major Story Events (15 minutes) C. Preparing for Independent Writing: Drawing Major Story Events (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:
Areas in which students may need additional support:
Down the road:
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In Advance
- Pre-distribute materials for Work Time C at student workspaces to ensure a smooth transition.
- Post: Learning targets, enlarged version of My Weather Story booklet, Rainy Day chart, Snowy Day chart, Hot Day chart, Windy Day chart, Conversation Partners chart, and applicable anchor charts (see materials list).
Tech and Multimedia
Consider using an interactive white board or document camera to display lesson materials.
- If students were recorded participating in the Think-Pair-Share protocol or role-playing in previous units, consider replaying these recordings to remind students of the process.
- Students complete their My Weather Story booklet using word-processing software-- for example, a Google Doc.
- Students use Speech to Text facilities activated on devices, or use an app or software such as Dictation.io.
- Students use drawing apps or software to draw their events--for example, the Kids Doodle plug-in for Google or app for Apple products.
Supporting English Language Learners
Supports guided in part by CA ELD Standards K.I.B.6 and K.I.C.10
Important points in the lesson itself
- The basic design of this lesson supports ELLs through the use of the expert meteorologist charts students created in Lesson 1, the use of drawing to plan writing, and the use of a teacher model to demonstrate the task of creating major story events for their weather stories.
- ELLs may find it challenging to think about three major story events for their weather stories. Consider using the expert weather charts for them to complete their illustrations.
Levels of support
For lighter support:
- For ELLs: When reviewing the information about major events recorded on The Snowy Day anchor chart, invite a more proficient student to read the information on the chart out loud to the class.
For heavier support:
- When unpacking the learning target, refer to the major events of familiar stories students have read so far in this unit (Come On, Rain!, Umbrella, One Hot Summer Day, and Brave Irene). Create a chart titled "Major Events" and place three or four reduced-size color copies of major events in each story, by the corresponding title of each story, to help students identify the major events in each.
Universal Design for Learning
- Multiple Means of Representation (MMR): Some students may need additional support with thinking about the steps an author takes to highlight major events. You can provide options for comprehension by highlighting critical pieces of information that Ezra Jack Keats included in pictures and text of The Snowy Day as he introduced major events such as Peter sliding down the mountain of snow.
- Multiple Means of Action & Expression (MMAE): In this lesson, students continue to role-play with their character puppets. Some students may need additional peer support to generate ideas for major events with their puppets. Provide options for expression and communication by telling students they can support their partners by "interviewing" their partner's puppet.
- Multiple Means of Engagement (MME): When being introduced to games that include an aspect of competition, such as in "Sofia Says," some students may feel nervous or frustrated about getting "out." Create an accepting and supportive environment by reviewing strategies for managing feelings when you get "out" in "Sofia Says."
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
Review:
- major, event (L)
Materials
- Sofia paper doll (from Unit 1, Lesson 1; one to display)
- "Learning Target" poem (from Module 1; one to display)
- The Snowy Day (one to display; for teacher read-aloud)
- The Snowy Day anchor chart (begun in Lesson 2; added to during Work Time A)
- The Snow Day anchor chart (from Lesson 2; for teacher reference)
- The Snowy Day images (from Lesson 2; for teacher reference)
- My Weather Story booklet (from Lesson 2; pages 2-4; one for teacher modeling and one per student)
- Character puppets (from Lesson 2; one per student)
- Expert meteorologist charts (from Lesson 1; one of each to display)
- Rainy Day chart
- Snowy Day chart
- Hot Day chart
- Windy Day chart
- Model character puppet (from Lesson 2; one for teacher modeling)
- Conversation Partners chart (from Module 1; one to display)
- High-Quality Work anchor chart (begun in Unit 2, Lesson 7)
- Crayons (one set for teacher modeling and one set per groups of four to five students)
- Perseverance anchor chart (begun in Unit 2, Lesson 7)
- Rainbow cheer (from Unit 2, Lesson 13; for teacher reference)
- Lightning cheer (from Unit 2, Lesson 1; for teacher reference)
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: "Sofia Says" Game (5 minutes)
"What other weather movements could we make when we play 'Sofia Says'?" (Responses will vary.)
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Work Time
Work Time | Meeting Students' Needs |
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A. Focused Read-aloud: The Snowy Day, Pages 3-4, 15-18 (15 minutes)
"I can identify the major events in the text The Snowy Day."
"What do you think this learning target means?" (It means we will name the very important things that happen in the text The Snowy Day.)
"On these pages, what major event happens?" (Peter puts on his snowsuit.)
"On these pages, what major event happens?" (Peter makes a snowman and a snow angel.)
"On this page, what major event happens?" (Peter slides down the mountain of snow.)
"Can you figure out why we are reading The Snowy Day and finding major events? I'll give you time to think and discuss with a partner." (to help us write our stories)
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B. Role Play: Major Story Events (15 minutes)
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C. Preparing for Independent Writing: Drawing Major Story Events (20 minutes)
"I can draw the major events of my weather story."
"What are the major events in your story?" "What details have you included in your drawing?"
"Can you say more about that?" (Responses will vary.)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Reflecting on Learning (5 minutes)
"Did you also notice any classmates showing perseverance in their work today?"
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