- 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)
- I can describe and paint a place where trees are planted. (SL.K.4)
These are the CCS Standards addressed in this lesson:
- RI.K.8: With prompting and support, identify the reasons an author gives to support points in a text.
- 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
- Collect students' Unit 2 Assessment response sheets and use the Opinion Writing Rubric to assess student mastery of W.K.1, W.K.8, L.K.2a, and L.K.2b (see Assessment Overview and Resources).
Agenda
Agenda | Teaching Notes |
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1. Opening A. Pinky Partners Protocol: Sharing Our Opinion Writing Planner (5 minutes) 2. Work Time A. Unit 2 Assessment, Part II: Writing an Opinion with a Reason (20 minutes) B. Back-to-Back and Face-to-Face Protocol: Reading Our Opinions (10 minutes) C. Engaging the Artist: Watercolors (15 minutes) 3. Closing and Assessment A. Pinky Partners Protocol: Module 4 Guiding Question (10 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
- Prepare:
- Student workspaces for the Unit 2 Assessment, Part II by placing Opinion Writing planners, pencils, colored pencils, and the Unit 2 Assessment, Part II response sheet at each one.
- An accessible area with watercoloring supplies.
- Coastline scene sketch for teacher modeling of the layering technique by painting with watercolors and letting it dry before the lesson.
- 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.11, and K.2.C.6
Important points in the lesson itself
- The basic design of this lesson supports ELLs with the opportunity to review their opinions with a partner and then demonstrate their learning by completing the assessment.
- ELLs may find it challenging to complete the assessment independently. Ensure they understand the prompt and how to use the resources they have completed to help them. Surface and correct any misunderstandings by checking for understanding (see levels of support and the Meeting Students' Needs column).
Levels of support
For lighter support:
- In Work Time A, consider asking students to repeat the assessment instructions with a partner. Then select a few to share out and model to the whole class before they begin.
For heavier support:
- In Work Time A, before they begin, sit with students to review their Opinion Writing planners and guide them through correcting any misunderstandings about the assessment.
Universal Design for Learning
- Multiple Means of Representation (MMR): Continue to support active information-processing skills as students integrate new information with prior knowledge. Provide options for comprehension by linking to and activating relevant prior knowledge.
- Multiple Means of Action and Expression (MMAE): Continue to support students in building their writing stamina and effort by providing scaffolds that build an environment that is conducive to writing.
- Multiple Means of Engagement (MME): Continue to help students limit distractions during the Unit 2 Assessment. Also continue to provide variation in time for completing the assessment as appropriate. Consider breaking the assessment into parts and offering breaks at certain times.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T)
New:
- layer (L)
Materials
- Opinion Writing planner (completed in Lesson 9; one per student and one to display)
- Pinky Partners Protocol anchor chart (begun in Module 3)
- Unit 2 Assessment, Part II: Writing an Opinion with a Reason (one per student and one to display; see Assessment Overview and Resources)
- Pencils (one per student)
- Colored pencils (a variety of colors per student)
- Reasons to Plant a Tree anchor chart (begun in Lesson 3)
- Places People Plant Trees anchor chart (begun in Lesson 5)
- Back-to-Back and Face-to-Face Protocol anchor chart (begun in Module 2)
- Opinion Writing Rubric (for teacher reference; see Assessment Overview and Resources)
- Coastline scene sketch (from Lesson 9; one per student and one for teacher modeling)
- Watercoloring supplies
- Palette (one per student)
- Cups of water (one or two per workspace)
- Paintbrushes (one per student)
- Paper towels (one sheet per student)
- Module 4 Guiding Question anchor chart (begun in Lesson 1)
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. Pinky Partners Protocol: Sharing Our Opinion Writing Planners (5 minutes)
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Work Time
Work Time | Meeting Students' Needs |
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A. Unit 2 Assessment, Part II: Writing an Opinion with a Reason (20 minutes)
"I can use pictures and words to state an opinion about where to plant trees and provide a reason to support it."
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B. Back-to-Back and Face-to-Face Protocol: Reading Our Opinions (10 minutes)
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C. Engaging the Artist: Watercolors (15 minutes)
"I can describe and paint a place where trees are planted."
"How did layering change the watercolor painting?" (It changed the colors; it mixed the colors; it added more details.) Conversation Cue: "Do you agree or disagree with what your classmate said? Why? 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. Pinky Partners Protocol: Module 4 Guiding Question (10 minutes)
"How and why are trees important to us and our community?"
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