- I can revise my watercolor painting by adding layers. (SL.K.1a, SL.K.4, SL.K.6)
- I can track the progress of my artwork through writing and drawing. (W.K.8, SL.K.4)
These are the CCS Standards addressed in this lesson:
- 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.
Daily Learning Targets
Ongoing Assessment
- Collect students' completed Performance Task Art planners and use the Opinion Writing Checklist to document progress toward W.K.8 (see Assessment Overview and Resources).
- During the Closing, as students share their completed artwork, use the Speaking and Listening Checklist to document progress toward SL.K.1a, SL.K.4, and SL.K.6 (see Assessment Overview and Resources).
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engaging the Learner: "The Cat, the Tree, and Me" and Inflectional Endings Game (10 minutes) 2. Work Time A. Shared Reading: High-Quality Work Anchor Chart (5 minutes) B. Engaging the Artist: Watercoloring (20 minutes) C. Independent Writing: Performance Task Art Planner (15 minutes) 3. Closing and Assessment A. Pinky Partners Protocol: Sharing Our Completed Performance Task Art (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 watercoloring in Work Time B by placing Performance Task Artwork templates and watercoloring supplies at each.
- Performance Task Art planners by attaching student copies to clipboards for use in Work Time C.
- Post: Learning targets, "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.3, K.I.B.5, and K.I.C.11
Important points in the lesson itself
- The basic design of this lesson supports ELLs by reviewing inflectional endings through a familiar poem and guiding them through discussion to reflect on their performance task.
- ELLs may find it challenging to provide a detailed appreciation in the Closing. Consider reviewing frames and providing examples. Remind them to find a reason that is specific and to extend with the word because. (Example: "I ______ [like/enjoy/love/appreciate] the _______ [way the paint is layered] because _______ [it looks realistic].")
Levels of support
For lighter support:
- Invite students to be inflectional endings detectives throughout the remainder of the unit, encouraging them to share when they see or hear one in a poem or song, or during a conversation with a classmate.
- The supports in this lesson are similar to those in Lessons 7-10 as the tasks build on one another. Based on student performance in prior lessons, consider releasing students from some of the supports applied in those lessons to foster independence and to assess student progress.
For heavier support:
- In the Opening, add the words peaceful and endless to the inflectional endings T-chart. Review all the words in call and response format, with students completing each root word with its inflectional ending.
Universal Design for Learning
- Multiple Means of Representation (MMR): Continue to support comprehension by activating prior knowledge and scaffold connections for students.
- Multiple Means of Action and Expression (MMAE): Continue to support development of executive skills and strategies by offering scaffolds for students learning to set appropriate personal goals.
- Multiple Means of Engagement (MME): Continue to explicitly highlight the utility and relevance of each activity to the learning target.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
Review:
- inflectional ending, high-quality, watercolor, layering (L)
Materials
- "The Cat, the Tree, and Me" (from Lesson 6; one to display)
- High-Quality Work anchor chart (begun in Module 3)
- Model Watercolor 3 (one to display; see Performance Task Overview)
- Tree parts images (from Unit 1, Lesson 6; one per student and one to display)
- Performance Task Artwork template (begun in Lesson 4; added to during Work Time C; one per student)
- Watercoloring supplies:
- Palette (one per student)
- Cups of water (one or two per workspace)
- Paintbrushes (one per student)
- Paper towel (one sheet per student)
- Clipboards (one per student)
- Performance Task Art planner (begun in Lesson 5; added to during Work Time B; one per student and one for teacher modeling)
- Pencils (one per student)
- Opinion Writing Checklist (for teacher reference; see Assessment Overview and Resources)
- Pinky Partners Protocol anchor chart (begun in Module 3)
- Speaking and Listening 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 | Meeting Students' Needs |
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A. Engaging the Learner: "The Cat, the Tree, and Me" and Inflectional Endings Game (10 minutes)
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Work Time
Work Time | Meeting Students' Needs |
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A. Shared Reading: High-Quality Work Anchor Chart (5 minutes)
"What have you done to create performance task artwork that is high-quality?" (Plan it carefully; add details to the sketch and watercolor painting) "What will you do as you watercolor today to continue making artwork that is high-quality?" (Responses will vary, but may include: add more details, paint carefully, add layers, etc.)
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B. Engaging the Artist: Watercoloring (20 minutes)
"I can revise my watercolor painting by adding layers."
"How did the artist of this watercolor use layers on the tree part?" (The artist layered shades of green to create a realistic leaf, etc.)
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C. Independent Writing: Performance Task Art Planner (15 minutes)
"I can track the progress of my artwork through writing and drawing."
"What parts of the performance task artwork have we completed?" (adding layers)
"What makes your performance task art high-quality?" (Responses will vary, but may include: I carefully planned my art by making many drafts; I added details in my sketching and watercoloring.)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Pinky Partners Protocol: Sharing Our Completed Performance Task Art (10 minutes)
"What is something specific you can say to show appreciation for your partner's watercolor painting?" (Responses will vary, but may include: I love the way you layered colors on the flower; I really like the details you drew on the bark; I can tell you spent a lot of time making this look realistic.) Conversation Cue: "How is what _____ said the same as/different from what _____ said? I'll give you time to think." (Responses will vary.)
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