- I can describe details in my drawings in order to share more information about why trees are nice. (W.K.1, W.K.8, SL.K.1a, SL.K.4, SL.K.5, SL.K.6)
These are the CCS Standards addressed in this lesson:
- 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.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.5: Add drawings or other visual displays to descriptions as desired to provide additional detail.
- SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly.
- 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
- During Part II of the Unit 3 Assessment in Work Time B, circulate to listen as students talk and use the Speaking and Listening Checklist to assess progress toward SL.K.5 (see Assessment Overview and Resources).
Agenda
Agenda | Teaching Notes |
---|---|
1. Opening A. Poem and Movement: "The Many Meanings of Words" Review (10 minutes) 2. Work Time A. Preparing for the Unit 3 Assessment, Part II: Review Writing from the Unit 3 Assessment, Part I (10 minutes) B. Back-to-Back and Face-to-Face Protocol: Unit 3 Assessment, Part II (15 minutes) 3. Closing and Assessment A. Engaging the Artist: Preparing for the Performance Task (10 minutes) B. Engaging the Artist: Sketching (15 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:
|
In Advance
- Photocopy each student's Unit 3 Assessment, Part I: Why a Tree Is Nice for use in Work Times A and B and Closings A and B.
- Prepare student workspaces with materials for sketching in Closing B: pencils, erasers, Performance Task Artwork templates, and tree parts images.
- Post: Learning targets, "The Many Meanings of Words," 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.C.9, and K.I.C.12
Important points in the lesson itself
- The basic design of this lesson supports ELLs by offering them the opportunity to practice vocabulary and syntax through a familiar poem as well as share details about their drawings with a partner.
- ELLs may find it challenging to describe orally the details in their drawings. Consider selecting a different page from We Planted a Tree from the previous lesson and asking students to describe the details in the drawing (see levels of support).
Levels of Support
For lighter support:
- During Work Time A, invite students to give examples of the difference between a simple description and a description that includes more details.
For heavier support:
- During Work Time A, use pages 9-10 of We Planted a Tree to model what it sounds like to say a simple explanation and what it sounds like to describe the details in the drawing (see levels of support from Lesson 3).
Universal Design for Learning
- Multiple Means of Representation (MMR): Continue to support comprehension by activating prior knowledge and scaffold connections for students. Continue to provide visual display of questions and student responses on a chart or the board during discussions.
- Multiple Means of Action and Expression (MMAE): During the poem in Opening A, students are invited to read along with the teacher. Students may not feel confident and may benefit from modeling and supported practice. Provide differentiated mentors by seating students who may be more confident reading aloud near students who may not feel as confident.
- Multiple Means of Engagement (MME): Recall that some students may need additional support with sustained effort. Continue to provide targeted feedback that encourages sustained effort during each activity and encourages the use of specific supports and strategies, such as anchor charts and peer support.
Vocabulary
N/A
Materials
- "The Many Meanings of Words" (from Unit 1, Lesson 2; one per student and one to display)
- Model Unit 3 Assessment, Part I: Why a Tree Is Nice (completed in Lesson 3; one to display)
- Unit 3 Assessment, Part I: Why a Tree Is Nice (completed in Lesson 3; one per student)
- Back-to-Back and Face-to-Face Protocol anchor chart (begun in Module 1)
- Speaking and Listening Checklist (for teacher reference; see Assessment Overview and Resources)
- Model Performance Task: Tree Appreciation card (from Lesson 1; one to display; see Performance Task Overview)
- Pencils (one per student)
- Clipboards (one per student)
- Model first-draft sketches (one to display; see Performance Task Overview)
- Erasers (one per student)
- Performance Task Artwork template (several per student; see Performance Task Overview)
- Tree parts images (from Unit 1, Lesson 6; one set per student)
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 |
---|---|
A. Poem and Movement: "The Many Meanings of Words" Review (10 minutes)
|
|
Work Time
Work Time | Meeting Students' Needs |
---|---|
A. Preparing for the Unit 3 Assessment, Part II: Reviewing Writing from Unit 3 Assessment, Part I (10 minutes)
|
|
B. Back-to-Back and Face-to-Face Protocol: Unit 3 Assessment, Part II (15 minutes)
"I can describe details in my drawings in order to share more information about why trees are nice."
"How does your drawing show that a tree is nice?" "What details are in your drawing that we couldn't learn from your writing alone?"
|
|
Closing & Assessments
Closing | Meeting Students' Needs |
---|---|
A. Engaging the Artist: Preparing for the Performance Task (10 minutes)
"What is the subject of the art?" (a leaf) "What do you notice about the leaf? (Responses will vary, but should include: It is a drawing of just a leaf; the leaf is not on the tree.) Conversation Cue: "Who can add on to what your classmate said? I'll give you time to think." (Responses will vary.)
"What part of the tree will you zoom in on?" (Responses will vary.)
|
|
B. Engaging the Artist: Sketching (15 minutes)
"What do you notice about each of the pieces of zoomed-in art?" (Responses will vary, but may include: They have details; they look like a part of the tree; they are big on the page.) Conversation Cue: "Who can add on to what your classmate said? I'll give you time to think." (Responses will vary.)
"What shapes and types of lines do you notice that the artist used here?" (triangles, circles, rectangles, zig zag lines, etc.) Conversation Cue: "Who can add on to what your classmate said? I'll give you time to think." (Responses will vary.)
1. Closely observe the tree parts image:
2. Trace the spot you chose with your eraser. 3. With your eraser, draw the same line or shape on your Performance Task Artwork template. 4. Draw over the eraser mark lightly with your pencil. 5. Repeat steps 2-4 until the image is complete.Go back into your sketch to make changes and add details. 6. Go back into your sketch to make changes and add details.
"What types of lines and shapes do you notice in your tree parts image?" (Responses will vary, but may include: straight lines, circles, squares, etc.) "How could you revise your sketch to make it more realistic or include more details?" (Responses will vary, depending on the image chosen.)
"What is your favorite sketch that you created today? Why?" (Responses will vary.)
|
|
Copyright © 2013-2024 by EL Education, New York, NY.