- I can describe steps used in The Most Magnificent Thing to build a magnificent thing. (RL.1.3)
- I can participate in a discussion with my classmates about the needs of the classroom. (SL1.1, SL.1.1a, SL.1.1b, SL.1.1c)
These are the CCS Standards addressed in this lesson:
- RL.1.3: Describe characters, settings, and major events in a story, using key details.
- SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
- SL.1.1a: Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
- SL.1.1b: Build on others' talk in conversations by responding to the comments of others through multiple exchanges.
- SL.1.1c: Ask questions to clear up any confusion about the topics and texts under discussion.
Daily Learning Targets
Ongoing Assessment
- Use the Speaking and Listening Checklist to track students' progress toward the lesson's standards (SL.1.1a, SL.1.1b, and SL.1.1c) (see Assessment Overview and Resources).
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engaging the Learner: Mission Letter #5 (10 minutes) 2. Work Time A. Reading Aloud: The Most Magnificent Thing, Pages 1-29 (15 minutes) B. Developing Language: Using Pictures (10 minutes) C. Pinky Partners: Brainstorm Classroom Needs (15 minutes) 3. Closing and Assessment A. Structured Discussion: Deciding What to Build (10 minutes) |
Purpose of lesson and alignment to standards:
"She said _____." "Who can tell us what your classmate said in your own words?" "He was saying that _____."
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:
- A sealed envelope labeled Mission #5, containing Mission Letter #5.
- How to Make a Magnificent Thing anchor chart, using the pictures provided in the supporting materials. Post the pictures in the first column as indicated, but leave the other columns blank to fill in with students during Work Time B.
- Set up a document camera to read Mission Letter #5 and to show other documents throughout the lesson (optional). If not using a document camera, copy the mission letter onto chart paper.
- Review the Think-Pair-Share and Pinky Partners protocol. (Refer to the Classroom Protocols document for the full version of the protocol.)
- Post: Learning targets, "Learning Target" song, How to Make a Magnificent Thing anchor chart, module guiding question, Classroom Discussion Norms anchor chart, Pinky Partners protocol, and Brainstorm List anchor chart.
- Follow the guide in the supporting materials section to make a chart-sized version of the Brainstorm List. The magnificent things listed on the example chart include: center signs, mailbox, classwork display sign, homework bin, bathroom passes, mobile for sight words, and pencil holder.
Tech and Multimedia
Consider using an interactive whiteboard or document camera to display lesson materials.
- Opening A: The Mission Letter #5 could be an email.
- Work Time A: If you recorded students singing the "Learning Target" song in Unit 2, play this recording for them to join in with.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 1.I.B.6, 1.I.A.1, and 1.I.B.5
Important points in the lesson itself
- The basic design of this lesson supports ELLs through the use of familiar illustrations to reinforce habits of character. Students will benefit from the rereading of The Most Magnificent Thing as they prepare to apply their knowledge of tools to create an original object.
- ELLs may find it challenging to brainstorm hypothetical objects needed for the classroom. Make these ideas concrete by using the environment to illustrate their necessity. (Example: Scatter mail and important papers on the teacher's desk and exclaim in frustration that there is no place to put them in an organized fashion.)
Levels of support
For lighter support:
- 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."
- Encourage students to use Conversation Cues with other students to promote productive and equitable conversation and to enhance language development.
For heavier support:
- Remind students of the meaning of magnificent. Display the Frayer Model that was created in Unit 1. Review the definitions, examples, and non-examples.
Universal Design for Learning
- Multiple Means of Representation (MMR): Throughout this lesson, embed support for unfamiliar vocabulary by providing explanation and visual examples. This will help students make connections and support comprehension.
- Multiple Means of Action & Expression (MMAE): During Work Time B, students are asked to share ideas with the whole group. As students share out, provide options for expression and communication by using sentence frames.
- Multiple Means of Engagement (MME): During Work Time C, students are invited to find multiple partners for sharing during the Pinky Partners protocol. Before students begin the protocol, create an accepting and supportive classroom climate by helping students to brainstorm strategies for how to find a new partner.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
New:
- plan, revise, steps (L)
- displayed (T)
Review:
- initiative (L)
- magnificent (T)
Materials
- Mission Envelope (one; for Mission Letter #5; see Teaching Notes)
- Mission Letter #5 (one to display)
- "Learning Target" song (from Unit 2, Lesson 2; one to display)
- Document camera (optional)
- The Most Magnificent Thing (book; one to display; for teacher read-aloud)
- Think-Pair-Share anchor chart (begun in Unit 1, Lesson 1)
- Classroom Discussion Norms anchor chart (begun in Unit 1, Lesson 2)
- Speaking and Listening Checklist (see Assessment Overview and Resources)
- How to Make a Magnificent Thing anchor chart (new; co-created with students during Work Time B; see supporting materials)
- Module guiding question (one to display)
- Pinky Partners anchor chart (begun in Unit 2, Lesson 2)
- Brainstorm List anchor chart (new; co-created with students during Work Time C; see supporting 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: Mission Letter #5 (10 minutes)
"What will be important to remember as we make a magnificent thing for the classroom?" (choosing a tool that is best for the job; using perseverance through tough times)
"How should we begin making our magnificent thing?" (think about what we need for our classroom)
"What does displayed mean?" (to be hung up and shown for everyone to see)
"From the sounds of it, this might be really hard."
"What book might we look at for ideas on how to get started?" (The Most Magnificent Thing) |
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Work Time
Work Time | Meeting Students' Needs |
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A. Reading Aloud: The Most Magnificent Thing, Pages 1-29 (15 minutes)
"What does the word steps mean in this learning target?" (Steps are used in a process; they are the actions we need to get done to make a magnificent thing.)
"When it says that steps were used,who used the steps? (The girl used steps to make the magnificent thing.)
"What makes something magnificent?" (Magnificent things can be ordinary and not perfect but special in a different way.)
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B. Developing Language: Using Pictures (10 minutes)
"What is the girl doing in the picture on page 3?" (thinking of ideas; sketching)
"Based on what we've learned from The Most Magnificent Thing, what will we need to make magnificent things?" (tools and habits of character)
"Who can repeat what your classmate said?" (Responses will vary.) |
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C. Pinky Partners: Brainstorm Classroom Needs (15 minutes)
"Is there any material that needs to be more organized?"
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Closing & Assessments
Closing |
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A. Structured Discussion: Deciding What to Build (10 minutes)
"A lamp is a great idea, but I think we might need to use a saw to make it and that may not be safe for the classroom."
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