ELA G1:M3:U3:L2

Speaking and Listening: Analyzing an Expert Bird Scientific Drawing Card

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These are the CCS Standards addressed in this lesson:

RI.1.6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
RI.1.7: Use the illustrations and details in a text to describe its key ideas.
W.1.7: Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).
W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
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.1.1c: Ask questions to clear up any confusion about the topics and texts under discussion.
SL.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.1.3: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Daily Learning Targets

I can research information about the cardinal using the beaks and feathers class notes. (RI.1.6, RI.1.7, W.1.7, W.1.8)
I can create criteria for our Expert Bird Scientific Drawing cards. (W.1.8, SL.1.1c, SL.1.3)

Ongoing Assessment

During Work Time A, circulate to listen in on student conversations to gather a baseline for speaking and listening skills to build on during discussions throughout the lesson. (SL.1.1c, SL.1.3)

Agenda

Agenda	Teaching Notes
1. Opening A. Riddle Discussion Protocol: Mystery Bird Riddle #2 (10 minutes) 2. Work Time A. Reading Aloud to Research and Take Notes: Beaks and Feathers Class Notes (15 minutes) B. Launching Expert Bird Scientific Drawing Cards: Austin's Butterfly (10 minutes) C. Generating Criteria: Expert Bird Scientific Drawing Cards (20 minutes) 3. Closing A. Sit, Kneel, Stand Protocol: Scientific Drawing Criteria (5 minutes)	Purpose of lesson and alignment to standards: Students continue listening and responding to Mystery Riddles about specific birds. This activity reinforces the skills of asking questions and using evidence from the text to come to a conclusion. Students will continue participating as small groups in the Riddle Discussion protocol to build confidence with riddles before writing their own for the performance task. In Work Time B, students watch a 6-minute video titled "Austin's Butterfly: Building Excellence in Student Work." This prepares them to begin their drafts of scientific drawings on their expert bird for the performance task. Students will gain a deeper understanding of the process of revision as well as the need for perseverance during the drafting process. In Work Time C, students generate criteria for their Expert Bird Scientific Drawing cards for the performance task. This work time follows the same routine as the work time in Lesson 1 when students generated criteria for the Expert Bird Riddle cards. Students reflect on their understanding of the criteria and revision process in the Closing. Take note of students' level of comfort and address any concerns as necessary. How this lesson builds on previous work: In Lesson 1, students participated in the Riddle Discussion protocol as a class. In this lesson, they move through the protocol in small groups, providing more time for each student to participate in the discussion. The teacher uses Feathers: Class Notes and Beaks: Class Notes from Unit 2 to build the research notes for the expert bird in Unit 3. In previous units and modules, students have given feedback and made small revisions to work. This lesson builds on the idea of feedback and drafting by offering a concrete example of what it looks like to improve your work. Areas in which students may need additional support: Follow the suggested supports from the Opening and Work Time A in Lesson 1. The teacher does a lot of modeling for students in Work Time A. To help students understand how to use the Materials in the room during their independent work in Lesson 3, invite students up to the Materials to point to the information on the charts. Consider offering students a white board and marker to help copy the information from the charts for a more tactile experience. Down the road: Students will participate in several more rounds of the Riddle Discussion protocol with new Mystery Riddles. Students will use the class notes to prepare their research notes for their own expert bird in Lesson 3. Students will use their generated criteria for the riddle and the scientific drawing in lessons leading up to the creation of the performance task.

Teaching Notes

1. Opening

A. Riddle Discussion Protocol: Mystery Bird Riddle #2 (10 minutes)

2. Work Time

A. Reading Aloud to Research and Take Notes: Beaks and Feathers Class Notes (15 minutes)

B. Launching Expert Bird Scientific Drawing Cards: Austin's Butterfly (10 minutes)

C. Generating Criteria: Expert Bird Scientific Drawing Cards (20 minutes)

3. Closing

A. Sit, Kneel, Stand Protocol: Scientific Drawing Criteria (5 minutes)

Purpose of lesson and alignment to standards:

Students continue listening and responding to Mystery Riddles about specific birds. This activity reinforces the skills of asking questions and using evidence from the text to come to a conclusion. Students will continue participating as small groups in the Riddle Discussion protocol to build confidence with riddles before writing their own for the performance task.
In Work Time B, students watch a 6-minute video titled "Austin's Butterfly: Building Excellence in Student Work." This prepares them to begin their drafts of scientific drawings on their expert bird for the performance task. Students will gain a deeper understanding of the process of revision as well as the need for perseverance during the drafting process.
In Work Time C, students generate criteria for their Expert Bird Scientific Drawing cards for the performance task. This work time follows the same routine as the work time in Lesson 1 when students generated criteria for the Expert Bird Riddle cards.
Students reflect on their understanding of the criteria and revision process in the Closing. Take note of students' level of comfort and address any concerns as necessary.

How this lesson builds on previous work:

In Lesson 1, students participated in the Riddle Discussion protocol as a class. In this lesson, they move through the protocol in small groups, providing more time for each student to participate in the discussion.
The teacher uses Feathers: Class Notes and Beaks: Class Notes from Unit 2 to build the research notes for the expert bird in Unit 3.
In previous units and modules, students have given feedback and made small revisions to work. This lesson builds on the idea of feedback and drafting by offering a concrete example of what it looks like to improve your work.

Areas in which students may need additional support:

Follow the suggested supports from the Opening and Work Time A in Lesson 1.
The teacher does a lot of modeling for students in Work Time A. To help students understand how to use the Materials in the room during their independent work in Lesson 3, invite students up to the Materials to point to the information on the charts. Consider offering students a white board and marker to help copy the information from the charts for a more tactile experience.

Down the road:

Students will participate in several more rounds of the Riddle Discussion protocol with new Mystery Riddles.
Students will use the class notes to prepare their research notes for their own expert bird in Lesson 3.
Students will use their generated criteria for the riddle and the scientific drawing in lessons leading up to the creation of the performance task.

In Advance

Prepare:

Mystery Bird Riddle Card #2, in color if possible.
Consider writing the pre-determined Riddle Discussion protocol groups on a chart in order to remind students of their groups as they continue to participate in the protocol in coming lessons.
Technology necessary to play the "Austin's Butterfly: Building Excellence in Student Work" video in Work Time B (see Technology and Multimedia).
Small group areas around the room with Heron Expert Bird Scientific Drawing cards and Scientific Drawing Criteria Brainstorm recording forms.

Pre-determine:

Groups of three or four students for the Riddle Discussion protocol in the Opening.
Groups of four students for Work Time C.

Post: Learning targets, Feathers: Class Notes, Beaks: Class Notes, and applicable anchor charts (see Materials list).

Tech and Multimedia

Continue to use the technology tools recommended throughout Modules 1-2 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.
Work Time B: Set up "Austin's Butterfly: Building Excellence in Student Work":

"Austin's Butterfly: Building Excellence in Student Work." Video. EL Education. Vimeo. 9 Mar 2012. Web. 17 Nov 2016.

Supporting English Language Learners

Supports guided in part by CA ELD Standard 1.I.B.5

Important points in the lesson itself

The basic design of this lesson supports ELLs by building confidence with riddles before writing their own for the performance task and opportunities to watch a video to learn about the feedback and revision process and how it connects with perseverance.
ELLs may find it challenging to stay focused throughout the Generating Criteria session for the Expert Bird Scientific Drawing cards in Work Time C (see "Levels of support" and Meeting Students' Needs).

Levels of support

For lighter support:

Tell students this lesson's Generating Criteria session follows the same routine as the work in Lesson 1 when they generated criteria for the Expert Bird Riddle cards and completed an anchor chart.

For heavier support:

Consider watching the video again to help students gain a deeper understanding of the process of revision. Discuss what helped Austin revise his work and create the final scientific drawing of the butterfly.

Universal Design for Learning

Multiple Means of Representation (MMR): In this lesson, students brainstorm what their Expert Bird Scientific Drawing cards should include. Students will need strong, flexible thinking and metacognitive skills as they brainstorm these criteria. Provide scaffolds to support diverse abilities in using these skills, such as explicit prompts to guide students toward new understanding.
Multiple Means of Action & Expression (MMAE): Continue to support a range of fine motor abilities and writing need by offering students options for drawing utensils and writing tools.
Multiple Means of Engagement (MME): Continue to remind students of the goal for the work they are doing in this lesson. Returning to the learning goals lifts up their value and relevance to students.

Vocabulary

Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)

Materials

Mystery Bird Riddle Card #2 (one per group)
Beaks: Class Notes (begun in Unit 2, Lesson 6)
Feathers: Class Notes (begun in Unit 2, Lesson 3)
Expert Bird Riddle Criteria anchor chart (new; teacher-created; see supporting Materials)
Expert Bird Riddle Criteria anchor chart (example, for teacher reference)
Expert Birds Research notebook (page 1; one for teacher modeling)
Expert Birds Research notebook (example, for teacher reference)
"Austin's Butterfly: Building Excellence in Student Work" (video; play in entirety; see Technology and Multimedia)
Heron Expert Bird Scientific Drawing card (one per pair and one to display)
Scientific Drawing Criteria Brainstorm anchor chart (new; co-created with students during Work Time C; see supporting Materials)
Scientific Drawing Criteria Brainstorm recording form (one per student)
Scientific Drawing Criteria Brainstorm recording form (example, 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
A. Riddle Discussion Protocol: Mystery Bird Riddle #2 (10 minutes) Gather students whole group. Using Mystery Bird Riddle Card #2, follow the routine from the Opening of Lesson 1 to guide students through the Riddle Discussion protocol: Display the card. Point to the picture clues at the bottom of the card. Say: "While I read, look at these pictures with your group and try to figure out which bird this Mystery Riddle is about." Move students into pre-determined groups and guide them through the protocol. Reveal that the red-tailed hawk is the mystery bird in the riddle. Give students specific, positive feedback for their work on using clues and questions to figure out the riddle.	For ELLs and students who may need additional support with strategy development: (Using Charts) Remind students of the resources around the classroom that could help them use the evidence from the text to determine the mystery bird. (MMAE) For ELLs: (Using Charts) Invite a student to lead the class in reviewing the Riddle Discussion Protocol anchor chart before displaying Mystery Bird Riddle Card #2. For ELLs and students who may need additional support with Vocabulary: (Defining Words) Invite students to explain the meaning of the words wide and soar. Prompt students to recall any relevant prior knowledge. (MMR) For ELLs: (Solving Riddles) Before doing a microphone share, invite a student to share out notices and wonders about the bird and how resources around the classroom helped him or her determine the mystery bird. For ELLs: Mini Language Dive. "The feathers help /to protect the bird from the hot sun / so it does not burn their skin." Deconstruct: Discuss the sentence and each chunk. Language goals for focus structure: What is this chunk about?" This sentence is about the feathers of a mystery bird. Protect + from: "What do the feathers of the mystery bird do?" The feathers protect the bird's skin from getting burned by the sun. (verb; collocation) Practice: To protect _____ from ______. Reconstruct: Reread the sentence. Ask: "Now what do you think the sentence means?" "How does this Language Dive add to your understanding of the chapter?" Practice: The _____ help _____ the bird _____. Ask: "Can we divide this sentence into two or more sentences? How?"

Meeting Students' Needs

A. Riddle Discussion Protocol: Mystery Bird Riddle #2 (10 minutes)

Gather students whole group.
Using Mystery Bird Riddle Card #2, follow the routine from the Opening of Lesson 1 to guide students through the Riddle Discussion protocol:

Display the card.
Point to the picture clues at the bottom of the card. Say:

"While I read, look at these pictures with your group and try to figure out which bird this Mystery Riddle is about."

Move students into pre-determined groups and guide them through the protocol.
Reveal that the red-tailed hawk is the mystery bird in the riddle.
Give students specific, positive feedback for their work on using clues and questions to figure out the riddle.

For ELLs and students who may need additional support with strategy development: (Using Charts) Remind students of the resources around the classroom that could help them use the evidence from the text to determine the mystery bird. (MMAE)
For ELLs: (Using Charts) Invite a student to lead the class in reviewing the Riddle Discussion Protocol anchor chart before displaying Mystery Bird Riddle Card #2.
For ELLs and students who may need additional support with Vocabulary: (Defining Words) Invite students to explain the meaning of the words wide and soar. Prompt students to recall any relevant prior knowledge. (MMR)
For ELLs: (Solving Riddles) Before doing a microphone share, invite a student to share out notices and wonders about the bird and how resources around the classroom helped him or her determine the mystery bird.
For ELLs: Mini Language Dive. "The feathers help /to protect the bird from the hot sun / so it does not burn their skin."

Deconstruct: Discuss the sentence and each chunk. Language goals for focus structure:

What is this chunk about?" This sentence is about the feathers of a mystery bird.
Protect + from: "What do the feathers of the mystery bird do?" The feathers protect the bird's skin from getting burned by the sun. (verb; collocation)
Practice: To protect _____ from ______.

Reconstruct: Reread the sentence. Ask:

"Now what do you think the sentence means?"

"How does this Language Dive add to your understanding of the chapter?"

Practice: The _____ help _____ the bird _____. Ask:

"Can we divide this sentence into two or more sentences? How?"

Work Time

Work Time	Meeting Students' Needs
A. Reading Aloud to Research and Take Notes: Beaks and Feathers Class Notes (15 minutes) Refocus students whole group. Remind them that during the previous unit, they began to gather lots of information about different types of birds. Think-Pair-Share: "Look around the room. What resources and Materials capture some of the information that we learned about birds during the last unit?" (Beaks: Class Notes and Feathers: Class Notes) Direct students' attention to the Beaks: Class Notes and Feathers: Class Notes and remind students that they used these two charts to record information about how different birds use their beaks and feathers to help them survive. Direct students' attention to the first learning target and read it aloud. "I can research information about the cardinal using the beaks and feathers class notes." Tell students that today they will begin to gather information about the cardinal using the Beaks: Class Notes and Feathers: Class Notes. Tell students that this research will help them write a cardinal riddle card, just like the one from the Opening of the lesson. Direct students' attention to the Expert Bird Riddle Criteria anchor chart and point to and read the following criterion: "Facts from research to teach the reader about two body parts and how they help the bird survive." Refer to Expert Bird Riddle Criteria anchor chart (example, for teacher reference) as necessary. Direct students' attention back to the Beaks: Class Notes and Feathers: Class Notes and tell them that they should use these two charts to begin to find information about one of the body parts of the cardinal. Display page 1 of the Expert Birds Research notebook. Read aloud the first question: "What is your expert bird?" Write cardinal on the line. Refer to Expert Birds Research notebook (example, for teacher reference) as necessary. Read the next two questions aloud: "What body part helps the bird survive?" "How does this body part help the bird survive?" Read the information on the class notes and tell students to listen for information about one of the body parts of the cardinal. When they hear information about one of the body parts of the cardinal, invite students to quietly put a thumb up in the middle of their chest. Reread the information on the class notes once more and think aloud to model how to find and add information to their notebook. Say: "As I reread the notes, I noticed that I found information about the cardinal on the Feathers: Class Notes." "When I look at the Feather: Class Notes, I notice that they describe the feathers as being colored to match the bird's habitat. I also notice that the feathers help the cardinal survive by hiding it from its enemies." Model answering the questions on page 1 of the Expert Birds Research notebook. "What body part helps the bird survive?" (feathers) "What body part helps the bird survive?" (The feathers are colored to help the cardinal hide from enemies.) Model drawing two quick sketches underneath the questions. In the top box, draw a labeled sketch of the cardinal's feathers; in the bottom box, draw a sketch of how the cardinal's feathers help it survive. Using a total participation technique, invite responses from the group: "What did I have to do to find information on the class notes?" (You reread the notes and looked for your specific bird.) "Did we find facts about two different body parts by reading the class notes?" (no) "What are other body parts that we could research more about?" (beaks, wings, feet) Enthusiastically, tell students that tomorrow they will find out their expert bird that they voted for in Lesson 1. Tell students that in tomorrow's lesson they will use the same class notes and follow a similar process to find information about their expert birds while collaborating with new expert bird research groups.	For ELLs and students who may need additional support with activating prior knowledge: (Using Realia) Display Mystery Bird Riddle Card #2 as you explain to students that they will use their research to make Expert Bird Riddle cards just like this one from the Opening of Lesson 1. (MMR) For ELLs and students who may need additional support with motivation: (Modeling: Using the Expert Birds Research Notebook) Before displaying page 1 of the Expert Birds Research notebook, consider telling students that you will model for them how to use classroom resources to answer questions about an expert bird. Invite them to notice what you do so they can do it on their own tomorrow. (MME)
B. Launching Expert Bird Scientific Drawing Cards: Austin's Butterfly (10 minutes) Invite students to stand for a quick round of Bird Simon Says. Tell students that in other schools, first-graders just like them get to do research, too. One boy, Austin, did research on a butterfly. He created a scientific drawing, just as they have been doing. Share with students that they will watch a video about how Austin created his scientific drawing about his research butterfly. Play "Austin's Butterfly: Building Excellence in Student Work." Think-Pair-Share: "What can we learn from Austin and his scientific drawings about his butterfly that can help us with our scientific drawings of birds?" (remind us to show perseverance; help us look for details; prepare us to give and receive feedback to help one another) Call on students to share their ideas about how the video can help them with their own drawings. If productive, cue students to compare their ideas: "How is what _____ said the same as/different from what _____ said? I'll give you time to think." (Responses will vary.) Remind students that they will need perseverance as they begin making their Expert Bird Scientific Drawing cards.	For ELLs and students who may need additional support with interest: (Setting a Purpose) Consider setting a purpose for watching the video. Ask: "What can we learn from Austin and his scientific drawings about his butterfly that can help us with our scientific drawings of birds?" (MME) For ELLs and students who may need additional support with Vocabulary: (Defining words) Clarify the meaning of the word perseverance and invite students to share what they have done to show perseverance in Units 1-2. (MMR)
C. Generating Criteria: Expert Bird Scientific Drawing Cards (20 minutes) Direct students' attention to the second posted target and read it aloud: "I can create criteria for our Expert Bird Scientific Drawing cards." Remind students that criteria are things people use as a guide or a model. Tell students that today they will create criteria of things that need to be included in the scientific drawing of their expert bird. Display the Heron Expert Bird Scientific Drawing card. Circle the foot and say: "I noticed this drawing pays attention to the shapes of the bird's body." Direct students' attention to the Scientific Drawing Criteria Brainstorm anchor chart, and tell them that this chart will capture some of their thinking about what their Expert Bird Scientific Drawing cards should include. Write: "Uses shapes for the body" on the anchor chart. Tell students that they will now work in a small group to look closely at the Heron Expert Bird Scientific Drawing card and write down ideas about additional criteria that need to be included on the Scientific Drawing Criteria Brainstorm anchor chart. Each group will create one list of ideas to share with the class. Follow the routine from Work Time A of Lesson 1 to have small groups determine criteria: Move students into pre-determined groups and distribute Heron Expert Bird Scientific Drawing cards and a Scientific Drawing Criteria Brainstorm recording form. Read the first question aloud on the Scientific Drawing Criteria Brainstorm recording form and invite students to discuss briefly. Prompt students to select one student in their group to record the group's thinking on Question 1. Repeat this process for Questions 2 and 3. Transition students back to whole group using the Bird Boogie routine. Invite groups to present their answers to each of the questions, using their notes sheet, and add them to the Scientific Drawing Criteria Brainstorm anchor chart. If productive, cue students to agree or disagree and explain why: "Do you agree or disagree with what your classmate said? Why? I'll give you time to think." Read aloud the completed anchor chart. Tell students that you will now take their ideas on this brainstorm chart to create one final Expert Bird Scientific Drawing Criteria anchor chart that you will unveil in tomorrow's lesson. Share with students that they will continue to use the criteria on this chart as they research and draw their expert birds.	For ELLs: (Using Realia) Display the Riddle Criteria Brainstorm anchor chart from Lesson 1 as you explain to students that they will make a list, just like for the riddle, of things that need to be included in the scientific drawing of their expert bird. For students who may need additional support with fine motor skills: Offer choice with the Scientific Drawing Criteria Brainstorm recording form by providing a template that includes lines or additional space for each section. (MMR, MMAE)

Closing & Assessments

Closing	Meeting Students' Needs
A. Sit, Kneel, Stand Protocol: Scientific Drawing Criteria (5 minutes) Tell students they are going to use the Sit, Kneel, Stand protocol to review. Remind them that they used this protocol in the past and review as necessary. (Refer to the Classroom Protocols document for the full version of the protocol.) Guide students through the protocol using the following prompt: "Do you feel ready to work like Austin from the video to create a scientific drawing card for your expert bird?" Preview tomorrow's work: Students will find out which bird they will be researching, and they will begin their expert birds research!	For ELLs: (Reflecting on Learning) Note those students who answered that they did not feel ready, and find an opportunity to hear their concerns and to discuss with them the criteria and revision process.

Closing