- I can revise my writing to match my tree sketch. (W.K.5, W.K.8, SL.K.1a, 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.5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
- 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
- During Work Time A, as students revise their writing, use the Opinion Writing Checklist to track progress toward W.K.5 and W.K.8 (see Assessment Overview and Resources).
Agenda
Agenda | Teaching Notes |
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1. Opening A. Poem and Movement: "The Cat, the Tree, and Me" (5 minutes) 2. Work Time A. Preparing the Writer: Performance Task (20 minutes) B. Engaging the Artist: Sketching and Outlining (25 minutes) 3. Closing and Assessment A. Independent Writing: Performance Task Art Planner (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:
- Photocopies of students' writing from the Unit 3 Assessment, Part I to use during Work Time A as students revise their writing.
- Student workspaces for revising in Work Time A by placing colored pencils and sticky notes at each.
- Student workspaces for sketching in Work Time B by placing students' Performance Task Artwork templates, pencils, and black permanent markers at each.
- Performance Task Art planners by attaching student copies to clipboards for use in the Closing.
- 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.6, and K.II.C.12
Important points in the lesson itself
- The basic design of this lesson supports ELLs by guiding them through the process of revising their writing and sketches using a model, discussion, and specific steps and criteria.
- ELLs may find it challenging to simultaneously understand the language and the action in the Opening poem. Consider illustrating key parts of the poem so that students can spend this time and future Openings focused on oral fluency and the language standard.
Levels of support
For lighter support:
- During Work Time A, invite students to summarize the steps they will take to complete the revision, first in pairs and then select a few to share out with the class.
For heavier support:
- During the Opening, consider affixing to the poem string, leaves, and sticks to make branches or any other realia that would support comprehension.
- During Work Time A, consider completing the editing task as a shared experience with students who may struggle with the steps.
Universal Design for Learning
- Multiple Means of Representation (MMR): In this lesson, students revise and edit their writing for the performance task. Continue to provide scaffolds to support diverse abilities in using these skills, such as explicit prompts to guide students as they revise and edit.
- Multiple Means of Action and Expression (MMAE): This lesson offers several opportunities for students to engage in discussion with partners. Continue to support those who may need it with expressive language by providing sentence frames to help them organize their thoughts.
- Multiple Means of Engagement (MME): Recall that sustained engagement and effort is essential for student achievement. Continue to support students with consistent reminders of learning goals and their value or relevance.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
Review:
- revise, high-quality, sketch, trace (L)
Materials
- "The Cat, the Tree, and Me" (one to display)
- Model Performance Task: Tree Appreciation card (from Lesson 1; one to display; see Performance Task Overview)
- High-Quality Work anchor chart (begun in Module 2)
- Model Unit 3 Assessment, Part I: Why a Tree Is Nice (from Lesson 3; revised during Work Time A; see Teaching Notes)
- Model final sketch (one to display; see Performance Task Overview)
- Sticky notes (large; one per student and one for teacher modeling)
- Colored pencils (one per student and one for teacher modeling)
- Unit 3 Assessment, Part I: Why a Tree Is Nice (from Lesson 3; revised during Work Time A; see Teaching Notes)
- Performance Task Artwork template (begun in Lesson 4; revised during Work Time B; one per student; see Performance Task Overview)
- Markers (black; permanent; one per student and one for teacher modeling)
- Pencils (one per student)
- Clipboards (one per student)
- Performance Task Art planner (begun in Lesson 5; added to during the Closing; one per student and one for teacher modeling)
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. Poem and Movement: "The Cat, the Tree, and Me" (5 minutes)
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Work Time
Work Time | Meeting Students' Needs |
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A. Preparing the Writer: Performance Task (20 minutes)
"What do you notice about the writing on this model?" (Responses will vary, but may include: It is written neatly; it is a complete sentence; the words are spelled correctly.)
"Which detail, or tree part, does the artwork focus on?" (a leaf)
"Read your sentence from the Unit 3 Assessment, Part I: Why a Tree Is Nice to your partner." "What tree part does your art focus on?" (Responses will vary.) "How can you revise your sentence to include that tree part?" (Responses will vary, but should have the structure "Trees are nice because they have _______ that _________.")
"What detail, or tree part, did you include?" (Responses will vary.)
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B. Engaging the Artist: Sketching and Outlining (25 minutes)
"Based on the Model Performance Task: Tree Appreciation card, what do you think the artist did after sketching the tree part?" (outlined it in black pen)
"What do you notice about how the black marker changed your sketch?" (I can see it better; I can see the details better; it looks clearer and more neat.)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Independent Writing: Performance Task Art Planner (10 minutes)
"I can track the progress of my artwork through writing and drawing."
"What parts of the performance task artwork have we completed?" (selecting the best sketch and outlining with black pen)
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