- I can ask and answer questions about weather around the world using the text On the Same Day in March: A Tour of the World's Weather. (RI.K.1, RI.K.2, RI.K.4)
These are the CCS Standards addressed in this lesson:
- RI.K.1: With prompting and support, ask and answer questions about key details in a text.
- RI.K.2: With prompting and support, identify the main topic and retell key details of a text.
- RI.K.4: With prompting and support, ask and answer questions about unknown words in a text.
Daily Learning Targets
Ongoing Assessment
- Consider using the Reading Informational Text Checklist during the read-aloud in Work Time B to document student progress toward RI.K.1, RI.K.2, and RI.K.4 (see Assessment Resources and Overview).
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engaging the Learner: Curious Sofia Returns (10 minutes) 2. Work Time A. Picture Tea Party: Mystery Photos (10 minutes) B. Reading Aloud: On the Same Day in March: A Tour of the World's Weather (15 minutes) C. Engaging the Learner: Introduction to Interactive Map (15 minutes) 3. Closing and Assessment A. Structured Discussion: Reflecting on Responsibility (10 minutes) |
Purpose of lesson and alignment to standards:
"Why do you think that?" Student: "Because _____." "What, in the _____ (sentence/text), makes you think so?" Student: "If you look at _____, it says _____, which means _____."
"What if _____ (that word was removed/the main character had done something different/we didn't write an introduction)? I'll give you time to think and discuss with a partner." Student: "If we did that, then _____." "Can you figure out why _____ (the author used this phrase/we used that strategy/there's an -ly added to that word)? I'll give you time to think and discuss with a partner." Student: "I think it's because _____."
"What strategies/habits helped you succeed? I'll give you time to think and discuss with a partner." Student: "_____ helped me a lot." "How does our discussion add to your understanding of _____ (previously discussed topic/text/language)? I'll give you time to think and discuss with a partner." Student: "I used to think that _____, and now I think 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:
- Unit 2 Guiding Questions anchor chart (see supporting materials).
- The mystery photos for the Picture Tea Party protocol and determine groups of three or four students for Work Time A.
- The class interactive map by projecting the map onto large sheets of chart paper and tracing it. Many items will be added to the map throughout the course of Lessons 1-5, so it is important that it is large enough to accommodate mystery photos, Jack doll icons, and Culminating Task response sheets.
- Jack paper doll icons by copying them on cardstock and cutting them out.
- Review the Picture Tea Party protocol. (Refer to the Classroom Protocols document for the full version of the protocol.)
- Post: Learning targets, class interactive map, and applicable anchor charts (see materials list).
Tech and Multimedia
Consider using an interactive white board or document camera to display lesson materials.
- Create a slideshow of the world mystery photos.
- If students were recorded during the Picture Tea Party protocol in Unit 1, consider playing the recording to remind students of the process.
- Create the class interactive map in an online format, such as a Google Doc or with Google Maps, to display and to share at home with families.
- Record the whole group saying the lightning cheer and post it on a teacher web page or on a portfolio app like Seesaw for students to listen to at home with families. Most devices (cellphones, tablets, laptop computers) come equipped with free video and audio recording apps or software.
Supporting English Language Learners
Supports guided in part by CA ELD Standard K.I.B.6
Important points in the lesson itself
- The basic design of this lesson supports ELLs with opportunities to participate in sensory activities such as the interactive map and the Picture Tea Party protocol. This will help make abstract concepts more concrete for many ELLs.
- ELLs may find it challenging to grasp the premise of On the Same Day in March, as the fact that all of the events happen on the same day is not evident in the illustrations. Consider guiding students through the Mini Language Dive discussion during Work Time B to unpack the meaning of temporal prepositional phrases and to reinforce the meaning of the text.
Levels of support:
For lighter support:
- During the Mini Language Dive, challenge students to generate questions about the phrase before asking the prepared questions. Example: "What questions can we ask about this phrase? Let's see if we can answer them together."
For heavier support:
- During Work Time B, project a mapping application from a computer or online device. Locate the places that Jack will visit. Zoom in to illustrate the way a map becomes a representation of physical locations. To further illustrate this concept, open up ground-level views of each location.
Universal Design for Learning
- Multiple Means of Representation (MMR): In Work Time B, students are introduced to On the Same Day in March: A Tour of the World's Weather. Activate background knowledge and supply contextual information by looking at a calendar with the class and discuss what typical weather is like in March in your community.
- Multiple Means of Action & Expression (MMAE): In this lesson, students are introduced to a class interactive map. When marking the class location on the map, provide options for physical action by inviting a student volunteer to "connect the dots" between locations by drawing a line with a dry erase marker. As the student volunteer draws a line between the pushpins, encourage the class to put their arms out like airplane wings and pretend to "fly" to the new location.
- Multiple Means of Engagement (MME): The story "Curious Sofia Returns" is read during the Opening. When reading each page, optimize relevance by asking students to share connections to the text based on their own lives.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
New:
- map (L)
Review:
- weather (L)
Materials
- Sofia paper doll (from Unit 1, Lesson 4; one to display)
- "Curious Sofia Returns" (one to display; for teacher read-aloud)
- Jack paper doll (one to display)
- Unit 2 guiding questions (written on chart paper; one to display)
- World mystery photos (one per student)
- Picture Tea Party Protocol anchor chart (begun in Unit 1, Lesson 1)
- On the Same Day in March: A Tour of the World's Weather (one to display; for teacher read-aloud)
- Reading Informational Text Checklist (for teacher reference; see Assessment Overview and Resources)
- Class interactive map (written on chart paper; one to display)
- Thumbtacks (nine; used by teacher to mark locations on class interactive map during Work Time C)
- Jack doll icons (eight; used by teacher to mark locations on class interactive map during Work Time C)
- Lightning cheer (for teacher reference)
- Responsibility anchor chart (begun in Unit 1, Lesson 2)
- Conversation Partners chart (begun in Module 1)
- Conversation Norms anchor chart (begun in Module 1)
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: Curious Sofia Returns (10 minutes)
"According to the story, how did you help Sofia learn how to be prepared for all kinds of weather?" (show her how to observe the weather, teach her what meteorologists do, explain what types of clothing are best for different types of weather)
"What do you notice about this picture?" (Sofia has a friend. Sofia looks warm in her sweater. Sofia's friend is shivering.)
"What facts about the weather did Sofia learn and share with Jack?" (She learned about moisture and temperature.) "Why does Jack need Sofia's help?" (He is going on a trip around the world with his family and doesn't know what the weather is going to be like, so he doesn't know what to pack.)
"What are the questions about weather that Sofia and Jack have?" (Sofia and Jack are wondering about the weather around the world. They want to know what the weather is like in different places around the world and how people prepare for it.)
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"What do you think 'around the world' means?" (Responses will vary.) "What shape is the earth, or the world?" (round)
"What are some different places your finger is going as it is moving around the world?" (China, Russia, Canada) "In your own words, what do you think it means to go around the world?" (to travel to different places and countries in the world) |
Work Time
Work Time | Meeting Students' Needs |
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A. Picture Tea Party: Mystery Photos (10 minutes)
"What did you notice in your pictures?"
"Based on the pictures you saw, what do you think we'll be learning about today?" (We will learn about different places around the world. We will learn about the weather in different cities. We will learn about rain or snow.)
"What, in the pictures, makes you think so?" (Responses will vary.)
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B. Reading Aloud: On the Same Day in March: A Tour of the World's Weather (15 minutes)
"I can ask and answer questions about weather in different places around the world using the text On the Same Day in March: A Tour of the World's Weather."
"I notice that the author is describing the weather in these different places. When I look at the pictures, I notice the people in these places are dressed for the different types of weather."
"What do you notice about the weather in these places? What clues do you get from the pictures?" (I see people wearing scarves in one picture. I see the sky is full of gray clouds in one picture. I see people wearing heavy coats in another picture.) "Have you ever been to a different city or country? What was the weather like in the place you are thinking of?" (Responses will vary.)
"What if they were wearing the same clothes in all of the pictures? I'll give you time to think and discuss with a partner." (Responses will vary.)
"What do you notice about the different types of clothing the people are wearing in the different places? What do you notice about what people are doing in those different places?" (In some places, people are wearing shorts and sandals and are outside in the sun. In one place, people wore scarves and hats when they were outside. I saw people wearing bathing suits, swimming at the beach.)
"After listening to this text, what do you notice about the types of weather happening in different places around the world on the same day in March?" (In some places, it is warm and sunny and people go to the beach. In some places, there is snow and wind and people are bundled up.)
"After listening to this text, what questions do you have about the types of weather that happens in all of these different places?"
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C. Engaging the Learner: Introduction to Interactive Map (15 minutes)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Structured Discussion: Reflecting on Responsibility (10 minutes)
"What does responsibility mean to you?" (Responses will vary, but may include: Responsibility means finishing my work; responsibility means helping Sofia and Jack answer their questions; responsibility means putting my materials away and cleaning up my space.)
"What are some ways you can continue to show responsibility as we continue to learn about weather?" (Responses will vary, but may include: We can help Jack and Sofia answer their questions; we can learn about the weather in different parts of the world; we can make sure we take care of the big class map.)
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