- I can retell major events from Papa, Please Get the Moon for Me.(RL.1.1, RL.1.2, RL.1.3, RL.1.7, W.1.8, SL.1.1, SL.1.2, L.1.6)
- I can describe the central message of Papa, Please Get the Moon for Me. (RL.1.2, W.1.8, SL.1.1)
These are the CCS Standards addressed in this lesson:
- RL.1.1: Ask and answer questions about key details in a text.
- RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
- RL.1.3: Describe characters, settings, and major events in a story, using key details.
- RL.1.7: Use illustrations and details in a story to describe its characters, setting, or events.
- 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.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
- L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- L.1.1e: Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
- L.1.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
Daily Learning Targets
Ongoing Assessment
- During the Opening, use the Language Checklist to track students' progress towards L.1.1e as students participate in the song activity.
- During Work Time A, B, and C, track students' progress towards the reading standards in this lesson using the Reading Literature Checklist.
- During Work Time B, circulate and listen for students to use words and phrases acquired through the read-aloud during the Role-Play protocol. Note how students are interacting with one another using the Speaking and Listening Checklist (see Assessment Overview and Resources).
- During Work Time C, circulate and observe students individually writing their Papa, Please Get the Moon for Me response sheet. At the end of the lesson, collect students' writing samples to check progress toward RL.1.1, RL.1.2, RL.1.3, and W.1.8.
Agenda
Agenda | Teaching Notes |
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1. Opening A. Song and Movement: "Sun, Moon, and Stars" Song(10 minutes) 2. Work Time A. Focused Read-aloud, Session 2:Papa, Please Get the Moon for Me (15 minutes) B. Role-Play: Beginning, Middle, and End (10 minutes) C. Independent Writing: Papa, Please Get the Moon for Me Response Sheet, Part III (20 minutes) 3. Closing and Assessment A. Reflecting on Learning (5 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:
- Sun, Moon, and Stars Word Wall card for the words full moon, half-moon, and sliver. Write or type the word on a card and create or find a visual to accompany each word.
- Story Elements board icons for beginning, middle, and end.
- Part III of the Papa, Please Get the Moon for Me response sheet on clipboards for Work Time C.
- Review the Role-Play protocol. (Refer to the Classroom Protocols document for the full version of this protocol.)
- Post: Learning targets, "Sun, Moon, and Stars" Version 2 song, and applicable anchor charts (see materials list).
Tech and Multimedia
Consider using an interactive white board or document camera to display lesson materials.
- Record the whole group singing the "Sun, Moon, and Stars" Version 2 song and post it on a teacher webpage or on a portfolio app such as 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.
- Create the Story Elements board in an online format--for example, a Google Doc--to display and for families to access at home to reinforce these skills.
- Video record students as they role-play to watch with students to evaluate strengths and areas for improvement. Post it on a teacher webpage or on a portfolio app such as Seesaw for students to watch 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 Standards: 1.I.A.1, 1.I.B.5, 1.I.B.6, and 1.I.C.10
Important points in the lesson itself:
- The basic design of this lesson supports ELLs by providing opportunities to deepen comprehension and expand oral language by acting out events of the text Papa, Please Get the Moon for Me. Students will also have the opportunity to demonstrate understanding by writing in a structured organizer.
- ELLs may find it challenge to comprehend the question "Why do think the author wrote the book?" because it may seem abstract. Consider making this question more concrete by researching the author of Papa, Please Get the Moon for Me, Eric Carle, and displaying a picture of him throughout the read-aloud. Discuss his inspirations for writing. Refer to his photograph each time the class thinks about his motivation for writing about the moon.
Levels of support
For lighter support:
- During Work Time C, invite a student to model completing the first section of the graphic organizer for the class.
For heavier support:
- In preparation for Opening A, create index cards with the word will written in a different color than the ink used to write the "Sun Moon and Stars" Version 2 song. Students can use them for visual and tactile reference during Opening A. See Meeting Students' Needs column for details.
- During Work Time C, Model doing quick sketches within the graphic organizer as placeholders for information. Say: "You can sketch first so that you don't forget the information you want to add. Then you may go back later and write."
- During Work Time C, consider providing students with three copies or illustrations of events from Papa, Please Get the Moon for Me, each representing the beginning, middle, and end of the story. Students can refer to these as they complete their response sheets.
Universal Design for Learning
- Multiple Means of Representation (MMR): In this lesson, students share ideas about the central message of Papa, Please Get the Moon for Me. Some students may need additional support with understanding and remembering these ideas. Offer alternatives to auditory information by writing students' ideas on chart paper and referring to them in future lessons.
- Multiple Means of Action & Expression (MMAE): In this lesson, individual students are asked to share ideas about why the author wrote Papa, Please Get the Moon for Me with a partner. Some students may need additional support with connecting the author's purpose to the study of sun, moon, and stars. As students share out, provide options for expression and communication by using prompts and sentence frames.
- Multiple Means of Engagement (MME): As students engage in the Role-Play protocol with a partner, foster community by discussing strategies with students for how to ask for help from their peers during the protocol.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
New:
- full moon, half-moon (L)
- future tense, sliver (T)
Review:
- present tense, past tense (T)
- proper noun, common noun, moon, shining, night, event, beginning, middle, end (L)
Materials
- "Sun, Moon, and Stars" Version 2 song (from Lesson 5; one to display)
- Language Checklist (for teacher reference; see Assessment Overview and Resources)
- Sun, Moon, and Stars Word Wall (begun in Lesson 1; added to during Opening)
- Sun, Moon, and Stars Word Wall cards (new; teacher-created; three)
- Story Elements Board: Papa, Please Get the Moon for Me(begun in Lesson 8; added to during Work Time A)
- Reading Literature Checklist (for teacher reference; see Assessment Overview and Resources)
- Papa, Please Get the Moon for Me(one to display; for teacher read-aloud)
- Story Elements Board Icons: Papa, Please Get the Moon for Me(from Lesson 8; three; added to Story Elements board during Work Time A)
- Working to Become Ethical People anchor chart (begun in Lesson 4)
- Role-Play Protocol anchor chart (begun Lesson 4)
- Speaking and Listening Checklist (for teacher reference; see Assessment Overview and Resources)
- Papa, Please Get the Moon for Me response sheet (from Lesson 8; one per student)
- Pencils (one per student)
- Unit 1 Guiding Question anchor chart (begun in Lesson 2; added to during the Closing; see supporting materials)
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. Song and Movement: "Sun, Moon, and Stars" Version 2 Song (10 minutes)
"Use the future tense to say something you will see in the classroom tomorrow." Model as needed. (Responses will vary, but may include: "I will see the art teacher. I will see my best friends. Etc.")
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Work Time
Work Time | Meeting Students' Needs |
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A. Focused Read-aloud, Session 2: Papa, Please Get the Moon for Me (15 minutes)
"What will we track with the Story Elements board today? (major events from the beginning, middle, and end of the story)
"What is an event in a story?" (anything that happens; an event is usually special or important)
"What happened in the beginning of the story?" (Monica wants to play with the moon, so she asks her Papa to get it for her.)
"Who can repeat what your classmate said?" (Responses will vary.)
"What happened at the end of the story?" (Monica played with the moon, but it got smaller and smaller until it disappeared. Then it reappeared in the sky.)
"What was the central message of this story? What do you think the author, Eric Carle, was trying to show and tell us about the moon?" (that the moon changes shape and gets bigger and smaller as time goes by)
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B. Role-Play: Beginning, Middle, and End (10 minutes)
"How will you show respect toward others during our Role-Play protocol today?"
1. Pages 1-4 2. Pages 9-18 3. Pages 19-end * Give students specific, positive feedback on their ability to role-play the key details of Papa, Please Get the Moon for Me.(Example: "Ava, you made your body smaller and smaller to show how the moon grew smaller and smaller in the middle of the story.") |
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C. Independent Writing: Papa, Please Get the Moon for Me Response Sheet, Part III (20 minutes)
"What happened in the beginning of Papa, Please Get the Moon for Me?"
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Reflecting on Learning (5 minutes)
"Was this story about the sun, the moon, or both?" (the moon)
"Why do you think the author wrote the book?" (Responses will vary, but may include: to imagine what it would be like to play with the moon and/or to describe how the moon seems to get bigger and smaller.)
"Can you say more about that?" (Responses will vary.)
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