- I can present information about the sun, moon, and stars to others. (SL.1.4, SL.1.6, L.1.6)
- I can read my writing aloud using a strong and clear voice. (SL.1.4)
These are the CCS Standards addressed in this lesson:
- SL.1.4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
- SL.1.6: Produce complete sentences when appropriate to task and situation.
- 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 Work Times A and B, circulate and observe students' progress toward SL.1.4 and SL.1.6 as they practice sharing what they've learned using the Speaking and Listening Checklist (see Assessment Overview and Resources).
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engaging the Learner: Ways We Share Our Work Anchor Chart (5 minutes) 2. Work Time A. Preparing to Present: Selecting Information from Our Sky Notebooks to Share (15 minutes) B. Back-to-Back and Face-to-Face: Discussing Patterns in the Sky (15 minutes) C. Pinky Partners: Sharing Our Work (15 minutes) 3. Closing and Assessment A. Engaging the Learner: Revisiting "Sun" and "Moon" Songs (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
- Distribute:
- Materials (Sky notebook and sticky notes) for Work Time A at student workspaces.
- Materials ("What the Sun Sees" poem) for Work Time C at student workspaces.
- Post: Learning targets, "Sun" song, "Moon" song, Moon, and Stars" song, and applicable anchor charts (see materials list).
Tech and Multimedia
Consider using an interactive white board or document camera to display lesson materials.
- Opening A: Create the Ways We Share Our Work anchor chart in an online format, such as a Google Doc, for display and for families to access at home to reinforce these skills. If you recorded students participating in the Moon Movement routine in Unit 1, play this video to remind them of what to do.
- Work Time B: Video-record students as they participate in the Back-to-Back and Face-to-Face protocol to watch with them as they prepare for the end of module celebration. Post it on a teacher web page or on a portfolio app such as Seesaw for students to watch at home with their families. Most devices (cellphones, tablets, laptop computers) come equipped with free video and audio recording apps or software.
- Work Time C: Video-record students as they practice sharing their "What the Sun Sees" poems to watch with them to evaluate strengths and areas for improvement. Post it on a teacher web page or on a portfolio app such as Seesaw for students to watch at home with their 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.C.9 and 1.I.B.6
Important points in the lesson itself
- The basic design of this lesson supports ELLs through the opportunity to build their oral language and presentation skills in a structured way, and through the opportunity to practice sharing with a peer or small group before the end of module celebration in Lesson 13.
- ELLs may find it challenging or intimidating to speak in front of an audience. Consider offering choice in terms of what group they will be presenting with and/or which order they will present in.
Levels of support
For lighter support:
- Consider looking at the notes you took during the Module 1 assessment regarding areas in which students struggled with oral presentations, such as projecting their voices or enunciating their words, to help students practice for their presentations.
For heavier support:
- Allow time to rehearse reading their entries from the Sky notebooks, their information about patterns in the sky, and their "What the Sun Sees" poems. Practicing sharing with a peer or small group before sharing with visitor(s) provides a safe, low-risk environment for students as they build oral language and presentation skills.
Universal Design for Learning
- Multiple Means of Representation (MMR): In Work Time B, students discuss patterns of the sun, moon, and stars. Reduce barriers to metacognition as students share by providing a visual reminder of the focus for what they are sharing during the protocol. (Example: Display the question on chart paper or sentence strip, or offer an index card with the questions to individual students: 1) What is a pattern that the sun, moon, or stars follows? How would you describe that pattern? 2) What is something you learned about the sun, moon, or stars that you did not know before? 3) What do you still wonder about the sun, moon, or stars? 4) What did you learn about how writers use their knowledge and observations to write a story?)
- Multiple Means of Action & Expression (MMAE): During this lesson, some students may benefit from sensory input and opportunities for movement while they are sitting. Provide options for differentiated seating (e.g., sitting on a gym ball, a move-and-sit cushion, or a chair with a resistive elastic band wrapped around the legs). In addition, consider providing options for physical action by inviting students to join you in a quick movement break if they seem restless during the lesson.
- Multiple Means of Engagement (MME): Throughout this lesson, students have opportunities to share ideas and thinking with classmates. Some may need support for engagement during these activities, so encourage self-regulatory skills by helping them anticipate and manage frustration by modeling what to do if they need help from their classmates. (Example: "I can remember when I'm sharing that if I forget my idea or need help, I can ask my partner to help me. My partner could help me by giving me prompts that will help me share my thinking.") Offering these supports for engagement promotes a safe learning space for all students.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
N/A
Materials
- Ways We Share Our Work anchor chart (begun in Module 1)
- Sky notebook (from Unit 2, Lesson 4; answers, for teacher reference; one to display)
- Sky notebooks (completed in Unit 2; one per student)
- Sticky notes (two per student)
- Back-to-Back and Face-to-Face Protocol anchor chart (begun in Module 1)
- Speaking and Listening Checklist (for teacher reference; see Assessment Overview and Resources)
- Equity sticks (class set; one per student)
- Pinky Partners Protocol anchor chart (begun in Module 1)
- "What the Sun Sees" poem (completed in Lesson 11; one per student)
- "Sun, Moon, and Stars" song (from Unit 1, Lesson 3; one to display)
- "Moon" song (from Unit 1, Lesson 8; one to display)
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: Ways We Share Our Work Anchor Chart (5 minutes)
"What work have you done during this module that you could share with visitors so that they learn about the sun, moon, and stars?" (Sky notebook, "What the Sun Sees" poem)
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Work Time
Work Time | Meeting Students' Needs |
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A. Preparing to Present: Selecting Information from Our Sky Notebooks to Share (15 minutes)
"What should you keep in mind while you are selecting entries from your Sky notebook to share? What criteria should those entries meet?" (neat writing, accurate information, entries that show different information and times of day)
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B. Back-to-Back and Face-to-Face: Discussing Patterns in the Sky (15 minutes)
"What is a pattern that the sun, moon, or stars follow? How would you describe that pattern?" "What is something you learned about the sun, moon, or stars that you did not know before?" "What do you still wonder about the sun, moon, or stars?" "What did you learn about the Unit 3 guiding question: How do writers use their knowledge and observations to write a story?"
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C. Pinky Partners: Sharing Our Work (15 minutes)
"I can read my writing aloud using a strong and clear voice."
"When you are sharing your poems, what is important to remember to do so that your visitors can learn from you?" (speak clearly and loudly, make eye contact with visitors, listen as others share)
"What part of your poem are you most proud and most excited to share with a visitor?" (Responses will vary.)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Engaging the Learner: Revisiting "Sun, Moon, and Stars" Song (10 minutes)
"How did our work in this unit add to your understanding of how writers use their knowledge and observations to write a story? I'll give you time to think and discuss with a partner." (Responses will vary.)
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There are no new supporting materials for this lesson. |
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