ELA G2:M3:U3

Speaking and Listening: Pollinator Presentations

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

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Lesson 1Reading Informational Texts to Draw and Write: Launching the Performance Task
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Revisiting the Module Guiding Questions and Launching the Performance Task (10 minutes) 2. Work Time A. Engaging the Reader: Informational Texts about Fruits, Flowers, and Vegetables (20 minutes) B. Scientific Drawing and Caption: Arrangement of the Plant and Pollinator (25 minutes) 3. Closing and Assessment A. Reflecting on Learning (5 minutes)	I can read to collect information about the relationship between a specific plant and pollinator. (RI.2.1, RI.2.5, RI.2.7) I can create a scientific drawing and write a caption to show my pollinator approaching a flower. (RI.2.5, W.2.7)	In Work Time A, use the Reading Informational Text Checklist (RI.2.1, RI.2.5, RI.2.7) to track students' progress toward these reading standards (see Assessment Overview and Resources). During Work Time B, circulate as students work on the Scientific Drawings and Captions Template and notice if they use the resources available (photographs, informational text, My Pollinator Writing booklet) to inform their illustration and caption. (RI.2.1, RI.2.5, RI.2.7, W.2.7)

Lesson 2Speaking, Writing, and Drawing: Beginning Our Oral Presentations and Scientific Drawings
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Developing Language: Capture the Caption Activity (10 minutes) 2. Work Time A. Modeling Writing Notes: Oral Presentation Notecards #1–2 (20 minutes) B. Scientific Drawings and Captions: Adding Details of the Plant and Pollinator (25 minutes) 3. Closing and Assessment A. Reflecting on Learning (5 minutes)	I can write notecards #1 and #2 for my oral presentation using information from the pollinator texts and My Pollinator Writing booklet. (W.2.7) I can create a scientific drawing and write a caption to show my pollinator feeding at a flower. (R.2.1, R.I.2.5, R.I.2.7, W.2.7, L.2.1f)	In the Opening, students are introduced to Capture the Caption, the first in a series of four Openings providing opportunity to note student progress toward L.2.1f. During the Opening, circulate to observe students as they work to match and create captions. Use the Speaking and Listening Checklist to document progress toward L.2.1f (see Assessment Overview and Resources). During Work Time B, circulate as students work on the Scientific Drawings and Captions Template, and continue to notice if they use the resources available to inform their illustration and caption. (RI.2.1, RI.2.5, RI.2.7, W.2.7)

Lesson 3Speaking, Writing, and Drawing: Adding to Our Oral Presentation Notes and Scientific Drawings and Captions
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Developing Language: Capture the Caption Activity (10 minutes) 2. Work Time A. Modeling Writing Notes: Oral Presentation Notecard #3 (20 minutes B. Scientific Drawings and Captions: Adding Details of the Plant and Pollinator (25 minutes) 3. Closing and Assessment A. Reflecting on Learning (5 minutes)	I can write notecard #3 for my oral presentation using information from the pollinator texts and My Pollinator Writing booklet. (W.2.7) I can create a scientific drawing and write a caption to show my pollinator moving to a new flower to complete the pollination process. (RI.2.5, W.2.7)	During Work Time B, circulate as students work on the Scientific Drawings and Captions Template and continue to notice if they use the resources available to inform their illustration and caption writing. (RI.2.1, RI.2.5, RI.2.7, W.2.7)

Lesson 4Speaking, Writing, and Drawing: Completing Our Scientific Drawings and Receiving Peer Feedback
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Developing Language: Capture the Caption Activity (10 minutes) 2. Work Time A. Modeling Writing Notes: Oral Presentation Notecard #4 (20 minutes) B. Peer Critique Protocol: Scientific Drawings and Captions (25 minutes) 3. Closing and Assessment A. Reflecting on Learning (5 minutes)	I can write notecard #4 for my oral presentation using information from the pollinator texts and My Pollinator Writing booklet. (W.2.7) I can revise my work based on my partner's feedback. (W.2.5, W.2.7)	During Work Time A, circulate and observe as students write notecard #4 for evidence of progress toward W.2.7 and L.2.1e.	Peer Feedback

Lesson 5Reflecting on How to Improve Our Work: Feedback and Empathy
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Developing Language: Capture the Caption (10 minutes) 2. Work Time A. Engaging the Presenter: Reflecting on Feedback (25 minutes) B. Introducing Habits of Character: Empathy (20 minutes) 3. Closing and Assessment A. Reflecting on Learning (5 minutes)	I can describe how peer feedback helped improve my work. (W.2.5, SL.2.4, L.2.1f) I can describe others' emotions by observing their facial expression and body language. (SL.2.6)	After the lesson, review student work from Work Time A and the Entrance Ticket: Capture the Caption to assess progress toward W.2.5 and L.2.1f. During Work Time B, observe as students briefly discuss emotions related to displayed facial expressions and body language to gauge their understanding of empathy

Lesson 6Engaging the Speaker: Co-Constructing Criteria for High-Quality Oral Presentations
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A. Analyzing a Model: High-Quality Oral Presentations (20 minutes) B. Scientific Drawings: Realistic Use of Color (25 minutes) 3. Closing and Assessment A. Working to Become Ethical People: Showing Empathy When Giving Feedback (10 minutes)	I can co-construct criteria for high-quality oral presentations based on a model. (SL.2.3) I can show empathy when I give feedback to my peers. (SL.2.6)	During Work Time B, circulate as students work on the Scientific Drawings and Captions Template and continue to notice if they use the resources available to inform their drawing and caption. (RI.2.1, RI.2.5, RI.2.7, W.2.7) During the Closing, circulate and use the Speaking and Listening Checklist to document progress toward SL.2.3 and SL.2.6 (see Assessment Overview and Resources)

Lesson 7High-Quality Oral Presentations: Speaking in an Audible Voice and Making Confident Eye Contact
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A. Engaging the Speaker: Communicating Clearly (25 minutes) B. Scientific Drawings: Finishing Scientific Drawings and Captions (20 minutes) 3. Closing and Assessment A. Pinky Partners Protocol: Reflecting on Empathy (10 minutes)	I can communicate clearly by presenting in an audible voice. (SL.2.4, SL.2.6) I can communicate clearly by making confident eye contact with my audience. (SL.2.4, SL.2.6) I can show empathy when I give feedback to my peers. (SL.2.3, SL.2.4, SL.2.6)	During Work Time A, circulate and observe as students practice presenting and giving empathic feedback to peers. Consider using the Speaking and Listening Checklist to document progress toward SL.2.3, SL.2.4, and SL.2.6 (see Assessment Overview and Resources). During Work Time B, circulate as students work on the Scientific Drawings and Captions Template and continue to notice if they use the resources available to inform their illustration and caption. (W.2.7)	Musical Mingle Peer Feedback Pinky Partners

Lesson 8High-Quality Oral Presentations: Speaking in Complete Sentences
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A.Engaging the Speaker: Using Complete Sentences (25 minutes) B. Oral Presentation Practice: Using Complete Sentences (20 minutes) 3. Closing and Assessment A. Pinky Partners Protocol: Reflecting on Empathy (10 minutes)	I can speak in complete sentences when using my notecards to present to an audience. (SL.2.4, SL.2.6) I can show empathy when I give feedback to my peers. (SL.2.3)	During Work Time B, circulate and observe as students practice presenting and giving empathic feedback to peers. Consider using the Speaking and Listening Checklist to document progress toward SL.2.3, SL.2.4, and SL.2.6 (see Assessment Overview and Resources).	Peer Feedback Pinky Partners

Lesson 9High-Quality Oral Presentations: Referring to Notecards
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A. Modeling: Referring to Notecards (15 minutes) B. Presentation Practice: Referring to Notecards (30 minutes) 3. Closing and Assessment A. Pinky Partners Protocol: Reflecting on Empathy (10 minutes)	I can refer to notecards when presenting to an audience. (SL.2.4, SL.2.6) I can show empathy when I give feedback to my peers. (SL.2.3)	During Work Time B, circulate and continue to observe as students practice presenting and giving empathic feedback to peers. Consider using the Speaking and Listening Checklist to document progress toward SL.2.3, SL.2.4, and SL.2.6 (see Assessment Overview and Resources).	Peer Feedback Pinky Partners

Lesson 10Unit 3 Assessment, Session 1: Oral Presentation about Plant and Pollinator
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A. Modeling: Answering Questions (20 minutes) B. Unit 3 Assessment: Oral Presentation Practice (25 minutes) 3. Closing and Assessment A. Pinky Partners Protocol: Reflecting on Empathy (10 minutes)	I can answer questions when presenting to an audience. (SL.2.4, SL.2.6) I can show empathy when I give feedback to my peers. (SL.2.3)	During Work Time B, circulate and assess student progress toward SL.2.4 for the Unit 3 Assessment using the Speaking and Listening Checklist (see Assessment Overview and Resources).	Peer Feedback Pinky Partners

Lesson 11Unit 3 Assessment, Session 2: Oral Presentation about Plant and Pollinator
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Song and Poem: "Plants around the World" and "It's Pollination Time!" Version 1 (10 minutes) 2. Work Time A. Constructing Performance Task Posters (25 minutes) B. Unit 3 Assessment: Oral Presentation Practice (20 minutes) 3. Closing and Assessment A. Back-to-Back and Face-to-Face Protocol: Giving and Receiving Feedback (5 minutes	I can recite the poem and song about pollination for an audience. I can construct my Performance Task Poster about my pollinator. I can present my learning about plants and pollinators to my peers. (SL.2.3, SL.2.4, SL.2.6)	During Work Time B, continue to circulate and assess student progress toward SL.2.4 for the Unit 3 Assessment using the Speaking and Listening Checklist (see Assessment Overview and Resources).	Peer Feedback

Lesson 12Unit 3 Assessment, Session 3: Oral Presentation about Plant and Pollinator
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Song and Poem: "Plants around the World" and "It's Pollination Time!" Version 1 (10 minutes) 2. Work Time A. Preparing for the Dress Rehearsal (10 minutes) B. Unit 3 Assessment: Oral Presentation Dress Rehearsal, Students 1 and 2 (20 minutes) C. Unit 3 Assessment: Oral Presentation Dress Rehearsal, Students 3 and 4 (15 minutes) 3. Closing and Assessment A. Pinky Partners Protocol: Reflecting on Learning (5 minutes)	I can recite the poem and song about pollination for an audience. I can use notes and visuals to present my learning about plants and pollinators to my peers. (SL.2.4, SL.2.6) I can show empathy when I give feedback to my peers. (SL.2.3)	During Work Times B and C, continue to circulate and assess student progress toward SL.2.4 for the Unit 3 Assessment using the Speaking and Listening Checklist (see Assessment Overview and Resources).

Lesson 13Celebration of Learning: Sharing Our Learning about Plants and Pollinators
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Celebration of Learning: Welcoming Visitors (10 minutes) 2. Work Time A. Celebration of Learning: Presentations about Pollination (35 minutes) B. Reflecting on Learning (10 minutes) 3. Closing and Assessment A. Previewing New Learning: Contributing to the Community (5 minutes)	I can recite the poem and song about pollination we learned to welcome visitors for our Celebration of Learning. I can use my notes and visuals to present my learning about plants and pollinators to others. (SL.2.3, SL.2.4, SL.2.6)

EL Education Curriculum

ELA G2:M3:U3

Speaking and Listening: Pollinator Presentations

Lesson 1Reading Informational Texts to Draw and Write: Launching the Performance Task

Lesson 2Speaking, Writing, and Drawing: Beginning Our Oral Presentations and Scientific Drawings

Lesson 3Speaking, Writing, and Drawing: Adding to Our Oral Presentation Notes and Scientific Drawings and Captions

Lesson 4Speaking, Writing, and Drawing: Completing Our Scientific Drawings and Receiving Peer Feedback

Lesson 5Reflecting on How to Improve Our Work: Feedback and Empathy

Lesson 6Engaging the Speaker: Co-Constructing Criteria for High-Quality Oral Presentations

Lesson 7High-Quality Oral Presentations: Speaking in an Audible Voice and Making Confident Eye Contact

Lesson 8High-Quality Oral Presentations: Speaking in Complete Sentences

Lesson 9High-Quality Oral Presentations: Referring to Notecards

Lesson 10Unit 3 Assessment, Session 1: Oral Presentation about Plant and Pollinator

Lesson 11Unit 3 Assessment, Session 2: Oral Presentation about Plant and Pollinator

Lesson 12Unit 3 Assessment, Session 3: Oral Presentation about Plant and Pollinator

Lesson 13Celebration of Learning: Sharing Our Learning about Plants and Pollinators

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