Instructional Sequence Unit Name: Animals Lesson Unit 5 week 3 Number of days: 4‐5 Text(s) Mole and the Baby Bird Written Communication Objectives: SWBAT draw and label a picture of events in the order in which they occurred. SWBAT will compose an informative/explanatory text by naming what they are writing about and supply information about the topic. Writing Standards: W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. L.K.1.b Use frequently occurring nouns and verbs. Task Purpose Audience Make a list of animal homes. Draw and label a Have student’s pair‐share about where different Teacher animals make their homes. After sharing with each picture of an animal home. other, ask students to help you make a list of animals and where they live. Students will then draw a picture of an animal and its home and label their picture. Review the list that you made of animals and their Have students write a descriptive sentence about Teacher/Peers homes. Ask students to use their imagination and an animal home that they would like to live in. Share the sentence and picture orally to the class. pretend they are one of these animals. Ask them to picture what their home would look like if they were that animal. Have them pair share with a partner their ideas. Have them draw a picture of what their home looks like and use adjectives to write a sentence describing their home. Then each student will share their sentence to the class. Recall events from the story where feelings were Culminating Activity: (3 days) Teacher/Peers expressed. Have students use familiar experiences TE1227, 1239, 1249 and associate an event from their life to a feeling. Day 1. Look back through the story and pay close Students will review the characters feelings and attention to the feelings of Baby Bird and Mole. Make a T chart of each of their feelings. (sad, mad, write a letter as one character to the other. happy, responsible, lonely, angry, etc.) Ask students to recall a time when they had the same feeling as Baby Bird or Mole. Have them draw and label a picture that shows that feeling. Day 2. Review the feelings chart from Day 1. Tell the students that today they are going to use the ideas from the chart to write a sentence that tells how mole and Baby Bird felt. Sentence frames might read, “Bird feels___. Mole feels ___.” Turn to page 27 of Mole and the Baby Bird. Ask, ”How do you think Baby Bird feels as he flies away?” Use the chart to find a feeling word. “How do you think Mole feels while Bird flies away?” Use the chart to find a feeling word. Without using the chart, guide students to independently write a sentence each for Bird and Mole. Day 3. Ask students to imagine that they are baby bird and have fallen out of their nest. You don’t know where you are or how to get home. A big strange animal is looking down at you. How do you feel? Guide students to write a letter to Mole as if they are Bird. Have them draw a picture along with their letter. They will then share their pictures and letters orally to the class. Oral Communication
Objectives: SWBAT participate in collaborative conversations with diverse partners about kindergarten topics and texts. SWBAT describe events and draw pictures to describe those events. Speaking and Listening Standards: 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.1.a Follow agreed‐upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). SL.K.1.b Continue a conversation through multiple exchanges. SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly Comprehension and Collaborative ‐ activities/structures: Check for understanding Kagan strategies Group work Partner Share Presentation of Knowledge and Ideas – activities/structures: Students will recall details from the story. They will write sentences reviewing the details and characters feelings. They will share their sentences orally. Academic Language: Recall, list , discuss, write, draw, share, review, describe Reading
Objectives: SWBAT ask and answer questions about key details in a text with prompting and support. SWBAT identify the main topic and retell key details of a text with prompting and support. SWBAT actively engage in group reading activities with purpose and understanding. Reading Standards: RL.K.1 With prompting and support, ask and answer questions about key details in a text. RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). RL.K.10 Actively engage in group reading activities with purpose and understanding Text Dependent Questions Question Answer Why do you think that Mole waited and waited for a big bird to come? What does that tell us about Mole? Pg. 5 What will Mole need to do to make sure the baby bird doesn’t die? Pg. 7 Why doesn’t Mole want the baby bird to fly? Pg. 11 What do you predict Mole is going to build with the wood and nails? Pg. 13 Why are the baby bird and Mole’s mother sad? Pg. 17 Why might Grandad be taking Mole to the top of a high hill? Pg. 23 What did Mole learn from his walk with Grandad? Pg. 27 QAR What did Mole learn in this story? How did Mole’s family help him make the decision to let the Baby bird fly free? Why do you think Mole’s family didn’t just take the bird away from Mole and let it go free? Do you think the author has ever been responsible for helping to take care of someone or something? Are you responsible for helping take care of someone or something? He was waiting for the baby bird’s family to come for it. It shows that Mole is caring and kind. He will need to give it food and water, shelter, and show it love. Mole said the bird is his pet. He doesn’t want it to fly away. Answers will vary They are sad because baby bird is in a cage. Answers will vary Mole learned that birds are supposed to fly and he needed to let the bird out of its cage. Scaffolds
English Learners
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Special Needs/Other Differentiation
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Sentence Frames Simple step directions in a variety of ways. Reread story in a small group and review vocabulary. Realia Sentence Frames Simple step directions in a variety of ways. Reread story in a small group and review vocabulary. Realia