Printed in the USA A-Print 1 2 3 4 5 6 7 8 9 10 XXX 27 26 25 24 23
ISBN 979-8-88811-195-6
Arc A | Seven Blind Mice
L1 | Bookend
• Share experiences about animals.
• Explore the module topic.
L2 | Wonder
• Notice and wonder about Seven Blind Mice
• Notice about Young Hare
L3 | Organize
• Retell Seven Blind Mice.
• Describe Young Hare
L4 | Reveal
• Examine similes in Seven Blind Mice.
• Examine the artist’s use of texture in Young Hare
L5 | Distill
• Determine what the mice learn while observing the Something in Seven Blind Mice.
• Conclude what makes Young Hare appear realistic.
L6 | Know
• Expand a sentence to form a knowledge statement about elephants’ trunks.
• Identify nouns.
Arc B
|
What Do You Do with a Tail Like This?
L7 | Wonder
• Notice about What Do You Do with a Tail Like This?
• Notice about William.
L8 | Organize
• Identify two key details from What Do You Do with a Tail Like This?
82
• Describe William.
L9 | Reveal
• Determine how animals use their unique features according to the appendix of What Do You Do with a Tail Like This?
• Examine the lines in William.
L10 | Reveal
• Determine how animals use their unique features to survive according to the appendix of What Do You Do with a Tail Like This?
• Conclude what the sculpture William communicates about studying animals.
L11 | Know
• Expand a sentence to form a knowledge statement about animal defenses.
• Build knowledge about verbs.
Arc C | Dear Treefrog
L12 | Wonder
• Wonder about Dear Treefrog.
• Identify the function of evidence in an informative paragraph.
L13 | Organize
• Retell Dear Treefrog.
• For Module Task 1, collect evidence about features that help keep a treefrog safe.
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106
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L14 | Reveal
• Examine the captions in Dear Treefrog to describe how a treefrog adapts to its surroundings.
• For Module Task 1, draft evidence sentences to complete an informative paragraph.
L15 | Distill
• Determine what the main character in Dear Treefrog learns while observing the treefrog.
• In the Module Task 1 response, use complete sentences.
L16 | Know
• Expand a sentence to form a knowledge statement about where treefrogs live.
• Build knowledge about determiners.
150
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128
138
Arc D | Feathers
L17 | Wonder
• Wonder about Feathers
• For Module Task 2, draft a focus sentence for an informative paragraph.
L18 | Organize
• Identify key details in Feathers
• For Module Task 2, collect evidence about ways birds use their feathers.
L19 | Organize
• Identify the main topic of “Kinds of Feathers” in Feathers
• For Module Task 2, draft a conclusion sentence for an informative paragraph.
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L20 | Reveal
• Examine similes in Feathers
• For Module Task 2, draft an informative paragraph about how birds use their feathers.
L21 | Know
• Expand a sentence to form a knowledge statement about the author’s research.
• Identify verbs that match singular and plural nouns.
L22 | Listening Comprehension Assessment 1
• Demonstrate knowledge of animals and apply listening comprehension skills to a new text related to animals.
L23 | Responsive Teaching
• Analyze relevant questions on Listening Comprehension Assessment 1.
Arc E | Me … Jane
L24 | Wonder
• Notice and wonder about Me … Jane.
• For Module Task 3, draft a focus sentence for an informative paragraph about how Jane Goodall learns about animals.
L25 | Organize
• Identify the events in Me … Jane
• For Module Task 3, collect evidence about ways Jane Goodall learns about animals.
L26 | Reveal
• Analyze the connection between words and illustrations in Me … Jane to learn about Jane Goodall.
• For Module Task 3, write an informative paragraph about how Jane Goodall learns about animals.
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L27 | Distill
• Determine how Jane Goodall’s childhood influences her to study animals.
• Use pronouns to replace nouns.
L28 | Know
• Expand a sentence to form a knowledge statement about environmental conservation.
• For Module Task 4, select a topic for an informative paragraph on animal features.
Arc F | Buzzing with Questions
L29
| Wonder
• Notice and wonder about Buzzing with Questions.
• For Module Task 4, read a text to collect evidence for a research task about an animal.
L30 | Organize
• Retell Buzzing with Questions
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• For Module Task 4, view a video to collect evidence for a research task about an animal.
L31 | Reveal
• Analyze Charles Henry Turner’s work in Buzzing with Questions
• For Module Task 4, write a conclusion sentence for a research task about a selected animal.
L32 | Distill
• Determine how Charles Henry Turner is indefatigable.
• For Module Task 4, write an informative paragraph about how features help an animal.
L33 | Know
• Expand a sentence to form a knowledge statement about how people study animals.
• In the Module Task 4 response, use matching nouns and verbs.
L34 | Listening Comprehension Assessment 2
• Demonstrate knowledge of animals and apply listening comprehension skills to a new text related to animals.
L35 | Responsive Teaching
• Analyze relevant questions on Listening Comprehension Assessment 2.
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Appendices
L36 | Know
• Describe what people can learn by studying animals.
• For the End-of-Module Task, collect evidence for an informative paragraph about the thorny devil.
L37 | Know
• For the End-of-Module Task, plan a focus sentence and a conclusion sentence for an informative paragraph about two features that keep the thorny devil safe.
• For the End-of-Module Task, draft an informative paragraph about the thorny devil.
L38 | Know
• For the End-of-Module Task, apply learned language skills.
L39
| Bookend
• Share knowledge gained from the module about animals and people who study animals.
• Reflect on the module topic.
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380
Acknowledgments
388
What do people learn by studying animals?
SUMMARY
Creature Features invites the inquisitive minds of students on a journey of discovery as they explore the fascinating world of animals and their unique features. In this module, learners build knowledge of distinctive characteristics and commonalities across species while developing a deep understanding of the learning opportunities that arise when people study animals. Each new text supports learning as students respond to the module’s Essential Question: What do people learn by studying animals?
Students begin to build knowledge with Ed Young’s Seven Blind Mice, which provides a framework for asking questions about animals while learning a life lesson typical of a classic fable. Next, in the skillfully crafted book What Do You Do with a Tail Like This?, Steve Jenkins and Robin Page reveal fascinating facts about how animals use their features in unique ways to survive. Students build on their knowledge of animal survival as they read Dear Treefrog by Joyce Sidman, a story of a young girl whose friendship with a treefrog leads her to discover something important about herself. Then, in Feathers by Melissa Stewart, students learn about birds and the many ways they use their most prominent feature.
Students then turn their attention to two literary nonfiction texts to learn about the lives of two distinguished scientists: Jane Goodall and Charles Henry Turner. In Me … Jane, students meet 10-year-old Jane Goodall, who spent her childhood enchanted by the wonders of the natural world. Me … Jane helps students uncover how and why scientists observe the features of animals’ bodies and behaviors. The final book of the module, Buzzing with Questions by Janice N. Harrington, chronicles the captivating life of Charles Henry Turner, an African American entomologist whose curiosity spurred him to take time
to notice and ask questions about the world around him, leading him to groundbreaking insights—and more questions.
The joy of discovery in this module extends to two new works of art. Following their study of Albrecht Dürer’s work in module 1, students focus on the exceptional detail with which Dürer portrays animal features in Young Hare. Students examine a statuette called Hippopotamus, fondly known as William, which dates to ancient Egypt and communicates the complex connection between humans and other animals that extends as far back as both have shared the planet, a relationship that can simultaneously evoke both fear and awe.
The module’s writing instruction integrates the writing skills and habits students built in module 1 with new knowledge students gain about animals as they write informative paragraphs. Students learn to craft each component of an informative paragraph and locate textual evidence that supports their writing. As students progress through the module, the structure of their writing takes shape and the complexity of their tasks increases. Students use their new expertise to conduct a research task. Students continue to expand their knowledge of language conventions and parts of speech, which they apply to their written work. As the culmination of this work, for their End-of-Module Task students write an informative paragraph describing how the thorny devil’s features keep the animal safe.
By the end of the module, students acquire a deep understanding of what people learn by studying animals and how to develop and incorporate the components of an informative paragraph into their writing. Throughout this module, students learn a new way to make sense of the world, allowing them to see more clearly the connections among all living things.
TEXTS
Books
Literary
• Dear Treefrog, Joyce Sidman and Diana Sudyka
• Seven Blind Mice, Ed Young
Literary Nonfiction
• Buzzing with Questions: The Inquisitive Mind of Charles Henry Turner, Janice N. Harrington and Theodore Taylor III
• Me … Jane, Patrick McDonnell
Informational
• Feathers: Not Just for Flying, Melissa Stewart and Sarah S. Brannen
• What Do You Do with a Tail Like This? Steve Jenkins and Robin Page
Art
• Hippopotamus (“William”), artist unknown
• Young Hare, Albrecht Dürer
Image
• Hippopotamus photograph, Martin Maritz
Articles
• “Don’t Eat Me!” Click
• “8 Arms and 8 Ways,” Amy Tao
• “Here Come the Elephants,” Ranger Rick Jr.
Videos
• “Adaptations,” Great Minds®
• “Elephant Features,” Great Minds
• “Giraffes! Learn About Giraffes for Kids,” Kids Learning Videos
• “Insects,” Great Minds
• “The Outrageous Octopus!” SciShow Kids
• “Rabbits! Learn About Rabbits for Kids,” Kids Learning Videos
• People learn about animal features by making observations and asking questions.
• Animals use their unique features to help them survive in their environments.
• Studying animals can inspire people to protect animals and their habitats.
MATERIALS AND PREPARATION
• Module 2 World Knowledge Chart
• Module 2 ELA Knowledge Chart
• Module 2 Speaking and Listening Goal Tracker (Great Minds® Digital Platform)
Determine how to display class versions of Learn book pages and lesson materials throughout the module. Use the slides available on the digital platform, or use another method of display, such as chart paper or a document camera. For a comprehensive list of all materials used in the module, see the digital platform.
LEARNING GOALS
• Build knowledge about the study of animals by reading literary and informational texts.
• Retell key details of texts about animals and the people who learn from them.
• Identify and use text features to expand knowledge about animals.
• Write informative paragraphs about animal features and people who study animals.
• Strengthen writing by editing for complete sentences, correct spelling, alignment of verbs to nouns, and appropriate use of pronouns.
• Complete a research project about how animal features help an animal.
• Participate in class discussions about the study of animals, listening closely to what others say and taking turns with others when speaking.
ASSESSMENTS
In every Arts & Letters™ module, students complete three types of formal assessments: module tasks, Listening Comprehension Assessments, and an End-of-Module Task. For the module tasks in this module, students write informative pieces. Each module task prepares students for the End-of-Module Task.
For additional information about assessments, including texts, rubrics, achievement descriptors, scoring guidance, and report analysis, see the Assessment Guide on the Great Minds® Digital Platform.
End-of-Module Task | Informative
For the End-of-Module Task, students write a paragraph to tell about two features that help keep the thorny devil, a type of lizard, safe. To plan their writing, students collect evidence notes from Thorny Devil and complete an Informative Writing Planner. As they draft their paragraph, students practice converting their evidence notes into complete sentences that tell about the focus. Students strengthen their writing by editing for complete sentences, correct spelling, verbs that match the noun in number, and appropriate pronouns.
Summary of Assessments
Lessons 12–16 | Module Task 1
Students complete a paragraph about treefrogs by writing about two features that help keep a treefrog safe. The focus and conclusion sentences of the paragraph are provided. Students write two evidence sentences that tell about the focus, using evidence from Dear Treefrog.
Lessons 17–21 | Module Task 2
Students write a paragraph to tell about two ways birds use their feathers. They collect textual evidence from Feathers: Not Just for Flying. Students write a clear focus sentence, two evidence sentences that tell about the focus, and a clear conclusion sentence.
Lesson 22 | Listening Comprehension Assessment 1
Students complete a Listening Comprehension Assessment based on a new text about animals. Tasks included in this assessment build on students’ knowledge and skills developed in the first half of the module. Completing the tasks in this first assessment prepares students for more a more in-depth Listening Comprehension Assessment at the end of the module.
Lessons 24–27 | Module Task 3
Students write a paragraph to tell how Jane Goodall learns about animals. They collect textual evidence from Me … Jane. Students write a clear focus sentence, two evidence sentences that tell about the focus, and a clear conclusion sentence.
Lessons 28–33 | Module Task 4
Students choose an animal and write a paragraph about two features that help that animal. They collect evidence from a text and video about their chosen animal. Students then use their research to write a clear focus sentence, two evidence sentences that tell about the focus, and a clear conclusion sentence.
Lesson 34 | Listening Comprehension Assessment 2
In this second and more in-depth Listening Comprehension Assessment, students demonstrate their knowledge by answering questions about important vocabulary and content knowledge from the module. Students also expand their knowledge by applying comprehension skills to a new text about animals.
Lessons 36–38 | End-of-Module Task
Students write a paragraph about two features that help keep the thorny devil safe.
ACHIEVEMENT DESCRIPTORS OVERVIEW
Achievement Descriptors (ADs) are standards-aligned descriptions that detail what students should know and be able to do based on instruction. ADs are written by using portions of various standards to form a clear, concise description of the work covered in each module. Grade-level ADs may appear in multiple modules.
Arts & Letters alignment to state standards is available on the digital platform.
The ADs are organized into five strands.
Each strand is composed of grade-level parent ADs. Some parent ADs are further divided into child ADs, and some child ADs are further broken down into grandchild ADs.
Each AD has a unique code, which indicates the strand, the AD number, and the grade to represent the parent AD. If applicable, the code may also include a capital letter to indicate a child AD and a lowercase letter to indicate a grandchild AD.
The following examples show the relationship of parent, child, and grandchild ADs.
The first number in the code is the AD number, which corresponds to the list of Achievement Descriptor Numbers by Strand. The second number in the code is the grade-level number.
Achievement Descriptor Strands
M M Make Meaning from Texts
Compose and Present Content
Build Understanding
Develop Foundations DM Develop Metacognition
Grade Level 1 Achievement Descriptor
Parent
CP.4.1 Structure: Organize content with an effective structure appropriate to the task, purpose, and audience.
Child
CP.4.1.A: Develop an introduction.
Grandchild
CP.4.1.A.a: Introduce a text or topic and an opinion.
ENGLISH LANGUAGE DEVELOPMENT STANDARDS
By engaging students in a variety of language- and text-based activities, module 2 lessons align with the following English Language Development (ELD) standards. Arts & Letters Prologue™ lessons provide additional language support to develop ELD standards. Educators should consult their state’s ELD standards and proficiency descriptors to identify the best ways to help multilingual learners reach the module’s learning goals. See the digital platform for a lesson-by-lesson breakdown of ELD standards.
WIDA Standards
ELD-SI.K-3.Narrate: Multilingual learners will
• Share ideas about one’s own and others’ lived experiences and previous learning
• Connect stories with images and representations to add meaning
• Recount and restate ideas
ELD-SI.K-3.Inform: Multilingual learners will
• Define and classify objects or concepts
• Describe characteristics, patterns, or behavior
• Describe parts and wholes
• Sort, clarify, and summarize ideas
• Summarize information from interaction with others and from learning experiences
ELD-SI.K-3.Explain: Multilingual learners will
• Share initial thinking with others
• Follow and describe cycles in diagrams, steps in procedures, or causes and effects
• Compare and contrast objects or concepts
• Offer ideas and suggestions
ELD-SI.K-3.Argue: Multilingual learners will
• Support own opinions with reasons
• Revise one’s own opinions based on new information
ELD-LA.1.Narrate.Interpretive: Multilingual learners will interpret language arts narratives by
• Identifying a central message from key details
• Identifying how character attributes and actions contribute to an event
ELD-LA.1.Inform.Interpretive: Multilingual learners will interpret informational texts in language arts by
• Identifying main topic and/or entity and key details
• Asking and answering questions about descriptions of attributes and characteristics
ELD-LA.1.Inform.Expressive: Multilingual learners will construct informational texts in language arts that
• Introduce and define topic and/or entity for audience
• Describe attributes and characteristics with facts, definitions, and relevant details
ELP Standards
Standard 1: An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.
Standard 2: An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.
Standard 3: An ELL can speak and write about grade-appropriate complex literary and informational texts and topics.
Standard 5: An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems.
Standard 6: An ELL can analyze and critique the arguments of others orally and in writing.
Standard 7: An ELL can adapt language choices to purpose, task, and audience when speaking and writing.
Standard 8: An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text.
Standard 9: An ELL can create clear and coherent grade-appropriate speech and text.
Standard 10: An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing.
MODULE PLAN
Essential Question | What do people learn by studying animals?
Arc A | Seven Blind Mice
Lesson 1
Opening Bookend
Lesson 2
Wonder Seven Blind Mice Young Hare
Lesson 3
Organize Seven Blind Mice Young Hare
Lesson 4
Reveal Seven Blind Mice Young Hare
Lesson 5
Distill Seven Blind Mice Young Hare Lesson 6
Know Seven Blind Mice “Here Come the Elephants”
Arc B | What Do You Do with a Tail Like This?
Lesson 7
Wonder What Do You Do with a Tail Like This?
Hippopotamus (“William”)
Lesson 8
Organize What Do You Do with a Tail Like This?
Hippopotamus (“William”)
Lesson 9
Reveal What Do You Do with a Tail Like This?
Hippopotamus (“William”)
Lesson 10
Reveal What Do You Do with a Tail Like This?
Hippopotamus (“William”)
Lesson 11
Know What Do You Do with a Tail Like This?
“Don’t Eat Me!”
Arc C | Dear Treefrog Arc D | Feathers
Lesson 12
Wonder Dear Treefrog Lesson 13
Organize Dear Treefrog Lesson 14
Reveal Dear Treefrog Lesson 15
Distill Dear Treefrog Lesson 16
Know Dear Treefrog
Module Task 1 completed
Lesson 17
Wonder Feathers Lesson 18
Organize Feathers Lesson 19 Organize Feathers
20
Reveal Feathers Lesson 21
Know Feathers
Module Task 2 completed Lesson 22
Listening Comprehension Assessment 1 Lesson 23
Responsive Teaching
Arc E | Me … Jane
Lesson 24
Wonder Me … Jane
Organize Me … Jane
Reveal Me … Jane
Distill Me … Jane Module Task 3 completed
28 Know Me … Jane
Arc F | Buzzing with Questions
Lesson 29
Wonder Buzzing with Questions Lesson 30
Organize Buzzing with Questions
Reveal Buzzing with Questions
Module Finale
Lesson 36
End-of-Module Task completed
32 Distill Buzzing with Questions
Know Buzzing with Questions
Module Task 4 completed
Listening Comprehension Assessment 2 Lesson 35
Responsive Teaching
Lesson 1
Essential Question | What do people learn by studying animals?
OVERVIEW
Preview
In this opening Bookend lesson, students become familiar with the module topic and the Essential Question. Students share what they know about animals and animal features. They continue to engage with the module topic through an experience that the teacher chooses. Students may create a poster, experience an interview with an animal care worker, read a text about animals, or engage in a teacher-created experience.
Learning Goals
• Share experiences about animals.
• Explore the module topic.
Read the Essential Question LEARN
• Share: Discuss Prior Knowledge
• Engage: Create, Experience, or Read LAND
Revisit the Essential Question
Vocabulary study (v.)
Materials and Preparation
• Knowledge Card: study
• Determine how to display the Essential Question. Students continue working with the Essential Question throughout the entire module.
• Prepare materials for the selected activity in the Engage section.
• Depending on the option you choose, consider planning for more than the typical 60 minutes recommended for a lesson.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH 2 minutes
Read the Essential Question
1. Tell students that today they are starting a new module about animals.
2. Display and Echo Read the Essential Question: What do people learn by studying animals?
Teacher Note
Customize this lesson’s content to incorporate your school’s regional geography, the community’s resources, and the area’s history. Use the activities to activate and honor students’ funds of knowledge, including their home life, languages, and experiences.
LEARN 53 minutes
Share | Discuss Prior Knowledge | 10 minutes
1. Tell students that they will share what they know about the module topic. Instruct students to Think–Pair–Share to answer this question:
What animal do you know a lot about?
Teacher Note
As students share, listen closely for what they already know about the topic. Note students’ prior knowledge to activate and incorporate in future discussions. Note misconceptions to clarify in future instruction.
Engage
| Create, Experience, or Read | 43 minutes
Choose a Create, Experience, or Read activity to engage students with the module topic. Plan your own activity or choose an option below.
Option 1 | Create a Poster
1. Instruct students to create a poster of an animal they know a lot about. Provide art materials for students to complete this activity.
2. Invite students to share their posters with the class. As they share, ask this question: How did you learn about this animal?
Option 2 | Experience an Interview with an Animal Care Worker
1. Invite an animal care worker (e.g., veterinarian, animal groomer, shelter worker) to speak to your class, either virtually or in person.
2. Ask the animal care worker these questions:
• What do you do every day at your job?
• How did you learn about animals?
• Why did you choose this job?
• What do you like most about your job?
Option 3 | Read a Book About Animals
1. Read aloud a volume of reading text on the topic of animals.
2. Facilitate a brief discussion about students’ experiences related to animals or studying animals.
LAND 5 minutes
Revisit the Essential Question
1. Facilitate a brief discussion to connect what students experienced in this lesson to the Essential Question. Consider using one of the following questions, based on each option from the Engage section, to initiate the discussion:
• Option 1—Choose one of your classmates’ posters. What do you notice about the animal in their poster?
• Option 2—Why are animals important to the animal care worker?
• Option 3—What did you learn about animals?
2. Introduce the vocabulary term study by displaying the Knowledge Card. Explain that the Vocabulary Exploration routine has three parts. First, you say the term and simultaneously clap once for each syllable. Then, students copy the action by repeating the term and clapping once for each syllable. Finally, you read aloud the definition, and direct attention to the image on the Knowledge Card to help students understand the term’s meaning.
3. Practice this routine with the term study. Direct attention to the image on the Knowledge Card to help students understand the term’s meaning.
Definition study (v.): to read, observe, or attend school to learn about a subject
4. Tell students that throughout the module they will continue to build knowledge by studying animals and their features.
Teacher Note
Arts & Letters student and teacher materials feature borders, header images, and other carefully chosen visuals to align with each module’s knowledge. Consult About the Images, located in the appendices, to learn more about how these elements connect to the module’s knowledge. As students progress through the module, share related information about the images and encourage them to make connections to what they are learning.
ACHIEVEMENT DESCRIPTORS
BU Build Understanding
BU.1.1 Inquiry and Credibility: BU.1.1.B
BU.4.1 Expression
DM Develop Metacognition
DM.3.1 Schema Building
Lesson 2
Essential Question | What do people learn by studying animals?
Content Framing Question | Wonder: What do I notice and wonder about this text?
OVERVIEW
Preview
In this Wonder lesson, students listen closely to the first reading of Seven Blind Mice and share what they notice. Students then revisit the text to draw and write what they notice. During visual art instruction, students examine the painting Young Hare. Students share and then draw and write what they notice about the work of art.
Learning Goals
Notice and wonder about Seven Blind Mice.
LEARNING TASK: Draw and write what you notice about Seven Blind Mice.
Notice about Young Hare.
LEARNING TASK: Draw and write one thing you notice about Young Hare.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Listen Closely to Seven Blind Mice
• Respond: Notice About the Text
• Observe: Notice About Young Hare
LAND
View “Elephant Features”
Materials
TEACHER
• Seven Blind Mice
• Young Hare (digital platform)
• class Notice Chart for Seven Blind Mice (Learn book)
• “Elephant Features” (digital platform)
• Module 2 World Knowledge Chart
• Module 2 ELA Knowledge Chart
STUDENTS
• Seven Blind Mice
• Notice Chart for Seven Blind Mice (Learn book)
• journal
Preparation
• Seven Blind Mice is an unpaginated text. Number your text; begin with the title page as page 1. Pages on the left will be even, and pages on the right will be odd.
• Prepare a duplicate of the Notice Chart for Seven Blind Mice from the Learn book. During instruction, display this class chart to add responses to it. See the Respond section for details.
• Determine how to display each lesson’s Content Framing Question.
• Determine how to display the knowledge charts. Students continue working with these charts throughout the entire module.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Seven Blind Mice.
2. Display and Echo Read the Content Framing Question: What do I notice and wonder about this text?
3. Remind students that during a Wonder lesson the class reads the book for the first time to spark their curiosity. The class shares what they notice and wonder about the book. Introduce Seven Blind Mice by reading the title, author, and illustrator. Tell students that in this lesson they will listen to the full story and share what they notice and wonder about the text.
As students share what they notice and wonder, use this as an opportunity to conduct an informal formative assessment of knowledge and skills students built during module 1. For example, do students correctly identify story elements? Do their responses indicate attention to both the text and illustrations? Do they express complete thoughts? Use the information you gather to prepare for subsequent lessons with this text.
Every time you read aloud is an opportunity to demonstrate the elements of fluent reading: accuracy, phrasing, expression, and rate. In level 1, students practice fluency by reading Geodes
1. Direct attention to Seven Blind Mice and instruct students to examine the front and back cover. Invite a few students to share what they notice or wonder about the covers. Instruct students to give a nonverbal signal (e.g., a thumbs-up) when they hear an idea like their own.
2. Read aloud Seven Blind Mice, except page 37. Pause only to clarify details necessary for general understanding.
Language Support
Based on your students’ needs, pause to define select terms with a synonym (e.g., argue, cliff, pillar). Use subsequent readings to reinforce synonyms for the terms you selected.
3. Instruct students to Think–Pair–Share to answer this question:
What do you notice and wonder about Seven Blind Mice?
Language Support
To leverage students’ home languages as resources to support learning, encourage students who share the same home language to discuss questions like this together, especially in preparation for larger class discussions.
Respond | Notice About the Text | 19 minutes
1. Display the class Notice Chart for Seven Blind Mice. Remind students that one way to keep track of what they notice about a text is to write it down on a chart.
2. Read aloud page 3, starting with “One day seven.”
3. Ask this question:
What do you notice about this page?
4. As students share their responses, model how to add to the chart by drawing and writing one or two things students notice.
5. Distribute the text to pairs. Instruct students to look closely at the book’s illustrations and discuss what they notice in the text.
6. Introduce the learning task. Direct attention to the Notice Chart for Seven Blind Mice, located in the Learn book. Instruct students to draw and write one thing they notice about the text.
Analyze Student Progress
Monitor: Do students draw and write at least one thing they notice about Seven Blind Mice?
Offer Immediate Support: If students need additional support drawing and writing what they notice, prompt them to orally describe what they notice on pages 10–11.
Plan Future Practice: Students practice noticing about What Do You Do with a Tail Like This? in lesson 7.
7. Invite a few students to share their drawings and writings.
8. Remind students that during Wonder lessons they notice and wonder about the text. Explain that readers often have questions about things they notice. Ask this question: What questions do you have about something you notice?
9. Emphasize the connections between what students notice and wonder.
Observe | Notice About Young Hare | 18 minutes
Teacher Note
Albrecht Dürer’s name will be familiar to students who studied his work Saint Jerome in His Study in module 1. Dürer was a master painter, printmaker, and thinker during the High Renaissance. In Young Hare, we once again see Dürer’s intense attention to detail (down to the reflection of the artist’s window in the hare’s eye). Young Hare is an example of an illustrative painting of the era and a soft and intriguing portrait that still captures the eye of audiences today.
1. Remind students that they can notice and wonder about works of art, just as they do while reading texts for the first time. Tell students that they will look closely at another work of art to notice and wonder.
2. Display Young Hare without telling students the title or name of the artist.
3. Instruct students to silently look closely at the work of art. After at least 45 seconds, direct attention to different parts of the work, including the top, bottom, middle, and corners.
4. Instruct students to Think–Pair–Share to answer this question:
What do you notice in this work of art?
Differentiation Support
• What do you see when you first look at the work of art?
• What else do you see in the work of art?
Key Ideas
• brown animal that looks like a rabbit
• a tan background
• the animal’s shadow
5. Remind students that one way to keep track of what they notice about a work of art is to write it down.
6. Introduce the learning task. Direct students to their journals. Instruct them to draw and write one thing they notice from the work of art.
Analyze Student Progress
Monitor: Do students draw and write at least one thing they notice about Young Hare?
Offer Immediate Support: If students need additional support drawing and writing one thing they notice, direct them to focus on a specific body part of the hare.
Plan Future Practice: Students practice noticing about a work of art in lesson 7.
7. Invite a few students to share their journal entries.
8. Tell students that they will continue to view and discuss this work of art over the next several lessons to deepen their understanding of it.
LAND 5 minutes
View “Elephant Features”
1. Tell students that they will view a video to learn more about elephants and elephant features. Play “Elephant Features.”
Language Support
Subsequent lessons do not include instructions to play “Elephant Features.” As needed, play the video in subsequent lessons to help students make more connections between the world knowledge in the text and the video. For students whose home language is Spanish, arrange for them to view the Spanish version of the video.
2. Think aloud to model how to reflect on this lesson’s learning.
3. Direct attention to both knowledge charts. Read aloud each chart title. Explain that knowledge of the world is knowledge students gain from texts in the module. Explain that knowledge of ELA is knowledge students gain as they learn reading, writing, and speaking skills. Writing statements about new learning helps people remember and track the knowledge they gain.
4. Ask this question:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn from “Elephant Features”?
• What did you learn to do?
5. Facilitate a brief discussion to help students articulate the knowledge they built during the lesson.
6. Add a few student-generated knowledge statements to the charts. Place statements about key ideas from the lesson and information from the text or video on the World Knowledge Chart, and place statements about language arts on the ELA Knowledge Chart.
Teacher Note
Adding all students’ knowledge statements to the charts is not necessary. Encourage all students to share their knowledge statements, then choose a few to add to the charts. Alternatively, summarize students’ comments into a few statements, and then add the summarized statements to the charts. We do not include a prescribed list of student knowledge statements because the discussion should flow organically and the statements should represent the authentic learning of each class. As needed, ask follow-up questions to guide students toward key ideas from the lesson, world knowledge from the texts, or ELA knowledge related to the learning goals.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
BU Build Understanding
BU.1.1 Inquiry and Credibility: BU.1.1.C
BU.2.1 Discovery and Evidence
BU.3.1 Conversation and Collaboration: BU.3.1.A
BU.4.1 Expression
DF Develop Foundations
DF.6.1 Foundational Writing: DF.6.1.B
DM Develop Metacognition
DM.1.1 Content Stages: DM.1.1.A
DM.3.1 Schema Building
Lesson 3
Essential Question | What do people learn by studying animals?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW Preview
In this Organize lesson, students listen closely to a second reading of Seven Blind Mice and identify the story elements. Students add story elements to a story map and retell the story. During visual art instruction, students examine the visual organization of Young Hare. Students look closely at the painting and describe what they observe in the background.
A Prologue to lesson 3 is available for students who need additional support.
Learning Goals
Retell Seven Blind Mice.
LEARNING TASK: Retell Seven Blind Mice, including the characters, setting, problem, and solution.
Describe Young Hare.
LEARNING TASK: Describe a background detail in Young Hare.
Vocabulary
creature (n.) observe (v.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Identify Story Elements
• Respond: Retell a Story
• Observe: Describe Young Hare
LAND
Reflect on Learning
Materials
TEACHER
• Seven Blind Mice
• Young Hare (digital platform)
• story stones
• Knowledge Cards: creature, observe
• class Story Map for Seven Blind Mice (Learn book)
STUDENTS
• Story Map for Seven Blind Mice (Learn book)
• story stones (Learn book)
• Gallery for “Elephant Features” (Learn book)
Preparation
• Make one set of story stones per student by cutting out the story element images from Story Stones for Story Elements from the Learn book. Alternatively, cut out the images and paste them onto real stones. Save all story stones for future use.
• Prepare a duplicate of the Story Map for Seven Blind Mice from the Learn book. During instruction, display this class story map to add responses to it. See the Read section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Seven Blind Mice.
2. Display and Echo Read the Content Framing Question: What is happening in this text?
3. Remind students that during an Organize lesson the class rereads the book and identifies what is happening to gain a basic understanding of the story. Tell students that in this lesson they will identify story elements and then retell Seven Blind Mice.
LEARN
53 minutes
Read | Identify Story Elements | 20 minutes
1. Display the story stones. Remind students that they use story stones to identify story elements. Distribute one story stone to each student. Pair students. Instruct pairs to identify the symbol on their story stones.
2. Display the character story stone. Ask this question: What is a character?
3. Reinforce the correct response: A character is a person or creature in a story. Introduce the vocabulary term creature by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
4. Instruct students to raise their story stones each time they hear the corresponding story element in the story. Remind them to pay close attention to both the illustrations and the words.
creature (n.): an animal of any type
5. Read aloud Seven Blind Mice (except page 37). Look for students to raise their story stones when they learn about a new story element:
• problem—Each mouse observes only one part; the mice disagree about what the Something is.
• solution—White Mouse runs from end to end; the mice learn that the Something is an elephant.
6. Direct students to the Story Map for Seven Blind Mice, located in the Learn book. Instruct them to write and draw to complete the section of the story map that matches their story stone.
7. Display the class Story Map for Seven Blind Mice. Invite a few students to share their responses. Add their responses to the class story map.
Respond | Retell a Story | 16 minutes
1. Ask this question:
How do story maps help readers?
2. Emphasize that story maps help readers organize what is happening in a story. Story maps also help readers retell a story. Explain that one way for readers to check whether they understand what is happening in a story is to retell the story.
Teacher Note
In module 1, students observed the teacher model how to retell a story. Beginning in this module, students practice retelling stories by using story maps and story stones. This practice prepares students to work toward the level 2 expectation of independently recounting stories.
3. Model how to use a story map to begin retelling the characters and setting. Think aloud to introduce the characters and setting, and point to the corresponding icons on the class story map.
Sample Think Aloud
This is a story about seven blind mice who go to a pond. The seven blind mice notice the Something, and they want to know what it is.
4. Introduce the learning task. Pair students and instruct them to take turns using their story maps to retell Seven Blind Mice. Tell students to include the characters, setting, problem, and solution.
Language Support
Provide these sentence frames: This is a story about . It takes place in . The problem is , but it was solved by
Analyze Student Progress
Monitor: Do students include the characters, setting, problem, and solution in their retelling of Seven Blind Mice?
Offer Immediate Support: If students need additional support retelling the story, prompt them to include one story element at a time.
Plan Future Practice: Students practice retelling a story when they read Dear Treefrog in lesson 13.
5. Invite a few students to retell the story.
6. Emphasize that the mice notice different things about the elephant. Explain that another word similar to the word notice is the term observe.
7. Introduce the vocabulary term observe by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
Differentiation Challenge
To encourage students to consider cause and effect, instruct them to draw and write to answer this question: How might the story be different if the White Mouse hadn’t run from end to end to observe the Something? Write an alternate ending to the story.
Definition
observe (v.): to notice someone or something carefully
Observe | Describe Young Hare | 17 minutes
1. Remind students that they organized what is happening in Seven Blind Mice. Now they will look closely at the work of art from the previous lesson to answer this question: What is happening in this work of art?
2. Display Young Hare without telling students the title or artist.
3. Instruct students to silently look closely at the work of art. After at least 30 seconds, direct them to different parts of the work of art, including the top, bottom, middle, and corners.
4. Ask these questions:
How would you describe this work of art to someone who is not in the room?
What details would you include?
5. Emphasize that this work of art shows a hare. Tell students that a hare is an animal similar to a rabbit.
Teacher Note
If time allows, read aloud Rabbit or Hare? (Geodes level 1 module 2 set 4) to further explore the differences between rabbits and hares.
6. Instruct students to look closely again at the top, middle, and bottom of the work of art. Instruct students to answer this question with a partner:
Where is the hare located in the painting?
7. Reinforce the correct response: The hare is in the middle, or center, of the work of art.
8. Introduce the learning task. Instruct students to answer this question with a partner:
What do you observe in the background?
Differentiation Support
• What do you observe around the hare?
Analyze Student Progress
Monitor: Do students identify a detail in the background of Young Hare?
Offer Immediate Support: If students need additional support sharing a detail in the background, prompt them to look for something that is not part of the hare’s body.
Plan Future Practice: Students practice describing what is happening in a work of art in lesson 8.
9. Invite a few students to share their responses.
Key Ideas
• the hare’s shadow
• tan background
• letters AD at the bottom
10. Direct attention to Young Hare. Tell students about the work of art:
• Albrecht Dürer created this painting in the year 1502—more than 500 years ago.
• The artist made the painting made with watercolors.
• This painting is about 9 by 10 inches, or about the size of a sheet of loose-leaf paper.
• Dürer had to be very careful with each brushstroke to add all of the detail to this painting.
11. Tell students that in the next lesson they will learn more about the technique of this work of art, or how the artist painted it.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and ask this question:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about creatures?
• What did you learn from the book Seven Blind Mice?
• What did you learn to do?
2. Think aloud to demonstrate how to form a knowledge statement relevant to the lesson.
3. Facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Direct students to the Gallery for “Elephant Features,” located in the Learn book, to encourage them to make connections between the world knowledge in the text and the video.
4. Add a few student-generated knowledge statements to the charts.
Teacher Note
Adding to knowledge charts is a concrete way for students to self-assess how their learning has progressed. Students reflect on their growing knowledge of the module topic and their own development as readers and writers. This reflection helps students identify what they may need to learn more about, including topic- and text-related knowledge and ELA knowledge related to the learning goals.
Sample Think Aloud I learned that I can use a story map to retell a story. The story map helps me remember to include the characters, setting, problem, and solution.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.1 Comprehension and Evidence: MM.1.1.A, MM.1.1.C
MM.3.1 Summary: MM.3.1.A
MM.4.1 Individuals, Events, and Ideas: MM.4.1.A
MM.12.1 Complexity, Diversity, and Genre: MM.12.1.A, MM.12.1.A.a, MM.12.1.C, MM.12.1.C.b
BU Build Understanding
BU.1.1 Inquiry and Credibility: BU.1.1.C
BU.2.1 Discovery and Evidence
DF Develop Foundations
DF.6.1 Foundational Writing: DF.6.1.B
DM Develop Metacognition
DM.1.1 Content Stages: DM.1.1.B
DM.2.1 Comprehension Monitoring
DM.3.1 Schema Building
Lesson 4
Essential Question | What do people learn by studying animals?
Content Framing Question | Reveal: What does a deeper look at the mice’s words reveal?
OVERVIEW
Preview
In this Reveal lesson, students revisit excerpts from Seven Blind Mice to recognize the similarities between the elephant’s body parts and other objects. Recognizing these similarities helps students understand the mice’s words. During visual art instruction, students examine the use of texture in Young Hare. They apply their understanding of this art element by describing a texture in this work of art.
A Prologue to lesson 4 is available for students who need additional support.
Learning Goals
Examine similes in Seven Blind Mice.
LEARNING TASK: Write and draw how a tusk is similar to a spear.
Examine the artist’s use of texture in Young Hare.
LEARNING TASK: Write and draw a detail from Young Hare that shows texture.
Vocabulary
texture (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Examine Comparisons
• Respond: Describe the Mice’s Words
• Observe: Examine Texture in Young Hare
LAND
Reflect on Learning
Materials
TEACHER
• Seven Blind Mice
• Young Hare (digital platform)
• objects of various textures
STUDENTS
• Seven Blind Mice
• Character Words for Seven Blind Mice (Learn book)
• journal
• Gallery for “Elephant Features” (Learn book, lesson 3)
Preparation
• Determine how to set up stations, each with an object of a different texture (e.g., smooth, rough, soft, bumpy), for a Gallery Walk. See the Observe section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Seven Blind Mice.
2. Display and Echo Read the Content Framing Question: What does a deeper look at the mice’s words reveal?
3. Remind students that during a Reveal lesson the class focuses on only a part of the book—a part that is particularly complex or important. The class closely rereads and discusses this part to gain a deeper understanding of it. Tell students that in this lesson they will examine the mice’s words to understand their ideas about the Something.
LEARN
53 minutes
Read | Examine Comparisons | 19 minutes
1. Instruct students to Think–Pair–Share to answer this question: What is the problem in Seven Blind Mice?
2. Reinforce the correct response: The problem is that the Something is different for each mouse. Tell students that they will revisit excerpts from Seven Blind Mice to better understand why each mouse describes the Something differently.
Teacher Note
Students will not spend time defining simile. Although the author uses similes to communicate ideas, students do not need to identify the similes as such in this lesson. Support students to understand the information conveyed in the comparisons rather than to identify these comparisons as similes.
3. Direct attention to the illustrations and read aloud pages 4–7, starting with “On Monday, Red.” Ask this question: What part of the elephant does Red Mouse observe?
4. Reinforce the correct response: Red Mouse observes the elephant’s leg. Direct attention to the illustrations on pages 5 and 7. Ask this question:
What is the difference between the illustrations on these pages?
Key Ideas
• There are different colors in each illustration.
• The first image shows an actual elephant leg, while the second shows a pillar.
• The second image shows what Red Mouse thinks the Something is.
5. Explain that a pillar is a large post that helps hold something up, such as a roof. Instruct students to Think–Pair–Share to answer this question:
Why does Red Mouse think the Something is a pillar?
Key Ideas
• An elephant’s leg and a pillar are of similar size and shape.
• Both the leg and a pillar are sturdy and strong.
6. Tell students that they will look more closely at the other mice’s words. Instruct students to choose one mouse to discuss: Green, Orange, or Blue.
7. Form small groups based on the color mouse students chose. Distribute the text to groups. Instruct groups to answer the following questions:
What does the mouse think the Something is?
Why does the mouse think this?
Teacher Note
Incorporate strategic, flexible ways to form groups of students throughout the module. Bringing together students who have different levels of reading, writing, or English language proficiency can promote rich conversation and exchange of ideas. Also, grouping students with similar levels of reading, writing, or English language proficiency can help focus students on a specific task with teacher support. As applicable, complement any of these groups by pairing students who speak the same home language.
8. Invite one student from each group to share their response.
9. Instruct students to Think–Pair–Share to answer this question:
Why are the mice confused about what the Something is?
Key Ideas
• Each mouse observes one part of the Something.
• Each mouse thinks the Something is a different familiar object.
Respond | Describe the Mice’s Words | 15 minutes
1. Tell students that they will now look at another excerpt to better understand the words of Yellow Mouse.
2. Read aloud pages 12–15, starting with “‘No,’ said Yellow.” Instruct students to look closely at the illustrations on each page.
3. Introduce the learning task. Direct students to Character Words for Seven Blind Mice, located in the Learn book. Instruct students to write and draw to tell how a tusk is similar to a spear.
Language Support
To support student understanding, display an image of a spear.
Analyze Student Progress
Monitor: Do students identify a similarity between an elephant’s tusk and a spear?
The tusk and spear are
Offer Immediate Support: If students need additional support describing why Yellow Mouse thinks the Something is a spear, direct attention to the illustrations on pages 12–15 and prompt students to describe similarities between the illustrations.
Plan Future Practice: Students practice examining similes in Feathers in lesson 20.
4. Invite a few students to share their responses.
Key Ideas
• The tusk and spear are pointy.
• The tusk and spear are long.
• The tusk and spear are thin.
Differentiation Challenge
To encourage students to share knowledge creatively, invite them to generate a list of other objects that are similar to the parts of the elephant.
5. Emphasize that the reason for the confusion about the Something is because of its likeness, or similarity, to other objects. Tell students that in the next lesson they will discuss what the mice learn in this story.
Observe | Examine Texture in Young Hare | 19 minutes
1. Remind students that they looked closely at the words and illustrations to understand more about the story. Tell them that they will look closely at the work of art they examined in previous lessons. Tell students that they will think about this question: What does a deeper look at texture reveal?
2. Display Young Hare. Instruct students to close their eyes and pretend to hold and pet the hare.
3. Instruct students to Think–Pair–Share to answer this question:
What does the hare feel like?
Key Ideas
• fluffy fur
• wet nose
• sharp claws
4. Direct attention to the fur on the hare’s back. Reinforce that the fur on the hare’s back is soft and fluffy. Ask this question:
What do you observe about the lines in this part of the painting?
Key Ideas
• Some lines are small.
• The lines are close together.
• There are lines painted on top of already painted areas.
5. Emphasize that the artist painted lines of various lengths and thicknesses to show how the fur might feel.
6. Introduce the vocabulary term texture. Say the term aloud and instruct students to repeat it. Define the term.
7. Direct attention to the different objects located around the classroom. Explain that students will participate in the Gallery Walk instructional routine by moving from one object to the next to explore each object’s texture.
8. Model how to participate in a Gallery Walk. Think aloud as you move to one object and explore its texture.
9. Form small groups. Assign each group a starting position for the Gallery Walk.
10. Instruct students to answer this question for each object:
What is the texture of this object?
Differentiation Support
• How does this object feel?
Definition
texture (n.): an element of art; how the surface of an object feels or looks as though it might feel
Sample Think Aloud
First, I go with my group to the first object. Next, I wait my turn to examine the object. When it is my turn, I pick the object up and touch all sides. I will think about how this object feels. The object I am holding feels smooth. When I am finished, I place the object on the table and let someone else from my group examine the object.
11. Tell students when they should move to the next object. Continue until all groups have explored each object.
12. Close the Gallery Walk by inviting a few students to share each item’s texture. Emphasize terms related to texture (e.g., bumpy, rough, smooth) and reinforce that each object has a different texture.
13. Tell students that they will have opportunities in the future to continue observing these objects.
Teacher Note
Because students discuss texture in future lessons, make this collection of objects available throughout this arc and again in arcs with visual art instruction.
14. Introduce the learning task. Direct students to their journals. Direct attention to Young Hare, and tell students to select a feature of the hare other than its fur. Instruct them to draw the feature in their journals and write to identify its texture.
Analyze Student Progress
Monitor: Do students demonstrate understanding of a texture in Young Hare?
Offer Immediate Support: If students need additional support drawing or writing about a feature of the hare and its texture, direct attention to an object from the texture Gallery Walk and prompt students to identify a part of the hare that may feel the same.
Plan Future Practice: Students practice examining a specific aspect of a work of art in Hippopotamus (“William”) in lesson 9.
15. Invite a few students to share their responses.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about the term texture?
• What did you learn from the book Seven Blind Mice?
• What did you learn to do?
2. Think aloud to demonstrate how to form a knowledge statement relevant to the lesson.
3. Facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Direct students to the Gallery for “Elephant Features,” located in the Learn book, to encourage them to make connections between the world knowledge in the text and the video.
4. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
Sample Think Aloud I learned that different items have different textures. For example, some are rough, and others are smooth.
CP Compose and Present Content
CP.5.1 Language: CP.5.1.A
BU Build Understanding
BU.1.1 Inquiry and Credibility: BU.1.1.C
BU.2.1 Discovery and Evidence
BU.3.1 Conversation and Collaboration: BU.3.1.A
BU.4.1 Expression
DF Develop Foundations
DF.6.1 Foundational Writing: DF.6.1.B
DM Develop Metacognition
DM.1.1 Content Stages: DM.1.1.C
DM.3.1 Schema Building
Lesson 5
Essential Question | What do people learn by studying animals?
Content Framing Question | Distill: What is a central idea in this text?
OVERVIEW
Preview
In this Distill lesson, students revisit excerpts from Seven Blind Mice to determine what the mice learn while observing the Something. Understanding what the mice learn prepares students to discuss a central idea in the text. During visual art instruction, students compare the painting Young Hare with a photograph of a hare. They use these comparisons to deepen their understanding of the work of art and the importance of studying animals in art.
A Prologue to lesson 5 is available for students who need additional support.
Learning Goals
Determine what the mice learn while observing the Something in Seven Blind Mice.
LEARNING TASK: During a class discussion, share one example of what the mice learn while observing the Something in Seven Blind Mice.
Conclude what makes Young Hare appear realistic.
LEARNING TASK: Identify one example of how Young Hare appears realistic.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Prepare for a Discussion
• Respond: Discuss a Central Idea
• Observe: Build Knowledge from Visual Art
LAND
Reflect on Learning
Materials
TEACHER
• Seven Blind Mice
• Young Hare (digital platform)
• Saint Jerome in His Study (digital platform)
• Rabbit or Hare? (Geodes level 1 module 2 set 4)
• name sticks
STUDENTS
• journal
• Gallery for “Elephant Features” (Learn book, lesson 3)
Preparation
• Determine how to display the discussion question. See the Read section for details.
• Determine how to display side by side Young Hare and the photograph of a hare from Rabbit or Hare? If unable to simultaneously display the images, display them one at a time. See the Observe section for details.
• Determine how to display side by side Young Hare and Saint Jerome in His Study. If unable to simultaneously display the images, display them one at a time. See the Observe section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Seven Blind Mice.
2. Display and Echo Read the Content Framing Question: What is a central idea in this text?
3. Remind students that during a Distill lesson the class puts together what they have learned from different parts of the book. The class uses the evidence they gathered from the book to discuss a central idea. Tell students that in this lesson they will think more about the words and actions of the mice as they discuss a central idea in Seven Blind Mice.
LEARN
53 minutes
Read | Prepare for a Discussion | 18 minutes
1. Display and Echo Read today’s discussion question: What do the mice learn while observing the Something?
2. Remind students that to prepare for a discussion, speakers think about what they want to say and how they want to say it.
3. Introduce the speaking and listening goal for today’s discussion: Listen closely to what others say.
Teacher Note
Students work toward new speaking and listening goals in module 2. While the lessons in this module focus on new goals, continue encouraging students to practice goals from module 1.
4. Explain that listening closely means looking at the speaker and paying attention to only what they say. Emphasize that listening closely helps the listener understand what the speaker means.
5. Read aloud page 28, starting with “But the others,” and instruct students to look closely at the illustrations. Invite a few students to act out what is happening in this part of the story.
6. Instruct students to Think–Pair–Share to answer this question:
What do the mice learn in this part of the story?
Key Ideas
• Each mouse thinks the Something is different.
• The mice disagree about what the Something is.
• Each mouse observes a different part of the Something.
7. Read aloud pages 30–33, starting with “When she came,” and instruct students to look closely at the illustration. Invite a few students to act out what is happening in this part of the story.
8. Instruct students to Think–Pair–Share to answer this question:
What does White Mouse learn in this part of the story?
Key Ideas
• She needs to observe all parts of the Something.
• The other mice are wrong.
• The other mice only observe part of the Something.
• The Something is an elephant.
9. Read aloud page 35, starting with “And when the.” Instruct students to Think–Pair–Share to answer this question:
What do all the mice learn in this part of the story?
Key Ideas
• The Something is an elephant.
• The mice need to run across and observe the whole Something.
• The mice were wrong to observe only a part of the Something.
10. Direct students to their journals. Instruct them to choose one example of what the mice learn while observing. Tell students to draw or write their example in their journal.
Respond | Discuss a Central Idea | 18 minutes
1. Remind students of the speaking and listening goal for today’s discussion: Listen closely to what others say.
2. Instruct students to orally rehearse their example with a partner and to listen closely to what their partner says.
Teacher Note
During the discussion, use the Module 2 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward this goal. As students practice their speaking and listening skills throughout the module, continue to use the tracker to monitor students’ progress toward each goal.
3. Instruct students to form a circle.
4. Introduce the learning task. Explain that students will now engage in a discussion to share their examples of what the mice learn while observing the Something. Instruct them to listen closely and use a nonverbal signal (e.g., a thumbs-up) when they hear an example like their own. Select name sticks until all students have shared their examples. Begin by asking the discussion question: What do the mice learn while observing the Something?
Analyze Student Progress
Monitor: Do students share text-based examples of what the mice learn while observing the Something?
Offer Immediate Support: If students need additional support identifying what the mice learn while observing the Something, instruct them to examine the illustrations on pages 11 and 34–35 and to describe what each illustration shows about what Green Mouse sees.
Plan Future Practice: Students practice discussing a central idea of a text in lesson 15.
5. Reinforce key ideas.
Key Ideas
• The mice learn that the Something is an elephant.
• The mice learn that by observing all the parts, they can find out what the Something is.
• The mice agree about what the Something is when they observe all the parts.
• The mice learn that the elephant is made up of different parts.
6. Tell students that they will now consider a central, or important, idea from the book. Remind students that to identify a central idea, they must think about how the story relates to the bigger world beyond the book. By looking at the story within the bigger world, they can think about what they learned and what they can apply to their lives.
7. Ask this question:
What lesson about observing can you learn from the mice’s story?
Differentiation Support
• How do the mice learn?
• How does observation help the mice?
Key Ideas
• People can learn about something by observing it closely.
• People need to observe all the parts of something before jumping to a conclusion.
• Not observing all the parts of something can lead to misunderstanding.
8. Explain that Seven Blind Mice is a fable, which is a story told over time using animal and creature characters that act like humans. At the end of a fable, there is a moral that teaches readers a lesson. Tell students that on the last page of this text the author shares the moral of the story. Read aloud page 37, starting with “The Mouse Moral.”
Language Support
Based on student needs, pause to define select terms with a synonym (e.g., whole, wisdom).
9. Instruct students to Think–Pair–Share to answer these questions:
Are the lessons we identified similar to or different from the author’s moral? How so?
10. Emphasize similarities between the moral on page 37 and the student-generated lessons (e.g., both highlight the importance of close observation).
Teacher Note
Seven Blind Mice is an adaptation of a tale from India about a group of blind men and an elephant.
11. Instruct students to reflect on how well they met the speaking and listening goal: Listen closely to what others say. Tell them that they will continue working on this goal in future lessons.
Observe | Build Knowledge from Visual Art | 17 minutes
1. Remind students that Seven Blind Mice has a moral that teaches readers a lesson. Tell students that they will now discuss what they learned from Young Hare. They will think about this question: What does the artist help the viewer see?
2. Remind students that Dürer used different textures in the painting. Ask this question: What is texture?
3. Reinforce the correct response: Texture is how the surface of an object feels or looks as though it might feel.
4. Display Young Hare side by side with the photograph of the hare, located on page 2 of Rabbit or Hare? Instruct students to Mix and Mingle to answer these questions:
How are the painting and the photograph similar?
How are the painting and the photograph different?
Key Ideas
• The texture of the hare’s fur looks soft in the photograph and the painting.
• The photograph shows a hare running, and the painting shows a hare sitting.
• The photograph shows a hare outdoors, and the painting shows a hare on a white background.
5. Invite a few students to share their responses.
6. Ask this question: Is Young Hare a realistic painting?
7. Reinforce the correct response: Yes, Young Hare is a realistic painting.
8. Introduce the learning task. Instruct students to Think–Pair–Share to answer this question:
What makes Young Hare appear realistic?
Differentiation Support
• Where did the artist use texture?
• How does the texture make the painting appear realistic?
Analyze Student Progress
Monitor: Do students share a relevant example of how Young Hare appears realistic?
Offer Immediate Support: If students need additional support identifying how the painting looks realistic, encourage them to describe what realistic features they see in a specific part of the work of art (e.g., in the middle).
Plan Future Practice: Students practice concluding what a work of art communicates about the work’s topic in lesson 10.
9. Reinforce key ideas.
Key Ideas
• The texture of the hare’s fur looks soft.
• The colors of the hare’s fur are realistic because it’s not just one color.
• The hare’s ears are long.
10. Explain that in 1502, when Dürer created this painting, there were no cameras. Ask this question:
Why do you think Dürer made his painting realistic?
Differentiation Support
• How did this painting help people learn about animals?
Key Ideas
• Dürer may have made his painting realistic to help people learn about animals.
• The painting can help people see realistic features of hares.
11. Display Saint Jerome in His Study, a work of art from module 1, next to Young Hare. Remind students that Albrecht Dürer, the artist who painted Young Hare, also created Saint Jerome in His Study. Instruct students to closely look at both works of art for at least 45 seconds.
Teacher Note
Students studied Saint Jerome in His Study in module 1, arc A. Refer to module 1 resources for details about this work of art.
12. Instruct students to Think–Pair–Share to answer this question:
How are these works of art similar?
Differentiation Support
• What textures do you observe?
• Do these works of art seem realistic or imaginary?
Key Ideas
• Both works of art include many details.
• The artist used many small lines to create each work of art.
13. Emphasize that students built knowledge about Young Hare during the previous lessons. Tell students that in future lessons they will have an opportunity to learn from new works of art.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these: What did you learn about fables? What did you learn from the book Seven Blind Mice? What did you learn to do?
2. Think aloud to demonstrate how to form a knowledge statement relevant to the lesson.
3. Facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Direct students to the Gallery for “Elephant Features,” located in the Learn book, to encourage them to make connections between the world knowledge in the text and the video.
4. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
Sample Think Aloud I learned that a fable is a story with a moral.
CP Compose and Present Content
CP.3.1 Content: CP.3.1.A, CP.3.1.A.d
CP.5.1 Language: CP.5.1.A
CP.8.1 Presentation: CP.8.1.A, CP.8.1.B
BU Build Understanding
BU.2.1 Discovery and Evidence
BU.3.1 Conversation and Collaboration: BU.3.1.A
BU.4.1 Expression
DM Develop Metacognition
DM.1.1 Content Stages: DM.1.1.D
DM.2.1 Comprehension Monitoring
DM.3.1 Schema Building
DM.4.1 Reflection and Evaluation
Lesson 6
Essential Question | What do people learn by studying animals?
Content Framing Question | Know: How do these texts build our knowledge?
OVERVIEW Preview
In this Know lesson, students listen to a reading of the article “Here Come the Elephants” to learn about elephant features. Making connections between the article and Seven Blind Mice prepares students to expand a simple sentence into a knowledge statement. During writing instruction, students learn about nouns. This prepares students to identify and annotate nouns within sample sentences.
Learning Goals
Expand a sentence to form a knowledge statement about elephants’ trunks.
LEARNING TASK: Form a knowledge statement that describes what trunks help elephants do. Identify nouns.
LEARNING TASK: Identify nouns in sentences.
Vocabulary
noun (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Describe Connections Between Texts
• Respond: Express Knowledge
• Write: Identify Nouns
LAND
Synthesize Learning
Materials
TEACHER
• Seven Blind Mice
• “Here Come the Elephants” (digital platform)
• class Wonder Wheel (Reference Charts appendix)
STUDENTS
• “Here Come the Elephants” (Learn book)
• colored pencils
• Language Practice for Nouns (Learn book)
Preparation
• Determine how to display the class knowledge web. See the Read section for details.
• Determine how to display two sample sentences about elephants. See the Respond section for details.
• Make a class Wonder Wheel. See the Respond section for details and the Reference Charts appendix for sample images. Save this Wonder Wheel to use again throughout modules 2–4.
• Determine how to display the sample sentences for noun identification. See the Write section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Seven Blind Mice and “Here Come the Elephants.”
2. Display and Echo Read the Content Framing Question: How do these texts build our knowledge?
3. Remind students that during a Know lesson the class reflects on the knowledge they built and makes connections among texts to share what they know now. Tell students that in this lesson they will expand a sentence to form knowledge statements about elephants.
LEARN
53 minutes
Read | Describe Connections Between Texts | 19 minutes
1. Direct attention to the illustration on pages 34–35 of Seven Blind Mice. Instruct students to look closely at the illustration to answer this question:
What parts of the elephant do the mice observe in Seven Blind Mice?
2. Reinforce the correct response: The mice observe a leg, the trunk, a tusk, an ear, the body, and the tail.
3. Emphasize that the mice observe the elephant and learn about its features. Explain that students will observe photographs and read another text to continue building their knowledge about elephants.
4. Direct attention to “Here Come the Elephants,” located in the Learn book. Read aloud the portion of the article from “All elephants have” to “mud on themselves.”
Language Support
Based on your students’ needs, pause to provide a student-friendly definition for greet, such as “welcome.”
5. Start a class knowledge web (e.g., on chart paper) by writing the word elephants in the center of the web. Tell students that you will add words and phrases to the web as they share what they know about elephants.
6. Instruct students to answer these questions with a partner:
What did you learn about elephants from this article?
What did you learn about elephants from the photographs?
Differentiation Support
• What do elephants do?
• What do elephants look like?
7. Invite a few students to share their responses. While they share, add words and phrases to the knowledge web around the central topic. Draw a line between the words and phrases to signify the connections between ideas.
Key Ideas
• Elephants use their trunks to pick up things.
• Elephants eat grass, leaves, and sticks.
• Elephants throw mud on themselves to cool off.
8. Tell students that they will now think about connections between the article and Seven Blind Mice. Ask this question:
What did you hear in the article that reminds you of Seven Blind Mice?
Differentiation Support
• Did you hear any of the same words?
• Did you learn about the same features?
• How are the photographs in the article similar to the illustrations in the story?
Key Ideas
• The article and book both tell about elephants.
• The article and book both show elephant features, like trunks.
• The photographs in the article show some of the same features as the illustrations in the book.
9. Instruct students to Think–Pair–Share to answer these questions:
How do the mice learn about the elephant?
How did you build knowledge about elephants?
Key Ideas
• The mice learn about the elephant by observing it and listening to each other.
• We built knowledge by reading texts about elephants and then discussing the texts.
Respond | Express Knowledge | 16 minutes
1. Remind students that in previous lessons they practiced expressing their knowledge in complete sentences. Tell them that they will expand a sentence to tell more about what they learned about elephants.
2. Display and Echo Read this sample sentence: Elephants eat. Explain that students can ask and answer questions about sentences to expand them, or add details to them.
3. Think aloud to model how to expand a sentence by asking and answering a question.
4. Emphasize that the question word what helps expand the original sentence. Tell students that they will practice expanding a new sentence by answering a question that begins with what.
5. Display and Echo Read this sample sentence: Trunks help elephants.
Sample Think Aloud
My sentence tells the listener that elephants eat. I can expand my sentence by asking, “What do elephants eat?” I can collect additional information from the article and then say, “Elephants eat grasses and other plants.”
6. Introduce the learning task. Tell students that they will expand the displayed sentence to express their knowledge about what elephants’ trunks do. Instruct them to Mix and Mingle to answer this question: What do trunks help elephants do?
Analyze Student Progress
Monitor: Do students add details that demonstrate understanding about what trunks help elephants do?
Offer Immediate Support: If students need additional support expanding a sentence into a knowledge statement, read aloud words and phrases from the knowledge web about what trunks help elephants do.
Plan Future Practice: Students practice expanding sentences to form knowledge statements in lesson 11.
7. Invite a few students to share their responses.
Key Ideas
• Trunks help elephants pick up food.
• Trunks help elephants greet each other.
• Trunks help elephants throw mud on themselves to keep cool.
Teacher Note
Though the learning task focuses on students’ understanding of the content, the task also provides students an opportunity to practice their oral language skills. Students practice expanding sentences during the Know lessons in this module.
8. Display the class Wonder Wheel, and direct attention to the word what. Emphasize that students expanded a sentence by answering a question that started with what.
9. Tell students that they will continue to expand sentences by using various question words in upcoming lessons.
Write | Identify Nouns | 18 minutes
1. Remind students that in previous lessons they learned about subjects and predicates in sentences. Tell students that now they will learn about nouns.
2. Introduce the vocabulary term noun. Say the term aloud, and instruct students to repeat it. Define the term.
3. Display and read aloud the first sample sentence: The girls see an elephant at the zoo.
4. Ask this question:
What are the nouns in this sentence?
Differentiation Support
Remind students that a noun is a person, place, or thing. Ask these questions:
• Who are the people in this sentence?
• At what place, or where, are the people?
• What are the things in this sentence?
5. Reinforce the correct response: The nouns in the sentence are girls, elephant, and zoo. Annotate the sentence by circling the nouns.
6. Tell students that they will practice identifying nouns in another sentence. Display and read aloud the second sample sentence: The ears move like fans.
7. Instruct students to Think–Pair–Share to answer these questions:
What are the nouns in this sentence? How do you know?
Definition
noun (n.): a word that identifies a person, place, or thing
8. Reinforce the correct response: Ears and fans are the nouns in this sentence because they are both things.
9. Introduce the learning task. Direct students to Language Practice for Nouns, located in the Learn book. Read aloud each sentence one at a time, and repeat as needed. After reading each sentence, instruct students to annotate by circling the nouns.
Analyze Student Progress
Monitor: Do students identify the nouns in each sentence?
Offer Immediate Support: If students need additional support identifying nouns, prompt them to identify a word that represents a thing.
Plan Future Practice: Students practice working with nouns in lesson 21.
10. Direct attention to the sample sentence: The ears move like fans. Point to and read aloud the words ears and fans. Ask this question:
What do you notice about the last letter of both words?
11. Emphasize that both words end with the letter s. Tell students that these words are plural, which means “more than one.” Explain that the endings -s or -es often change a noun from singular, meaning “one of something,” to plural.
12. Invite students to look for and share plural nouns from Language Practice for Nouns.
Differentiation Challenge
To encourage students to further explore nouns, invite them to browse through the text and write a list of the nouns they see. Instruct students to then sort the nouns by people, places, and things. Tell them to annotate the plural nouns.
LAND 5 minutes
Synthesize Learning
1. Direct attention to both knowledge charts. Read aloud a few knowledge statements.
2. Ask this question: What did you learn about animal features?
3. Facilitate a brief discussion to help students integrate the knowledge they built during the past several lessons.
4. Ask this question: How does your new knowledge show the importance of studying animals?
5. Use responses to reinforce this Knowledge Thread: People learn about animal features by making observations and asking questions.
6. Tell students that they will continue building their knowledge as they study a new text in the next lesson.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.1 Comprehension and Evidence: MM.1.1.A, MM.1.1.B, MM.1.1.C
MM.5.1 Vocabulary: MM.5.1.A, MM.5.1.A.e
MM.8.1 Point of View, Perspective, and Purpose: MM.8.1.B
MM.9.1 Media: MM.9.1.A, MM.9.1.B
MM.11.1 Connections: MM.11.1.B
MM.12.1 Complexity, Diversity, and Genre: MM.12.1.A, MM.12.1.A.a, MM.12.1.B, MM.12.1.B.b
CP Compose and Present Content
CP.5.1 Language: CP.5.1.A
BU Build Understanding
BU.1.1 Inquiry and Credibility: BU.1.1.A
BU.2.1 Discovery and Evidence
BU.3.1 Conversation and Collaboration: BU.3.1.A
BU.4.1 Expression
DF Develop Foundations
DF.9.1 Nouns and Pronouns: DF.9.1.A
DF.10.1 Verbs: DF.10.1.A
DF.13.1 Sentence Construction: DF.13.1.A
DM Develop Metacognition
DM.1.1 Content Stages: DM.1.1.E
DM.3.1 Schema Building
DM.4.1 Reflection and Evaluation
Lesson 7
Essential Question | What do people learn by studying animals?
Content Framing Question | Wonder: What do I notice and wonder about this text?
OVERVIEW Preview
In this Wonder lesson, students listen closely to the first reading of What Do You Do with a Tail Like This? and share what they notice and wonder. Students then revisit the text to write and draw what they notice. During visual art instruction, students examine the sculpture called Hippopotamus, also fondly known as William. Students share what they notice about the work of art and then write a complete sentence that describes a detail they notice.
Learning Goals
Notice about What Do You Do with a Tail Like This?
LEARNING TASK: Write and draw one thing you notice about What Do You Do with a Tail Like This?
Notice about William.
LEARNING TASK: Write one thing you notice about William.
Vocabulary
feature (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Listen Closely to What Do You Do with a Tail Like This?
• Respond: Notice About the Text
• Observe: Notice About William
LAND
View “Adaptations”
Materials
TEACHER
• What Do You Do with a Tail Like This?
• Hippopotamus (“William”) (digital platform)
• class Notice Chart for What Do You Do with a Tail Like This? (Learn book)
• Knowledge Card: feature
• sticky notes
• class Notice Chart for the Work of Art (Reference Charts appendix)
• “Adaptations” video (digital platform)
STUDENTS
• What Do You Do with a Tail Like This?
• Notice Chart for What Do You Do with a Tail Like This? (Learn book)
• sticky notes
Preparation
• What Do You Do with a Tail Like This? is an unpaginated text. Number your text; begin with the title page as page 1. Pages on the left will be even, and pages on the right will be odd.
• Prepare a duplicate of the Notice Chart for What Do You Do with a Tail Like This? from the Learn book. During instruction, display this class chart to add responses to it. See the Read section for details.
• Make a class Notice Chart for the Work of Art. See the Observe section for details and the Reference Charts appendix for sample images.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display What Do You Do with a Tail Like This?
2. Display and Echo Read the Content Framing Question: What do I notice and wonder about this text?
3. Introduce What Do You Do with a Tail Like This? by reading aloud the title, author, and illustrator. Tell students that they will listen to the entire text and write about something they notice from the book.
LEARN 53 minutes
Read | Listen Closely to What Do You Do with a Tail Like This? | 15 minutes
1. Ask this question:
What types of things do readers notice as they read?
Key Ideas
• Readers notice the front cover and the back cover.
• Readers notice illustrations.
• Readers notice the words in the book as they read.
2. Ask this question: What might readers wonder as they read?
Key Ideas
• A reader might wonder about what’s happening in an illustration.
• A reader might wonder about words they do not know.
• A reader could wonder about more information related to the text’s topic.
3. Emphasize that readers notice and wonder to develop an understanding of the text. Instruct students to look closely at the front and back covers of the text. Invite a few students to share what they notice or wonder about the covers.
4. Read aloud What Do You Do with a Tail Like This? (except the appendix). Pause only to clarify details necessary for general understanding.
Language Support
Based on your students’ needs, pause to define select terms with a synonym (e.g., capture, pesky, underground). Use subsequent readings to reinforce synonyms for the terms you selected.
Teacher Note
For ease of use, we refer to pages 28–31 as the text’s appendix.
5. Instruct students to Mix and Mingle to answer this question:
What do you notice and wonder about What Do You Do with a Tail Like This?
Differentiation Support
• Did you hear any new words?
• What did you notice in the illustrations?
• What questions do you have about the words and illustrations?
Teacher Note
As students share what they notice and wonder, listen for evidence of the knowledge and skills they built in previous lessons. In addition, listen for connections among ideas in the texts as the module progresses. Use the information you gather to prepare for subsequent lessons with this text.
Respond | Notice About the Text | 18 minutes
1. Remind students that one way to keep track of what they notice about a text is to write down these things. Display the class Notice Chart for What Do You Do with a Tail Like This?
2. Direct attention to the text. Turn the pages from the beginning of the text and pause on pages 6–7. Think aloud to model how to notice something in the text and annotate it with a sticky note, and then write to describe what you notice. Orally rehearse each word before writing a complete sentence.
3. Distribute the text to pairs and 2–3 sticky notes per student. Instruct students to explore the text, paying close attention to the words and illustrations. Tell students to use their sticky notes to annotate a few things they notice.
4. Introduce the learning task. Direct students to the Notice Chart for What Do You Do with a Tail Like This?, located in the Learn book. Instruct them to choose one thing they notice to write and draw on their charts.
Analyze Student Progress
Monitor: Do students write and draw at least one thing they notice about What Do You Do With a Tail Like This?
Offer Immediate Support: If students need additional support writing and drawing something they notice, revisit pages 22–23 and instruct them to orally describe what they notice before writing.
Plan Future Practice: Students practice noticing about Dear Treefrog in lesson 12.
5. Invite a few students to share their responses. Then instruct students to share a question they have about another student’s observation with a partner.
6. Emphasize that the text includes many details about how animals use their different parts, or features.
7. Introduce the vocabulary term feature by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
Sample Think Aloud
I’m looking through the pages. On this page, I notice an elephant giving itself a bath with its nose. I’m going to write what I notice as a complete sentence: “The elephant sprays water with its nose.”
Definition
feature (n.): an interesting or important part or ability
8. Remind students that in the previous lesson they learned about the features of an elephant. Invite a few students to identify one of their own features. Explain that throughout the module they will read many texts that will help build knowledge about animal features.
Observe | Notice About William | 20 minutes
Teacher Notes
The museum that houses this work of art lists this sculpture as Hippopotamus, but its modern nickname is William. When students learn this work’s title in lesson 8, refer to the statuette as William rather than Hippopotamus.
The statue of a hippopotamus is a small sculpture from Ancient Egypt’s Middle Kingdom. Crafted from a clay-like substance nearly 4,000 years ago, William is representative of the awe, fear, and wonder that Egyptians held for hippos. The bright blue color and fanciful lotus illustrations carved into its surface hint at the magical symbolism of regeneration that Egyptians believed hippos embodied.
1. Remind students that they deeply study works of art, just as they study written texts. Tell students that they will continue to notice and wonder as they examine a new work of art.
2. Display the image of the sculpture William without telling students the title or object details.
3. Instruct students to silently look closely at the work of art. After at least 45 seconds, direct attention to different parts of the work of art, including the top, bottom, and middle.
Differentiation Support
Explain to students that as they examine the work of art, they will focus solely on what they can see in the work, rather than what they interpret. Provide students an example of seeing versus interpreting (e.g., “I notice the color blue” versus “I notice the animal looks angry”) to support students’ understanding of the instructions.
4. Instruct students to Think–Pair–Share to answer this question:
What do you notice and wonder about this work of art?
Differentiation Support
• What do you first see when you look at the work of art?
• What else do you see?
• What do you want to know about the work of art?
Key Ideas
• I notice black lines.
• I see a blue animal.
• This work of art has a gray and white background.
5. Introduce the learning task. Distribute one sticky note to each student. Instruct them to write something they notice about the work of art.
Analyze Student Progress
Monitor: Do students write at least one thing they notice about William?
Offer Immediate Support: If students need additional support describing something they notice, prompt them to focus on a specific part of the sculpture (e.g., the lines) and orally describe what they notice before writing.
Plan Future Practice: Students practice noticing and wondering about a work of art in module 3.
6. Display the class Notice Chart for the Work of Art. Instruct students to add their sticky notes to the area of the chart that corresponds with what they notice (e.g., noticing something about the middle of the work of art should be added to the middle of the chart).
Teacher Note
To avoid influencing the organic discussion of what students notice, use general terms to describe the work without naming specific features that suggest students are viewing an animal (e.g., say “the right side of the work” instead of “the head”). If students say “I notice a hippopotamus,” acknowledge their statement, but do not yet confirm whether they are correct.
7. Invite a few students to share their responses. If time allows, invite them to share what they notice about parts of the work of art not addressed on the chart.
8. Ask this question:
Why is it important to examine all parts of a work of art?
Key Ideas
• Examining all parts highlights more of the details the artist created.
• Looking at each part builds an understanding of the whole.
9. Explain that one way to better understand a work of art is to look at all of the parts to understand the whole, just as in Seven Blind Mice. Emphasize that noticing different parts of the work of art is important.
LAND 5 minutes
View “Adaptations”
1. Tell students that they will view a video to learn more about animal features.
2. Play “Adaptations.”
Language Support
Subsequent lessons do not include instructions to play “Adaptations.” As needed, play the video in subsequent lessons to help students make more connections between the world knowledge in the text and the video. For students whose home language is Spanish, arrange for them to view the Spanish version of the video.
3. Direct attention to both knowledge charts, and ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn from “Adaptations”?
• What did you learn to do?
4. Facilitate a brief discussion to help students articulate the knowledge they built during the lesson.
5. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.1 Comprehension and Evidence: MM.1.1.B, MM.1.1.C
MM.12.1 Complexity, Diversity, and Genre: MM.12.1.B, MM.12.1.B.b, MM.12.1.C, MM.12.1.C.b, MM.12.1.C.c
BU Build Understanding
BU.1.1 Inquiry and Credibility: BU.1.1.C
BU.2.1 Discovery and Evidence
BU.3.1 Conversation and Collaboration: BU.3.1.A
BU.4.1 Expression
DF Develop Foundations
DF.6.1 Foundational Writing: DF.6.1.B
DM Develop Metacognition
DM.1.1 Content Stages: DM.1.1.A
DM.3.1 Schema Building
Lesson 8
Essential Question | What do people learn by studying animals?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW Preview
In this Organize lesson, students listen closely to a second reading of What Do You Do with a Tail Like This? Students organize the information in the text by using buttons to identify key details and a box label to name the main topic. During visual art instruction, students examine William. Students look closely at the details of the sculpture to describe what is happening in the work of art.
A Prologue to lesson 8 is available for students who need additional support.
Learning Goals
Identify two key details from What Do You Do with a Tail Like This?
LEARNING TASK: Write and draw two key details from What Do You Do with a Tail Like This?
Describe William.
LEARNING TASK: Write two details about William.
Vocabulary key details main topic unique (adj.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Listen Closely to What Do You Do with a Tail Like This?
• Respond: Identify the Key Details and Main Topic
• Observe: Describe Details in William
LAND
Reflect on Learning
Materials
TEACHER
• What Do You Do with a Tail Like This?
• Seven Blind Mice
• Hippopotamus (“William”) (digital platform)
• collection of buttons
• Boxes and Buttons (Learn book)
• empty box
• Knowledge Card: unique
STUDENTS
• What Do You Do with a Tail Like This?
• journal
• Art Organizer (Learn book)
• Gallery for “Adaptations” (Learn book)
Preparation
• Make a class set of the box and buttons by gathering one button per student and one empty cardboard box. Alternatively, cut out the box and button images from the Learn book page. Save the box and buttons for future use.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display What Do You Do with a Tail Like This?
2. Display and Echo Read the Content Framing Question: What is happening in this text?
3. Tell students that in this lesson they will practice using a new tool to organize the text details and understand what the text is about.
LEARN
53 minutes
Read | Listen Closely to What Do You Do with a Tail Like This? | 17 minutes
1. Display Seven Blind Mice alongside What Do You Do with a Tail Like This? Explain that some books tell stories. Other books, called informational texts, provide information. Instruct students to Think–Pair–Share to answer these questions:
Which of these texts tells a story? Which provides information?
Language Support
Explain that information means “facts about something.”
2. Reinforce the correct response: Seven Blind Mice tells a story, and What Do You Do with a Tail Like This? provides information.
3. Remind students that they can use a story map to organize the elements of books that tell stories. Explain that to organize informational texts, students will use buttons and a box.
4. Display a collection of buttons, and explain that students will use the buttons to keep track of key details from the text. Introduce the vocabulary term key details. Say the term aloud, and instruct students to repeat it. Define the term.
5. Display an empty box, and explain that it will hold the buttons. Tell students that later in the lesson they will work together to determine a label for the box.
Teacher Note
An empty box and a collection of buttons provide visual and tactile prompts for students to understand the relationship between key details and the main topic of a text. During this lesson, students practice using buttons to keep track of key details, and they use key details to determine the main topic. In upcoming lessons, students will first identify the main topic and then evaluate which details are key details.
6. Direct attention to What Do You Do with a Tail Like This? Read aloud pages 4–5, starting with “What do you.” Then read the section about the platypus on page 6, starting with “If you’re a platypus.” Think aloud to model how to identify a key detail about the platypus. Then add a button to the box to represent the key detail about how a platypus uses its nose.
7. Distribute the text to pairs. Direct attention to pages 6–7. Instruct students to point to animal noses in the illustrations as they listen for key details. Read aloud the remaining sections of pages 6–7, starting with “If you’re a hyena.”
8. Instruct students to Think–Pair–Share to answer this question:
What other key details do you notice on these pages?
Key Ideas
• Elephants give themselves baths with their noses.
• A mole uses its nose to travel underground.
• Alligators can hide in the water and breathe through their noses at the same time.
9. As students share, add buttons to the box to represent key details.
Definition
key details: the most important pieces of information that support the main topic
Sample Think Aloud
In this section of the text, I can find details in both the words and the illustrations. One detail is that the mud is brown, but that detail is not about how an animal uses a feature. Another detail is that the platypus digs with its nose. This detail is a key detail because it tells how the platypus uses its nose.
10. Instruct students to point to animal features in the illustrations as they listen for more key details in the text (e.g., point to ears on pages 10–11). Read aloud pages 8–19, starting with “What do you.”
11. Instruct students to Think–Pair–Share to answer this question: What key details do you observe on these pages?
Key Ideas
• Jackrabbits’ ears help keep them cool.
• Skunks lift their tails to give a stinky spray.
• Bush babies use their big eyes to see at night.
12. As students share, add buttons to the box to represent key details.
Respond | Identify the Key Details and Main Topic | 17 minutes
1. Instruct students to continue pointing to animal features in the illustrations as they identify key details in the remainder of the text.
2. Read aloud pages 20–27, starting with “What do you.”
3. Introduce the learning task. Direct students to their journals. Instruct them to write and draw two key details from pages 22–23 or 26–27 of What Do You Do with a Tail Like This?
Analyze Student Progress
Monitor: Do students write and draw at least two key details from pages 22–23 or 26–27?
Offer Immediate Support: If students need additional support drawing or writing key details, instruct them to point to two animals on pages 22–23 or 26–27 and orally describe how the animals use their features before writing.
Plan Future Practice: Students practice identifying key details in Feathers in lesson 18.
4. Invite a few students to share their responses.
Key Ideas
• Chimpanzees feed themselves with their feet.
• Water striders walk on water with their feet.
• Pelicans scoop up fish with their mouths.
5. Direct attention to a handful of buttons, and emphasize that students identified many key details in the text. Explain that organizing key details allows readers to determine what the text is about. Introduce the vocabulary term main topic. Say the term aloud, and instruct students to repeat it. Define the term.
6. Direct attention to the box containing the buttons, and ask this question:
What is the main topic of the text?
Differentiation Support
• What are all of the key details in the box about?
Key Ideas
• Many animals have the same features.
• Animal features can do different things.
• Animals use their features in different ways.
7. Summarize responses to determine one main topic of the text, and write the main topic on the box label (e.g., animals use their features in different ways).
8. Introduce the vocabulary term unique by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
Differentiation Challenge
To expand student vocabulary use, instruct them to draw one unique feature of an interesting animal from the text and to write a sentence to describe what makes that feature unique.
Definition main topic: what a book or a section of a book is mostly about
Definition unique (adj.): very special or unusual
9. Reinforce that animals use their unique features in ways that are specific to the animal. Instruct students to share a unique feature they learned about with a partner.
Observe | Describe Details in William | 19 minutes
1. Remind students that they examined the details in What Do You Do with a Tail Like This? to understand what the text is about. Now they will reexamine the work of art from the previous lesson to describe more of the details the artist created. Tell students that they will think about this question: What is happening in this work of art?
2. Display William without telling students the title or information about the object.
3. Instruct students to silently look closely at the work of art. After at least 30 seconds, instruct them to answer these questions with a partner:
What colors do you see in this work of art?
Where do you see each color?
Key Ideas
• blue all over the work of art
• black lines on the top of the work and the face
• brown in the cracks of the work
4. Instruct students to use a nonverbal signal (e.g., a thumbs-up or thumbs-down) to answer this question:
Do you see any people, animals, or objects that you recognize?
5. Once students recognize people, animals, or objects, ask this question:
How many do you see?
Key Ideas
• one hippopotamus
• four legs
• many brown cracks
6. Invite students to share any additional details they notice in the work of art. Reinforce that the work of art is an animal. Explain that they will now use their observations to describe the animal.
7. Introduce the learning task. Direct students to the Art Organizer, located in the Learn book. Instruct them to use their notes to write two details that describe the animal in the work of art.
Analyze Student Progress
Monitor: Do students write at least two details that describe the animal in the work of art?
Offer Immediate Support: If students need additional support describing details in the work of art, direct attention to the top, middle, and bottom of the sculpture, pausing at each section for students to orally describe the details they notice before writing them.
Plan Future Practice: Students practice describing what is happening in a work of art in module 3.
Key Ideas
• four legs
• blue body
• brown cracks
• black lines
8. Tell students that they will use their notes to describe the work of art by creating a complete sentence. Think aloud to model how to expand one note into a complete sentence.
9. Direct students to the notes in their art organizers. Instruct them to orally rehearse a description of the animal with a partner and include at least one detail from their notes. Invite a few students to share their responses.
Key Ideas
• The work of art is a blue animal.
• The animal is standing on four legs.
• I see a hippo covered in black lines.
10. Introduce the title of the sculpture: Hippopotamus (“William”). Tell students the following information:
• The artist used a material similar to clay to create William. William is a sculpture of a hippopotamus. A sculpture is a work of art that is not flat like a painting or drawing. A sculpture is three-dimensional and is made by carving, molding, casting, or constructing clay, metal, or another moldable material.
• The artist created the sculpture between 1961–1878 BCE, almost 4,000 years ago, in ancient Egypt. The name of the artist was lost over time.
• The sculpture is on display at the Metropolitan Museum of Art in New York City.
• The sculpture is 20 cm by 7.5 cm by 11.2 cm. William is small enough that he could fit inside a backpack.
11. Instruct students to return to their art organizers and add one new detail about William based on the additional information they learned.
Sample Think Aloud
I notice an animal in this work of art. I also notice that it is blue. I want to describe the animal by using a complete sentence. “The animal” is the subject of my sentence, and “is blue” is the predicate. I will share this complete sentence: “The animal is blue.”
12. Invite a few students to share their responses in complete sentences.
Key Ideas
• The work of art is a sculpture.
• The animal is a blue hippopotamus.
• An artist created the sculpture a long time ago.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about the main topic of a text?
• What did you learn from the book What Do You Do with a Tail Like This?
• What did you learn to do?
2. Facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Direct students to the Gallery for “Adaptations,” located in the Learn book, to encourage them to make connections between the world knowledge in the text and the video.
3. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.1 Comprehension and Evidence: MM.1.1.B, MM.1.1.C
MM.2.1 Theme and Central Idea: MM.2.1.B
MM.3.1 Summary: MM.3.1.B
MM.4.1 Individuals, Events, and Ideas: MM.4.1.B
MM.5.1 Vocabulary: MM.5.1.B, MM.5.1.B.c
MM.9.1 Media: MM.9.1.B
MM.12.1 Complexity, Diversity, and Genre: MM.12.1.B, MM.12.1.B.b, MM.12.1.C, MM.12.1.C.b
BU Build Understanding
BU.1.1 Inquiry and Credibility: BU.1.1.C
BU.2.1 Discovery and Evidence
BU.3.1 Conversation and Collaboration: BU.3.1.A
BU.4.1 Expression
DF Develop Foundations
DF.6.1 Foundational Writing: DF.6.1.B
DF.13.1 Sentence Construction: DF.13.1.A
DM Develop Metacognition
DM.1.1 Content Stages: DM.1.1.B
DM.2.1 Comprehension Monitoring
DM.3.1 Schema Building
Lesson 9
Essential Question | What do people learn by studying animals?
Content Framing Question | Reveal: What does a deeper look at the text features reveal?
OVERVIEW Preview
In this Reveal lesson, students examine the appendix for What Do You Do with a Tail Like This? to extend their knowledge of animal features. This prepares students to identify examples of how animals use their features. During visual art instruction, students describe the artist’s use of lines in William. They apply their understanding of this art element by comparing the artists’ use of lines in William and Young Hare.
A Prologue to lesson 9 is available for students who need additional support.
Learning Goals
Determine how animals use their unique features according to the appendix of What Do You Do with a Tail Like This?
LEARNING TASK: Add details to a drawing to describe how one unique feature helps an animal.
Examine the lines in William.
LEARNING TASK: Identify one difference between the lines in William and Young Hare.
Vocabulary appendix (n.) line (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Learn About Text Features
• Respond: Learn About Animal Features
• Write: Examine the Lines in William
LAND
Reflect on Learning
Materials
TEACHER
• What Do You Do with a Tail Like This?
• Hippopotamus (“William”) (digital platform)
• Young Hare (digital platform)
STUDENTS
• What Do You Do with a Tail Like This?
• journal
• Gallery for “Adaptations” (Learn book, lesson 8)
Preparation
• Determine how to display the animal names: “platypus,” “scorpion,” and “horned lizard.” See the Respond section for details.
• Determine how to display side by side William and Young Hare. If unable to simultaneously display the images, display them one at a time. See the Observe section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display What Do You Do with a Tail Like This?
2. Display and Echo Read the Content Framing Question: What does a deeper look at the text features reveal?
3. Tell students that they will take a closer look at the text features in What Do You Do with a Tail Like This? to learn how readers build knowledge about a topic.
Teacher Note
In module 1, students followed the same progression of Content Stages from lesson to lesson for each text. In module 2, a single stage may span more than one lesson to allow students to more deeply explore a section of text. Because the appendix of What Do You Do with a Tail Like This? contains detailed information about animal features, students examine this text feature across two Reveal lessons.
LEARN
53 minutes
Read | Learn About Text Features | 16 minutes
1. Remind students that in the previous lesson they determined the key details and main topic of What Do You Do with a Tail Like This? Ask these questions: What type of text is What Do You Do with a Tail Like This? How do you know?
2. Reinforce the correct response: What Do You Do with a Tail Like This? is an informational text because it gives information.
3. Explain that informational texts often include text features that provide readers with important information. Direct attention to pages 28–31. Explain that this section, at the end of a book, is the appendix. Introduce the vocabulary term appendix. Say the term aloud, and instruct students to repeat it. Define the term. Reinforce that the appendix provides extra information about the topic of the text. Definition appendix (n.): a section of extra information added at the end of a text
4. Distribute the text to pairs. Direct attention to page 28. Tell students that they will take a closer look at the text features in the appendix. Read aloud and point to the headings and bold print words on page 28. Ask this question:
What do you notice about the words on this page?
Differentiation Support
• Do all the words look the same?
• How do these words look different?
• Where do you notice that some words look different?
Key Ideas
• Some words are darker than other words on the page.
• Some of the words describe the features found in the main text.
• The names of animals from the main text are in darker letters.
5. Explain that text features help organize the text. Headings help readers understand what the section is about, and the bold print makes it easier to identify important words like animal names. If time allows, instruct students to identify examples of headings and bold print throughout the appendix.
6. Read aloud the portion of pages 10–11 from “If you’re a hippopotamus” to “you’re under water.” Ask this question:
What did you learn about hippopotamuses?
7. Reinforce the correct response: Hippopotamuses close their ears under water.
8. Tell students that they will now read the information in the appendix to add to their knowledge about hippos. Read aloud the portion of page 29 from “The hippopotamus is” to “at a time.” Instruct students to Think–Pair–Share to answer this question:
What new information did you learn about hippopotamuses?
Key Ideas
• Hippopotamuses can weigh up to 3,000 pounds.
• Hippopotamuses eat the grass and other plants near the water where they spend time.
• Hippopotamuses can stay under water for as long as 30 minutes.
9. Reinforce that the appendix is where readers can learn additional information. Explain that many informational texts, but not all, include an appendix.
Differentiation Challenge
To encourage students to share knowledge creatively, instruct them to choose an animal they would like to learn more about. Invite students to create trading cards featuring a drawing of the animal and three or more fun facts they learn about it from the appendix.
Respond
| Learn About Animal Features | 20 minutes
1. Tell students that they will continue to learn about some of the animals in the text, and then they will draw and write about the knowledge they gain.
2. Display the animal names: platypus, scorpion, and horned lizard. Instruct students to choose one of the three animals. Echo Read the name of each animal, and instruct students to use a nonverbal signal (e.g., a thumbs-up) to indicate the animal they select. Form small groups of three to five students based on students’ animal selection.
3. Direct groups to the following pages in the text. Instruct students to look closely at the illustration of their selected animal and discuss with their small group what they observe.
• platypus: page 6
• scorpion: page 15
• horned lizard: page 19
Teacher Note
Small group discussions provide students an opportunity to listen closely to what others say. As needed, remind students of this goal, and encourage them to practice as they discuss the text. Use the Module 2 Speaking and Listening Goal Tracker to monitor student progress toward the goal.
4. As students discuss the illustrations, rotate to each small group and read aloud the following sentence about the group’s selected animal. Then direct students to their journals. Instruct students to write and draw in their journals about their animal’s unique features.
• platypus: the portion of page 6 from “If you’re a platypus” to “in the mud”
• scorpion: the portion of page 15 from “If you’re a scorpion” to “a nasty sting”
• horned lizard: the portion of page 19 from “If you’re a horned lizard” to “of your eyes”
Teacher Note
If students are ready for independent reading, mark the appropriate passage with a sticky note and instruct students to read aloud in their groups.
5. While students continue working, return to each small group and read aloud the following sections from the appendix about each group’s animal. Instruct students to discuss something unique about the animal’s features.
• platypus: the portion of page 28 from “The platypus closes” to “frogs, and insects”
• scorpion: the portion of page 29 from “They live in” to “can get away”
• horned lizard: the portion of page 30 from “The lizard feeds” to “to get away”
6. Introduce the learning task. Instruct students to add new details to their drawings to demonstrate how the feature helps the animal, based on new knowledge gained from the appendix.
Analyze Student Progress
Monitor: Do students use information from the appendix to add details to their drawing of one animal’s unique feature?
Offer Immediate Support: If students need additional support identifying knowledge gained from the appendix, read aloud a single sentence from the appendix and instruct students to orally share what they learned before drawing their response.
Plan Future Practice: Students practice identifying knowledge gained from text features in What Do You Do with a Tail Like This? in lesson 10.
7. Instruct students to Mix and Mingle to answer this question: What did you learn from the appendix?
Language Support
• Provide this sentence frame: I learned that animals use their features to
Key Ideas
• Platypuses dig in the mud for frogs and insects to eat.
• Scorpions use their tails to sting animals so they don’t escape.
• A horned lizard puffs itself up and squirts blood out of its eyes to protect itself.
8. Reinforce that the appendix includes information that is not in the main part of the book. The appendix helps explain more about how the animals in the text use their features.
Observe | Examine the Lines in William | 17 minutes
1. Emphasize that by examining the features of a text, students build new knowledge. By examining works of art multiple times, students will see more details the artist created. Tell students that they will think about this question: What does a deeper look at lines reveal?
2. Display William. Tell students that they will examine how the artist used lines while creating this work of art.
3. Introduce the vocabulary term line. Say the term aloud, and instruct students to repeat it. Define the term. Demonstrate the term’s meaning by providing a nonverbal signal (e.g., drawing a straight line in the air).
4. Instruct students to use a nonverbal signal (e.g., a thumbs-up or thumbs-down) if they see lines in the sculpture. Instruct students to Think–Pair–Share to answer this question:
What do you notice about the lines in this sculpture?
Key Ideas
• There are many different types of lines on the sculpture.
• There are curved lines and straight lines.
• Some of the lines create shapes.
Definition line (n.): an element of art; a mark on a surface that connects two points.
5. Remind students that in the previous lesson they learned that an unknown artist created William a long time ago in ancient Egypt. Instruct students to close their eyes and visualize the details of the sculpture. Tell students the following information:
• The details of the sculpture show the environment where hippopotamuses lived in ancient Egypt. Egypt is a country in Africa. Ancient means “a long time ago.”
• Hippos did a lot of swimming in a body of water called the Nile River.
• Hippos in the Nile River lived near many lotus plants. These plants had flowers that were very important to the ancient Egyptians, who were the people living in ancient Egypt. The flowers on Hippopotamus (William) are lotus flowers.
Differentiation Support
To help students visualize the country of origin, display a world map and direct attention to Egypt and the Nile River.
6. Invite students to open their eyes and trace the lines on the sculpture by pretending to draw with a finger in the air. Ask this question:
What new information did you learn about the lines in the sculpture?
Differentiation Support
• Why might the lines be important?
• What new details did you hear that might help you understand what the lines could mean?
Key Ideas
• Some lines represent the lotus flowers in the hippo’s environment.
• Some lines look like cracks, which could be because the sculpture is ancient.
• The lines on the face help create the hippo’s features.
7. Display Young Hare alongside William, and remind students of the title and artist of Young Hare. Explain that both artists use lines to create animal features, but the types of lines the artists use are different.
8. Introduce the learning task. Instruct students to Think–Pair–Share to answer this question:
How are the lines in William different from those used to show fur in Young Hare?
Differentiation Support
• What do the lines look like?
• What do the lines mean?
• How do the types of lines add to the work of art?
Analyze Student Progress
Monitor: Do students demonstrate understanding of the different types of lines in William and Young Hare?
Offer Immediate Support: If students need additional support describing the difference between the lines in the works of art, invite them to draw the lines with a finger in the air and orally share one difference.
Plan Future Practice: Students practice examining a specific aspect of a work of art in module 3.
Key Ideas
• The lines in William are easy to see because they are black and bold, and the lines on Young Hare are hard to see because they are light and short.
• The lines in Young Hare create a lot of details that make the hare look realistic, and some of the lines in William add details like lotus flowers that are not part of a real hippo.
9. Reinforce that artists use lines in different ways to create unique works of art. Tell students that in the next lesson they will learn more about the meaning of the sculpture to people who lived in ancient Egypt.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about text features?
• What did you learn from the book What Do You Do with a Tail Like This?
• What did you learn to do?
2. Facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Direct students to the Gallery for “Adaptations,” located in the Learn book, to encourage them to make connections between the world knowledge in the text and the video.
3. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.1 Comprehension and Evidence: MM.1.1.B, MM.1.1.C
MM.4.1 Individuals, Events, and Ideas: MM.4.1.B
BU Build Understanding
BU.1.1 Inquiry and Credibility: BU.1.1.C
BU.2.1 Discovery and Evidence
BU.3.1 Conversation and Collaboration: BU.3.1.A
BU.4.1 Expression
DF Develop Foundations
DF.6.1 Foundational Writing: DF.6.1.B
DM Develop Metacognition
DM.1.1 Content Stages: DM.1.1.C
DM.3.1 Schema Building
Lesson 10
Essential Question | What do people learn by studying animals?
Content Framing Question | Reveal: What does a deeper look at the appendix reveal?
OVERVIEW Preview
In this Reveal lesson, students examine the appendix of What Do You Do with a Tail Like This? to gain additional knowledge about animals’ unique features. Gaining knowledge about animal features supports students in understanding how features help animals. During visual art instruction, students learn contextual information about William. They combine this information with their observations to deepen their understanding of the work of art and discuss how it relates to the Essential Question.
A Prologue to lesson 10 is available for students who need additional support.
Learning Goals
Determine how animals use their unique features to survive according to the appendix of What Do You Do with a Tail Like This?
LEARNING TASK: Draw and write to describe how one unique feature helps the five-lined skink survive.
Conclude what the sculpture William communicates about studying animals.
LEARNING TASK: Identify one example of how William shows the importance of studying animals.
• Gallery for “Adaptations” (Learn book, lesson 8)
Preparation
• Make a class Animal Features chart. See the Read section for details.
• Determine how to display side by side William and the photograph of a hippopotamus. If unable to simultaneously display the images, display them one at a time. See the Observe section for details.
• Determine how to display side by side William and Young Hare. If unable to simultaneously display the images, display them one at a time. See the Observe section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display What Do You Do with a Tail Like This?
2. Display and Echo Read the Content Framing Question: What does a deeper look at the appendix reveal?
3. Tell students that in this lesson they will return to the appendix to learn how the unique features of animals are helpful to the animals in the text.
LEARN
53 minutes
Read | Examine the Appendix | 17 minutes
1. Remind students that in the previous lesson they learned about a text feature called an appendix. Direct attention to pages 28–29, and remind students that the appendix is a section with additional information at the end of a book.
2. Display the class Animal Features chart. Tell students that as they study animal features, they will write down what they learn from the text to keep track of the knowledge they gain.
3. Distribute the text to pairs. Direct attention to page 30, and read aloud the portion of page 30 from “The chameleon is” to “match its surroundings.” Think aloud to model how to collect evidence about how the features of the chameleon are helpful to its survival. Write the details on the class chart.
Sample Think Aloud
I will include details about unique features that help chameleons. I learned that chameleons’ eyes can look in different directions. Chameleons can also catch insects with their long tongues. The skin of chameleons can change color to match their surroundings. Now I will write down these details.
Animal Features Chart
Animal Evidence
Chameleon
Giraffe
Five-Lined
Skink
4. Introduce the vocabulary term camouflage by displaying the Knowledge Card. Engage students in Vocabulary Exploration. Ask these questions:
What are the unique features of a chameleon?
How do these features help the chameleon?
Differentiation Support
• How does being able to look in any direction help a chameleon?
• How does a long tongue help a chameleon?
• How does changing skin to blend in with surroundings help a chameleon?
Key Ideas
• The ability to look in any direction helps chameleons stay safe.
• The tongue of the chameleon helps it catch insects as food.
• Camouflage helps chameleons blend in with their surroundings.
5. Emphasize that a chameleon’s features help protect the chameleon. Introduce the vocabulary term protect by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
Respond | Collect Textual Evidence | 18 minutes
Definition camouflage (n.): something (such as color or shape) that protects an animal from attack by making the animal difficult to see in its surroundings
1. Explain that as students use the appendix, they will look for information that describes how unique features help the animals in the text. Then they will write down the information they learn from the appendix.
2. Explain that when readers and writers use information from a text to explain their ideas, they are using textual evidence. Introduce the vocabulary term textual evidence. Say the term aloud, and instruct students to repeat it. Define the term.
Definition protect (v.): to keep someone or something from being harmed
Definition textual evidence: information from a text that can be used to support an idea or answer a question
3. Direct attention to page 29. Instruct students to listen closely to determine how unique features help the giraffe. Read aloud the portion of page 29 from “The world’s tallest” to “from its back.”
4. Ask these questions:
What are the unique features of the giraffe?
How do these features help the giraffe?
Differentiation Support
• What does a giraffe do to protect itself?
• How do giraffes’ tails help them?
5. Add a few responses to the class Animal Features chart.
Key Ideas
• Giraffes kick other animals with their back legs to protect themselves.
• Its tail helps keep insects away from its back.
6. Direct students to their journals. Instruct students to add one detail in their journals about how a unique feature helps the giraffe.
7. Direct attention to page 29. Instruct students to listen closely to determine how a unique feature helps the five-lined skink. Read aloud the portion of page 29 from “The five-lined” to “a new one.”
8. Introduce the learning task. Instruct students to draw and write in their journals to describe how a unique feature helps the five-lined skink.
Differentiation Support
• What is the unique feature of the five-lined skink?
• How does this feature help the five-lined skink?
Analyze Student Progress
Monitor: Do students describe how the five-lined skink’s tail is helpful?
Offer Immediate Support: If students need additional support identifying how the skink’s tail is helpful, display the illustrations on pages 14–15 and instruct students to describe the skink’s tail.
Plan Future Practice: Students practice identifying knowledge gained from text features in Dear Treefrog in lesson 14.
9. Invite a few students to share their responses.
Key Ideas
• The five-lined skink breaks off its tail when attacked.
• The tail can wriggle around, which distracts predators.
• When the five-lined skink’s tail breaks off, a new tail will grow.
10. Add a few responses to the class Animal Features chart. Echo Read the textual evidence from the chart. Ask this question:
What do the animals on the chart have in common?
Differentiation Support
• How do different animals protect themselves?
• How do animals find food?
11. Emphasize that animal features help animals survive. Introduce the vocabulary term survive by displaying the Knowledge Card. Engage students in the Vocabulary Exploration routine.
Observe | Interpret the Meaning of William | 18 minutes
1. Remind students that they just studied ways animals use their unique features to help them survive. Explain that they will take a closer look at the sculpture William to further understand the importance of studying animals. Tell students that they will think about this question: What does the artist help us see?
2. Display the image of William. Remind students that the hippo’s blue color represents the Nile River and the lines show plants and flowers that grew near the river.
3. Instruct students to walk to one side of the room if they believe the sculpture is more realistic or to the other side of the room if they believe the sculpture is more imaginary.
4. Tell students to remain in place as they listen to information about hippos in ancient Egypt. Tell students the following:
• William is a unique sculpture, although many other ancient Egyptian artists created hippo sculptures as well.
• Egyptians believed hippos were both magical and dangerous.
• In ancient times, hippos were symbols of life and rebirth and were often placed in a tomb with the remains of someone who died to help them in the afterlife.
• Egyptians believed that hippo sculptures like William had the power to come alive. As a result, they often broke off the hippo’s legs to prevent them from being dangerous should they come to life. When William was found, three of his legs had been broken.
Definition survive (v.): to continue to live
5. Instruct students to share one detail they learned about William with a partner. Then display the Hippopotamus photograph. Instruct students to look closely at the photograph while comparing it to the sculpture.
6. Tell students to consider the information they learned about William and the details in the photograph. Instruct students to remain in place or move to the other side of the room if their opinions have changed based on the new details they learned. Ask these questions:
What details about William do you think are realistic?
What details about William do you think are imaginary?
Language Support
Provide these sentence frames:
• William is realistic because .
• William is imaginary because
Key Ideas
• William is realistic because he has the features of a real hippo.
• William is imaginary because he is a small, blue sculpture.
• William is imaginary because he was magical.
7. Explain that both the realistic and imaginary details about William are important. Studying the details of William explains a lot about hippos and ancient Egyptians. Tell students that they will now discuss how these details show the importance of studying animals.
8. Introduce the learning task. Instruct students to Mix and Mingle to answer these questions:
What did you learn about hippos by studying William?
What details make you say that?
Differentiation Support
• What does William teach you about animal features?
• What do the details of the sculpture teach about the importance of animals to ancient Egyptians?
Analyze Student Progress
Monitor: Do students share an example of what they learned about hippos by studying William?
Offer Immediate Support: If students need additional support sharing what they learned about hippos, instruct them to point to one detail and describe what that detail shows about hippos.
Plan Future Practice: Students practice expressing what they learned about a work of art in module 3.
9. Invite students to share their responses.
Key Ideas
• Hippos spend much of their time in water.
• Hippos have been living for thousands of years.
• Ancient Egyptians believed hippos were dangerous and powerful.
10. Display the image of William alongside Young Hare. Facilitate a brief discussion to compare and contrast the two works of art. Ask these questions:
What do these two works of art have in common?
What is different about the two works of art?
Key Ideas
• Both works of art show animals.
• Artists created both works of art a very long time ago.
• William is a sculpture, and Young Hare is a painting.
• The lines in Young Hare create a realistic work of art, and the lines in William show imaginary details.
11. Emphasize that artists have created works of art featuring animals for a very long time, and these works of art continue to fascinate and delight viewers today. In many cases, works of art featuring animals provide details about the time and place when the artist lived, in addition to teaching about the featured animals.
LAND
5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and ask this question:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about text features?
• What did you learn from the book What Do You Do with a Tail Like This?
• What did you learn to do?
2. Facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Direct students to the Gallery for “Adaptations,” located in the Learn book, to encourage them to make connections between the world knowledge in the text and the video.
3. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.1 Comprehension and Evidence: MM.1.1.B, MM.1.1.C
MM.4.1 Individuals, Events, and Ideas: MM.4.1.B
MM.7.1 Structure: MM.7.1.E
MM.12.1 Complexity, Diversity, and Genre: MM.12.1.B, MM.12.1.B.b, MM.12.1.C, MM.12.1.C.b, MM.12.1.C.c
BU Build Understanding
BU.1.1 Inquiry and Credibility: BU.1.1.C
BU.2.1 Discovery and Evidence
BU.3.1 Conversation and Collaboration: BU.3.1.A
BU.4.1 Expression
DF Develop Foundations
DF.6.1 Foundational Writing: DF.6.1.B
DM Develop Metacognition
DM.1.1 Content Stages: DM.1.1.C
DM.3.1 Schema Building
Lesson 11
Essential Question | What do people learn by studying animals?
Content Framing Question | Know: How do these texts build our knowledge?
OVERVIEW Preview
In this Know lesson, students listen to a reading of the article “Don’t Eat Me!” to deepen their knowledge about how animals use their unique features to survive. Reading more about animal features prepares students to orally express their new knowledge in an expanded sentence. During writing instruction, students learn about verbs by acting out complete sentences. This prepares students to identify verbs in a sentence and use a verb to describe how an animal uses its features.
Learning Goals
Expand a sentence to form a knowledge statement about animal defenses.
LEARNING TASK: Form a knowledge statement that describes how animals use their features to survive.
Build knowledge about verbs.
LEARNING TASK: Write a verb that describes how an animal uses one of its features.
Vocabulary
predator (n.)
surroundings (n.) verb (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Describe Connections Between Texts
• Respond: Expand a Sentence
• Write: Build Knowledge About Verbs
LAND
Synthesize Learning
Materials
TEACHER
• What Do You Do with a Tail Like This?
• “Don’t Eat Me!” (digital platform)
• Knowledge Cards: predator, surroundings
• class Wonder Wheel (Reference Charts appendix)
STUDENTS
• “Don’t Eat Me!” (Learn book)
• note cards
Preparation
• Determine how to display the class knowledge web. See the Read section for details.
• Determine how to display a sample complete sentence about animal features. See the Respond section for details.
• Determine how to display the sample sentences for noun and verb identification. See the Write section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display What Do You Do with a Tail Like This? and “Don’t Eat Me!”
2. Display and Echo Read the Content Framing Question: How do these texts build our knowledge?
3. Tell students that they will make connections between What Do You Do with a Tail Like This? and the article “Don’t Eat Me!” and discuss how animals use their features to survive.
LEARN
53 minutes
Read | Describe Connections Between Texts | 17 minutes
1. Read aloud the portion of pages 14–15 from “If you’re a skunk” to “a nasty sting” in What Do You Do with a Tail Like This? Instruct students to Think–Pair–Share to answer this question: How do these animals protect themselves?
Key Ideas
• Skunks spray a stinky smell from their tails.
• A lizard’s tail breaks off so that it can get away.
• Scorpions sting with their tails.
2. Explain that animals use their features in unique ways to protect themselves from predators. Introduce the vocabulary term predator by displaying the Knowledge Card. Engage students in the Vocabulary Exploration routine.
3. Tell students that they will read an article and observe the photographs to learn about ways other animals protect themselves.
Definition
predator (n.): an animal that hunts other animals for food
4. Direct students to “Don’t Eat Me!,” located in the Learn book. Read aloud the article. Pause after each page and ask this question:
How do different animals protect themselves?
Language Support
Based on your students’ needs, pause to define select terms with a synonym (e.g., leaks, spines, surrounds).
Key Ideas
• The skink’s tail breaks off.
• Hedgehogs’ bodies have prickly spines, and can roll up into a ball.
• Basilisk lizards use their feet to run on water.
5. Direct attention to the photograph of the treefrog in the article, and ask this question:
How is the treefrog protecting itself?
6. Reinforce the correct response: The treefrog is using camouflage to blend in with its surroundings. Introduce the vocabulary term surroundings by displaying the Knowledge Card. Engage students in the Vocabulary Exploration routine.
7. Tell students that they will now think about connections between the article and What Do You Do with a Tail Like This? Ask this question:
What about the article reminds you of What Do You Do with a Tail Like This?
Differentiation Support
• What similarities do you see in the illustrations and photographs?
Key Ideas
• The article and book both show animals with many of the same features as people.
• The article and book both show animals using their unique features in different ways.
Definition surroundings (n.): the places, conditions, or objects that are around someone or something
• The animals in both texts use their features to protect themselves and to survive in their environments.
8. Start a class knowledge web by writing the phrase animal features for protection in the center of a sheet of chart paper. Tell students that you will add words and phrases to the web as they share what they know about how animals use their features for protection.
9. Instruct students to Think–Pair–Share to answer these questions:
What features do animals use to protect themselves?
How do these features work?
Differentiation Support
• What features did you learn about in the book?
• What features did you learn about in the article?
Key Ideas
• An armadillo’s armor is strong and made of bone.
• Meerkats watch for enemies from high places and warn others when danger is near.
• Treefrogs use camouflage to blend in with their surroundings.
10. As students share, add words and phrases to the knowledge web around the central phrase. Draw a line between the words and phrases to signify the connections between ideas.
Respond | Expand a Sentence | 18 minutes
1. Explain that students will practice expanding a sentence to include more detail. Reinforce that when students include more detail in a sentence, they are able to share more of their knowledge with others.
2. Think aloud to model sharing a knowledge statement using a complete sentence, based on responses from the knowledge web.
Sample Think Aloud
I want to extend a sentence to share my knowledge about animals. The subject of my sentence is animals. What details can I add from the knowledge web to extend the sentence? I could say, “Animals stay safe.”
3. Display and read aloud the model sentence: Animals stay safe. Circle animals and remind students that it is the subject. Instruct students to use a nonverbal signal (e.g., a thumbs-up or thumbs-down) to respond to this question:
Is this a complete sentence?
4. Reinforce the correct response: This is a complete sentence because it has a subject and a predicate. Emphasize that although this is a complete sentence, it could include more knowledge about animals.
5. Remind students of their work expanding sentences about elephants by responding to the question word what. Tell students that today they will expand a sentence to include more detail by responding to the question word how.
6. Read aloud the sentence: Animals stay safe. Think aloud to model how to ask a question that starts with how.
7. Introduce the learning task. Echo Read this sentence: Animals stay safe. Tell students that they will expand the displayed sentence to express their knowledge about how animals stay safe. Instruct them to Mix and Mingle to answer this question: How do animals stay safe?
Analyze Student Progress
Monitor: Do students demonstrate understanding of how animals use their features to stay safe?
Offer Immediate Support: If students need additional support expanding a sentence into a knowledge statement, read aloud words from the knowledge web to reinforce connections to animal survival.
Plan Future Practice: Students practice expanding sentences to form knowledge statements in lesson 16.
Sample Think Aloud
“Animals stay safe” is a complete sentence, but I want to include more detail. I can ask a question: How do animals stay safe? Animals stay safe by hiding. I expanded my sentence by including how animals stay safe.
8. Reinforce key ideas.
Key Ideas
• Animals stay safe by using poison to attack predators.
• Animals stay safe by using camouflage to blend in with their surroundings.
• Animals stay safe by spraying attackers with a stinky spray.
Differentiation Challenge
To encourage students to synthesize module knowledge, instruct them to categorize the information they learned about animals into features that protect animals, features that help them eat, and features that help them move.
9. Display the class Wonder Wheel and direct attention to how. Emphasize that how questions often add details that describe the way something is done.
Write | Build Knowledge About Verbs | 18 minutes
1. Remind students that knowledge statements allow them to share the knowledge they gained about a topic. Explain that students will now use what they know about animal features as they learn about verbs.
2. Display these sentences:
• The goat jumps from rock to rock.
• A gecko walks with sticky feet.
• Bats fly in the dark.
3. Remind students that they previously learned about nouns. Ask this question: What is a noun?
4. Reinforce the correct response: A noun is a word that identifies a person, a place, or a thing. Read aloud each sentence, and invite students to identify the nouns in the sentences. As students identify the nouns, circle them.
5. Direct attention to the first sentence and read it aloud: The goat jumps from rock to rock. Emphasize that goat is a noun and it is also the subject of the sentence. Instruct students to act out what the goat is doing in the sentence.
6. Introduce the vocabulary term verb. Say the term aloud, and instruct students to repeat it. Define the term. Reinforce that jumps is the action in this sentence: The goat jumps from rock to rock.
7. Underline the verb jumps. Read aloud the remaining two sentences. Instruct students to act out the sentences and identify the verbs. Underline the verbs as students identify them.
8. Instruct students to share a sentence with a partner about how a different animal uses its features. Instruct them to identify the verb in their partner’s sentence.
9. Introduce the learning task. Distribute one note card to each student. Instruct them to write a verb that describes how an animal uses one of its features.
Differentiation Support
• What do the animals in the book or article use their features to do?
• How might an animal use its features?
Analyze Student Progress
Monitor: Do students identify a verb to describe how the animal uses its feature?
Offer Immediate Support: If students need additional support writing a verb, instruct them to look through What Do You Do with a Tail Like This? or “Don’t Eat Me!” and orally describe the actions of one animal before writing.
Plan Future Practice: Students practice identifying verbs in lesson 21.
Definition verb (n.): a word that expresses an action
10. If time allows, instruct students to turn over their note card so their verb is not visible. Instruct them to take turns acting out their verbs with a new partner. Without telling their partner what their verb is, invite students to guess the verb their partner is acting out.
11. Reinforce that a verb is a word that expresses an action. Tell students that they will continue learning about nouns and verbs in upcoming lessons.
LAND 5 minutes
Synthesize Learning
1. Direct attention to both knowledge charts. Read aloud a few knowledge statements.
2. Ask this question: What did you learn about animal features?
3. Facilitate a brief discussion to help students integrate the knowledge they built during the past several lessons.
4. Ask this question: How does your new knowledge show the importance of studying animals?
5. Use responses to reinforce these Knowledge Threads:
• People learn about animal features by making observations and asking questions.
• Animals use their unique features to help them survive in their environments.
6. Tell students that they will continue building their knowledge as they study a new text in the next lesson.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.1 Comprehension and Evidence: MM.1.1.B, MM.1.1.C
MM.9.1 Media: MM.9.1.B
MM.11.1 Connections: MM.11.1.B
MM.12.1 Complexity, Diversity, and Genre: MM.12.1.B, MM.12.1.B.b
CP Compose and Present Content
CP.5.1 Language: CP.5.1.A
BU Build Understanding
BU.1.1 Inquiry and Credibility: BU.1.1.A
BU.2.1 Discovery and Evidence
BU.3.1 Conversation and Collaboration: BU.3.1.A
BU.4.1 Expression
DF Develop Foundations
DF.6.1 Foundational Writing: DF.6.1.B
DF.10.1 Verbs: DF.10.1.B
DF.13.1 Sentence Construction: DF.13.1.A
DM Develop Metacognition
DM.1.1 Content Stages: DM.1.1.E
DM.3.1 Schema Building
DM.4.1 Reflection and Evaluation
Lesson 12
Essential Question | What do people learn by studying animals?
Content Framing Question | Wonder: What do I notice and wonder about this text?
OVERVIEW
Preview
In this Wonder lesson, students listen closely to the first reading of Dear Treefrog and share what they notice and wonder. This work prepares students to write a question about what they notice, using a complete sentence. During writing instruction, students learn about informative writing by examining the Informative Paragraph Sandwich and a writing model. This prepares students to identify evidence sentences in the writing model.
Learning Goals
Wonder about Dear Treefrog.
LEARNING TASK: Write one question about something you notice about Dear Treefrog.
Identify the function of evidence in an informative paragraph.
LEARNING TASK: Explain how to identify the evidence sentences in the informative writing model.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Listen Closely to Dear Treefrog
• Respond: Write Questions About the Text
• Write: Identify Evidence Sentences
LAND
Reflect on Learning
Materials
TEACHER
• Dear Treefrog
• class Wonder Chart for Dear Treefrog (Learn book)
• writing prompt and model for module 2
• class Informative Paragraph Sandwich (Reference Charts appendix)
STUDENTS
• Dear Treefrog
• Wonder Chart for Dear Treefrog (Learn book)
• Writing Model for Module 2 (Learn book)
• crayons
Preparation
• Dear Treefrog is an unpaginated text. Number your text; begin with the title page as page 1. Pages on the left will be even, and pages on the right will be odd.
• Prepare a duplicate of the Wonder Chart for Dear Treefrog from the Learn book. During instruction, display the class chart to add responses to it. See the Respond section for details.
• Determine how to display the writing prompt and model for module 2. See the Write section for details. Students continue working with the prompt and model throughout the module.
• Prepare a duplicate of the Informative Paragraph Sandwich from the Reference Charts appendix. See the Write section for details. Save the chart to use throughout module 2.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Dear Treefrog.
2. Display and Echo Read the Content Framing Question: What do I notice and wonder about this text?
3. Introduce Dear Treefrog by reading aloud the title, author, and illustrator. Tell students that they will listen to the entire story and share what they notice and wonder about the book.
LEARN 53
minutes
Read | Listen Closely to Dear Treefrog | 17 minutes
1. Remind students that noticing and wondering about a text helps readers understand the story or information.
2. Instruct students to look closely at the front cover of the text. Invite a few students to share something they notice or wonder about the front cover. Instruct students to give a nonverbal signal (e.g., a thumbs-up) when they hear an idea like their own.
3. Read Dear Treefrog (except the appendix). Pause only to clarify details necessary for general understanding.
Language Support
Based on your students’ needs, pause to define select terms with a synonym (e.g., hibernate, lonely, patient). Use subsequent readings to reinforce synonyms for the terms you selected.
Teacher Note
For ease of use, we refer to the section titled “More About Treefrogs and How to Welcome Them” as the text’s appendix.
4. Instruct students to Mix and Mingle to answer this question:
What do you notice and wonder about Dear Treefrog?
Differentiation Support
• Did you hear any new words?
• What do you notice in the illustrations?
• What questions do you have about the words and illustrations?
Teacher Note
As students share what they notice and wonder, listen for evidence of the knowledge and skills they built in previous lessons. In addition, listen for connections among ideas in the texts as the module progresses. Use the information you gather to prepare for subsequent lessons with this text.
Respond | Write Questions About the Text | 18 minutes
1. Explain that as readers explore a text, they become curious about what they notice, so they ask questions about the text. Remind students that they can keep track of their questions by writing them down.
2. Display the class Wonder Chart for Dear Treefrog.
3. Direct attention to the text. Turn the pages from the beginning of the text and pause on pages 14–15. Think aloud to model how to ask a question about something you notice. Write the question on the class Wonder chart.
4. Direct attention to the question mark at the end of the sentence you added to the class Wonder chart. Emphasize that the question mark helps readers know that the sentence is a question.
5. Distribute the text to groups. Instruct students to explore the book and identify a place in the text that makes them want to ask a question. Invite students to share a question they have with their group.
Sample Think Aloud
What part of the book do I have a question about? On this page, I notice an animal is growing legs. I want to know more about what I notice. Why do treefrogs grow legs? Now I can write my question on the chart. I start with the question word why and end my sentence with a question mark.
6. Introduce the learning task. Direct students to the Wonder Chart for Dear Treefrog, located in the Learn book. Instruct them to write a question about something they notice in the text.
Analyze Student Progress
Monitor: Do students share at least one question about something they notice in Dear Treefrog?
Offer Immediate Support: If students need additional support asking questions about something they notice, revisit pages 2–3, instruct them to point to one thing they notice, and then prompt them to begin their question by using a question word, such as why.
Plan Future Practice: Students practice asking questions about Feathers in lesson 17.
Teacher Note
In this lesson, students write questions about something they notice in the text. Model how to use a question mark, and briefly explain its purpose; however, this lesson’s instruction does not focus on question marks. Students continue to practice using question marks in module 3.
7. Invite a few students to share their responses.
8. Explain that asking a question may lead students to other questions they have. Invite students to share any additional questions they have about the text. Add the questions to the class Wonder chart.
Write | Identify Evidence Sentences | 18 minutes
1. Explain that authors write texts that tell stories or give information. Tell students that throughout module 2 they will work on informative writing, or writing that provides information about a topic. As with narrative writing, they will think about the new knowledge they gain from reading. Students will apply their knowledge to their writing.
2. Tell students that they will examine a writing prompt and model to learn more about the structure of an informative paragraph. Explain that a paragraph is a group of connected sentences about one topic. Echo Read the prompt: Write a paragraph to tell about two features that help keep a giraffe safe. Then read aloud the writing model for module 2.
Writing Model
The giraffe uses its features to be safe. It has back legs that can kick to keep other animals away. It has a tail that can brush insects off its back. These features help keep the giraffe safe.
Differentiation Challenge
The writing model for module 2 provides an example of an on-target response. Some students will be able to write advanced responses to Module Task 1. For example, they may be able to show additional knowledge of how features help keep a treefrog safe and add details to explain their evidence. See the Assessment Guide for more information, including an example of an advanced response.
3. Instruct students to Think–Pair–Share to answer this question: What did you learn from this informative paragraph?
Key Ideas
• A giraffe uses its features to stay safe.
• The back legs of a giraffe kick to keep other animals away.
• The tail of a giraffe brushes insects off its back.
4. Explain that an informative paragraph is like a sandwich. Display the class Informative Paragraph Sandwich. Echo Read each component of the sandwich: focus, evidence, and conclusion. Define each component:
• focus—tells the focus of the paragraph
• evidence—uses details from the text to support the focus
• conclusion—restates the focus of the paragraph
Teacher Note
The Informative Paragraph Sandwich is a concrete representation of an informative paragraph, including individual parts and their sequential organization. Using this structure helps students organize their thinking and communicate it clearly and effectively in writing. This structure evolves as students learn to write multi-paragraph essays.
5. Explain that the focus and the conclusion hold the paragraph together, like the bread of a sandwich. Inside the paragraph is the evidence. Just like the fillings of a sandwich, the evidence provides information that makes the paragraph interesting.
6. Direct attention to the writing model, and read aloud the first sentence: “The giraffe uses its features to be safe.” Emphasize that this sentence is the focus sentence, and it tells that the paragraph is about a giraffe’s features.
7. Instruct students to listen to the model paragraph and use a nonverbal signal (e.g., pointing to their ears) when they hear evidence about how a giraffe uses its features to keep safe. Reread the writing model, then ask this question:
Which sentences provide evidence to support the focus?
8. Reinforce the correct response: The second and third sentences provide evidence to support the paragraph’s focus.
9. Direct students to the Writing Model for Module 2, located in the Learn book. Instruct them to use a crayon to annotate the evidence sentences by underlining them.
10. Introduce the learning task. Instruct students to Think–Pair–Share to answer this question:
How do you know that these sentences are the evidence sentences?
Analyze Student Progress
Monitor: Do students demonstrate understanding of the role of evidence sentences in an informative paragraph?
Offer Immediate Support: If students need additional support explaining how they identified the evidence sentences, instruct them to first identify the focus of the paragraph and then explain how the evidence sentences connect to the focus.
Plan Future Practice: Students practice identifying evidence to support a paragraph’s focus in lesson 13.
11. Tell students that in the following lesson they will begin collecting evidence to complete their informative paragraphs.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about informative paragraphs?
• What did you learn from the book Dear Treefrog?
• What did you learn to do?
2. Facilitate a brief discussion to help students articulate the knowledge they built during the lesson.
3. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts MM.1.1 Comprehension and Evidence: MM.1.1.A, MM.1.1.C MM.12.1 Complexity, Diversity, and Genre: MM.12.1.A, MM.12.1.A.b
Essential Question | What do people learn by studying animals?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW Preview
In this Organize lesson, students listen closely to a second reading of Dear Treefrog and identify the story elements. Students organize the elements of the story by adding them to a story map and retelling the story with a partner. During writing instruction, students look closely at the writing prompt for Module Task 1. Students begin to plan a response for Module Task 1 by collecting evidence that demonstrates how treefrogs’ features help them stay safe.
A Prologue to lesson 13 is available for students who need additional support.
Learning Goals
Retell Dear Treefrog.
LEARNING TASK: Retell Dear Treefrog, including the characters, setting, problem, and solution.
For Module Task 1, collect evidence about features that help keep a treefrog safe.
LEARNING TASK: For Module Task 1, write two pieces of evidence on an informative writing planner.
Vocabulary
shy (adj.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Identify Story Elements
• Respond: Retell Dear Treefrog
• Write: Collect Evidence
LAND
Reflect on Learning
Materials
TEACHER
• Dear Treefrog
• class Story Map for Dear Treefrog
• class Informative Paragraph Sandwich (Reference Charts appendix)
• writing prompt for module 2 (lesson 12)
• class Informative Writing Planner for Module Task 1 (Learn book)
STUDENTS
• Dear Treefrog
• character, setting, problem, and solution story stones
• sticky notes
• Informative Writing Planner for Module Task 1 (Learn book)
Preparation
• Make a class Story Map for Dear Treefrog. See the Read section for details.
• Gather one set of character, setting, problem, and solution story stones for each student.
• Determine how to display the writing prompt. See the Write section for details. Students continue working with the prompt throughout arc C.
• Prepare a duplicate of the Informative Writing Planner for Module Task 1 from the Learn book. During instruction, display this class planner to model how to add evidence to it. See the Write section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Dear Treefrog.
2. Display and Echo Read the Content Framing Question: What is happening in this text?
3. Tell students that they will identify the story elements in Dear Treefrog to help them retell what is happening in the story.
LEARN
53 minutes
Read | Identify Story Elements | 20 minutes
1. Remind students that some books tell stories and other books give information. Explain that Dear Treefrog is unique because it tells a story and gives readers information.
2. Display the class Story Map for Dear Treefrog. Remind students that a story map helps readers organize the important parts of a story.
3. Distribute a set of character, setting, problem, and solution story stones to each student. Echo Read the name of each story element on the class story map as students raise the corresponding story stone.
4. Distribute the text to groups. Invite students to look closely at the illustrations on pages 2–3 and 4–5. Tell students to listen to the story and raise a story stone each time they hear a new story element.
5. Read aloud page 4, starting with “I See You.” Look for students to raise their character and setting story stones. Then instruct them to Think–Pair–Share to answer these questions:
Who are the characters?
What is the setting?
Key Ideas
• character: a girl
• character: a treefrog
• setting: a new home
Teacher Note
If time allows as students respond, add the story elements to the class story map. Alternatively, add the story elements to the map before the lesson and then reveal them as students identify each element.
In previous arcs, students completed their own copies of story maps. In this lesson, students instead contribute to a class story map to give them more time to examine and discuss story elements before retelling the story later in the lesson.
6. Direct attention to the illustration of the girl on page 5. Instruct students to act out the girl’s actions. Ask this question:
How do you think the girl feels?
Key Ideas
• She might be feeling scared.
• The girl looks like she might feel nervous and shy.
• The girl looks like she feels uncomfortable.
7. Emphasize that the girl feels shy. Introduce the vocabulary term shy. Say the term aloud, and instruct students to repeat it. Define the term.
Differentiation Challenge
To expand students’ vocabulary use, instruct them to generate a list of antonyms for shy with a partner. Invite students to consider how the story would be different if the girl were not shy.
8. Continue reading aloud from page 6, starting with “So Still you,” and ending on page 8 with “dip and sway” (do not include the informational captions). Ask this question:
What is the problem in the story?
Differentiation Support
• What do you know about the girl?
• What do you know about the setting?
• How does the girl feel at this part of the story?
Key Ideas
• The girl is in a new place where she does not know anyone.
• The girl has not made any friends.
• The girl feels lonely.
9. Add the problem to the class story map by summarizing responses: A girl moves to a new home and feels lonely because she has not met any friends.
10. Tell students to continue listening closely to the story to identify additional story elements. Continue reading aloud from page 10, starting with “To find you,” and ending on page 29 with “and say hello.” Pause to allow students to identify the following story elements by holding up the corresponding story stones. Add these elements to the class story map.
• setting: school
• character: a boy
Definition
shy (adj.): feeling nervous and uncomfortable about meeting and talking to people
11. Continue reading aloud the remainder of the story from page 30, starting with “Dear Treefrog here.” Look for students to raise their solution story stone. Read aloud the problem of the story on the class story map, and ask this question:
What is the solution?
Differentiation Support
• How does the girl solve the problem?
• What does the girl do to feel less lonely?
• How does the girl feel by the end of the story?
Key Ideas
• The girl spends time observing the treefrog.
• The girl becomes comfortable inviting kids to her new home.
• The girl meets a boy, and they become friends.
12. Add the solution to the class story map by summarizing responses: The girl meets a treefrog. Spending time observing the treefrog helps her feel comfortable making a new friend.
13. Form small groups. Distribute four sticky notes to each group, and instruct groups to quickly sketch one story element symbol on each sticky note. Instruct students to revisit the text and illustrations and to annotate each story element by placing the sticky note on the page where the story element first appears.
Respond | Retell Dear Treefrog | 16 minutes
1. Tell students that now that they have identified the most important characters in the story, they will determine which character is the main character. Ask this question:
Who is the book mostly about?
2. Reinforce the correct response: The book is mostly about a girl. Place a star next to a girl on the class story map to reinforce that the girl is the main character.
3. Explain that by using the story stones and the story map, students identified the important details they need to retell the story. Remind students that retelling shows they understand the story.
4. Remind students that each story stone represents a story element. Instruct students to hold up each story stone when they describe that element of the story. Emphasize that keeping track of story stones will help students include all story elements in their retelling.
5. Introduce the learning task. Instruct students to take turns retelling Dear Treefrog with a partner. Remind them to include all story elements in their retelling.
Language Support
Provide these sentence frames:
• The story starts when .
• The problem is .
• Finally, Analyze Student Progress
Monitor: Do students include all story elements in a retelling of Dear Treefrog?
Offer Immediate Support: If students need additional support retelling the story, direct attention to pages 2–3 and instruct them to begin their retelling by identifying the character and the setting of the story.
Plan Future Practice: Students practice retelling a story of Me … Jane in lesson 25.
6. Reinforce that students used story stones and a story map to organize and retell Dear Treefrog. Remind them that Dear Treefrog is a unique book because it tells a story about a girl and gives readers information about treefrogs. Tell students that they will explore more of the information from the text in the next lesson.
Write | Collect Evidence | 17 minutes
1. Reinforce that just as students organize the information they read, they also organize information to plan for writing. Display the class Informative Paragraph Sandwich, and remind students that in the previous lesson they learned the parts of an informative paragraph: the focus, evidence, and conclusion.
2. Tell students that they will begin to write about treefrogs. Display and Echo Read the writing prompt for Module Task 1: Complete the paragraph about treefrogs. Write about two features that help keep a treefrog safe.
Language Support
To leverage students’ home languages as resources to support learning, allow students to brainstorm and draft by using all their linguistic knowledge.
3. Explain that for the first informative writing task, the focus and conclusion sentences are provided. Students will collect evidence and write evidence sentences to complete the paragraph.
Teacher Note
In this arc, students identify textual evidence to write evidence sentences. The focus sentence and conclusion sentence are provided. In the next arc, students learn to write a focus sentence and conclusion sentence to write a complete informative paragraph.
4. Display the class Informative Writing Planner for Module Task 1. Echo Read the focus sentence for Module Task 1: A treefrog has many features to help keep it safe. Instruct students to Think–Pair–Share to answer this question:
What is this paragraph mostly about?
Key Ideas
• a treefrog’s features
• features that keep a treefrog safe
5. Direct attention to the Informative Paragraph Sandwich to emphasize that evidence follows the focus sentence. Tell students that they will collect textual evidence from Dear Treefrog about how treefrogs use their features to stay safe.
6. Display Dear Treefrog. Turn the pages from the beginning of the text and pause on pages 30–31. Read aloud page 31, starting with “Treefrogs often climb.” Think aloud to model how to collect evidence and add notes to the class planner.
7. Direct students to the Informative Writing Planner for Module Task 1, located in the Learn book.
8. Tell students that they will listen to sections of the text that include evidence of how a treefrog uses its features to stay safe. Then they will add two evidence notes to their planners. Remind students that when they write notes, they will write short phrases.
9. Distribute sticky notes to students. Instruct students to look closely at the illustrations as you read aloud the following pages. Tell students that as they listen, they will annotate evidence by using a sticky note.
• the portion of page 13 from “Treefrogs’ large eyes” to “movement around them”
• page 25, starting with “Gray treefrogs’ skin”
• page 35, starting with “To endure extreme”
10. Introduce the learning task. Instruct students to review the pages they annotated and add notes to the evidence section of their planners.
Analyze Student Progress
Monitor: Do students add evidence notes about two features that help keep a treefrog safe?
Offer Immediate Support: If students need additional support collecting evidence, direct them to examine the treefrog in the illustration on page 24 and explain why it has different colors. Reread the caption as needed.
Plan Future Practice: Students practice collecting textual evidence in lesson 18.
Sample Think Aloud
I’m looking for evidence that shows how a treefrog uses its features to stay safe. The text says a treefrog uses its sticky toes to climb windows and walls. I’m going to write a quick note: “sticky toes climb.” This note will help me remember important information from the text about a treefrog’s feature and how a treefrog uses this feature.
11. Instruct students to Mix and Mingle to share their evidence. Invite a few students to share their responses.
Key Ideas
• eyes open to catch movement
• skin changes color to hide
• body keeps treefrogs from freezing
12. Add additional notes to the class planner by summarizing responses. Reinforce that the evidence supports the focus of the paragraph by describing how a treefrog’s features keep it safe.
13. Remind students that the last part of the informative paragraph is the conclusion. The conclusion sentence is provided for this paragraph. Echo Read the conclusion sentence on the class planner: These features help keep a treefrog safe. Emphasize that the conclusion sentence restates the focus of the paragraph.
LAND
5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about collecting evidence?
• What did you learn from the book Dear Treefrog?
• What did you learn to do?
2. Facilitate a brief discussion to help students articulate the knowledge they built during the lesson.
3. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.1 Comprehension and Evidence: MM.1.1.A, MM.1.1.C
MM.3.1 Summary: MM.3.1.A
MM.4.1 Individuals, Events, and Ideas: MM.4.1.A
MM.9.1 Media: MM.9.1.A
MM.12.1 Complexity, Diversity, and Genre: MM.12.1.A, MM.12.1.A.b
CP Compose and Present Content
CP.1.1 Genre: CP.1.1.B, CP.1.1.H
CP.2.1 Planning: CP.2.1.D
CP.3.1 Content: CP.3.1.A, CP.3.1.A.b, CP.3.1.A.d
CP.5.1 Language: CP.5.1.A
BU Build Understanding
BU.1.1 Inquiry and Credibility: BU.1.1.A, BU.1.1.C
BU.2.1 Discovery and Evidence
BU.3.1 Conversation and Collaboration: BU.3.1.A
BU.4.1 Expression
DF Develop Foundations
DF.6.1 Foundational Writing: DF.6.1.B
DM Develop Metacognition
DM.1.1 Content Stages: DM.1.1.B
DM.2.1 Comprehension Monitoring
DM.3.1 Schema Building
Lesson 14
Essential Question | What do people learn by studying animals?
Content Framing Question | Reveal: What does a deeper look at text features reveal?
OVERVIEW Preview
In this Reveal lesson, students examine the captions in Dear Treefrog to gain additional knowledge about treefrogs. This prepares students to describe how a treefrog adapts to its surroundings. During writing instruction, students practice converting an evidence note from their informative writing planner into a complete sentence. This prepares students to write two complete evidence sentences for Module Task 1.
A Prologue to lesson 14 is available for students who need additional support.
Learning Goals
Examine the captions in Dear Treefrog to describe how a treefrog adapts to its surroundings.
LEARNING TASK: Write one sentence to explain how a treefrog adapts to its surroundings.
For Module Task 1, draft evidence sentences to complete an informative paragraph.
LEARNING TASK: For Module Task 1, write two evidence sentences about features that help keep a treefrog safe.
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Dear Treefrog.
2. Display and Echo Read the Content Framing Question: What does a deeper look at text features reveal?
3. Tell students that they will look closely at how one text feature, the captions, in Dear Treefrog helps readers build knowledge about a treefrog’s unique features.
LEARN
53 minutes
Read | Examine the Captions in Dear Treefrog | 18 minutes
1. Remind students that they examined text features, such as the appendix, in What Do You Do with a Tail Like This? Remind them that Dear Treefrog is a book that tells a story and gives readers information. Reinforce that text features provide information about a topic.
Teacher Note
This lesson focuses on information in the captions. If time allows, direct attention to the poem titles throughout the text. Explain that the titles help the reader understand the connection between seasonal changes and changes in the treefrog and its environment.
2. Direct attention to the caption on page 35. Explain that a caption is the text near an illustration or photograph that gives more information about an image.
3. Tell students that they will examine how the captions in the text help build knowledge about treefrogs. Read aloud page 35, starting with “To endure extreme.” Think aloud to model how to describe the information in the caption.
Sample Think Aloud
The caption teaches that treefrogs’ bodies produce a chemical in extreme cold to help them adapt to their surroundings.
4. Introduce the vocabulary term adapt. Say the term aloud, and instruct students to repeat it. Define the term.
5. Direct attention to page 35. Instruct students to Think–Pair–Share to answer this question:
What does the caption teach about how a treefrog adapts to its surroundings?
Differentiation Support
• What has changed about the treefrog’s surroundings in this part of the text?
• What happens to the treefrog as its surroundings change?
• How does adapting make it easier for treefrogs to live?
6. Reinforce the correct response: A treefrog’s body produces a chemical that helps it adapt to and survive extreme cold.
Respond | Describe How a Treefrog Adapts | 17 minutes
1. Emphasize that captions give readers more information about an image to help them better understand the text. Tell students that they will examine another caption from the text to learn more about how a treefrog adapts to its surroundings.
2. Direct attention to pages 24–25. Read aloud page 25, starting with “Gray treefrogs’ skin.” Ask this question:
How do the treefrog’s surroundings change?
3. Reinforce the correct response: The treefrog’s surroundings change from tree bark to leaves and then to stone.
4. Direct students to Treefrog Adaptations, located in the Learn book. Distribute crayons, and instruct students to color the second image of the treefrog to show what it looks like after its surroundings change.
Definition adapt (v.): to change so that it is easier to live in a particular place or situation
5. Introduce the learning task. Instruct students to write one sentence on the Treefrog Adaptations page to explain how a treefrog adapts to its surroundings on pages 24–25.
Analyze Student Progress
Monitor: Do students explain one way a treefrog adapts to its surroundings?
Offer Immediate Support: If students need additional support describing how a treefrog adapts, direct attention to the illustration on page 24 and instruct students to point to the images of the treefrog while orally describing how the treefrog adapts.
Plan Future Practice: Students discuss how animals use their features to survive in Feathers in lesson 18.
6. Invite a few students to share their responses. Then instruct students to Think–Pair–Share to answer these questions:
How does adapting make it easier for the treefrog to live?
How does the illustration help you understand the caption?
Key Ideas
• Camouflage makes it easier to hide from predators and other animals.
• The illustration shows how the treefrog’s skin changes from gray on the stone to green on the leaf to brown on the tree bark.
7. Emphasize that the treefrog adapts to make it easier to live in its surroundings, or its environment. Introduce the vocabulary term environment by displaying the Knowledge Card. Engage students in the Vocabulary Exploration routine.
8. Tell students that in the next lesson they will build on their knowledge of how a treefrog adapts to its environment to better understand how the girl in Dear Treefrog adapts to her new surroundings.
Definition environment (n.): the natural world
Write | Write Evidence Sentences | 18 minutes
1. Reinforce that a treefrog adapts to its environment to stay safe. Remind students that in the previous lesson they identified textual evidence to include in an informative paragraph about the features of a treefrog.
2. Display and read aloud the writing prompt for Module Task 1: Complete the paragraph about treefrogs. Write about two features that help keep a treefrog safe.
3. Display the class Informative Writing Planner for Module Task 1. Read aloud the example evidence note: sticky toes climb. Explain that writers use notes to keep track of ideas as they plan their writing and then expand their notes to write complete sentences in a paragraph.
4. Instruct students to Think–Pair–Share to answer these questions: What can we add to this note to make it a complete sentence?
Whose sticky toes climb?
5. Think aloud to model how to convert the note into a complete evidence sentence.
6. Direct students to the Informative Writing Planner for Module Task 1, located in the Learn book. Instruct them to review their first evidence note.
7. Instruct students to think about information that they can add to convert their first note into a complete sentence. Instruct them to orally rehearse their sentences with a partner.
Language Support
Provide this sentence frame: A treefrog uses its to .
Sample Think Aloud
On the evidence organizer, I see the words sticky toes and climb. I want the reader to know that treefrogs use their sticky toes to climb. I can write this sentence: “Treefrogs use their sticky toes to climb.” This sentence names a feature and provides evidence that tells how the feature helps keep the treefrog safe.
8. Direct students to Module Task 1, located in the Learn book. Remind students that the focus and conclusion sentences are provided for the Module Task 1 response. Tell students that they will complete the paragraph by adding their evidence.
9. Introduce the learning task. Instruct students to write two complete evidence sentences for Module Task 1 that describe how a treefrog’s features keep it safe.
Analyze Student Progress
Monitor: Do students convert their notes into evidence sentences that describe two features that help keep a treefrog safe?
Offer Immediate Support: If students need additional support writing complete sentences, instruct them to return to the illustration where they found their textual evidence in Dear Treefrog and orally describe how the treefrog uses the feature before writing it down.
Plan Future Practice: Students practice converting notes into complete sentences in lesson 20.
10. Invite a few students to share their evidence sentences.
11. Tell students that in the next lesson they will have an opportunity to reread and edit their writing.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about the term environment?
• What did you learn from the book Dear Treefrog?
• What did you learn to do?
2. Facilitate a brief discussion to help students articulate the knowledge they built during the lesson.
3. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.1 Comprehension and Evidence: MM.1.1.B, MM.1.1.C
MM.4.1 Individuals, Events, and Ideas: MM.4.1.B
MM.5.1 Vocabulary: MM.5.1.A
MM.7.1 Structure: MM.7.1.E
MM.8.1 Point of View, Perspective, and Purpose: MM.8.1.B
MM.9.1 Media: MM.9.1.B
MM.12.1 Complexity, Diversity, and Genre: MM.12.1.B, MM.12.1.B.b
CP Compose and Present Content
CP.1.1 Genre: CP.1.1.B, CP.1.1.H
CP.3.1 Content: CP.3.1.A, CP.3.1.A.b, CP.3.1.A.e
CP.5.1 Language: CP.5.1.A
BU Build Understanding
BU.1.1 Inquiry and Credibility: BU.1.1.A, BU.1.1.C
BU.2.1 Discovery and Evidence
BU.3.1 Conversation and Collaboration: BU.3.1.A
BU.4.1 Expression
DF Develop Foundations
DF.3.1 Phonics and Spelling: DF.3.1.C, DF.3.1.C.c
DF.6.1 Foundational Writing: DF.6.1.B
DF.13.1 Sentence Construction: DF.13.1.A
DM Develop Metacognition
DM.1.1 Content Stages: DM.1.1.C
DM.3.1 Schema Building
Lesson 15
Essential Question | What do people learn by studying animals?
Content Framing Question | Distill: What is a central idea in this text?
OVERVIEW
Preview
In this Distill lesson, students revisit excerpts from Dear Treefrog to discuss what the girl learns while observing the treefrog. Identifying what the girl learns through observation prepares students to discuss a central idea in the text. During writing instruction, students reread their response to Module Task 1. Rereading prepares students to edit their writing for complete sentences.
A Prologue to lesson 15 is available for students who need additional support.
Learning Goals
Determine what the main character in Dear Treefrog learns while observing the treefrog.
LEARNING TASK: During a small group discussion, share one example that demonstrates what the girl learns while observing the treefrog.
In the Module Task 1 response, use complete sentences.
LEARNING TASK: Review the Module Task 1 response for complete sentences.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Prepare for a Discussion
• Respond: Discuss a Central Idea
• Write: Edit for Complete Sentences
LAND
Reflect on Learning
Materials
TEACHER
• Dear Treefrog
• small object (e.g., a ball)
• class Module 2 Editing Reference Chart (Reference Charts appendix)
STUDENTS
• Dear Treefrog
• journal
• Module Task 1 (Learn book, lesson 14)
Preparation
• Choose a small object (e.g., a ball) for students to use as a speaking tool. See the Read section for details.
• Determine how to display the discussion question. See the Read section for details.
• Create a writing sample for students to discuss complete sentences. See the Write section for details.
• Make a class Editing Reference Chart. See the Write section for details and the Reference Charts appendix for a sample. Save this chart to use again throughout the module.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Dear Treefrog.
2. Display and Echo Read the Content Framing Question: What is a central idea in this text?
3. Remind students that in the previous lesson they examined the captions to determine how the treefrog adapts to its surroundings. Explain that today they will take a closer look at the girl’s connection to the treefrog and her surroundings as they discuss the central idea in Dear Treefrog.
LEARN
53 minutes
Read | Prepare for a Discussion | 17 minutes
1. Ask this question: What is a central idea?
2. Reinforce the correct response: A central idea is an important idea or lesson that a reader learns. Tell students that today they will discuss the central idea in Dear Treefrog.
3. Display and Echo Read today’s discussion question: What does the girl learn while observing the treefrog?
4. Remind students that to prepare for a discussion, speakers think about what they want to say and how they want to say it.
5. Introduce the speaking and listening goal for today’s discussion: Take turns with others when speaking. Direct attention to a small object, such as a ball. Explain that students will hold the object when it is their turn to speak so that everyone can hear each other’s ideas clearly. Ask this question:
Why is it important to take turns when speaking?
Key Ideas
• so that everyone has a turn
• to hear what others are saying
• to share ideas without being interrupted
6. Direct attention to the small object (e.g., a ball) you chose as the speaking tool. Ask a question and pass the object to a student before sharing a response. Pass the object to another student and invite them to share a response.
Differentiation Support
Using an object as a speaking tool provides a visual and tactile support that signals whose turn it is to speak. Based on your students’ needs, continue to use the object during group discussions. Remove this support when your students consistently meet the speaking and listening goal of taking turns with others when speaking.
7. Distribute the text to groups. Direct attention to pages 10–11. Instruct students to look closely at the illustrations. Read aloud page 10, starting with “To Find You.” Ask this question:
What does the girl learn while observing the treefrog?
Differentiation Support
• How does the girl change to observe her surroundings?
• Why is the girl making observations this way?
Key Ideas
• The girl learns that she may need to act differently to observe the treefrog.
• She learns how to become calm, like the treefrog.
8. Direct attention to pages 22–23. Invite students to look closely at the illustrations. Read aloud page 22, starting with “Sometimes When I.” Ask this question:
What does the girl learn while observing the treefrog?
Differentiation Support
• What do you notice about the girl’s surroundings?
• How do the girl’s actions help her make observations?
Key Ideas
• She learns to try new things.
• She learns how to notice more of her environment.
9. Direct attention to pages 34–35. Instruct students to look closely at the illustrations. Read aloud page 34, starting with “Like Two Hands.” Direct attention to pages 36–37 and ask this question:
What does the girl learn while observing the treefrog?
Differentiation Support
• Where is the treefrog?
• What are the girl and boy doing in this part of the story?
Key Ideas
• The girl learns to wait for what she wants.
• She learns how to wait patiently to discover what might happen.
10. Direct students to their journals. To help them prepare for the discussion, instruct them to choose one example that shows what the girl learns while observing the treefrog. Tell students to write and draw their example in their journals. Instruct them to refer to their copies of the text as they write and draw their responses.
Respond | Discuss a Central Idea | 18 minutes
1. Remind students of the speaking and listening goal for today’s discussion: Take turns with others when speaking.
2. Instruct students to orally rehearse their example with a partner and to pay attention to whether they are taking turns when speaking.
Language Support
Provide this sentence frame: The girl learns
3. Instruct students to form a circle. Then display the object you will pass around during the discussion.
4. Introduce the learning task. Explain that students will now engage in a discussion about what the girl in the story learns while observing the treefrog. Instruct them to pass around the object to support them with taking turns. Begin the discussion by asking this question:
What does the girl learn while observing the treefrog?
Teacher Note
Use the Module 2 Speaking and Listening Goal Tracker to record student progress toward this goal: Take turns with others when speaking. Students have additional opportunities to demonstrate progress toward this goal throughout the module.
Analyze Student Progress
Monitor: Do students share text-based examples that demonstrate understanding of what the girl learns while observing the treefrog?
Offer Immediate Support: If students need additional support identifying what the girl learns while observing the treefrog, instruct them to listen to the words on page 34 and describe what the girl and boy are doing.
Plan Future Practice: Students practice discussing a central idea in Me … Jane in lesson 27.
5. Reinforce key ideas.
Key Ideas
• The girl learns to become calm and focused while making observations.
• She learns to feel comfortable trying new things.
• The girl learns to examine what is in her surroundings.
• She learns to wait patiently to discover what might happen.
6. Direct attention to the front cover and title of the text. Ask this question: Why is the title Dear Treefrog?
Differentiation Support
• Who is telling the story?
• Why is the treefrog important to the characters in the story?
• What do the other characters learn from the treefrog?
Key Ideas
• The treefrog is important to the girl because it helps her feel comfortable in her new home.
• The girl enjoys observing and learning from the treefrog.
• The girl learns about the treefrog’s unique features through observation.
• The girl appreciates the treefrog because the treefrog helped her find a friend who also enjoys observing nature.
7. Tell students that they will now consider a central, or important, idea from the book. Remind them that to identify a central idea, they must think about how the girl and the treefrog’s story relate to the bigger world beyond the book. By looking at the story in the context of the bigger world, they can think about a lesson from the story that they can apply to their lives.
8. Ask this question:
What does this story teach about change?
Differentiation Support
• How is the treefrog’s story of adapting similar to the girl’s story?
• How can change be difficult for humans and other animals? How can change be helpful?
Key Ideas
• Humans can learn about change by observing others in their surroundings.
• Humans and other animals can adapt to change.
• Change can be hard but can bring new possibilities.
9. Explain that just as animals adapt to their surroundings, humans can also adapt, like the girl in the story adapted to her new environment. By observing their surroundings, people can adapt in ways that help them learn and grow.
10. Instruct students to reflect on how well they met the speaking and listening goal: Take turns with others when speaking. Tell students that they will continue working on this goal in future lessons.
Write | Edit for Complete
Sentences
| 18 minutes
1. Remind students that they just discussed textual evidence of what the girl learns in Dear Treefrog. Now they will take a closer look at their evidence sentences about how treefrogs use their features to stay safe. Tell students that they will edit their evidence sentences to ensure their sentences are complete.
2. Ask this question: What does it mean to edit?
Key Ideas
• to make writing better
• to look back at writing for mistakes
• to fix mistakes
3. Reinforce that to edit means to make changes to correct or improve something.
4. Display and read aloud the writing sample.
Writing Sample use their sticky toes to climb
Teacher Note
The use of a writing sample helps reinforce that a complete sentence includes a subject and predicate. Alternatively, students can examine a response to Module Task 1 to identify and discuss the components of a complete sentence. If you choose to display student work, preselect the student and ask permission to display their work. If the student will read aloud their writing, allow the student to rehearse with a teacher or peer before presenting to the larger group.
5. Remind students that complete sentences include a subject and predicate. Ask this question: What do you notice about this writing sample?
Key Ideas
• It is not a complete sentence.
• The subject is missing.
• It does not tell who or what uses their sticky toes to climb.
6. Reinforce that the writing sample is not a complete sentence. Instruct students to Think–Pair–Share to answer this question:
What can we add to this sentence to make it complete?
Key Ideas
• Add the subject of the sentence.
• Include that treefrogs use their sticky toes to climb.
7. Reinforce that adding the subject treefrogs makes the sentence complete. Write Treefrogs at the beginning of the sentence and read it aloud: Treefrogs use their sticky toes to climb.
8. Display the class Module 2 Editing Reference Chart. Emphasize that writers capitalize the first word in each sentence and include ending punctuation at the end of each sentence.
9. Introduce the learning task. Direct students to Module Task 1, located in the Learn book. Instruct them to reread their responses to Module Task 1 and edit their writing for complete sentences, as needed.
Analyze Student Progress
Following completion of Module Task 1, refer to the Assessment Guide for next steps. Use the information in the guide to provide feedback to students and plan future writing instruction.
10. Invite a few students to share their informative paragraphs. Reinforce that editing makes writing easier to read and understand.
2 Editing Reference Chart
Complete Sentences
Matching Nouns and Verbs
Pronouns
Spelling Dogs run. she he it they run She runs.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about change?
• What did you learn from the book Dear Treefrog?
• What did you learn to do?
2. Facilitate a brief discussion to help students articulate the knowledge they built during the lesson.
3. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.1 Comprehension and Evidence: MM.1.1.A, MM.1.1.C
MM.2.1 Theme and Central Idea: MM.2.1.A
MM.4.1 Individuals, Events, and Ideas: MM.4.1.A
MM.9.1 Media: MM.9.1.A
MM.12.1 Complexity, Diversity, and Genre: MM.12.1.A, MM.12.1.A.b
CP Compose and Present Content
CP.1.1 Genre: CP.1.1.B,CP.1.1.H
CP.3.1 Content: CP.3.1.A, CP.3.1.A.d
CP.5.1 Language: CP.5.1.A
CP.7.1 Editing
CP.8.1 Presentation: CP.8.1.A, CP.8.1.B
BU Build Understanding
BU.1.1 Inquiry and Credibility: BU.1.1.C
BU.2.1 Discovery and Evidence
BU.3.1 Conversation and Collaboration: BU.3.1.A
BU.4.1 Expression
DF Develop Foundations
DF.6.1 Foundational Writing: DF.6.1.B
DF.7.1 Capitalization
DF.8.1 Punctuation: DF.8.1.A
DF.13.1 Sentence Construction: DF.13.1.A
DM Develop Metacognition
DM.1.1 Content Stages: DM.1.1.D
DM.2.1 Comprehension Monitoring
DM.3.1 Schema Building
DM.4.1 Reflection and Evaluation
Lesson 16
Essential Question | What do people learn by studying animals?
Content Framing Question | Know: How does this text build our knowledge?
OVERVIEW Preview
In this Know lesson, students listen to “More About Treefrogs” in the appendix of Dear Treefrog to deepen their knowledge about treefrogs. Learning more about treefrogs prepares students to expand a simple sentence into a knowledge statement. During writing instruction, students learn about determiners. This prepares students to practice using determiners and nouns.
Learning Goals
Expand a sentence to form a knowledge statement about where treefrogs live.
LEARNING TASK: Form a knowledge statement that includes a preposition about where treefrogs live.
Build knowledge about determiners.
LEARNING TASK: Use a determiner to modify a noun in a sentence.
Vocabulary habitat (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Listen Closely to “More About Treefrogs”
• Respond: Expand a Knowledge Statement
• Write: Build Knowledge About Determiners
LAND
Synthesize Learning
Materials
TEACHER
• Dear Treefrog
• class Habitat of a Treefrog chart
• Knowledge Card: habitat
• construction paper of various colors
• tape or glue stick
• sample sentence
• large sticky notes
• class Wonder Wheel (Reference Charts appendix)
• chart paper
STUDENTS
• Dear Treefrog
• sticky notes
Preparation
• Make a class Habitat of a Treefrog chart. See the Read section for details.
• Use construction paper to cut out and create the following images: a few raindrops, green plant leaves, the sun, a tree, a stone, a blue circle to represent water, and a treefrog. See the Read section for details.
• Determine how to display the sample sentence. See the Respond section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Dear Treefrog.
2. Display and Echo Read the Content Framing Question: How does this text build our knowledge?
3. Tell students that in this lesson they will make connections between the main text in Dear Treefrog and the “More About Treefrogs” section at the end of the text.
LEARN
53 minutes
Read | Listen Closely to “More About Treefrogs” | 18 minutes
1. Tell students that they will learn more about where treefrogs live and then discuss how a treefrog’s unique features help it survive in its surroundings.
2. Direct attention to page 40. Read aloud the portion of page 40 from “Where can I” to “and South America.”
3. Distribute the text to groups. Direct attention to the illustrations on pages 40–41. Instruct students to point to something that shows an important part of a treefrog’s environment.
4. Display and Echo Read the title of the class Habitat of a Treefrog chart. Explain that animals’ unique features make it easier for them to adapt and survive in their habitat. Introduce the vocabulary term habitat by displaying the Knowledge Card. Engage students in the Vocabulary Exploration routine.
Definition
habitat (n.): the place where a plant or animal lives or grows
5. Ask this question:
What did you learn in this section of the text about where treefrogs live?
Differentiation Support
• What kind of environment helps a treefrog survive?
• What might you find in a treefrog’s habitat?
Key Ideas
• areas with a lot of trees and leaves
• places with sun and shade
• environments with plants and water, such as tropical jungles
6. If students name a habitat represented by one of the cutouts, then place the cutout on the chart.
Teacher Note
If time allows, invite students to add the images to the chart. Alternatively, use markers to draw pictures on the chart as students share responses.
7. Add the image of the treefrog to the class chart. Instruct students to Think–Pair–Share to answer this question:
How do a treefrog’s unique features help it survive?
Differentiation Support
• What features help a treefrog live in this type of environment?
• How do a treefrog’s features help it adapt to these surroundings?
Key Ideas
• A treefrog has sticky toe pads that help it climb bushes and trees.
• A tadpole swims in water and then grows legs so it can hop on land.
• The plants and trees help a treefrog camouflage itself to blend in with its surroundings.
8. Tell students that they will learn about ways humans can help treefrogs survive. Read aloud the portion of page 40 from “How can we” to “plants, insects, and water.”
9. Ask this question: What did you learn about treefrogs from this section of the text?
Differentiation Support
• What did you learn about the ways humans harm treefrogs?
• What did you learn about why treefrogs are disappearing in some parts of the world?
• What did you learn about the ways humans can protect treefrogs?
Key Ideas
• Chemicals and pollution created by humans harm treefrogs.
• Fewer treefrogs exist in the world today.
• People can provide safe spaces for treefrogs.
Respond | Expand a Knowledge Statement | 18 minutes
1. Explain that students will practice expanding a sentence to include more detail as they share knowledge statements about where treefrogs live. Remind them that asking questions about sentences can help writers and speakers expand a sentence and include more detail.
2. Display and Echo Read the sample sentence: Treefrogs live.
3. Place the cutout treefrog image near the water on the class Habitat of a Treefrog chart. Think aloud to model how to expand the sample sentence by asking and answering a question. Write the expanded sentence on a sticky note, and underline the word by. Place the sticky note by the water on the class chart.
4. Emphasize that responding to question words such as where can help writers expand a sentence. Explain that when expanding a sentence to include information about where, writers can use specific words, such as by and in.
Teacher Note
In this lesson, students use prepositions in their oral language practice. Students will learn the vocabulary term preposition in a later level.
5. Move the cutout treefrog to various locations on the chart (e.g., the leaf, the sun). As you move the treefrog, invite students to describe its location. As students share, write each response on a sticky note and add prepositions to the chart, such as in, under, and on.
Key Ideas
• The treefrog is in the water.
• The treefrog is under the stone.
• The treefrog is on the branch.
Sample Think Aloud “Treefrogs live” is a complete sentence, but this sentence does not have a lot of detail. To expand my sentence, I can ask this question: “Where do treefrogs live?” Then, I can add the answer to “Treefrogs live” to create this expanded sentence: “Treefrogs live by water.”
6. Introduce the learning task. Read aloud the sample sentence: Treefrogs live. Instruct students to Mix and Mingle to expand the sample sentence by telling where treefrogs live.
Analyze Student Progress
Monitor: Do students demonstrate understanding of how to use a preposition to express where treefrogs live?
Offer Immediate Support: If students need additional support using a preposition, direct them to the illustrations on pages 36–37 and instruct them to describe where they observe treefrogs living.
Plan Future Practice: Students practice expanding sentences to form knowledge statements about Feathers in lesson 21.
Key Ideas
• Treefrogs live on leaves.
• Treefrogs live in trees.
• Treefrogs live beside water.
7. Remind students that they expanded a sentence by asking and answering a question. Display the class Wonder Wheel, and point to the word where. Emphasize that where questions help writers add details that describe a location or the position of something.
Write | Build Knowledge About Determiners | 17 minutes
1. Remind students that they added specific details to their knowledge statements to make their sentences clearer. Tell them that they will now learn about other words that can help make their speaking and writing clear.
2. Direct attention to page 24 of the text. Instruct students to point to a treefrog. Invite a few students to share which treefrog they chose. Emphasize that they likely pointed to different treefrogs because the instruction did not indicate a specific one.
3. Instruct students to now point to the treefrog on the leaf. Invite a few students to share which treefrog they selected. Emphasize that they pointed to the same treefrog because the directions were specific.
4. Explain that there are certain words, such as a and the, that come before a noun. These words tell more about the noun to which they refer. Reinforce that the words a or an refer to any noun, and the word the refers to a specific noun.
5. Tell students that they will return to another part of the book to practice using more words like a and the. Direct attention to the illustration on pages 20–21. Ask these questions:
Which robin is close to the girl?
Which robin is far away from the girl?
6. Direct attention to each robin as you reinforce that this robin is close to the girl and that robin is far away from the girl. Explain that the word this often tells about something nearby, and the word that often tells about something farther away.
7. Write the following words on a sheet of chart paper: a, an, the, this, and that. Echo Read each word. Tell students that they will play a game to find nouns and practice using the words on the class chart.
8. Direct attention to pages 22–23. Demonstrate how to play the game by selecting and pointing to one noun in the illustration. Then, on a sticky note, write a sentence beginning with “I see ” to describe the noun selected (e.g., I see a leaf). Read aloud the sentence, and instruct students to locate the noun in the illustration by pointing to it as quickly as possible. Emphasize that the sentence includes the determiner before the noun.
9. Instruct students to prepare for the game by selecting one noun from pages 22–23 and then writing a sentence to describe what they see. Distribute one sticky note to each student.
10. Introduce the learning task. Instruct students to select a noun from the illustration on pages 22–23. Direct them to write a sentence on their sticky note beginning with “I see .” Remind students that their sentence must include a noun and one of the words on the class list.
Analyze Student Progress
Monitor: Do students include a determiner to modify the noun in their sentence?
Offer Immediate Support: If students need additional support writing a sentence with a determiner, instruct them to orally describe their chosen noun and then refer to the list of determiners on the chart.
Plan Future Practice: Students practice building knowledge of language conventions in lesson 21.
Language Support
In this lesson, students do not practice using the determiners these and those. If students use these and those in their learning task responses, reinforce correct usage. Throughout the module, continue to reinforce correct usage of determiners when students complete oral and written tasks.
11. Form small groups. Tell one student from each group to read aloud their sentence, and then instruct the other group members to locate the noun in the illustration as quickly as possible. Direct students to take turns until everyone in their group shares their sentence. Listen for them to use determiners in their sentences.
12. Emphasize that students will continue to use words such as a, the, that, and this in their speaking and writing to help others understand what they want to communicate.
LAND 5 minutes
Synthesize Learning
1. Direct attention to both knowledge charts. Read aloud a few knowledge statements.
2. Ask this question: What did you learn about the connection between humans and animals?
3. Facilitate a brief discussion to help students integrate the knowledge they built during the past several lessons.
4. Ask this question:
How does your new knowledge show the knowledge people build by studying animals?
5. Use responses to reinforce these Knowledge Threads:
• People learn about animal features by making observations and asking questions.
• Animals use their unique features to help them survive in their environments.
• Studying animals can inspire people to protect animals and their habitats.
6. Tell students that they will continue building their knowledge as they study a new text in the next lesson.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.1 Comprehension and Evidence: MM.1.1.B, MM.1.1.C
MM.9.1 Media: MM.9.1.B
MM.12.1 Complexity, Diversity, and Genre: MM.12.1.B, MM.12.1.B.b
CP Compose and Present Content
CP.5.1 Language: CP.5.1.A
BU Build Understanding
BU.1.1 Inquiry and Credibility: BU.1.1.A, BU.1.1.C
BU.2.1 Discovery and Evidence
BU.3.1 Conversation and Collaboration: BU.3.1.A
BU.4.1 Expression
DF Develop Foundations
DF.6.1 Foundational Writing: DF.6.1.B
DF.9.1 Nouns and Pronouns: DF.9.1.A, DF.9.1.C
DF.12.1 Prepositions: DF.12.1.A
DF.13.1 Sentence Construction: DF.13.1.A
DM Develop Metacognition
DM.1.1 Content Stages: DM.1.1.E
DM.3.1 Schema Building
DM.4.1 Reflection and Evaluation
Lesson 17
Essential Question | What do people learn by studying animals?
Content Framing Question | Wonder: What do I notice and wonder about this text?
OVERVIEW
Preview
In this Wonder lesson, students listen closely to the first reading of Feathers and share what they notice and wonder. Students then write one question related to what they notice. During writing instruction, students discuss the purpose of a focus sentence. This prepares students to write a focus sentence for Module Task 2.
Learning Goals
Wonder about Feathers.
LEARNING TASK: Write a question about something you notice in Feathers.
For Module Task 2, draft a focus sentence for an informative paragraph.
LEARNING TASK: Write one sentence on the Informative Writing Planner for Module Task 2 that tells the focus of the paragraph.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Listen Closely to Feathers
• Respond: Wonder About Feathers
• Write: Examine and Write Focus Sentences
LAND
Reflect on Learning
Materials
TEACHER
• Feathers
• class Notice and Wonder Chart for Feathers (Learn book)
• sticky notes
• writing prompt and model for module 2 (lesson 12)
• writing prompt for Module Task 2
• class Informative Writing Planner for Module Task 2 (Learn book)
STUDENTS
• Feathers
• sticky notes
• Notice and Wonder Chart for Feathers (Learn book)
• Informative Writing Planner for Module Task 2 (Learn book)
Preparation
• Feathers is an unpaginated text. Number your text; begin with the title page as page 1. Pages on the left will be even, and pages on the right will be odd.
• Prepare a duplicate of the Notice and Wonder Chart for Feathers from the Learn book. During instruction, display this class chart to add responses. See the Respond section for details.
• Prepare copies of Feathers by placing two sticky notes on the back cover. See the Respond section for details.
• Determine how to display the writing prompt for Module Task 2. See the Write section for details. Save the writing prompt to use throughout arc D.
• Prepare a duplicate of the Informative Writing Planner for Module Task 2 from the Learn book. During instruction, display the class planner to add responses to it. See the Write section for details. Save the planner to use throughout arc D.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH 2 minutes
Read the Content Framing Question
1. Display Feathers.
2. Display and Echo Read the Content Framing Question: What do I notice and wonder about this text?
3. Introduce Feathers by reading aloud the title, author, and illustrator. Tell students that they will now listen to the full text and share what they notice and wonder.
LEARN 53 minutes
Read | Listen Closely to Feathers | 16 minutes
1. Display Feathers and instruct students to examine the front and back covers. Invite a few students to share what they notice and wonder about the covers. Instruct students to give a nonverbal signal (e.g., a thumbs-up) when they hear an idea like their own.
2. Read aloud Feathers (except the appendix). Pause only to clarify details necessary for general understanding.
Language Support
Based on your students’ needs, pause to define select terms with a synonym (e.g., female, male, and nest). Use subsequent readings to reinforce the synonyms for the terms you selected.
Teacher Note
For ease of use, we refer to the author’s note and the section titled “Kinds of Feathers” as the text’s appendix.
3. Instruct students to answer this question with a partner:
What do you notice and wonder about the book Feathers?
Teacher Note
As students share what they notice and wonder, listen for evidence of the knowledge and skills they built in previous lessons. In addition, listen for connections among ideas in the texts as the module progresses. Use the information you gather to prepare for subsequent lessons with this text.
Respond | Wonder About Feathers | 20 minutes
1. Display the class Notice and Wonder Chart for Feathers. Remind students that one way to remember what they notice and wonder is to write their ideas. Tell them that they will annotate, or mark, the text with a sticky note and then write a question about what they notice.
2. Turn the pages of the text, and pause on page 12. Read aloud the portion of page 12 from “On sizzling summer” to “quench their thirst.” Think aloud to model how to notice something from page 12, and annotate what you notice by placing a sticky note on the page. Then write a sentence in the Notice column on the class chart to describe what you notice.
3. Pair students and distribute copies of the text to pairs. Direct attention to the two sticky notes that accompany the text. Instruct students to look closely at the illustrations throughout the text and annotate by placing a sticky note on something they notice.
4. Direct students to the Notice and Wonder Chart for Feathers, located in the Learn book. Instruct them to write and draw what they notice in the Notice column.
5. Remind students that readers often have questions about what they notice. Think aloud to ask a question connected to what you noticed in the previous step. Write this question in the Wonder column of the class chart. Emphasize that the question starts with a question word and ends with a question mark.
Sample Think Aloud
I read on this page that the “proud papa” goes back to the nest and gives the chicks water. I know papa is another word for father or dad I am going to keep track of what I notice by placing a sticky note next to the baby birds. Now I am ready to write down what I notice on my chart: “The papa takes care of the chicks.”
Sample Think Aloud
I noticed that the father sandgrouse brings water to the chicks. I wonder what the mama does. My question is: How does the mama bird help the chicks? I will add a drawing of a mama sandgrouse and write this question on my chart.
6. Instruct students to share a question with their partner about something they noticed.
7. Introduce the learning task. Instruct students to write a question about what they noticed in the Wonder column of the chart. Remind students that adding certain words, such as a, an, the, this, and that, can help make their ideas clear when speaking and writing. Instruct them to include at least one of these words in their question.
Analyze Student Progress
Monitor: Do students write at least one question related to what they noticed about Feathers?
Offer Immediate Support: If students need additional support writing questions, direct attention to the illustrations on pages 20–21 and prompt students to ask a question that starts with the word what
Plan Future Practice: Students practice writing questions about Me … Jane in lesson 24.
8. Invite a few students to share their responses. As students share, add responses to the class chart.
9. Tell students that in the next lesson they will identify key details to help them better understand the text.
Write | Examine and Write Focus Sentences | 17 minutes
1. Explain that Feathers is an informational text. Tell students that they will begin writing an informational paragraph.
2. Display the class Informative Writing Planner for Module Task 2. Ask this question: What part of the paragraph did you write for Module Task 1?
3. Reinforce the correct response: In Module Task 1, students wrote two evidence sentences. Remind students that the evidence sentences appear in the middle of the Informative Paragraph Sandwich.
4. Tell students that in this arc they will write all the parts of an informative paragraph. Point to the focus section of the Informative Paragraph Sandwich at the top of the class planner. Ask this question:
What is the job of the focus sentence in an informative paragraph?
5. Reinforce the correct response: The focus sentence tells the focus of the paragraph, or what the paragraph is mostly about.
6. Display the writing prompt and model for module 2. Echo Read the prompt: Write a paragraph to tell about two features that help keep a giraffe safe. Read aloud the writing model for module 2.
Writing Model
The giraffe uses its features to be safe. It has back legs that can kick to keep other animals away. It has a tail that can brush insects off its back. These features help keep the giraffe safe.
Teacher Note
Throughout this module, students will revisit the prompt and writing model for module 2 to build their understanding of the structure of an informative paragraph. In this lesson, students begin to focus on the writing prompt for Module Task 2.
Differentiation Challenge
The writing model for module 2 provides an example of an on-target response. Some students will be able to write advanced responses to Module Task 2. For example, they may be able to expand their focus sentence and add details to explain their evidence. See the Assessment Guide for more information, including an example of an advanced response.
7. Ask these questions:
Which sentence is the focus sentence? How do you know?
Key Ideas
• The first sentence is the focus sentence, because it tells what the paragraph is about.
• The first sentence is the focus sentence; the paragraph is about how a giraffe stays safe, and the focus sentence says that the giraffe uses its features to be safe.
8. Emphasize that the focus sentence and the prompt include similar words such as giraffe, features, and safe. Tell students that now that they have reviewed the focus sentence in the model, they will practice writing their own focus sentence for a paragraph about a different animal.
9. Display the writing prompt for Module Task 2. Read aloud the prompt: Write a paragraph to tell about two ways birds use their feathers.
10. Ask this question:
Based on this prompt, what will be the focus of your paragraph?
11. Reinforce the correct response: The focus of the informative paragraph will be how birds use their feathers. Remind students that they may use some of the words from the prompt in their focus sentence.
12. Instruct students to orally rehearse their focus sentence with a partner.
Differentiation Support
• Which words from the prompt will you use to tell about the focus?
• How will you tell about the focus of the paragraph in your own words?
13. Introduce the learning task. Direct students to the Informative Writing Planner for Module Task 2, located in the Learn book. Instruct them to write a focus sentence that tells the focus of their paragraph.
Analyze Student Progress
Monitor: Do students write a focus sentence that responds directly to the prompt?
Offer Immediate Support: If students need additional support writing a focus sentence, direct attention to selected words in the writing prompt (e.g., birds, use, feathers) and support students to form a focus sentence by using these words.
Plan Future Practice: Students practice drafting a focus sentence in lesson 24.
14. Invite a few students to share their focus sentences.
Key Ideas
• Birds use their feathers in a lot of ways.
15. Explain that focus sentences do not all have to be the same. Focus sentences respond to the prompt and tell the focus of the paragraph. Tell students that they will select evidence to support their focus sentence in the next lesson.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and ask this question:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn from the book Feathers?
• What did you learn to do?
2. Facilitate a brief discussion to help students articulate the knowledge they built during the lesson.
3. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
CP Compose and Present Content
CP.1.1 Genre: CP.1.1.B, CP.1.1.H
CP.2.1 Planning: CP.2.1.A, CP.2.1.B, CP.2.1.D
CP.4.1 Structure: CP.4.1.A, CP.4.1.A.b
CP.5.1 Language: CP.5.1.A
BU Build Understanding
BU.1.1 Inquiry and Credibility: BU.1.1.A, BU.1.1.C
Essential Question | What do people learn by studying animals?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW Preview
In this Organize lesson, students listen closely to a second reading of Feathers. Students organize the information in the text by using buttons to identify key details and a box label to name the main topic. During writing instruction, students collect evidence about the ways birds use their feathers. Students write two evidence notes on their planners about how birds use their feathers.
A Prologue to lesson 18 is available for students who need additional support.
Learning Goals
Identify key details in Feathers.
LEARNING TASK: Draw and write three key details on Boxes and Buttons for Feathers.
For Module Task 2, collect evidence about ways birds use their feathers.
LEARNING TASK: For Module Task 2, write two evidence notes on the Informative Writing Planner about how birds use their feathers.
Vocabulary
prey (n.)
search (v.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Listen Closely to Feathers
• Respond: Identify Key Details
• Write: Collect Textual Evidence
LAND
Reflect on Learning
Materials
TEACHER
• Feathers
• collection of buttons (lesson 8)
• empty box (lesson 8)
• Knowledge Cards: search, prey
• sticky notes
• class Boxes and Buttons for Feathers (Learn book)
• writing prompt for Module Task 2 (lesson 17)
• class Informative Writing Planner for Module Task 2 (lesson 17)
• Prepare copies of Feathers by placing four sticky notes on the back cover. See the Respond section for details.
• Prepare a duplicate of Boxes and Buttons for Feathers from the Learn book. During instruction, display this class organizer to add responses to it. See the Respond section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Feathers.
2. Display and Echo Read the Content Framing Question: What is happening in this text?
3. Tell students that in this lesson they will listen to the text and examine the illustrations to identify key details and the main topic of the book.
LEARN
53 minutes
Read | Listen Closely to Feathers | 18 minutes
1. Remind students that they have read texts that tell stories and texts that give information. Direct attention to Feathers. Instruct students to make an S in the air if they think Feathers is a text that tells a story, or an I if they think it is a text that gives information.
Language Support
As needed, remind students that story means “a telling of events” and information means “facts about something.”
2. Tell students that Feathers is an informational text. Ask this question: How do you know?
Key Ideas
• The text has information about birds.
• The text teaches readers about a topic.
3. Direct attention to the empty box and collection of buttons. Remind students that the label on the box is for the main topic of a text and the buttons help them keep track of a text’s key details. Instruct students to Think–Pair–Share to answer these questions:
What is a main topic?
What is a key detail?
4. Reinforce the correct responses: The main topic is what a text is mostly about, and key details are the most important pieces of information that support the main topic.
5. Tell students that they will identify key details and determine the main topic of the text. Remind them that in a previous lesson they used an actual box and buttons. Explain that today students will write key details on a Learn book page. Display the class Boxes and Buttons for Feathers organizer.
6. Display Feathers. Read aloud page 8, starting with “Feathers can shade,” and invite students to look closely at the illustrations on pages 8–9. Ask this question:
What key details do you observe on these pages?
Key Ideas
• A heron’s feathers block the sun.
• A heron’s feathers help it find food.
7. Select a response to add to the class Boxes and Buttons for Feathers.
8. Reread aloud the portion of page 8 from “As a hungry” to “over its head.” Direct attention to the term search. Ask these questions:
What do you think it means to be in search of food?
What words or illustrations give clues about the meaning of the term search?
Key Ideas
• The word hungry gives a clue that the heron is looking for food.
• In the illustration, the heron has its wings up high, showing that it is looking for something.
9. Display the Knowledge Card for search to reinforce the correct definition. Direct attention to the image to help students understand the term’s meaning.
10. Tell students that they will continue to identify key details in another part of the text. Read aloud page 11, starting with “or protect skin,” and invite students to look closely at the illustrations on pages 10–11. Ask this question:
What key details do you observe on these pages?
Key Ideas
• Feathers protect hawks’ skin from the sun.
• Hawks’ feathers help them while they search for food.
11. Select a response to add to the class organizer.
12. Reread the portion of page 11 from “or protect skin” to “search of prey.” Emphasize that the red-tailed hawk is in search of prey. Introduce the vocabulary term prey by displaying the Knowledge Card. Engage students in the Vocabulary Exploration routine.
Respond | Identify Key Details | 17 minutes
Definition search (v.) to carefully look for something
1. Distribute the text to pairs. Direct attention to the sticky notes attached to the back cover of the texts. Tell students that they will annotate the text by using sticky notes to identify more key details.
2. Read aloud pages 12–19, starting with “Feathers can soak” and including captions. Pause after reading page 19. Instruct students to place a sticky note on a detail they observe from pages 12–19.
Definition prey (n.) an animal that is hunted by another animal for food
3. Ask this question:
What key details did you observe on these pages?
Key Ideas
• An American bittern uses its feathers to clean up after it eats.
• The feathers of a cardinal help it camouflage itself in trees.
• The bright feathers of a peacock make it easy to spot.
Teacher Note
Refrain from adding responses to the class organizer to ensure that students do not copy these responses when completing the task.
4. Read aloud pages 20–29, starting with “Feathers can dig.” Instruct students to place a sticky note on a key detail they observe.
5. Ask this question:
What key details do you observe on these pages?
Key Ideas
• A swallow uses its bill and feathers to dig holes.
• The feathers of the anhinga help it dive deep into the water.
• A swan uses its feathers to float on water.
6. Introduce the learning task. Direct students to Boxes and Buttons for Feathers, located in the Learn book. Instruct them to write and draw three key details from the text.
Analyze Student Progress
Monitor: Do students write and draw at least three key details from Feathers?
Offer Immediate Support: If students need additional support to write and draw details, direct attention to pages 26–27 and prompt them to describe what they learned on these pages.
Plan Future Practice: Students practice identifying key details in module 3.
7. Display the class Boxes and Buttons for Feathers. Invite a few students to share a key detail. As they share, add responses to the class organizer.
8. Remind students that they can use key details to help determine the main topic of a text. Facilitate a brief discussion of this question:
What is the main topic of the text?
Differentiation Support
• What is Feathers mostly about?
• What did you learn from reading the entire book?
9. Summarize responses to determine one main topic of the text, and write the main topic on the class organizer (e.g., how birds use their feathers). If time allows, instruct students to add the main topic to their own organizers.
Differentiation Challenge
To extend student thinking across texts, ask this question: How are the structures of What Do You Do with a Tail Like This? and Feathers similar and different?
Write | Collect Textual Evidence | 18 minutes
1. Emphasize that students identified key details in the text, and now they will collect evidence from the text. Remind them that evidence sentences support the focus of an informative paragraph.
2. Ask this question:
What is important to remember when you write evidence notes?
Differentiation Support
• How do you know what to include in your notes?
Key Ideas
• Notes are usually words and phrases, not complete sentences.
• Notes only include the most important information from the text.
• Evidence notes tell about the focus of the informative paragraph.
3. Display and read aloud the writing prompt for Module Task 2: Write a paragraph to tell about two ways birds use their feathers.
4. Tell students that they will practice as a class collecting one piece of evidence and writing a note about how birds use their feathers. Then they will collect pieces of evidence and write an evidence note on their own.
5. Instruct students to listen closely for evidence of how a red-tailed hawk uses its feathers. Read aloud the portion of page 11 from “On sunny summer” to “sun’s harmful rays.” Ask this question: What evidence shows how a red-tailed hawk uses its feathers?
Differentiation Support
• What did you learn about the feathers of a red-tailed hawk?
Key Ideas
• protect the hawk from the sun
• like sunscreen for the hawk
6. Add an evidence note for each response to the class Informative Writing Planner for Module Task 2. Emphasize that the notes include only the most important words: the name of the bird and how it uses its feathers.
7. Tell students that you will read three sections of the text that include evidence of how birds use their feathers. Instruct them to choose two pieces of textual evidence. Read aloud the portions of the following pages:
• page 15, starting with “A female cardinal’s”
• page 21, starting with “Most birds carry”
• page 22, starting with “Mute swans glide”
Teacher Note
Students may be ready to collect evidence on their own. Distribute texts and provide time for them to collect evidence from any part of the text.
8. Introduce the learning task. Direct students to the Informative Writing Planner for Module Task 2, located in the Learn book. Instruct them to write two evidence notes on their planner about how birds use their feathers.
Analyze Student Progress
Monitor: Do students add evidence notes about at least two ways birds use their feathers?
Offer Immediate Support: If students need additional support collecting evidence, direct them to page 26 and prompt them to describe how penguins use their feathers.
Plan Future Practice: Students practice collecting evidence in lesson 25.
9. Invite a few students to share their evidence notes. Tell students that in the next lesson they will finish planning their informative paragraph and write a conclusion sentence.
Key Ideas
• help swans swim
• let penguins slide on snow
• protect hawks from sun
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about animals?
• What did you learn from the book Feathers?
• What did you learn to do?
2. Facilitate a brief discussion to help students articulate the knowledge they built during the lesson.
3. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.1 Comprehension and Evidence: MM.1.1.B, MM.1.1.C
MM.12.1 Complexity, Diversity, and Genre: MM.12.1.B, MM.12.1.B.b
CP Compose and Present Content
CP.1.1 Genre: CP.1.1.B, CP.1.1.H
CP.2.1 Planning: CP.2.1.D
CP.3.1 Content: CP.3.1.A, CP.3.1.A.b, CP.3.1.A.e
CP.5.1 Language: CP.5.1.A
BU Build Understanding
BU.1.1 Inquiry and Credibility: BU.1.1.A, BU.1.1.C
BU.2.1 Discovery and Evidence
BU.3.1 Conversation and Collaboration: BU.3.1.A
BU.4.1 Expression
DF Develop Foundations
DF.3.1 Phonics and Spelling: DF.3.1.C, DF.3.1.C.c
DF.6.1 Foundational Writing: DF.6.1.B
DM Develop Metacognition
DM.1.1 Content Stages: DM.1.1.B
DM.2.1 Comprehension Monitoring
DM.3.1 Schema Building
Lesson 19
Essential Question | What do people learn by studying animals?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW Preview
In this Organize lesson, students listen closely to a reading of “Kinds of Feathers” in the appendix of Feathers and identify key details. This prepares students to determine the main topic of “Kinds of Feathers” and how it relates to the whole text. During writing instruction, students discuss the purpose of a conclusion sentence. This prepares students to write a conclusion sentence for Module Task 2.
A Prologue to lesson 19 is available for students who need additional support.
Learning Goals
Identify the main topic of “Kinds of Feathers” in Feathers.
LEARNING TASK: Write the main topic of “Kinds of Feathers.”
For Module Task 2, draft a conclusion sentence for an informative paragraph.
LEARNING TASK: For Module Task 2, write a conclusion sentence that restates the focus of the informative paragraph.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Listen Closely to “Kinds of Feathers”
• Respond: Identify the Main Topic
• Write: Write a Conclusion Sentence
LAND
Reflect on Learning
Materials
TEACHER
• Feathers
• class Boxes and Buttons for “Kinds of Feathers” (Learn book)
• writing prompt and model for module 2 (lesson 12)
• class Informative Writing Planner for Module Task 2 (lesson 17)
STUDENTS
• Feathers
• Boxes and Buttons for “Kinds of Feathers” (Learn book)
• Prepare a duplicate of Boxes and Buttons for “Kinds of Feathers” from the Learn book. During instruction, display this class organizer to add responses to it. See the Read section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Feathers.
2. Display and Echo Read the Content Framing Question: What is happening in this text?
3. Tell students that they will listen closely to understand what is happening in a section of the appendix and determine how it relates to the whole text.
LEARN
53 minutes
Read | Listen Closely to “Kinds of Feathers” | 19 minutes
1. Remind students that in the previous lesson they used key details to determine the main topic of Feathers. Ask this question:
What is the main topic of the book Feathers?
2. Reinforce the correct response: The main topic is how birds use their feathers.
3. Explain that pages 1–29 make up the main part of the text. Direct attention to pages 30–31, and ask this question: What is this section of the book called?
4. Reinforce the correct response: “Kinds of Feathers” is part of the appendix. Emphasize that the appendix contains additional information to build additional knowledge from the text.
5. Tell students that they will identify key details to determine the main topic of “Kinds of Feathers.” Distribute texts to pairs. Read aloud pages 30–31, starting with “Many scientists study.” Pause only to clarify details necessary for general understanding.
Language Support
Based on your students’ needs, pause to define select terms with a synonym (e.g., balance, locate, system).
6. Display the class Boxes and Buttons for “Kinds of Feathers.” Ask this question:
What key details did you hear from these pages?
Key Ideas
• Semiplume feathers keep a bird warm and dry.
• Flight feathers on the tail help a bird keep its balance.
• Scientists are learning more about different types of feathers.
7. Add a few responses to the class organizer.
8. Direct students to Boxes and Buttons for “Kinds of Feathers,” located in the Learn book. Instruct them to write and draw two key details from pages 30–31.
Key Ideas
• Semi-plume feathers keep birds warm.
• Flight feathers help birds balance.
Respond | Identify the Main Topic | 15 minutes
1. Remind students that in the previous lesson they considered key details to determine the main topic of the text. Explain that they will use the key details from pages 30–31 to determine the main topic of “Kinds of Feathers.”
2. Read aloud the key details on the class Boxes and Buttons for “Kinds of Feathers.”
3. Instruct students to answer this question with a partner: What is the main topic of these pages?
Differentiation Support
• What is this section mostly about?
• What did you learn about feathers?
4. Introduce the learning task. Instruct students to write a main topic of pages 30–31 on their Boxes and Buttons for “Kinds of Feathers” organizer.
Analyze Student Progress
Monitor: Do students identify a main topic of pages 30–31?
Offer Immediate Support: If students need additional support determining a main topic of this section, point to the illustrations on pages 30–31 and prompt students to describe what is similar and different.
Plan Future Practice: Students practice identifying a main topic in module 3.
Key Ideas
• different types of feathers
• how feathers help birds
• feathers help birds survive
5. Explain that students can relate this knowledge to the rest of the text to learn more about feathers. Read aloud the portion of page 31 from “Contour feathers cover” to “shape and colors.”
6. Direct attention to the illustrations on pages 26–27. Ask these questions:
What color do you think a penguin’s contour feathers are? Why do you think that?
Key Ideas
• The feathers are black and white, because contour feathers give a bird its color.
• In the illustration, the penguins are black and white, and contour feathers cover most of a bird’s body.
7. Tell students that they discussed feathers that give birds their color, and now they will discuss feathers that help birds fly. Read aloud the portion of page 31 from “The flight feathers” to “keep its balance.”
Ask this question:
What did you learn about flight feathers?
8. Emphasize that flight feathers help a bird fly. Instruct students to locate an illustration of a bird using its flight feathers. Reinforce that the illustrations on pages 10, 14, and 20 show birds using their flight feathers.
9. Ask this question:
How do pages 30–31 of the text build your knowledge about feathers?
Key Ideas
• These pages describe the same feathers found on all types of birds.
• These pages describe how birds use their feathers in the same way.
• The features described on these pages are found in the illustrations in other parts of the book.
10. Tell students that they will explore another part of the appendix—the author’s note—in a future lesson.
Write | Write a Conclusion Sentence | 19 minutes
1. Display the class Informative Writing Planner for Module Task 2. Remind students that they wrote a focus sentence, collected evidence, and wrote evidence notes to support the focus. Direct attention to the conclusion section of the sandwich image, and ask this question: What is the job of the conclusion sentence in an informative paragraph?
2. Reinforce the correct response: The conclusion sentence restates, or tells again in a slightly different way, the focus of the paragraph.
3. Display the writing prompt and model for module 2. Echo Read the prompt: Write a paragraph to tell about two features that help keep a giraffe safe. Read aloud the writing model for module 2.
Writing Model
The giraffe uses its features to be safe. It has back legs that can kick to keep other animals away. It has a tail that can brush insects off its back. These features help keep the giraffe safe.
4. Echo Read the conclusion sentence. Ask these questions:
Does the conclusion sentence restate what the paragraph is mostly about? How do you know?
Key Ideas
• Yes, the paragraph is about a giraffe, and the conclusion sentence is also about a giraffe.
• Yes, the paragraph is about how a giraffe stays safe, and the conclusion sentence says that a giraffe uses its features to be safe.
5. Emphasize that the conclusion and focus sentences include similar words such as giraffe, features, and safe, but they are not the same sentence. Tell students that they will practice writing a conclusion sentence for their informative paragraph.
6. Direct students to the Informative Writing Planner for Module Task 2, located in the Learn book. Instruct students to review their focus sentences and evidence notes. Then instruct students to orally rehearse a conclusion sentence with a partner.
Differentiation Support
• How will you restate the focus of your paragraph using new words?
• How can you tell the focus of your paragraph again in a new way?
7. Introduce the learning task. Direct students to the conclusion section on their informative writing planner. Instruct them to write a conclusion sentence that restates the focus of their paragraph.
Analyze Student Progress
Monitor: Do students write a conclusion sentence that restates the focus of their paragraph?
Offer Immediate Support: If students need additional support writing a conclusion sentence, prompt them to reread their focus sentence and identify key words they can use in their conclusion sentence.
Plan Future Practice: Students practice drafting a conclusion sentence in lesson 25.
8. Invite a few students to share their conclusion sentences.
Key Ideas
• Feathers help birds in many ways.
9. Emphasize that each student wrote their own conclusion sentence, and each sentence is different; however, each sentence restates the focus of the paragraph. Tell students that they will orally rehearse and write their entire informative paragraph in the next lesson.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these: What did you learn about animals? What did you learn from the book Feathers? What did you learn to do?
2. Facilitate a brief discussion to help students articulate the knowledge they built during the lesson.
3. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.1 Comprehension and Evidence: MM.1.1.B, MM.1.1.C
MM.2.1 Theme and Central Idea: MM.2.1.B
MM.4.1 Individuals, Events, and Ideas: MM.4.1.B
MM.7.1 Structure: MM.7.1.E
MM.9.1 Media: MM.9.1.B
MM.12.1 Complexity, Diversity, and Genre: MM.12.1.B, MM.12.1.B.b
CP Compose and Present Content
CP.1.1 Genre: CP.1.1.B, CP.1.1.H
CP.2.1 Planning: CP.2.1.D
CP.4.1 Structure: CP.4.1.C
CP.5.1 Language: CP.5.1.A
BU Build Understanding
BU.1.1 Inquiry and Credibility: BU.1.1.A, BU.1.1.C
BU.2.1 Discovery and Evidence
BU.4.1 Expression
DF Develop Foundations
DF.3.1 Phonics and Spelling: DF.3.1.C, DF.3.1.C.c
DF.6.1 Foundational Writing: DF.6.1.B
DF.13.1 Sentence Construction: DF.13.1.A
DM Develop Metacognition
DM.1.1 Content Stages: DM.1.1.B
DM.2.1 Comprehension Monitoring
DM.3.1 Schema Building
Lesson 20
Essential Question | What do people learn by studying animals?
Content Framing Question | Reveal: What does a deeper look at language reveal?
OVERVIEW
Preview
In this Reveal lesson, students analyze similarities between bird feathers and common human objects. Analyzing similarities prepares students to describe the function of one type of feather. During writing instruction, students orally rehearse their informative paragraph. This prepares students to write a focus sentence, two evidence sentences, and a conclusion sentence for Module Task 2.
A Prologue to lesson 20 is available for students who need additional support.
Learning Goals
Examine similes in Feathers.
LEARNING TASK: Write a sentence to describe how feathers are similar to a sponge or a scrub brush.
For Module Task 2, draft an informative paragraph about how birds use their feathers.
LEARNING TASK: For Module Task 2, write a focus sentence, two evidence sentences, and a conclusion sentence.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Examine Comparisons
• Respond: Describe Similarities
• Write: Write an Informative Paragraph
LAND
Reflect on Learning
Materials
TEACHER
• Feathers
• writing prompt for Module Task 2 (lesson 17)
• class Informative Writing Planner for Module Task 2 (lesson 17)
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH 2 minutes
Read the Content Framing Question
1. Display Feathers.
2. Display and Echo Read the Content Framing Question: What does a deeper look at language reveal?
3. Tell students that during this lesson they will focus on words that describe different feathers.
LEARN
53 minutes
Read | Examine Comparisons | 17 minutes
1. Direct attention to the illustrations on pages 4–11 and the images of the blanket, pillow, umbrella, and sunscreen.
Differentiation Support
To support students in better understanding the comparisons, provide physical examples of these objects for students to examine.
2. Read aloud page 4, starting with “Feathers can warm.” Instruct students to Think–Pair–Share to answer this question:
How are a blue jay’s feathers like a blanket?
Differentiation Support
• How does a blue jay use its feathers?
Key Ideas
• A blue jay’s feathers trap warm air.
• A blue jay’s feathers help it keep warm, like a blanket.
Teacher Note
The Think–Pair–Share routine provides students an opportunity to practice listening closely to what others say. As needed, remind students of this goal and encourage them to practice as they discuss the text. Use the Module 2 Speaking and Listening Goal Tracker to monitor student progress toward the goal.
3. Read aloud page 7, starting with “or cushion like.” Instruct students to Think–Pair–Share to answer this question:
How are a wood duck’s feathers like a pillow?
Differentiation Support
• How does a wood duck use its feathers?
Key Ideas
• A wood duck’s feathers are soft like a pillow.
• A wood duck’s feathers make a soft, warm cushion for its eggs.
4. Read aloud page 8, starting with “Feathers can shade.” Instruct students to Think–Pair–Share to answer this question:
How are a heron’s feathers like an umbrella?
Differentiation Support
• How does a heron use its feathers?
Key Ideas
• A heron’s feathers block sunlight like an umbrella.
• A heron’s feathers make shade while it searches for food.
Respond | Describe Similarities | 18 minutes
1. Tell students that they will describe and write about how two more birds use their feathers. Read aloud pages 12–13, starting with “Feathers can soak.” Ask this question:
On these pages, what objects are like a bird’s feathers?
2. Reinforce the correct response: A sponge and a scrub brush are like a bird’s feathers. Instruct students to select one of the objects, either a sponge or a scrub brush, and act out using the object.
3. Instruct students to answer one of the following questions with a partner, depending on the object they selected:
How are a sandgrouse’s feathers like a sponge?
How are an American bittern’s feathers like a scrub brush?
4. Introduce the learning task. Direct students to Making Comparisons for Feathers, located in the Learn book. Tell them to select either the sandgrouse or the American bittern. Instruct students to write to tell how the bird’s feathers are like a sponge or a scrub brush.
Analyze Student Progress
Monitor: Do students describe how the bird’s feathers are like a sponge or scrub brush?
Offer Immediate Support: If students need additional support describing a similarity, prompt them to imagine placing a sponge on a puddle of water and describe what happens.
Plan Future Practice: Students practice examining descriptive language in Wild is the Wind in module 3.
5. Invite a few students to share their writing.
Key Ideas
• A sandgrouse’s feathers soak up water like a sponge.
• An American bittern’s feathers clean up a mess like a scrub brush.
6. Reinforce that the text tells about different ways birds use their feathers. Ask this question:
Why do you think the author compares birds’ feathers to common objects?
Differentiation Support
• How did your knowledge of these objects help you learn more about birds?
Key Ideas
• The comparisons show that different feathers serve different purposes.
• The reader can understand something new by thinking about something they already know about.
• Thinking about similarities between humans and birds is fascinating.
Differentiation Challenge
To encourage students to evaluate aspects of the text, ask these questions: What comparison best helped you understand how a bird uses its feathers? How did this comparison help you?
Write | Write an Informative Paragraph | 18 minutes
1. Remind students that they planned for an informative paragraph by exploring some of the ways birds use their feathers. Display and Echo Read the writing prompt for Module Task 2: Write a paragraph to tell about two ways birds use their feathers. Tell students that now that they have practiced writing a focus sentence, evidence notes, and a conclusion sentence, they are ready to write a paragraph.
2. Direct attention to the Informative Writing Planner for Module Task 2, located in the Learn book. Instruct students to read their focus sentence, evidence notes, and conclusion sentence. Ask this question:
How are the focus and conclusion sentences different from the evidence notes?
3. Emphasize that most evidence notes are not complete sentences. Explain that before writing, students will convert their notes into complete sentences. Tell students that they will practice converting one of their notes into a complete sentence with a partner.
4. Pair students. Instruct pairs to choose an evidence note from their planners and then orally rehearse a complete sentence based on the note.
Language Support
Students may need additional support converting notes into complete sentences. Provide students with support as they develop this skill. For more instructional details, refer to module 2, lesson 13.
5. Tell students that they are now ready to orally rehearse their full paragraphs. Remind students that they can point to each section of their planners as they orally rehearse to ensure that they include all components. Explain that after they practice orally rehearsing, they will be ready to write their complete paragraphs.
6. Instruct students to orally rehearse their paragraphs with their partner. Instruct pairs to provide feedback on whether their partner included all parts of the paragraph.
7. Introduce the learning task. Direct students to Module Task 2, located in the Learn book. Instruct them to write a focus sentence, two evidence sentences, and a conclusion sentence for their informative paragraph.
Analyze Student Progress
Monitor: Do students include all the parts of an informative paragraph in their draft?
Offer Immediate Support: If students need additional support writing an informative paragraph, instruct them to orally rehearse and write one sentence at a time.
Plan Future Practice: Students practice writing an informative paragraph in lesson 26.
8. Invite a few students to share their informative paragraphs.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about animals?
• What did you learn from the book Feathers?
• What did you learn to do?
2. Facilitate a brief discussion to help students articulate the knowledge they built during the lesson.
3. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.1 Comprehension and Evidence: MM.1.1.B, MM.1.1.C
MM.4.1 Individuals, Events, and Ideas: MM.4.1.B
MM.5.1 Vocabulary: MM.5.1.B, MM.5.1.B.c
MM.9.1 Media: MM.9.1.B
MM.12.1 Complexity, Diversity, and Genre: MM.12.1.B, MM.12.1.B.b
CP Compose and Present Content
CP.1.1 Genre: CP.1.1.B, CP.1.1.H
CP.3.1 Content: CP.3.1.A, CP.3.1.A.b, CP.3.1.A.e
CP.4.1 Structure: CP.4.1.A, CP.4.1.A.b, CP.4.1.C
CP.5.1 Language: CP.5.1.A
CP.8.1 Presentation: CP.8.1.A
BU Build Understanding
BU.1.1 Inquiry and Credibility: BU.1.1.A, BU.1.1.C
BU.2.1 Discovery and Evidence
BU.3.1 Conversation and Collaboration: BU.3.1.A, BU.3.1.D
BU.4.1 Expression
DF Develop Foundations
DF.3.1 Phonics and Spelling: DF.3.1.C, DF.3.1.C.c
DF.6.1 Foundational Writing: DF.6.1.B
DF.13.1 Sentence Construction: DF.13.1.A
DM Develop Metacognition
DM.1.1 Content Stages: DM.1.1.C
DM.3.1 Schema Building
DM.4.1 Reflection and Evaluation
Lesson 21
Essential Question | What do people learn by studying animals?
Content Framing Question | Know: How does this text build our knowledge?
OVERVIEW Preview
In this Know lesson, students listen to a reading of the author’s note from Feathers to learn how the author prepared to write the book. Learning about the author’s research prepares students to expand a simple sentence into a knowledge statement about researching animals. During writing instruction, students recognize the appropriate verbs for singular and plural nouns. This prepares students to choose appropriate verbs to match singular and plural nouns in sample sentences.
Learning Goals
Expand a sentence to form a knowledge statement about the author’s research.
LEARNING TASK: Form a knowledge statement about the author’s research for Feathers.
Identify verbs that match singular and plural nouns.
LEARNING TASK: Complete sentences with verbs that match singular and plural nouns.
Vocabulary
research (n.) research (v.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Describe Connections Within a Text
• Respond: Expand Knowledge Statements
• Write: Choose Verbs That Match Nouns
LAND
Synthesize Learning
Materials
TEACHER
• Feathers
• class Wonder Wheel (Reference Charts appendix)
STUDENTS
• journal
• Language Practice for Nouns and Verbs (Learn book)
• Module Task 2 (Learn book, lesson 20)
Preparation
• Determine how to display a sample complete sentence about research. See the Respond section for details.
• Post one question in each corner of the classroom for Question Corners. See the Respond section for details.
• Determine how to display sample sentences. See the Write section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Feathers.
2. Display and Echo Read the Content Framing Question: How does this text build our knowledge?
3. Tell students that in this lesson they will learn more from the author’s note in Feathers and expand knowledge statements.
LEARN
53 minutes
Read | Describe Connections Within a Text | 18 minutes
1. Display both knowledge charts, and briefly review new knowledge from Feathers. Tell students that they will learn more about studying animals by reading the author’s note.
2. Instruct students to listen closely for the term research. Remind students that they have been developing their research skills throughout the year. Read aloud the portion of page 32 from “While I was” to “and scientific journals.”
Teacher Note
Students were introduced to research in module 1 and will build on that understanding as they examine the word research more deeply in this lesson.
3. Instruct students to Think–Pair–Share to answer these questions: What do you know about research?
Do you hear any word parts in research that you already know?
4. Reinforce the definitions of research, and emphasize that research can be a noun or a verb.
5. Display the term research, and direct attention to the word part search. Tell students that the first part of the word, re-, means again. Ask this question:
How does the meaning of re- help you understand research?
6. Reinforce the correct response: When someone researches a topic, they search for information again and again.
Differentiation Challenge
To promote vocabulary exploration, instruct students to generate and define a set of additional terms with the re- prefix.
7. Read aloud the portion of page 32 from “While I was” to “and scientific journals.”
Language Support
Based on your students’ needs, pause to define select terms with a synonym (e.g., fascinating, experts, and reports).
8. Direct students to their journals. Instruct them to write and draw in their journals to answer this question:
Based on the author’s note, how can people learn about animals?
9. Invite a few students to share their writing.
Key Ideas
• People can learn about animals by observing them in nature.
• People can learn about animals by reading books.
• People can learn about animals by asking other people questions.
Definitions research (n.): the activity of getting information about a topic research (v.): to collect information about a topic from multiple sources
1. Tell students that they will share more about what they learned by discussing the author’s research.
2. Remind students that they can expand their knowledge statements by asking questions and adding details.
3. Display and read aloud the sample sentence: The author researched.
4. Tell students that they will follow the instructional routine Question Corners to expand the sample sentence. Explain that this routine has three parts. First, students read aloud the displayed questions. Next, they decide which question they want to answer to help expand the sentence. Then, they move to the area of the room labeled with that question. Finally, students share their responses with others who moved to the same area of the room.
Teacher Note
The Question Corners routine provides students an opportunity to practice listening closely to what others say. As needed, remind students of this goal and encourage them to practice as they discuss the text. Use the Module 2 Speaking and Listening Goal Tracker to monitor student progress toward the goal.
5. Direct attention to the questions posted around the room. Echo Read each question. Emphasize that each question begins with one of the following question words: what, when, how, or why.
• What did the author research?
• When did the author research?
• How did the author research?
• Why did the author research?
6. Instruct students to move to the corner of the room with the question they want to answer to help them expand the sample sentence: The author researched.
7. Introduce the learning task. Instruct students to share their knowledge statement with the group in their same area of the room. Remind students that adding certain words, such as a, an, the, this, and that, can help make their ideas clear when speaking and writing. Instruct them to include at least one of these words in their knowledge statement.
Analyze Student Progress
Monitor: Do students add sentence details that demonstrate understanding of how the author researched Feathers?
Offer Immediate Support: If students need additional support expanding a sentence into a knowledge statement, repeat the question and provide a sentence frame that matches the question (e.g., The author researched by .).
Plan Future Practice: Students practice expanding knowledge statements in lesson 28.
8. Encourage students to move to a new corner to expand the sentence by asking and answering another question using a different question word.
9. Close Question Corners by inviting a few students to share their responses.
Key Ideas
• The author researched birds’ feathers.
• The author researched before writing the book.
• The author researched by reading lots of sources.
• The author researched because she thought children would like to learn about birds’ feathers.
10. Display the class Wonder Wheel, and direct attention to the word why. Emphasize that some students expanded a sentence by answering a question that started with why.
11. Tell students that they will continue expanding sentences by asking and answering questions in upcoming lessons.
Write | Choose Verbs That Match Nouns | 18 minutes
1. Emphasize that using complete sentences helps speakers and writers communicate clearly. Tell students that today they will practice communicating clearly by choosing verbs that match nouns and using them in complete sentences.
2. Ask this question: What have you learned about nouns?
3. Reinforce that a noun is a person, place, or thing.
4. Display and read aloud this sample sentence: The birds eat fish. Annotate the sample sentence by circling birds and telling students this is a noun. Ask these questions:
Is the noun birds singular or plural?
How do you know?
Key Ideas
• Birds is plural because there is more than one.
• Birds is plural because there is an -s at the end.
5. Remind students that verbs are words that describe actions, or something a person or thing does. Annotate the same sentence by underlining eat. Tell students that in this sentence, eat is the verb that describes what birds do.
Differentiation Support
Encourage students to pretend they are the birds in the sentence. Invite students to act out what the birds are doing. Explain that eat is the verb, or action, that describes what the birds are doing.
6. Echo Read these words: birds eat. Tell students that when a noun is plural, or more than one, the verb does not get an -s or -es added to its end. In this example, the verb eat does not change because the noun is plural. Display and Echo Read this sample sentence: A duck sets feathers in a nest. Annotate the sentence by circling duck and underlining sets. Tell students that the noun duck is singular, and the verb sets ends with the letter s. Explain that when a noun is singular, the verb that describes its action usually ends with an -s or -es.
7. Display and Echo Read this sentence frame: A bird eggs. Emphasize that this sentence frame is about one bird. Ask this question:
Which verb best completes this sentence frame, lay or lays?
8. Reinforce the correct response: Lays best completes this sentence frame because bird is singular and lays ends with an -s. Emphasize that making sure verbs and nouns match strengthens writing.
9. Introduce the learning task. Direct students to Language Practice for Nouns and Verbs, located in the Learn book. Echo Read each sentence. Instruct students to work with a partner to complete each sentence by circling and writing the correct verb.
10. Instruct students to reread their response to Module Task 2 and edit for complete sentences, matching nouns and verbs, and learned spelling patterns.
Analyze Student Progress
Following completion of Module Task 2, refer to the Assessment Guide for next steps. Use the information in the guide to provide feedback to students and plan future writing instruction.
LAND 5 minutes
Synthesize Learning
1. Direct attention to both knowledge charts. Read aloud a few knowledge statements.
2. Ask this question: What did you learn about animal features?
3. Facilitate a brief discussion to help students integrate the knowledge they built during the past several lessons.
4. Ask this question: How does your new knowledge show the importance of studying animals?
5. Use responses to reinforce these Knowledge Threads:
• People learn about animal features by observing and asking questions.
• Animals use their unique features to help them survive in their environments.
6. Tell students that they will continue building their knowledge as they study a new text in the next lesson.
ACHIEVEMENT
DESCRIPTORS
MM Make Meaning from Texts MM.1.1 Comprehension and Evidence: MM.1.1.B, MM.1.1.C MM.5.1 Vocabulary:
Complexity, Diversity, and Genre:
CP Compose and Present Content
CP.1.1 Genre: CP.1.1.B, CP.1.1.H
CP.5.1 Language: CP.5.1.A
CP.7.1 Editing
BU Build Understanding
BU.1.1 Inquiry and Credibility: BU.1.1.A, BU.1.1.C
BU.2.1 Discovery and Evidence
BU.3.1 Conversation and Collaboration: BU.3.1.A
BU.4.1 Expression
DF Develop Foundations
DF.6.1 Foundational Writing: DF.6.1.B
DF.9.1 Nouns and Pronouns: DF.9.1.C
DF.10.1 Verbs: DF.10.1.A
DF.13.1 Sentence Construction: DF.13.1.A
DM Develop Metacognition
DM.1.1 Content Stages: DM.1.1.E
DM.3.1 Schema Building
DM.4.1 Reflection and Evaluation
Lesson 22
Essential Question | What do people learn by studying animals?
OVERVIEW
Preview
In this lesson, students complete Listening Comprehension
Assessment 1. They listen to a new text read aloud and complete tasks based on the text. This assessment builds on knowledge and skills students developed in the first half of the module. After completing the assessment, students practice reading Geodes or explore a volume of reading text.
Learning Goal
Demonstrate knowledge of animals and apply listening comprehension skills to a new text related to animals.
• Refer to the Assessment Guide for information on how to administer Listening Comprehension Assessment 1.
• Select volume of reading books or Geodes for the Read section.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Essential Question
1. Display and Echo Read the Essential Question: What do people learn by studying animals?
2. Tell students that in this lesson they will listen to a new text related to animals. Reinforce that the text students listen to during the assessment will add to their understanding of the Essential Question.
LEARN
55 minutes
Respond | Complete an Assessment | 40 minutes
1. Introduce the learning task. Tell students that they will complete an assessment. Explain that students will listen closely to a new text and complete tasks that show what they understand about the text.
2. Administer the assessment according to the instructions in the Assessment Guide.
Teacher Note
During the next section of the lesson, continue to administer the assessment to students who need more time to complete it.
Analyze Student Progress
Refer to the Assessment Guide for next steps following Listening Comprehension Assessment 1. Use this information to plan responsive teaching for lesson 23.
Read | Read More About Animals | 15 minutes
1. Instruct students who completed the assessment to explore a volume of reading or Geodes book. Those who are still working on the assessment can explore a volume of reading or Geodes book during the regularly scheduled volume of reading time.
LAND
3 minutes
Revisit the Essential Question
1. Instruct students to share with a partner one thing they learned about animals from the text for Listening Comprehension Assessment 1.
2. Tell students that they will continue to build knowledge about animals as they read additional module texts.
ACHIEVEMENT DESCRIPTOR
DM Develop Metacognition
DM.3.1 Schema Building
Lesson 23
Essential Question | What do people learn by studying animals?
OVERVIEW
Preview
In this Responsive Teaching lesson, students listen closely to another reading of the text for Listening Comprehension Assessment 1. They discuss assessment questions they might have missed to explain how to identify the correct answers. The lesson concludes with an opportunity for students to review module terms by using Knowledge Cards. Reviewing the assessment and module terms solidifies students’ understanding of what people learn by studying animals and prepares them to continue building their knowledge.
Learning Goal
Analyze relevant questions on Listening Comprehension Assessment 1.
LEARNING TASK: Explain how to identify correct answers for relevant questions on Listening Comprehension Assessment 1.
• Use the student performance data from Listening Comprehension Assessment 1 to determine which questions to review in this lesson. Refer to the Assessment Guide for additional information.
• Gather the Knowledge Cards introduced thus far in the module for use in the Engage section.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Essential Question
1. Display and Echo Read the Essential Question: What do people learn by studying animals?
2. Tell students that they will listen again to the text for Listening Comprehension Assessment 1 and discuss some of the questions. Emphasize that revisiting the text and assessment helps students deepen their knowledge and respond to the Essential Question.
LEARN
55 minutes
Read | Listen Closely to the Assessment Text | 15 minutes
1. Read aloud the text for Listening Comprehension Assessment 1, modeling fluent reading.
Respond | Revisit the Assessment | 25 minutes
1. Introduce the learning task. Display selected questions from Listening Comprehension Assessment 1. Explain that students will discuss these questions to understand how to identify the correct answers.
2. Refer to the Assessment Guide for information on responsive teaching for Listening Comprehension Assessment 1.
Analyze Student Progress
Monitor: Do students explain how to identify the correct answer for items reviewed on Listening Comprehension Assessment 1?
Offer Immediate Support: If students need additional support explaining how they arrived at the correct answers, think aloud to model an explanation before having students practice in pairs.
Plan Future Practice: Students practice discussing responses to an assessment in lesson 35.
Engage | Review Module Terms | 15 minutes
1. Review select Knowledge Cards introduced in previous lessons. Choose cards to help students solidify key knowledge of the module topic.
Language Support
To leverage students’ home languages as resources to support learning, prompt students to make cross-linguistic connections between their home languages and English through cognates and morphology.
2. Choose one vocabulary activity to help students make connections among module terms.
• Draw a Term: Gather the nouns from the Knowledge Cards. Read aloud the terms and instruct students to choose one to draw. Encourage students to incorporate as many details as they can into their drawings. Invite students to share their drawing with a partner and have the partner guess what they drew.
• Share Connections: Distribute one Knowledge Card to pairs of students. Instruct pairs to share what they know about the term. Tell pairs to circulate and find another pair. Tell the group of four students to work together to form a complete sentence that connects the two terms.
• Act Out the Terms: Facilitate a brief game of charades. Invite a pair of students to choose a Knowledge Card. Read aloud the term to the pair quietly and prompt them to collaboratively act out the term without speaking. Encourage the class to guess the term.
Teacher Note
Reviewing Knowledge Cards offers an opportunity to deepen the knowledge of the module. Consider which Knowledge Threads to elevate when selecting terms for the activity. Find the Knowledge Threads in the module overview.
LAND 3
minutes
Reflect on the Assessment
1. Instruct students to share with a partner one thing they learned as they worked through assessment questions with the class.
2. Tell students that they will continue to build their knowledge about animals and why people study them as they read more module texts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.1 Comprehension and Evidence: MM.1.1.A, MM.1.1.C
MM.12.1 Complexity, Diversity, and Genre: MM.12.1.A, MM.12.1.A.a
BU Build Understanding
BU.2.1 Discovery and Evidence
DM Develop Metacognition
DM.4.1 Reflection and Evaluation
Lesson 24
Essential Question | What do people learn by studying animals?
Content Framing Question | Wonder: What do I notice and wonder about this text?
OVERVIEW
Preview
In this Wonder lesson, students listen closely to the first reading of Me … Jane and share what they notice and wonder. This work prepares students to write complete sentences to express something they notice and a related question. During writing instruction, students brainstorm a focus sentence in response to an informative paragraph prompt. This prepares students to write a focus sentence for their response to Module Task 3.
Learning Goals
Notice and wonder about Me … Jane.
LEARNING TASK: Write one thing you notice about Me … Jane and one related question.
For Module Task 3, draft a focus sentence for an informative paragraph about how Jane Goodall learns about animals.
LEARNING TASK: For Module Task 3, write one sentence that tells the focus of the informative paragraph.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Listen Closely to Me … Jane
• Respond: Notice and Wonder About Me … Jane
• Write: Write a Focus Sentence
LAND
Reflect on Learning
Materials
TEACHER
• Me … Jane
• sticky notes
• class Notice and Wonder Chart for Me … Jane (Learn book)
• writing prompt for Module Task 3
• class Informative Paragraph Sandwich (Reference Charts appendix)
STUDENTS
• Me … Jane
• sticky notes
• Notice and Wonder Chart for Me … Jane (Learn book)
• Informative Writing Planner for Module Task 3 (Learn book)
Preparation
• Me … Jane is an unpaginated text. Number your text; begin with the title page as page 1. Pages on the left will be even, and pages on the right will be odd.
• Prepare a duplicate of the Notice and Wonder Chart for Me … Jane from the Learn book. During instruction, display this class chart to add responses to it. See the Respond section for details.
• Determine how to display the writing prompt. See the Write section for details. Students continue working with the prompt throughout arc E.
• Determine how to display these words: Jane Goodall, learns, animals. See the Write section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Me … Jane.
2. Display and Echo Read the Content Framing Question: What do I notice and wonder about this text?
3. Introduce Me … Jane by reading aloud the title and author/illustrator. Tell students that in this lesson they will listen to the entire story and share what they notice and wonder about the book.
LEARN
53 minutes
Read | Listen Closely to Me … Jane | 16 minutes
1. Instruct students to look closely at the front and back covers of the text. Invite a few students to share what they notice. Pause after each student shares, and invite other classmates to ask questions about something the student notices.
2. Read aloud Me … Jane (except the back matter). Pause only to clarify details necessary for general understanding.
Language Support
Based on your students’ needs, pause to define select terms with a synonym (e.g., cherished, magical, sap). Use subsequent readings to reinforce synonyms for the terms you selected.
3. Tell students that they will now discuss what they notice and wonder. Remind them that when they share an idea, they can add more detail by asking questions, such as Where? Invite students to generate a complete sentence about something they notice in the text. Tell them to expand their sentence by using specific words, such as on, to describe a location or position of something they notice.
4. Instruct students to Think–Pair–Share to answer this question: What do you notice and wonder about Me … Jane?
Teacher Note
As students share what they notice and wonder, listen for evidence of the knowledge and skills they built in previous lessons. In addition, listen for connections among ideas in the texts as the module progresses. Use the information you gather to prepare for subsequent lessons with this text.
Respond | Notice and Wonder About Me … Jane | 17 minutes
1. Remind students that readers often write down what they notice and wonder about a text. Ask this question:
Why should readers write down what they notice and wonder?
Key Ideas
• Readers may write down what they notice and wonder to keep track of, or remember, their ideas.
• Readers may write down what they notice and wonder to organize their thoughts.
2. Display the class Notice and Wonder Chart for Me … Jane.
3. Remind students that as readers explore a text, they often become curious about what they notice and ask questions about what they read. Tell them that they will explore the book and identify a place in the text that inspires them to ask a question.
4. Direct attention to the text. Turn the pages from the beginning of the text, and pause on pages 8–9. Think aloud to model how to notice and annotate what you notice by using a sticky note. Write what you notice on the class chart.
5. Invite a few students to share questions about what you noticed. Add a few responses to the Wonder section of the class chart.
6. Distribute Me … Jane to groups and a few sticky notes to each student. Instruct students to explore the pages of the book, look closely at the illustrations, and use sticky notes to annotate places in the text that inspire them to ask a question.
Sample Think Aloud
As I look through the pages of the text, I notice many things about the illustrations and words. On page 9, I notice Jane at a table drawing and writing. I will write on a sticky note what I notice: “Jane is drawing and writing.”
7. Instruct students to look over their annotations and choose one. Instruct them to Think–Pair–Share to answer these questions:
What is one thing you notice about the text?
What question do you have about what you notice?
8. Introduce the learning task. Direct students to the Notice and Wonder Chart for Me … Jane, located in the Learn book. Instruct them to write a sentence about something they notice in the text and a related question.
Analyze Student Progress
Monitor: Do students write a sentence about one thing they notice and a related question about Me … Jane?
Offer Immediate Support: If students need additional support writing a sentence about what they notice and wonder about the text, encourage them to draw a picture of what they notice and refer to the Wonder Wheel to generate a related question.
Plan Future Practice: Students practice noticing and wondering about Buzzing with Questions in lesson 29.
9. Invite a few students to share their responses. As they share, add responses to the class chart.
10. Remind students that sometimes when readers ask questions about a text, they may realize they have additional questions. Invite a few students to share additional questions they have about the text. Add their questions to the class chart.
Write | Write a Focus Sentence | 20 minutes
1. Remind students that when readers notice and wonder about a text, they learn new information. Explain that they will use the knowledge they gain from Me … Jane to write a new informative paragraph.
2. Display and read aloud the writing prompt for Module Task 3: Write a paragraph to tell how Jane Goodall learns about animals.
Differentiation Challenge
Some students will be able to write advanced responses to Module Task 3. For example, they may be able to include additional textual evidence and expand their conclusion sentence. See the Assessment Guide for more information, including an example of an advanced response.
3. Display the class Informative Paragraph Sandwich. Tell students that they will write all the parts of an informative paragraph for Module Task 3, just as they did in the previous module task. Echo Read each part of the Informative Paragraph Sandwich. Direct attention to the Focus section. Ask this question:
What do you know about the focus sentence in an informative paragraph?
Differentiation Support
• Where is the focus sentence in an informative paragraph?
• What is the job of the focus sentence?
Key Ideas
• The focus sentence is at the beginning of the paragraph.
• The focus sentence tells what the paragraph is mostly about.
• The focus sentence can include words from the writing prompt.
4. Tell students that they will plan the focus sentence for their paragraph about Jane Goodall. Echo Read the writing prompt: Write a paragraph to tell how Jane Goodall learns about animals. Ask this question:
What is the focus of your informative paragraph?
5. Emphasize that the paragraph is about how Jane Goodall learns about animals. Remind students that the writing prompt often contains important words to include in the focus sentence. Ask this question:
What words could you use from the prompt in your focus sentence?
Key Ideas
• Jane Goodall
• learns
• animals
6. Display the words Jane Goodall, learns, and animals. Remind students that each of their sentences can be different. Remind them that the focus sentence must respond to the prompt and tell the focus of the paragraph.
Language Support
Remind students to incorporate writing skills they learned in module 1, such as the capitalization of names and the first word in a sentence. As needed, provide examples as visual models.
7. Introduce the learning task. Direct students to the Informative Writing Planner for Module Task 3, located in the Learn book. Instruct them to write a focus sentence for their paragraph.
Analyze Student Progress
Monitor: Do students write a focus sentence that responds directly to the prompt?
Offer Immediate Support: If students need additional support writing a focus sentence, instruct them to orally rehearse their focus sentence one word at a time.
Plan Future Practice: Students practice drafting a focus sentence in lesson 31.
8. Invite a few students to share their responses.
Key Ideas
• Jane Goodall does many things to learn about animals.
• Jane Goodall learns about animals.
• Jane Goodall finds many ways to learn about animals.
• Jane Goodall tried different ways to learn about animals.
9. Direct attention to the words Jane Goodall, learns, and animals. Read aloud each word, one at a time. Invite students to stand up each time they hear a word that is in their focus sentence. Tell students that in the next lesson they will support their focus sentence with evidence.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn from Me … Jane?
• What did you learn to do?
2. Facilitate a brief discussion to help students articulate the knowledge they built during the lesson.
3. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.1 Comprehension and Evidence: MM.1.1.A, MM.1.1.C
MM.12.1 Complexity, Diversity, and Genre: MM.12.1.B, MM.12.1.B.a
CP Compose and Present Content
CP.1.1 Genre: CP.1.1.B, CP.1.1.H
CP.2.1 Planning: CP.2.1.A, CP.2.1.D
CP.4.1 Structure: CP.4.1.A, CP.4.1.A.b
CP.5.1 Language: CP.5.1.A
BU Build Understanding
BU.1.1 Inquiry and Credibility: BU.1.1.A, BU.1.1.C
Essential Question | What do people learn by studying animals?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW Preview
In this Organize lesson, students listen closely to a second reading of Me … Jane and identify the events of the story. Students organize the events by adding them to a story map; they then use the story map to retell the story. During writing instruction, students collect evidence for their response to Module Task 3. Collecting evidence prepares students to add notes to an informative writing planner about how Jane Goodall learns about animals.
A Prologue to lesson 25 is available for students who need additional support.
Learning Goals
Identify the events in Me … Jane.
LEARNING TASK: Write to describe one event that happens in the middle of Me … Jane.
For Module Task 3, collect evidence about ways Jane Goodall learns about animals.
LEARNING TASK: Write two evidence notes on the Informative Writing Planner for Module Task 3.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Identify the Story Events
• Respond: Retell the Story Events
• Write: Collect Supporting Evidence
LAND
Reflect on Learning
Materials
TEACHER
• Me … Jane
• class Story Map for Me … Jane (Learn book)
• writing prompt for Module Task 3 (lesson 24)
• class Informative Paragraph Sandwich (Reference Charts appendix)
• Prepare a duplicate of the Story Map for Me … Jane from the Learn book. During instruction, display this class story map to model how to add story elements. See the Read section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Me … Jane.
2. Display and Echo Read the Content Framing Question: What is happening in this text?
3. Tell students that they will identify the events in Me … Jane to help them retell the beginning, middle, and end of the story.
LEARN
53 minutes
Read | Identify the Story Events | 18 minutes
1. Explain that Me … Jane tells the story of Jane Goodall and is based on real events. This type of text is called literary nonfiction.
Teacher Note
Students read two literary nonfiction texts in module 1: Ready to Fly and The Book Rescuer
2. Remind students that one way to organize their thinking about a story is to identify the story elements. Instruct students to Think–Pair–Share to answer this question: What story elements have you identified in other texts?
3. Explain that another way readers organize what is happening in a story is to identify the events, or what happens, in the beginning, middle, and end of a story. Display the class Story Map for Me … Jane. Echo Read each section of the class story map: Characters, Settings, Beginning, Middle, and End.
4. Tell students that before they discuss the events in the story, they will identify the characters and one of the settings. Direct attention to the illustrations on pages 3–5. Ask these questions:
Who are the characters?
What is the setting in this part of the story?
Key Ideas
• characters: Jane, Jubilee
• setting: Jane’s backyard
5. Add responses to the class story map.
6. Tell students that they will listen to the story in sections. After each section, they will pause to organize the events of the story by using the class story map. First, they will organize what happens at the beginning of the story.
7. Read aloud pages 3–5, starting with “Jane had a.” Ask this question:
What happens at the beginning of the story?
Key Ideas
• Jane has a toy chimpanzee named Jubilee.
• Jane takes Jubilee wherever she goes.
• Jane loves being outside.
8. Use responses to emphasize that multiple events happen at the beginning of the story. Think aloud to model how to add a drawing and the events from the beginning of the story to the class story map.
Sample Think Aloud
Before I write about the beginning of Me … Jane, I will think about which events to include. I know that Jane has a stuffed toy named Jubilee. She takes Jubilee everywhere she goes. Jane also loves being outside. I will draw a picture of Jane and Jubilee outside. I will write these sentences: “Jane has a toy she takes everywhere. She loves to be outside.”
9. Tell students that they will listen to another part of the story to organize the events in the middle. Read aloud pages 6–17, starting with “She watched birds.” Instruct students to identify one event from pages 6–17, and invite them to act out the event with a partner.
10. Invite a few students to share their chosen event by acting it out for the class. As they share, write and draw one or two events from the middle of the story on the class story map.
Key Ideas
• Jane watches animals in her backyard.
• She studies and reads to learn about animals and plants.
• Jane observes a chicken lay an egg.
11. Invite students to share any new settings from this section of the story. As they share, add responses to the class story map (e.g., Jane’s house and the chicken coop).
Respond | Retell the Story Events | 17 minutes
1. Tell students that they will continue to listen to the middle of the story and work in small groups to describe what happens. Distribute Me … Jane to groups.
2. Read aloud pages 18–29, starting with “It was a.” Instruct students to identify one event from pages 18–29, and invite them to act out the event with their group.
3. Introduce the learning task. Direct students to the Story Map for Me … Jane, located in the Learn book. Instruct them to write to describe one event from the middle of the story.
Analyze Student Progress
Monitor: Do students describe at least one event from pages 18–29?
Offer Immediate Support: If students need additional support describing an event from the middle of the story, direct them to pages 20–21, reread the first sentence, and invite them to act out Jane’s actions before writing them down.
Plan Future Practice: Students practice identifying story events in Buzzing with Questions in lesson 30.
4. Invite a few students to share their responses. As students share, add one or two new events from the middle of the story to the class story map.
Key Ideas
• Jane dreams of helping animals in Africa.
• Jane climbs her favorite tree, named Beech.
• She feels her heart beating.
5. Tell students that they will listen to the remainder of the story to identify what happens at the end. Instruct them to follow along in their copies of the text as you read aloud pages 30–37, starting with “At night Jane.” Ask this question:
What happens at the end of the story?
Key Ideas
• Jane’s dreams come true.
• She grows up to work with animals in Africa.
6. Add one or two responses from the end of the story to the class story map.
7. Invite a few students to share any new settings from this section of the story. As they share, add responses to the class story map (e.g., Africa).
8. Remind students that retelling a story is a good way for readers to check their understanding. Instruct students to take turns retelling Me … Jane with a partner. Remind them to use the class story map to help them remember events from the beginning, middle, and end of the story.
Language Support
Provide these sentence frames:
• At the beginning, .
• In the middle, .
• At the end,
9. Tell students that they will now compare events from the beginning and end of the story. Direct attention to the illustration on page 5 and the photograph on page 37. Instruct students to Think–Pair–Share to answer these questions:
What is the same about the beginning and end of the story?
What is different about the beginning and end of the story?
Key Ideas
• Jane is in both pictures, but she’s a child in the beginning and an adult at the end.
• Jane is with a chimpanzee in both pictures, but the chimpanzee in the beginning is a toy.
• She is outside in both pictures, but in the beginning the picture is an illustration, and at the end the picture is a photograph.
10. Emphasize that many events take place in the story between the time when Jane loves animals as a child and the time when Jane works with animals as an adult. Tell students that in the following lesson they will take a closer look at the middle of the story to learn more about Jane.
Differentiation Challenge
To extend thinking across texts, invite students to share similarities and differences between Jane and Sylvia from Ready to Fly.
Write | Collect Supporting Evidence | 18 minutes
1. Remind students that they just identified events in Me … Jane, and some of the events show Jane learning about animals. Tell students that they will continue planning their informative paragraphs about Jane Goodall. Display and Echo Read the writing prompt for Module Task 3: Write a paragraph to tell how Jane Goodall learns about animals.
2. Display the class Informative Paragraph Sandwich. Remind students that in the previous lesson they planned a focus sentence for their informative paragraphs. Ask this question:
What part of an informative paragraph follows the focus sentence?
3. Reinforce the correct response: The evidence follows the focus sentence. Explain that students will collect evidence from Me … Jane and identify two or more ways Jane Goodall learns about animals. They will add this evidence to their informative writing planners.
4. Direct students to their copies of the text, and distribute sticky notes. Instruct them to use sticky notes to annotate two or more pieces of textual evidence that show how Jane learns about animals. Encourage students to find evidence from different parts of the text.
Differentiation Support
Direct attention to sections of the text and read aloud as needed to support students as they identify and annotate evidence (e.g., pages 4–5, 6–7, 10–11, and 18–19).
5. Introduce the learning task. Direct students to the Informative Writing Planner for Module Task 3, located in the Learn book. Instruct them to add at least two evidence notes that show how Jane learns about animals to the Evidence section of their planners.
Analyze Student Progress
Monitor: Do students add at least two evidence notes for how Jane Goodall learns about animals?
Offer Immediate Support: If students need additional support collecting evidence, direct them to pages 16–17 and instruct them to describe how Jane learns about chickens before writing down their evidence.
Plan Future Practice: Students practice collecting textual evidence in lesson 29.
6. Invite a few students to share their evidence notes.
Key Ideas
• watches birds making nests
• reads books about animals
• hides to observe a chicken
• spends time in nature
7. Emphasize that writers collect more than one piece of textual evidence for their informative paragraphs. Ask this question:
Why do writers include more than one piece of textual evidence?
Differentiation Support
• Why is evidence important?
• How does evidence help the writer?
• How does evidence help the reader?
Key Ideas
• Including more than one example provides additional support for the focus sentence.
• Providing more details shows that the writer understands the topic.
• Adding more textual evidence helps the reader learn more information.
8. Ask this question: Which part of an informative paragraph follows the evidence sentences?
9. Reinforce the correct response: The conclusion follows the evidence sentences. Remind students that the conclusion sentence restates, or tells again, the focus of the paragraph.
Differentiation Support
Students may perform at varying levels of independence when writing the conclusion sentence for Module Task 3. If students require additional support, display the writing prompt and model for module 2. Use the writing model to provide an example of a conclusion sentence that restates the focus of the paragraph and discuss the connections between the focus and conclusion sentences.
10. Direct students to their informative writing planners. Tell them to reread their focus sentence and evidence. Instruct students to write a conclusion sentence that restates the focus of their paragraph using new words. Remind them to include the important words from their focus sentence when writing their conclusion sentence.
11. Invite students to share their conclusion sentence with a partner.
12. Tell students that in the next lesson they will use their informative writing planners to write an informative paragraph about Jane Goodall.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about the events of a story?
• What did you learn from Me … Jane?
• What did you learn to do?
2. Facilitate a brief discussion to help students articulate the knowledge they built during the lesson.
3. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.1 Comprehension and Evidence: MM.1.1.A, MM.1.1.C
MM.3.1 Summary: MM.3.1.A
MM.4.1 Individuals, Events, and Ideas: MM.4.1.A
MM.9.1 Media: MM.9.1.A
MM.12.1 Complexity, Diversity, and Genre: MM.12.1.B, MM.12.1.B.a
CP Compose and Present Content
CP.1.1 Genre: CP.1.1.B, CP.1.1.H
CP.2.1 Planning: CP.2.1.D
CP.3.1 Content: CP.3.1.A, CP.3.1.A.b, CP.3.1.A.e
CP.5.1 Language: CP.5.1.A
BU Build Understanding
BU.1.1 Inquiry and Credibility: BU.1.1.A, BU.1.1.C
BU.2.1 Discovery and Evidence
BU.3.1 Conversation and Collaboration: BU.3.1.A
BU.4.1 Expression
DF Develop Foundations
DF.3.1 Phonics and Spelling: DF.3.1.C, DF.3.1.C.c
DF.6.1 Foundational Writing: DF.6.1.B
DM Develop Metacognition
DM.1.1 Content Stages: DM.1.1.B
DM.2.1 Comprehension Monitoring
DM.3.1 Schema Building
Lesson 26
Essential Question | What do people learn by studying animals?
Content Framing Question | Reveal: What does a deeper look at the connection between words and illustrations reveal?
OVERVIEW
Preview
In this Reveal lesson, students analyze the words and illustrations in Me … Jane to understand more about Jane as a child. Analyzing the words and illustrations helps students describe how Jane is curious. During writing instruction, students orally rehearse their complete informative paragraph. This prepares students to write a focus sentence, two or more evidence sentences, and a conclusion sentence for Module Task 3.
A Prologue to lesson 26 is available for students who need additional support.
Learning Goals
Analyze the connection between words and illustrations in Me … Jane to learn about Jane Goodall.
LEARNING TASK: Write and draw an example that shows how Jane is curious on pages 12–17 of Me … Jane.
For Module Task 3, write an informative paragraph about how Jane Goodall learns about animals.
LEARNING TASK: For Module Task 3, write an informative paragraph that includes a focus sentence, at least two evidence sentences, and a conclusion sentence.
Vocabulary
miracle (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Examine Words and Illustrations
• Respond: Use Words and Illustrations to Describe Jane
• Write: Write an Informative Paragraph
LAND
Reflect on Learning
Materials
TEACHER
• Me … Jane
• writing prompt for Module Task 3 (lesson 24)
STUDENTS
• Me … Jane
• journal
• Informative Writing Planner for Module Task 3
(Learn book, lesson 24)
• Module Task 3 (Learn book)
Preparation
• none Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resourcesv for volume of reading guidance.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Me … Jane.
2. Display and Echo Read the Content Framing Question: What does a deeper look at the connection between words and illustrations reveal?
3. Tell students that they will take a closer look at the words and illustrations in Me … Jane to learn about Jane Goodall as a child.
LEARN
53 minutes
Read | Examine Words and Illustrations | 17 minutes
1. Form small groups and distribute Me … Jane to groups. Invite students to turn the pages and look closely at a few illustrations of Jane. Ask this question: What do you know about Jane Goodall?
Key Ideas
• Jane has a stuffed toy chimpanzee named Jubilee.
• Jane loves watching and studying animals.
• She grows up to work with animals.
2. Remind students that words and illustrations work together to tell the full story. Direct attention to pages 6–7. Read aloud page 6, starting with “She watched birds.” Ask this question:
Why do you think Jane is watching the animals in this part of the story?
Key Ideas
• Jane enjoys being outside to learn what animals do.
• Jane observes animals and draws and writes about them.
• Jane watches animals because she wants to know more about how they behave.
3. Emphasize that Jane is a curious child. Remind students that a curious person wants to learn or know more.
4. Instruct students to look closely at the illustrations on pages 6–7. Ask this question:
How do the illustrations show that Jane is curious?
Differentiation Support
• What is Jane doing in the illustrations?
• How does she feel?
Key Ideas
• page 6: The illustrations show that Jane is observing animals when she’s outside.
• page 7: The illustration shows that Jane looks happy to stand in one place and observe the animals.
5. Direct attention to pages 9–11. Instruct students to pay close attention to the illustrations. Ask these questions:
What do the illustrations on pages 9–11 show? What makes you think that?
Key Ideas
• The illustrations show Jane’s drawings because they look like they are hand-drawn.
• The illustrations show that Jane takes notes to keep track of what she learns.
Differentiation Challenge
To encourage students to closely observe and take notes, invite students to create a nature observation journal. Take students outside and instruct them to draw and label some of the plants and animals they observe.
6. Emphasize that the illustrations on pages 9–11 show Jane’s drawings of animals. Instruct students to Think–Pair–Share to answer this question:
How do Jane’s drawings show that she is curious?
Key Ideas
• Jane’s drawings show that she wants to learn about many different types of animals and their features.
• Jane’s drawings show that she wants to keep track of what she learns.
• Jane’s drawings show that she spends a lot of time observing, reading, and learning about animals.
7. Reinforce that the words and illustrations work together to tell the story. Remind students that illustrations help readers better understand a text.
Respond | Use Words and Illustrations to Describe Jane | 17 minutes
1. Tell students that they will listen to another excerpt from the text to learn more about Jane. Instruct them to close their eyes and visualize what is happening as they listen to the excerpt. Read aloud pages 12–17, starting with “One day, curious.” Ask these questions:
Based on the words, what do you think miracle means? What makes you think that?
Key Ideas
• Miracle might be something about the chicken because Jane is observing chickens.
• Miracle could be connected to the egg because Jane wants to know where eggs come from.
2. Explain that the words give some information, but they do not explain what the term miracle means. Direct attention to pages 12–17. Instruct students to look carefully at the illustrations. Ask these questions:
Based on the illustrations, what do you think miracle means? What makes you think that?
Language Support
Provide the following sentence frame: Because I see , I think miracle could mean
Key Ideas
• Miracle could mean something surprising because Jane looks surprised on page 17.
• Miracle could mean something unexpected because Jane did not know what would happen.
3. Emphasize that the illustrations show that the miracle is a chicken laying an egg. Introduce the vocabulary term miracle. Say the term aloud, and instruct students to repeat it. Define the term. Reinforce that chickens lay eggs to have baby chicks. Jane considers this event a miracle because she finds it amazing.
4. Tell students that they will now consider both the words and illustrations to learn more about Jane. Instruct them to pay close attention to the illustrations. Read aloud pages 12–17, starting with “One day, curious.” Instruct students to discuss this question in small groups:
How does Jane show she is curious in this part of the story?
5. Introduce the learning task. Direct students to their journals. Instruct them to write and draw an example that shows how Jane is curious on pages 12–17.
Definition miracle (n.): something very amazing or unusual
Analyze Student Progress
Monitor: Do students identify an example from pages 12–17 of Jane acting curious?
Offer Immediate Support: If students need additional support identifying an example that shows how Jane is curious, direct them to the illustration on page 17 and instruct them to describe what Jane is doing and why.
Plan Future Practice: Students practice analyzing words and illustrations to strengthen their understanding of a text in Buzzing with Questions in lesson 31.
6. Invite a few students to share their responses.
Key Ideas
• Jane sneaks into the chicken coop to learn more about chickens.
• Jane hides behind straw to learn where eggs come from.
• Jane waits patiently to observe a miracle.
7. Emphasize that Jane shows she is curious by observing, reading, and keeping detailed notes on what she learns. Tell students that in the following lesson they will discuss how Jane grows from a curious child into an adult who works with animals as a career.
Write | Write an Informative Paragraph | 19 minutes
1. Remind students that they have used the words and illustrations in Me … Jane to learn more about Jane Goodall. Explain that they will use their planning from the previous lesson to orally rehearse and then write a complete informative paragraph.
2. Direct students to the Informative Writing Planner for Module Task 3, located in the Learn book. Instruct them to point to the section of the planner that includes notes rather than complete sentences. Tell students that they will convert their evidence notes into complete sentences when they orally rehearse their paragraph.
3. Display the writing prompt for Module Task 3: Write a paragraph to tell how Jane Goodall learns about animals. Instruct students to orally rehearse their paragraph with a partner. Remind them to point to each section of their planners as they orally rehearse, to ensure that they include all components.
4. Instruct students to provide feedback on whether their partner included all parts of the paragraph.
5. Introduce the learning task. Direct students to Module Task 3, located in the Learn book. Instruct them to write a focus sentence, at least two evidence sentences, and a conclusion sentence for their informative paragraph.
Analyze Student Progress
Monitor: Do students include all the parts of an informative paragraph in their draft?
Offer Immediate Support: If students need additional support writing their informative paragraph, instruct them to orally rehearse one sentence of their paragraph at a time and then write the sentence before orally rehearsing the next sentence.
Plan Future Practice: Students practice writing an informative paragraph in lesson 32.
6. Invite students to share their informative paragraph with a new partner.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about the term miracle?
• What did you learn from Me … Jane?
• What did you learn to do?
2. Facilitate a brief discussion to help students articulate the knowledge they built during the lesson.
3. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.1 Comprehension and Evidence: MM.1.1.A, MM.1.1.C
MM.4.1 Individuals, Events, and Ideas: MM.4.1.A
MM.5.1 Vocabulary: MM.5.1.A, MM.5.1.A.c
MM.9.1 Media: MM.9.1.A
MM.12.1 Complexity, Diversity, and Genre: MM.12.1.B, MM.12.1.B.a
CP Compose and Present Content
CP.1.1 Genre: CP.1.1.B, CP.1.1.H
CP.3.1 Content: CP.3.1.A, CP.3.1.A.b, CP.3.1.A.e
CP.4.1 Structure: CP.4.1.A, CP.4.1.A.b, CP.4.1.C
CP.5.1 Language: CP.5.1.A
CP.8.1 Presentation: CP.8.1.A
BU Build Understanding
BU.1.1 Inquiry and Credibility: BU.1.1.A, BU.1.1.C
BU.2.1 Discovery and Evidence
BU.3.1 Conversation and Collaboration: BU.3.1.A, BU.3.1.D
BU.4.1 Expression
DF Develop Foundations
DF.3.1 Phonics and Spelling: DF.3.1.C, DF.3.1.C.c
DF.6.1 Foundational Writing: DF.6.1.B
DF.10.1 Verbs: DF.10.1.A
DF.13.1 Sentence Construction: DF.13.1.A
DM Develop Metacognition
DM.1.1 Content Stages: DM.1.1.C
DM.3.1 Schema Building
Lesson 27
Essential Question | What do people learn by studying animals?
Content Framing Question | Distill: What is a central idea in this text?
OVERVIEW Preview
In this Distill lesson, students revisit excerpts from Me … Jane to discuss how Jane Goodall’s childhood influences her to study animals for her career. Determining how Jane’s childhood interests influence her to study animals prepares students to discuss a central idea in the text. During writing instruction, students learn about pronouns. Students review their responses to Module Task 3 for pronoun usage.
A Prologue to lesson 27 is available for students who need additional support.
Learning Goals
Determine how Jane Goodall’s childhood influences her to study animals.
LEARNING TASK: During a class discussion, share one example that demonstrates how Jane’s childhood leads her to study animals.
Use pronouns to replace nouns.
LEARNING TASK: Review the Module Task 3 response for pronouns that replace nouns, as needed.
Vocabulary
pronoun (n.)
scientist (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Prepare for a Discussion
• Respond: Discuss a Central Idea
• Write: Identify Pronouns
LAND
Reflect on Learning
Materials
TEACHER
• Me … Jane
• Knowledge Card: scientist
• class Module 2 Editing Reference Chart (Reference Charts appendix)
STUDENTS
• Me … Jane
• journal
• Language Practice for Pronouns (Learn book)
• Module Task 3 (Learn book, lesson 26)
Preparation
• Determine how to display the discussion question. See the Read section for details.
• Determine how to display sample sentences. See the Write section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Me … Jane.
2. Display and Echo Read the Content Framing Question: What is a central idea in this text?
3. Remind students that in the previous lesson they examined the words and illustrations to learn more about Jane Goodall. Tell students that they will take a closer look at how Jane’s childhood leads her to study animals as they discuss a central idea in Me … Jane.
LEARN
53 minutes
Read | Prepare for a Discussion | 18 minutes
1. Remind students that when discussing a central idea in a text, readers use what they learn from the story to come up with a lesson they can apply to their own lives. Tell them that they will first discuss what they have learned from different parts of Me … Jane.
2. Display and Echo Read today’s discussion question: How do Jane’s childhood interests lead her to study animals? Explain that Jane’s childhood is the time when Jane is a child. What Jane enjoys doing in her childhood leads her, or causes her, to study animals as an adult.
3. Remind students that to prepare for a discussion, speakers think about what they want to say and how they want to say it. Ask this question: What speaking and listening goals have you practiced in this module?
4. Reinforce the correct response: Listen closely to what others say, and take turns with others when speaking. Explain that students will practice both goals during today’s discussion.
5. Ask these questions:
How do you know when someone is listening closely?
How do you know when someone is taking turns speaking?
Key Ideas
• Facing the speaker shows that they are listening closely.
• Listening to the speaker without interrupting shows that they are taking turns.
• Letting others have a turn and not talking too much shows that they are taking turns.
6. Explain that during a discussion students should demonstrate both speaking and listening goals. Emphasize that taking turns when speaking helps students listen closely to others and think about what they are saying before responding.
7. Instruct students to Think–Pair–Share to answer this question:
What did you learn from Me … Jane about Jane Goodall’s childhood?
Language Support
Provide this sentence frame: When Jane is a child, she
Key Ideas
• When Jane is a child, she is curious about plants and animals.
• Jane observes a chicken laying an egg.
• Jane has a toy chimpanzee named Jubilee.
8. Direct attention to the photographs on pages 1 and 37. Remind students that in the beginning of the story Jane is a child who enjoys being outside with animals, and she grows up to work outdoors with animals.
9. Tell students that they will examine how Jane’s experiences as a child lead her to become a scientist. Introduce the vocabulary term scientist by displaying the Knowledge Card. Engage students in the Vocabulary Exploration routine.
10. Distribute Me … Jane to groups. Display the following pages. Read aloud the words in each excerpt, and invite students to look closely at the illustrations. Pause after reading each excerpt, and instruct students to think about Jane’s interests, or what Jane likes to do, as a child.
• pages 4–7, starting with “She watched birds”
• pages 8–11, starting with “Jane learned all”
• pages 24–29, starting with “With the wind”
Differentiation Support
• What does Jane enjoy doing in this part of the story?
• How does Jane feel in this part of the story? Why?
11. Direct students to their journals. To help students prepare for the discussion, instruct them to choose one example that shows how Jane’s childhood leads her to study animals as an adult. Instruct them to write and draw their examples in their journals. Invite students to refer to their copies of the text as they write and draw their responses.
Respond | Discuss a Central Idea | 18 minutes
1. Remind students of the speaking and listening goals for today’s discussion: Listen closely to what others say, and take turns with others when speaking.
2. Instruct students to orally rehearse their example with a partner. Remind them to listen closely to what their partner says and to take turns with their partner when speaking.
Teacher Note
During the discussion, use the Module 2 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward these goals.
Definition scientist (n.): a person who is trained in science and whose job involves doing research and solving problems
3. Instruct students to form a circle.
4. Introduce the learning task. Explain that students will now engage in a discussion to share their example that shows how Jane’s childhood leads her to study animals as an adult. Instruct them to use a nonverbal signal (e.g., a thumbs-up) when they hear an example like their own. Begin the discussion by asking this question:
How does Jane’s childhood lead her to study animals?
Analyze Student Progress
Monitor: Do students demonstrate understanding of how Jane’s childhood leads her to study animals?
Offer Immediate Support: If students need additional support identifying how Jane’s childhood leads her to study animals, instruct them to locate and orally describe an illustration of Jane as a child and then to explain how Jane’s actions are similar to studying animals as a scientist.
Plan Future Practice: Students practice discussing a central idea in Buzzing with Questions in lesson 32.
5. Reinforce key ideas.
Key Ideas
• When Jane is a child, she loves to be outside with animals.
• Jane enjoys learning about animals by studying and reading.
• Jane dreams about living with and helping all animals.
6. Tell students that they will now consider a central, or important, idea from the book. Remind students that to identify a central idea, readers pause and think about how the story relates to the bigger world beyond the book. By looking at the story within the bigger world, they can think about what they learned and what they can apply to their own lives.
7. Ask this question:
What lesson can you learn from how Jane becomes a scientist?
Differentiation Support
• Why does Jane want to become a scientist?
• How does Jane make her dream come true?
Key Ideas
• Your interests can lead you to what you do in the future.
• Working toward your goals can help make your dreams come true.
• Following your passion can lead you to make new discoveries.
8. Emphasize that a central idea is a lesson readers can apply to their own lives. Instruct students to consider their own interests and Think–Pair–Share to answer this question:
How might your interests now influence your future?
Differentiation Support
• What do you enjoy doing now that you might want to do in the future?
• How might you work toward achieving your dreams?
9. Instruct students to reflect on how well they met the speaking and listening goals: Listen closely to what others say, and take turns with others when speaking. Tell students that they will continue working on these goals in future lessons.
Write | Identify Pronouns | 17 minutes
1. Remind students that Jane Goodall learned about animals to achieve her goal of becoming a scientist. Tell students that today they will learn new information to become better writers.
2. Read aloud page 8, starting with “Jane learned all.” Direct attention to the word she, which appears twice on this page. Ask these questions:
Who is she?
How do you know?
Key Ideas
• The author wrote she for Jane because the book is about Jane.
• She is Jane because Jane appears at the beginning of the sentence.
• Jane is in the illustration on page 9, so she is Jane.
3. Reinforce that she refers to Jane because the story is about Jane. Explain that writers and speakers use words like she in place of nouns. Jane is a noun in the sentence, and she refers to Jane.
4. Introduce the vocabulary term pronoun. Say the term aloud, and instruct students to repeat it. Define the term. Begin a list (e.g., on chart paper) with the title Pronouns, and add the word she.
5. Tell students that they will now look at sentences to identify other pronouns. Display these sentences:
• Jubilee is a gift. He is small.
• Jane sees a nest. It is in a bush.
• Jane and Jubilee want to have fun. They play in the grass.
6. Read aloud the first pair of sentences. Underline the pronoun he, and add it to the list of pronouns. Invite students to identify the noun that the pronoun replaces, and then circle it.
7. Continue to read aloud each pair of sentences. Underline each pronoun, and add it to the list. Invite students to identify the nouns that the pronouns replace. As students identify the nouns, circle them.
Definition pronoun (n.): a word that replaces a noun
8. Explain that she, he, and it replace singular nouns, and they can replace singular or plural nouns. Tell students that they will now practice using pronouns in sentences.
9. Direct students to Language Practice for Pronouns, located in the Learn book. Echo Read the sentences. Instruct them to complete the sentences by writing the correct pronoun and circling the noun the pronoun replaces.
Teacher Note
In addition to using pronouns in students’ informative paragraphs, Language Practice for Pronouns provides an opportunity to check for understanding.
10. Introduce the learning task. Direct students to Module Task 3, located in the Learn book. Instruct them to review and edit their informative paragraphs as needed for pronouns that replace nouns.
Analyze Student Progress
Following completion of Module Task 3, refer to the Assessment Guide for next steps. Use the information in the guide to provide feedback to students and plan future writing instruction.
11. Display the class Module 2 Editing Reference Chart. Echo Read each item on the chart, and instruct students to edit their responses to Module Task 3 for complete sentences, matching nouns and verbs, and learned spelling patterns.
12. Invite students to share an edit they made to their writing.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about Jane Goodall?
• What did you learn from Me … Jane?
• What did you learn to do?
2. Facilitate a brief discussion to help students articulate the knowledge they built during the lesson.
3. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.1 Comprehension and Evidence: MM.1.1.A, MM.1.1.C
MM.2.1 Theme and Central Idea: MM.2.1.A
MM.4.1 Individuals, Events, and Ideas: MM.4.1.A
MM.9.1 Media: MM.9.1.A
MM.12.1 Complexity, Diversity, and Genre: MM.12.1.B, MM.12.1.B.a
CP Compose and Present Content
CP.1.1 Genre: CP.1.1.B
CP.4.1 Structure: CP.4.1.A
CP.5.1 Language: CP.5.1.A
CP.7.1 Editing
CP.8.1 Presentation: CP.8.1.A, CP.8.1.B
BU Build Understanding
BU.1.1 Inquiry and Credibility: BU.1.1.C
BU.2.1 Discovery and Evidence
BU.3.1 Conversation and Collaboration: BU.3.1.A
BU.4.1 Expression
DF Develop Foundations
DF.6.1 Foundational Writing: DF.6.1.B
DF.9.1 Nouns and Pronouns: DF.9.1.B
DM Develop Metacognition
DM.1.1 Content Stages: DM.1.1.D
DM.2.1 Comprehension Monitoring
DM.3.1 Schema Building
DM.4.1 Reflection and Evaluation
Lesson 28
Essential Question | What do people learn by studying animals?
Content Framing Question | Know: How does this text build our knowledge?
OVERVIEW Preview
In this Know lesson, students listen to the “About Jane Goodall” and “A Message from Jane” sections of Me … Jane to learn about environmental challenges. Learning about environmental challenges prepares students to expand a sample sentence into a knowledge statement about environmental conservation. During writing instruction, students learn about the writing prompt for Module Task 4. This prepares students to select a topic to research for an informative paragraph about animal features.
Learning Goals
Expand a sentence to form a knowledge statement about environmental conservation.
LEARNING TASK: Form a knowledge statement about how people can help the environment.
For Module Task 4, select a topic for an informative paragraph on animal features.
LEARNING TASK: For Module Task 4, write a sentence about one feature of a selected animal.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Build Knowledge About Jane Goodall
• Respond: Expand Sentences
• Write: Select a Research Topic
LAND
Synthesize Learning
Materials
TEACHER
• Me … Jane
• class Wonder Wheel (Reference Charts appendix)
• writing prompt for Module Task 4
• Mother and Young Elephant photograph, Rabbit photograph, Octopus photograph (digital platform)
STUDENTS
• journal
Preparation
• Determine how to display the writing prompt for Module Task 4. Students continue working with the prompt throughout arc F.
• Determine how to display side by side photographs of an elephant, a rabbit, and an octopus. If unable to simultaneously display the images, display them one at a time. See the Write section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Me … Jane.
2. Display and Echo Read the Content Framing Question: How does this text build our knowledge?
3. Tell students that they will learn more about Jane Goodall’s work as an adult by listening to the sections titled “About Jane Goodall” and “A Message from Jane” at the end of Me … Jane.
LEARN
53 minutes
Read | Build Knowledge About Jane Goodall | 18 minutes
1. Tell students that before they learn new information about Jane Goodall, they will review the knowledge they have gained. Direct attention to the module 2 knowledge charts, and read aloud several knowledge statements from the charts.
2. Remind students that Jane Goodall’s dream is to study animals in Africa, and she works hard to make her dreams come true. Tell students that they will listen to the section titled “About Jane Goodall” at the end of Me ... Jane to learn more about Jane’s work with animals.
3. Explain that part of Jane’s work as an adult is to help protect chimpanzees. Instruct students to listen closely as you read aloud and to use a nonverbal signal (e.g., stand up) when they learn about a challenge that chimpanzees face in their environments. Read aloud the section titled “About Jane Goodall” on page 38 from “Today Jane travels” to “hunted for food.” Ask this question: What is happening to chimpanzees and their environments?
Key Ideas
• People are cutting down the forests where chimpanzees live.
• Chimpanzees are being hunted for food.
4. Instruct students to continue listening to learn more about how Jane is helping people and the environment. Read aloud from “She set up” to “the nearby wildlife.”
5. Ask these questions:
How is Jane helping other people?
How is Jane helping the environment?
Key Ideas
• Jane helps communities grow food.
• Jane helps children go to school.
• Jane teaches people to protect animals in their environment.
6. Direct attention to the photograph of Jane Goodall on page 39. Tell students that now that they have learned more about how she helps people and the environment, they will hear a message from Jane. Read aloud page 39, starting with the heading “A Message from Jane.” Instruct students to Think–Pair–Share to answer this question:
What did you learn from Jane’s message?
Key Ideas
• Jane Goodall thinks people should help each other, animals, and the environment.
• Jane travels and meets people who help their communities.
• Recycling is one way to help the environment.
7. Tell students that they will use their new knowledge about helping others and the environment to form knowledge statements.
Respond | Expand Sentences | 18 minutes
1. Tell students that they will practice expanding sentences by asking questions and adding details. Display and Echo Read the following sample sentence: They help the environment.
2. Display the class Wonder Wheel. Remind students of their work expanding knowledge statements by using question words. Tell them that today they will expand one sentence by asking questions.
3. Circle the pronoun they in the sample sentence. Remind students that pronouns, such as they, replace nouns. Explain that by using a specific noun in a sentence, students can add more details. Ask this question:
What who question can help expand this sentence?
4. Reinforce the correct response: Who helps the environment? Tell students to think about who helps the environment at the end of Me … Jane. Instruct them to Think–Pair–Share to answer this question:
Who helps the environment?
Differentiation Support
• Who is helping people and the environment?
• Who is Jane speaking to in her message?
Key Ideas
• Jane Goodall helps the environment.
• Children help the environment.
• Adults help the environment.
5. Tell students that now that they have expanded their sentence to describe who helps the environment, they will draw a picture to describe their idea. Direct students to their journals. Instruct them to draw a picture that shows someone who helps the environment and to share their drawing with a partner.
6. Tell students that they will expand their sentence further by asking a partner a question about their drawing. Echo Read the question words on the Wonder Wheel. Think aloud to model how to select a word from the Wonder Wheel and ask a question.
7. Instruct students to choose one word from the Wonder Wheel to ask a question about their partner’s drawing. Explain that students will respond to their partner’s question to further express their knowledge.
Language Support
This lesson is the first time students expand sentences by asking multiple questions. Ensure that students start with a properly crafted sentence, and support them in asking relevant questions before moving on to the learning task.
8. Introduce the learning task. Instruct students to form an expanded sentence about how people help the environment in response to their partner’s question.
Analyze Student Progress
Monitor: Do students add details to the sentence to demonstrate understanding of how people help the environment?
Offer Immediate Support: If students need additional support forming knowledge statements, direct them to their journals and prompt them to describe how the people in their drawings help the environment.
Plan Future Practice: Students practice expanding sentences to form knowledge statements in lesson 33.
Sample Think Aloud
There are several question words to choose from. Because we already expanded a sentence by asking, “Who helps the environment?”
I am going to choose the word why to ask the next question. I can ask, “Why did the person in your drawing help the environment?”
9. Invite a few students to share their responses.
Key Ideas
• Children help the environment by picking up trash.
• Jane Goodall helps the environment in communities in Africa.
• Adults help the environment so their communities stay clean.
10. Reinforce that everyone can help the environment. If time allows, instruct students to add additional details to their drawings based on their expanded knowledge statements.
Write | Select a Research Topic | 17 minutes
1. Explain that forming knowledge statements is one way for students to share the knowledge they gain from reading texts. Tell students that now they will start a new module task that will help them learn more about animals.
2. Explain that Module Task 4 is a research task. Ask this question: What does research mean?
Key Ideas
• getting information about a topic
• collecting information about a topic from more than one source
Teacher Note
Research skills, such as collecting and organizing textual evidence, drawing evidence from multiple texts, and discussing and writing about findings, are taught in all modules of all levels in Arts & Letters because students are always building knowledge from texts. In this module, students apply these skills to a more formal research project.
3. Display the photographs of the elephant, rabbit, and octopus. While directing attention to the corresponding picture, say aloud the name of each animal and instruct students to repeat it.
4. Display and Echo Read the writing prompt for Module Task 4: Choose an animal from the list. Write a paragraph to tell about two features that help that animal.
• elephant
• rabbit
• octopus
5. Instruct students to Think–Pair–Share to answer this question: What is the writing prompt asking you to do?
6. Reinforce the correct response: The writing prompt asks students to choose an animal and write an informative paragraph describing two features that help the animal.
7. Explain that, similar to the way Jane Goodall learns about chimpanzees, students will learn about an animal. Remind students that Jane is curious, or wants to know more, about animals. Ask this question:
How does being curious help Jane Goodall?
Key Ideas
• Being curious helps Jane enjoy reading and learning about plants and animals.
• Being curious helps Jane discover new things, like where eggs come from.
• Being curious helps Jane follow her dream of studying animals.
8. Emphasize that being curious helps people enjoy learning. Remind students that they have been developing their research skills to learn more about animals throughout the year. Tell students to choose one animal from the list that they are curious about.
9. Invite students to look closely at the photograph of the animal they selected and to observe the animal’s features. Tell them that they will orally rehearse and then write a sentence about one of the features they observe. Instruct students to select one feature and then orally rehearse a sentence about it with a partner.
10. Introduce the learning task. Direct students to their journals. Instruct them to write a complete sentence about one feature of their selected animal.
Analyze Student Progress
Monitor: Do students identify one feature they notice about the animal they selected?
Offer Immediate Support: If students need additional support writing a sentence, instruct them to point to one feature in the photograph of the animal they chose and to orally name the feature before writing a complete sentence.
Plan Future Practice: Students practice planning for a research task in lesson 29.
11. Instruct students to share their responses with a partner. Preview that in the following lesson they will begin researching their animals to collect evidence for their informative paragraphs.
LAND 5 minutes
Synthesize Learning
1. Direct attention to both knowledge charts. Read aloud a few knowledge statements.
2. Ask this question: What did you learn about helping the environment?
3. Facilitate a brief discussion to help students integrate the knowledge they built during the past several lessons.
4. Ask this question: How does your new knowledge show what people learn by studying animals?
5. Use responses to reinforce these Knowledge Threads:
• People learn about animal features by making observations and asking questions.
• Studying animals can inspire people to protect animals and their habitats.
6. Tell students that they will continue building their knowledge as they study a new text in the next lesson.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.1 Comprehension and Evidence: MM.1.1.B, MM.1.1.C
MM.12.1 Complexity, Diversity, and Genre: MM.12.1.B, MM.12.1.B.a, MM.12.1.B.b, MM.12.1.C, MM.12.1.C.c
CP Compose and Present Content
CP.1.1 Genre: CP.1.1.B, CP.1.1.H
CP.2.1 Planning: CP.2.1.A, CP.2.1.D
CP.4.1 Structure: CP.4.1.A, CP.4.1.A.b
CP.5.1 Language: CP.5.1.A
BU Build Understanding
BU.1.1 Inquiry and Credibility: BU.1.1.A
BU.2.1 Discovery and Evidence
BU.3.1 Conversation and Collaboration: BU.3.1.A
BU.4.1 Expression
DF Develop Foundations
DF.3.1 Phonics and Spelling: DF.3.1.C, DF.3.1.C.c
DF.6.1 Foundational Writing: DF.6.1.B
DF.13.1 Sentence Construction: DF.13.1.A
DM Develop Metacognition
DM.1.1 Content Stages: DM.1.1.E
DM.3.1 Schema Building
DM.4.1 Reflection and Evaluation
Lesson 29
Essential Question | What do people learn by studying animals?
Content Framing Question | Wonder: What do I notice and wonder about this text?
OVERVIEW
Preview
In this Wonder lesson, students listen closely to the first reading of Buzzing with Questions and share what they notice and wonder. This work prepares students to write what they notice and a related question on an organizer. During writing instruction, students participate in shared research by reading a text about an animal. Students collect and add evidence about their topic to an informative writing planner.
Learning Goals
Notice and wonder about Buzzing with Questions.
LEARNING TASK: Write one thing you notice about Buzzing with Questions and one related question.
For Module Task 4, read a text to collect evidence for a research task about an animal.
LEARNING TASK: Write two evidence notes from a text on the Informative Writing Planner for Module Task 4.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Listen Closely to Buzzing with Questions
• Respond: Notice and Wonder About Buzzing with Questions
• Write: Conduct Research
LAND
View “Insects”
Materials
TEACHER
• Buzzing with Questions
• What Do You Do with a Tail Like This?
• Elephant Talk (Geodes level 1 module 2 set 1)
• Rabbit or Hare? (Geodes level 1 module 2 set 4)
• “8 Arms and 8 Ways” (digital platform)
• class Notice and Wonder Chart for Buzzing with Questions (Learn book)
• writing prompt for Module Task 4 (lesson 28)
• class Informative Writing Planner for Module Task 4 (Learn book)
• “Insects” (digital platform)
STUDENTS
• Buzzing with Questions
• Elephant Talk (Geodes level 1 module 2 set 1)
• Rabbit or Hare? (Geodes level 1 module 2 set 4)
• “8 Arms and 8 Ways” (Learn book)
• Notice and Wonder Chart for Buzzing with Questions (Learn book)
• sticky notes
• Informative Writing Planner for Module Task 4 (Learn book)
• colored pencils
Preparation
• Buzzing with Questions is an unpaginated text. Number your text; begin with the title page as page 1. Pages on the left will be even, and pages on the right will be odd.
• Prepare a duplicate of the Notice and Wonder Chart for Buzzing with Questions from the Learn book. During instruction, display this class chart to add responses to it. See the Respond section for details.
• Prepare a duplicate of the Informative Writing Planner for Module Task 4 from the Learn book. During instruction, display this class planner to add responses to it. See the Write section for details. Save the planner to use throughout arc F.
• Determine how to set up research stations with individual student copies of texts at each station. See the Write section for details.
• Ensure you have enough colored pencils of one color so that all students use the same color. See the Write section for details. In lesson 30, students will need to write in a different color.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Buzzing with Questions.
2. Display and Echo Read the Content Framing Question: What do I notice and wonder about this text?
3. Introduce Buzzing with Questions by reading aloud the title, author, and illustrator. Tell students that in this lesson they will listen to the entire story and share what they notice and wonder about the book.
LEARN
53 minutes
Read | Listen Closely to Buzzing with Questions | 16 minutes
1. Instruct students to look closely at the front and back covers of the text. Invite a few students to share what they notice and wonder. Pause after each student shares, and invite others to ask questions about something the student notices.
2. Tell students that they will listen to the entire story in two sections. Students will write and draw what they notice and wonder at the end of each section. Read aloud pages 4–22, starting with “Questions that itched.” Pause only to clarify details necessary for general understanding.
Language Support
Based on your students’ needs, pause to define select terms with a synonym (e.g., college, guide, weaving). Use subsequent readings to reinforce synonyms for the terms you selected.
3. Display the class Notice and Wonder Chart for Buzzing with Questions. Instruct students to Think–Pair–Share to answer this question:
What do you notice and wonder about Buzzing with Questions?
Teacher Note
As students share what they notice and wonder, listen for evidence of the knowledge and skills they built in previous lessons. In addition, listen for connections among ideas in the texts as the module progresses. Use the information you gather to prepare for subsequent lessons with this text.
4. As students share, add their responses to the class chart.
Respond | Notice and Wonder About Buzzing with Questions | 19 minutes
1. Ask this question:
What might readers ask questions about as they read?
Key Ideas
• Readers may ask questions about illustrations.
• Readers may ask questions about characters.
• Readers may ask questions about new words.
2. Tell students that they will listen to the rest of the story and share what they notice and wonder. Continue reading aloud from page 24, starting with “Like the ants” and ending on page 40 with “questions, questions, questions.”
3. Ask this question:
What do you notice and wonder about Buzzing with Questions?
4. Add a few responses to the class chart.
5. Distribute the text to groups and a few sticky notes to each student. Instruct students to explore the book, look closely at the illustrations, and use the sticky notes to annotate several things they notice that inspire them to ask questions.
6. Introduce the learning task. Direct students to the Notice and Wonder Chart for Buzzing with Questions, located in the Learn book. Instruct them to write a sentence about something they notice in the text and a related question.
Analyze Student Progress
Monitor: Do students write at least one thing they notice and a related question about Buzzing with Questions?
Offer Immediate Support: If students need additional support noticing details and asking questions, prompt them to think of a question that starts with the word what.
Plan Future Practice: Students practice noticing and asking questions about Wild Is the Wind in module 3.
7. Invite a few students to share their responses. As students share, add responses to the class chart.
8. Remind students that sometimes when readers ask questions about a text, they may realize they have other questions. Invite students to share additional questions from the text, and add them to the class chart.
Write | Conduct Research | 18 minutes
1. Remind students that in Buzzing with Questions, Charles Henry Turner learns about various animals. Tell students that they will now learn more about the animal they selected for their informative paragraph.
2. Instruct students to Think–Pair–Share to answer this question:
How do people learn about animals?
Differentiation Support
• How did the author of Feathers learn about birds?
• How did Jane Goodall learn about animals?
Key Ideas
• People research to learn about animals.
• People observe animals to learn more about them.
• People ask experts questions about animals to learn more about them.
3. Tell students that they will research the features of the animal they chose for their informative paragraph. Display and Echo Read the writing prompt for Module Task 4: Choose an animal from the list. Write a paragraph to tell about two features that help that animal.
• elephant
• rabbit
• octopus
Differentiation Challenge
Some students will be able to write advanced responses to Module Task 4. For example, they may be able to show additional knowledge of how features help their chosen animal and add details to explain their evidence. See the Assessment Guide for more information, including an example of an advanced response.
4. Explain that students will research by using two sources: a text and a video. Remind students that a source is a place where something comes from and that writers use sources to research and collect evidence to use in their writing. Tell students that in this lesson, their source is a text, and in the next lesson, their source will be a video.
5. Tell students that you will model how to research for a paragraph about a giraffe. Display the class Informative Writing Planner for Module Task 4 and What Do You Do with a Tail Like This? Read aloud the portion of page 29 from “The world’s tallest” to “from its back.”
6. Think aloud to model how to collect evidence about features that help a giraffe. Add back legs kick and tails brush away insects to the class planner.
7. Tell students that now they will conduct their own research. Display Elephant Talk, Rabbit or Hare?, and “8 Arms and 8 Ways.” Tell students that they will use these three texts to collect evidence for their informative writing paragraph.
8. Form small groups based on the animal students chose for their writing topic: elephant, rabbit, or octopus. Direct students to the Informative Writing Planner for Module Task 4, located in the Learn book. Distribute a colored pencil to each student. Explain that students will use one colored pencil to write evidence notes from the text and a different colored pencil to write evidence notes from the video.
9. Introduce the learning task. Instruct students to read their assigned text and write at least two evidence notes on the Informative Writing Planner for Module Task 4.
Teacher Note
HSample Think Aloud
I read a book to research a giraffe’s features. Now, I will write down evidence notes about two features that help a giraffe. I will write a few important words for each note: “back legs kick” and “tails brush away insects.”
While students conduct research, encourage peer collaboration. Students complete individual planners while working in groups. Students may select the same evidence or different evidence from their peers. Provide support by reading aloud the assigned text as needed.
Analyze Student Progress
Monitor: Do students add at least two evidence notes from the text about how their selected animal’s features help the animal?
Offer Immediate Support: If students need additional support writing evidence notes, direct attention to a specific page in the text and prompt students to describe how the animal uses its features.
Plan Future Practice: Students practice collecting evidence for Module Task 4 in lesson 30.
10. Instruct students to circle one piece of evidence in their writing planner that they will include in their informative paragraph. Invite a few students to share their evidence.
Key Ideas
• big ears to keep cool
• long trunk to pick up food
• tail to communicate
LAND
5 minutes
View “Insects”
1. Tell students that they will view a video to learn more about insects.
2. Play “Insects.”
Language Support
Subsequent lessons do not include instructions to play “Insects.” As needed, play the video in subsequent lessons to help students make more connections between the world knowledge in the text and the video. For students whose home language is Spanish, arrange for them to view the Spanish version of the video.
3. Direct attention to both knowledge charts, and ask this question:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn from the video “Insects”?
• What did you learn to do?
4. Facilitate a brief discussion to help students articulate the knowledge they built during the lesson.
5. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.1 Comprehension and Evidence: MM.1.1.A, MM.1.1.C
MM.12.1 Complexity, Diversity, and Genre: MM.12.1.B, MM.12.1.B.a, MM.12.1.B.b, MM.12.1.C, MM.12.1.C.c
CP Compose and Present Content
CP.1.1 Genre: CP.1.1.B, CP.1.1.H
CP.2.1 Planning: CP.2.1.D
CP.3.1 Content: CP.3.1.A, CP.3.1.A.b, CP.3.1.A.e
CP.5.1 Language: CP.5.1.A
BU Build Understanding
BU.1.1 Inquiry and Credibility: BU.1.1.A, BU.1.1.C, BU.1.1.D
Essential Question | What do people learn by studying animals?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW Preview
In this Organize lesson, students listen to a second reading of Buzzing with Questions and complete a story map. Completing a story map prepares students to retell events from the beginning, middle, and end of the story. During writing instruction, students participate in shared research by viewing a video about an animal. Students collect and add evidence about their topic to an informative writing planner.
A Prologue to lesson 30 is available for students who need additional support.
Learning Goals
Retell Buzzing with Questions.
LEARNING TASK: Retell the beginning, middle, and end of Buzzing with Questions.
For Module Task 4, view a video to collect evidence for a research task about an animal.
LEARNING TASK: Write at least two evidence notes from a video on the Informative Writing Planner for Module Task 4.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Listen Closely to Buzzing with Questions
• Respond: Retell the Story
• Write: Conduct Research
LAND
Reflect on Learning
Materials
TEACHER
• Buzzing with Questions
• “Giraffes!” (digital platform)
• class Informative Writing Planner for Module Task 4 (lesson 29)
STUDENTS
• Story Map for Buzzing with Questions (Learn book)
• Determine how to set up research stations with a device to play a video at each station. See the Write section for details.
• Ensure you have enough colored pencils of one color so that all students use the same color. The color should be different from the one used in lesson 29. See the Write section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Buzzing with Questions.
2. Display and Echo Read the Content Framing Question: What is happening in this text?
3. Tell students that they will identify what is happening in the beginning, middle, and end of Buzzing with Questions to understand more about Charles Henry Turner’s life.
LEARN
53 minutes
Read | Listen Closely to Buzzing with Questions | 20 minutes
1. Ask this question:
Who do you learn about in Buzzing with Questions?
2. Reinforce the correct response: Charles Henry Turner.
3. Explain that Buzzing with Questions is literary nonfiction. It is literary because it’s a story, and it’s nonfiction because it’s based on real events. The main character, Charles Henry Turner, was a real person who lived from 1867 to 1923. Direct students to the Story Map for Buzzing with Questions, located in the Learn book. Instruct them to add Charles Henry Turner to the Characters section of their story map.
4. Tell students that they will listen to the story in three sections. After each section, they will pause to organize what happens in that part of the story using their story map. First, they will organize what happens at the beginning of the story.
5. Read aloud pages 4–7, starting with “Questions that itched.” Instruct students to Think–Pair–Share to answer this question:
What happens at the beginning of the story?
Differentiation Support
• What does Charles Henry Turner do?
• What happens to Charles Henry Turner?
Key Ideas
• As a child, Charles Henry Turner asks lots of questions.
• He finds answers to his questions.
• He starts college.
Teacher Note
The Think–Pair–Share routine provides students an opportunity to practice listening closely to what others say. As needed, remind students of this goal, and encourage them to practice as they share their ideas.
Use the Module 2 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward the goal.
6. Instruct students to write and draw one or two events from the beginning of the story on their story map.
7. Tell students that they will listen to another section of the story to identify what happens in the middle. Read aloud pages 8–35, starting with “In his biology.” Instruct students to Think–Pair–Share to answer this question:
What happens in the middle of the story?
Differentiation Support
• What does Charles Henry Turner do?
• What happens to Charles Henry Turner?
Key Ideas
• Charles Henry Turner attends different schools.
• He closely studies insects and other small creatures.
• He becomes a teacher and helps other people.
• He faces racial prejudice.
8. Instruct students to write and draw one or two events from the middle of the story on their story map.
9. Tell students that they will listen to the remainder of the story to identify what happens at the end. Read aloud pages 36–41, starting with “Charles Henry Turner.” Instruct students to Think–Pair–Share to answer this question:
What happens at the end of the story?
Differentiation Support
• What does Charles Henry Turner do?
• What happens to Charles Henry Turner?
Key Ideas
• Charles Henry Turner continues reading, observing, and learning.
• He teaches others how to closely observe the world around them.
10. Instruct students to write and draw one or two events from the end of the story on their story map.
11. Direct attention to the Settings section of the story map. Explain that the story has many settings because it is about different times in Charles Henry Turner’s life. Turn through the pages of the text from beginning to end. Ask this question:
What are some of the settings in Buzzing with Questions?
Key Ideas
• Charles Henry Turner’s home
• college
• outdoors
• St. Louis
12. Instruct students to add two or three settings to their story map.
Respond | Retell the Story | 15 minutes
1. Ask this question:
How do story maps help readers?
Key Ideas
• Story maps help readers remember important parts of the story.
• Story maps help readers retell the story.
2. Tell students that they have completed all the sections of their story map and are now ready to retell the story. Remind them to use their story map to help them remember events from the beginning, middle, and end of the story.
3. Introduce the learning task. Instruct students to retell the beginning, middle, and end of Buzzing with Questions with a partner.
Language Support
Provide these sentence frames:
• At the beginning, .
• In the middle,
• At the end, .
Analyze Student Progress
Monitor: Do students retell the beginning, middle, and end of Buzzing with Questions?
Offer Immediate Support: If students need additional support retelling the story, display the illustrations on pages 4–5, 24–25, and 41, and prompt students to describe what Charles Henry Turner is doing in each illustration.
Plan Future Practice: Students practice retelling Wild Is the Wind in module 3.
4. Tell students that in the next lesson they will take a closer look at what Charles Henry Turner did as a scientist.
Write | Conduct Research | 18 minutes
1. Remind students that Charles Henry Turner researched throughout his life to learn more about insects and other animals. Tell students that they will continue to research an animal for their informative paragraphs.
2. Ask this question:
How did you research in the previous lesson?
Differentiation Support
• How did you learn about the animal you are writing about?
• Where did you find evidence to add to your informative paragraph?
3. Reinforce the correct response: Students read books or articles to research their selected animal. Tell students that today they will collect evidence by watching a video.
Digital Literacy
If time allows, explain why carefully selecting video sources is an important part of conducting research online. Tell students to use trusted sources, prioritize accuracy, and be cautious of sharing any personal data.
4. Explain that when watching a video for research, students should watch as closely as they look at illustrations in texts and listen as closely as they read the words in texts. Before they watch a video about their selected animal, they will practice collecting evidence from a video about giraffes.
5. Instruct students to watch and listen closely while the video plays. Tell students to use a nonverbal signal (e.g., touching their ear) when they hear evidence about how giraffes’ features help them. Play the video “Giraffes!”
6. Display the class Informative Writing Planner for Module Task 4. Think aloud to model how to identify evidence from the video. Use a different color from the previous lesson to write an evidence note on the class planner.
Sample Think Aloud
While watching the video, I learned that giraffes have sticky tongues. Their sticky tongues help them eat sticks and leaves. I will write the evidence note “sticky tongues to eat.” I am using a new color so I’ll remember that this evidence is from the video.
7. Ask these questions:
What other features did you learn about from the video?
How do these features help giraffes?
Key Ideas
• Giraffes have long necks that help them see predators far away.
• Giraffes have long necks that help them find food.
• Giraffes have sticky tongues that help them eat the highest leaves.
Differentiation Support
To provide an additional opportunity to practice collecting evidence from a video, play the video “Pygmy Seahorses” (digital platform). Ask students to identify evidence from the video about a seahorse’s features and to explain how the features help the seahorse. Invite students to help craft evidence notes, and write them on a blank informative writing planner.
8. Form small groups based on writing topic: elephant, rabbit, or octopus. Direct students to the Informative Writing Planner for Module Task 4, located in the Learn book. Distribute a colored pencil to each student. Tell students that they will work in small groups to research and add evidence notes to their planner, using a pencil in a different color from the previous lesson.
9. Instruct students to watch the video for their selected animal: “Elephant Features,” “Rabbits!,” or “The Outrageous Octopus!”
10. Introduce the learning task. Instruct students to write two or more evidence notes in their informative writing planner about how their selected animal’s features help the animal.
Teacher Note
While students conduct research, encourage peer collaboration. Students complete individual planners while working in groups. Students may select the same evidence or different evidence from their peers.
Analyze Student Progress
Monitor: Do students add at least two evidence notes from the video about how their selected animal’s features help the animal?
Offer Immediate Support: If students need additional support collecting evidence, replay a short segment of their video and pause it after the video describes or shows one of the animal’s features.
Plan Future Practice: Students practice collecting evidence for the End-of-Module Task in lesson 36.
11. Invite students to review the evidence they selected from the previous lesson and their evidence notes from the video. Instruct them to circle one piece of evidence from the video to include in their informative paragraph.
12. Invite a few students to share their evidence.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these: What did you learn about studying animals? What did you learn from Buzzing with Questions? What did you learn to do?
2. Facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Direct students to the Gallery for “Insects,” located in the Learn book, to encourage them to make connections between the world knowledge in the text and the video.
3. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT
DESCRIPTORS
MM Make Meaning from Texts
CP Compose and Present Content
CP.1.1 Genre: CP.1.1.B, CP.1.1.H
CP.2.1 Planning: CP.2.1.D
CP.3.1 Content: CP.3.1.A, CP.3.1.A.b, CP.3.1.A.e
CP.5.1 Language: CP.5.1.A
BU Build Understanding
BU.1.1 Inquiry and Credibility: BU.1.1.A, BU.1.1.C
BU.2.1 Discovery and Evidence
BU.3.1 Conversation and Collaboration: BU.3.1.A
BU.4.1 Expression
DF Develop Foundations
DF.3.1 Phonics and Spelling: DF.3.1.C, DF.3.1.C.c
DF.6.1 Foundational Writing: DF.6.1.B
DM Develop Metacognition
DM.1.1 Content Stages: DM.1.1.B
DM.2.1 Comprehension Monitoring
DM.3.1 Schema Building
Lesson 31
Essential Question | What do people learn by studying animals?
Content Framing Question | Reveal: What does a deeper look at the work of a scientist reveal?
OVERVIEW
Preview
In this Reveal lesson, students analyze the work of Charles Henry Turner to identify similarities in his experiments. Analyzing Charles Henry Turner’s work helps students describe how scientists find answers to their questions. During writing instruction, students draft the focus and conclusion sentences for their informative paragraph. Students complete the planner for their Module Task 4 response.
A Prologue to lesson 31 is available for students who need additional support.
Learning Goals
Analyze Charles Henry Turner’s work in Buzzing with Questions.
LEARNING TASK: Write and draw the three steps of what Charles Henry Turner does to learn more about ants.
For Module Task 4, write a conclusion sentence for a research task about a selected animal.
LEARNING TASK: For Module Task 4, write a conclusion sentence that restates the focus sentence.
Vocabulary
discover (v.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Analyze Charles Henry Turner’s Work
• Respond: Describe Charles Henry Turner’s Work
• Write: Plan an Informative Paragraph
LAND
Reflect on Learning
Materials
TEACHER
• Buzzing with Questions
• Knowledge Card: discover
• writing prompt for Module Task 4 (lesson 28)
• class Informative Paragraph Sandwich (Reference Charts appendix)
STUDENTS
• Buzzing with Questions
• Steps in a Process Flowchart for Buzzing with Questions (Learn book)
• Prepare copies of Buzzing with Questions by placing three sticky notes on the back cover with the letters Q, E, or D written on each. See the Respond section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Buzzing with Questions.
2. Display and Echo Read the Content Framing Question: What does a deeper look at the work of a scientist reveal?
3. Tell students that they will look closely at Charles Henry Turner’s work as a scientist.
LEARN
53 minutes
Read | Analyze Charles Henry Turner’s Work | 19 minutes
1. Instruct students to Think–Pair–Share to answer this question: What were Charles Henry Turner’s jobs?
Key Ideas
• biologist
• teacher
• scientist
• entomologist
2. Emphasize that one of Charles Henry Turner’s jobs was working as a scientist. Remind students that a scientist is a person trained in science whose job involves doing research and solving problems.
3. Explain that scientists sometimes discover new things when they conduct research. Introduce the vocabulary term discover by displaying the Knowledge Card. Engage students in the Vocabulary Exploration routine.
Definition discover (v.): to see, find, or understand something for the first time
4. Tell students that they will take a closer look at Charles Henry Turner’s work as a scientist to understand how he discovers new information about spiders. Read aloud pages 12–15, starting with “One question led.” Ask this question:
What does Charles Henry Turner discover about spiders?
Differentiation Support
• What does Charles Henry Turner learn about spiders?
• What does Charles Henry Turner observe spiders do?
Key Ideas
• Spiders build different webs.
• Spiders’ webs are just right for the spaces where they live.
• Spiders are not weaving machines.
5. Tell students that they will look closely at how Charles Henry Turner discovers that spiders are not weaving machines. Ask these questions:
What does Charles Henry Turner do first?
What does he do next?
What happens last?
Key Ideas
• First, Charles Henry Turner observes spiders making webs and asks a question.
• Next, he sets up an experiment and observes the spiders.
• Last, he discovers something new about spiders.
6. Emphasize that Charles Henry Turner observes, asks a question, sets up an experiment, continues to observe, and discovers something new.
Respond | Describe Charles Henry Turner’s Work | 18 minutes
1. Tell students that they will revisit what Charles Henry Turner discovers about ants and how he makes this discovery. Distribute Buzzing with Questions to groups.
2. Direct attention to the sticky notes with the letters Q, E, and D. Explain that students will listen to parts of the story and use sticky notes to annotate when Charles Henry Turner asks questions (Q), sets up an experiment (E), and makes a discovery (D).
3. Read aloud pages 18–19, starting with “But Charles didn’t.” Instruct students to annotate the text by placing the sticky note with the letter Q to show where in the text Charles Henry Turner asks questions about ants.
Language Support
Remind students that questions usually begin with the words who, what, when, where, why, and how.
4. Emphasize that Charles Henry Turner asks questions on page 19. Instruct students to answer this question with their group:
What does Charles Henry Turner want to know about ants?
5. Invite a few students to share their responses. Reinforce the correct response: Charles Henry Turner wants to know how ants find their way home to their nests.
6. Read aloud pages 21–22, starting with “Searching for answers.” Instruct students to annotate the text by placing the sticky note with the letter E where Charles Henry Turner sets up an experiment and the sticky note with the letter D where he makes a discovery. Instruct students to answer these questions with their group:
What experiment does Charles Henry Turner set up?
What does Charles Henry Turner discover about ants?
7. Tell students that they are now ready to write and draw what Charles Henry Turner does to study ants.
8. Introduce the learning task. Direct attention to the Steps in a Process Flowchart for Buzzing with Questions, located in the Learn book. Instruct students to draw and write to show what Charles Henry Turner does first, next, and last to learn more about ants.
Analyze Student Progress
Monitor: Do students demonstrate understanding that Charles Henry Turner set up an experiment to learn more about how ants find their nests?
Offer Immediate Support: If students need additional support describing Charles Henry Turner’s ant study, prompt students to describe what he does before and after he observes.
Plan Future Practice: Students practice describing steps in a process in The Boy Who Harnessed the Wind in module 3.
9. Invite a few students to share their responses.
Key Ideas
• first: He wonders how ants find their nests.
• next: He sets up an obstacle course and observes the ants.
• last: He learns that ants use their senses to find their nests.
10. Facilitate a brief discussion to describe the similarities in Charles Henry Turner’s processes for discovering new information about spiders and ants. Ask these questions:
How does Charles Henry Turner learn about both spiders and ants?
What does Charles Henry Turner do when studying both animals?
Key Ideas
• Charles Henry Turner observes spiders and ants to learn about each animal.
• Charles Henry Turner asks questions and sets up experiments to find answers to his questions.
• Charles Henry Turner finds answers to his questions about spiders and ants.
11. Emphasize that Charles Henry Turner observes the world around him. He sets up experiments to answer questions and discover new things.
Differentiation Challenge
To extend student thinking across texts, ask these questions: How are the lives of Jane Goodall and Charles Henry Turner similar? How are they different?
12. Tell students that in the next lesson they will discuss a central idea in Buzzing with Questions.
Write | Plan an Informative Paragraph | 16 minutes
1. Emphasize that Charles Henry Turner carefully plans his experiments before starting them. Tell students that they will plan their informative paragraph before writing it.
2. Direct students to the Informative Writing Planner for Module Task 4, located in the Learn book. Ask this question:
What sections are not yet complete on your planner?
3. Reinforce the correct response: The Focus and Conclusion sections are not yet complete. Instruct students to Think–Pair–Share to answer these questions:
How are focus and conclusion sentences similar?
How are focus and conclusion sentences different?
Key Ideas
• The focus and conclusion sentences use different words to tell what the paragraph is about.
• The sentences are different because the focus sentence is at the beginning and the conclusion sentence is at the end of a paragraph.
• The sentences are similar because they use some of the same words.
4. Display and Echo Read the prompt for Module Task 4: Choose an animal from the list. Write a paragraph to tell about two features that help that animal.
• elephant
• rabbit
• octopus
5. Instruct students to think about what they will include in their focus sentence and then orally rehearse it with a partner.
6. Invite a few students to share their focus sentences. Emphasize key words that students included in their focus sentences (e.g., unique, features, the name of their selected animal).
7. Instruct students to write their focus sentence on their planners.
8. Remind students that the conclusion sentence restates, or tells again in different words, the focus sentence. Instruct students to think about what they will include in their conclusion sentence and then orally rehearse it with a partner.
9. Introduce the learning task. Instruct students to write their conclusion sentence that restates their focus sentence on their planners.
Analyze Student Progress
Monitor: Do students write a conclusion sentence that restates the focus of their paragraph?
Offer Immediate Support: If students need additional support writing a conclusion sentence that restates the focus sentence, prompt them to identify important words from their focus sentence that they can use in their conclusion sentence.
Plan Future Practice: Students practice writing a focus and a conclusion sentence for the End-of-Module Task in lesson 37.
10. Invite a few students to share their focus and conclusion sentences. Emphasize the similar words used in each sentence.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these: What did you learn about the term discover? What did you learn from Buzzing with Questions? What did you learn to do?
2. Facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Direct students to the Gallery for “Insects,” located in the Learn book, to encourage them to make connections between the world knowledge in the text and the video.
3. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.1 Comprehension and Evidence: MM.1.1.A, MM.1.1.C
MM.4.1 Individuals, Events, and Ideas: MM.4.1.A
MM.12.1 Complexity, Diversity, and Genre: MM.12.1.B, MM.12.1.B.a
CP Compose and Present Content
CP.1.1 Genre: CP.1.1.B, CP.1.1.H
CP.2.1 Planning: CP.2.1.D
CP.4.1 Structure: CP.4.1.C
CP.5.1 Language: CP.5.1.A
BU Build Understanding
BU.1.1 Inquiry and Credibility: BU.1.1.A, BU.1.1.C
BU.2.1 Discovery and Evidence
BU.3.1 Conversation and Collaboration: BU.3.1.A
BU.4.1 Expression
DF Develop Foundations
DF.3.1 Phonics and Spelling: DF.3.1.C, DF.3.1.C.c
DF.6.1 Foundational Writing: DF.6.1.B
DF.13.1 Sentence Construction: DF.13.1.A
DM Develop Metacognition
DM.1.1 Content Stages: DM.1.1.C
DM.3.1 Schema Building
Lesson 32
Essential Question | What do people learn by studying animals?
Content Framing Question | Distill: What is a central idea in this text?
OVERVIEW
Preview
In this Distill lesson, students revisit excerpts from Buzzing with Questions to discuss how Charles Henry Turner is indefatigable. Identifying how Charles Henry Turner is indefatigable prepares students to discuss a central idea in the text. During writing instruction, students use their Informative Writing Planner to orally rehearse their informative paragraph. This prepares students to write their paragraph for Module Task 4.
A Prologue to lesson 32 is available for students who need additional support.
Learning Goals
Determine how Charles Henry Turner is indefatigable.
LEARNING TASK: During a small group discussion, share one example that demonstrates how Charles Henry Turner is indefatigable.
For Module Task 4, write an informative paragraph about how features help an animal.
LEARNING TASK: For Module Task 4, write a focus sentence, two evidence sentences, and a conclusion sentence.
Vocabulary
indefatigable (adj.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Prepare for a Discussion
• Respond: Discuss a Central Idea
• Write: Write an Informative Paragraph
LAND
Reflect on Learning
Materials
TEACHER
• Buzzing with Questions
• writing prompt for Module Task 4 (lesson 28)
• class Informative Paragraph Sandwich (Reference Charts appendix)
• Determine how to display the discussion question. See the Read section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Buzzing with Questions.
2. Display and Echo Read the Content Framing Question: What is a central idea in this text?
3. Tell students that they will take a closer look at events in Charles Henry Turner’s life as they discuss a central idea in Buzzing with Questions.
LEARN
53 minutes
Read | Prepare for a Discussion | 17 minutes
1. Ask this question:
How would you describe Charles Henry Turner?
Differentiation Support
• What words describe Charles Henry Turner?
• What do you know about Charles Henry Turner?
Key Ideas
• He is a hard worker.
• He is a scientist.
• He is a helper.
2. Tell students that the author describes Charles Henry Turner as indefatigable throughout the text. Introduce the vocabulary term indefatigable. Say the term aloud, and instruct students to repeat it. Define the term.
Language Support
To help students pronounce the term indefatigable, separate the word into individual syllables. Model the word, placing emphasis on the third syllable. Have students slowly repeat each syllable before fluently saying the word.
3. Explain that students will look more closely at events in Charles Henry Turner’s life as they discuss a central idea in Buzzing with Questions. Display and Echo Read today’s discussion question: How is Charles Henry Turner indefatigable?
4. Remind students that to prepare for a discussion, speakers think about what they want to say and how they want to say it. Remind students of the speaking and listening goals they have worked on: Listen closely to what others say, and take turns with others when speaking. Ask this question:
How do these two goals work together during a discussion?
Differentiation Support
• How does practicing one goal help you practice the other goal?
5. Emphasize that listening closely to others helps people know when it is their turn to speak. Explain that students will practice both goals during today’s discussion.
6. Tell students that they will revisit excerpts from the text to find examples of how Charles Henry Turner was indefatigable. Distribute the text to groups, and instruct students to look closely at the illustrations on pages 10–11. Read aloud page 10, starting with “Charles was ‘indefatigable.’” Instruct students to Think–Pair–Share to answer this question:
How is Charles Henry Turner indefatigable in this part of the story?
Differentiation Support
• What does Charles Henry Turner do to learn new things?
Definition indefatigable (adj.): able to work or continue to work for a long time without becoming tired
Key Ideas
• He spends hours looking through microscopes.
• He reads lots of scientific papers in French and German.
• He never stops asking questions.
7. Instruct students to look closely at the illustrations on pages 32–33. Read aloud pages 32–33, starting with “His mazes, spider.” Instruct students to Think–Pair–Share to answer this question:
How is Charles Henry Turner indefatigable in this part of the story?
Differentiation Support
• What does Charles Henry Turner do?
• What does Charles Henry Turner create?
Key Ideas
• He never stops inventing new ways to study small creatures.
• He keeps asking new questions.
• He writes more than 50 papers about different animals and plants.
8. Instruct students to look closely at the illustrations on pages 34–35. Read aloud pages 34–35, starting with “But even though.” Tell students that connections are the ways that things are the same or related. Instruct them to Think–Pair–Share to answer this question:
How is Charles Henry Turner indefatigable in this part of the story?
Differentiation Support
• How does Charles Henry Turner help others?
Key Ideas
• He raises money for families who are poor.
• He works to make St. Louis a better place for everyone.
• He tries to help people see that all living things are connected.
9. Direct students to their journals. To help students prepare for the discussion, instruct them to choose one example that shows how Charles Henry Turner is indefatigable. Tell students to write and draw their example in their journal. Invite them to refer to the text as they write and draw their responses.
Respond | Discuss a Central Idea | 17 minutes
1. Remind students of the speaking and listening goals for today’s discussion: Listen closely to what others say, and take turns with others when speaking.
2. Instruct students to orally rehearse their example with a partner. Remind them to listen closely to what their partner says and to take turns with their partner when speaking.
Teacher Note
During the discussion, use the Module 2 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward these goals.
3. Form small groups. Tell students that they will answer today’s discussion question in small groups. Explain that they will need to listen closely during the discussion to know when it is their turn to speak.
4. Introduce the learning task. Explain that students will now engage in a discussion about how Charles Henry Turner is indefatigable. Instruct them to listen closely and use a nonverbal signal (e.g., a thumbs-up) when they hear an example like their own. Begin the discussion by asking this question:
How is Charles Henry Turner indefatigable?
Analyze Student Progress
Monitor: Do students share text-based examples that show how Charles Henry Turner is indefatigable?
Offer Immediate Support: If students need additional support describing how Charles Henry Turner is indefatigable, remind them of the definition of indefatigable and prompt them to describe what he is doing in the illustrations on pages 10–11.
Plan Future Practice: Students practice discussing a central idea in Wild Is the Wind in module 3.
5. Reinforce key ideas.
Key Ideas
• Charles Henry Turner never stops asking questions about insects and other animals.
• He works all day and night to observe and learn about insects and spiders.
• He continually does research and experiments to learn about insects and other animals.
• He always tries to think of new ideas.
Differentiation Challenge
To expand students’ vocabulary use, instruct them to generate a list of synonyms and antonyms for indefatigable.
6. Direct attention to the front cover and the title of the text. Ask this question:
Why do you think the title is Buzzing with Questions?
Differentiation Support
• Who is the story about?
• What does the main character study?
• How is the main character like the creatures he studies?
Key Ideas
• Charles Henry Turner studies insects that buzz.
• Charles Henry Turner asks questions about insects.
• Charles Henry Turner always asks questions, like bees always buzz.
7. Explain that buzz has two meanings: “to make a low sound like an insect” and “to be filled with activity or excitement.” Emphasize that Charles Henry Turner was full of activity and excitement as he tried to find answers to his questions.
8. Tell students that they will now consider a central, or important, idea from the book. Remind them that to identify a central idea, they must think about how the story of Charles Henry Turner’s life relates to the bigger world beyond the book. By looking at the story in the context of the bigger world, they can think about a lesson from the story that they can apply to their lives.
9. Ask this question:
What does Charles Henry Turner’s story teach us about research?
Differentiation Support
• What can you learn from Charles Henry Turner’s questions and research?
Key Ideas
• Research helps us learn about many things.
• Sometimes research leads us to answers, and sometimes it leads us to ask new questions.
• You can read books and observe the world to find answers to some of your questions.
10. Emphasize that by asking questions and researching, people learn and discover new things. This process often leads to new questions and new research.
11. Instruct students to reflect on how well they met the speaking and listening goals: Listen closely to what others say, and take turns with others when speaking. Tell students that they will continue working on these goals in future lessons.
Write | Write an Informative Paragraph | 19 minutes
1. Remind students that Charles Henry Turner wrote more than 50 scientific papers to tell others about what he discovered. Tell students that today they will write their informative paragraph to tell others what they learned about an animal’s features.
2. Display and Echo Read the writing prompt for Module Task 4: Choose an animal from the list. Write a paragraph to tell about two features that help that animal.
• elephant
• rabbit
• octopus
3. Display the class Informative Paragraph Sandwich. Tell students that they will practice saying all parts of their paragraph in order, including the focus sentence, two evidence sentences, and the conclusion sentence.
4. Pair students. Direct attention to the Informative Writing Planner for Module Task 4, located in the Learn book. Instruct students to take turns orally rehearsing their informative paragraph, saying all parts in order.
5. Introduce the learning task. Direct attention to Module Task 4, located in the Learn book. Instruct students to write their informative paragraph.
Analyze Student Progress
Monitor: Do students include all the parts of an informative paragraph in their draft?
Offer Immediate Support: If students need additional support writing their informative paragraph, encourage them to orally rehearse and then write one sentence at a time.
Plan Future Practice: Students practice writing an informative paragraph for the End-of-Module Task in lesson 37.
6. Invite students to share their informative paragraph with a partner.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about studying animals?
• What did you learn from Buzzing with Questions?
• What did you learn to do?
2. Facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Direct students to the Gallery for “Insects,” located in the Learn book, to encourage them to make connections between the world knowledge in the text and the video.
3. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.1 Comprehension and Evidence: MM.1.1.A, MM.1.1.C
MM.2.1 Theme and Central Idea: MM.2.1.A
MM.4.1 Individuals, Events, and Ideas: MM.4.1.A
MM.5.1 Vocabulary: MM.5.1.A, MM.5.1.A.c
MM.9.1 Media: MM.9.1.A
MM.12.1 Complexity, Diversity, and Genre: MM.12.1.B, MM.12.1.B.a
CP Compose and Present Content
CP.1.1 Genre: CP.1.1.B, CP.1.1.H
CP.2.1 Planning: CP.2.1.D
CP.3.1 Content: CP.3.1.A, CP.3.1.A.b, CP.3.1.A.e
CP.4.1 Structure: CP.4.1.A, CP.4.1.A.b, CP.4.1.C
CP.5.1 Language: CP.5.1.A
CP.8.1 Presentation: CP.8.1.A, CP.8.1.B
BU Build Understanding
BU.1.1 Inquiry and Credibility: BU.1.1.A
BU.2.1 Discovery and Evidence
BU.3.1 Conversation and Collaboration: BU.3.1.A
BU.4.1 Expression
DF Develop Foundations
DF.3.1 Phonics and Spelling: DF.3.1.C, DF.3.1.C.c
DF.6.1 Foundational Writing: DF.6.1.B
DF.9.1 Nouns and Pronouns: DF.9.1.B
DF.10.1 Verbs: DF.10.1.A
DF.13.1 Sentence Construction: DF.13.1.A
DM Develop Metacognition
DM.1.1 Content Stages: DM.1.1.D
DM.2.1 Comprehension Monitoring
DM.3.1 Schema Building
DM.4.1 Reflection and Evaluation
Lesson 33
Essential Question | What do people learn by studying animals?
Content Framing Question | Know: How does this text build our knowledge?
OVERVIEW Preview
In this Know lesson, students listen to the author’s note in Buzzing with Questions to learn more about the author and Charles Henry Turner. Learning more about the author and Charles Henry Turner prepares students to expand a sentence to express their knowledge about how people study animals. During writing instruction, students look closely for matching nouns and verbs in a writing sample. Students review their responses to Module Task 4 and edit for matching nouns and verbs.
Learning Goals
Expand a sentence to form a knowledge statement about how people study animals.
LEARNING TASK: Form a knowledge statement to describe how people study animals.
In the Module Task 4 response, use matching nouns and verbs.
LEARNING TASK: Review the Module Task 4 response for matching nouns and verbs.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Listen Closely to the Author’s Note
• Respond: Expand Sentences
• Write: Edit for Matching Verbs and Nouns
LAND
Synthesize Learning
Materials
TEACHER
• Buzzing with Questions
• class Wonder Wheel (Reference Charts appendix)
• chart paper
• student writing sample of Module Task 4
• class Module 2 Editing Reference Chart (Reference Charts appendix)
STUDENTS
• index card
• Module Task 4 (Learn book, lesson 32)
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Buzzing with Questions.
2. Display and Echo Read the Content Framing Question: How does this text build our knowledge?
3. Tell students that they will learn more about the author and Charles Henry Turner by listening to the author’s note.
LEARN
53 minutes
Read | Listen Closely to the Author’s Note | 16 minutes
1. Tell students that before they learn new information about Charles Henry Turner, they will review knowledge they have already gained. Direct attention to the Module 2 World Knowledge Chart. Read aloud several knowledge statements about Charles Henry Turner and the process of studying animals.
2. Direct attention to the photographs on page 43 of Buzzing with Questions. Tell students that these are photographs of Charles Henry Turner, who lived from 1867 to 1923.
3. Remind students that the author of Buzzing with Questions is Janice N. Harrington. Explain that the author researched Charles Henry Turner to write this book.
4. Read aloud the author’s note on page 42, starting with “When I was.” Instruct students to Mix and Mingle to answer this question:
What did you learn from the author’s note?
Differentiation Support
• What did you learn about the author?
• What did you learn about Charles Henry Turner?
Key Ideas
• The author is a librarian and African American.
• The author went to museums to learn about Charles Henry Turner.
• Charles Henry Turner lived in Illinois, where he studied wasps.
• Charles Henry Turner believed biology helps us look at the world more closely.
5. Emphasize that the author describes Charles Henry Turner as a biologist, a scientist who studies plants and animals.
6. Tell students that they will now look closely at a specific part of the author’s note. Read aloud the portion of page 42 from “Turner believed that” to “for new answers.”
7. Tell students that vital is another word for extremely important. Instruct students to Think–Pair–Share to answer this question:
Why is studying biology vital?
Differentiation Support
• Why is studying plants and animals important?
• What happens when people look at the world more closely?
Key Ideas
• Studying biology helps people understand the world around them.
• Looking at the world more closely can prompt people to ask important questions.
• People learn how to save animals and plants by studying biology.
• Biology teaches how all living things are connected to one another.
Differentiation Challenge
To encourage students to organize text knowledge, instruct them to categorize the information they learned into three groups: Charles Henry Turner, insects, and studying animals.
8. Tell students that they will use their new knowledge to expand a sentence and form a knowledge statement.
Respond | Expand Sentences | 19 minutes
1. Tell students that they will practice expanding sentences by asking questions and adding details. Display and Echo Read this sample sentence: People study animals.
2. Display the class Wonder Wheel. Ask this question:
What questions can you ask to expand the sentence?
Key Ideas
• What animals do people study?
• Who studies animals?
• How do people study animals?
• Why do people study animals?
3. As students share, add their questions to a sheet of chart paper. Underline the question word in each question.
4. Tell students that they will select one of the questions about studying on the chart paper to expand the sample sentence. Distribute one index card to each student. Instruct students to select and write on one side of the index card a question word that they will use to expand their sentence.
Language Support
If students need additional support writing question words, direct attention to the Wonder Wheel and Echo Read the question words.
5. Introduce the learning task. Instruct students to find a partner and share their question word and expanded sentence. Emphasize that they should respond to the question word to create their expanded sentence.
Teacher Note
Sharing with a partner provides students an opportunity to practice listening closely to what others say. As needed, remind students of this goal, and encourage them to practice as they share their expanded statements. Use the Module 2 Speaking and Listening Goal Tracker to monitor student progress toward the goal.
Analyze Student Progress
Monitor: Do students add details to the sentence to demonstrate understanding of ways people study animals?
Offer Immediate Support: If students need additional support expanding a sentence to form a knowledge statement, prompt them to answer a specific question (e.g., Why do people study animals?).
Plan Future Practice: Students practice forming knowledge statements in module 3.
6. If time allows, have students exchange index cards with different classmates. Instruct students to expand the sample sentence again in response to the question word on their new index card.
Write | Edit for Matching Verbs and Nouns | 18 minutes
1. Tell students that the author of Buzzing with Questions had to edit her writing, and today students will edit their own writing.
2. Ask this question:
What do writers check for when they edit their writing?
Differentiation Support
• What do you check for in your writing?
• How do you improve your writing?
Key Ideas
• Writers check for correct use of capital letters.
• Writers check for correct use of punctuation.
• Writers check for verbs to match with nouns.
3. Emphasize that when writers make sure verbs match with nouns, readers better understand their writing. Tell students that they will analyze a student writing sample for matching verbs and nouns. Display the student writing sample.
Teacher Note
In this lesson, students analyze a Module Task 4 response for noun-verb agreement. Select a response that includes correct noun-verb agreement. Ensure that the student is aware that you will be sharing their sample.
4. Read aloud the first sentence of the writing sample. Ask these questions:
What is the noun in this sentence?
What is the verb in this sentence?
5. Reinforce the correct responses by circling the noun and underlining the verb. Read aloud the noun and verb, and invite students to repeat them. Ask these questions:
Does the verb match the noun in this sentence?
How do you know?
Differentiation Support
• Is the noun singular or plural? How do you know?
• Have any letters been added to the verb? Why or why not?
6. Emphasize that the letters -s or -es often make nouns plural, or more than one.
• When a noun is plural, the verb does not change.
• When a noun is singular, or only one, the verb often needs the letters -s or -es at the end to match.
7. Introduce the learning task. Direct students to Module Task 4, located in the Learn book. Instruct them to review and edit their informative paragraph as needed for matching nouns and verbs.
Analyze Student Progress
Following completion of Module Task 4, refer to the Assessment Guide for next steps. Use the information in the guide to provide feedback to students and plan future writing instruction.
8. Display the class Module 2 Editing Reference Chart. Echo Read each item on the chart, and instruct students to edit their responses to Module Task 4 for complete sentences, matching nouns and verbs, and learned spelling patterns.
9. If time allows, invite students to share an edit they made to their writing.
LAND
5 minutes
Synthesize Learning
1. Direct attention to both knowledge charts. Read aloud a few knowledge statements.
2. Ask this question: What did you learn about studying animals?
3. Facilitate a brief discussion to help students integrate the knowledge they built during the past several lessons.
4. Ask this question: How does your new knowledge show what people learn by studying animals?
5. Use responses to reinforce these Knowledge Threads:
• People learn about animal features by making observations and asking questions.
• Studying animals can inspire people to protect animals and their habitats.
6. Tell students that they will continue building their knowledge as they study new texts in the next module.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.1 Comprehension and Evidence: MM.1.1.B, MM.1.1.C
MM.5.1 Vocabulary: MM.5.1.A.b, MM.5.1.A.e
MM.12.1 Complexity, Diversity, and Genre: MM.12.1.B, MM.12.1.B.a, MM.12.1.B.b
CP Compose and Present Content
CP.1.1 Genre: CP.1.1.B, CP.1.1.H
CP.5.1 Language: CP.5.1.A
CP.7.1 Editing
BU Build Understanding
BU.1.1 Inquiry and Credibility: BU.1.1.A
BU.2.1 Discovery and Evidence
BU.3.1 Conversation and Collaboration: BU.3.1.A
BU.4.1 Expression
DF Develop Foundations
DF.3.1 Phonics and Spelling: DF.3.1.C, DF.3.1.C.c
DF.6.1 Foundational Writing: DF.6.1.B
DF.10.1 Verbs: DF.10.1.A
DF.13.1 Sentence Construction: DF.13.1.A
DM Develop Metacognition
DM.1.1 Content Stages: DM.1.1.E
DM.3.1 Schema Building
DM.4.1 Reflection and Evaluation
Lesson 34
Essential Question | What do people learn by studying animals?
OVERVIEW
Preview
In this lesson, students complete Listening Comprehension Assessment 2. In the first section of the assessment, students demonstrate their knowledge by answering questions about important terms and concepts in the module. In the second section, students expand their knowledge by applying comprehension skills to a new text they hear read aloud. After completing the assessment, students practice reading Geodes or explore a volume of reading text.
Learning Goal
Demonstrate knowledge of animals and apply listening comprehension skills to a new text related to animals.
• Listening Comprehension Assessment 2 (Assessment Guide or digital platform)
Preparation
• Refer to the Assessment Guide for information on how to administer Listening Comprehension Assessment 2.
• Select volume of reading books or Geodes for the Read section.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Essential Question
1. Display and Echo Read the Essential Question: What do people learn by studying animals?
2. Tell students that in this lesson they will show what they know about animals. Then they will listen to a new text related to animals to grow what they know. Reinforce that the text students listen to during the assessment will add to their understanding of the Essential Question.
LEARN
55 minutes
Respond | Complete an Assessment | 40 minutes
1. Introduce the learning task. Tell students that they will complete an assessment. Explain that the assessment is made of two sections. In the first section, students show what they know about important terms and ideas in the module. In the second section, they listen closely to a new text and answer questions about the text.
2. Administer the assessment according to the instructions in the Assessment Guide.
Teacher Notes
Students may complete Listening Comprehension Assessment 2 on paper or on the digital platform. Using the platform gives students experience with technology-enhanced assessments.
During the next section of the lesson, continue to administer the assessment to students who need more time to complete it.
Analyze Student Progress
Refer to the Assessment Guide for next steps following Listening Comprehension Assessment 2. Use this information to plan responsive teaching for lesson 35.
Read | Read More About Animals | 15 minutes
1. Instruct students who completed the assessment to explore a volume of reading or Geodes book. Those who are still working on the assessment can explore a volume of reading or Geodes book during the regularly scheduled volume of reading time.
LAND
3 minutes
Revisit the Essential Question
1. Instruct students to share with a partner one thing they learned about animals from the text for Listening Comprehension Assessment 2.
2. Tell students that they will continue to discuss what they have learned about animals during the module finale lessons.
ACHIEVEMENT DESCRIPTOR
DM Develop Metacognition
DM.3.1 Schema Building
Lesson 35
Essential Question | What do people learn by studying animals?
OVERVIEW
Preview
In this Responsive Teaching lesson, students listen closely to another reading of the text for Listening Comprehension Assessment 2. They discuss assessment questions they might have missed to explain how to identify the correct answers. The lesson concludes with an opportunity for students to review module terms by using Knowledge Cards. Reviewing the assessment and module terms solidifies students’ understanding of what people learn by studying animals and prepares them to continue building their knowledge.
Learning Goal
Analyze relevant questions on Listening Comprehension Assessment 2.
LEARNING TASK: Explain how to identify correct answers for relevant questions on Listening Comprehension Assessment 2.
Vocabulary
all module 2 terms
Agenda
LAUNCH
Read the Essential Question
LEARN
• Read: Listen Closely to the Assessment Text
• Respond: Revisit the Assessment
• Engage: Review Module Terms
LAND
Reflect on the Assessment
Materials
TEACHER
• text for Listening Comprehension Assessment 2
• Assessment Guide (digital platform)
• all module 2 Knowledge Cards
STUDENTS
• Listening Comprehension Assessment 2 (Assessment Guide or digital platform)
Preparation
• Use the student performance data from Listening Comprehension Assessment 2 to determine which questions to review in this lesson. Refer to the Assessment Guide for additional information.
• Gather the Knowledge Cards for use in the Engage section. Use the student performance data from the first section of Listening Comprehension Assessment 2 to identify module terms to highlight for review.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a question related to what people learn by studying animals. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Essential Question
1. Display and Echo Read the Essential Question: What do people learn by studying animals?
2. Tell students that they will listen again to the text for Listening Comprehension Assessment 2 and discuss some of the questions. Emphasize that revisiting the text and assessment helps students deepen their knowledge and respond to the Essential Question.
LEARN
55 minutes
Read | Listen Closely to the Assessment Text | 15 minutes
1. Read aloud the text for Listening Comprehension Assessment 2, modeling fluent reading.
Respond | Revisit the Assessment | 25 minutes
1. Introduce the learning task. Display selected questions from Listening Comprehension Assessment 2. Explain that the class will discuss these questions to understand how to identify the correct answers.
2. Refer to the Assessment Guide for information on responsive teaching for Listening Comprehension Assessment 2.
Analyze Student Progress
Monitor: Do students explain how to identify the correct answers for items reviewed on Listening Comprehension Assessment 2?
Offer Immediate Support: If students need additional support explaining how they arrived at the correct answers, think aloud to model an explanation before having students practice in pairs.
Plan Future Practice: Students practice discussing responses to an assessment in module 3.
Engage | Review Module Terms | 15 minutes
1. Review select Knowledge Cards introduced in previous lessons. Choose cards to help students solidify key knowledge of the module topic.
2. Choose one vocabulary activity to help students make connections among module terms.
• Draw a Term: Gather the nouns from the Knowledge Cards. Read aloud the terms and instruct students to choose one to draw. Encourage students to incorporate as many details as they can into their drawings. Invite students to share their drawing with a partner and have the partner guess what they drew.
• Connect Two Terms: Display two Knowledge Cards. Model how to connect the two terms in one sentence. Instruct pairs to use a complete sentence to make a different connection between the two terms. Invite pairs to share their sentences with the class.
• Create a Web: Facilitate creation of a class web of terms. Display and read aloud all module 2 Knowledge Cards. Select one Knowledge Card to be the center of the word web. Tell students to select a new Knowledge Card and state a connection between the two terms. Draw a line between the cards to signify the connection. Instruct students to continue adding new Knowledge Cards to the web as they discuss the connections between terms.
Teacher Note
Reviewing Knowledge Cards offers an opportunity to deepen the knowledge of the module. Consider which Knowledge Threads to elevate when selecting terms for the activity. Find the Knowledge Threads in the module overview.
LAND 3 minutes
Reflect on the Assessment
1. Instruct students to share with a partner one thing they learned as they worked through assessment questions with the class.
2. Tell students that they will continue to discuss what they have learned about studying animals during the module finale lessons.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.1 Comprehension and Evidence: MM.1.1.A, MM.1.1.C
MM.12.1 Complexity, Diversity, and Genre: MM.12.1.A, MM.12.1.A.a
BU Build Understanding
BU.2.1 Discovery and Evidence
DM Develop Metacognition
DM.4.1 Reflection and Evaluation
Lesson 36
Essential Question | What do people learn by studying animals?
Content Framing Question | Know: How do these texts build our knowledge?
OVERVIEW Preview
In this module finale lesson, students revisit the module texts to determine what people learn by studying animals. Identifying what people learn by studying animals prepares students to use text-based evidence to discuss this topic during a Socratic seminar. During writing instruction, students learn about the End-of-Module Task. Students begin to plan their informative paragraph by collecting evidence from Thorny Devil.
Learning Goals
Describe what people can learn by studying animals.
LEARNING TASK: During a Socratic seminar, share one example from the module texts that demonstrates what people can learn by studying animals.
For the End-of-Module Task, collect evidence for an informative paragraph about the thorny devil.
LEARNING TASK: Write at least two evidence notes on the Informative Writing Planner for the End-of-Module Task about features that help keep the thorny devil safe.
Vocabulary
none
Agenda
LAUNCH
Read the Essential Question
LEARN
• Read: Prepare for a Discussion
• Respond: Discuss the Essential Question
• Write: Collect Evidence for the End-of-Module Task
LAND
Synthesize Learning
Materials
TEACHER
• specified texts
• Thorny Devil (Geodes level 1 module 2 set 2)
• writing prompt for the End-of-Module Task
STUDENTS
• specified texts
• Thorny Devil (Geodes level 1 module 2 set 2)
• journal
• Informative Writing Planner for the End-of-Module Task (Learn book)
Preparation
• Determine how to display the covers of the module texts. See the Launch section for details.
• Create stations around the room for the following texts: Dear Treefrog, Me … Jane, and Buzzing with Questions. At each station, place at least five copies of the station’s text for students to refer to as they prepare for the Socratic seminar. See the Read section for details.
• Determine how to display the writing prompt for the End-of-Module Task. See the Write section for details. Students continue working with the prompt throughout the module finale.
LAUNCH
2 minutes
Read the Essential Question
1. Explain that in this last set of lessons students will discuss and write about the module’s Essential Question.
2. Display and Echo Read the Essential Question: What do people learn by studying animals?
3. Display the covers of the module texts. Reinforce that students thought deeply about the Essential Question as they read each module text. Tell students that in this lesson they will discuss what people can learn by studying animals, focusing first on Dear Treefrog, Me … Jane, and Buzzing with Questions. Later in the lesson, they will build on this discussion by revisiting What Do You Do with a Tail Like This? and Feathers.
LEARN
53 minutes
Read | Prepare for a Discussion | 18 minutes
1. Remind students that a Socratic seminar is a discussion in which students share what they think about an important question and support their ideas with examples from the texts. Students will prepare for the Socratic seminar by thinking about the knowledge they built from various texts.
2. Remind students that to prepare for a discussion, speakers think about what they want to say and how they want to say it. Ask this question: What speaking and listening goals have you practiced in this module?
3. Reinforce the correct response: Listen closely to what others say, and take turns with others when speaking.
4. Tell students that they will have the opportunity to practice these goals while sharing knowledge they have gained across the module.
5. Direct attention to the stations for the module texts, located throughout the classroom. Tell students that each station includes copies of Dear Treefrog, Me … Jane, or Buzzing with Questions. Remind students that each text tells a story about a person who learns about animals.
Teacher Note
The first part of the lesson does not include the informational texts from this module because students do not use examples from those texts to respond to the Essential Question. Students share information they learned from What Do You Do with a Tail Like This? and Feathers at the end of the Socratic seminar.
The lesson does not include Seven Blind Mice because the characters are not people and the Essential Question asks about what people learn by studying animals.
6. Ask this question:
How do people in these texts learn about animals?
Key Ideas
• They observe closely.
• They read about animals.
• They ask questions and conduct experiments to find answers.
7. Invite students to move around the classroom to look closely at the illustrations and think about what the people in the texts learn by studying animals.
8. Tell students that they will now discuss what the characters or people in the texts learn by studying animals. Instruct students to Mix and Mingle to answer this question:
What do the characters or people in the books learn by studying animals?
9. Listen for students to discuss key ideas.
Key Ideas
• The girl in Dear Treefrog learns about the connections between living things.
• Charles Henry Turner learns that bees can see color.
• Jane Goodall learns how chickens lay eggs.
• The girl in Dear Treefrog and Charles Henry Turner learn how animals adapt to their surroundings.
10. To prepare for sharing during the Socratic seminar, instruct students to choose one example from one of the texts that shows what people can learn by studying animals. Distribute journals. Instruct students to write one example and support their writing with a drawing.
Differentiation Support
• What did Charles Henry Turner learn about animals?
• What did Jane Goodall learn about animals?
11. Prompt students to form a discussion circle for the Socratic seminar.
Respond | Discuss the Essential Question | 18 minutes
1. Reinforce that in a Socratic seminar students share their ideas about a topic and learn from one another. Remind students of the two speaking and listening goals they practiced during the module: Listen closely to what others say, and take turns with others when speaking.
2. Echo Read the Essential Question to begin the Socratic seminar: What do people learn by studying animals?
3. Introduce the learning task. Facilitate a discussion by inviting students to share an example from one of the module texts of what people can learn by studying animals.
Analyze Student Progress
Monitor: Do students share text-based examples that demonstrate understanding of what people can learn by studying animals?
Offer Immediate Support: If students need additional support identifying what people learn by studying animals, return to a passage identified in one of the module’s Distill lessons to provide an example.
Plan Future Practice: Students practice contributing ideas to a Socratic seminar in module 3.
4. Display What Do You Do with a Tail Like This? and Feathers. Remind students that people can also learn about animals by reading informational texts like these.
5. Distribute What Do You Do with a Tail Like This? and Feathers to pairs. Instruct students to locate and share with their partner a page that shows something they learned by studying animals.
6. Invite a few students to share their responses.
Key Ideas
• Alligators can hide in water and breathe through their nose at the same time.
• Birds have different types of feathers that help them in different ways.
• Hawks have feathers that protect their skin from the sun while they search for food.
7. Bring the Socratic seminar to a close by acknowledging all that students have learned about studying animals in this module. Remind students that they will engage in Socratic seminars at the end of each module this year.
Write | Collect Evidence for the End-of-Module Task | 17 minutes
1. Remind students that they wrote four informative paragraphs during this module. Explain that in the next few lessons they will show what they learned by writing another informative paragraph in response to a new prompt.
2. Instruct students to Think–Pair–Share to answer this question:
What have you learned about writing an informative paragraph?
Key Ideas
• An informative paragraph includes a focus sentence and a conclusion sentence.
• An informative paragraph includes evidence sentences to support the focus.
• Writers can use a planner to prepare for writing an informative paragraph.
3. Display and Echo Read the writing prompt for the End-of-Module Task: Write a paragraph to tell about two features that help keep the thorny devil safe.
4. Display Thorny Devil. Read aloud the title and author. Tell students that they will listen closely and collect evidence from this text to use in their informative paragraph.
5. Read aloud Thorny Devil (except the More section). Pause only to clarify details necessary for general understanding.
Language Support
Based on your students’ needs, pause to define select terms with a synonym (e.g., gulp, puffs, shifts).
The readability for this text is within the level 1 range. Encourage students to read the text independently or with a partner if they are ready.
6. Direct students to Thorny Devil. Instruct them to find evidence to answer the prompt by looking for examples of how the thorny devil’s features keep it safe.
Teacher Note
Students can use the print version of Thorny Devil or the digital version from the digital platform.
7. Direct students to the Informative Writing Planner for the End-of-Module Task, located in the Learn book. Remind them that writers use planners to plan the different parts of an informative paragraph.
8. Read aloud each section of the planner. Direct attention to the Evidence section. Remind students that evidence notes include important words that will help them remember evidence to include in their paragraph.
9. Introduce the learning task. Instruct students to write at least two evidence notes from Thorny Devil in the Evidence section of their planner.
Analyze Student Progress
Monitor: Do students add at least two evidence notes about how the thorny devil’s features keep it safe?
Offer Immediate Support: If students need additional support finding evidence, direct attention to pages 8–9 and prompt them to describe how the thorny devil is keeping itself safe.
Plan Future Practice: Students practice collecting evidence in module 3.
Key Ideas
• skin changes color to hide
• chest puffs up to scare
10. Tell students that in the next lesson they will continue planning for their paragraph, and then they will begin writing their informative paragraph using complete sentences.
LAND 5 minutes
Synthesize Learning
1. Direct attention to both knowledge charts.
2. Ask this question: What did you learn from the Socratic seminar about what people learn by studying animals?
3. Facilitate a brief discussion to help students integrate the knowledge they built during the lesson.
4. Add a few student-generated knowledge statements to the charts as applicable.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.1 Comprehension and Evidence: MM.1.1.A, MM.1.1.B, MM.1.1.C
MM.2.1 Theme and Central Idea: MM.2.1.A, MM.2.1.B
MM.12.1 Complexity, Diversity, and Genre: MM.12.1.A, MM.12.1.A.a, MM.12.1.A.b, MM.12.1.B, MM.12.1.B.a,
BU.1.1 Inquiry and Credibility: BU.1.1.A, BU.1.1.D
BU.2.1 Discovery and Evidence
BU.3.1 Conversation and Collaboration: BU.3.1.A
BU.4.1 Expression
DF Develop Foundations
DF.3.1 Phonics and Spelling: DF.3.1.C, DF.3.1.C.c
DF.6.1 Foundational Writing: DF.6.1.B
DM Develop Metacognition
DM.1.1 Content Stages: DM.1.1.E
DM.3.1 Schema Building
DM.4.1 Reflection and Evaluation
Lesson 37
Essential Question | What do people learn by studying animals?
Content Framing Question | Know: How do these texts build our knowledge?
OVERVIEW Preview
In this module finale lesson, students revisit the writing prompt for the End-of-Module Task. Students continue to organize their informative paragraph by planning a focus sentence and a conclusion sentence. Students then orally rehearse their informative paragraph and draft their response to the End-of-Module Task.
Learning Goals
For the End-of-Module Task, plan a focus sentence and a conclusion sentence for an informative paragraph about two features that keep the thorny devil safe.
LEARNING TASK: Draft a focus sentence and a conclusion sentence on the Informative Writing Planner for the End-of-Module Task.
For the End-of-Module Task, draft an informative paragraph about the thorny devil.
LEARNING TASK: For the End-of-Module Task, write complete sentences to describe two features that help keep the thorny devil safe.
Vocabulary
none
Agenda
LAUNCH
Read the Essential Question
LEARN
• Write: Prepare for the End-of-Module Task
• Write: Draft a Response to the End-of-Module Task
LAND
Synthesize Learning
Materials
TEACHER
• class Informative Paragraph Sandwich (Reference Charts appendix)
• writing prompt for the End-of-Module Task (lesson 36)
STUDENTS
• Informative Writing Planner for the End-of-Module Task (Learn book, lesson 36)
• End-of-Module Task (Learn book)
Preparation
• none Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Essential Question
1. Display and Echo Read the Essential Question: What do people learn by studying animals?
2. Tell students that in this lesson they will finish planning their response to the End-of-Module Task by writing a focus sentence and a conclusion sentence. Then they will draft their informative paragraph.
LEARN
53 minutes
Write | Prepare for the End-of-Module Task | 18 minutes
1. Remind students that they are writing an informative paragraph for the End-of-Module Task. Display and read aloud each section of the Informative Paragraph Sandwich. Ask this question: What part of the informative paragraph did you work on in the previous lesson?
2. Reinforce the correct response: Students collected evidence and wrote evidence notes for their informative paragraph in the previous lesson. Tell students that now they will finish planning their informative paragraph.
3. Display and read aloud the writing prompt for the End-of-Module Task: Write a paragraph to tell about two features that help keep the thorny devil safe. Instruct students to Think–Pair–Share to answer this question:
What will your informative paragraph mostly be about?
Key Ideas
• two ways the thorny devil stays safe
• how the thorny devil uses its features to stay safe
4. Direct attention to the Informative Paragraph Sandwich. Instruct students to Think–Pair–Share to answer these questions:
What is a focus sentence?
What is a conclusion sentence?
5. Reinforce the correct responses: A focus sentence tells what the paragraph is mostly about and comes at the beginning of a paragraph. A conclusion sentence restates the focus sentence and comes at the end of a paragraph.
6. Introduce the learning task. Direct students to the Informative Writing Planner for the End-of-Module Task, located in the Learn book. Instruct students to write a focus sentence and a conclusion sentence for their paragraph on their planner.
Analyze Student Progress
Monitor: Do students write a focus sentence and conclusion sentence that tell what their paragraph is mostly about?
Offer Immediate Support: If students need additional support writing a focus or conclusion sentence, prompt them to identify what words they will include in the sentence and then orally rehearse it.
Plan Future Practice: Students practice planning a response to a writing task in module 3.
Write | Draft a Response to the End-of-Module Task | 35 minutes
1. Direct students to their Informative Writing Planner for the End-of-Module Task. Instruct students to orally rehearse all parts of their paragraph with a partner. Tell students to point to each section on their planner as they orally rehearse their paragraph.
2. Introduce the learning task. Direct students to the End-of-Module Task, located in the Learn book. Instruct students to draft their informative paragraph with a focus sentence, evidence sentences, and a conclusion sentence. Remind them to use complete sentences.
Analyze Student Progress
Monitor: Do students include all the parts of an informative paragraph in their draft?
Offer Immediate Support: If students need additional support drafting their informative paragraph, direct them to their planner and prompt them to orally rehearse one part of their paragraph at a time.
Plan Future Practice: Students practice drafting written work from an organizer in module 3.
3. Tell students that in the next lesson they will complete their informative paragraph and edit their writing. Then they will have the opportunity to share their work and learn more about the work of others.
LAND 5 minutes
Synthesize Learning
1. Direct attention to the ELA Knowledge Chart.
2. Ask this question:
What did you learn to do during this module?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn to do as a reader?
• What did you learn to do as a writer?
3. Facilitate a brief discussion to help students recognize the ELA knowledge they built during this module.
4. Add any new ELA knowledge statements to the chart as applicable.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
CP.1.1 Genre: CP.1.1.B, CP.1.1.H
CP.2.1 Planning: CP.2.1.D
CP.3.1 Content: CP.3.1.A, CP.3.1.A.b, CP.3.1.A.e
CP.4.1 Structure: CP.4.1.A, CP.4.1.A.b, CP.4.1.C
CP.5.1 Language: CP.5.1.A
CP.8.1 Presentation: CP.8.1.A
BU Build Understanding
BU.1.1 Inquiry and Credibility: BU.1.1.A, BU.1.1.D
BU.2.1 Discovery and Evidence
BU.3.1 Conversation and Collaboration: BU.3.1.A
BU.4.1 Expression
DF Develop Foundations
DF.3.1 Phonics and Spelling: DF.3.1.C, DF.3.1.C.c
DF.6.1 Foundational Writing: DF.6.1.B
DF.9.1 Nouns and Pronouns: DF.9.1.B
DF.10.1 Verbs: DF.10.1.A
DF.13.1 Sentence Construction: DF.13.1.A
DM Develop Metacognition
DM.1.1 Content Stages: DM.1.1.E
DM.3.1 Schema Building
DM.4.1 Reflection and Evaluation
Lesson 38
Essential Question | What do people learn by studying animals?
Content Framing Question | Know: How do these texts build our knowledge?
OVERVIEW
Preview
In this module finale lesson, students reread their response to the End-of-Module Task. Rereading prepares students to edit their writing for complete sentences, correct spelling, verbs that match the nouns in number, and appropriate pronouns. Students then share their writing.
Learning Goal
For the End-of-Module Task, apply learned language skills.
LEARNING TASK: Edit the End-of-Module Task response for complete sentences, correct spelling, verbs that match the nouns in number, and appropriate pronouns.
Vocabulary
none
Agenda
LAUNCH
Read the Essential Question
LEARN
• Write: Edit the End-of-Module Task
• Write: Share Writing
LAND
Synthesize Learning
Materials
TEACHER
• writing prompt for the End-of-Module Task (lesson 36)
• class Module 2 Editing Reference Chart (Reference Charts appendix)
STUDENTS
• Informative Writing Planner for the End-of-Module Task (Learn book, lesson 36)
• End-of-Module Task (Learn book, lesson 37)
Preparation
• Choose a presentation activity to share student writing. Prepare materials for the selected activity, as needed. See the second Write section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Essential Question
1. Display and Echo Read the Essential Question: What do people learn by studying animals?
2. Explain that this will be the final lesson for students to work on their informative paragraph. Tell students that today they will reread and edit their writing. Then they will share their informative paragraph.
LEARN
53 minutes
Write | Edit the End-of-Module Task | 33 minutes
1. Provide additional time to complete writing from the previous lesson for students who require it.
Teacher Note
At the start of this lesson, students will be at different phases in completing the End-of-Module Task. Some students may require additional time to complete the learning task from the previous lesson. Take into account your students’ progress toward completion, and adjust the timing of this lesson as needed.
2. Emphasize the importance of rereading and editing writing. Ask this question: What can writers check for when rereading their writing?
Differentiation Support
• After rereading their writing, what might a writer change?
Key Ideas
• Writers can check for correct capitalization and punctuation.
• Writers can check for complete sentences.
• Writers can check for matching nouns and verbs.
3. Display and Echo Read the writing prompt for the End-of-Module Task: Write a paragraph to tell about two features that help keep the thorny devil safe.
4. Display the class Module 2 Editing Reference Chart. Remind students that the chart shows the writing conventions they learned in this module. Echo Read each item from the chart: complete sentences, matching nouns and verbs, pronouns, and spelling.
5. Introduce the learning task. Direct students to the End-of-Module Task, located in the Learn book. Instruct them to reread and edit their informative paragraph for complete sentences, verbs that match the nouns in number, appropriate pronouns, and correct spelling.
Teacher Note
When supporting students with reviewing their spelling, follow the guidance of your foundational skills program.
Analyze Student Progress
After students complete the End-of-Module Task, refer to the Assessment Guide for next steps. Use the information in the guide to provide feedback to students and plan future writing instruction.
6. Instruct students to reread their writing once more after editing.
Write | Share Writing | 20 minutes
1. Choose one of the following activities for students to present their work.
• Instruct students to share completed written work with a partner.
• Display completed written work and facilitate a Gallery Walk.
• Determine a way for students to record themselves reading aloud their completed written work, and then make these recordings available to all students in the class.
• Create copies of completed written work to share with all students in the class.
• Invite a few students to display their completed written work in front of the class and read it aloud.
• Create your own presentation activity.
Teacher Note
Allow students to celebrate their writing by sharing with and learning from their peers. Some of the presentation options also provide students an opportunity to practice this module’s speaking and listening goals. As needed, use the Module 2 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward these goals.
LAND 5 minutes
Synthesize Learning
1. Direct attention to both knowledge charts. Read aloud a few knowledge statements.
Teacher Note
If time allows, provide students an opportunity to view some of the Great Minds videos or to look at the video gallery pages in the Learn book to make new connections between the world knowledge in these sources and what they have read in the module texts.
2. Ask this question:
What did you learn about animals?
3. Facilitate a brief discussion to help students integrate the knowledge they built during the module.
4. Ask this question:
How does your knowledge show what people can learn from studying animals?
5. Tell students that they will continue building their knowledge as they study new texts in the next module.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
CP.1.1 Genre: CP.1.1.B, CP.1.1.H
CP.5.1 Language: CP.5.1.A
CP.7.1 Editing
CP.8.1 Presentation: CP.8.1.B
BU Build Understanding
BU.2.1 Discovery and Evidence
BU.4.1 Expression
DF Develop Foundations
DF.3.1 Phonics and Spelling: DF.3.1.C, DF.3.1.C.c
DF.6.1 Foundational Writing: DF.6.1.B
DF.9.1 Nouns and Pronouns: DF.9.1.B
DF.10.1 Verbs: DF.10.1.A
DF.13.1 Sentence Construction: DF.13.1.A
DM Develop Metacognition
DM.1.1 Content Stages: DM.1.1.E
DM.3.1 Schema Building
DM.4.1 Reflection and Evaluation
Lesson 39
Essential Question | What do people learn by studying animals?
OVERVIEW
Preview
In this closing Bookend lesson, students reflect on the module topic and Essential Question. Students share what they learned about animals and studying animals. They continue to engage with the module topic through an experience that the teacher chooses. Students may create an animal sculpture, experience a field trip to an animal care facility, read a book about animals or people who study animals, or engage in a teacher-created experience.
Learning Goals
• Share knowledge gained from the module about animals and people who study animals.
• Reflect on the module topic.
Read the Essential Question
LEARN
• Share: Discuss New Knowledge
• Engage: Create, Experience, or Read LAND Revisit the Essential Question
Vocabulary
none
Materials and Preparation
• Prepare materials for the selected activity in the Engage section.
• Depending on the option you choose, consider planning for more than the typical 60 minutes recommended for a lesson.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH 2 minutes
Read the Essential Question
1. Tell students that today is the final day of the second module.
2. Display and Echo Read the Essential Question: What do people learn by studying animals?
Teacher Note
Customize this lesson’s content to incorporate your school’s regional geography, the community’s resources, and the area’s history. Use the activities to activate and honor students’ funds of knowledge, including their home life, language, and experiences.
LEARN 53
minutes
Share | Discuss New Knowledge | 8 minutes
1. Tell students that they will share what they have learned about the module topic. Instruct students to Think–Pair–Share to answer these questions:
What did you learn about animals that you did not know before?
Why is studying animals important?
Engage | Create, Experience, or Read | 45 minutes
Choose a Create, Experience, or Read activity to engage students with the module topic. Plan your own activity or choose an option below.
Option 1 | Create an Animal Sculpture
1. Instruct students to Think–Pair–Share to respond to this prompt:
Describe a unique feature of an animal you learned about in this module.
2. Instruct students to sculpt a model of the animal, including the features they learned about in this module. Provide art materials for students to complete this activity.
3. Invite students to share their sculptures with the class. As students share, ask this question:
How did you gain knowledge about this animal?
4. Set up an area in the classroom to display sculptures for future viewing.
Option 2 | Experience a Field Trip to an Animal Care Center
1. Plan a virtual or in-person visit to a zoo, veterinary clinic, or other animal care facility.
2. Instruct students to observe the animals closely.
3. Ask these questions:
What animal features do you notice?
How do you think these features help the animal?
4. Provide time for students to ask questions about the animals and the animal care center.
Option 3 | Read a Book About Animals or Studying Animals
1. Read aloud a new volume of reading text or reread the book from the opening Bookend lesson.
2. Facilitate a brief discussion about the knowledge students gained from the book.
LAND 5 minutes
Revisit the Essential Question
1. Facilitate a brief discussion to connect what students experienced in this lesson to the Essential Question. Consider using one of the following questions, based on each option, to initiate the discussion:
• Option 1—Choose a sculpture. What features do you notice in this sculpture?
• Option 2—Why do people take care of animals?
• Option 3—How did this book build your knowledge about animals?
2. Reinforce that students have built a lot of knowledge about animals and animal features. Encourage students to continue seeking knowledge about animals.
ACHIEVEMENT DESCRIPTORS
Achievement Descriptors
Below is a list of the Achievement Descriptors by code and number. The following pages include a list of the specific grade-level Achievement Descriptors addressed in this module.
ACHIEVEMENT DESCRIPTOR NUMBERS BY STRAND
MM Make Meaning from Texts
MM.1 Comprehension and Evidence
MM.2 Theme and Central Idea
MM.3 Summary
MM.4 Individuals, Events, and Ideas
MM.5 Vocabulary
MM.6 Diction
MM.7 Structure
MM.8 Point of View, Perspective, and Purpose
MM.9 Media
MM.10 Argument
MM.11 Connections
MM.12 Complexity, Diversity, and Genre
CP Compose and Present Content
CP.1 Genre
CP.2 Planning
CP.3 Content
CP.4 Structure
CP.5 Language
CP.6 Revision
CP.7 Editing
CP.8 Presentation
BU
Build Understanding
BU.1 Inquiry and Credibility
BU.2 Discovery and Evidence
BU.3 Conversation and Collaboration
BU.4 Expression
DF Develop Foundations
DF.1 Print Concepts
DF.2 Phonemic Awareness
DF.3 Phonics and Spelling
DF.4 High-Frequency and Irregularly Spelled Words
DF.5 Fluency
DF.6 Foundational Writing
DF.7 Capitalization
DF.8 Punctuation
DF.9 Nouns and Pronouns
DF.10 Verbs
DF.11 Adjectives and Adverbs
DF.12 Prepositions
DF.13 Sentence Construction
DM Develop Metacognition
DM.1 Content Stages
DM.2 Comprehension Monitoring
DM.3 Schema Building
DM.4 Reflection and Evaluation
ACHIEVEMENT DESCRIPTORS IN MODULE 2
MM Make Meaning from Texts
MM.1.1 Comprehension and Evidence: Read, listen, or observe closely to comprehend a grade-level text, determining what it says explicitly, making logical inferences, and supporting observations, questions, and conclusions with specific textual evidence.
MM.1.1.A: Ask and answer questions about key details in a literary text.
MM.1.1.B: Ask and answer questions about key details in an informational text.
MM.1.1.C: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
MM.2.1 Theme and Central Idea: Identify the themes and central ideas of a text.
MM.2.1.A: Demonstrate understanding of a central message or lesson of a literary text.
MM.2.1.B: Identify the main topic of an informational text.
MM.3.1 Summary: Summarize a text, including its key ideas and details.
MM.3.1.A: Retell a literary text, including key details.
MM.3.1.B: Retell key details of an informational text.
MM.4.1 Individuals, Events, and Ideas: Explain how and why key individuals, events, and ideas of a text develop, relate, and interact.
MM.4.1.A: Use key details to describe characters, settings, and major events in a literary text.
MM.4.1.B: Describe the connections between two individuals, events, ideas, or pieces of information in an informational text.
MM.5.1 Vocabulary: Determine the literal, connotative, and figurative meanings of words and phrases.
MM.5.1.A: Determine the literal meaning of unknown words and phrases.
MM.5.1.A.b: Ask and answer questions to determine or clarify meaning of unknown words as they are used in an informational text.
MM.5.1.A.c: With support, use sentence-level context as a clue to meaning.
MM.5.1.A.d: With support, use frequently occurring affixes as a clue to meaning.
MM.5.1.A.e: With support, identify frequently occurring root words and their inflectional forms.
MM.5.1.B: Determine the connotative and figurative meanings of words and phrases.
MM.5.1.B.c: Identify real-life connections between words and their uses.
MM.5.1.C: Acquire grade-level conversational, academic, and domain-specific words and phrases, including common conjunctions to signal simple relationships.
MM.7.1 Structure: Explain a text’s structure, including how specific sentences, paragraphs, and larger portions of the text relate to each other and to the whole.
MM.7.1.C: Describe differences between texts that tell a story and texts that give information.
MM.7.1.E: Identify and use text features (e.g., headings, table of contents, glossary, chapter titles, electronic menus, icons) to locate key facts and information in an informational text.
MM.8.1 Point of View, Perspective, and Purpose: Explain how the point of view, perspective, and purpose of a text shape its content and style.
MM.8.1.B: Differentiate between information provided by the images or illustrations and information provided by the words in an informational text.
MM.9.1 Media: Analyze and evaluate how diverse media develop meaning, present information, and represent content within a text or across texts.
MM.9.1.A: Use details and illustrations in a literary text to describe characters, settings, or events.
MM.9.1.B: Use details and images or illustrations in an informational text to describe its ideas.
MM.11.1 Connections: Analyze multiple texts that address similar themes or topics to build knowledge or to compare the authors’ approaches.
MM.11.1.B: Compare two informational texts on the same topic.
MM.12.1 Complexity, Diversity, and Genre: With support, read, listen to, and comprehend texts of appropriate grade-level complexity across diverse cultures and multiple genres.
MM.12.1.A: Literary
MM.12.1.A.a: Stories
MM.12.1.A.b: Poetry
MM.12.1.B: Informational
MM.12.1.B.a: Literary nonfiction
MM.12.1.B.b: Informational
MM.12.1.C: Non-print
MM.12.1.C.b: Visual art
MM.12.1.C.c: Digital or multimedia
CP Compose and Present Content
CP.1.1 Genre: Compose texts in a variety of genres over various timeframes.
CP.1.1.B: Informative or explanatory
CP.1.1.H: Over a period of time
CP.2.1 Planning: With support, plan texts to respond to disciplinespecific tasks for a variety of audiences and purposes.
CP.2.1.A: With support, unpack the task demands, purpose, and audience.
CP.2.1.B: With support, analyze a model to identify traits of an effectively written response.
CP.2.1.D: With support, draw or write to plan a response, gathering and organizing ideas, details, and information from texts or experience.
CP.3.1 Content: Develop ideas and describe experiences using details and evidence appropriate to the task, purpose, and audience.
CP.3.1.A: Develop the content of the text.
CP.3.1.A.b: Provide facts and other information about a topic.
CP.3.1.A.d: Incorporate evidence from literary texts to support opinions and ideas.
CP.3.1.A.e: Incorporate evidence from informational texts to support opinions and ideas.
CP.4.1 Structure: Organize content with an effective structure appropriate to the task, purpose, and audience.
CP.4.1.A: Develop an introduction.
CP.4.1.A.b: Name a topic.
CP.4.1.C: Provide a conclusion.
CP.5.1 Language: Convey content with precise language appropriate to the task, purpose, and audience.
CP.5.1.A: Use a variety of words and phrases acquired through reading or experience, including conjunctions that signal simple relationships.
CP.7.1 Editing: With support, edit texts for conventions of academic English as appropriate to the task, purpose, and audience. (Refer to Develop Foundations strand for grade-level language expectations.)
CP.8.1 Presentation: With support, present or perform effectively, adapting speech so that listeners can hear, understand, and appreciate what is being conveyed.
CP.8.1.A: Speak clearly.
CP.8.1.B: Speak in complete sentences when appropriate to the task and situation.
BU Build Understanding
BU.1.1 Inquiry and Credibility: With support, conduct inquiry-based research and determine the relevance of sources.
BU.1.1.A: With support, engage in shared research and writing projects to build knowledge about a topic.
BU.1.1.B: With support, engage in experiences and activities to build knowledge about a topic.
BU.1.1.C: With support, select information from provided sources or experience to answer a question.
BU.1.1.D: With support, determine information’s relevance to answer a question.
BU.2.1 Discovery and Evidence: With support, use core practices to process textual evidence and information to support analysis, reflection, and research.
BU.3.1 Conversation and Collaboration: With support, engage effectively in discussions and collaborations with diverse partners, expressing ideas clearly.
BU.3.1.A: With support, follow established rules for discussions.
BU.3.1.D: With support, engage in peer review.
BU.4.1 Expression: Write, draw, act out, or speak to respond, to build knowledge, and to demonstrate understanding of a concept, topic, task, or text.
DF Develop Foundations
DF.3.1 Phonics and Spelling: Know and apply grade-level phonics and word analysis skills to decode and encode words.
DF.3.1.C: Demonstrate knowledge of spelling patterns when decoding and encoding.
DF.3.1.C.c: Use conventional spelling for words with common spelling patterns.
DF.6.1 Foundational Writing: Demonstrate knowledge of print concepts in writing and use handwriting or keyboarding skills effectively to produce or publish writing.
DF.6.1.B: Print all uppercase and lowercase letters.
DF.7.1 Capitalization: Use capitalization, following the conventions of academic English when writing.
DF.8.1 Punctuation: Use punctuation, following the conventions of academic English when writing.
DF.8.1.A: Use end punctuation for sentences.
DF.9.1 Nouns and Pronouns: Form and use nouns and pronouns, following the conventions of academic English when writing or speaking.
DF.9.1.A: Use common, proper, and possessive nouns.
DF.9.1.B: Use personal, possessive, and indefinite pronouns.
DF.9.1.C: Use determiners (e.g., articles, demonstratives).
DF.10.1 Verbs: Form and use verbs, following the conventions of academic English when writing or speaking.
DF.10.1.A: Use singular and plural nouns with matching verbs in basic sentences.
DF.10.1.B: Use past, present, and future tenses of verbs.
DF.12.1 Prepositions: Form and use prepositions, following the conventions of academic English when writing or speaking.
DF.12.1.A: Use frequently occurring prepositions.
DF.13.1 Sentence Construction: Produce, expand, and rearrange complete sentences for meaning, interest, and style when writing or speaking.
DF.13.1.A: Produce and expand complete simple and compound sentences.
DF.13.1.B: Produce and expand declarative, interrogative, imperative, and exclamatory sentences.
DM Develop Metacognition
DM.1.1 Content Stages: Engage in deep reading through a predictable, structured progression of questions via the five Content Stages.
DM.1.1.A: Wonder
DM.1.1.B: Organize
DM.1.1.C: Reveal
DM.1.1.D: Distill
DM.1.1.E: Know
DM.2.1 Comprehension Monitoring: Monitor understanding of a text during and after reading.
DM.3.1 Schema Building: Connect new and existing knowledge to expand and revise understanding of a topic.
DM.4.1 Reflection and Evaluation: Reflect on and assess cognitive processes and performance for engaging in a task or reaching criteria for success, including making a plan for improvement.
Vocabulary
adapt (v.)
to change so that it is easier to live in a particular place or situation
lesson 14
appendix (n.)
a section of extra information added at the end of a text
lesson 9
camouflage (n.)
something (such as color or shape) that protects an animal from attack by making the animal difficult to see in its surroundings
lesson 10
discover (v.)
to see, find, or understand something for the first time
lesson 31
environment (n.) the natural world
lesson 14
key details
the most important pieces of information that support the main topic
lesson 8
creature (n.)
an animal of any type
lesson 3
feature (n.)
an interesting or important part or ability
lesson 7
line (n.)
an element of art; a mark on a surface that connects two points
lesson 9 main topic what a book or a section of a book is mostly about
lesson 8
habitat (n.)
the place where a plant or animal lives or grows
lesson 16
miracle (n.)
something very amazing or unusual
lesson 26
indefatigable (adj.)
able to work or continue to work for a long time without becoming tired
lesson 32
noun (n.)
a word that identifies a person, place, or thing
lesson 6
observe (v.)
to notice someone or something carefully
lesson 3
research
1. (n.) the activity of getting information about a topic
2. (v.) to collect information about a topic from multiple sources
lesson 21
predator (n.)
an animal that hunts other animals for food
lesson 11
prey (n.)
an animal that is hunted by another animal for food
lesson 18
scientist (n.)
a person who is trained in science and whose job involves doing research and solving problems
lesson 27
study (v.)
to read, observe, or attend school to learn about a subject
lesson 1
surroundings (n.)
the places, conditions, or objects that are around someone or something
lesson 11
pronoun (n.)
a word that replaces a noun
lesson 27 protect (v.) to keep someone or something from being harmed
lesson 10
search (v.) to carefully look for something
lesson 18 shy (adj.)
feeling nervous and uncomfortable about meeting and talking to people
lesson 13
survive (v.) to continue to live
lesson 10
textual evidence information from a text that can be used to support an idea or answer a question
lesson 10
texture (n.)
an element of art; how the surface of an object feels or looks as though it might feel
lesson 4
unique (adj.)
very special or unusual
lesson 8
verb (n.)
a word that expresses an action lesson 11
Wonder Wheel
A circle divided into six equal pieces. The pieces are labeled Who, Where, When, What, Why, and How.
Who Where
When How
Why What
Notice Chart for the Work of Art
An outline of a hippopatomus.
Informative Paragraph Sandwich
A paragraph sandwich that shows the important parts of a paragraph. The top is labeled Focus. The two inside layers are labeled Evidence. The bottom is labeled Conclusion.
Focus
Evidence Conclusion
Module 2 Editing Reference Chart
A two-column chart.
Complete Sentences
Matching Nouns and Verbs
Pronouns
Spelling Dogs run. she he it they run She runs.
About the Images
Inspiration for the illustrations throughout this module come from the imagery found within Dr. Roger Tory Peterson’s publication Field Guide to the Birds (1934). A field guide is a book that helps readers identify wildlife, particularly between species that are very similar. As the first published modern field guide, Dr. Peterson’s work combines his passion for nature and his artistic talents. Nature lovers and naturalists have been using field guides to explore wildlife’s unique features for over a century. A field guide like Dr. Peterson’s and the illustrations for this module guide students to answer the Essential Question: What do people learn by studying animals?
Cassie Hart, an Ohio-based illustrator and designer, created the images for this module. Inspired by the modern field guide, Hart’s work highlights the unique characteristics that make the natural world fascinating and diverse.
Stewart, Melissa. Feathers: Not Just for Flying. Illustrated by Sarah S. Brannen, Charlesbridge, 2014.
Tao, Amy. “8 Arms and 8 Ways.” Click, vol. 25, no. 1, 2011, pp. 16–19, https://cricketmedia.widencollective.com/dam/assetdetails /asset:90aeb5c7-c356-44df-83bc-78ee3424c0c1/false?inav=false.
Toon, Ann, and Steve Toon. “Here Come the Elephants.” Ranger Rick Jr, Nov. 2017, pp. 6–11, https://mosaiq.netx.net/portals /mosaiq/#asset/87984/viewer/document.
WIDA. WIDA English Language Development Standards Framework 2020 Edition: Kindergarten–Grade 12. Board of Regents of the University of Wisconsin System, https://wida.wisc.edu/sites/default/files/resource /WIDA-ELD-Standards-Framework-2020.pdf.
Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material. If any owner of copyrighted material is not acknowledged herein, please contact Great Minds for proper acknowledgement in all future editions and reprints of this module.
