• Share experiences about the sea and sea exploration.
• Explore the module topic.
L2 | Wonder
• Demonstrate accuracy when reading aloud “The Sea Wind.”
• Notice and wonder about The Great Wave
14
20
L3 | Organize
• Read “The Sea Wind” with appropriate phrasing.
• Describe The Great Wave
L4 | Reveal
• Read “The Sea Wind” with appropriate expression.
• Examine scale and color in The Great Wave
L5 | Distill
• Read “The Sea Wind” at an appropriate rate.
• Conclude what The Great Wave communicates about the sea.
L6 | Know
• Fluently read “The Sea Wind.”
• Compare The Great Wave and The Boating Party
Arc B | Amos and Boris
L7 | Wonder
• Notice and wonder about Amos and Boris
• Examine an informative essay.
L8 | Organize
• Identify the story elements in Amos and Boris
• Examine connections between the Painted Essay® and the writing model.
32
L9 | Reveal
• Examine how words and illustrations work together to tell a story.
• Examine connections between the components of the Painted Essay® and the Writing Model for Module 1.
L10 | Distill
• Determine a central idea in Amos and Boris.
• Examine the connection between the thesis and topic sentences.
L11 | Know
• Synthesize knowledge gained from Amos and Boris and “The Shepherd and the Sea.”
• Use abstract nouns in writing.
Arc C | Giant Squid
L12 | Wonder
• Notice and wonder about Giant Squid
• For Module Task 1, describe the expectations of the writing prompt.
L13 | Organize
• Identify main ideas and key details in Giant Squid
• For Module Task 1, plan to include specific knowledge to support point 1 of the thesis.
L14 | Organize
• Identify main ideas and key details in Giant Squid.
• For Module Task 1, collect evidence from Amos and Boris to support the thesis.
L15 | Reveal
• Connect words and text features in Giant Squid.
• For Module Task 1, elaborate to develop evidence for point 1.
106
L16 | Know
• Express knowledge gained from Giant Squid
• For Module Task 1, write a proof paragraph that develops point 1 of a thesis.
188
118
L17
| Reading Comprehension Assessment 1
• Demonstrate knowledge of sea exploration and apply reading comprehension skills to a new text related to sea exploration.
• For Module Task 1, strengthen proof paragraph 1 for an informative essay.
128
142
150
162
176
L18 | Responsive Teaching
• Analyze relevant questions on Reading Comprehension Assessment 1.
198
204
Arc D | Solving the Puzzle Under the Sea
L19 | Reveal
• Describe Mountains and Sea
• Examine the artist’s technique in Mountains and Sea
L20 | Wonder/Distill
• Notice and wonder about Solving the Puzzle Under the Sea
• Determine a central idea in Mountains and Sea
L21 | Organize
• Organize the events in Marie Tharp’s life that led to a scientific discovery in Solving the Puzzle Under the Sea.
• Explain the function of nouns, verbs, and pronouns in particular sentences.
L22 | Reveal
• Analyze how words and illustrations deepen understanding of vocabulary in Solving the Puzzle Under the Sea
• Identify the purpose of a transition word.
L23 | Distill
• Determine a central idea in Solving the Puzzle Under the Sea
• Develop a concluding paragraph for an informative essay.
L24
| Know
• Express knowledge gained from Solving the Puzzle Under the Sea and Mountains and Sea.
• For Module Task 2, plan the proof paragraphs and a concluding paragraph for an informative essay.
Arc E | The Fantastic Undersea Life of Jacques Cousteau
L25 | Wonder
• Notice and wonder about The Fantastic Undersea Life of Jacques Cousteau
• For Module Task 2, collect evidence from Solving the Puzzle Under the Sea that supports the thesis.
L26 | Organize
• Categorize details about Jacques Cousteau’s life as an inventor and producer.
• For Module Task 2, collect evidence from Solving the Puzzle Under the Sea that supports the thesis.
L27 | Reveal
• Analyze how words and illustrations work together to deepen understanding of the term illuminate.
• For Module Task 2, elaborate to develop evidence.
L28 | Distill
• Explain how Jacques Cousteau was an ambassador for the world’s oceans.
• For Module Task 2, write two proof paragraphs and a concluding paragraph that develop a thesis.
252
L29
| Know
• Reflect on knowledge gained from The Fantastic Undersea Life of Jacques Cousteau and “Underwater Discovery and Adventure.”
• For Module Task 2, use knowledge of coordinating conjunctions to produce compound sentences.
262
Arc F | Shark Attack
L30 | Wonder
• Notice and wonder about Shark Attack.
• For Module Task 2, provide feedback to peers on their writing.
L31 | Organize
• Determine main ideas and key details in Shark Attack
274
282
292
• Use the points of the thesis to explain the topic of each proof paragraph for the End-of-Module Task.
L32 | Reveal
• Analyze how text features in Shark Attack help readers understand a section.
• For the End-of-Module Task, collect evidence of Cousteau’s inventions from The Fantastic Undersea Life of Jacques Cousteau
L33 | Know
• Synthesize knowledge gained from Shark Attack
• For the End-of-Module Task, collect evidence of Cousteau’s inventions from The Fantastic Undersea Life of Jacques Cousteau
L34 | Reading Comprehension Assessment
2
• Demonstrate knowledge of sea exploration and apply reading comprehension skills to a new text related to sea exploration.
• Form and use simple past, present, and future tense verbs to describe examples of sea exploration.
L35 | Responsive Teaching
• Analyze relevant questions on Reading Comprehension Assessment 2.
Module Finale
L36 | Know
• Apply knowledge of how people explore the sea.
• For the End-of-Module Task, elaborate on evidence of Cousteau’s inventions from The Fantastic Undersea Life of Jacques Cousteau
L37 | Know
• For the End-of-Module Task, draft a response to the writing prompt.
L38 | Know
• For the End-of-Module Task, provide feedback to a peer before revision.
• For the End-of-Module Task, revise an informative essay.
L39 | Know
• Develop a visual display to enhance a response to the End-of-Module Task.
L40 | Closing Bookend
• Share knowledge gained from the module about the sea.
• Reflect on the module topic.
Appendices
Achievement Descriptors
Vocabulary
Reference Charts
About the Images
Works Cited
Acknowledgments
ESSENTIAL QUESTION
How do people explore the sea?
SUMMARY
The Sea immerses students in a study of the ocean—its diverse life forms, dramatic landscapes, and vast, unexplored depths. Throughout the module, students learn how writers, artists, sailors, and scientists explore the sea through different mediums, methods, and technologies. With each new text, students contemplate the wonders and mysteries of the ocean through the lens of the module’s Essential Question: How do people explore the sea?
The module opens with Sara Teasdale’s poem “The Sea Wind” and Katsushika Hokusai’s iconic woodblock print Under the Wave off Kanagawa, also known as The Great Wave. Both texts invite students to consider the ocean’s immense power as well as its beauty and lure. Alongside The Great Wave, students examine The Boating Party, an oil painting by Mary Cassatt, who took Japanese woodblock prints as inspiration for her work. The scene of a summer sailing excursion on the French Riviera offers a very different impression of the sea than Hokusai’s formidable wave.
Students continue their study of the sea with William Steig’s Amos and Boris, the story of an enterprising mouse whose fascination with the sea inspires him to build a boat and set sail. An encounter with a kindly whale results in a lifelong bond between the two mammals. Steig’s fable-like tale offers lessons about friendship and introduces students to seafaring technology and the ocean’s varied wonders. Students also read the fable “The Shepherd and the Sea,” which provides a note of caution about the ocean’s capricious nature.
From there, students trace the lives and discoveries of scientists who explored mysteries of the deep ocean. In Giant Squid by Mary Cerullo and Clyde F. E. Roper, students follow zoologist Roper’s quest to study the elusive giant squid through autopsies, deep-sea expeditions, and underwater technology. In Robert Burleigh and Raúl Colón’s Solving the Puzzle Under the Sea, students meet pioneering geologist and cartographer Marie Tharp, who used sonar data to create the first comprehensive maps of the seafloor. Tharp’s maps provided a detailed portrait of the seabed, including the rift at the center of the Mid-Atlantic Ridge—a discovery that helped confirm the theory of plate tectonics and changed people’s understanding of the earth’s surface. Students then examine the groundbreaking work of another explorer, artist Helen Frankenthaler. As they study the painting Mountains and Sea, students explore the translucent, layered fields of colors and shapes resulting from Frankenthaler’s “soak-stain” technique. Dan Yaccarino’s color-drenched The Fantastic Undersea Life of Jacques Cousteau introduces students to the renowned scientist, explorer, and ocean ambassador. Students learn how Cousteau’s fascination with the sea inspired him to develop underwater technology for studying, documenting, and sharing the ocean’s wonders. The final module text, Shark Attack by Cathy East Dubowski, provides an engaging and information-packed look at an often-misunderstood order of species in the world’s oceans.
During writing instruction, students draw on their ever-growing knowledge to craft informative pieces about the various ways people explore the sea. Students learn and apply the Painted Essay® structure to analyze a thesis, develop multiple proof paragraphs, support their ideas with textual evidence and elaboration, connect ideas within and across paragraphs, and restate their focus in a conclusion. By orally rehearsing their ideas before writing and then sharing their final work, students build connections between oral and written language. In addition, students focus on creating more complex sentences using conjunctions to combine and expand their ideas, first orally and then in writing.
Throughout the module, students gain concrete knowledge of ocean life, terrain, and exploration. They learn to appreciate curiosity as a driving force in human endeavors and cultivate habits of mind for lifelong knowledge-building.
TEXTS
Books
Literary
• Amos and Boris, William Steig
Literary Nonfiction
• The Fantastic Undersea Life of Jacques Cousteau, Dan Yaccarino
• Solving the Puzzle Under the Sea: Marie Tharp Maps the Ocean Floor, Robert Burleigh and Raúl Colón
Informational
• Giant Squid: Searching for a Sea Monster, Mary M. Cerullo and Clyde F. E. Roper
• Shark Attack, Cathy East Dubowski
Poetry
• “The Sea Wind,” Sara Teasdale
Short Story
• “The Shepherd and the Sea,” adapted from Aesop by Rachel Hylton
Art
• The Boating Party, Mary Cassatt
• Mountains and Sea, Helen Frankenthaler
• Under the Wave off Kanagawa (also known as The Great Wave), Katsushika Hokusai
Videos
• “Divers,” Getty Images
• “Glowing Oceans,” Great Minds®
• “Marsh,” Mazz Media
• “Underwater Discovery and Adventure: The Story of Jacques Cousteau,” SciShow
KNOWLEDGE THREADS
• The sea’s wonders and mysteries attract adventurers and scientists.
• Writers and artists depict the mysteries of the sea.
• The pursuit of knowledge drives innovation.
• The sea is home to diverse marine life.
• Scientists carry out investigations in the field or laboratory, often working collaboratively.
MATERIALS AND PREPARATION
• Module 1 World Knowledge Chart
• Module 1 ELA Knowledge Chart
• Module 1 Word Analysis Chart (Great Minds® Digital Platform)
• Module 1 Speaking and Listening Goal Tracker (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 by reading literary and informational texts about how people explore the sea.
• Recount texts about sea exploration and determine their central ideas.
• Use text features and illustrations to deepen understanding of texts.
• Write informative paragraphs about how people explore the sea.
• Strengthen writing by using coordinating conjunctions to connect ideas and by using simple and compound sentences.
• Participate in class discussions about sea exploration, speaking at a rate others can understand, listening closely to identify a speaker’s main points, and providing relevant textual evidence to support ideas.
ASSESSMENTS
In every Arts & Letters™ module, students complete three types of formal assessments: module tasks, Reading Comprehension Assessments, and an End-of-Module Task. For the module tasks, students complete informative essays by writing proof paragraphs and a concluding paragraph. 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 Writing
For the End-of-Module Task, students write two proof paragraphs and a concluding paragraph to complete an informative essay about how Jacques Cousteau explored the sea. Students are provided an introductory paragraph, which they use to guide evidence collection and the development of the proof paragraphs and conclusion. To plan their writing, students capture relevant textual evidence from The Fantastic Undersea Life of Jacques Cousteau on an evidence organizer and use elaboration to develop each piece of evidence. As they draft their End-of-Module Task, students include topic sentences to begin proof paragraphs and transition words and phrases to link paragraphs. Students strengthen their writing by participating in a peer review exercise and revising their work according to a checklist. Students share their writing, and an accompanying visual display, through a Gallery Walk.
Summary of Assessments
Lessons 12–17 | Module Task 1
Students write a proof paragraph to complete an informative essay about how Amos explores the sea in Amos and Boris. Students are provided an introductory paragraph, which they use to guide development of the proof paragraph. Students collect evidence from Amos and Boris to support the points of the thesis and develop their evidence with elaboration.
Lesson 17 | Reading Comprehension Assessment 1
Students complete a four-section Reading Comprehension Assessment. The first section, Fluency, assesses rate, accuracy, phrasing, and expression. The second section, Show What You Know, assesses content knowledge and vocabulary built during the first half of the module. The third section, Grow What You Know, assesses comprehension of a new text about how people explore the sea. The fourth section, Self-Reflection, gives students an opportunity to evaluate their confidence about the assessment and identify challenges posed by the assessment text.
Lessons 24–29 | Module Task 2
Students write two proof paragraphs and a concluding paragraph to complete an informative essay about how Marie Tharp explores the sea. Students are provided an introductory paragraph, which they use to guide development of the proof paragraphs and concluding paragraph. Students use evidence from Solving the Puzzle Under the Sea to support the points of the given thesis.
Lesson
34 | Reading Comprehension Assessment 2
Students complete a four-section Reading Comprehension Assessment. The first section, Fluency, assesses rate, accuracy, phrasing, and expression. The second section, Show What You Know, assesses content knowledge and vocabulary built during the second half of the module. The third section, Grow What You Know, assesses comprehension of a new topically related text about how people explore the sea. The fourth section, Self-Reflection, gives students an opportunity to evaluate their confidence about the assessment and identify challenges posed by the assessment text.
Lessons
33–38 | End-of-Module Task
Students write two proof paragraphs and a concluding paragraph to complete an informative essay about how Jacques Cousteau explored the sea.
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 example shows 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.
For a list of this module’s Achievement Descriptors, see the appendix.
Achievement Descriptor Strands M M Make Meaning from Texts CP Compose and Present Content BU Build Understanding DF Develop Foundations DM Develop Metacognition
Grade Level 3 Achievement Descriptor
CP.4.3 Structure: Organize content with an effective structure appropriate to the task, purpose, and audience. C h i l d
CP.4.3.A: Develop an introduction. G r an dch il d
CP.4.3.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 1 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
• 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
ELD-LA.2-3.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 event sequences
• Determining the meaning of words and phrases as they are used in texts, distinguishing literal from nonliteral language
ELD-LA.2-3.Inform.Interpretive: Multilingual learners will interpret informational texts in language arts by
• Identifying the main idea and key details
• Referring explicitly to descriptions for themes and relationships among meanings
• Describing relationship between a series of events, ideas or concepts, or procedural steps
ELD-LA.2-3.Inform.Expressive: Multilingual learners will construct informational texts in language arts that
• Introduce and define topic and/or entity for audience
• Add details to define, describe, compare, and classify topic and/or entity
• Develop coherence and cohesion throughout text
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 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 | How do people explore the sea?
Arc A | “The Sea Wind”
Lesson 1
Opening Bookend
Lesson 2
Wonder “The Sea Wind” The Great Wave
Lesson 3
Organize “The Sea Wind” “Marsh” The Great Wave
Arc B | Amos and Boris
Lesson 7
Wonder Amos and Boris
Lesson 8
Organize Amos and Boris
Lesson 9
Reveal
Amos and Boris
Lesson 4
Reveal “The Sea Wind” The Great Wave
Lesson 10
Distill
Amos and Boris
Lesson 5
Distill “The Sea Wind” The Great Wave
Lesson 11
Know “The Shepherd and the Sea”
Amos and Boris
Lesson 6
Know “The Sea Wind” “Marsh” The Boating Party The Great Wave
= assessment = Prologue lesson
Arc C | Giant Squid
Lesson 12
Wonder Giant Squid
Lesson 13
Organize Giant Squid
Lesson 14
Organize Giant Squid
Lesson 15
Reveal Giant Squid
Lesson 16
Know Giant Squid
Lesson 17
Reading Comprehension Assessment 1
Module Task 1 completed
Arc D | Solving the Puzzle Under the Sea
Lesson 19
Reveal Mountains and Sea
Lesson 20
Wonder Solving the Puzzle Under the Sea
Distill Mountains and Sea
Lesson 21
Organize Solving the Puzzle Under the Sea
Lesson 22
Reveal Solving the Puzzle Under the Sea
Arc E | The Fantastic Undersea Life of Jacques Cousteau
Lesson 25
Wonder The Fantastic Undersea Life of Jacques Cousteau
Lesson 26
Organize The Fantastic Undersea Life of Jacques Cousteau
Lesson 27
Reveal The Fantastic Undersea Life of Jacques Cousteau
Lesson 28
Distill The Fantastic Undersea Life of Jacques Cousteau
Lesson 23
Distill Solving the Puzzle Under the Sea
Lesson 29
Know The Fantastic Undersea Life of Jacques Cousteau
Module Task 2 completed
Lesson 24
Know Solving the Puzzle Under the Sea Mountains and Sea
Lesson 18
Responsive
Teaching
Arc F | Shark Attack
Module Finale
Lesson 1
Essential Question | How do people explore the sea?
OVERVIEW
Preview
In this opening Bookend lesson, students explore the module topic and the Essential Question. Students share what they know about the sea. They continue to engage with the module topic through an experience that the teacher chooses. Students may create a caption drawing, experience a nature walk near a body of water, read a text about the sea, or engage in a teacher-created experience.
Learning Goals
• Share experiences about the sea and sea exploration.
• Explore the module topic.
Agenda LAUNCH
Read the Essential Question LEARN
• Share: Discuss Prior Knowledge
• Engage: Create, Experience, or Read
LAND
Revisit the Essential Question
Vocabulary mystery (n.) wonder (n.)
Materials and Preparation
• 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 60 minutes recommended for a lesson.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions.
LAUNCH 2 minutes
Read the Essential Question
1. Tell students that today they are starting a new module about the sea.
2. Explain that when both you and the students read aloud the same text at the same time, they are Choral Reading. Practice this routine by displaying the Essential Question and cueing students to read aloud with you: How do people explore the sea?
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 follow the instructional routine Think–Pair–Share to discuss what they know about the module topic. Explain that this routine has three parts. First, students silently think about their response. Next, they share their response with a partner. Finally, you facilitate a brief discussion with the whole class. Instruct students to Think–Pair–Share to answer these questions:
When I say the word sea or ocean, what do you think of?
When I say the word exploration, what do you think of?
What do you think is the most interesting sea creature? Why?
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.
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 Caption Drawing
1. Provide art materials, such as white paper and crayons, or a digital drawing tool, for students to complete this activity.
2. Display this caption: “The mysteries and wonders of the sea.” Introduce the vocabulary terms mystery and wonder by displaying the terms and definitions. Explain that the Vocabulary Exploration routine has four 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. Next, you identify and share word parts or challenging letter-sound correspondences that can help students accurately decode the word. Finally, you invite a student to read aloud the definition.
Teacher Note
The Word Analysis Chart, located on the digital platform, identifies relevant word-part information (i.e., prefixes, derivational suffixes, Latin suffixes, number of syllables, and challenging letter-sound correspondences) for each vocabulary term defined in the module. Use the chart to inform additional phonics and word analysis support for students.
3. Practice this routine with the terms mystery and wonder.
Definitions
mystery (n.): something that is not known, or difficult to understand or explain wonder (n.): something that is very surprising, beautiful, or amazing
4. Explain that students will create a drawing to go along with the caption “The mysteries and wonders of the sea.” Ask these questions:
What is a caption?
What is the purpose of a caption?
Reinforce the correct responses: A caption is a sentence or group of words that is written on or next to a picture. A caption explains what is shown in the picture.
5. Instruct students to write the caption “The mysteries and wonders of the sea” on the bottom of their paper or drawing window. Tell students to consider what they know about the sea, sea exploration, and sea creatures to draw a picture that fits the caption.
6. Invite students to share their drawings with the class.
Teacher Note
Students can return to their drawings at the end of the module and revise them, or they can create a new drawing, based on the knowledge they build.
Option 2 | Experience a Nature Walk
1. Take students to a local body of water that they are familiar with or that is significant to the community, such as a pond on campus or a nearby river, lake, or seashore.
2. As you move through the outdoor space, instruct students to share what they already know about the body of water and what they can observe by using their senses, as well as what they wonder about it.
Teacher Note
Alternatively, or if an outdoor activity is not feasible, facilitate a virtual field trip or learning experience at an aquarium in your city, state, or region.
Option 3 | Read a Book About the Sea
1. Read aloud a volume of reading text about the sea.
2. Facilitate a brief discussion about the text and students’ experiences with the sea.
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—What are some aspects of the sea or ocean that interest you?
• Option 2—Describe the characteristics of a body of water in your community. What does it look like? What does it sound like? What does it make you wonder about?
• Option 3—How does the author describe some of the mysteries and wonders of the sea?
2. Tell students that throughout the module they will continue to build knowledge about how people explore the sea.
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.1.3 Inquiry and Credibility: BU.1.3.B
BU.4.3 Expression
DM Develop Metacognition
DM.3.3 Schema Building
Lesson 2
Essential Question | How do people explore the sea?
Content Framing Question | Wonder: What do I notice and wonder about these texts?
OVERVIEW Preview
In this Wonder lesson, students begin their exploration of the sea by reading Sara Teasdale’s poem “The Sea Wind” and sharing what they notice and wonder. They first learn how fluent reading helps them understand a text’s meaning, and then they practice reading the poem with accuracy. During visual art instruction, students examine the woodblock print Under the Wave off Kanagawa, commonly known as The Great Wave. Students share and write what they notice and wonder about the work of art.
Learning Goals
Demonstrate accuracy when reading aloud “The Sea Wind.”
LEARNING TASK: Read aloud “The Sea Wind” with accurate decoding.
Notice and wonder about The Great Wave.
LEARNING TASK: Write at least one thing you notice about The Great Wave and at least one related question.
• class Notice and Wonder Chart for Work of Art 1 (Learn book)
• Module 1 World Knowledge Chart
• Module 1 ELA Knowledge Chart
STUDENTS
• “The Sea Wind” (Learn book)
• Fluency Practice for “The Sea Wind” (Learn book, Fluency)
• Notice and Wonder Chart for Work of Art 1 (Learn book)
Preparation
• Make a Notice and Wonder Chart for “The Sea Wind” modeled on the Notice and Wonder Chart for Work of Art 1 from the Learn book. See the Read section for details.
• Determine how to display the knowledge charts. Students continue working with these charts throughout the module.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 1 of Fluency Practice for “The Sea Wind” (Learn book, Fluency) and focus on a fluency element or retelling.
LAUNCH
5 minutes
Read the Content Framing Question
1. Display and Choral Read the Essential Question: How do people explore the sea?
2. Introduce the vocabulary term explore by displaying the Knowledge Card. Explain that the Vocabulary Exploration routine has four 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. Next, you identify and share word parts or challenging letter-sound correspondences that can help students accurately decode the word. Finally, you invite a student to read aloud the definition.
Teacher Note
The Word Analysis Chart, located on the digital platform, identifies relevant word-part information (i.e., prefixes, derivational suffixes, Latin suffixes, number of syllables, and challenging letter-sound correspondences) for each vocabulary term defined in the module. Use the chart to inform additional phonics and word analysis support for students.
3. Emphasize that there are different ways to explore. When people explore, they study or learn more about something. Explain that throughout the year, students will explore different kinds of texts, including books, poems, articles, and works of art. They will also explore different topics. In this module, they will learn all about the sea and how people explore it.
4. Display “The Sea Wind.”
5. Explain that the class will start each lesson with a question to focus learning for the day. Display and Choral Read the Content Framing Question: What do I notice and wonder about these texts?
Definitions explore (v.):
1. to travel over or through a place to learn more about it or to find something
2. to look at something in a careful way to learn more about it; to study or think about something
6. Explain that during a Wonder lesson the class reads the text for the first time to spark their curiosity. Students share what they notice and wonder about the text. Introduce “The Sea Wind” by reading aloud the title and author. Tell students that in this lesson they will read the poem and share what they notice and wonder about it. They will also practice their fluency by reading the poem aloud.
Teacher Note
Students explore a shorter text in arc A to provide more time to introduce the Arts & Letters Content Stages and instructional routines. Arts & Letters lessons foster a classroom culture that builds knowledge, develops stamina for close and careful analysis of texts, and nurtures academic discourse and writing. Additionally, in this arc students begin their yearlong exploration of visual art.
LEARN
50 minutes
Read | Notice and Wonder About “The Sea Wind” | 14 minutes
Teacher Note
As students share what they notice and wonder, use this as an opportunity to conduct an informal, formative assessment of the knowledge and skills students have retained from the previous year. For example, do students’ responses indicate attention to specific lines in the poem? Do they express complete thoughts? Use the information you gather to prepare for subsequent lessons with this text.
1. Direct students to “The Sea Wind,” located in the Learn book. Instruct them to follow along as you read aloud the poem.
Language Support
Based on your students’ needs, pause to define select words with a synonym (e.g., shoon, stately). Use subsequent readings to reinforce synonyms for the words you selected.
2. Instruct students to silently reread the poem and annotate what they notice and any unknown words.
Teacher Note
Annotation is a core practice in Arts & Letters. As students annotate texts throughout module 1, introduce a consistent annotation system. Use your own system, or see Implementation Resources for suggestions.
3. Explain that students can practice sharing what they notice and wonder by using sentence frames. Display and read aloud the following sentence frames, and then instruct students to repeat them: I notice . This makes me wonder .
Language Support
Sentence frames provide a scaffold for all students—including multilingual learners and students with language-based disabilities—who are beginning to express ideas orally and in writing. By providing a clear, simple structure that incorporates key vocabulary, sentence frames help students discuss content at a degree beyond what they may be able to do independently.
4. Think aloud to model how to use the sentence frames to notice something in the poem and ask a related question. Emphasize how to generate a question based on what you notice.
5. Display the Notice and Wonder Chart for “The Sea Wind.”
Explain that students will use Notice and Wonder Charts throughout the module to write down things they notice in a text and what those things make them wonder. Add to the class chart the example you modeled.
6. Instruct students to use the sentence frames to discuss this question with a partner:
What do you notice and wonder about “The Sea Wind”?
Teacher Note
Notice and Wonder Chart for “The Sea Wind”
Wonder
Sample Think Aloud
I notice that the poem begins with the line “I am a pool in a peaceful place.” This makes me wonder: What kind of pool is it? Where is the pool located?
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.
7. Invite a few students to share what they notice and wonder, and add their responses to the class chart. Tell students that they will continue studying “The Sea Wind” in the next lesson to understand what is happening in the poem.
Respond | Practice Fluency | 18 minutes
1. Tell students that over the next several lessons they will read aloud “The Sea Wind” to practice reading with fluency.
2. Display the Fluency Reference Chart. Introduce the vocabulary term fluency by displaying the term and definition. Engage students in Vocabulary Exploration. Explain that reading is not a simple process; it involves both reading words on a page and making meaning from those words. When students can fluently read the words in a text, they can focus on understanding the text’s meaning.
3. Direct attention to the term accuracy in the definition of fluency. Tell students that in this lesson they will focus on reading with accuracy. Explain that to read with accuracy means to correctly decode the words in a text, or read with few mistakes.
4. Explain that students will practice reading “The Sea Wind” with accuracy. Direct attention to the poem, and instruct students to follow along as you read it aloud. As you read, model making a mistake (e.g., pronouncing peaceful with a /k/ sound) and quickly addressing it by rereading the word correctly. Explain that good readers pay close attention to what they read so that they can catch mistakes and selfcorrect them in the moment. Emphasize that peaceful makes more sense than the guessed word peakful while describing a pool’s location.
5. Instruct students to reread the poem in a whisper and annotate words that are challenging to read.
Differentiation Support
Direct attention to the first line, and model how to annotate a word that may be challenging for students to read (e.g., peaceful).
6. Invite students to share challenging words they identify. Annotate each word in the poem as they share. Model how to decode each word.
Teacher Note
Refer to your foundational skills program for guidance on decoding.
Definition
fluency (n.): the ability to read with accuracy, phrasing, and expression at an appropriate rate
7. Choral Read “The Sea Wind.”
8. Introduce the learning task. Instruct students to take turns reading aloud “The Sea Wind” to a partner, focusing on accuracy. Remind them to quickly self-correct small mistakes in the moment.
Language Support
To support multilingual learners with beginning and intermediate English proficiency, pair them with students who speak and read English fluently.
Analyze Student Progress
Monitor: Do students accurately decode challenging words in the poem, such as beautiful, rippling, and stately?
Offer Immediate Support: If students need additional support reading with accuracy, model decoding a challenging word and have students practice reading the word in context.
Plan Future Practice: Students practice reading with accuracy as part of their fluency follow-up work throughout the module.
9. Invite a few students to share why we practice reading with accuracy. Reinforce that reading words correctly helps readers better understand a text.
10. Direct students to Fluency Practice for “The Sea Wind,” located in the Learn book. Explain that they will continue to learn about the other elements of fluency and practice fluent reading outside of class, using this resource to keep track of their progress over time. They will continue to strengthen their fluency by practicing passages from different texts throughout the year.
Observe | Notice and Wonder About The Great Wave | 18 minutes
1. Tell students that in this module they will study works of art as well as written texts. Explain that they will notice and wonder about works of art, just as they did with the poem. Emphasize that looking closely at a work of art helps people understand and enjoy art, just as reading with curiosity and attention helps readers understand and enjoy a text.
Teacher Notes
Under the Wave off Kanagawa, commonly referred to as The Great Wave, is a woodblock print created by Japanese artist Katsushika Hokusai. Arguably his most famous work, this print was the first in Hokusai’s series Thirty-Six Views of Mount Fuji, created between 1830 and 1832. The titular “great” wave consumes much of the image, capturing the ocean’s dynamic power. It dwarfs the iconic Mount Fuji inside its crest and threatens to overwhelm the small, anonymous individuals in the boats.
To promote looking closely at the work of art, do not provide background information about it at this point. Rather, encourage students to share and expand on what they initially notice and wonder. Students revisit this work of art during the next few lessons and learn more about its history.
2. Display The Great Wave without telling students the title or artist’s name. Instruct students to silently look closely at the work of art. After at least one minute, direct attention to different parts of the work of art, including the top, bottom, middle, and corners.
Teacher Note
During visual art instruction, students develop skills to examine and analyze art, which help them build stamina for looking closely at works of art. For this reason, lessons include specific amounts of time for examining works of art. The time for looking closely increases across modules and grade levels.
3. Display the class Notice and Wonder Chart for Work of Art 1. Explain that students will focus only on what they can see in the work of art, rather than on what they imagine. Think aloud to model how to share what you notice about the work of art. Describe art elements, such as color, shape, and line, without interpreting the work of art.
Language Support
When discussing works of art, try to use well-known art terms—such as color, shape, and line—and encourage students to use these terms too. Instead of pausing discussion to correct students’ usage, model speaking with appropriate art terms when you ask questions and reinforce responses.
4. Instruct students to discuss these questions with a partner:
What do you notice when you first look at the work of art?
What else do you see in the work of art?
What do you wonder?
Differentiation Support
Remind students to use something they notice to generate a question. Think aloud to model how to notice something and ask a related question.
Teacher Note
If time allows, give students another minute to silently view the work of art. During this viewing, zoom in on different parts of the image.
Sample Think Aloud
In the middle, I see two boats full of people. This is something I notice based only on what I can see. If I said, “I see two boats full of people who are scared,” that would be my interpretation, or how I imagine what I see.
5. Introduce the learning task. Direct students to the Notice and Wonder Chart for Work of Art 1, located in the Learn book. Instruct them to write at least one thing they notice about the work of art and one related question on their charts.
Analyze Student Progress
Monitor: Do students write at least one thing they notice about The Great Wave and one related question?
Offer Immediate Support: If students need additional support noticing something and asking a related question, encourage them to focus on a specific part of the work of art (e.g., the middle).
Plan Future Practice: Students practice noticing and asking questions about a work of art in lesson 19.
6. Invite a few students to share what they noticed and wondered. Add their responses to the class chart. Tell students that they will continue to examine and discuss this work of art over the next several lessons to deepen their understanding of it.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and 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.
2. Facilitate a brief discussion of the following question to help students articulate the knowledge they built during the lesson:
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 Sea Wind”?
• What did you learn from The Great Wave?
• What did you learn to do?
3. Add a few student-generated knowledge statements to the charts. Place statements about key ideas from the lesson and information from the texts 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, and then choose a few to add to the charts. Write statements in a clear, simple way, as students will practice expanding and combining sentences in future lessons. 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
MM.12.3 Complexity, Diversity, and Genre:
BU Build Understanding
BU.2.3 Discovery and Evidence: BU.2.3.A, BU.2.3.B
BU.4.3 Expression
DF Develop Foundations
DF.3.3 Phonics and Spelling: DF.3.3.A, DF.3.3.A.b, DF.3.3.B, DF.3.3.B.a, DF.3.3.B.b
DF.4.3 High-Frequency and Irregularly Spelled Words: DF.4.3.A
DF.5.3 Fluency: DF.5.3.A, DF.5.3.B, DF.5.3.C
DM Develop Metacognition
DM.1.3 Content Stages: DM.1.3.A
DM.3.3 Schema Building
Lesson 3
Essential Question | How do people explore the sea?
Content Framing Question | Organize: What is happening in these texts?
OVERVIEW
Preview
In this Organize lesson, students build their understanding of fluent reading by rereading “The Sea Wind” with a focus on phrasing. To gain a literal understanding of the poem, they identify key poetry elements and explain what is happening in the poem. During visual art instruction, students engage in a similar process to organize elements of The Great Wave. They describe what is happening in the work of art, grounding their observations in visual evidence.
A Prologue to lesson 3 is available for students who need additional support.
Learning Goals
Read “The Sea Wind” with appropriate phrasing.
LEARNING TASK: Read aloud “The Sea Wind” to a partner, grouping words into phrases and pausing for punctuation.
Describe The Great Wave.
LEARNING TASK: Describe what is happening in The Great Wave.
• class Poem Organizer for “The Sea Wind” (Learn book)
• “Marsh” (digital platform)
• class Notice and Wonder Chart for Work of Art 1 (lesson 2)
STUDENTS
• “The Sea Wind” (Learn book)
• Poem Organizer for “The Sea Wind” (Learn book)
Preparation
• To familiarize yourself with the phrasing in “The Sea Wind,” annotate the poem with appropriate phrase boundaries for meaningful phrases and punctuation. For ease of reading, consider using an unmarked copy of “The Sea Wind” during the lesson. See the Read section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 2 of Fluency Practice for “The Sea Wind” (Learn book, Fluency) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display “The Sea Wind.”
2. Display and Choral Read the Content Framing Question: What is happening in these texts?
3. Explain that during an Organize lesson the class rereads the text and identifies what is happening to gain a basic understanding of the text. Tell students that in this lesson they will revisit the poem “The Sea Wind” and work on a new element of fluency. Then they will identify different elements of the poem and reread to figure out what is happening in it.
LEARN
53 minutes
Read | Read “The Sea Wind” with Phrasing | 19 minutes
1. Display the Fluency Reference Chart, and direct attention to the definition of fluency. Remind students that fluency is the ability to read with accuracy, phrasing, and expression at an appropriate rate. Ask this question:
What does it mean to read with accuracy?
Reinforce the correct response: to correctly decode the words in a text, or read without mistakes. Tell students that in this lesson they will learn about another important element of fluency: phrasing.
2. Display “The Sea Wind,” and direct students to the page in the Learn book. Tell students that you will read aloud the first part of the poem twice. Instruct them to follow along and listen carefully as you read aloud.
3. Read aloud the first stanza, starting with “I am a.” The first time, give each word equal weight as you read aloud, ignoring phrasing and punctuation; the second time, read aloud with appropriate phrasing. Ask this question:
What did you notice about my second reading?
Use responses to emphasize that the second reading sounded more conversational and less like a robot. It also included natural pauses between phrases and after punctuation. Explain that fluent readers read in meaningful phrases, or groups of words, instead of one word at a time. They also pause for punctuation, such as commas, dashes, and periods. Tell students that this is called phrasing.
4. Direct attention to line 1. Think aloud to demonstrate how to group words into meaningful phrases. Explain that when you read aloud and then students read aloud the same text after you, they are Echo Reading. Practice this routine by reading aloud line 1, starting with “I am a,” using appropriate phrasing, and instructing students to echo you.
Teacher Note
Use this opportunity to activate prior knowledge of “scooping” or “chunking” phrases from your foundational skills program.
Sample Think Aloud
When I read this line, I think about how I would say it aloud. I would say the words “I am a pool” together because I can see a talking pool in my mind. If I just grouped “I am” or “I am a,” I don’t get a picture in my mind. I would also group the words “in a peaceful place.” Words like in and a have little meaning by themselves, but the phrase “in a peaceful place” helps me see where the pool is.
5. Direct attention to line 2, and ask this question:
Which words in this line would you read together as a phrase?
Teacher Note
Emphasize that there is not always a single, correct way to group words into phrases. Encourage students to group words into meaningful phrases that they can picture in their minds.
Key Ideas
• “I greet the great sky”
• “face to face”
6. Tell students that you will read aloud the first part of the poem again. This time, they will annotate for pauses. Instruct students to use one slash mark (/) to indicate where they hear a short pause and two slash marks (//) to indicate where they hear a longer pause.
7. Read aloud the first stanza. Emphasize short pauses between meaningful phrases (e.g., after “I am a pool”) and after commas and longer pauses after the dash and question mark.
8. Invite a few students to share where they heard short and longer pauses. As they share, model how to mark up the first stanza to indicate pauses. Reinforce that fluent readers take short pauses after commas and between meaningful phrases and longer pauses after dashes and end punctuation.
9. Choral Read the first stanza with an emphasis on appropriate phrasing.
10. Instruct students to read the second stanza, starting with “The marsh-grass weaves,” and annotate for pauses.
11. Introduce the learning task. Instruct students to take turns reading aloud “The Sea Wind” to a partner, focusing on grouping words into phrases and pausing for punctuation.
Language Support
To support multilingual learners with beginning and intermediate English proficiency, pair them with students who speak and read English fluently.
Teacher Note
In the remaining lessons in arc A, students complete the fluency-related learning task in the Read section. Consequently, the Analyze Student Progress information is also in the Read section. In subsequent arcs, learning tasks require students to respond to what they read, so Analyze Student Progress appears in the Respond section.
Analyze Student Progress
Monitor: Do students read the poem with appropriate phrasing, pausing at commas, em dashes, and question marks?
Offer Immediate Support: If students need additional support reading with phrasing, Echo Read the second stanza of “The Sea Wind” to model appropriate phrasing and pausing.
Plan Future Practice: Students practice reading with appropriate phrasing as part of their fluency follow-up work throughout the module.
12. Invite a few students to share why we practice reading with phrasing. Use responses to emphasize that reading in meaningful phrases improves readers’ understanding of a text and makes reading sound smoother and more natural, like speaking.
Respond | Organize “The Sea Wind” | 19 minutes
1. Display the class Poem Organizer for “The Sea Wind,” and direct students to the page, located in the Learn book. Add the name of the poet to the Poet section. Tell students to do the same on their organizer. Explain that this organizer will help them understand the poem’s organization, explore its language and sound, and think about what is happening in the poem.
2. Direct attention to “The Sea Wind.” Assess and activate prior knowledge by inviting a few students to share what they know about poems and how they differ from other texts.
3. Use responses to emphasize that poems are made of lines and stanzas, or groups of lines, instead of sentences and paragraphs. Poems often use rhyming words, or words that end in the same sound, and repetition, or repeating words.
Language Support
Share, or invite students to share, examples of rhyming words. Remind students that in poetry we usually look at words or phrases at the ends of lines to determine whether a poem rhymes.
4. Direct attention to the poem. Instruct students to work with a partner to answer these questions:
• How many stanzas are there?
• Does the poem rhyme?
• How long are the lines?
• What words or lines does the poet repeat?
5. Invite a few students to share their responses. Annotate evidence in the poem as you reinforce the correct responses:
• stanzas—two
• rhyme—yes
• line length—long
• repetition—“the wind,” “why does it always bring to me / The far-off, of the sea”
6. Tell students that to understand what is happening in a poem, readers must determine who the speaker is. Explain that just as a story has a narrator, a poem has a speaker. The speaker is the voice of the poem. It might be the poet or an imagined character or object. Instruct students to follow along as you read aloud the poem and to consider who the speaker is.
7. Instruct students to discuss these questions with a partner and then complete the Speaker section on their organizers:
Who is the speaker in this poem?
How do you know?
8. Invite a few students to share their responses. Reinforce the correct responses:
• speaker—a pool of water
• Line 1 says “I am a pool.”
Differentiation Challenge
To deepen understanding of how the poem is constructed, briefly define the term personification and ask these questions:
• What does the pool do, think, or say that makes it seem like a person?
• Why do you think Teasdale chose to make a pool, rather than a human, the speaker of this poem?
9. Ask these questions:
Where is the pool? How do you know?
Key Ideas
• The pool is somewhere quiet; it says it’s “in a peaceful place.”
• The pool is somewhere outside; it talks about the sky and wind.
• The pool is in a grassy marsh; it talks about “marsh-grass.”
• The pool is near enough to hear the sea; it can hear the “far-off” sound and call.
10. Introduce the vocabulary term marsh by displaying the term and definition. Engage students in Vocabulary Exploration. Tell them that the setting of the poem is a marsh. Underline the root mar on the class organizer, and explain that mar means “sea.” Ask this question: How does the root mar support your understanding of the word marsh?
Teacher Note
In levels K–2, Arts & Letters materials use the term root to explain the origins of word parts, and the term base word to explain how a freestanding word changes when affixes are added. Beginning in level 3, Arts & Letters materials use only the term root to refer to morphemes that hold the words’ essential meanings. This reinforces the connections between words and their origins.
11. Use responses to emphasize that knowing that mar means “sea” can help them remember that a marsh is an area of wet land commonly found along seacoasts.
Teacher Note
Students will continue morphology word work with the root mar on the Responsive Teaching day, lesson 18.
12. Tell students that they will view a video to learn more about specific types of marshes, called salt marshes, found along seacoasts. Play the video “Marsh.” Invite a few students to share what they noticed or learned about salt marshes from the video.
Definition
marsh (n.): an area of soft, wet land that has many grasses and other plants
13. Display the following sentence frames:
• In the first stanza, .
• In the second stanza, .
14. Direct attention to the poem, and tell students to reread it with a partner and then use the sentence frames to answer this question:
What is happening in the poem?
Differentiation Support
Instruct students to sketch what is happening in each stanza.
15. Instruct students to write at least two sentences on their poem organizer to describe what is happening in the poem. Invite a few students to share their responses.
Key Ideas
• The stars and the moon shine on the pool of water in a marsh.
• The wind ripples on the pool and brings the sound of the sea.
• At night, the wind blows through the marsh-grass.
• The wind wakes the pool up with the sound of the sea.
16. Tell students that in a later lesson they will reflect on a central idea or message in the poem and answer the last question on the organizer. In the next lesson, they will take a closer look at language in “The Sea Wind.”
Observe | Describe The Great Wave | 15 minutes
1. Remind students of the Content Framing Question: What is happening in this text? Tell them that just as readers revisit a text to understand what is happening in it, viewers can look again closely at a work of art to help them see what it is depicting, or showing.
2. Display The Great Wave without revealing the title or artist’s name. Display the class Notice and Wonder Chart for Work of Art 1, and instruct students to silently review the chart.
3. Explain that viewers discover new things each time they look at a work of art, just as readers discover new things when they reread a text. Instruct students to silently observe the work of art for at least 30 seconds. Invite a few students to share what they notice.
4. Tell students that they will focus on describing what is happening in this work of art. Explain that viewers can describe what is happening in a work of art by considering the story that the art creates or by describing art elements they see, such as color, line, and shape.
5. Instruct students to discuss this question with a partner:
How would you describe what is happening in this work of art?
Differentiation Support
To help students describe what is happening, ask these questions:
• What is happening at the top of this work of art? In the middle? At the bottom? On the sides?
• Where do you see people in this work of art? What are they doing?
• Where and when might this work of art take place? What details make you say that?
Teacher Note
Describing a work of art’s visual organization is a key component of art analysis. Encourage students to provide evidence from the work of art to support their thinking, just as they would use textual evidence when responding to questions about a story. Remind students to base their descriptions on what they see, not what they imagine is happening.
6. Introduce the learning task. Direct students to their journals. Instruct students to write a description of what is happening in the work of art. Encourage them to describe the work of art as if they were speaking to someone who is not in the room.
Analyze Student Progress
Monitor: Do students support their descriptions with details from The Great Wave?
Offer Immediate Support: If students need additional support describing what is happening in the work of art, direct attention to the large wave and the people in the boats and ask these questions: What is happening with this wave? What are the people in the boats doing?
Plan Future Practice: Students practice describing what is happening in a work of art in lesson 19.
7. Invite a few students to share their responses.
Key Ideas
• A large wave is about to crash on the people in the boats.
• A mountain is in the background.
• The waves are dark blue with white foam.
8. Tell students that the title of this work of art is Under the Wave off Kanagawa, commonly known as The Great Wave, by Japanese artist Katsushika Hokusai. Share the dimensions (about 10 by 15 inches) of the work of art, demonstrating the approximate size by using your hands or a similarly sized object.
9. Tell students that The Great Wave is a woodblock print. Explain that to create a print, Hokusai began with a flat rectangle of wood. Briefly describe the steps in Hokusai’s artistic process:
• First, Hokusai carved the reverse of his image into the wood, like a rubber stamp.
• Then, he applied ink to the woodblock with a roller, covering only the parts of the wood that he had not carved away.
• Finally, he pressed a piece of paper onto the woodblock to create a print of the image.
10. Explain that to add more colors, Hokusai would repeat this process multiple times, once for each color. Each time, he applied the ink only to the part of the image where he wanted that color to appear. Tell students that the printing process allows artists to create multiple works of art that are identical or very similar.
11. Tell students that in the next lesson they will take a closer look at some choices Hokusai made as an artist.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Add a few student-generated knowledge statements to the charts.
Teacher Notes
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about reading with phrasing?
• What did you learn from “The Sea Wind” or The Great Wave?
• What did you learn to do?
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.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.3 Comprehension and Evidence: MM.1.3.A, MM.1.3.B
MM.5.3 Vocabulary: MM.5.3.A, MM.5.3.A.e, MM.5.3.C
MM.7.3 Structure: MM.7.3.A, MM.7.3.B
MM.12.3 Complexity, Diversity, and Genre: MM.12.3.A, MM.12.3.A.b, MM.12.3.C, MM.12.3.C.b, MM.12.3.C.c
BU Build Understanding
BU.1.3 Inquiry and Credibility: BU.1.3.C
BU.2.3 Discovery and Evidence: BU.2.3.B
BU.4.3 Expression
DF Develop Foundations
DF.5.3 Fluency: DF.5.3.A, DF.5.3.B
DM Develop Metacognition
DM.1.3 Content Stages: DM.1.3.B
DM.2.3 Comprehension Monitoring
DM.3.3 Schema Building
Lesson 4
Essential Question | How do people explore the sea?
Content Framing Question | Reveal: What does a deeper look at language reveal?
OVERVIEW
Preview
In this Reveal lesson, students learn how reading with expression can enhance a text’s meaning, and they practice reading “The Sea Wind” with expression. Students then examine language in the poem to understand how the sea—and the speaker’s perception of it—changes. During visual art instruction, students examine scale and color in The Great Wave. They consider how Hokusai uses these elements to reveal deeper meaning.
A Prologue to lesson 4 is available for students who need additional support.
Learning Goals
Read “The Sea Wind” with appropriate expression.
LEARNING TASK: Read aloud “The Sea Wind,” using your voice to reflect the text’s meaning.
Examine scale and color in The Great Wave.
LEARNING TASK: Explain how the artist focuses viewers’ attention in The Great Wave, using details about scale and color.
Vocabulary
call (n.)
refrain (n.)
scale (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Read “The Sea Wind” with Expression
• Respond: Examine Language in “The Sea Wind”
• Observe: Examine Scale and Color in The Great Wave
• Practice reading “The Sea Wind” with expression. See the Read section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 3 of Fluency Practice for “The Sea Wind” (Learn book, Fluency) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display “The Sea Wind.”
2. Display and Choral Read the Content Framing Question: What does a deeper look at language reveal?
3. Explain that during a Reveal lesson the class focuses on only a part of the text—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 practice reading “The Sea Wind” fluently. Then they will look closely at some of the repeated language in the poem to better understand what the speaker is saying about the sea.
LEARN
53 minutes
Read | Read “The Sea Wind” with Expression | 16 minutes
1. Ask this question: Why is fluent reading important?
Reinforce the correct response: When we can fluently read the words in a text, we can focus on what the words mean.
2. Display the Fluency Reference Chart, and direct attention to the definition of fluency. Remind students that in the last lesson, they focused on phrasing, or grouping words into phrases and pausing for punctuation. In this lesson, they will learn about another important element of fluency: expression.
3. Direct attention to the word expression, and explain that reading with expression means using your voice to show feeling. Reading with expression helps us bring out the meaning of a text. Explain that there are different ways that readers can use their voice to show feeling. They can
• make their voice go up or down,
• speak louder or softer,
• use extra force, or
• express a certain feeling or emotion.
4. Direct students to “The Sea Wind,” located in the Learn book. Invite a few students to share what is happening in the poem. Instruct students to follow along and pay attention to your voice as you read aloud with expression. Read aloud the first stanza, beginning with “I am a.”
5. Ask this question:
What did you notice about my expression?
Encourage students to consider how your voice changed as you read.
Differentiation Support
Instruct students to listen for specific aspects of your expression (e.g., volume, force, feeling) as you read aloud the first stanza a second time.
Reinforce all reasonable responses, in particular those related to the speaker’s question in lines 5–6.
6. Direct attention to lines 5–6, and ask these questions:
What kind of sentence is this? How do you know?
Reinforce the correct responses:
• sentence type—a question
• begins with the phrase “But why”
• ends with a question mark
7. Ask this question:
What does the pool want to know in lines 5–6?
Reinforce the correct response: why the wind always brings the sound of the sea. Explain that punctuation marks and sentence types can offer clues for reading with expression. When readers see a question mark, they know to read the sentence differently than they would read a statement. Model how to read lines 5–6 first as a statement and then as a question.
8. Ask this question:
How did my voice change when I read lines 5–6 the second time, as a question?
Use responses to emphasize that you read the word why a little louder and with more force and made your voice go up slightly at the end of line 6 to indicate wondering about the sound of the sea.
9. Choral Read the first stanza, and instruct students to try to match the expression in your voice.
10. Instruct students to silently read the second stanza and discuss with a partner how they might use their voice to read the stanza with expression.
11. Introduce the learning task. Instruct students to take turns reading aloud “The Sea Wind” to a partner, focusing on appropriate expression.
Analyze Student Progress
Monitor: Do students emphasize the words “But why” and “why” in lines 5 and 11?
Offer Immediate Support: If students need additional support reading with appropriate expression, Echo Read “The Sea Wind” and instruct students to imitate your voice.
Plan Future Practice: Students practice reading with appropriate expression as part of their fluency follow-up work throughout the module.
12. Instruct students to discuss with a partner why we practice reading with expression. Reinforce that reading a text with expression helps readers better understand and makes reading more interesting and enjoyable.
Respond | Examine Language in “The Sea Wind” | 21 minutes
1. Direct attention to “The Sea Wind.” Assess and activate prior knowledge by asking these questions:
Who is speaking in the poem?
Where does the speaker live?
Reinforce the correct responses:
• speaker—a pool of water
• where speaker lives—in a marsh near the sea
2. Direct attention to the first stanza. Instruct students to read the first stanza with a partner and annotate language that describes the pool’s home and surroundings. Invite a few students to share language they annotated.
Language Support
Based on your students’ needs, explain that the term stately means “very impressive or grand,” and the term shoon is an old-fashioned word for “shoes.”
Key Ideas
• “a peaceful place”
• “greet the great sky face to face”
• “know the stars and the stately moon”
• “wind that runs with rippling shoon”
• “far-off, beautiful sound of the sea”
3. Instruct students to Think–Pair–Share to answer this question:
What word(s) would you use to describe the setting in the first stanza?
Key Ideas
• pleasant
• peaceful
• calm
4. Direct attention to the second stanza. Instruct students to read the second stanza with a partner and annotate language that describes the pool’s surroundings in this part of the poem. Invite a few students to share the language they annotated.
Key Ideas
• “a wall of green”
• “wind comes whispering in between”
• “in the dead of night”
• “wind comes waking me out of sleep”
• “far-off, terrible call of the sea”
5. Tell students that they will follow the instructional routine Jot–Pair–Share to respond to a question. Explain that this routine has three parts. First, students jot in their journals a short answer to the question. Next, they share their response with a partner. Finally, you facilitate a brief discussion with the whole class. Tell students that they will always jot their response in their journals. Instruct students to Jot–Pair–Share to answer this question:
What word(s) would you use to describe the setting in the second stanza?
Key Ideas
• scary
• spooky
• dark
6. Remind students that when they organized the poem, they identified repeated words and lines. Introduce the vocabulary term refrain by displaying the term and definition. Engage students in Vocabulary Exploration.
7. Instruct students to annotate the refrain, or repeated line or lines, in “The Sea Wind.” Reinforce the correct response: “[W]hy does it always bring to me / The far-off, of the sea?”
8. Ask this question:
How does the refrain change from the first to the second stanza?
Reinforce the correct response: In the first stanza, the refrain describes the “beautiful sound” of the sea; in the second stanza, the refrain describes the “terrible call” of the sea.
Language Support
Based on your students’ needs, define the term beautiful as pleasing to the senses and the term terrible as unpleasant or upsetting. Invite students to share synonyms for each word. To further support students’ understanding of these terms, display The Great Wave and ask students what makes the sea look beautiful and what makes it look terrible.
Definition refrain (n.): a repeated line or group of lines in a poem
9. Explain that the word call has multiple meanings. Introduce the vocabulary term call as used in line 12 by displaying the term and definition. Engage students in Vocabulary Exploration. Ask this question:
How is a call different from a sound?
Reinforce the correct response: Although a call and a sound are both noises, a call pulls someone toward a place.
10. Direct students to their journals, and instruct them to write in response to this prompt: According to the pool, how does the sound of the sea change?
Invite a few students to share their responses, and reinforce the correct response: The sea changes from having a beautiful sound to having a terrible call, as if it is pulling the pool toward it.
11. Instruct students to discuss with a partner how they could use their voice to evoke the setting and show the pool’s feelings in each stanza. If time allows, instruct them to take turns reading aloud “The Sea Wind” with expression.
Observe | Examine Scale and Color in The Great Wave | 16 minutes
Teacher Note
In the Reveal stage of visual art instruction, students move beyond a literal understanding of the work of art. They consider the artist’s creative choices and how these choices affect the work as a whole. Students learn more information about the work of art in the next lesson.
1. Display The Great Wave, and remind students that it is a woodblock print by the Japanese artist Katsushika Hokusai.
2. Remind students that just as looking closely at language in a text can help readers understand the text more deeply, looking closely at elements of a work of art and the artist’s creative choices can reveal deeper meaning. Display this question: What does a deeper look at scale and color reveal? Explain that today they will look closely at two artistic elements: scale and color.
Definition call (n.): a sound or feeling that makes someone want to go somewhere
3. Ask these questions:
What large objects do you see in The Great Wave? Where do you see them?
What small objects do you see in The Great Wave? Where do you see them?
Key Ideas
• large objects: the waves, especially the one in the top left
• small objects: the people in the boats, the mountain in the background
4. Introduce the vocabulary term scale by displaying the term and definition. Engage students in Vocabulary Exploration.
5. Direct attention to the big wave, and instruct students to discuss with a partner how the size of the big wave compares to other objects in The Great Wave.
Invite a few students to share their responses, and reinforce the correct response: The big wave is much larger than any of the other objects. Emphasize the large difference in scale among the big wave, the people in the boats, and the mountain.
6. Tell students that they will now look closely at another element: color. Invite a student to share what they learned previously about how Hokusai made the woodblock print and applied different colors.
Teacher Note
As needed, remind students that to create a print, Hokusai carved the reverse of his image into a piece of wood, applied ink, and pressed a piece of paper onto the woodblock. Hokusai repeated this process each time he added a new color, applying ink only to the part of the image where he wanted that color to appear.
Definition
scale (n.): a principle of design; the sizes an artist makes a work of art and the components within it
7. Ask these questions:
What light colors do you see in The Great Wave? Where do you see them?
What dark colors do you see in The Great Wave? Where do you see them?
Key Ideas
• light colors: white in the foam and on the mountain, beige or pink on the boats and for the people’s heads
• dark colors: dark blue in the waves, the outline of foam, the mountain, and the people’s clothes
8. Instruct students to Think–Pair–Share to answer these questions:
Where do the colors make you look in the work of art?
Where do your eyes go first?
Use responses to emphasize that the dark blues of the water and the white of the foam work together to draw our eyes to the waves—especially the big wave.
9. Introduce the learning task. Direct students to their journals. Instruct them to write a response to the following question. Tell students to use the terms scale and color and provide details about each to support their ideas. Encourage them to look closely again at The Great Wave to help them respond.
How does Hokusai focus your attention in The Great Wave?
Analyze Student Progress
Monitor: Do students explain how the different sizes of objects and use of color focus attention in The Great Wave?
Offer Immediate Support: If students need additional support explaining the artist’s use of scale and color, ask these questions: When you look at The Great Wave, what do you notice first? How does the artist use the size and color of certain objects to get your attention?
Plan Future Practice: Students practice examining a specific aspect of a work of art in lesson 20.
10. Invite a few students to share their responses.
Key Ideas
• Hokusai uses scale to focus our attention; the big wave appears much larger than the people or the mountain.
• Hokusai uses color to focus our attention; the big wave’s blue and white colors draw our eyes to it.
11. Remind students that artists use different elements of art—such as scale and color—to help viewers focus on a certain area of a work of art and reveal deeper meaning.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Add a few student-generated knowledge statements to the charts.
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about reading with expression?
• What did you learn from “The Sea Wind” or The Great Wave?
• What did you learn to do?
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.3 Comprehension and Evidence: MM.1.3.A, MM.1.3.B
MM.5.3 Vocabulary: MM.5.3.B
MM.7.3 Structure: MM.7.3.A, MM.7.3.B
MM.12.3 Complexity, Diversity, and Genre: MM.12.3.A, MM.12.3.A.b,
BU Build Understanding BU.1.3 Inquiry and Credibility:
BU.3.3 Conversation and Collaboration: BU.3.3.A, BU.3.3.B
BU.4.3 Expression
DF Develop Foundations
DF.3.3 Phonics and Spelling: DF.3.3.A, DF.3.3.A.b, DF.3.3.B, DF.3.3.B.a
DF.4.3 High-Frequency and Irregularly Spelled Words: DF.4.3.A
DF.5.3 Fluency: DF.5.3.A, DF.5.3.B
DM Develop Metacognition
DM.1.3 Content Stages: DM.1.3.C
DM.3.3 Schema Building
Lesson 5
Essential Question | How do people explore the sea?
Content Framing Question | Distill: What is a central idea in this text?
OVERVIEW Preview
In this Distill lesson, students continue to build their understanding of fluent reading with a focus on rate, and they practice reading aloud “The Sea Wind” with fluency. Students revisit the poem’s refrain to reflect on how and why the pool’s feelings about the sea change. This analysis prepares them to discuss the poem’s central ideas. During visual art instruction, students consider the artist’s choices in The Great Wave and, in discussion, share conclusions about possible central ideas in the work of art.
A Prologue to lesson 5 is available for students who need additional support.
Learning Goals
Read “The Sea Wind” at an appropriate rate.
LEARNING TASK: Fluently read aloud “The Sea Wind” to a partner at an appropriate rate.
Conclude what The Great Wave communicates about the sea.
LEARNING TASK: During a class discussion, share a possible central idea from The Great Wave.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Practice Reading Aloud with Fluency
• Respond: Discuss a Central Idea in “The Sea Wind”
• Observe: Discuss a Central Idea in The Great Wave
• Poem Organizer for “The Sea Wind” (Learn book, lesson 3)
• journal
Preparation
• none Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 4 of Fluency Practice for “The Sea Wind” (Learn book, Fluency) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display “The Sea Wind.”
2. Display and Choral Read the Content Framing Question: What is a central idea in this text?
3. Explain that during a Distill lesson the class puts together what they learned from different parts of the text. The class uses the evidence they gathered from the text to discuss a central idea. Tell students that in this lesson they will practice reading aloud “The Sea Wind” with fluency and then revisit the poem to determine a central idea.
LEARN
53 minutes
Read | Practice Reading Aloud with Fluency | 14 minutes
1. Remind students that fluency is the ability to read grade-level texts with accuracy, phrasing, and expression at an appropriate rate. Invite students to share what it means to read with accuracy, phrasing, and expression.
2. Tell students that today they will focus on another element of fluency: rate. Display the Fluency Reference Chart, and direct attention to the word rate in the definition of fluency. Explain that another word for rate is speed, or how fast or slow something happens.
3. Direct students to “The Sea Wind,” located in the Learn book. Instruct them to follow along and pay attention to your reading rate as you read aloud the poem.
4. Ask this question:
What did you notice about my reading rate?
Use responses to emphasize that fluent readers read at a rate at which others can understand them. A fluent reader might read parts of a text quickly or slowly for effect, but fluent reading is typically at the rate of normal conversation.
5. Choral Read “The Sea Wind” at an appropriate rate.
6. Introduce the learning task. Instruct students to take turns fluently reading aloud “The Sea Wind” to a partner. Encourage them to focus on all of the fluency elements they have learned, including reading at an appropriate rate. Tell students to read as well as they can, not as fast as they can.
Teacher Note
If you have access to digital recording tools, have students record and listen to themselves reading to hear and self-assess their oral fluency. Save their recordings so students can compare their oral fluency progress at different points throughout the year.
Analyze Student Progress
Monitor: Do students read at the speed of normal conversation?
Offer Immediate Support: If students need additional support reading at an appropriate speed, Echo Read a stanza of “The Sea Wind” to model an appropriate rate.
Plan Future Practice: Students practice reading at an appropriate rate as part of their fluency follow-up work throughout the module.
7. Invite a few students to share what they learned about reading rate.
Respond | Discuss a Central Idea in “The Sea Wind” | 21 minutes
1. Display and Echo Read the discussion question: What can we learn from “The Sea Wind”? Explain that this question will frame students’ discussion of the poem’s central ideas. Tell students that a central idea is an important idea or a lesson that the reader can learn from a text.
2. Tell students that to help them reflect on the poem’s central ideas and prepare for discussion, they will look closely at the poem for evidence of how and why the pool’s feelings about the sea change.
Differentiation Support
In preparation for revisiting and discussing the poem, replay the video “Marsh” from 0:53 to 2:07 to help contextualize the poem’s setting in a salt marsh near the ocean.
3. Instruct students to work with a partner to annotate evidence of how and why the pool’s feelings about the sea change in the “The Sea Wind.”
4. Display and introduce the speaking and listening goal for today’s discussion: Listen closely to identify a speaker’s main points.
Teacher Note
During the discussion, use the Module 1 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.
5. Ask this question:
What does listening closely to a speaker look or sound like?
Key Ideas
• facing the speaker
• using nonverbal signals when you hear an idea similar to your own or a new idea
• repeating one of the speaker’s main points
6. Explain that as a speaker shares, listeners can check their understanding of the speaker’s main points by asking themselves questions such as these:
• Did I understand what the speaker said?
• Is the speaker’s idea the same as mine, or is it a new idea?
7. Introduce nonverbal signals that students can use when they hear an idea that is similar to their own and when they hear a new idea.
8. Facilitate a brief discussion of these questions:
How do the pool’s feelings about the sea change in the poem?
Why do you think the pool’s feelings change?
What details make you think so?
Language Support
Display key words (e.g., beautiful, call, marsh, refrain, stanza, terrible) to help students use academic and content vocabulary in their responses.
Key Ideas
• At first the pool seems to enjoy the sound of the sea, but later it seems afraid.
• The marsh wind might be blowing hard and making the sea sound rough and dangerous.
• The pool might be afraid to respond to the sea’s call.
• In the first stanza, the pool describes the sea’s sound as “beautiful.”
• In the second stanza, the wind awakens the pool “In the dead of night” and brings the “terrible call of the sea.”
• The refrain changes.
9. Explain that students will now consider a central idea or life lesson they can learn from “The Sea Wind.” Remind them to listen closely to the speaker and to use a nonverbal signal when they hear an idea like their own. Begin the discussion by asking this question:
What can we learn from “The Sea Wind”?
Differentiation Support
To help students reflect on the poem’s central ideas, ask these questions:
• What can we learn about the sea from the poem?
• What can we learn about life?
• What can we learn from the pool’s feelings?
Key Ideas
• The sea can be beautiful and scary.
• We often fear what we don’t know.
• Our surroundings can affect how we feel.
10. Direct students to the final question on the Poem Organizer for “The Sea Wind,” located in the Learn book. Instruct them to write one central idea or life lesson they learn from the poem.
Observe | Discuss a Central Idea in The Great Wave | 18 minutes
1. Tell students that works of art don’t always have a clear central idea. However, artists make choices in their work that others can observe, think about, and use to reach a conclusion about what a central idea might be.
2. Display and Choral Read the discussion question: What does the artist help us see in The Great Wave? Tell students that they will look closely at The Great Wave to help them prepare to discuss this question.
3. Display The Great Wave. Direct students to their journals, and instruct them to Jot–Pair–Share to answer these questions:
How might you feel if you were one of the people in the boats?
What choices do you think the artist made to help you feel this way?
Reinforce responses informed by evidence of the artist’s choices, in particular the artist’s use of scale and color.
4. Introduce the learning task. Explain that students will discuss what The Great Wave helps them see. Remind them to continue to listen closely to the speaker and use their nonverbal signals when they hear ideas that are either similar to their own or new. If possible, arrange students in a circle for the discussion. Begin the discussion by asking this question:
What does the artist help us see in The Great Wave?
Teacher Note
During the discussion, continue to use the Module 1 Speaking and Listening Goal Tracker to monitor student progress toward the speaking and listening goal.
Analyze Student Progress
Monitor: Do students share text-based examples that convey a central idea about The Great Wave?
Offer Immediate Support: If students need additional support determining a central idea, direct attention to the large wave and the tiny people in the boats, and ask these questions: What does the wave’s size help us understand about the sea? What does the size of the people help us understand about humans and the sea?
Plan Future Practice: Students practice concluding what a work of art communicates about the work’s topic in lesson 20.
5. Reinforce key ideas.
Key Ideas
• The sea is huge.
• The sea is a powerful force.
• People are drawn to the sea despite its danger.
6. Remind students of the speaking and listening goal: Listen closely to identify a speaker’s main points. Ask this question:
What is one thing you learned from listening closely in today’s discussions?
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Add a few student-generated knowledge statements to the charts.
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about rate and fluency?
• What did you learn from “The Sea Wind” or The Great Wave?
• What did you learn to do?
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.3 Comprehension and Evidence: MM.1.3.A, MM.1.3.B
MM.2.3 Theme and Central Idea: MM.2.3.A, MM.2.3.E
MM.4.3 Individuals, Events, and Ideas: MM.4.3.A
MM.12.3 Complexity, Diversity, and Genre: MM.12.3.A, MM.12.3.A.b, MM.12.3.C, MM.12.3.C.b
CP Compose and Present Content
CP.5.3 Language: CP.5.3.B
CP.8.3 Presentation: CP.8.3.A, CP.8.3.B
BU Build Understanding
BU.2.3 Discovery and Evidence: BU.2.3.A, BU.2.3.C
BU.3.3 Conversation and Collaboration: BU.3.3.A, BU.3.3.B, BU.3.3.C, BU.3.3.D
BU.4.3 Expression
DF Develop Foundations
DF.5.3 Fluency: DF.5.3.A, DF.5.3.B
DM Develop Metacognition
DM.1.3 Content Stages: DM.1.3.D
DM.2.3 Comprehension Monitoring
DM.3.3 Schema Building
DM.4.3 Reflection and Evaluation
Lesson 6
Essential Question | How do people explore the sea?
Content Framing Question | Know: How do these texts build our knowledge?
OVERVIEW Preview
In this Know lesson, students synthesize their learning about fluency and the sea. As a culmination of their fluency work, students perform a fluent reading of “The Sea Wind” in small groups. They reflect on their learning from “The Sea Wind” and the video about marshes, expressing their knowledge in complete sentences. During visual art instruction, students compare The Great Wave to a work of art it inspired: The Boating Party by Mary Cassatt. Students draw on their knowledge of scale, color, and the sea to share what they know.
Learning Goals
Fluently read “The Sea Wind.”
LEARNING TASK: Perform a fluent reading of “The Sea Wind” for a small group.
Compare The Great Wave and The Boating Party.
LEARNING TASK: Identify similarities and differences between The Great Wave and The Boating Party.
• World Knowledge Statements for Module 1 (Learn book)
Preparation
• none Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See the Implementation Resources for volume of reading guidance.
LAUNCH 2 minutes
Read the Content Framing Question
1. Display “The Sea Wind.”
2. Display and Choral Read the Content Framing Question: How do these texts build our knowledge?
3. Explain 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 perform a fluent reading of “The Sea Wind.” Then they will spend time reviewing, thinking, and writing about the knowledge they built while reading the poem.
LEARN 53 minutes
Read | Perform a Fluent Reading | 15 minutes
1. Ask this question:
What does it mean to read fluently?
Reinforce the correct response: Reading with fluency means reading the words correctly, with accurate phrasing and good expression, at a speed at which others can understand you.
2. Display the Fluency Reference Chart, and review each term to emphasize the characteristics of fluent reading.
3. Tell students that in this lesson they will perform a fluent reading of the poem “The Sea Wind” for a small group. Assess and activate prior knowledge by asking this question:
What does it mean to perform?
4. Introduce the vocabulary term perform by displaying the term and definition. Engage students in Vocabulary Exploration.
5. Instruct students to Think–Pair–Share to answer this question:
What do you think a fluent reading performance should sound like?
Key Ideas
• not too fast
• good expression and phrasing
• all the words clear
• loud enough to hear
6. Emphasize that for a fluent reading performance, readers should say the words clearly and read loudly enough for their audience to hear. Remind students that they should correct their mistakes as they read.
7. Introduce the learning task. Direct students to “The Sea Wind,” located in the Learn book. Instruct them to practice fluent reading independently or with a partner. Then form small groups, and instruct students to take turns performing a fluent reading of the poem.
Teacher Note
Remind students to listen closely, keep their eyes on the speaker, and notice strong aspects of fluent reading. Following each performance, instruct other group members to share fluency strengths they noted. If time allows, invite a few students to perform a fluent reading of “The Sea Wind” for the whole class.
Definition
perform (v.): to do or present something to entertain an audience
Analyze Student Progress
Monitor: Do students articulate words clearly, at a volume loud enough for their audience to hear?
Offer Immediate Support: If students need additional support reading with fluency, Echo Read “The Sea Wind” to model fluent reading.
Plan Future Practice: Students practice performing a fluent reading in small groups as part of their fluency follow-up work throughout the module.
8. Facilitate a brief discussion of this question: Why was our fluency work with “The Sea Wind” important?
Key Ideas
• It helped us understand the poem.
• It helped us enjoy the poem’s language.
• It helped us be better performers.
9. Tell students that they will continue to practice reading with fluency as part of their follow-up work throughout the module.
Teacher Note
After this arc of explicit instruction on the elements of fluency (accuracy, phrasing, expression, and rate), students have numerous opportunities to practice fluent oral and silent reading during lessons. Encourage students to apply what they have learned about fluent reading while they read in class, and reinforce these skills with the fluency passages assigned for follow-up. See Implementation Resources for additional fluency resources and advice on identifying readers who need regular fluency support, setting goals, and tracking progress.
Respond | Review and Express Knowledge | 20 minutes
1. Direct attention to the World Knowledge Chart, and Choral Read the knowledge statements.
2. Remind students that in a previous lesson they viewed a video to learn more about marshes and the setting of “The Sea Wind.” Tell them that they will view the video again. Encourage students to make new connections between the video and their learning from “The Sea Wind.” Play the “Marsh” video.
3. Explain that students will reflect on the knowledge they have built about the sea by using a knowledge web. Display the Knowledge of the Sea Web, with “The sea” in the middle. Direct students to their journals. Instruct them to create a similar knowledge web.
Differentiation Challenge
To encourage students to synthesize module knowledge, instruct them to organize the information from their web into categories and to label each category.
4. Direct students to “The Sea Wind,” located in the Learn book. Ask this question:
What did you learn about the sea from “The Sea Wind” or the video “Marsh”?
Teacher Note
Tell students that they can also share knowledge by answering questions from the class Notice and Wonder Chart for “The Sea Wind” from lesson 2.
Key Ideas
• can be beautiful or terrible
• changes with the weather
• floods salt marshes during high tide
5. Add a few ideas as spokes on the class version of the knowledge web, beginning each spoke with a verb to support the formation of predicates in the next part of the lesson.
Knowledge of the Sea Web
sea
6. Instruct students to discuss what they learned about the sea with a partner and add one or two new knowledge spokes to their own webs.
7. Explain that each time students reflect on their knowledge, they will learn about and practice different ways to express their knowledge. Tell students that today they will practice forming complete simple sentences.
8. Remind students that a simple sentence expresses a complete thought. It has two main parts:
• a subject, the part of the sentence (typically a noun or pronoun) that tells who or what is doing something; and
• a predicate, the part of the sentence that includes a verb and tells what the subject does or is.
9. Direct attention to the class version of the knowledge web. Tell students that they can use their webs to help them write complete simple sentences that express their knowledge of the sea. Explain that “The sea” is the subject of each sentence, and the spokes—each containing a piece of knowledge about the sea—can be turned into predicates.
10. Model how to write a complete sentence about the sea by using a detail from the knowledge web. For example: The sea changes with the weather.
Language Support
Write the subject in one color and the predicate in another color as visual indicators for students. Alternatively, underline and label the subject and predicate.
11. Instruct students to work with a partner to orally compose complete sentences about the sea by using information from their knowledge webs.
12. Direct students to World Knowledge Statements for Module 1, located in the Learn book. Instruct them to write on their page at least one knowledge statement about the sea as a complete sentence.
13. Invite a few students to share their knowledge statements. Add them to the World Knowledge Chart.
Observe | Compare Two Works of Art | 18 minutes
Teacher Note
American artist Mary Cassatt created The Boating Party between 1893 and 1894 while working along France’s Mediterranean coast. This oil painting reflects the influence of Japanese woodblock prints and the bold, simple colors; sharp angles; and flat, patterned surfaces that so fascinated Cassatt. The bright, warm colors of the mother and child provide a focal point and contrast starkly with the oarsman’s dark figure in the foreground.
1. Explain that during this next part of the lesson students will explore a new work of art. Display The Boating Party without telling students the title or artist’s name. Instruct students to silently observe the work of art, taking in all of the details at the top, in the middle, at the bottom, and on the sides.
2. After at least 30 seconds, instruct students to Think–Pair–Share to discuss these questions:
What do you notice in this work of art?
What is happening?
Differentiation Support
To help students focus on what is happening, ask these questions:
• What people do you see in this work of art, and what are they doing?
• Where and when might this work of art take place? What details make you say that?
Key Ideas
• A woman and young child are riding in a sailboat on the water.
• A man dressed in dark clothes is rowing the boat.
• It might be summer, because the sun is out and trees in the background are green.
3. Tell students that this work of art is an oil painting called The Boating Party by the artist Mary Cassatt.
4. Introduce the vocabulary term inspire by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
5. Display The Boating Party and The Great Wave side by side. Tell students that the sea has inspired many artists, including Katsushika Hokusai and Cassatt. Explain that Cassatt created The Boating Party about 60 years after Hokusai created The Great Wave. By that time, Hokusai’s work had become famous around the world, and it inspired many painters, including Cassatt. She thought about how she could apply what she learned from Japanese woodblock prints to her own painting.
6. Direct attention to both works of art, and facilitate a discussion of these questions:
What is similar about these two works of art?
What is different?
Differentiation Support
Definition inspire (v.): to make a person want to do something; to give a person an idea about what to create
To help students identify similarities and differences, ask them to compare specific aspects of the works of art (e.g., the people and settings depicted, how the artists use scale or color).
Key Ideas
• Both pieces of art show people in boats in the water, but the water is calmer in The Boating Party than in The Great Wave, and the boat ride seems pleasant.
• In The Boating Party, the people in the boat are the largest objects, while in The Great Wave the wave is much larger than anything else.
• Cassatt uses light-colored clothing to draw our eyes to the people, but Hokusai uses bright white and dark blue to draw our eyes to the wave.
7. Introduce the learning task. Direct students to their journals. Instruct them to write a response that identifies one similarity and one difference in how the artists of The Great Wave and The Boating Party show the sea. Tell students to write their response in complete sentences.
Analyze Student Progress
Monitor: Do students identify one similarity and one difference in The Great Wave and The Boating Party?
Offer Immediate Support: If students need additional support identifying a similarity and a difference, provide these sentence frames: Both artists show . However, the artist of The Great Wave shows the sea as , and the artist of The Boating Party shows the sea as .
Plan Future Practice: Students practice comparing works of art in module 2, lesson 2.
8. Invite a few students to share their responses.
Key Ideas
• Both artists show the sea’s beauty.
• Both artists show boats on the sea.
• In The Great Wave, the artist shows the sea as dangerous and scary, while in The Boating Party the artist shows the sea as calm and gentle.
• In The Great Wave, the artist uses scale to show how big the wave is, while in The Boating Party the artist makes the sea more of the background.
9. If time allows, instruct students to discuss these questions with a partner:
Which work of art would you rather be in? Why?
LAND 5 minutes
Synthesize Learning
1. Remind students of the Essential Question. Tell them that they will answer this question in different ways throughout the module. Ask the Essential Question: How do people explore the sea?
2. Use responses to reinforce this Knowledge Thread:
• Writers and artists depict the mysteries of the sea.
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• How did the poet Sara Teasdale explore the sea?
• How did the artists Katsushika Hokusai and Mary Cassatt explore the sea?
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.3 Comprehension and Evidence: MM.1.3.A, MM.1.3.B
MM.12.3 Complexity, Diversity, and Genre: MM.12.3.A, MM.12.3.A.b, MM.12.3.C, MM.12.3.C.b, MM.12.3.C.c
CP Compose and Present Content
CP.5.3 Language: CP.5.3.B
CP.8.3 Presentation: CP.8.3.A
BU Build Understanding
BU.2.3 Discovery and Evidence
BU.3.3 Conversation and Collaboration: BU.3.3.B
BU.4.3 Expression
DF Develop Foundations
DF.3.3 Phonics and Spelling: DF.3.3.A, DF.3.3.A.b, DF.3.3.B, DF.3.3.B.a, DF.3.3.B.b
DF.4.3 High-Frequency and Irregularly Spelled Words: DF.4.3.A
DF.5.3 Fluency: DF.5.3.A, DF.5.3.B, DF.5.3.C
DF.13.3 Sentence Construction: DF.13.3.A
DM Develop Metacognition
DM.1.3 Content Stages: DM.1.3.E
DM.3.3 Schema Building
DM.4.3 Reflection and Evaluation
Lesson 7
Essential Question | How do people explore the sea?
Content Framing Question | Wonder: What do I notice and wonder about this text?
OVERVIEW Preview
In this Wonder lesson, students listen closely to Amos and Boris. They share what they notice, ask related questions, and annotate unknown words. During writing instruction, students examine the Writing Model for Module 1, an informative essay. They write to explain what they have learned about essays.
Learning Goals
Notice and wonder about Amos and Boris.
LEARNING TASK: Write at least two things you notice about Amos and Boris and ask at least two related questions.
Examine an informative essay.
LEARNING TASK: Explain what you have learned about essays.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Listen Closely to Amos and Boris
• Respond: Notice and Wonder
• Write: Examine an Essay
LAND
View “Glowing Oceans”
Materials
TEACHER
• Amos and Boris
• class Notice and Wonder Chart for Work of Art 1 (lesson 2)
• class Notice and Wonder Chart for Amos and Boris (Learn book)
• Knowledge Card: explore
• “Glowing Oceans” (digital platform)
STUDENTS
• Amos and Boris
• Notice and Wonder Chart for Amos and Boris (Learn book)
• Writing Model for Module 1 (Learn book, Writing)
• journal
Preparation
• Amos and Boris is an unpaginated text. Number your text; begin with the second title page (where the author’s name appears) as page 1. Pages on the left will be even, and pages on the right will be odd.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 1 of Fluency Practice for Amos and Boris (Learn book, Fluency) and focus on a fluency element or retelling.
LAUNCH 2
minutes
Read the Content Framing Question
1. Display Amos and Boris.
2. Display and Choral Read the Content Framing Question: What do I notice and wonder about this text?
3. Introduce Amos and Boris by reading aloud the title and author. Explain that the author is also the illustrator for this book. Tell students that in this lesson they will listen closely to the text and share what they notice and wonder.
LEARN
53 minutes
Read | Listen Closely to Amos and Boris | 12 minutes
1. Remind students that they began studying The Great Wave by noticing and wondering. Tell them that they will repeat the same process with Amos and Boris. Display the class Notice and Wonder Chart for Work of Art 1, and identify a strong example of one thing a student noticed and a related question.
2. Instruct students to examine the front and back covers of Amos and Boris. After about 30 seconds, read aloud the book’s description on the back cover, starting with “Amos the mouse.”
3. Display the class Notice and Wonder Chart for Amos and Boris, and facilitate a brief discussion of this question:
What do you notice and wonder about the front and back covers?
Differentiation Support
Think aloud to model how to notice and ask a related question about the front and back covers.
4. Invite students to share what they notice and related questions. Add a few responses to the class chart.
5. Read aloud pages 3–7, starting with “Amos, a mouse.”
Language Support
Based on your students’ needs, pause to define select words with a synonym (e.g., breakers, immensely, navigation). Use subsequent readings to reinforce synonyms for the words you selected.
6. Instruct students to Think–Pair–Share to answer this question:
What do you notice and wonder?
Add a few responses to the class chart.
7. Tell students that they will continue to listen closely to Amos and Boris. Instruct them to follow along and annotate what they notice in the text and illustrations. Encourage students to also annotate unknown words. Read aloud pages 9–30 of Amos and Boris, starting with “One night, in.”
Teacher Note
Students’ annotations may result in a diverse list of unknown words. Encourage students to consult a dictionary or thesaurus to define the words they annotated. Students’ selected words can present an opportunity for additional work with morphology, practice with solving for word meaning, and using topic-specific vocabulary in writing.
Respond | Notice and Wonder | 11 minutes
1. Instruct students to look back through their annotations to identify a word they’d like to understand better. Invite a few students to share unknown words from pages 8–30.
2. Introduce the learning task. Direct students to the Notice and Wonder Chart for Amos and Boris, located in the Learn book. Instruct them to write at least two things they notice about Amos and Boris and at least two related questions.
Analyze Student Progress
Monitor: Do students write two things they notice about Amos and Boris and at least two related questions?
Offer Immediate Support: If students need additional support asking related questions, direct attention to the illustration on page 24 and ask these questions: What do you notice about Boris the whale in this illustration? What question can you ask about Boris the whale?
Plan Future Practice: Students practice noticing things and asking questions about Giant Squid in lesson 12.
3. Invite a few students to share what they noticed and related questions. Add their responses to the class Notice and Wonder Chart.
4. Tell students that during this lesson they studied a literary text closely: Amos and Boris. Now, they will turn their attention to an informational text called an essay.
Write | Examine an Essay | 30 minutes
1. Display the Knowledge Card for explore. Remind students that people can explore by studying or thinking about something. Explain that they will now explore a piece of writing called an essay.
2. Display the Writing Model for Module 1, and direct students to the page, located in the Learn book.
Teacher Note
Students use the writing model throughout the module. It shows them the structure they will be expected to follow in their writing. The on-target writing model is an example of an essay that fully meets the on-target criteria from the End-of-Module Task rubric. The advanced writing model is an example of an essay that exceeds some criteria for the End-of-Module Task. See the Assessment Guide for more information. The Learn book includes two copies of each writing model. Students color-code one copy according to the Painted Essay® and annotate the other for specific essay components. Examples in lessons and key ideas align with the on-target writing model. The Learn book also includes a checklist for the writing model. This checklist can be used to clarify expectations for writing an informative essay.
Differentiation Challenge
Some students may be able to write advanced responses. For example, they may be able to include additional textual evidence and elaboration. Use the Advanced Writing Model for Module 1 to support instruction for these students.
3. Read aloud the writing model. Ask this question:
What do you notice and wonder about this piece of writing?
Differentiation Support
To help activate prior knowledge about the essay topic, ask this question: When and where have you heard of Hokusai and The Great Wave?
4. Ask this question:
What is this piece of writing about?
Key Ideas
• The Great Wave by Katsushika Hokusai
• how big the wave is
• how the sea is beautiful and dangerous
5. Explain that an essay contains multiple paragraphs. Ask these questions:
How many paragraphs do you see in this essay? How do you know?
Reinforce the correct responses: four; each one begins with an indented line. Instruct students to draw a box around each paragraph.
6. Explain that this essay was written to answer a prompt. Direct attention to the writing prompt, and read aloud the first sentence: How does Katsushika Hokusai explore the sea?
7. Instruct students to listen as you read aloud the first paragraph and to give a nonverbal signal if they hear an answer to the prompt. Ask this question:
What answer did you hear?
Reinforce the correct response: Hokusai explores the sea as an artist.
8. Read aloud the second paragraph, and have students identify another answer to the question in the prompt: Hokusai explores the sea by showing its beauty. Ask these questions:
What is the rest of this paragraph about?
What key details do you notice?
Key Ideas
• how Hokusai shows the sea’s beauty
• rippling waves out of blue
• white curves and dots that make waves look foamy
9. Ask this question:
Where have we seen the word beauty in this essay before?
Reinforce the correct response: at the end of the first paragraph. Reread the last sentence of the first paragraph: “In The Great Wave, he shows the sea’s beauty and its danger.” Instruct students to discuss this question with a partner:
What do you think the third paragraph will be about?
10. Read aloud the third paragraph, and instruct students to work with a partner to identify an answer to the prompt and at least one key detail.
Key Ideas
• Hokusai explores the sea by showing its danger.
• The wave is huge.
11. Read aloud the final paragraph. Ask this question:
Where in this essay have you heard these ideas before?
Use responses to emphasize that this paragraph repeats the ideas in the first paragraph, as well as the topic sentences of the other two paragraphs, using slightly different words.
12. Instruct students to Think–Pair–Share to answer this question:
Why do you think the writer chose to write an essay instead of a paragraph?
Key Ideas
• The writer had a lot of information to share about Hokusai.
• The writer uses different paragraphs for different ideas about how Hokusai explored the sea.
13. Introduce the learning task. Direct students to their journals. Instruct them to write a response to this question using complete sentences: What have you learned about essays today?
Analyze Student Progress
Monitor: Do students explain that a writer uses an essay to share a lot of information and uses each paragraph for a different idea?
Offer Immediate Support: If students need support explaining what they learned about essays, direct them to the writing model and ask this question: How did the paragraphs in this essay work together to inform others about a topic?
Plan Future Practice: Students practice identifying writing structure using the Painted Essay®— Informative in the Writing Model for Module 1 during lesson 8.
14. Invite a few students to share their responses.
LAND 5 minutes
View “Glowing Oceans”
1. Tell students that they will view a video to learn more about the sea. Play “Glowing Oceans.”
Teacher Note
Subsequent lessons do not include instructions to play “Glowing Oceans.” 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. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Add a few student-generated knowledge statements to the charts.
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about bioluminescence?
• What did you learn from “Glowing Oceans”?
• What did you learn to do?
ACHIEVEMENT DESCRIPTORS
BU Build Understanding
BU.2.3 Discovery and Evidence: BU.2.3.A, BU.2.3.B
BU.3.3 Conversation and Collaboration: BU.3.3.B
BU.4.3 Expression
DF Develop Foundations
DF.13.3 Sentence Construction: DF.13.3.A
DM Develop Metacognition
DM.1.3 Content Stages: DM.1.3.A
DM.3.3 Schema Building
Lesson 8
Essential Question | How do people explore the sea?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW
Preview
In this Organize lesson, students reread Amos and Boris to determine key story elements. Students organize and recount the story elements using a story map. During writing instruction, students reexamine the Writing Model for Module 1 to identify and annotate the components of the Painted Essay® within the introductory paragraph. This work prepares students to write essays throughout the year.
A Prologue to lesson 8 is available for students who need additional support.
Learning Goals
Identify the story elements in Amos and Boris.
LEARNING TASK: Add a problem and solution to the Story Map for Amos and Boris.
Examine connections between the Painted Essay® and the writing model.
LEARNING TASK: Explain the function of each part of the Painted Essay® introductory paragraph.
Vocabulary
surface (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Identify Story Elements in Amos and Boris
• Respond: Complete a Story Map
• Write: Analyze the Painted Essay® Introductory Paragraph
LAND
Reflect on Learning
Materials
TEACHER
• Amos and Boris
• Knowledge Cards: surface, explore
• class Story Map for Amos and Boris (Learn book)
• class Writing Model(s) for Module 1 (Learn book, Writing)
• class Painted Essay®—Informative (Learn book, Writing)
• Writing Model for Module 1 (Learn book, Writing)
• journal
Preparation
• Familiarize yourself with the full-color Painted Essay®, located in the Reference Charts appendix of the Teach book.
• Determine how students will color or annotate the Painted Essay® and the Writing Model for Module 1. See the Write section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 2 of Fluency Practice for Amos and Boris (Learn book, Fluency) and focus on a fluency element or retelling.
LAUNCH 2 minutes
Read the Content Framing Question
1. Display Amos and Boris.
2. Display and Choral Read the Content Framing Question: What is happening in this text?
3. Tell students that they will reread Amos and Boris to determine key story elements.
LEARN
53 minutes
Read | Identify Story Elements in Amos and Boris | 15 minutes
1. Introduce the vocabulary term surface by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
2. Direct attention to the surface line in the illustration on the front cover of Amos and Boris. Explain that part of Boris is above the surface of the sea and part of Boris is below the surface.
3. Display the class Story Map for Amos and Boris, and direct students to the page, located in the Learn book. Explain that a story map helps readers organize the important elements of a story, such as the characters and setting. Choral Read the headings, and facilitate a brief discussion of this question:
Definition
surface (n.): the upper layer of an area of land or water
What do you already know about each of the story elements?
Key Ideas
• A character could be a person, an animal, or even an object like the Little Yellow Leaf.
• A setting is where and when a story takes place.
• A problem is a difficult situation.
• A solution solves a problem.
Teacher Note
During this lesson, students add only the story elements to their story map. Students add a life lesson to the story map during lesson 10.
4. Instruct students to listen closely to Amos and Boris and follow along in their copies. Invite them to use a nonverbal signal (e.g., a thumbs-up) when they hear or see a story element in Amos and Boris. Read aloud page 3, starting with “Amos, a mouse.”
5. Instruct students to identify a character and setting and add them to their story maps. Invite a few students to share their responses. Reinforce the correct responses:
• character—Amos
• setting—the beach, by the ocean
6. Add the character and setting to the class story map.
7. Invite students to use a nonverbal signal (e.g., a thumbs-up) when they hear or see a story element in the next part of the text. Read aloud pages 4–7, starting with “He thought a.” Ask this question:
What do you notice about the setting in this part of the story?
Key Ideas
• The setting changes.
• This part of the story takes place in a boat at sea.
8. Explain that a complex story may have more than one setting. Model how to add an additional setting to the class story map. Instruct students to write the additional setting on their story maps.
9. Display the Knowledge Card for explore, and direct attention to the image to spark students’ memory. Remind students that explore can mean “to travel over or through a place to learn more about it or to find something.” Instruct students to work with a partner to use the term explore to describe what is happening in this part of the story. Reinforce that Amos is exploring the sea in a boat.
10. Read aloud pages 9–12, starting with “One night, in.” Instruct students to add a problem to their story maps. Invite a few students to share the problem they wrote. Summarize their responses into a single statement, and add it to the class story map.
Key Ideas
• Amos falls off his boat into the sea.
• He loses his boat and is afraid he will drown.
11. Instruct students to read pages 13–21, starting with “As he was.” Tell them to write the new character, a new setting, and the solution to Amos’s problem on their story maps. Invite a few students to share their responses, and add the story elements to the class story map.
Teacher Note
Throughout this module, students read grade-level, complex texts. Students may read independently or require more support. Identify the level of support each student needs to progress toward independence. Implement an appropriate approach, such as reading with a partner, Choral Reading, Echo Reading, or listening to the teacher read aloud.
Key Ideas
• character: Boris
• setting: the back of a whale, the shore, the top of a cliff
• solution: Boris saves Amos from drowning; Boris brings Amos to his home shore.
Differentiation Challenge
To deepen understanding of story elements, instruct students to write a short phrase to describe each character next to the character’s name on the story map.
Respond | Complete a Story Map | 13 minutes
1. Explain that a complex story may have more than one problem and solution.
2. Introduce the learning task. Instruct students to work with a partner to reread pages 22–30 in Amos and Boris, starting with “Many years after.” Tell them to write an additional problem and solution on their story maps.
Analyze Student Progress
Monitor: Do students add the new problem that Hurricane Yetta stranded Boris on shore and new solution that Amos found elephants to help Boris return to the sea?
Offer Immediate Support: If students need additional support identifying the solution, direct them to pages 28–29 and instruct them to look closely at the illustration.
Plan Future Practice: Students practice organizing events in lesson 21.
3. Instruct students to work with a partner to practice recounting the story of Amos and Boris using their story maps. Encourage them to include the term surface in their recounting.
Language Support
Provide these sentence frames:
• In the beginning, .
• Then, .
• Many years later,
Differentiation Support
Model how to recount Amos and Boris, using the class story map as a reference.
4. Tell students that Amos explores the sea by traveling on its surface. Now, they will return to the informative essay about Hokusai and how he explores the sea in his art.
Sample Recounting
In the beginning, Amos wanted to see what was on the other side of the ocean, so he built a boat. Then, Amos set sail on the surface of the sea, but he rolled off the deck of his boat into the immense ocean. Then, Boris came along and took Amos back to his home shore, and they became the closest possible friends. Many years later, Hurricane Yetta stranded Boris on Amos’s home shore, and Amos found two elephants to push Boris back into the ocean.
Write | Analyze the Painted Essay® Introductory Paragraph | 25
minutes
1. Display the class Writing Model for Module 1. Ask this question: What have you already learned about an essay?
Key Ideas
• An essay has several paragraphs.
• The paragraphs express different ideas.
• The last paragraph repeats ideas using different words.
2. Explain that students will now explore the Painted Essay® to help them organize and share ideas in their own essays. Distribute red, green, yellow, and blue coloring utensils to each student.
Teacher Note
The Painted Essay® is a visual representation of the organization of an essay and its individual parts. Using an organizational structure such as this creates a shared language between students and the teacher; it also helps students organize their thinking and communicate clearly and effectively. Based on student needs, annotate the parts with patterns, labels, or variations of the standard colors. For additional support, use familiar analogies or a textured model to demonstrate the relationship between parts of the essay.
3. Direct attention to the number of paragraphs in the writing model: four.
4. Display the Painted Essay®—Informative, and direct students to the page, located in the Learn book. Lead students in counting the number of large boxes in the Painted Essay®: four. Explain that each large box in the Painted Essay® represents a paragraph in an essay. Each paragraph has a name and a special function.
Essay® — Informative
5. Direct attention to the top large box of the Painted Essay®, and explain that the first paragraph is called the introductory paragraph. Its function is to help the reader understand what the essay will be about. The writer begins the paragraph with an introduction sentence, also called a hook, to catch the reader’s attention. Red is a bright color that catches attention, so in the Painted Essay®, the introduction sentence is colored red. Instruct students to color the Introduction box of the Painted Essay® red.
Teacher Note
Encourage students to color lightly so they can easily read the headings in the Painted Essay®.
6. Direct attention to the next bold heading in the introductory paragraph and Echo Read: Thesis. Explain that the thesis has two sentences. In the first sentence, the writer states the essay’s main idea, also called the focus. If the writer is responding to a prompt, this is where they will answer the question. In the second sentence, the writer adds two supporting ideas, called points.
7. Instruct students to use green to color the box labeled Thesis, yellow to color the box labeled point 1, and blue to color the box labeled point 2. Explain that when yellow and blue are mixed together, they make green. In the same way, the yellow point and the blue point work together to support the green focus sentence of the thesis.
8. Explain that students will review the Writing Model for Module 1 to see how the Painted Essay® helped the writer write an introductory paragraph. Display the class Writing Model for Module 1, and direct students to the page, located in the Learn book. Ask this question:
Which sentence does the writer use to catch the attention of the reader?
Reinforce the correct response: the first. Remind students that this is the introduction, or hook, and model how to lightly color the sentence red. Instruct them to do the same.
9. Explain that the rest of the paragraph is the thesis, which has two sentences. Remind students that this essay was written to answer this question: How does Katsushika Hokusai explore the sea? Direct attention to the introductory paragraph. Ask these questions:
What main answer does the writer give? Where do we find it?
Reinforce the correct response: In the second sentence, the writer says that Hokusai explores the sea as an artist. Model how to color the focus sentence of the thesis green, and instruct students to do the same.
10. Read aloud the next sentence. Instruct students to discuss this question with a partner:
What is the writer saying in this sentence?
Reinforce the correct response: The writer is stating two ways Hokusai explores the sea—by showing its beauty and by showing its danger. Remind students that the second sentence in the thesis states two points to support the main idea. One point is yellow, and the other is blue. Instruct students to work with their partner to identify the two points in this sentence and to color the first point yellow and the second point blue.
Differentiation Support
To help students identify the points, ask these questions: According to the writer, what is the first way that Hokusai explores the sea? What is the second way? Instruct students to color the first point yellow and the second point blue.
11. Introduce the learning task. Direct students to their journals. Instruct them to write an explanation of the function of each part of the Painted Essay® introductory paragraph.
Analyze Student Progress
Monitor: Do students explain that an introduction, or hook, gets the attention of a reader; the first sentence of the thesis gives a main answer to the prompt; and the second sentence of the thesis provides two supporting points?
Offer Immediate Support: If students need additional support explaining the function of a sentence in an introductory paragraph, direct them to the corresponding sentence in the writing model and ask these questions: Why would the writer include this sentence? What does it do for a reader like you?
Plan Future Practice: Students analyze the structure of the proof paragraphs and the concluding paragraph in lesson 9.
12. Invite a few students to share their writing.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Add a few student-generated knowledge statements to the charts.
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about whales?
• What did you learn from Amos and Boris?
• What did you learn to do?
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.3 Comprehension and Evidence: MM.1.3.A, MM.1.3.B
MM.2.3 Theme and Central Idea: MM.2.3.E
MM.3.3 Summary: MM.3.3.A
MM.7.3 Structure: MM.7.3.C
MM.12.3 Complexity, Diversity, and Genre: MM.12.3.A, MM.12.3.A.a
CP Compose and Present Content
CP.2.3 Planning: CP.2.3.A, CP.2.3.B
CP.5.3 Language: CP.5.3.B
BU Build Understanding
BU.1.3 Inquiry and Credibility: BU.1.3.C
BU.2.3 Discovery and Evidence: BU.2.3.A, BU.2.3.B
BU.4.3 Expression
DF Develop Foundations
DF.3.3 Phonics and Spelling: DF.3.3.A, DF.3.3.A.b
DF.4.3 High-Frequency and Irregularly Spelled Words: DF.4.3.A
DM Develop Metacognition
DM.1.3 Content Stages: DM.1.3.B
DM.2.3 Comprehension Monitoring
DM.3.3 Schema Building
Lesson 9
Essential Question | How do people explore the sea?
Content Framing Question | Reveal: What does a deeper look at words and illustrations reveal?
OVERVIEW
Preview
In this Reveal lesson, students examine the words and illustrations in Amos and Boris to understand how these elements work together to tell a story. They analyze a description and illustration of Hurricane Yetta and determine the narrative details that portray the nature of the storm. During writing instruction, students reexamine the Writing Model for Module 1 to learn how the Painted Essay® helps them organize ideas through the use of proof paragraphs and a concluding paragraph. This work prepares students to write essays throughout the year.
A Prologue to lesson 9 is available for students who need additional support.
Learning Goals
Examine how words and illustrations work together to tell a story.
LEARNING TASK: Describe how the author shows details of a storm at sea.
Examine connections between the components of the Painted Essay® and the Writing Model for Module 1.
LEARNING TASK: Explain how the Painted Essay® can be used to organize and share information.
Vocabulary
luminous (adj.)
phosphorescent (adj.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Examine Words and Illustrations
• Respond: Describe a Storm at Sea
• Write: Analyze the Painted Essay®
LAND
Reflect on Learning
Materials
TEACHER
• Amos and Boris
• Syllable Types (Reference Charts appendix)
• class Painted Essay®—Informative (Learn book, Writing)
STUDENTS
• Amos and Boris
• partially color-coded Writing Model for Module 1 (Learn book, Writing)
• Determine how to display side by side Syllable Types and the term luminous with its syllable division. See the Read section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 3 of Fluency Practice for Amos and Boris (Learn book, Fluency) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Amos and Boris.
2. Display and Choral Read the Content Framing Question: What does a deeper look at words and illustrations reveal?
3. Tell students that they will examine how words and illustrations work together to tell the story Amos and Boris.
LEARN
53 minutes
Read | Examine Words and Illustrations | 15 minutes
1. Ask this question: What does it mean to explore a text?
Key Ideas
• to read it carefully
• to look closely at illustrations
• to think deeply about it
2. Tell students that they will look closely at Amos and Boris to determine how the words and illustrations work together to tell the story.
3. Direct students to page 3 in their copies of Amos and Boris. Tell students that they will follow the Repeated Reading instructional routine to closely examine a part of the text. Explain that this routine has four parts. First, the teacher reads aloud to model fluent reading. Then, students participate in a shared reading by Echo Reading, Choral Reading, or Partner Reading. Next, students ask questions about pronunciation and meaning of words. The teacher may read aloud again. Finally, students read independently, either silently or in a whisper.
Engage students in Repeated Reading of page 3, starting with “Amos, a mouse.”
4. Instruct students to examine the illustration on page 3. Ask these questions:
What is the setting? How do you know?
Reinforce the correct response: The setting is a beach by the sea; the illustrations on pages 3–4 show the beach, and the text says Amos started building a boat on the beach.
5. Instruct students to Think–Pair–Share to answer these questions:
On page 3, which words help you imagine what the setting is like?
How does the illustration add to what you know about the setting?
Key Ideas
• words: “bursting breakers” and “rolling pebbles”
• words: “smell of sea air” and “surf sounds”
• illustration: a castle on a cliff
• illustration: big waves and little waves
As students share ideas, model how to annotate the precise words and parts of the illustration that they refer to in the text.
6. Direct students to page 9 in Amos and Boris. Engage them in Repeated Reading of page 9, starting with “One night, in.” Instruct students to annotate words the author uses to describe the sea at night.
7. Instruct students to share their annotations with a partner. Listen for them to identify key ideas.
Key Ideas
• “phosphorescent sea”
• “luminous water”
• “starry sky”
• “beauty and mystery”
8. Introduce the vocabulary term phosphorescent by displaying the term and definition. Engage students in Vocabulary Exploration.
Language Support
Invite a few students to recall what they learned about bioluminescence from the video “Glowing Oceans.”
Display the Gallery for “Glowing Oceans,” and direct students to the page, located in the Learn book.
Reinforce that bioluminescence is light given off by living things, such as fireflies, plankton, and some fish.
9. Display side by side Syllable Types and the term luminous with its syllable division: lu-min-ous. Remind students that every syllable contains at least one vowel.
Teacher Note
Throughout the year, students practice decoding multisyllabic words. Model how to decode multisyllabic words in isolation and in context, using guidance from your foundational skills program for syllable division and syllable types.
10. Direct attention to the first syllable and instruct students to name the syllable type.
Reinforce the correct response: open.
11. Direct attention to the second syllable and instruct students to name the syllable type.
Reinforce the correct response: closed.
Definition phosphorescent (adj.): giving off a type of light that glows softly in the dark and that does not produce heat
12. Direct attention to the third syllable. Tell students that this syllable type is a Vowel Team. Remind students that ou can make several sounds, such as /ow/, /oo/, /ō/, and /û/. Remind them that in an unstressed syllable, a vowel or vowel team can make a schwa vowel sound. Clearly pronounce the third syllable using the schwa sound /us/. Instruct students to decode this multisyllabic word with a partner. Display the term and definition. Say the term. Invite a student to read aloud the definition.
13. Instruct students to Think–Pair–Share to answer this question:
What do the words phosphorescent and luminous tell us about the sea at night?
Key Ideas
• It is glowing softly.
• The whales are spouting water that is full of light.
14. Direct attention to the illustration on pages 8–9. Instruct students to Think–Pair–Share to answer this question:
How does William Steig use the illustration to show what the sea is like at night?
15. As students share ideas, model how to annotate the parts of the illustration they mention.
Key Ideas
• The spouting water from the whales looks as bright as the stars in the sky.
• The sea is light green and seems to be glowing.
16. Emphasize that William Steig uses both words and illustrations to convey meaning. On these pages, the words describe the sea at night and the illustration shows how the sea appears at night.
Differentiation Challenge
To extend student thinking, ask this question: How does the author’s description of the sea help us understand why Amos rolled off the boat deck? Instruct students to find another place in the story where the author’s description of the sea helps the reader better understand a character’s actions.
Definition luminous (adj.): giving off light; brightly lit
Respond | Describe a Storm at Sea | 13 minutes
1. Instruct students to read pages 22–23, starting with “Many years after,” and annotate the words the author uses to describe a storm at sea. Then tell them to examine and annotate the illustration.
2. Introduce the learning task. Direct students to their journals. Direct attention to pages 22–23. Instruct students to respond to this prompt in writing: How does the author show the details of the storm? Use evidence from the words and illustration to support your response.
Analyze Student Progress
Monitor: Do students provide evidence that the storm was “one of the worst storms of the century”?
Offer Immediate Support: If students need additional support explaining how the author shows the details of the storm, direct them to the illustration on pages 22–23 and ask this question: What do the waves look like?
Plan Future Practice: Students practice examining illustrations in lesson 15.
3. Invite a few students to share their responses.
Key Ideas
• “One of the worst storms of the century” and “Hurricane Yetta” tell us the storm was terrible.
• “The whale was flung ashore by a tidal wave” shows the power of the storm.
• The illustration features splashy waves going in many different directions.
• The waves look like they are grabbing and pushing the whale.
• The whale looks scared.
4. Tell students that throughout the year they will continue to examine how words and illustrations work together to convey meaning.
Write | Analyze the Painted Essay® | 25
minutes
1. Remind students that in the previous lesson they looked at the first, or introductory, paragraph of the writing model to see how the Painted Essay® helped the writer organize their ideas. Tell them that they will explore how the Painted Essay® helped the writer organize the ideas in the rest of the writing model.
2. Display the partially color-coded Writing Model for Module 1, and direct students to their writing models from the previous lesson, located in the Learn book. Distribute red, green, yellow, and blue coloring utensils to each student.
3. Read aloud the introductory paragraph. Instruct students to discuss these questions with a partner:
What is the main idea, or focus, of this essay?
What are the two points that support this main idea?
Reinforce the correct responses:
• main idea—Hokusai explores the sea as an artist.
• two points—He shows the sea’s beauty and the sea’s danger.
Differentiation Support
To help students understand how artists explore by making art, explain that an artist gets an idea and thinks about that idea by showing it in their art. Display The Great Wave, and ask students what kind of idea Hokusai might have had about the sea.
4. Read the next paragraph aloud. Ask these questions:
Which part of the introductory paragraph connects to this paragraph?
How are they linked?
Reinforce the correct responses: This paragraph connects to point 1 because they both talk about the sea’s beauty. Instruct students to color the paragraph yellow to match point 1.
5. Ask this question:
How does the writer support the idea that Hokusai shows the sea’s beauty?
Key Ideas
• says Hokusai uses different shades of blue
• says how Hokusai’s dots and curves make the waves look
• gives an example
• uses evidence
Reinforce that just as students use evidence to support their ideas during discussion, they can also use evidence to support their ideas in writing.
6. Read the first sentence of the third paragraph aloud. Ask this question:
What does “in addition” mean?
Direct attention to the word add inside the word addition, and explain that “in addition” means the writer is adding another idea. The phrase “in addition” is a transition that moves the reader from the first point to the second point—in this case, from the idea that Hokusai shows the sea’s beauty to the idea that he shows its danger. Instruct students to color the transition phrase yellow to emphasize the connection to the previous paragraph.
Language Support
To reinforce the idea that a transition connects two ideas, consider displaying a picture of linked train cars and pointing out the connective hardware between two cars.
7. Read the third paragraph aloud. Instruct students to discuss these questions with a partner:
Which color should you use to color the rest of this paragraph? Why?
Reinforce the correct responses: blue, because the paragraph is about point 2, the sea’s danger, and point 2 in the thesis is blue. Instruct students to color the rest of the paragraph blue.
8. Read aloud the last paragraph, and ask these questions:
What ideas do you hear in this paragraph?
Where have you heard them before?
Key Ideas
• ideas: Hokusai explores the sea with his art.
• ideas: He shows the sea’s beauty and danger.
• where: These ideas were in the first three paragraphs.
Explain that this final paragraph is called the concluding paragraph. The writer uses it to restate the thesis and make sure the reader will remember their ideas.
9. Instruct students to Think–Pair–Share to answer these questions:
If you could use only one of the Painted Essay® colors to color this paragraph, what would it be? Why?
Reinforce the correct responses: The concluding paragraph should be green, the color of the essay’s main idea, or focus, which is “Katsushika Hokusai explores the sea as an artist.” The writer supports the main idea with the yellow and blue points—“In The Great Wave, he shows the sea’s beauty and its danger”—and yellow and blue make green. The conclusion restates these ideas, so it makes sense for the conclusion to be green. Instruct students to color the paragraph green.
10. Display the partially color-coded class Painted Essay®— Informative, and direct students to the page, located in the Learn book. Model coloring the Painted Essay® based on the colors used for the writing model, and instruct students to do the same.
11. Introduce the learning task. Direct students to their journals. Instruct them to write a response that explains how writers can use the Painted Essay® to help them organize and share information.
Analyze Student Progress
Monitor: Do students explain that each proof paragraph develops a specific point from the thesis and the concluding paragraph reminds the reader about the focus of the essay?
Offer Immediate Support: If students need additional support explaining how the Painted Essay® helps writers organize and share information, direct attention to proof paragraph 2 in the model and ask these questions: What information is shared in this paragraph? How does this information connect to other paragraphs?
Plan Future Practice: Students practice using the Painted Essay® in lesson 12.
12. Invite students to share their responses.
LAND
5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Add a few student-generated knowledge statements to the charts.
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about the sea?
• What did you learn from Amos and Boris?
• What did you learn to do?
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.3 Comprehension and Evidence: MM.1.3.A, MM.1.3.B
MM.5.3 Vocabulary: MM.5.3.C
MM.9.3 Media: MM.9.3.A
MM.12.3 Complexity, Diversity, and Genre: MM.12.3.A, MM.12.3.A.a
CP Compose and Present Content
CP.2.3 Planning: CP.2.3.A, CP.2.3.B
BU Build Understanding
BU.1.3 Inquiry and Credibility: BU.1.3.C
BU.2.3 Discovery and Evidence: BU.2.3.A, BU.2.3.B, BU.2.3.C
BU.3.3 Conversation and Collaboration: BU.3.3.A, BU.3.3.B
BU.4.3 Expression
DF Develop Foundations
DF.3.3 Phonics and Spelling: DF.3.3.A, DF.3.3.A.b, DF.3.3.B, DF.3.3.B.a, DF.3.3.B.b
DF.4.3 High-Frequency and Irregularly Spelled Words: DF.4.3.A
DM Develop Metacognition
DM.1.3 Content Stages: DM.1.3.C
DM.3.3 Schema Building
Lesson 10
Essential Question | How do people explore the sea?
Content Framing Question | Distill: What is a central idea in this text?
OVERVIEW Preview
In this Distill lesson, students revisit Amos and Boris to examine the relationship between the two characters and determine a life lesson presented in the book. Students share textual evidence to support their ideas in a discussion. During writing instruction, students learn how to use a thesis to create a topic sentence for a proof paragraph. This work prepares students to write essays throughout the year.
A Prologue to lesson 10 is available for students who need additional support.
Learning Goals
Determine a central idea in Amos and Boris.
LEARNING TASK: During a class discussion, share a life lesson gained from reading Amos and Boris.
Examine the connection between the thesis and topic sentences.
LEARNING TASK: Using a thesis as a guide, write two topic sentences.
Vocabulary
relationship (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Prepare for a Discussion
• Respond: Discuss a Central Idea
• Write: Analyze the Structure of a Proof Paragraph
LAND
Reflect on Learning
Materials
TEACHER
• Amos and Boris
STUDENTS
• Amos and Boris
• Talking Tool (Learn book)
• Story Map for Amos and Boris (Learn book, lesson 8)
• non-color-coded Writing Model for Module 1 (Learn book, Writing)
• journal
Preparation
• none Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 4 of Fluency Practice for Amos and Boris (Learn book, Fluency) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Amos and Boris.
2. Display and Choral Read the Content Framing Question: What is a central idea in this text?
3. Tell students that they will revisit Amos and Boris to determine a central idea.
LEARN
53 minutes
Read | Prepare for a Discussion | 13 minutes
1. Ask this question:
What is something you can do to prepare for a discussion about a text?
Key Ideas
• Reread the text.
• Collect and organize text-based evidence that supports your ideas.
• Practice what you would like to say with a small group or partner before joining a large group discussion.
2. Emphasize that thoughtful preparation can lead to a rich discussion of central ideas in a text.
3. Display and Echo Read today’s discussion question: What life lesson can we learn from Amos and Boris?
Explain that students will work with a small group to revisit Amos and Boris, look closely at its words and illustrations, and collect evidence to help them prepare for a text-based discussion of the book’s central ideas.
Differentiation Support
Remind students that a central idea is an important idea or a lesson that a reader learns.
4. Invite a few students to share their understanding of the term relationship. Listen for them to identify the correct definition. Then introduce the vocabulary term relationship by displaying the term and definition. Engage students in Vocabulary Exploration.
5. Explain that students will work together in small groups to annotate evidence of Amos and Boris’s relationship, or how they talk, feel, and act toward one another. Model how to annotate a piece of text-based evidence about Amos and Boris’s relationship (e.g., by highlighting or using a sticky note), such as the portion of page 17 from “From then on” to “took a swim,” when Boris warns Amos before he sounds.
6. Form small groups and have students annotate evidence.
Respond | Discuss a Central Idea | 17 minutes
1. Display and introduce the speaking and listening goal for today’s discussion: Support what you say with relevant textual evidence.
2. Emphasize that during a discussion, a speaker should provide information from the text that supports their idea. Explain that students can practice this goal by using a sentence frame. Direct them to the Talking Tool, located in the Learn book. Echo Read these sentence frames, and model how to use them: In the text, . For example, . Model how to use the sentence frames.
Teacher Note
During the discussion, use the Module 1 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward these goals.
Definition relationship (n.): how people talk, feel, or act toward one another
3. If possible, arrange students in a circle. Facilitate a brief discussion to answer these questions:
What did you learn about the relationship between Amos and Boris?
How would you describe their relationship?
Key Ideas
• They saved each other—Boris saved Amos from drowning, and Amos brought two elephants to help Boris get back to the ocean.
• The text says they told each other their secrets and shared their lives.
• They wished they could be friends forever and promised not to forget each other.
• Their relationship was kind; for example, they helped each other with problems.
• Their relationship was a close friendship—they enjoyed spending time together.
4. Emphasize that people often use books, artwork, movies, TV shows, and other texts to learn about life or about other people’s lives. Tell students that after reading a text, they can reflect on the life lessons that they learned from the text.
5. Introduce the learning task. Explain that students will now engage in a discussion to share what they have learned about life from Amos and Boris. Remind them to use the sentence frames to support what they say with evidence. Begin the discussion by asking this question:
What life lesson can we learn from Amos and Boris?
Analyze Student Progress
Monitor: Do students demonstrate understanding of how Amos and Boris, though different, are friends?
Offer Immediate Support: If students need additional support identifying a life lesson, instruct them to revisit their annotations about the relationship between Amos and Boris. Ask these questions: What can we learn about friendship from Amos and Boris? How do friends act toward each other?
Plan Future Practice: Students practice determining a central idea or life lesson in Solving the Puzzle
Under the Sea in lesson 23.
6. Display the Story Map for Amos and Boris, and direct students to the page, located in the Learn book. Direct attention to the heading Central Idea. Instruct them to write one central idea or life lesson gained from Amos and Boris on their story maps.
Write | Analyze the Structure of a Proof
Paragraph | 23 minutes
1. Remind students of the texts they’ve studied so far. Direct students to their journals. Give them at least two minutes to sketch an image of the sea based on something they’ve learned.
2. Instruct students to share their sketch with a partner and discuss this question:
As an artist, how did you explore the sea?
3. Instruct students to independently complete this two-sentence thesis in their journals:
• I explored the sea in my sketch. I showed and .
4. Explain that students will learn how to use a thesis to make topic sentences for the proof paragraphs in an essay. Display the non-color-coded Writing Model for Module 1, and direct students to the page, located in the Learn book. Instruct them to work with a partner to identify and label the two thesis sentences with “focus” and “points.” Tell students to circle the focus and annotate the points by underlining point 1 once and point 2 twice.
5. Direct attention to the middle two paragraphs. Explain that these are proof paragraphs and each has a special topic sentence. Read aloud the topic sentences of the proof paragraphs.
6. Display the two sentences of the thesis and the two topic sentences. Ask this question:
What do you notice about the topic sentences?
Key Ideas
• Both have “Hokusai explores the sea” like the focus in the thesis does.
• Beauty and danger are the points in the thesis.
7. Direct attention to the writing model in the Learn book. Instruct students to circle the part of each topic sentence that comes from the focus and to annotate the part of each topic sentence that comes from a point in the thesis, underlining once for point 1 and twice for point 2. Ask this question:
How did the writer create each of these topic sentences?
Reinforce the correct response: by using the essay’s focus and one of the points.
8. Introduce the learning task. Direct students to the sketches and thesis sentences they created in their journals. Instruct them to use their thesis sentences to write two topic sentences like the ones in the model.
Analyze Student Progress
Monitor: Do students’ topic sentences include “explored the sea” from the focus as well as points from the sentence frame?
Offer Immediate Support: If students need additional support identifying the focus of the thesis, direct them to the color-coded Writing Model for Module 1, located in the Learn book.
Plan Future Practice: Students practice using the thesis to create topic sentences in lesson 16.
9. Ask this question:
How does a writer support a topic sentence?
Reinforce the correct response: by providing evidence.
10. Direct attention to the topic sentence and evidence in proof paragraph 1 in the writing model. Choral Read the topic sentence and the evidence: “Hokusai explores the sea by showing its beauty. For example, he makes rippling waves out of different shades of blue.” Ask this question:
Why did the author begin the evidence with “For example”?
Reinforce the correct response: “For example” connects the evidence to the topic sentence, and it tells a reader or listener that evidence is coming next.
11. Instruct students to choose one of their topic sentences and find a piece of evidence in their sketch that supports it. Provide this sentence frame: For example, . Instruct students to work with a partner to orally practice connecting their evidence to their topic sentence.
Differentiation Support
Model the connection between a topic sentence and evidence: I explored the sea by showing bioluminescence. For example, I drew a jellyfish with little stars all around it.
12. Instruct students to return to their sketch. Ask this question:
What else can you tell your partner about your evidence?
Instruct students to tell their partner more about their evidence. Explain that telling more about evidence is called elaboration.
13. Direct attention to proof paragraph 1 in the writing model, and instruct students to label the topic sentence, evidence, and elaboration.
14. Tell students that their annotated Writing Model for Module 1 will help them as they begin to develop their own informative essays.
LAND
5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Add a few student-generated knowledge statements to the charts.
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about the sea?
• What did you learn from Amos and Boris?
• What did you learn to do?
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.3 Comprehension and Evidence: MM.1.3.A, MM.1.3.B
MM.2.3 Theme and Central Idea: MM.2.3.A
MM.12.3 Complexity, Diversity, and Genre: MM.12.3.A, MM.12.3.A.a
CP Compose and Present Content
CP.2.3 Planning: CP.2.3.A, CP.2.3.B
CP.5.3 Language: CP.5.3.B
CP.8.3 Presentation: CP.8.3.A, CP.8.3.B
BU Build Understanding
BU.1.3 Inquiry and Credibility: BU.1.3.C
BU.2.3 Discovery and Evidence: BU.2.3.A, BU.2.3.B, BU.2.3.C
BU.3.3 Conversation and Collaboration: BU.3.3.A, BU.3.3.B, BU.3.3.C, BU.3.3.D
BU.4.3 Expression
DF Develop Foundations
DF.3.3 Phonics and Spelling: DF.3.3.A, DF.3.3.A.b, DF.3.3.B, DF.3.3.B.a, DF.3.3.B.b
DF.4.3 High-Frequency and Irregularly Spelled Words: DF.4.3.A
DM Develop Metacognition
DM.1.3 Content Stages: DM.1.3.D
DM.2.3 Comprehension Monitoring
DM.3.3 Schema Building
DM.4.3 Reflection and Evaluation
Lesson 11
Essential Question | How do people explore the sea?
Content Framing Question | Know: How does this text build our knowledge?
OVERVIEW Preview
In this Know lesson, students read “The Shepherd and the Sea” and determine the moral of the fable. They express their new knowledge about the sea from Amos and Boris and “The Shepherd and the Sea,” using coordinating conjunctions to combine ideas. During writing instruction, students examine the Writing Model for Module 1 for concrete and abstract nouns. They demonstrate understanding by applying an abstract noun to Amos and Boris and supporting their choice with evidence from the text.
Learning Goals
Synthesize knowledge gained from Amos and Boris and “The Shepherd and the Sea.”
LEARNING TASK: Use coordinating conjunctions to form two sentences that express knowledge about the sea. Use abstract nouns in writing.
LEARNING TASK: Use an abstract noun in a sentence frame to describe Amos and Boris.
Vocabulary
fable (n.)
moral (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Determine the Moral in a Fable
• Respond: Review and Express Knowledge
• Write: Examine and Use Abstract Nouns
LAND
Synthesize Learning
Materials
TEACHER
• Amos and Boris
• “The Shepherd and the Sea” (digital platform)
STUDENTS
• “The Shepherd and the Sea” (Learn book)
• Sentence Strategies for Module 1 (Learn book, Writing)
• World Knowledge Statements for Module 1 (Learn book)
• Writing Model for Module 1 (Learn book, Writing)
• journal
Preparation
• Familiarize yourself with the terms coordinating conjunction, concrete noun, and abstract noun. See the Respond and Write section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• In small groups, students rehearse and perform the passage on Fluency Practice for Amos and Boris (Learn book, Fluency).
LAUNCH 2 minutes
Read the Content Framing Question
1. Display Amos and Boris.
2. Display and Choral Read the Content Framing Question: How does this text build our knowledge?
3. Tell students that they will spend time thinking and writing about the knowledge they built while reading Amos and Boris. They will also read “The Shepherd and the Sea” to reflect on the moral of the fable.
LEARN 53 minutes
Read | Determine the Moral in a Fable | 20 minutes
1. Direct attention to both knowledge charts, and instruct students to review the knowledge statements.
Teacher Note
Consider also using the Knowledge of the Sea Web from lesson 6 to gather new ideas about the sea.
2. Ask this question:
What did we learn about the sea from Amos and Boris?
Key Ideas
• The sea is huge and mysterious.
• The sea is very cold.
• Whales live in the sea.
3. Tell students that they will deepen their knowledge by reading a fable. Introduce the vocabulary term fable by displaying the term and definition. Engage students in Vocabulary Exploration.
4. Display “The Shepherd and the Sea,” and direct students to the fable in the Learn book. Instruct them to follow along as you read aloud.
5. Instruct students to read the fable independently and then work with a partner to recount it.
Language Support
Provide sentence frames:
• In the beginning, .
• Then,
• At the end, .
Definition fable (n.): a short story that is intended to teach a lesson
6. Remind students that a fable is meant to teach a lesson, or moral. Introduce the vocabulary term moral by displaying the term and definition. Engage students in Vocabulary Exploration.
7. Direct attention to the fable, and ask this question:
Why did the shepherd sell his sheep?
Reinforce the correct response: to buy a boat and a big load of fruit; to sail on the sea.
8. Instruct students to Think–Pair–Share to answer this question:
How did the sea change over time?
Key Ideas
• At the beginning of the fable, the sea was calm and smooth.
• In the middle of the fable, the waves were giant.
• At the end of the fable, the sea looked beautiful and smooth.
Sample Recounting
In the beginning, the shepherd wanted to sail on the calm sea, so he bought a boat and some fruit to sell. Then, there was a huge storm, and he lost his boat and his fruit. At the end, he didn’t trust the sea anymore.
Definition moral (n.): a lesson that is learned from a story or an experience
9. Instruct students to Think–Pair–Share to answer this question:
Why did the shepherd say, “Bah … It only looks smooth because it’s hungry for fruit! I will never trust the sea again”?
Key Ideas
• The sea is always changing.
• The sea can be a beautiful and dangerous place.
Differentiation Challenge
To extend student thinking across texts, ask these questions:
• How is the shepherd’s experience of the sea similar to or different from Amos’s experience?
• What advice or wisdom about the sea might Amos share with the shepherd?
10. Instruct students to Think–Pair–Share to answer this question:
What is the moral of the story?
Differentiation Support
To help students consider the moral, ask these questions:
• What lessons does the shepherd learn from his experiences?
• What lessons do you learn from reading this fable?
Key Ideas
• The sea can change quickly.
• Think before you act.
11. Ask this question:
What did you learn about the sea from the fable?
Add a few student-generated knowledge statements to the World Knowledge Chart.
Respond
| Review and Express Knowledge | 18 minutes
1. Remind students that each time they reflect on their knowledge, they learn about and practice different ways to express it. One way to express knowledge is to combine two ideas into one sentence, which is called a compound sentence.
2. Assess and activate prior knowledge by displaying the words and, but, and so. Ask this question:
What do you know about these words?
Reinforce that the words and, but, and so are examples of conjunctions. A conjunction is a word that joins together words, phrases, or complete sentences.
3. Display the Sentence Strategies for Module 1, and Choral Read Strategy 1. Explain that a strategy is like a plan. This plan is to use a coordinating conjunction from the examples list to connect two ideas into one compound sentence. Choral Read the examples of coordinating conjunctions.
Teacher Note
Throughout the year, students practice combining, expanding, and condensing sentences, which allows them to express their knowledge in a variety of ways. They practice on the Sentence Strategies pages, located in the Learn book. This resource grows in subsequent modules as students learn new strategies.
4. Direct students to the Sentence Strategies for Module 1, located in the Learn book. Choral Read the first sample sentence. Instruct them to underline the coordinating conjunction and. Explain that and connects two ideas about the sea. Ask this question:
What are the two ideas in this sentence?
Reinforce the correct answer: The surf makes sounds; the waves roll pebbles. Remind students that each of these ideas is a complete simple sentence, and each one is about a part of the sea. The conjunction and is a good choice to connect them because and joins together similar ideas.
Teacher Note
Although the use of a comma in a compound sentence is not a level 3 expectation, consider pointing out this convention. Explain that writers use a comma before a coordinating conjunction when connecting two complete sentences.
5. Choral Read the second and third sample sentences. Instruct students to underline the coordinating conjunctions and identify the two ideas in each sentence.
Reinforce the correct responses:
• second sentence—The coordinating conjunction is but; the two ideas are lots of birds live in the salt marsh, and not many reptiles live there.
• third sentence—The coordinating conjunction is so; the two ideas are salt marshes are near the ocean, and salt marshes flood at high tide.
Remind students that the pronoun they represents salt marshes; by using a pronoun, the writer avoids repeating the term salt marshes.
6. Ask this question:
How do the words but and so connect the ideas in these sentences?
Reinforce the correct response: The word but introduces an opposite idea, and so introduces a result or effect.
7. Direct attention to the Your Turn section, and Choral Read the first sentence frame: Whales spout water, and . Explain that students will now use the sentence frames to combine or add ideas. Students can use an idea from the knowledge charts or draw on other knowledge from the module texts.
8. Instruct students to practice orally completing the sentence frames with a partner and then complete the sentence frames on their Sentence Strategies page. Invite a few students to share their completed sentences.
Teacher Note
If the knowledge chart does not contain information about whales, direct students to the portion of page 15 of Amos and Boris that begins with “Are you sure” and have them identify a fact about whales. For more on plankton and bioluminescence, students can also use information from the Gallery for “Glowing Oceans,” located in the Learn book.
Key Ideas
• Whales spout water, and they sound by diving underwater.
• Whales spout water, and they smell like fish.
• Plankton are small creatures, but large creatures eat them.
• Plankton are small creatures, but you can see them with a microscope.
• Some animals are bioluminescent, so they glow in the water.
• Some animals are bioluminescent, so they scare off predators.
9. Direct attention to the knowledge charts. Explain that students will now have an opportunity to create their own compound sentences that express knowledge. Instruct them to work with a partner to orally create sentences, using coordinating conjunctions to combine or expand ideas from the knowledge charts.
10. Introduce the learning task. Direct students to the World Knowledge Statements for Module 1, located in the Learn book. Instruct them to write at least two sentences to express knowledge gained from Amos and Boris and other module texts. Instruct students to use a coordinating conjunction to combine or expand ideas in each sentence.
Analyze Student Progress
Monitor: Do students’ knowledge statements combine facts about the sea or sea creatures, using a conjunction?
Offer Immediate Support: If students need additional support forming knowledge statements, encourage them to orally rehearse with a partner before writing a sentence.
Plan Future Practice: Students practice using conjunctions in lesson 16.
11. Invite a few students to share their knowledge statements. Add a few knowledge statements to the World Knowledge Chart.
Write | Examine and Use Abstract Nouns | 15 minutes
1. Display the Writing Model for Module 1.
2. Explain to students that they will use the writing model to explore concrete and abstract nouns.
3. Facilitate a brief discussion of this question: What is a noun?
Reinforce the correct response: A noun is a word that identifies a person, place, or thing. Explain that a noun tells a reader about the who, where, and what in a sentence.
4. Explain that some nouns are concrete: They identify things we experience with our five senses. Other nouns are abstract: They identify things like feelings or concepts. We cannot see, touch, hear, taste, or smell an abstract noun.
5. Direct students to the Writing Model for Module 1, located in the Learn book. Choral Read the thesis.
6. Explain that both concrete and abstract nouns are in the thesis. Instruct students to work with a partner to identify two concrete nouns in the thesis.
Key Ideas
• Katsushika Hokusai
• sea
• artist
7. Instruct students to work with a partner to identify two abstract nouns in the thesis. Reinforce the correct responses: beauty and danger. Ask this question:
Why are these nouns abstract?
Key Ideas
• You can touch or smell something that is beautiful like a flower, but you cannot touch or smell beauty.
• Beauty and danger are concepts.
• You might feel like you’re in danger, but you can’t taste it or hear it.
8. Display this list of abstract nouns:
• curiosity
• kindness
• friendship
9. Ask this question:
Why are these nouns abstract?
Key Ideas
• You can’t see them.
• You can’t touch them.
• They represent ideas.
10. Display and Choral Read this sentence frame: Amos and Boris is a story about because .
11. Introduce the learning task. Direct students to their journals. Instruct them to work with a partner to complete the first part of the sentence frame by using an abstract noun from the list and the second part of the sentence frame to explain their choice.
Analyze Student Progress
Monitor: Do students use curiosity, kindness, or friendship to complete the sentence frame and clearly explain their choice?
Offer Immediate Support: If students need additional support writing a sentence that includes an abstract noun, encourage partners to orally practice using the sentence frames before writing a sentence.
Plan Future Practice: Students explain the function of nouns in lesson 21.
12. Invite a few students to share their sentences.
LAND 5 minutes
Synthesize Learning
1. Remind students of the Essential Question. Tell them that they will answer this question in different ways throughout the module. Ask the Essential Question:
How do people explore the sea?
2. Use responses to reinforce these Knowledge Threads:
• The sea’s wonders and mysteries attract adventurers and scientists.
• Writers and artists depict the mysteries of the sea.
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• How did Amos explore the sea?
• Why did Amos explore the sea?
• How did the shepherd explore the sea?
• How did the author and illustrator William Steig explore the sea?
ACHIEVEMENT
DESCRIPTORS
MM Make Meaning from Texts
CP Compose and Present Content
CP.2.3 Planning: CP.2.3.A, CP.2.3.B
CP.5.3 Language: CP.5.3.B
CP.8.3 Presentation: CP.8.3.A
BU Build Understanding
BU.2.3 Discovery and Evidence: BU.2.3.C
BU.3.3 Conversation and Collaboration: BU.3.3.A, BU.3.3.B
BU.4.3 Expression
DF Develop Foundations
DF.3.3 Phonics and Spelling: DF.3.3.A, DF.3.3.A.b
DF.4.3 High-Frequency and Irregularly Spelled Words: DF.4.3.A
Essential Question | How do people explore the sea?
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 three sections of Giant Squid and share what they notice, ask related questions, and annotate unknown words. Students continue to notice and wonder as they explore the headings and illustrations in the remainder of the text. During writing instruction, students examine Module Task 1. They read the writing prompt and partially completed essay to determine what to include in proof paragraph 1.
A Prologue to lesson 12 is available for students who need additional support.
Learning Goals
Notice and wonder about Giant Squid.
LEARNING TASK: Write at least two things you notice about Giant Squid and two related questions.
For Module Task 1, describe the expectations of the writing prompt.
LEARNING TASK: For Module Task 1, explain in detail what the task requires.
• Notice and Wonder Chart for Giant Squid (Learn book)
• Module Task 1 (Learn book, Writing)
• coloring utensils: red, green, yellow, and blue
• annotated, non-color-coded Writing Model for Module 1 (Learn book, Writing)
• journal
Preparation
• none Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 1 of Fluency Practice for Giant Squid (Learn book, Fluency) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Giant Squid.
2. Display and Choral Read the Content Framing Question: What do I notice and wonder about this text?
3. Introduce Giant Squid by reading aloud the title and author. Tell students that in this lesson they will write down what they notice and wonder about this text.
LEARN
53 minutes
Read | Listen Closely to Giant Squid | 14 minutes
1. Ask this question:
How did we begin our study of Amos and Boris?
Key Ideas
• looked at the covers
• listened closely to the text
• noticed things
• asked questions
2. Emphasize that approaching a new text with curiosity and attention helps readers connect to and better understand what they read.
3. Direct attention to Giant Squid. Instruct students to examine the front and back covers. After at least 30 seconds, read aloud the book’s description on the back cover, from “For centuries, the” to “the ocean surface.”
4. Facilitate a brief discussion of this question:
What do you notice and wonder about the front and back covers?
5. Direct students to page 4, and instruct them to examine the illustration. Read aloud page 5, starting with “A Creature of.”
Language Support
Based on your students’ needs, pause to define select words with a synonym (e.g., encounter, pierces, resemblance). Use subsequent readings to reinforce synonyms for the words you selected.
6. Instruct students to Think–Pair–Share to answer this question:
What do you notice and wonder about pages 4–5?
7. Direct students to the Notice and Wonder Chart for Giant Squid, located in the Learn book. Instruct them to add at least one thing they notice and one related question about pages 4–5.
8. Tell students that they will continue to listen closely to Giant Squid. Instruct them to annotate what they notice and any unknown words. Read aloud pages 6–15, starting with “Early Clues.”
Differentiation Support
Direct attention to the term hauled in the main text on page 6, and model how to annotate an unknown word.
Teacher Note
Due to the length of this text, students read and organize additional sections of Giant Squid during lessons 13 and 14. Students read the final section of the book in lesson 16.
Respond | Notice and Wonder | 23 minutes
1. Introduce the learning task. Instruct students to look back at their annotations and add to the Notice and Wonder Chart at least two things they notice and two related questions about the text or illustrations on pages 6–15.
Analyze Student Progress
Monitor: Do students write at least two things they notice about pages 6–15 in Giant Squid and two related questions?
Offer Immediate Support: If students need additional support noticing something and asking a related question, direct attention to the illustration on page 8, and ask these questions: What do you notice in this illustration? What does that make you wonder?
Plan Future Practice: Students practice noticing things and asking questions about Mountains and Sea in lesson 19.
2. Invite a few students to share what they noticed and any related questions.
3. Direct attention to the term cephalopods on page 14. Explain that informational texts often have a glossary, which is a section in the back of the book that gives definitions for important words in the text. Direct attention to the glossary on page 46. Model how to use the glossary to locate and read the definition of cephalopod.
Differentiation Challenge
To promote vocabulary exploration, challenge students to name other words that contain the Greek roots ceph (meaning head) or pod (meaning foot) and to write the definition of each.
4. Instruct students to work with a partner to explore the headings, images, and other text features on pages 16–47 and discuss what they notice and wonder. Instruct them to add a few things they notice and wonder about pages 16–47 to their charts.
Write | Examine Module Task 1 | 16 minutes
1. Display Module Task 1, and direct students to the page, located in the Learn book. Display and Echo Read the writing prompt: In Amos and Boris, how does Amos explore the sea? Write proof paragraph 1 to complete the essay.
Differentiation Challenge
Some students will be able to write advanced responses to Module Task 1. For example, they may be able to include additional textual evidence and elaboration in proof paragraphs. See the Assessment Guide for more information, including an example of an advanced response.
2. Instruct students to discuss this question with a partner:
What does this prompt tell you to do?
Reinforce the correct response: Write proof paragraph 1 to complete the essay. Direct attention to the partially completed essay in Module Task 1, and emphasize that the introductory paragraph, proof paragraph 2, and conclusion have already been written. Tell students that they will use the introductory paragraph to write the missing proof paragraph 1.
3. Instruct students to read the introductory paragraph for Module Task 1. Distribute red, green, yellow, and blue coloring utensils to each student. Display the full-color Painted Essay®, and instruct students to color-code the introductory paragraph using correct colors.
4. Ask this question:
According to the essay, how does Amos explore the sea?
Reinforce the correct response: Amos explores the sea as a traveler. He travels in a boat, and he rides on the back of a whale.
5. Instruct students to read the remainder of the partially completed essay in Module Task 1.
6. Instruct students to answer these questions with a partner:
Which point has already been developed in the essay?
Which point will you develop in the essay?
Reinforce the correct responses: Point 2 has already been developed in the essay—how Amos explored the sea on the back of a whale. Students will develop point 1—how Amos explored the sea by traveling in a boat.
7. Direct students to their annotated, non-color-coded Writing Model for Module 1, located in the Learn book. Instruct them to review their annotations in proof paragraph 1 to determine what parts of a proof paragraph to include in their response to Module Task 1.
8. Introduce the learning task. Direct students to their journals. Instruct them to write an explanation of what they need to do for Module Task 1 and what their module task response should include.
Analyze Student Progress
Monitor: Do students explain that they will write about how Amos explored the sea by boat in proof paragraph 1 with a topic sentence, evidence, and elaboration?
Offer Immediate Support: If students need additional support naming the parts of a proof paragraph, direct attention to the annotations in the writing model and review the function of each sentence.
Plan Future Practice: Students practice writing a proof paragraph in lesson 16.
9. Invite a few students to share their responses.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Add a few student-generated knowledge statements to the charts.
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn from Giant Squid?
• What did you learn to do?
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts MM.12.3 Complexity, Diversity, and Genre:
CP Compose and Present Content
Planning:
BU Build Understanding
Discovery and Evidence:
Expression
DM Develop Metacognition DM.1.3 Content Stages:
DM.3.3 Schema Building
Lesson 13
Essential Question | How do people explore the sea?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW Preview
In this Organize lesson, students continue reading Giant Squid to learn about scientist Clyde Roper’s search for the giant squid. Students organize important information in the text by determining the main idea and key supporting details. During writing instruction, students examine Module Task 1 and the Checklist for Module Task 1 to understand the knowledge needed to develop proof paragraph 1.
A Prologue to lesson 13 is available for students who need additional support.
Learning Goals
Identify main ideas and key details in Giant Squid.
LEARNING TASK: Identify the main idea and two key details from pages 26−29.
For Module Task 1, plan to include specific knowledge to support point 1 of the thesis.
LEARNING TASK: For Module Task 1, explain the knowledge needed to develop proof paragraph 1.
Vocabulary
autopsy (n.)
scientist (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Identify Main Ideas and Key Details
• Respond: Add Main Ideas and Key Details to an Outline
• Write: Examine Module Task 1 and Checklist
LAND
Reflect on Learning
Materials
TEACHER
• Giant Squid
• Knowledge Card: scientist
• class Informational Outline for Giant Squid (Learn book)
• Syllable Types (Reference Charts appendix)
STUDENTS
• Giant Squid
• Informational Outline for Giant Squid (Learn book)
• Module Task 1 (Learn book, Writing)
• Checklist for Module Task 1 (Learn book, Writing)
• journal
Preparation
• Determine how to display side by side Syllable Types and the term autopsy with its syllable division. See the Read section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 2 of Fluency Practice for Giant Squid (Learn book, Fluency) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Giant Squid.
2. Display and Choral Read the Content Framing Question: What is happening in this text?
3. Tell students that in this lesson they will identify the main ideas and key details in Giant Squid.
Teacher Note
Lesson 13 is the first of two Organize lessons for Giant Squid. In this lesson, students read and organize the text on pages 16−20, 22−24, and 26−29. In the next lesson, students read and organize pages 31−38.
LEARN
53 minutes
Read | Identify Main Ideas and Key Details | 25 minutes
1. Direct attention to the cover of Giant Squid. Explain that titles of informational texts often provide clues about the main topic of the text. Choral Read the complete title: Giant Squid: Searching for a Sea Monster. Ask this question:
According to the title, what is the main topic of the book?
Reinforce the correct response: the search for giant squid.
2. Direct attention to the heading “Ocean Detective on the Chase” on page 16. Ask this question: How can headings help readers understand a text?
Reinforce the correct response: Headings tell readers what a page, chapter, or section of text is about.
3. Choral Read the heading. Invite a student to share what a detective does. Instruct students to discuss with a partner what this section of the text might be about. Invite a few students to share their responses.
4. Introduce the vocabulary term scientist by displaying the Knowledge Card, saying the term, and simultaneously clapping once for each syllable. Instruct students to say the term and clap for each syllable.
5. Display and read aloud this word part and its definition:
• -ist (suffix)—a person who performs an action or specializes in a skill
6. Instruct students to discuss this question with a partner:
What is a scientist?
7. Read aloud the definition of scientist, or invite a student to read it aloud. Remind students that in a previous lesson they studied concrete and abstract nouns. Ask these questions:
Are science and scientist concrete or abstract nouns? How do you know?
Reinforce the correct responses: Science is abstract because it is an idea or concept that cannot be experienced with the five senses, while scientist is concrete because a person can be experienced with the senses.
8. Instruct students to follow along and listen for big ideas as you read aloud pages 16–20 (except the headings and captions), starting with “There are more.” Pause after every few paragraphs to invite students to share big ideas.
9. Instruct students to review pages 16−20, including the photographs and captions, and to discuss this question with a partner:
What are the big ideas on pages 16−20?
Differentiation Support
To help students focus on big ideas, ask these questions: Who was searching for the giant squid?
How? Why?
Definition scientist (n.): a person who studies the natural world based on facts learned through experiments and observation
Key Ideas
• Clyde Roper was searching for the giant squid.
• Roper wanted to study the giant squid.
• He examined a dead sperm whale for clues about the squid.
10. Display the class Informational Outline for Giant Squid, and direct students to the page, located in the Learn book. Explain that an informational outline helps readers organize important information about a topic in an informational text, including main ideas and key details. Direct attention to the Topic box. Instruct students to write the topic of the text on the informational outline.
11. Direct attention to the first Main Idea box on the outline. Tell students that a main idea is usually expressed as a complete sentence. Explain that when identifying the main idea, students may need to decide which of the big ideas is the most important in the text. Think aloud to identify the main idea of pages 16–20 and model how to shorten it for the outline. Model how to write the shortened main idea in the first box.
12. Direct attention to the three bullet points under the first Main Idea box. Tell students that these bullet points represent key details, or information that supports the main idea. Instruct students to review with a partner pages 18−20, including the photographs and captions, and to annotate key supporting details. Remind them that many interesting details and facts are on these pages, but key details always directly support the main idea.
Differentiation Support
To help students identify key supporting details, ask these questions:
• How did Roper and his friends examine the whale?
• What did they find?
Sample Think Aloud
To think about the main idea, I ask myself, “What is this section mostly about?” In this section, we learn more about Roper and how he set out to study the giant squid. The section is mostly about how he examined a dead sperm whale for clues about giant squid. On my outline, I will write down just the main idea, “Roper examined a dead sperm whale.” This tells me who is searching for giant squid and how.
13. Invite a few students to share their key details. As they share, add two or three key details in phrases under the first Main Idea box on the class outline. Instruct students to add at least two key details to their outlines.
Key Ideas
• cut open whale’s three stomachs
• found squid beaks but none from giant squid
• found scars left by giant squid
14. Display side by side Syllable Types and the term autopsy with its syllable division: au-top-sy. Direct attention to the first syllable and instruct students to name the syllable type.
Reinforce the correct response: vowel team.
15. Direct attention to the second syllable and instruct students to name the syllable type.
Reinforce the correct response: closed.
16. Direct attention to the third syllable. Tell students that this syllable ends in a y that makes the long /e/ sound. Ask this question:
Since this syllable ends in a long vowel sound, what type of syllable is it?
Reinforce the correct response: open. Instruct students to decode this multisyllabic word with a partner. Display the term and definition. Say the term. Invite a student to read aloud the definition.
17. Direct attention to the heading “What Autopsies Reveal” on page 22 of the text. Instruct students to review the photographs and captions on pages 22−24 and discuss with a partner what this section of the text might be about.
18. Read aloud pages 22−24 (except the captions), starting with “What Autopsies Reveal.”
Definition
autopsy (n.): an examination of a dead body
19. Direct attention to the second Main Idea box on the class outline. Instruct students to Think−Pair−Share to discuss this question:
What is the main idea of “What Autopsies Reveal”?
Reinforce the correct response: Roper learned about giant squid from autopsies. Instruct students to write the main idea in the second Main Idea box on their outline by using a complete sentence, and add the main idea to the class organizer.
20. Instruct students to review with a partner pages 22−24, including photographs and captions, and annotate key details that support the main idea. Invite a few students to share their key details. Instruct students to add at least two key details to their outline under the second Main Idea, and add a few to the class outline.
Key Ideas
• Giant squid measure between 25 and 46 feet long.
• Growth rings are found in the ear bones.
• Most live for one to two years.
• Eyes are the size of car headlights.
Differentiation Challenge
To encourage students to integrate information from text features, ask these questions:
• What do you learn from photographs and captions on pages 22−24?
• How do the photographs and captions add to our understanding of the main idea and key details in this section of the text?
Respond | Add Main Ideas and Key Details to an Outline | 14 minutes
1. Direct attention to the heading “Seeking Out the Giant Squid’s Relatives” on page 26. Instruct students to review pages 26–28, including photographs and captions, and discuss with a partner what this section of the text might be about.
Language Support
Explain that the phrase seeking out means “searching for,” and relatives are members of someone’s family.
2. Read aloud pages 26−28 (except the captions), starting with “Seeking Out the Giant Squid’s Relatives.”
3. Direct attention to the third Main Idea box on the class outline. Instruct students to discuss with a partner the main idea of this section of the text.
4. Introduce the learning task. Instruct students to write the main idea of the section “Seeking Out the Giant Squid’s Relatives” and at least two key details on their informational outline. Encourage them to review pages 26−29, including photographs and captions, to help them identify key details.
Analyze Student Progress
Monitor: Do students identify ways that Roper studied the Humboldt squid to learn more about giant squid?
Offer Immediate Support: If students need additional support identifying the main idea and key details, ask these questions: In this section, what did Roper do to learn more about the giant squid? What details help you understand what he did?
Plan Future Practice: Students practice identifying main ideas and key details in lesson 14.
5. Invite a few students to share the main idea and key details. Reinforce key details that directly relate to the main idea, and add a few to the class outline.
Key Ideas
• main idea: Roper studied giant squid relatives, Humboldt squid.
• key detail: went to the coast of Mexico where Humboldt squid live
• key detail: caught and observed the squid underwater
• key detail: learned how the squid attack and hunt
6. Tell students that just as they can use a story map to recount a story, they can use main ideas and details on an informational outline to recount an informational text. Model how to begin a recounting of Giant Squid using the first main idea and at least one key detail from the class outline.
7. If time allows, instruct students to work with a partner to practice recounting the sections of Giant Squid they read during the lesson by using the main ideas and key details from their outline.
Language Support
Provide these sentence frames: To study the giant squid, Clyde Roper . He also . In addition, he .
8. Tell students that in the next lesson they will continue reading Giant Squid and learning more about Roper’s search for the mysterious sea creature.
1. Remind students that during the last lesson they learned what they would be doing for Module Task 1. Today, students will determine what knowledge to include in their responses.
2. Display these questions:
• Who will you write about?
• What will you write about?
Sample Recounting
To study the giant squid, Roper examined a dead sperm whale. He found scars left by giant squid.
3. Display Module Task 1, and direct students to the page, located in the Learn book. Instruct them to read the prompt and the partially completed essay.
4. Instruct students to work with a partner to discuss who and what they will write about for Module Task 1. Invite a few students to share their ideas. Reinforce the correct response: Students will write about Amos and how he explores the sea by traveling on a boat.
5. Display the Checklist for Module Task 1, and direct students to the page, located in the Learn book. Direct attention to the Knowledge heading, and Choral Read the Knowledge rows.
6. Introduce the learning task. Direct students to their journals. Instruct them to write to explain the knowledge they need to include in proof paragraph 1. Remind students that they can combine their ideas by using a conjunction.
Language Support
Provide a sentence frame: I will include knowledge about and
Analyze Student Progress
Monitor: Do students explain that they will include knowledge about Amos and how he explores the sea by traveling in a boat?
Offer Immediate Support: If students need additional support explaining the knowledge they will include in proof paragraph 1, direct attention to the Knowledge rows in the Checklist for Module Task 1 and ask this question: What do these Knowledge rows tell you about what your essay needs to include?
Plan Future Practice: Students incorporate knowledge in a draft response in lesson 16.
7. Invite a few students to share their responses.
8. Direct attention to the Checklist for Module Task 1, and instruct students to read the remainder of the checklist with a partner. Encourage students to ask clarifying questions.
Language Support
As needed, remind students that a simple sentence is a complete sentence with a single subject and predicate. Direct students to the subjects and predicates on the Knowledge of the Sea Web from lesson 6.
9. Tell students that they will use this checklist to guide and check their work. Explain that they will also use this checklist to provide digital feedback to a peer.
10. Tell students that in the next lesson they will revisit Amos and Boris to gather evidence for proof paragraph 1.
LAND
5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Add a few student-generated knowledge statements to the charts.
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about sea creatures?
• What did you learn from Giant Squid?
• What did you learn to do?
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.3 Comprehension and Evidence: MM.1.3.C, MM.1.3.D
MM.2.3 Theme and Central Idea: MM.2.3.C, MM.2.3.D
MM.5.3 Vocabulary: MM.5.3.A, MM.5.3.A.d, MM.5.3.C
MM.7.3 Structure: MM.7.3.D
MM.9.3 Media: MM.9.3.B
MM.12.3 Complexity, Diversity, and Genre: MM.12.3.B, MM.12.3.B.b
CP Compose and Present Content
CP.1.3 Genre: CP.1.3.B, CP.1.3.H
CP.2.3 Planning: CP.2.3.A
CP.5.3 Language: CP.5.3.B
BU Build Understanding
BU.1.3 Inquiry and Credibility: BU.1.3.C
BU.2.3 Discovery and Evidence: BU.2.3.A, BU.2.3.B, BU.2.3.C
BU.3.3 Conversation and Collaboration: BU.3.3.A, BU.3.3.B
BU.4.3 Expression
DF Develop Foundations
DF.3.3 Phonics and Spelling: DF.3.3.A, DF.3.3.A.b, DF.3.3.B, DF.3.3.B.a, DF.3.3.B.b
DF.4.3 High-Frequency and Irregularly Spelled Words: DF.4.3.A
DF.9.3 Nouns and Pronouns: DF.9.3.C
DF.13.3 Sentence Construction: DF.13.3.A
DM Develop Metacognition
DM.1.3 Content Stages: DM.1.3.B
DM.2.3 Comprehension Monitoring
DM.3.3 Schema Building
Lesson 14
Essential Question | How do people explore the sea?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW
Preview
In this Organize lesson, students continue reading Giant Squid to learn more about Clyde Roper’s research and pursuit of the giant squid. Students organize information in the text by determining the main idea and key details. During writing instruction, students revisit Amos and Boris to collect evidence for Module Task 1.
A Prologue to lesson 14 is available for students who need additional support.
Learning Goals
Identify main ideas and key details in Giant Squid.
LEARNING TASK: Identify the main idea and two key details from pages 34−38.
For Module Task 1, collect evidence from Amos and Boris to support the thesis.
LEARNING TASK: For Module Task 1, write evidence from pages 7−9 of Amos and Boris to support point 1.
Vocabulary
ecosystem (n.)
habitat (n.)
predator (n.)
prey (n.)
research (n.)
research (v.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Identify a Main Idea and Key Details
• Respond: Add a Main Idea and Key Details to an Outline
• Write: Collect Evidence for a Proof Paragraph
LAND
Reflect on Learning
Materials
TEACHER
• Giant Squid
• Amos and Boris
• Knowledge Cards: scientist, research, ecosystem
• Syllable Types (Reference Charts appendix)
• class Informational Outline for Giant Squid (lesson 13)
• Module Task 1 (Learn book)
• class Evidence Organizer for Module Task 1 (Learn book, Writing)
STUDENTS
• Giant Squid
• Amos and Boris
• Informational Outline for Giant Squid (Learn book, lesson 13)
• Evidence Organizer for Module Task 1 (Learn book, Writing)
Preparation
• Determine how to display side by side Syllable Types and the term predator with its syllable division. See the Read section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 3 of Fluency Practice for Giant Squid (Learn book, Fluency) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Giant Squid.
2. Display and Choral Read the Content Framing Question: What is happening in this text?
3. Tell students that in this lesson they will continue to identify main ideas and key details as they read more about the search for the giant squid.
LEARN
53 minutes
Read | Identify a Main Idea and Key Details | 18 minutes
1. Display the Knowledge Card for scientist. Remind students that a scientist is a person, like Clyde Roper, who studies the natural world based on facts learned through experiments and observation. Explain that a scientist’s job involves doing research. Introduce the vocabulary term research by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
2. Ask this question: What are some ways Roper researched giant squid?
Key Ideas
• examined a dead sperm whale to see if it had eaten giant squid
• conducted autopsies on giant squid to learn about their bodies
• studied a live Humboldt squid, a relative of the giant squid
Definitions research:
1. (n.) careful study or activity to find and report new knowledge about a subject
2. (v.) to collect more information about a subject
3. Tell students that they will learn more about Roper’s research by continuing to read the text. Direct them to page 31 and Choral Read the heading “Diving Deeper.”
4. Instruct students to review pages 30−33, including the photographs, captions, and other text features, and to discuss with a partner what this section of the text might be about.
Differentiation Challenge
To encourage students to make connections within the text, briefly review the definitions of the terms data and hypothesis on page 17. Instruct students to read page 30, and then ask these questions:
• What is the scientists’ hypothesis about the diet of sperm whales that feed in the Southern Ocean?
• On what data do they base this hypothesis?
5. Display side by side Syllable Types and the term predator with its syllable division: pred-a-tor. Direct attention to the first syllable and instruct students to name the syllable type.
Reinforce the correct response: closed.
6. Direct attention to the second syllable. Tell students that this is an open syllable. Explain that this is an unaccented syllable and makes a schwa sound. Remind them that a schwa does not make a long or short vowel sound. Ask this question:
What sound will this vowel make?
Reinforce the correct response: /uh/.
7. Direct attention to the third syllable and instruct students to name the syllable type.
Reinforce the correct response: r-controlled. Instruct students to decode this multisyllabic word with a partner. Display the term and definition. Say the term. Invite a student to read aloud the definition.
8. Display the term habitat with its syllable division: hab-i-tat. Instruct students to listen closely for the schwa as you say the term aloud. Ask this question:
Which syllable contains the schwa?
Reinforce the correct response: the second syllable. Explain that vowels in the middle of multisyllabic words often make the schwa sound. Display the term and definition and invite a student to read it aloud.
Definition predator (n.): an animal that kills and eats other animals for food
Definition habitat (n.): the place where an animal or plant grows or lives
9. Instruct students to follow along as you read aloud pages 31−33 (except the captions), starting with “Diving Deeper.”
Language Support
Based on your students’ needs, pause to define select words with a synonym (e.g., descended, expedition, inventor). Use subsequent readings to reinforce synonyms for the words you selected.
10. Instruct students to Think−Pair−Share to discuss this question: What did you learn about Roper’s research?
Encourage students to use the terms predator and habitat in their responses.
Key Ideas
• He went on an expedition to the giant squid’s habitat in the Atlantic Ocean where sperm whales feed.
• He attached a Crittercam to a whale’s head to try to film a live giant squid.
• He recorded video and collected sounds.
• He did not find a giant squid, but he learned about its predators and habitat.
11. Display the class Informational Outline for Giant Squid, and direct students to the page, located in the Learn book. Instruct them to work with a partner to write the main idea and at least two key details from pages 31–33 in the fourth Main Idea section of their outline.
12. Invite a few students to share their main idea and key details. Add a few responses to the fourth Main Idea section on the class outline.
Differentiation Support
Think aloud to model how to determine the main idea of pages 31–33 and express it as a complete sentence. To help students identify key details, ask these questions:
• How did Roper use the Crittercam?
• What did he learn from the Crittercam?
Key Ideas
• main idea: Roper used a Crittercam to look for giant squid.
• key detail: attached it to sperm whale’s head
• key detail: recorded video and sound
• key detail: learned about giant squids’ habitat
Respond | Add a Main Idea and Key Details to an Outline | 16 minutes
1. Direct attention to page 34, and Choral Read the heading “Follow the Food.” Instruct students to review pages 34−38, including the photographs, captions, and other text features, and to discuss with a partner what the section in the text might be about.
2. Invite a student to share the meaning of predator. Introduce the term prey by displaying the term and definition. Engage students in Vocabulary Exploration.
Language Support
To reinforce the meanings of predator and prey, ask these questions:
• How are the terms predator and prey related?
• What animal is a predator of giant squid?
• What kinds of animals might be prey for giant squid?
3. Instruct students to follow along as you read aloud pages 34−38, starting with “A fellow scientist.”
Definition prey (n.): an animal that is hunted or killed by another for food
4. Instruct students to discuss this question with a partner: What did you learn about Roper’s research into giant squid?
Encourage students to use the term prey in their responses. Listen for students to discuss key ideas.
Key Ideas
• He visited underwater canyons where giant squid prey live.
• He used different submarines to explore the canyons and look for giant squid.
• He put lights on his submarine, Deep Rover, to try to attract giant squid.
• He learned more about the giant squid’s prey, its predators, and its ecosystem.
• He shared his findings with others who studied giant squid.
5. Introduce the vocabulary term ecosystem by displaying the Knowledge Card, saying the term, and simultaneously clapping once for each syllable. Instruct students to say the term and clap for each syllable.
6. Direct attention to the appositive on page 36. Read aloud the portion of the page from “However, with each” to “all it contains.” Instruct students to work with a partner to infer the term’s meaning. Invite a few students to share their ideas. As students share, reinforce the correct definition.
Teacher Note
We modified the definition of ecosystem from the text’s glossary to minimize complex vocabulary.
7. Introduce the learning task. Instruct students to write the main idea of the section “Follow the Food” and at least two key details on their informational outline. Encourage students to review pages 34−38 to help them identify key details.
Language Support
Provide a word bank: ecosystem, explore, giant squid, predator, prey
Definition
ecosystem (n.): all the living and nonliving things, such as plants and water, that are in a particular environment
Analyze Student Progress
Monitor: Do students accurately identify the main idea of the section “Follow the Food” and two key details?
Offer Immediate Support: If students need additional support identifying the main idea and key details, ask these questions: In this section of the text, what did Roper do to learn more about the giant squid? What details help you understand what he did?
Plan Future Practice: Students practice identifying main ideas and key details in lesson 31.
8. Invite a few students to share the main idea and key details. Reinforce key details directly related to the main idea.
Key Ideas
• main idea: Roper used submarines to explore where giant squid prey live.
• key detail: went to canyons where orange roughy and hoki fish live
• key detail: explored with mini-sub (AUV) and Deep Rover submarine
• key detail: learned more about their predators, prey, and ecosystem
9. Direct attention to the heading “Taking the Bait”on page 39. Instruct students to read pages 39−43 with a partner. Instruct them to discuss this question with a partner:
How did Kubodera continue Roper’s research on giant squid?
10. Listen for students to discuss key ideas in their discussions.
Key Ideas
• went to the area off the coast of Japan where sperm whales live
• attached a camera to a long fishing line with bait
• eventually captured photographs of a giant squid caught on the line
• later recorded a video and caught a live giant squid
Write | Collect Evidence for a Proof Paragraph | 19 minutes
1. Display Module Task 1. Choral Read the prompt and introductory paragraph. Ask this question:
Which paragraph will you write to complete an essay about how Amos explores the sea in Amos and Boris?
Reinforce the correct response: proof paragraph 1.
2. Tell students that they will focus on collecting evidence for proof paragraph 1. Explain that by collecting textual evidence to build knowledge and support a thesis, students are doing research. Remind them that research means “to collect more information about a subject.” Display the class Evidence Organizer for Module Task 1, and direct students to the page, located in the Learn book. Explain that an evidence organizer is a tool to help writers organize information and plan their writing.
Teacher Note
Research skills, such as collecting and organizing textual evidence, drawing evidence from multiple texts, and synthesizing findings, are taught in all modules of all levels in Arts & Letters because students are always building knowledge from texts. In module 4, students integrate additional skills, such as gathering information from print and digital sources and sorting evidence into provided categories, and apply them to a formal research project.
3. Direct attention to the Module Task 1 prompt. Tell students that the prompt is also on the evidence organizer.
4. Direct attention to the section of the class organizer titled Source, and explain that a source is a place that evidence comes from. Ask this question:
What source will you use to find evidence for your paragraph?
Reinforce the correct response: Amos and Boris by William Steig. Explain that citing or naming a source when collecting evidence ensures that the creators receive credit and readers can locate the source when needed.
5. Choral Read the first sentence of the directions on the organizer. Direct attention to the section of the organizer titled Thesis. Instruct students to reread the thesis and annotate point 1. Add “travels in a boat” for point 1 in the first column on the class organizer, and instruct students to add it to their organizer.
6. Direct attention to pages 4–6 of Amos and Boris. Tell students to use a nonverbal signal (e.g., a thumbs-up) when they hear evidence that Amos traveled by boat. Read aloud pages 4–6, starting with “He thought a.”
7. Instruct students to examine the illustrations closely for evidence that Amos traveled by boat. Ask this question:
What evidence from the text tells the reader that Amos traveled by boat?
8. Add this evidence to the class organizer: Amos builds a boat and sails it out to sea. Instruct students to add this evidence to their organizer.
9. Instruct students to review pages 7–9 with a partner and discuss this question:
What evidence on pages 7–9 tells the reader that Amos traveled by boat?
10. Introduce the learning task. Instruct students to work with a partner to add to their evidence organizers at least one piece of evidence from pages 7−9 that confirms Amos explored the sea by boat. Tell students that they should write each piece of evidence in a new row on their organizer.
Analyze Student Progress
Monitor: Do students note specific evidence from pages 7−9 showing Amos traveling and exploring the sea on a boat?
Offer Immediate Support: If students need additional support identifying evidence, direct attention to page 7 and ask this question: What do we learn on this page about how Amos travels and explores the sea by boat?
Plan Future Practice: Students practice using an evidence organizer to collect evidence for Module Task 2 in lessons 25−27.
11. Ask this question:
Did your evidence come from words, illustrations, or a combination of words and illustrations?
Use responses to emphasize that evidence often comes from a combination of words and illustrations in a text, and it is important to examine both closely when collecting evidence.
12. Facilitate a brief discussion of this question:
When collecting evidence, why is it important to name the source?
Reinforce the correct response: It is important to name a source to remember where the evidence came from and to give proper credit to the author of the source.
13. If time allows, instruct students to join another pair to share the evidence they added to their organizers. Invite a few students to share their evidence.
Key Ideas
• Amos builds a boat and sails it out to sea.
• His boat moves up and down on waves.
• His boat sails through a phosphorescent sea.
14. Tell students that they will learn more about the research process as they build and share their knowledge throughout the year.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Add a few student-generated knowledge statements to the charts.
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about the terms research and ecosystem?
• What did you learn from Giant Squid?
• What did you learn to do?
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.3 Comprehension and Evidence: MM.1.3.A, MM.1.3.B, MM.1.3.C, MM.1.3.D
MM.12.3 Complexity, Diversity, and Genre: MM.12.3.A, MM.12.3.A.a, MM.12.3.B, MM.12.3.B.b
CP Compose and Present Content
CP.1.3 Genre: CP.1.3.B, CP.1.3.H
CP.2.3 Planning: CP.2.3.D
CP.3.3 Content: CP.3.3.A, CP.3.3.A.b, CP.3.3.A.d
CP.4.3 Structure
CP.5.3 Language: CP.5.3.B
BU Build Understanding
BU.1.3 Inquiry and Credibility: BU.1.3.A, BU.1.3.C
BU.2.3 Discovery and Evidence: BU.2.3.A, BU.2.3.B, BU.2.3.C
BU.3.3 Conversation and Collaboration: BU.3.3.A, BU.3.3.B
BU.4.3 Expression
DF Develop Foundations
DF.3.3 Phonics and Spelling: DF.3.3.A, DF.3.3.A.b, DF.3.3.B, DF.3.3.B.a, DF.3.3.B.b
DF.4.3 High-Frequency and Irregularly Spelled Words: DF.4.3.A
DM Develop Metacognition
DM.1.3 Content Stages: DM.1.3.B
DM.2.3 Comprehension Monitoring
DM.3.3 Schema Building
Lesson 15
Essential Question | How do people explore the sea?
Content Framing Question | Reveal: What does a deeper look at text features reveal?
OVERVIEW
Preview
In this Reveal lesson, students synthesize the information gained from text features in Giant Squid to explain the source of circular scars around a dead sperm whale’s mouth. Students integrate information from the words and text features to explain the source of circular scars around a dead sperm whale’s mouth. During writing instruction, students elaborate on the evidence they collected from Amos and Boris in preparation for responding to Module Task 1.
A Prologue to lesson 15 is available for students who need additional support.
Learning Goals
Connect words and text features in Giant Squid.
LEARNING TASK: Explain what caused the round scars around the sperm whale’s mouth.
For Module Task 1, elaborate to develop evidence for point 1.
LEARNING TASK: For Module Task 1, write elaboration to develop evidence for point 1.
Vocabulary
tentacle (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Examine Text Features
• Respond: Synthesize Information from Text Features
• Write: Develop Elaboration for a Proof Paragraph
LAND
Reflect on Learning
Materials
TEACHER
• Giant Squid
• Amos and Boris
• Knowledge Cards: scientist, research
• Syllable Types (Reference Charts appendix)
STUDENTS
• Giant Squid
• Amos and Boris
• journal
• Evidence Organizer for Module Task 1 (Learn book, Writing)
Preparation
• Determine how to display side by side Syllable Types and the term tentacle with syllable division. See the Read section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 4 of Fluency Practice for Giant Squid (Learn book, Fluency) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Giant Squid.
2. Display and Choral Read the Content Framing Question: What does a deeper look at text features reveal?
3. Tell students that they will examine some of the text features in Giant Squid to better understand how and what scientists learned about this mysterious sea creature.
LEARN
53 minutes
Read | Examine Text Features | 20 minutes
1. Direct attention to Giant Squid, and ask these questions: What types of text features have you noticed in Giant Squid? How do these different text features help you understand the text?
2. Use responses to reinforce key text features in Giant Squid (e.g., headings, photographs, captions, illustrations, diagrams, table of contents, glossary, index) and how different features support understanding of the text.
3. Direct attention to pages 18−19. Invite a few students to share what is happening in the text and the photographs. Reinforce the correct response: Clyde Roper and his colleagues are examining a dead sperm whale for clues about the giant squid.
4. Display the Knowledge Cards for scientist and research, and direct attention to the images to spark students’ memory. Remind students of each term’s meaning.
5. Engage students in Repeated Reading of the portion of page 19 from “Hours later the” to “during its lifetime.” Tell them to listen for what the scientists learned from the dead sperm whale.
6. Ask this question:
What did the scientists learn from the circular scars around the sperm whale’s mouth?
Language Support
Explain that the word circular means “round,” or “shaped like a circle.”
Reinforce the correct response: During its life, the whale had battled, or fought, a giant squid.
7. Annotate this sentence on page 19: “However, they did ... during its lifetime.” Emphasize that the author says that the round scars were proof of a battle with a giant squid—but how?
8. Explain that in order to understand the connection between the whale’s round scars and its battle with a giant squid, students will take a closer look at text features on previous pages.
9. Direct attention to the diagram on page 13, and instruct students to look closely. Ask this question:
What does this diagram show?
Reinforce the correct response: a giant squid and its different body parts.
10. Display side by side Syllable Types and the term tentacle with its syllable division: tent-a-cle. Direct attention to the first syllable and instruct students to name the syllable type.
Reinforce the correct response: closed.
11. Direct attention to the second syllable. Remind students that vowels in the middle of multisyllabic words often make the schwa sound. Tell them to try both the long vowel sound and the schwa vowel sound as they work to decode this word with their partner.
12. Direct attention to the third syllable and instruct students to name the syllable type.
Reinforce the correct response: consonant-le. Instruct students to decode this multisyllabic word with a partner. Display the term and definition. Say the term. Invite a student to read aloud the definition.
13. Direct attention to the arms and tentacles in the diagram. Instruct students to discuss this question with a partner:
What do we learn from the diagram?
14. Invite a few students to share their responses.
Key Ideas
• Giant squid have eight arms and two tentacles.
• The arms have round suction cups on them.
• The tentacles each have a club on the end with round suction cups on it.
15. Direct attention to page 8. Instruct students to look closely at the illustration and share with a partner what is happening.
16. Instruct students to follow along as you read aloud the portion of page 8 from “Observant whaling captains” to “attacker and escape.”
Language Support
Based on your students’ needs, pause to define select words with a synonym (e.g., plentiful, source, suction).
Definition
tentacle (n.): one of the long, flexible arms of an animal, used for grabbing things and moving
17. Ask this question:
What do we learn from the text and illustration on page 8 about how giant squid battle sperm whales?
Key Ideas
• Giant squid wrap their arms and tentacles around the whale’s jaws to fight it off.
• The suckers on the squid’s arms and tentacles leave round scars around the whale’s head.
18. Direct attention to the photograph in the top right corner of page 9, and instruct students to look at it closely. Read aloud the caption, or invite a student to read it aloud. Ask this question:
What new information about the giant squid’s suckers do we learn from this photograph and caption?
Reinforce the correct response: There are small, sharp teeth around the rims of a giant squid’s suckers.
19. Instruct students to Think−Pair−Share to answer this question:
How do the photograph and caption add to our understanding of how giant squid battle sperm whales?
Key Ideas
• The teeth on a giant squid’s suckers help it hold the whale and fight it off.
• The teeth on a giant squid’s suckers dig into the whale’s skin, leaving round scars.
Respond | Synthesize Information from Text Features | 13 minutes
1. Direct attention to page 19, and remind students that in this part of the text they learn that Roper’s team discovered large round scars around the mouth of the dead sperm whale that they examined on the beach.
2. Introduce the learning task. Direct students to their journals. Instruct students to write a response to explain why there were round scars around the dead sperm whale’s mouth. Encourage students to refer to the illustration and photograph on pages 8−9.
Analyze Student Progress
Monitor: Do students explain that the whale fought a giant squid, whose sharp suckers left round scars around the whale’s mouth?
Offer Immediate Support: If students need additional support explaining the cause of the scars, direct attention to the illustration on page 8, and ask this question: How does this illustration help you understand where the whale’s scars came from?
Plan Future Practice: Students practice integrating information from the text and illustrations to demonstrate understanding in lesson 22.
3. Invite a few students to share their responses. Reinforce the correct response: The whale fought a giant squid, whose sharp suckers left round scars on the whale’s head.
4. Ask these questions:
Which text feature was most helpful in understanding the cause of the whale’s scars: the illustration on page 8, the photograph and caption on page 9, or the diagram on page 13? Why?
Reinforce that informational text features such as illustrations, photographs, and diagrams help readers understand a text more deeply by adding new information or showing information in different ways.
1. Display the Evidence Organizer for Module Task 1, and direct students to the page, located in the Learn book. Choral Read the directions. Invite students to review their own organizers.
Facilitate a brief discussion of these questions:
What did you do during the last lesson?
What will you do during this lesson?
Reinforce the correct responses:
• last lesson—Students collected evidence to support point 1 in the thesis: Amos travels in a boat.
• this lesson—Students will select a piece of evidence for their paragraph and write elaboration that tells more about the evidence.
2. Facilitate a brief discussion of these questions:
What questions can you ask yourself to help you select evidence for your paragraph?
Could someone else choose a different piece of evidence than you do?
Key Ideas
• question: What evidence shows that Amos travels and explores in his boat?
• question: What evidence supports the point?
• question: What evidence is the best?
• choosing: Yes, people could choose different evidence.
• choosing: Yes, you just have to choose evidence that Amos travels in a boat.
3. Direct students to their evidence organizers, and instruct them to work with a partner to discuss these questions:
Which piece of evidence best supports the point that Amos travels by boat to explore the sea?
Why is that evidence the best?
Language Support
Display the Talking Tool, and direct students to this sentence frame: I think because .
4. Instruct students to circle the piece of evidence they chose. Emphasize that this evidence shows one way Amos explores the sea.
5. Explain that students will revisit pages from Amos and Boris to develop their evidence through elaboration. Instruct them to review pages 7–9 with a partner and discuss this question:
What does Amos learn or see as he explores the sea by boat?
Language Support
Direct attention to the illustrations on pages 7−9 and instruct students to use the illustrations to help them describe what Amos sees and learns as he travels by boat.
6. Listen for students to discuss key ideas.
Key Ideas
• He sees big waves and whales swimming in the phosphorescent sea.
• The waves are as big as mountains.
• The ocean water glows at night.
• Whales live in a phosphorescent sea.
7. Introduce the learning task. Instruct students to review their selected evidence and add to their evidence organizer at least one detail from pages 7−9 of Amos and Boris that tells more about their piece of evidence. Tell students that they should write the elaboration in the same row as their selected evidence.
Analyze Student Progress
Monitor: Do students develop their selected evidence with elaboration from pages 7–9?
Offer Immediate Support: If students need additional support developing their evidence with elaboration, prompt them to identify a piece of evidence on their organizer and identify the page where it is found. Then ask this question: What does Amos learn, see, or experience on this page?
Plan Future Practice: Students practice elaborating on evidence for a proof paragraph for Module Task 2 in lessons 27.
8. If time allows, instruct students to join another pair to share their selected evidence and the elaboration that develops their evidence. Invite a few students to share.
9. Tell students that they will use their evidence organizer in the next lesson to rehearse and write proof paragraph 1 for Module Task 1.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Add a few student-generated knowledge statements to the charts.
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about informational text features?
• What did you learn from Giant Squid?
• What did you learn to do?
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.3 Comprehension and Evidence: MM.1.3.C, MM.1.3.D
MM.7.3 Structure: MM.7.3.D
MM.9.3 Media: MM.9.3.B
MM.12.3 Complexity, Diversity, and Genre: MM.12.3.B, MM.12.3.B.b
BU.3.3 Conversation and Collaboration: BU.3.3.A, BU.3.3.B
BU.4.3 Expression
DF Develop Foundations
DF.3.3 Phonics and Spelling: DF.3.3.A, DF.3.3.A.b, DF.3.3.B, DF.3.3.B.b
DF.4.3 High-Frequency and Irregularly Spelled Words: DF.4.3.A
DM Develop Metacognition
DM.1.3 Content Stages: DM.1.3.C
DM.3.3 Schema Building
Lesson 16
Essential Question | How do people explore the sea?
Content Framing Question | Know: How does this text build our knowledge?
OVERVIEW Preview
In this Know lesson, students synthesize their learning about Clyde Roper’s quest to find and study the giant squid. Students express their learning from Giant Squid by writing knowledge statements in which they use conjunctions to combine their ideas. During writing instruction, students use their evidence organizers to orally rehearse and draft a response to Module Task 1. This work prepares students to write a proof paragraph for an informative essay about how Amos explores the sea in Amos and Boris.
Learning Goals
Express knowledge gained from Giant Squid.
LEARNING TASK: Use coordinating conjunctions to compose at least two knowledge statements to express ideas gained from Giant Squid.
For Module Task 1, write a proof paragraph that develops point 1 of a thesis.
LEARNING TASK: For Module Task 1, write proof paragraph 1.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Listen Closely to Giant Squid
• Respond: Express Knowledge
• Write: Draft a Proof Paragraph
LAND
Synthesize Learning
Materials
TEACHER
• Giant Squid
• Amos and Boris
STUDENTS
• Giant Squid
• Amos and Boris
• Sentence Strategies for Module 1 (Learn book, Writing)
• World Knowledge Statements for Module 1 (Learn book)
• Module Task 1 (Learn book, Writing)
• Evidence Organizer for Module Task 1 (Learn book, Writing)
Preparation
• Determine how students will access Module Task 1. Students continue to work with this task in lesson 17.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• In small groups, students rehearse and perform the passage on Fluency Practice for Giant Squid (Learn book, Fluency).
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Giant Squid.
2. Display and Choral Read the Content Framing Question: How does this text build our knowledge?
3. Tell students that they will read the last section of Giant Squid and review, reflect on, and write about the knowledge they built while reading the book.
LEARN
53 minutes
Read | Listen Closely to Giant Squid | 10 minutes
1. Direct attention to both knowledge charts, and instruct students to silently read the knowledge statements.
2. Ask this question: What have we learned from Giant Squid?
Key Ideas
• Clyde Roper set out to research and find a giant squid.
• He did autopsies to learn about the giant squid’s body parts and how they grow.
• He swam with a Humboldt squid, a relative of the giant squid, to learn more about the squid’s behavior.
• He explored the giant squid’s ecosystem with a Crittercam and submarines.
• Another scientist, Tsunemi Kubodera, captured photographs, video, and eventually a live giant squid.
3. Direct attention to page 44 of Giant Squid. Instruct students to follow along as you read aloud the final section of the book and to listen for new information about the search for the giant squid. Read aloud pages 44−45, starting with the heading “The Hunt Continues.”
4. Ask this question:
What new information did you learn about the search for the giant squid in this section?
Key Ideas
• Roper retired from the Smithsonian.
• He continues to research giant squid.
• Scientists hope to someday see a live giant squid.
5. Add a few student-generated knowledge statements to the World Knowledge Chart.
6. Instruct students to independently read Roper’s questions on page 44. Instruct students to Jot−Pair−Share to ask one question they still have about giant squid or Roper’s research.
Differentiation Support
To help students generate their own questions, encourage them to build on Roper’s questions. For example, you might ask these questions: What do you wonder about giant squid babies? What other questions do you have about their arms or tentacles? Encourage students to consider aspects of giant squid that interest them (e.g., their body parts, their senses, or the most current research).
Differentiation Challenge
To encourage extended reading about giant squid, direct students to read a resource from the Explore Further section on page 47 and share interesting details with the class.
Respond | Express Knowledge | 18 minutes
1. Remind students that one way they can express their knowledge is to connect two ideas into one compound sentence by using a coordinating conjunction. Display Sentence Strategies for Module 1, and direct students to the page, located in the Learn book. Emphasize that conjunctions help writers craft more interesting sentences; each conjunction connects ideas in a different way.
2. Display these sentence frames:
• Clyde Roper wanted to find a live giant squid, and .
• Clyde Roper wanted to find a live giant squid, but .
• Clyde Roper wanted to find a live giant squid, so .
Instruct students to orally complete each sentence frame with a partner.
3. Direct attention to the first sentence frame, and ask this question:
How did the word and help you decide how to complete this sentence?
Use responses to emphasize that and is a signal to add information to the first part of the sentence. Invite a few students to share a completed sentence.
4. Direct attention to the second and third sentence frames, and ask this question:
How did the words but and so help you decide how to complete each sentence?
Use responses to emphasize that but signals a problem or opposing idea, and so signals a result or effect of the first part of the sentence. Invite a few students to share their completed sentences.
5. Direct attention to the World Knowledge Chart. Instruct students to work with a partner to practice orally creating sentences about giant squid or Roper’s research by using coordinating conjunctions to combine or expand their ideas.
6. Introduce the learning task. Direct students to World Knowledge Statements for Module 1, located in the Learn book. Instruct them to write at least two knowledge statements to express knowledge they gained from Giant Squid. Tell students to use coordinating conjunctions to connect their ideas into compound sentences.
Language Support
Encourage students to practice completing the sentences by using different coordinating conjunctions. Provide one or more sentence frames, such as the following:
• Giant squid have powerful suction cups on their arms and tentacles, [and/but/so] .
• Roper attached a Crittercam to a sperm whale, [and/but/so] .
Analyze Student Progress
Monitor: Do students’ knowledge statements correctly use a conjunction to express understanding of how Roper researched the giant squid or what he learned?
Offer Immediate Support: If students need additional support forming knowledge statements by using conjunctions, provide a frame with a specific conjunction (e.g., Clyde Roper attached a Crittercam to a sperm whale, but ), and instruct students to complete the knowledge statement.
Plan Future Practice: Students practice forming knowledge statements by using conjunctions in lesson 24.
7. Invite a few students to share their knowledge statements. Add them to the World Knowledge Chart.
Key Ideas
• Clyde Roper studied a dead sperm whale, and he found round scars left by giant squid.
• Clyde Roper attached a Crittercam to a sperm whale, but he didn’t find a giant squid.
• Clyde Roper wanted to find a giant squid, so he went to places where they feed.
Write | Draft a Proof Paragraph | 25 minutes
1. Emphasize that students have built a lot of knowledge about sea explorers by reading Giant Squid and Amos and Boris. Tell them that they will use their knowledge from Amos and Boris to write a proof paragraph for Module Task 1 about how Amos explores the sea.
2. Display Module Task 1, and direct students to the page, located in the Learn book. Instruct students to read the prompt.
Teacher Note
In this lesson, students begin Module Task 1. They may complete the assessment on paper or on the digital platform. Using the platform gives students experience engaging in the writing process digitally. Alternatively, to support peer review, students may draft using shared digital documents and then transfer their work to the digital platform before submitting their assignment.
3. Ask this question: What resources can you refer to as you draft your proof paragraph?
Key Ideas
• both writing models for module 1
• color-coded Painted Essay®
4. Explain that orally rehearsing, or saying ideas out loud for practice, is an important step for writers. Oral rehearsal can help writers think through their ideas and try different ways of saying them before writing them down. Think aloud to model how to approach an oral rehearsal of a proof paragraph.
5. Direct students to the Evidence Organizer for Module Task 1, located in the Learn book. Instruct them to orally rehearse their proof paragraph with a partner. Tell students to use their evidence organizer to help them develop their topic sentence, evidence, and elaboration.
Language Support
To leverage students’ home languages as resources to support learning, allow students to brainstorm and draft using all their linguistic knowledge.
Teacher Note
Oral rehearsal helps developing writers process their ideas and try different ways of saying those ideas before writing them. Based on your students’ needs, have students rehearse with a partner or whisper to themselves.
6. Introduce the learning task. Direct attention to Module Task 1, and instruct students to write proof paragraph 1.
Analyze Student Progress
Monitor: Do students’ proof paragraphs include a topic sentence, evidence, and elaboration to support point 1 of the thesis?
Offer Immediate Support: If students need additional support constructing a proof paragraph, remind them to use the writing section of the checklist for key paragraph components and refer to the writing model for examples.
Plan Future Practice: Students practice writing proof paragraphs for Module Task 2 in lesson 28.
Sample Think Aloud
When I prepare to orally rehearse what I will write, I think about the words I will use to begin my writing. Since I am writing a proof paragraph, I would begin by sharing my idea for a topic sentence to state the focus and point of the paragraph. Next, I would begin the evidence with “the text says” or “for example” to connect the evidence to the topic sentence. Finally, I would share the elaboration I plan to include to develop my evidence.
LAND 5 minutes
Synthesize Learning
1. Remind students of the Essential Question. Tell students that they will answer this question in different ways throughout the module. Ask the Essential Question: How do people explore the sea?
2. Use responses to reinforce these Knowledge Threads:
• The sea’s wonders and mysteries attract adventurers and scientists.
• The pursuit of knowledge drives innovation.
• The sea is home to diverse marine life.
• Scientists carry out investigations in the field or laboratory, often working collaboratively.
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What motivated Roper to research the giant squid?
• How and why did his research methods change over time?
Essential Question | How do people explore the sea?
OVERVIEW
Preview
In this lesson, students complete Reading Comprehension Assessment 1. In the first section of the assessment, students demonstrate their fluency by reading aloud an excerpt from the assessment text. In the second section, students demonstrate their knowledge by answering questions about important words and concepts in the module. In the third section, students expand their knowledge by applying comprehension skills to the assessment text. In the fourth section, students evaluate their confidence about the assessment and identify challenges posed by the assessment text. After completing the assessment, students use a checklist to revise and edit their proof paragraph for Module Task 1.
Learning Goals
Demonstrate knowledge of sea exploration and apply reading comprehension skills to a new text related to sea exploration.
For Module Task 1, strengthen proof paragraph 1 for an informative essay.
LEARNING TASK: For Module Task 1, use the checklist to revise and edit an informative essay.
Vocabulary
edit (v.)
revise (v.)
Agenda
LAUNCH
Read the Essential Question
LEARN
• Respond: Complete an Assessment
• Write: Strengthen a Proof Paragraph
LAND
Revisit the Essential Question
Materials
TEACHER
• text for Reading Comprehension Assessment 1 (Assessment Guide or digital platform)
• Assessment Guide (digital platform)
STUDENTS
• Reading Comprehension Assessment 1 (Assessment Guide or digital platform)
• Checklist for Module Task 1 (Learn book, Writing)
• Module Task 1 (Learn book, Writing)
Preparation
• Refer to the Assessment Guide for information on how to administer Reading Comprehension Assessment 1.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
LAUNCH 2 minutes
Read the Essential Question
1. Display and Choral Read the Essential Question: How do people explore the sea?
2. Tell students that in this lesson they will show and grow what they know about sea exploration by completing an assessment. Reinforce that the text that they read 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 includes four sections. In the first section, students demonstrate fluency by reading aloud a new text related to sea exploration. In the second section, they answer questions related to important words and ideas in the module. In the third section, they closely reread the new text and answer questions about the text. In the fourth section, they evaluate their answers and identify challenges.
2. Administer the assessment according to the instructions in the Assessment Guide.
Teacher Notes
Students may complete Reading Comprehension Assessment 1 on paper or on the digital platform. Using the platform gives students experience with technology-enhanced assessments.
As needed, adjust instruction in the next section to allow students time to complete the assessment.
Analyze Student Progress
Refer to the Assessment Guide for next steps following Reading Comprehension Assessment 1. Use this information to plan responsive teaching for lesson 18.
Write | Strengthen a Proof Paragraph | 15 minutes
1. Remind students that in the previous lesson they drafted proof paragraph 1 about how Amos explores the sea in response to Module Task 1. Explain that they will revisit their paragraph to check and improve their writing.
2. Display the Checklist for Module Task 1. Remind students that a writing checklist helps writers know exactly what their writing should include and what they might need to improve. Explain that they will use the checklist to review their proof paragraph and help them revise and edit it.
Differentiation Support
In this lesson, students review each section of the checklist and then use the checklist to independently check and improve their Module Task 1 response. Based on your students’ needs, and as time allows, consider pausing after reading the knowledge criteria and instructing students to check their response for those criteria and improve their writing accordingly. Repeat with the writing and language criteria.
3. Facilitate a brief discussion of the following question:
What’s the difference between revising and editing?
Use responses to reinforce the correct definitions of revise and edit.
4. Direct students to the Checklist for Module Task 1, located in the Learn book. Ask this question:
Which section of the checklist tells what important ideas your writing should include?
Reinforce the correct response: the Knowledge section. Read aloud the knowledge criteria. Remind students to check that their writing includes these important ideas, or knowledge.
Definitions revise (v.): to make changes to improve the ideas and structure of a piece of writing edit (v.): to make changes to correct mistakes in the words and sentences of a piece of writing
5. Ask this question:
Which section of the checklist reminds us how we should structure, or organize, our ideas?
Reinforce the correct response: the Writing section. Choral Read the writing criteria. Remind students to check their proof paragraph to make sure it meets these criteria.
6. Direct attention to the Language section of the checklist. Tell students that the Language section can help them edit their words and sentences. Direct attention to the first criterion under Language: writes in simple sentences. Ask this question:
What does a simple sentence include?
Reinforce the correct response: A simple sentence includes a subject and a verb and expresses a complete thought. Encourage students to read their proof paragraph in a whisper to ensure that each sentence contains a subject and a verb and expresses a complete thought.
7. Direct attention to the second criterion in the Language section: uses taught spelling strategies. Remind students to check their spelling using strategies they have learned.
8. Introduce the learning task. Direct students to Module Task 1, located in the Learn book. Instruct them to reread their proof paragraph 1 and use the Checklist for Module Task 1 to check their work and to guide any revisions and edits.
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.
LAND 3 minutes
Revisit the Essential Question
1. Instruct students to share with a partner one thing they learned about sea exploration from the text for Reading Comprehension Assessment 1.
2. Tell students that they will continue to build knowledge about sea exploration as they read additional module texts.
DF.3.3 Phonics and Spelling: DF.3.3.A, DF.3.3.A.b, DF.3.3.B, DF.3.3.B.a
DF.13.3 Sentence Construction: DF.13.3.A
DM Develop Metacognition
DM.3.3 Schema Building
Lesson 18
Essential Question | How do people explore the sea?
OVERVIEW
Preview
In this Responsive Teaching lesson, students follow along and listen closely to another reading of the text for Reading 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 engage in work with module terms and morphemes. Reviewing the assessment, module terms, and morphemes solidifies students’ understanding of sea exploration and prepares them to continue building their knowledge.
Learning Goal
Analyze relevant questions on Reading Comprehension Assessment 1.
LEARNING TASK: Explain how to identify correct answers for relevant questions on Reading Comprehension Assessment 1.
Vocabulary
selected module 1 terms
Agenda
LAUNCH
Read the Essential Question
LEARN
• Read: Listen Closely to the Assessment Text
• Respond: Revisit the Assessment
• Engage: Build Vocabulary
LAND
Reflect on the Assessment
Materials
TEACHER
• text for Reading Comprehension Assessment 1 (Assessment Guide or digital platform)
• Reading Comprehension Assessment 1 (Assessment Guide or digital platform)
• Glossary for Module 1 (Learn book)
• Word Parts Web for mar, mer (Learn book)
Preparation
• Use the student performance data from Reading Comprehension Assessment 1 to determine which questions to review in this lesson. Refer to the Assessment Guide for additional information.
• Use the student performance data from the second section of Reading Comprehension Assessment 1 to identify module terms to highlight for review. Then review the options in the Engage section. Depending on the option you choose, gather the necessary Knowledge Cards and materials.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Essential Question
1. Display and Choral Read the Essential Question: How do people explore the sea?
2. Tell students that they will again listen and follow along with the text for Reading Comprehension Assessment 1 and discuss some of the questions. Emphasize that revisiting the text and assessment helps students deepen their knowledge, respond to the Essential Question, and strengthen their reading comprehension skills.
LEARN
55 minutes
Read | Listen Closely to the Assessment Text | 10 minutes
1. Read aloud the text for Reading Comprehension Assessment 1, modeling fluent reading.
Respond | Revisit the Assessment | 25 minutes
1. Introduce the learning task. Display selected questions from Reading Comprehension Assessment 1. 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 Reading Comprehension Assessment 1. Analyze Student Progress
Monitor: Do students explain how to identify the correct answer for items reviewed on Reading 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 | Build Vocabulary | 20 minutes
1. Explain that knowing the definition of a root can help readers understand the meaning of new terms. Direct students to the term marsh in the Glossary for Module 1, located in the Learn book. Invite a few students to identify the root and share the root’s definition. Reinforce the correct response: mar means “sea.”
2. Direct students to the Word Parts Web for mar, mer, located in the Learn book. Explain that the closely related root mer also means “sea.” Instruct students to work with a partner to brainstorm words that contain the root mar or mer and then add those words to their webs. Tell students to use glossaries and dictionaries as needed.
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.
3. Invite a few students to share their words. Students may generate words such as these: marina, marine, marlin, marsh, mermaid, submarine. Correct any misunderstandings or misapplied affixes.
4. Choose a word students shared, and ask this question: How does the root relate to the meaning of the word?
5. Tell students that there are other ways to build their knowledge of vocabulary. Use Knowledge Cards to review terms and definitions introduced in previous lessons. Select terms for students to use in one of the following vocabulary activities.
• Share What You Know: Choose one Knowledge Card and read aloud the term and definition. Direct students to the World Knowledge Statements for Module 1, located in the Learn book. Instruct students to write a knowledge statement containing the term and then share it with a partner. Invite pairs to share with the class. Repeat the activity by choosing another card.
• Link-Up: Assign two Knowledge Cards to each student. Invite students to find a partner. Instruct pairs to create complete sentences using two of the assigned terms. Invite pairs to share their sentences with the class. Instruct students to find another partner and repeat the activity.
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 they will continue to build their knowledge about sea exploration as they read more module texts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.3 Comprehension and Evidence: MM.1.3.C, MM.1.3.D
MM.5.3 Vocabulary: MM.5.3.A, MM.5.3.A.e, MM.5.3.C
MM.12.3 Complexity, Diversity, and Genre: MM.12.3.B, MM.12.3.B.a
BU Build Understanding
BU.2.3 Discovery and Evidence
BU.4.3 Expression
DM Develop Metacognition
DM.4.3 Reflection and Evaluation
Lesson 19
Essential Question | How do people explore the sea?
Content Framing Question | Reveal: What does a deeper look at the artist’s technique reveal?
OVERVIEW
Preview
In this Reveal lesson, students explore a new work of art, Mountains and Sea by Helen Frankenthaler. After sharing what they notice and wonder, students consider lines, colors, and shapes as they describe what is happening in Frankenthaler’s abstract oil painting. They learn about the artist’s technique and apply that knowledge to explain how she created the composition.
Learning Goals
Describe Mountains and Sea.
LEARNING TASK: Describe how the lines, colors, and shapes are organized in Mountains and Sea.
Examine the artist’s technique in Mountains and Sea.
LEARNING TASK: Explain Helen Frankenthaler’s staining technique in Mountains and Sea.
• Observe: Notice and Wonder About Mountains and Sea
• Observe: Describe Mountains and Sea
• Observe: Examine the Artist’s Technique
LAND
Reflect on Learning
Materials
TEACHER
• Mountains and Sea (digital platform)
• class Notice and Wonder Chart for Work of Art 3 (Learn book)
• Knowledge Card: invention
STUDENTS
• Notice and Wonder Chart for Work of Art 3 (Learn book)
• journal
Preparation
• none Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Mountains and Sea.
2. Display and Choral Read the Content Framing Question: What does a deeper look at the artist’s technique reveal?
3. Tell students that they will share what they notice and wonder about a new work of art, describe what is happening, and examine how the artist created it.
LEARN
53 minutes
Observe | Notice and Wonder About Mountains and Sea | 15 minutes
1. Display Mountains and Sea without telling students the title or artist’s name. Instruct students to look closely at the painting for at least one minute, silently holding their observations and comments. Direct attention to different parts of the painting, including the top, bottom, middle, and corners.
Teacher Notes
American artist Helen Frankenthaler created the massive abstract oil painting Mountains and Sea in 1952. The piece marked a change in Frankenthaler’s approach to oil painting. Instead of priming her canvas with gesso to seal the porous surface, Frankenthaler invented a new technique: She applied thinned oil paint directly to the canvas, choosing where to place the stains and carefully guiding them as they spread. Working from all sides of the large canvas, Frankenthaler embraced the organic nature of the paints’ translucent layering shapes and colors. The painting is considered the breakthrough work of her career.
To promote looking closely at the work of art, do not provide background information about it at this point. Rather, encourage students to share and expand on what they initially notice and wonder. Students revisit this work of art during the next few lessons and learn more about its history.
2. Display the class Notice and Wonder Chart for Work of Art 3. Instruct students to discuss these questions with a partner:
What do you notice in this work of art?
What do you wonder?
Remind students to focus on what they see in the work of art rather than on what they imagine or interpret.
3. Direct students to the Notice and Wonder Chart for Work of Art 3, located in the Learn book. Instruct them to write what they notice about the work of art and related questions on their chart. Invite a few students to share what they notice and wonder. Add a few responses to the class Notice and Wonder Chart.
Observe | Describe Mountains and Sea | 18 minutes
1. Ask this question:
How can viewers explain what is happening in a work of art?
Key Ideas
• by describing the story it is showing
• by describing lines, colors, and shapes
2. Introduce the vocabulary term abstract by displaying the term and definition. Engage students in Vocabulary Exploration.
Definition
abstract (adj.): using elements of art such as line, color, and shape without trying to show what the world looks like
3. Direct attention to Mountains and Sea, and ask this question:
How do you know that this work of art is abstract?
Key Ideas
• It does not show real people, places, or objects.
• It does not include images viewers recognize from the real world.
4. Explain that with an abstract work of art, viewers focus on the elements of art that they can see and describe—such as line, color, and shape—and how those elements are organized. This is different from other works of art that tell a story, such as The Great Wave and The Boating Party.
Language Support
When discussing works of art, try to use well-known art terms—such as line, color, and shape—and encourage students to use these terms too. Instead of pausing discussion to correct students’ usage, model how to speak by using appropriate art terms when you ask questions and reinforce responses.
5. Ask this question:
What colors did the artist choose to use, and where do you see them?
Differentiation Support
Direct attention to specific sections of the painting (e.g., top, middle, bottom, right and left sides) and ask what colors students see in each section.
6. Instruct students to discuss this question with a partner:
What kinds of shapes do you see, and where do you see them?
Invite a few students to share their responses.
7. Instruct students to discuss this question with a partner:
What kinds of lines do you see, and where do you see them?
Invite a few students to share their responses.
8. Introduce the learning task. Direct students to their journals. Tell them to choose a section in the work of art: top, middle, bottom, right side, or left side. Instruct them to write a short response to describe how the lines, colors, and shapes are organized in their chosen section. Encourage students to describe the work of art as if they were speaking to someone who is not in the room.
Analyze Student Progress
Monitor: Do students base their descriptions on details in the painting?
Offer Immediate Support: If students need additional support describing what is happening in the painting, direct attention to the top right of the work of art and ask this question: What shapes and colors do you see?
Plan Future Practice: Students practice describing what is happening in a work of art in module 2 lesson 3.
9. Invite a few students to share their written descriptions.
10. Tell students that this work of art is a large oil painting. Explain that it is 87 inches from top to bottom and 117 inches from side to side, or about 7 feet tall by 10 feet wide—almost as big as a classroom wall. The artist, Helen Frankenthaler, created this abstract painting in 1952.
Observe | Examine the Artist’s Technique | 20 minutes
1. Introduce the vocabulary term technique by displaying the term and definition. Engage students in Vocabulary Exploration.
2. Remind students that in a previous lesson they learned how Katsushika Hokusai made his woodblock print The Great Wave. Tell students that they will now examine an artistic technique invented by Frankenthaler.
Definition
technique (n.): the way in which materials or skills are used
3. Introduce the vocabulary term invention by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
4. Display this quotation from Frankenthaler: “There are no rules. That is how art is born, how breakthroughs happen. Go against the rules or ignore the rules. That is what invention is about.”
Language Support
Explain that a breakthrough is a sudden discovery or development.
5. Instruct students to Think–Pair–Share to discuss this question:
What is Frankenthaler saying?
Key Ideas
• There are no rules in art.
• Invention is about breaking or ignoring rules.
Definitions invention (n.):
1. a useful new device or process
2. the act of creating something new
6. Direct attention to Mountains and Sea. Explain that many artists paint on canvas. A canvas is a sturdy fabric that is stretched tightly over a wooden frame. Tell students that before creating oil paintings, most artists prepare their canvas by covering it with thick white paint called gesso. Gesso keeps the paint from spreading out where the artist does not want it to go. Artists have used this process for hundreds of years.
7. Explain that Frankenthaler decided to try using oil paint on canvas in a different way. She did not cover her canvas with gesso. Instead, she applied the oil paint directly to the canvas. Without gesso, the oil did not sit on top of the surface. It sank into the canvas, creating stains that Frankenthaler thoughtfully placed and guided as they spread.
8. Instruct students to look closely at the painting for at least 30 seconds.
Teacher Note
During this viewing, consider zooming in over sections of the painting.
9. Instruct students to discuss these questions with a partner:
Where do you see areas of paint that look like stains?
What makes those areas look like stains?
10. Tell students that Frankenthaler couldn’t plan how the paint spread, but she could make other choices. Introduce the vocabulary term composition by displaying the term and definition. Engage students in Vocabulary Exploration. Instruct students to Think–Pair–Share to discuss this question:
What choices did Frankenthaler make as she created the composition?
Key Ideas
• which colors to use
• where to drop the paint on the canvas
• where to add lines
11. Introduce the learning task. Direct students to their journals. Instruct them to write a paragraph to explain Frankenthaler’s staining technique.
Analyze Student Progress
Monitor: Do students provide specific details about Frankenthaler’s staining technique?
Offer Immediate Support: If students need additional support understanding the artist’s staining technique, direct attention to the painting, and ask these questions: What happened to the paint as it soaked into the canvas? What makes you think that?
Plan Future Practice: Students practice analyzing elements of art in module 2 lesson 4.
Definition composition (n.): in a work of art, how an artist organizes all the elements of art
12. Invite a few students to share their responses.
Key Ideas
• omitted gesso
• let paint soak into the canvas
• chose where to pour color
Emphasize that artists try different techniques to create art. During the next lesson, students will consider what this can teach them about life.
LAND
5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion of the following question to help students articulate the knowledge they built during the lesson:
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 this work of art?
• What did you learn about Frankenthaler’s staining technique?
• What did you learn to do?
2. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.12.3 Complexity, Diversity, and Genre: MM.12.3.C, MM.12.3.C.b
BU Build Understanding
BU.2.3 Discovery and Evidence
BU.3.3 Conversation and Collaboration: BU.3.3.B
BU.4.3 Expression
DF Develop Foundations
DF.3.3 Phonics and Spelling: DF.3.3.A, DF.3.3.A.b, DF.3.3.B, DF.3.3.B.a, DF.3.3.B.b
DF.4.3 High-Frequency and Irregularly Spelled Words: DF.4.3.A
DM Develop Metacognition
DM.1.3 Content Stages: DM.1.3.C
DM.3.3 Schema Building
Lesson 20
Essential Question | How do people explore the sea?
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 Solving the Puzzle Under the Sea and share what they notice and wonder. During visual art instruction, students prepare for a discussion by reflecting on the process Helen Frankenthaler used to create Mountains and Sea. During the discussion, students share textual evidence to support their ideas about the painting’s title and what they can learn from Frankenthaler’s experimentation.
Learning Goals
Notice and wonder about Solving the Puzzle Under the Sea.
LEARNING TASK: Write at least three things you notice about Solving the Puzzle Under the Sea and three related questions.
Determine a central idea in Mountains and Sea.
LEARNING TASK: During a class discussion, share a central idea or life lesson gained from Mountains and Sea.
Vocabulary experiment (n.) experiment (v.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Listen Closely to Solving the Puzzle Under the Sea
• Respond: Notice and Wonder About Solving the Puzzle Under the Sea
• Observe: Discuss a Central Idea in Mountains and Sea
LAND
Reflect on Learning
Materials
TEACHER
• Solving the Puzzle Under the Sea
• Mountains and Sea (digital platform)
• class Notice and Wonder Chart for Solving the Puzzle Under the Sea (Learn book)
STUDENTS
• Solving the Puzzle Under the Sea
• Notice and Wonder Chart for Solving the Puzzle Under the Sea (Learn book)
Preparation
• Solving the Puzzle Under the Sea 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.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 1 of Fluency Practice for Solving the Puzzle Under the Sea (Learn book, Fluency) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Solving the Puzzle Under the Sea.
2. Display and Choral Read the Content Framing Question: What do I notice and wonder about this text?
3. Introduce Solving the Puzzle Under the Sea by reading aloud the title, author, and illustrator. Tell students that in this lesson they will notice and wonder about the text and illustrations.
LEARN
53 minutes
Read | Listen Closely to Solving the Puzzle Under the Sea | 13 minutes
1. Ask this question:
Why is it important to notice and wonder when encountering a new text?
Key Ideas
• helps us read closely with attention to detail
• helps us monitor our understanding
• builds curiosity and interest in the text
2. Instruct students to examine the front and back covers of Solving the Puzzle Under the Sea. Invite them to read the subtitle and look closely at the illustrations.
3. Display the class Notice and Wonder Chart for Solving the Puzzle Under the Sea. Facilitate a brief discussion of this question: What do you notice and wonder about the front and back covers of the book?
4. Add a few things students notice and related questions to the class Notice and Wonder Chart.
5. Instruct students to follow along as you read aloud Solving the Puzzle Under the Sea.
Language Support
Based on your students’ needs, pause to define select words with a synonym (e.g., capable, clerk, superstitions). Use subsequent readings to reinforce synonyms for the words you selected.
Respond | Notice and Wonder About Solving the Puzzle
Under the Sea | 15 minutes
1. Instruct students to work with a partner to review the text, annotate unknown words, and discuss what they notice and wonder. Encourage them to look closely at both the text and illustrations.
2. Introduce the learning task. Direct students to the Notice and Wonder Chart for Solving the Puzzle Under the Sea, located in the Learn book. Instruct them to write at least three things they notice about Solving the Puzzle Under the Sea and at least three related questions.
Analyze Student Progress
Monitor: Do students write at least three things they notice about the text and three related questions?
Offer Immediate Support: If students need additional support noticing and asking related questions, direct attention to the illustration on pages 18–19 and ask this question: What question do you have about this illustration?
Plan Future Practice: Students notice and wonder about The Fantastic Undersea Life of Jacques Cousteau in lesson 25.
3. Invite a few students to share what they noticed and related questions. Add their responses to the class chart.
4. Instruct students to discuss this question with a partner:
Which question are you most interested in answering as we study Solving the Puzzle Under the Sea?
Observe | Discuss a Central Idea in Mountains and Sea | 25 minutes
1. Remind students that art does not always have a clear central idea; however, viewers can consider the artist’s choices and reach their own conclusions about what a central idea might be.
2. Display and Choral Read today’s discussion question: What lessons can we learn from the artist’s experiment? Tell students that they will look closely at the work of art to help them prepare to discuss this question and determine a central idea. Display Mountains and Sea without yet revealing the title.
Teacher Note
Students learn the title of the painting later in this lesson.
3. Introduce the vocabulary term experiment by displaying the term and both definitions. Engage students in Vocabulary Exploration. Instruct students to Think–Pair–Share to answer this question:
How did Helen Frankenthaler experiment in her art?
Differentiation Support
To support students’ understanding of Frankenthaler’s experimentation, ask these questions:
• What did she do that was new or different?
• What choices did she make while she was painting?
Key Ideas
• new: She did not put gesso on the canvas before painting.
• choice made: chose where to place the paint, and let the stains grow and take shape on the unprimed canvas.
• choice made: Instead of sketching out a composition, she chose where to place each new color as she went.
Definitions experiment:
1. (n.) a test used to see how something works or to learn something new
2. (v.) to try a new way of doing or thinking about something
4. Display the speaking and listening goal for today’s discussion: Support what you say with relevant textual evidence. Remind students that they previously practiced this goal in the Distill discussion for Amos and Boris.
Teacher Note
During the discussion, use the Module 1 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward this goal.
5. Display and Choral Read today’s discussion question: What lessons can we learn from the artist’s experiment?
6. Tell students to look closely at the work of art to help them prepare for the discussion and determine a central idea.
7. Facilitate a discussion of the following question, encouraging students to support their responses with textual evidence. Instruct them to use a nonverbal signal (e.g., a thumbs-up) when they hear evidence that supports an idea.
What lessons can we learn from the artist’s experiment?
8. Explain that Frankenthaler named the work of art after she finished painting it. Tell students that she looked at the painting and created a name based on what she saw. Direct attention to Mountains and Sea with the title concealed. Facilitate a brief discussion of these questions:
What would you name this painting? Why?
9. Tell students that the title of this oil painting by Frankenthaler is Mountains and Sea. Facilitate a brief discussion of this question:
Why do you think she titled her painting Mountains and Sea?
Differentiation Support
To help students understand why this specific title was generated by the artist, ask this question: What do you see in the work of art that helps you understand why the artist named it Mountains and Sea?
10. Remind students that this is an abstract painting, meaning it does not try to show what the world looks like. Emphasize that not all viewers will see mountains or the sea when looking at this painting.
11. Introduce the learning task. Explain that students will continue the discussion to share ideas about what they can learn about life from Frankenthaler’s experiment with art. Ask this question:
What lessons can we learn from the artist’s experiment?
Remind students to support their ideas with evidence from Mountains and Sea.
Analyze Student Progress
Monitor: Do students share a central idea or life lesson gained from Frankenthaler’s process?
Offer Immediate Support: If students need additional support identifying a central idea, direct attention back to the painting and ask these questions: How did Frankenthaler break the rules? What does that tell you about life?
Plan Future Practice: Students practice analyzing the significance of a work of art in module 2.
12. Reinforce key ideas.
Key Ideas
• We should not be afraid to experiment, because Frankenthaler created a beautiful painting when she decided to work with oil paint in a new way.
• It is okay to make up your own rules when creating something new.
• Artists can invent new techniques using familiar tools and materials in different ways.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Add a few student-generated knowledge statements to the charts.
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn from Solving the Puzzle Under the Sea?
• What did you learn from Mountains and Sea?
• What did you learn to do?
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.12.3 Complexity, Diversity, and Genre: MM.12.3.B,
BU Build Understanding BU.2.3 Discovery and Evidence: BU.2.3.A,
BU.3.3 Conversation and Collaboration:
BU.4.3 Expression
DF Develop Foundations
DF.3.3 Phonics and Spelling:
DF.4.3 High-Frequency and Irregularly Spelled Words: DF.4.3.A
DM Develop Metacognition
DM.1.3 Content Stages: DM.1.3.A
DM.3.3 Schema Building
Lesson 21
Essential Question | How do people explore the sea?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW Preview
In this Organize lesson, students revisit Solving the Puzzle Under the Sea to identify key events in Marie Tharp’s life and career. Students create a timeline of events that culminates with her groundbreaking achievement of mapping the seafloor. During writing instruction, students discuss the function of nouns, verbs, and pronouns. Students articulate their understanding of these parts of speech, providing examples from the Writing Model for Module 1.
A Prologue to lesson 21 is available for students who need additional support.
Learning Goals
Organize the events in Marie Tharp’s life that led to a scientific discovery in Solving the Puzzle Under the Sea.
LEARNING TASK: Add three events and related details to the Timeline for Solving the Puzzle Under the Sea that led to Marie Tharp mapping the seafloor.
Explain the function of nouns, verbs, and pronouns in particular sentences.
LEARNING TASK: Write to explain the function of a noun, verb, and pronoun in a sentence from the writing model.
• Read: Organize Events and Details in a Biography
• Respond: Add Events and Details to a Timeline
• Write: Explain the Function of Nouns, Verbs, and Pronouns
LAND
Reflect on Learning
Materials
TEACHER
• Solving the Puzzle Under the Sea
• class Timeline for Solving the Puzzle Under the Sea (Learn book)
• Knowledge Card: discovery
• class annotated, non-color-coded Writing Model(s) for Module 1 (Learn book, Writing)
STUDENTS
• Solving the Puzzle Under the Sea
• Timeline for Solving the Puzzle Under the Sea (Learn book)
• annotated, non-color-coded Writing Model for Module 1 (Learn book, Writing)
• journal
Preparation
• none Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 2 of Fluency Practice for Solving the Puzzle Under the Sea (Learn book, Fluency) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Solving the Puzzle Under the Sea.
2. Display and Choral Read the Content Framing Question: What is happening in this text?
3. Tell students that they will organize events that led to a scientific discovery as they reread sections of Solving the Puzzle Under the Sea.
LEARN
53 minutes
Read | Organize Events and Details in a Biography | 15 minutes
1. Direct students to the cover of Solving the Puzzle Under the Sea. Choral Read the title and subtitle: Solving the Puzzle Under the Sea: Marie Tharp Maps the Ocean Floor.
2. Explain that Solving the Puzzle Under the Sea is a biography. Introduce the vocabulary term biography by displaying the term, saying it, and simultaneously clapping once for each syllable. Instruct students to say the term and clap for each syllable.
3. Display and read aloud these word parts and their definitions:
• bio (root)—life
• graph (root)—to write or draw
Definition biography (n.): a piece of writing about a real person’s life
4. Instruct students to work with a partner to infer the term’s meaning. Invite a few students to share their ideas. As they share, reinforce the correct definition.
Teacher Note
Solving the Puzzle Under the Sea is a work of literary nonfiction written in first person, an unusual narrative framing for a biographical text. As this module features both fictional characters and historical figures, we have chosen to refer to Solving the Puzzle Under the Sea using the conventions of a biography (e.g., textual events are described in past tense) in order to avoid student confusion regarding Marie Tharp’s position as a deceased historical figure.
5. Ask this question:
Based on the title, who do you think this book is about?
Reinforce the correct response: Marie Tharp.
6. Ask this question:
According to the title, what did Tharp do?
Reinforce the correct response: She mapped the ocean floor.
7. Introduce the vocabulary term cartography by displaying the term, saying it, and simultaneously clapping once for each syllable. Instruct students to say the term and clap for each syllable.
8. Display and read aloud this word part and its definition:
• carte (root)—map
Definition cartography (n.): the art and science of mapmaking
9. Instruct students to work with a partner to infer the term’s meaning. Invite a few students to share their ideas. As they share, reinforce the correct definition: Cartography means “drawing maps.” Further define the term: the art and science of mapmaking. Tell students that cartography helped Tharp discover new things under the sea.
Teacher Note
Students will continue morphology word work with the root graph on the Responsive Teaching day, lesson 35.
10. Direct students to Solving the Puzzle Under the Sea, and read aloud pages 2–3, starting with “Maps. I love.” Facilitate a brief discussion of this question:
What did Tharp love about maps?
Key Ideas
• She loved the flow of color and lines.
• She traced the mountains and valleys with her finger.
• She traveled for thousands of miles on just one page.
11. Display the class Timeline for Solving the Puzzle Under the Sea. Explain that a timeline can help readers organize a sequence of events that happen in a text. Invite a few students to share what they already know about events. Reinforce that events are things that happen.
12. Ask this question:
How can a timeline help readers organize events in a biography, or a story of a real person’s life?
Key Ideas
• It can help readers determine and keep track of the most important events in the person’s life.
• It can help readers understand connections between events in the person’s life.
13. Echo Read the directions on the timeline: Add events and details that led to Marie Tharp mapping the seafloor.
14. Read aloud pages 4–5, starting with “I’m Marie Tharp.” Instruct students to discuss this question with a partner:
What is happening on pages 4–5?
15. Listen for students to discuss key ideas.
Key Ideas
• Tharp developed a love of maps as she watched her father make maps.
• Tharp’s family moved around the United States for her father’s job.
• Tharp attended lots of different schools.
16. Think aloud to model how to condense the many details on pages 4–5 into a single, main event in Tharp’s life, and add it to the first Events box on the class timeline: Tharp traveled with her father, who made maps. Direct students to the timeline in the Learn book, and instruct them to add this event to their own timeline.
17. Direct attention to the first Details box. Explain that we can capture details related to this event in a bulleted list under the event, just as we add key details to support main ideas on an informational outline. Read aloud the first event, and facilitate a brief discussion of this question:
What details do we learn about this event in Tharp’s life?
Key Ideas
• enjoyed watching her dad draw maps
• held his pads and pencils while he worked
• lived in many states
• attended many schools
Sample Think Aloud
When I want to describe an event, I think about the details I just read: Tharp liked to watch her dad make maps. It was his job, and her family traveled with him. Tharp went to lots of schools. I ask myself, “How can I shrink this information into one sentence that describes the main event?” I think the main event is traveling for her dad’s job.
18. Add at least two details under the first event on the class timeline. Instruct students to add two details to their own timeline under the first event.
19. Read aloud page 6, starting with “Sometimes in class.” Tell students to look closely at the illustration on page 7. Instruct them to work with a partner to discuss this question: What is happening on pages 6–7?
Instruct students to write one sentence on their timeline to capture the event. Invite a few students to share their responses. Reinforce the main event: Tharp looked at maps and wondered about the oceans. Add this event to the class timeline.
20. Instruct students to work with a partner to add at least two details under the second event on their timeline.
Differentiation Support
To help students determine key details, ask these questions: What did Tharp wonder about the oceans? Why?
21. Invite a few students to share their details. Add at least two details to the class timeline.
Key Ideas
• had never seen the ocean
• learned that scientists know little about the seafloor
• wondered what the seafloor looks like
Respond | Add Events and Details to a Timeline | 20 minutes
1. Display a list of the following page ranges: 8–11, 12–17, 18–23. Explain that students will work with a partner to read the pages in each page range, look at the illustrations, and identify the main event and related key details.
Teacher Note
Throughout this module, students read grade-level, complex texts. Students may read independently or require more support. Identify the level of support each student needs to progress toward independence. Implement an appropriate approach, such as reading with a partner, Choral Reading, Echo Reading, or listening to the teacher read aloud.
2. Introduce the learning task. Instruct students to add three events and related details to the Timeline for Solving the Puzzle Under the Sea that led to Tharp mapping the seafloor. Tell them to add an event from each set of pages on the list.
Analyze Student Progress
Monitor: Do students organize events and details in Tharp’s life that led to her mapping the seafloor?
Offer Immediate Support: If students need additional support choosing details that are related to an event, review the connections between the first event and the related details.
Plan Future Practice: Students practice organizing events and details in The Fantastic Undersea Life of Jacques Cousteau in lesson 26.
3. Look for students to address key ideas in their responses.
Key Ideas
• pages 8–11: main event—Tharp became a scientist; related details—was not allowed to work on research ships; wanted to do something new in science; decided to try to map the seafloor
• pages 12–17: main event—Tharp collected soundings and put them on her map; related details—got soundings from sailors; drew coastlines; used soundings to find mountains
• pages 18–23: main event—Tharp created a map of the seafloor; related details—learned the shape of the seafloor; noticed an underwater mountain chain; used colors to show similar depths
Differentiation Challenge
To extend student thinking, instruct students to choose two related events from their timeline and explain the connection between them. Encourage students to use coordinating conjunctions (e.g., because, but, so) to explain the relationship.
4. Instruct students to work with a partner to recount the events that led to Tharp mapping the seafloor. Tell students to use their timeline to help them recount.
Differentiation Support
Direct attention to the first two events on the class timeline, and think aloud to model how to begin a recounting.
5. Introduce the vocabulary term discovery by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
6. Instruct students to look at the illustrations on pages 22–24. Read aloud page 25, starting with “I noticed something.” Ask this question: What did Tharp discover?
Key Ideas
• a deep, narrow valley on the Atlantic seafloor
• a rift, or crack, between mountains
Definition
discovery (n.): something seen or learned for the first time
7. Read aloud pages 26–29, starting with “As I continued.” Instruct students to Think–Pair–Share to discuss this question:
What important events in Tharp’s life and work happened in this section of the text?
Key Ideas
• Her colleague Bruce agreed with her about the theory of continental drift.
• She published her map.
• Her map helped prove that the earth’s surface is made up of giant moving plates.
Write | Explain the Function of Nouns, Verbs, and Pronouns | 18 minutes
1. Display the class Writing Model for Module 1, and direct students to the page, located in the Learn book. Explain that they will use the writing model to explore the function of nouns, verbs, and pronouns.
2. Facilitate a brief discussion about this question:
What is a noun?
Reinforce the correct response: A noun is a word that identifies a person, place, or thing. Explain to students that a noun tells a reader about the who, where, and what in a sentence.
3. Direct attention to the introductory paragraph in the Writing Model for Module 1. Instruct students to locate the first sentence in the thesis. Choral Read the first sentence in the thesis: “Katsushika Hokusai explores the sea as an artist.”
4. Explain that Katsushika Hokusai is a noun because the words identify a person. Tell students that the function of this noun is to be the subject of this sentence. In this sentence, Katsushika Hokusai is the who. On the class writing model, annotate Katsushika Hokusai as the noun in this sentence.
5. Tell students to annotate another noun in this sentence and to discuss its function with a partner. Invite a few students to share their responses. As they share, annotate the nouns on the class writing model.
Key Ideas
• sea: what Hokusai explores; a place
• artist: what Hokusai is
6. Facilitate a brief discussion of these questions:
What is an action verb?
What are some examples of action verbs?
Key Ideas
• An action verb is a verb that describes an action.
• It’s what the subject or noun is doing.
• examples: run, jump, and read
7. Direct attention to the first sentence in the thesis in the writing model. Instruct students to locate the action verb in the sentence. Instruct them to discuss the function of the verb with a partner.
Language Supports
To help students identify the verb, ask this question: What does Hokusai do?
To help students explain the verb’s function in the sentence, ask these questions: What is the purpose of this verb in the sentence? What does it tell us?
8. Invite a few students to share the action verb and its function, and reinforce the correct responses: The action verb is explores. The function of the verb in this sentence is to tell us what the subject or noun, Hokusai, is doing.
Differentiation Support
As students share, annotate the verb on the class writing model.
9. Instruct students to work with a partner to locate and read the second sentence in the thesis. Explain that this sentence contains a pronoun, which is a word that is used instead of a noun in a sentence. Instruct them to locate the pronoun and to discuss its function in the sentence with a partner.
Language Supports
To help students identify the pronoun, ask this question: Which word replaces Hokusai’s name in this sentence?
To help students explain the pronoun’s function, ask these questions:
• What is the purpose of the word he in this sentence?
• Why does the writer use he instead of Hokusai’s name?
10. Invite a few students to share the pronoun and the function of the pronoun in the sentence, and reinforce the correct responses: The pronoun is he. The pronoun takes the place of a noun and makes the sentence sound smoother. As students share, annotate the pronouns on the class writing model.
11. Display this sentence from the Writing Model for Module 1: “The wave towers over the mountain, and it stretches to the clouds.”
12. Introduce the learning task. Direct students to their journals. Instruct them to write to explain the function of nouns, verbs, and pronouns and to give an example of how each part of speech is used in the displayed sentence.
Analyze Student Progress
Monitor: Do students accurately explain the function of nouns, verbs, and pronouns?
Offer Immediate Support: If students need additional support identifying and determining the function of an action verb, direct students to the displayed sentence and ask these questions: What is the wave doing in this sentence? How do you know?
Plan Future Practice: Students practice explaining the functions of adjectives and adverbs in modules 2 and 3.
13. Invite a few students to share their examples, and annotate them on the class writing model.
Key Ideas
• A noun can be the subject of a sentence. Wave is a noun, and it tells us what is doing something in this sentence.
• Verbs tell us what the noun is doing. Towers is a verb, and it tells us what the wave does.
• A pronoun takes the place of a noun. The pronoun it replaces the noun wave
LAND
5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Add a few student-generated knowledge statements to the charts.
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about the sea?
• What did you learn from Solving the Puzzle Under the Sea?
• What did you learn to do?
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.3 Comprehension and Evidence: MM.1.3.C, MM.1.3.D
MM.4.3 Individuals, Events, and Ideas: MM.4.3.C
MM.5.3 Vocabulary: MM.5.3.A, MM.5.3.A.d, MM.5.3.C
MM.12.3 Complexity, Diversity, and Genre: MM.12.3.B, MM.12.3.B.a
CP Compose and Present Content
CP.2.3 Planning: CP.2.3.A, CP.2.3.B
BU Build Understanding
BU.1.3 Inquiry and Credibility: BU.1.3.C
BU.2.3 Discovery and Evidence: BU.2.3.B, BU.2.3.C
BU.3.3 Conversation and Collaboration: BU.3.3.A, BU.3.3.B
BU.4.3 Expression
DF Develop Foundations
DF.3.3 Phonics and Spelling: DF.3.3.A, DF.3.3.A.b, DF.3.3.B, DF.3.3.B.a, DF.3.3.B.b
DF.4.3 High-Frequency and Irregularly Spelled Words: DF.4.3.A
DF.9.3 Nouns and Pronouns: DF.9.3.A
DF.10.3 Verbs: DF.10.3.A
DM Develop Metacognition
DM.1.3 Content Stages: DM.1.3.B
DM.2.3 Comprehension Monitoring
DM.3.3 Schema Building
Lesson 22
Essential Question | How do people explore the sea?
Content Framing Question | Reveal: What does a deeper look at words and illustrations reveal?
OVERVIEW
Preview
In this Reveal lesson, students examine words and illustrations in Solving the Puzzle Under the Sea. Examining words and illustrations in the text helps students deepen understanding of vocabulary. During writing instruction, students reexamine the Writing Model for Module 1 to explore the transition between proof paragraph 1 and proof paragraph 2. This work prepares students for Module Task 2, in which they will include a transition when they write two proof paragraphs and a conclusion.
A Prologue to lesson 22 is available for students who need additional support.
Learning Goals
Analyze how words and illustrations deepen understanding of vocabulary in Solving the Puzzle Under the Sea.
LEARNING TASK: Explain how pinpointing soundings helped Marie Tharp understand the shape of the seafloor. Identify the purpose of a transition word.
LEARNING TASK: Explain how transition words can make writing clearer.
Vocabulary
data (n.)
depth (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Analyze Words and Illustrations
• Respond: Integrate Information from Words and Illustrations
• Write: Identify the Purpose of a Transition
LAND
Reflect on Learning
Materials
TEACHER
• Solving the Puzzle Under the Sea
• Knowledge Cards: depth, data
STUDENTS
• Solving the Puzzle Under the Sea
• journal
• annotated, non-color-coded Writing Model for Module 1 (Learn book, Writing)
Preparation
• Familiarize yourself with the concept of transition words. See the Write section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 3 of Fluency Practice for Solving the Puzzle Under the Sea (Learn book, Fluency) and focus on a fluency element or retelling.
LAUNCH 2 minutes
Read the Content Framing Question
1. Display Solving the Puzzle Under the Sea.
2. Display and Choral Read the Content Framing Question: What does a deeper look at words and illustrations reveal?
3. Tell students that they will look closely at words and illustrations in Solving the Puzzle Under the Sea to deepen their understanding of key vocabulary.
LEARN
53 minutes
Read | Analyze Words and Illustrations | 20 minutes
1. Facilitate a brief discussion of this question: How can we build our understanding of new words in a text?
Key Ideas
• Use context clues.
• Examine word parts.
• Look closely at illustrations.
• Read a definition in a glossary.
2. Emphasize that students can build their understanding of vocabulary—new words as well as familiar words—by looking closely at words together with illustrations in a text.
3. Introduce the vocabulary term depth by displaying the Knowledge Card. Engage students in Vocabulary Exploration. Think aloud to model an emerging understanding of the term depth.
Definitions
depth (n.):
1. a distance below a surface
2. a deep place
Sample Think Aloud
When I read the definition for depth, I begin to understand that depth is distance below a surface. I think I need to know more about this word to truly understand what it means.
4. Direct students to Solving the Puzzle Under the Sea. Engage them in Repeated Reading of page 12, starting with “People had long.” Tell students to annotate words that help them better understand the meaning of depth, as well as other words they want to learn more about.
5. Instruct students to Think–Pair–Share to answer these questions:
What does depth mean in this passage?
How do the words and illustrations help deepen your understanding of the word?
Key Ideas
• Depth is the distance from the surface to the seafloor.
• The illustration shows a ship using a rope to measure how far the bottom is from the surface.
• Scientists send sound waves down from ships, and echoes bounce back to show how deep the ocean is.
6. Direct attention to the word soundings on page 12. Instruct students to discuss this question with a partner:
According to the text, what are soundings?
Invite a few students to share their responses, and reinforce the correct response: measurements of how deep the ocean is at a certain point.
7. Ask this question: According to the text, how and why do scientists take soundings?
Reinforce the correct responses: Scientists use machines that send sound waves to bounce off the seafloor and come back up to the surface. Based on how long it takes for an echo to come back, they can figure out how deep the ocean is at a certain point.
8. Read aloud page 16, starting with “I began by,” and instruct students to look at the graph. Ask this question:
How did soundings help Marie Tharp map the seafloor?
Key Ideas
• She collected soundings and placed their numbers on her map.
• Each sounding told the ocean’s depth at a certain point.
• Sudden differences between soundings told her that there were mountains under the sea.
9. Direct attention to the illustration on page 17. Instruct students to Think–Pair–Share to answer this question:
What information can we learn about soundings by looking closely at this illustration?
Differentiation Support
To help students understand how soundings work and why their numbers differ, ask these questions:
• Where do the sound waves begin?
• Where do the sound waves go before they return to the surface?
• Why do the sounding numbers change as the ship moves from place to place?
Key Ideas
• Sound waves begin on the surface of the sea and travel to the seafloor.
• Because the ocean is so big, it will take a ship a long time to gather soundings.
• Sounding numbers are larger where there are valleys on the seafloor because the sound waves travel farther.
Respond | Integrate Information from Words and Illustrations | 15 minutes
1. Direct attention to pages 18–19. Instruct students to read page 18, starting with “It was like.” Tell them to examine the illustrations on pages 16 and 18–19 and discuss this question with a partner: What does it mean to pinpoint soundings?
Invite a few students to share their responses. Reinforce the correct response: To pinpoint soundings means to put a small dot on a chart for each sounding number.
2. Introduce the vocabulary term data by displaying the Knowledge Card. Engage students in Vocabulary Exploration. Explain that each sounding number is one piece of data—just like one piece of a puzzle.
3. Introduce the learning task. Direct students to their journals. Instruct them to write a short response to explain how pinpointing soundings helped Tharp understand the shape of the seafloor. Encourage students to refer to the words and illustrations on pages 16–19 to help them respond.
Analyze Student Progress
Monitor: Do students explain how pinpointing soundings helped Tharp understand the shape of the seafloor?
Offer Immediate Support: If students need additional support determining what pinpointing means, direct attention to the illustration on pages 18–19 and ask this question: What is Tharp doing with her pencil after she looks at a sounding number?
Plan Future Practice: Students practice examining text features in Shark Attack in lesson 32.
4. Invite a few students to share their responses.
Definition data (n.): facts or information about a topic
Differentiation Challenge
To extend student thinking, direct students to pages 24−25 and ask this question: How did Tharp’s work pinpointing soundings support the theory of plate tectonics?
5. Direct students to the glossary on page 31. Instruct them to Think–Pair–Share to respond to this prompt:
Which of the following words would you add to the glossary of Solving the Puzzle Under the Sea: depth, sounding, or data? Explain your choice and how you would define it in your own words.
Write | Identify the Purpose of a Transition | 18 minutes
1. Display the Writing Model for Module 1, and direct students to the page, located in the Learn book. Instruct students to read the writing model.
2. Direct attention to the thesis. Choral Read the thesis: “Katsushika Hokusai explores the sea as an artist. In The Great Wave, he shows the sea’s beauty and its danger.”
3. Facilitate a brief discussion to answer these questions: What two points does the writer make in the thesis?
How does the writer connect the two points in this sentence?
Reinforce the correct responses:
• points—Point 1 is that Hokusai shows the sea’s beauty, and point 2 is that he shows the sea’s danger.
• connection—The writer uses the word and.
4. Instruct students to read proof paragraph 1 and proof paragraph 2. Tell them to discuss this question with a partner:
How do the proof paragraphs support the thesis?
Invite a few students to share their responses, and reinforce the correct responses:
• Proof paragraph 1 has evidence and elaboration that support point 1.
• Proof paragraph 2 has evidence and elaboration that support point 2.
5. Explain that just as the writer connects the two points with the word and, the writer connects the two proof paragraphs with a transition.
6. Instruct students to read the topic sentences in proof paragraph 1 and proof paragraph 2. Direct attention to the transition in proof paragraph 2, and tell students to label it with the word transition. Ask this question:
What does in addition mean?
Reinforce the correct response: The writer is adding another paragraph to the first one. Tell students that the transition tells us that the writer is moving to the next big idea.
7. Display these transition words:
• also
• additionally
8. Instruct students to orally rehearse with a partner the topic sentence in proof paragraph 2, using these transition words in place of “In addition.”
Language Support
Provide this sentence frame: , Hokusai explores the sea by showing its danger.
9. Introduce the learning task. Direct students to their journals. Instruct them to write one or two sentences to explain how transition words can make writing clearer.
Analyze Student Progress
Monitor: Do students write to explain that a transition tells readers that a writer is moving from one big idea to another big idea?
Offer Immediate Support: If students need additional support explaining how a transition makes writing clearer, direct attention to the transition word list and ask this question: Why might a writer use the word also to begin a sentence or paragraph?
Plan Future Practice: Students practice composing a transition in lesson 28.
LAND
5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Add a few student-generated knowledge statements to the charts.
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about the sea?
• What did you learn from Solving the Puzzle Under the Sea?
• What did you learn to do?
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.3 Comprehension and Evidence: MM.1.3.C, MM.1.3.D
MM.12.3 Complexity, Diversity, and Genre: MM.12.3.B, MM.12.3.B.a
CP Compose and Present Content
CP.2.3 Planning: CP.2.3.A, CP.2.3.B
CP.5.3 Language: CP.5.3.B
BU Build Understanding
BU.1.3 Inquiry and Credibility: BU.1.3.C
BU.2.3 Discovery and Evidence: BU.2.3.A, BU.2.3.B, BU.2.3.C
BU.3.3 Conversation and Collaboration: BU.3.3.A, BU.3.3.B
BU.4.3 Expression
DF Develop Foundations
DF.3.3 Phonics and Spelling: DF.3.3.A, DF.3.3.A.b, DF.3.3.B, DF.3.3.B.b
DF.4.3 High-Frequency and Irregularly Spelled Words: DF.4.3.A
DF.13.3 Sentence Construction: DF.13.3.C
DM Develop Metacognition
DM.1.3 Content Stages: DM.1.3.C
DM.3.3 Schema Building
Lesson 23
Essential Question | How do people explore the sea?
Content Framing Question | Distill: What is a central idea in this text?
OVERVIEW Preview
In this Distill lesson, students revisit Solving the Puzzle Under the Sea to examine how Marie Tharp learned about the ocean floor. During a discussion, students exchange ideas about what they can learn from how Tharp worked to solve “the puzzle under the sea” and reflect on the book’s central ideas. During writing instruction, students examine the connection between a thesis and a concluding paragraph and practice composing a concluding paragraph. This work prepares students for Module Task 2.
A Prologue to lesson 23 is available for students who need additional support.
Learning Goals
Determine a central idea in Solving the Puzzle Under the Sea.
LEARNING TASK: During a class discussion, share a central idea gained from reading Solving the Puzzle Under the Sea.
Develop a concluding paragraph for an informative essay.
LEARNING TASK: Write a concluding paragraph.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Prepare for a Discussion
• Respond: Discuss a Central Idea
• Write: Examine a Concluding Paragraph
LAND
Reflect on Learning
Materials
TEACHER
• Solving the Puzzle Under the Sea
• Writing Model for Module 1 (Learn book, Writing)
STUDENTS
• Solving the Puzzle Under the Sea
• journal
Preparation
• none Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 4 of Fluency Practice for Solving the Puzzle Under the Sea (Learn book, Fluency) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Solving the Puzzle Under the Sea.
2. Display and Choral Read the Content Framing Question: What is a central idea in this text?
3. Tell students that they will revisit Solving the Puzzle Under the Sea to determine a central idea.
LEARN
53 minutes
Read | Prepare for a Discussion | 20 minutes
1. Display and Choral Read today’s discussion question: What can we learn from how Marie Tharp approached her work as a scientist? Tell students that they will revisit the text and look closely at the words and illustrations to help them prepare to discuss this question and determine central ideas.
2. Display and read aloud the quotation on the inside of the book jacket, starting with “I had a.” Invite a student to share what a jigsaw puzzle is. Emphasize that a jigsaw puzzle is a type of puzzle made of many small pieces that fit together to form a picture.
Language Support
Display an image of a jigsaw puzzle to help students understand what it looks like and how it works.
3. Explain that to prepare for the discussion, students will collect evidence of how Tharp approached her work as a scientist: how she thought and felt about mapping the seafloor, as well as her actions. Read aloud the portion of page 11 from “I was determined” to “it a try!” Instruct students to annotate Tharp’s thoughts, feelings, and actions.
Key Ideas
• was determined to be a scientist
• looked for a new idea that excited her
• worked hard and made friends
• was excited about mapping the seafloor
4. Instruct students to work in small groups to reread pages 15–29, starting with “You have to,” and annotate evidence of how Tharp approached her work as a scientist.
Differentiation Support
To help students understand how Tharp approached her work, ask these questions:
• Which parts of her work made Tharp excited? Which parts made her curious?
• How did she feel about collaborating with others? How do you know?
5. Look for students to address key ideas in their annotations.
Key Ideas
• page 15: told herself to think big; couldn’t wait to get started
• page 16: placed numbers on her map carefully
• page 18: felt like a detective solving a mystery or like she was solving an immense puzzle
• page 20: believed that making a discovery is worth the time
• pages 26–27: convinced her friend Bruce to believe the theory of continental drift, using her map as evidence
• page 28: felt like an explorer
• page 29: felt proud of herself; thought her job was fascinating
Respond | Discuss a Central Idea | 18 minutes
1. Display and introduce the speaking and listening goal for today’s discussion: Speak at a rate others can understand.
2. Invite a student to recall the meaning of rate. Reinforce that rate means “speed.” Emphasize that when speaking in a discussion, just as when reading aloud, students should speak at a rate at which others can clearly understand what they are saying. Speaking too fast or too slow can make it difficult for others to understand.
Teacher Note
During the discussion, use the Module 1 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward these goals.
3. Facilitate a brief discussion of this question, encouraging students to support their responses with textual evidence:
How did Tharp approach her work as a scientist?
Language Support
Direct students to the Talking Tool. Remind students that they can practice supporting what they say with evidence by using these sentence frames:
• In the text,
• For example,
4. Introduce the learning task. Explain that students will continue the discussion to share what we can learn from how Tharp approached her work as a scientist and worked to solve the puzzle under the sea. Remind them to speak at an appropriate rate. If possible, arrange students in a circle for the discussion. Begin the discussion by asking this question:
What can we learn from how Marie Tharp approached her work as a scientist?
Analyze Student Progress
Monitor: Do students share an example, supported by textual evidence, of a lesson we can learn from how Tharp worked to solve the puzzle under the sea?
Offer Immediate Support: If students need additional support explaining how Tharp worked to solve the puzzle under the sea, encourage students to revisit their annotations.
Plan Future Practice: Students practice determining a central idea in The Fantastic Life of Jacques Cousteau in lesson 28.
5. Remind students that a central idea is an important idea or a lesson that the reader can learn from a text. Extend the discussion by asking this question:
What is a central idea in Solving the Puzzle Under the Sea?
Key Ideas
• Reaching your goals requires time, hard work, and dedication.
• Scientists question one another and use evidence to support their ideas.
• Science is a puzzle and an adventure.
• If you’re curious about something, you can study it.
6. Direct students to their journals. Instruct them to write a central idea in Solving the Puzzle Under the Sea.
Write | Examine a Concluding Paragraph | 15 minutes
1. Display the thesis and the concluding paragraph from the Writing Model for Module 1. Instruct students to read both groups of sentences.
2. Tell students that the first group of sentences is the thesis from the writing model, and the second group of sentences is the concluding paragraph from the writing model. Remind them that a concluding paragraph is the last paragraph in an essay. Instruct students to Think–Pair–Share to answer this question:
What do you notice about the thesis and the concluding paragraph?
Emphasize that the ideas in each are similar: Hokusai explored the sea as an artist, or by making art. Explain that the concluding paragraph contains the focus and the two points from the thesis, but it uses different yet similar words (e.g., beauty and beautiful).
3. Instruct students to discuss these questions with a partner:
What are some other words the writer could have used in the concluding paragraph that have the same meaning as beautiful?
What are some other words the writer could have used in the concluding paragraph that have the same meaning as dangerous?
4. Invite a few students to share their ideas, and make a list of the similar words (e.g., on chart paper).
Key Ideas
• beautiful: pretty, lovely, dazzling
• dangerous: unsafe, deadly, scary
5. Direct attention to the thesis and concluding paragraph from the writing model. Instruct students to work with a partner to orally practice creating a new concluding paragraph for the writing model. Tell them that they can try using different words that mean the same thing.
6. Introduce the learning task. Direct students to their journals. Instruct students to draft a new concluding paragraph for the writing model.
Analyze Student Progress
Monitor: Do students produce a concluding paragraph that clearly reminds the reader of the thesis, including both points?
Offer Immediate Support: If students need additional support producing a concluding paragraph, annotate the focus and two points in the displayed thesis.
Plan Future Practice: Students practice rehearsing a concluding paragraph in lesson 28.
7. Invite a few students to share their concluding paragraph.
LAND
5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Add a few student-generated knowledge statements to the charts.
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about being a scientist?
• What did you learn from Solving the Puzzle Under the Sea?
• What did you learn to do?
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.3 Comprehension and Evidence: MM.1.3.C, MM.1.3.D
MM.2.3 Theme and Central Idea: MM.2.3.C
MM.12.3 Complexity, Diversity, and Genre: MM.12.3.B, MM.12.3.B.a
CP Compose and Present Content
CP.1.3 Genre: CP.1.3.B, CP.1.3.I
CP.2.3 Planning: CP.2.3.A, CP.2.3.B
CP.4.3 Structure: CP.4.3.C
CP.5.3 Language: CP.5.3.B
CP.8.3 Presentation: CP.8.3.A, CP.8.3.B
BU Build Understanding
BU.1.3 Inquiry and Credibility: BU.1.3.C
BU.2.3 Discovery and Evidence: BU.2.3.A, BU.2.3.B, BU.2.3.C
BU.3.3 Conversation and Collaboration: BU.3.3.A, BU.3.3.B, BU.3.3.C, BU.3.3.D
BU.4.3 Expression
DM Develop Metacognition
DM.1.3 Content Stages: DM.1.3.D
DM.2.3 Comprehension Monitoring
DM.3.3 Schema Building
DM.4.3 Reflection and Evaluation
Lesson 24
Essential Question | How do people explore the sea?
Content Framing Question | Know: How do these texts build our knowledge?
OVERVIEW Preview
In this Know lesson, students synthesize their learning from Solving the Puzzle Under the Sea and Mountains and Sea. Students practice using coordinating conjunctions to express their knowledge of Marie Tharp and Helen Frankenthaler and their pioneering work in science and art. During writing instruction, students examine Module Task 2. Students look closely at the thesis in the introductory paragraph and explain how it will guide the development of their essay.
Learning Goals
Express knowledge gained from Solving the Puzzle Under the Sea and Mountains and Sea.
LEARNING TASK: Use coordinating conjunctions to compose at least two knowledge statements to express ideas gained from Solving the Puzzle Under the Sea and Mountains and Sea.
For Module Task 2, plan the proof paragraphs and a concluding paragraph for an informative essay.
LEARNING TASK: Explain how the thesis will guide development of each proof paragraph and the concluding paragraph for Module Task 2.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Review Knowledge
• Respond: Express Knowledge
• Write: Examine Module Task 2
LAND Synthesize Learning
Materials
TEACHER
• Solving the Puzzle Under the Sea
• Mountains and Sea (digital platform)
• class Sentence Strategies for Module 1 (Learn book)
STUDENTS
• Solving the Puzzle Under the Sea
• Sentence Strategies for Module 1 (Learn book)
• World Knowledge Statements for Module 1 (Learn book)
• coloring utensils: red, green, yellow, blue
• Module Task 2 (Learn book, Writing)
• Checklist for Module Task 2 (Learn book, Writing)
Preparation
• none Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• In small groups, students rehearse and perform the passage on Fluency Practice for Solving the Puzzle Under the Sea (Learn book, Fluency).
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Solving the Puzzle Under the Sea and Mountains and Sea.
2. Display and Choral Read the Content Framing Question: How do these texts build our knowledge?
3. Tell students that they will review, think about, and write about the knowledge they built from reading Solving the Puzzle Under the Sea and viewing Mountains and Sea.
LEARN
53 minutes
Read | Review Knowledge | 13 minutes
1. Direct attention to both knowledge charts, and instruct students to silently read the knowledge statements.
2. Direct attention to Mountains and Sea, and ask this question: What did we learn from studying Mountains and Sea by Helen Frankenthaler?
Key Ideas
• Mountains and Sea is an abstract painting because it doesn’t show images of the real world.
• Frankenthaler applied oil paint directly to her canvas, choosing where to place the stains and carefully guiding them as they spread.
3. Direct attention to Solving the Puzzle Under the Sea, and ask this question:
What did we learn from Solving the Puzzle Under the Sea?
Key Ideas
• Before Tharp, scientists knew very little about what the seafloor looked like.
• Soundings are measurements that scientists take to determine the sea’s depth.
• Tharp made a detailed map of the seafloor by using soundings.
• Tharp discovered that there were mountains beneath the ocean.
4. Direct attention to page 30 of Solving the Puzzle Under the Sea. Explain that authors often provide more information about a book’s topic in the back matter.
5. Instruct students to follow along and annotate new information or details about Tharp and her work as you read aloud page 30, starting with the heading “Marie Tharp: Scientist.”
Language Support
Based on your students’ needs, pause to define select words with a synonym (e.g., figure, geology, opposition).
6. Instruct students to share with a partner at least one new thing they learned about Tharp. Invite a few students to share their responses, and add a few student-generated knowledge statements to the World Knowledge Chart.
Key Ideas
• Tharp worked on her map of the seafloor for 20 years.
• In college, Tharp earned degrees in music, English, math, and geology.
• It took many years for people to recognize Tharp for her work.
Respond | Express Knowledge | 20 minutes
1. Remind students that one way they can express their knowledge is by connecting two ideas into a compound sentence with a coordinating conjunction.
2. Display the class Sentence Strategies for Module 1, and direct students to the corresponding page in the Learn book. Direct attention to the conjunction yet. Tell students that like the conjunction but, yet can be used to present an opposing or contrasting idea.
3. Display and Choral Read this sentence frame: Marie Tharp was not allowed on research ships, yet .
4. Underline the first clause. Instruct students to Think–Pair–Share to answer this question:
What opposing or contrasting idea could you add to this sentence?
Remind students that they can use the pronoun she to avoid repeating Marie Tharp.
5. Invite a few students to share their completed sentences.
Key Ideas
• Marie Tharp was not allowed on research ships, yet she found a way to explore the sea.
• Marie Tharp was not allowed on research ships, yet she was determined to learn more about the seafloor.
6. Display and Choral Read this sentence frame: Many artists cover their canvases with gesso, yet .
Instruct students to work with a partner to orally complete the sentence frame. Encourage them to refer to the World Knowledge Chart as needed for information.
7. Invite a few students to share their responses.
Key Ideas
• Many artists cover their canvases with gesso, yet Helen Frankenthaler decided to try a new technique.
• Many artists cover their canvases with gesso, yet Helen Frankenthaler applied oil paint directly to her canvas.
8. Direct attention to the World Knowledge Chart. Instruct students to work with a partner to practice orally creating sentences about Marie Tharp or Helen Frankenthaler, using information from the chart and coordinating conjunctions to combine or expand their ideas.
9. Introduce the learning task. Direct students to the World Knowledge Statements, located in the Learn book. Instruct them to write at least two knowledge statements to express knowledge they gained from Solving the Puzzle Under the Sea and Mountains and Sea. Tell students to use a coordinating conjunction to combine or expand ideas in each sentence.
Analyze Student Progress
Monitor: Do students write at least two knowledge statements about Tharp and/or Frankenthaler, using a coordinating conjunction in each sentence to combine ideas?
Offer Immediate Support: If students need additional support combining ideas, instruct students to complete this sentence frame: During Tharp’s time, most scientists believed that the earth’s surface did not move, yet .
Plan Future Practice: Students practice using conjunctions in lesson 29.
10. Instruct students to discuss their knowledge statements with a partner. Invite a few students to share an interesting knowledge statement they heard from a classmate. Add a few knowledge statements to the World Knowledge Chart.
Write | Examine Module Task 2 | 20 minutes
1. Display Module Task 2, and direct students to the page, located in the Learn book. Echo Read the prompt: How did Marie Tharp explore the sea? Write two proof paragraphs and a concluding paragraph to complete the essay.
Differentiation Challenge
Some students will be able to write advanced responses to Module Task 2. For example, they may be able to include additional elaboration or produce a more sophisticated conclusion. See the Assessment Guide for more information, including an example of an advanced response.
2. Instruct students to discuss this question with a partner:
What does this prompt tell you to do?
Invite a few students to share their responses, and reinforce the correct response: Write two proof paragraphs and a concluding paragraph to complete an essay about how Marie Tharp explored the sea.
3. Facilitate a brief discussion of these questions:
What do you notice about Module Task 2?
How is it similar to and different from Module Task 1?
Key Ideas
• Both tasks require writers to complete an essay, but Module Task 2 requires writers to write more of the essay.
• The questions are similar; both ask how someone explored the sea.
• Module Task 1 is about a character, Amos; Module Task 2 is about a real person, Marie Tharp.
4. Direct attention to the introductory paragraph in Module Task 2 and Choral Read it. Distribute coloring utensils, and instruct students to color-code the introductory paragraph using the colors of the Painted Essay®.
Differentiation Support
Remind students to refer to the color-coded Writing Model for Module 1.
5. Ask this question:
According to the writer, how did Tharp explore the sea?
Direct attention to the thesis to reinforce the correct response: She explored the sea as a scientist. She used soundings to map the seafloor, and she studied her map to learn more about the earth’s surface.
6. Introduce the learning task. Instruct students to Think−Pair−Share to answer this question:
What will the other three paragraphs of the essay be about?
Differentiation Support
To help students understand how the thesis guides the essay’s development, ask this question: Which parts of the thesis tell you what to write in proof paragraph 1, proof paragraph 2, and the concluding paragraph?
Analyze Student Progress
Monitor: Do students accurately describe how the points in the thesis will guide their development of each proof paragraph and the concluding paragraph?
Offer Immediate Support: If students need additional support making connections between each point and each proof paragraph, direct them to the annotated Writing Model for Module 1.
Plan Future Practice: Students practice developing each point by gathering related evidence in lesson 25.
Reinforce the correct responses:
• Proof paragraph 1 will be about point 1—Tharp used soundings to map the seafloor.
• Proof paragraph 2 will be about point 2—She studied her map to learn more about the earth’s surface.
• The concluding paragraph will restate the thesis—Marie Tharp explored the sea through her science. She used soundings and studied her map.
7. Display the Checklist for Module Task 2, and direct students to the page, located in the Learn book. Ask this question:
What knowledge do you need to include in Module Task 2?
Reinforce the correct response: knowledge of Marie Tharp and how she explored the sea.
8. Instruct students to read the rest of the checklist with a partner and identify new requirements for Module Task 2. Invite a few students to share their responses.
Key Ideas
• a transition word or phrase to begin proof paragraph 2
• evidence from Solving the Puzzle Under the Sea
• a concluding paragraph that restates the thesis
• compound sentences
9. Invite students to ask any clarifying questions they have about the checklist. Remind them that they will use this checklist to guide and check their work and to provide feedback to a peer. Tell students that in the next lesson they will revisit Solving the Puzzle Under the Sea to collect evidence of how Marie Tharp explored the sea as a scientist.
LAND 5 minutes
Synthesize Learning
1. Remind students of the Essential Question. Tell them that they will answer this question in different ways throughout the module. Ask the Essential Question:
How do people explore the sea?
2. Use responses to reinforce these Knowledge Threads:
• The sea’s wonders and mysteries attract adventurers and scientists.
• Writers and artists depict the mysteries of the sea.
• The pursuit of knowledge drives innovation.
• Scientists carry out investigations in the field or laboratory, often working collaboratively.
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• How do scientists use data to learn more about the sea?
• What do Tharp and Frankenthaler have in common?
• In what ways did Tharp collaborate with other scientists in her work, and why was collaboration important?
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.3 Comprehension and Evidence: MM.1.3.C, MM.1.3.D
MM.12.3 Complexity, Diversity, and Genre: MM.12.3.B, MM.12.3.B.a, MM.12.3.C.b
Essential Question | How do people explore the sea?
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 The Fantastic Undersea Life of Jacques Cousteau and share what they notice and wonder. Students continue to share what they notice as they explore the text and illustrations and ask related questions. During writing instruction, students revisit Solving the Puzzle Under the Sea to collect evidence that shows how Marie Tharp used soundings to map the seafloor. This work prepares students to write proof paragraph 1 of an informative essay for Module Task 2.
Learning Goals
Notice and wonder about The Fantastic Undersea Life of Jacques Cousteau.
LEARNING TASK: Write at least three things you notice about The Fantastic Undersea Life of Jacques Cousteau and at least three related questions.
For Module Task 2, collect evidence from Solving the Puzzle Under the Sea that supports the thesis.
LEARNING TASK: For Module Task 2, write at least two pieces of evidence from pages 12–21 of Solving the Puzzle Under the Sea to support point 1 on the Evidence Organizer for Module Task 2.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Listen Closely to The Fantastic Undersea Life of Jacques Cousteau
• Respond: Notice and Wonder
• Write: Collect Evidence for a Proof Paragraph
LAND
Reflect on Learning
Materials
TEACHER
• The Fantastic Undersea Life of Jacques Cousteau
• Solving the Puzzle Under the Sea
• class Notice and Wonder Chart for The Fantastic Undersea Life of Jacques Cousteau (Learn book)
• class Evidence Organizer for Module Task 2 (Learn book, Writing)
STUDENTS
• The Fantastic Undersea Life of Jacques Cousteau
• Solving the Puzzle Under the Sea
• Notice and Wonder Chart for The Fantastic Undersea Life of Jacques Cousteau (Learn book)
• sticky notes
• Module Task 2 (Learn book, Writing)
• Evidence Organizer for Module Task 2 (Learn book, Writing)
Preparation
• The Fantastic Undersea Life of Jacques Cousteau 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.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 1 of Fluency Practice for The Fantastic Undersea Life of Jacques Cousteau (Learn book, Fluency) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display The Fantastic Undersea Life of Jacques Cousteau.
2. Display and Choral Read the Content Framing Question: What do I notice and wonder about this text?
3. Introduce The Fantastic Undersea Life of Jacques Cousteau by reading aloud the title and author. Explain that the author is also the illustrator for this book. Tell students that in this lesson they will write down what they notice and wonder about this text.
LEARN
53 minutes
Read | Listen Closely to The Fantastic Undersea Life of Jacques Cousteau | 13 minutes
1. Display the following events from the timeline on page 33:
• born in 1910
• died in 1997
Instruct students to work with a partner to determine how long Jacques Cousteau lived. Reinforce the correct response: He lived for 87 years. Think aloud to model curiosity.
2. Instruct students to examine the front cover of The Fantastic Undersea Life of Jacques Cousteau. Read aloud the portion of the back cover from “From his first” to “to the Captain.”
3. Display the class Notice and Wonder Chart for The Fantastic Undersea Life of Jacques Cousteau. Facilitate a brief discussion of this question: What do you notice and wonder about the front and back covers?
Add a few responses to the class chart.
Sample Think Aloud He lived a very long time. That makes me wonder: What did he do during his long life?
4. Read aloud pages 3–32, starting with “Jacques Cousteau loved.”
Language Support
Based on your students’ needs, pause to define select words with a synonym (e.g., apart, sickly, tinker). Use subsequent readings to reinforce synonyms for the words you selected.
Respond | Notice and Wonder | 15 minutes
1. Instruct students to look closely at the text and illustrations. Tell them to annotate things that they notice and unknown words in The Fantastic Undersea Life of Jacques Cousteau.
2. Instruct students to discuss with a partner one thing they noticed and a related question.
3. Introduce the learning task. Direct students to the Notice and Wonder Chart for The Fantastic Undersea Life of Jacques Cousteau, located in the Learn book. Instruct them to write at least three things they notice about The Fantastic Undersea Life of Jacques Cousteau and at least three related questions.
Analyze Student Progress
Monitor: Do students write at least three things they notice about the text and questions about those things?
Offer Immediate Support: If students need additional support connecting what they notice to a question, direct attention to the illustration on pages 18–19 and ask this question: What question do you have about this illustration?
Plan Future Practice: Students notice and wonder about Shark Attack in lesson 30.
4. Instruct students to write the question they are most curious about on a sticky note. Invite them to add their questions to the class chart.
5. Explain that students listened closely and examined illustrations to learn more about Cousteau’s life’s work. Tell them that they will collect evidence to help them plan and write proof paragraphs for Module Task 2.
Write | Collect Evidence for a Proof Paragraph | 25 minutes
1. Direct students to Module Task 2, and instruct them to read the prompt and introductory paragraph. Ask these questions:
What should proof paragraph 1 be about? How do you know?
Reinforce the correct responses: Proof paragraph 1 should share knowledge about Marie Tharp and how she used soundings to map the seafloor; it’s point 1 of the thesis.
2. Remind students that, as they collect evidence on a topic, they are doing research. Explain that another part of doing research is organizing the collected evidence. Display the class Evidence Organizer for Module Task 2. Direct attention to the three column headings: Point, Evidence, and Elaboration.
Facilitate a brief discussion of these questions:
How does an evidence organizer help a writer do research?
How does it help a writer plan an essay?
Key Ideas
• research: keeps the evidence together in one place, keeps track of which evidence goes with which point
• writing: collects evidence for the writer to choose from; has space to add elaboration and label the point; keeps track of the prompt, thesis, and source
3. Direct students to the Evidence Organizer for Module Task 2, located in the Learn book. Choral Read the directions and the thesis. Instruct students to annotate point 1 in the thesis. Add “used soundings to map the seafloor” to the first column on the class evidence organizer.
4. Display Solving the Puzzle Under the Sea, and tell students that they will look through the text to find evidence that Tharp used soundings to map the seafloor.
5. Instruct students to work with a partner to look at the words and illustrations on pages 12–21. Ask this question:
What evidence shows that Tharp used soundings to map the seafloor?
Differentiation Support
To help students locate evidence, direct attention to page 16 and ask this question: What did you learn on this page about how Tharp used soundings to explore the seafloor?
6. Introduce the learning task. Instruct students to work with a partner to write on their evidence organizers at least two pieces of evidence from pages 12–21 that show that Tharp used soundings to map the seafloor. Tell students to write each piece of evidence in a new row in the Evidence column and to fill in the Point column of that row with “used soundings to map the seafloor.”
Analyze Student Progress
Monitor: Do students write at least two pieces of evidence from pages 12–21 that show that Tharp used soundings to map the seafloor?
Offer Immediate Support: If students need additional support identifying evidence, direct them to page 20 and ask this question: What do we learn on this page about how Marie Tharp mapped the seafloor?
Plan Future Practice: Students use an evidence organizer to collect evidence for Module Task 2 in lesson 26.
7. If time allows, have students join another pair to share the evidence they wrote. Invite a few students to share their responses.
Key Ideas
• drew mountains and valleys on her map
• drew shallow shores and drop-offs
• connected numbers to create a mountain-like peak
8. Tell students that they will use this evidence organizer in the next lesson to collect evidence for point 2.
LAND
5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Add a few student-generated knowledge statements to the charts.
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn from The Fantastic Undersea Life of Jacques Cousteau?
• What did you learn to do?
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.3 Comprehension and Evidence: MM.1.3.C, MM.1.3.D
MM.9.3 Media: MM.9.3.B
MM.12.3 Complexity, Diversity, and Genre: MM.12.3.B, MM.12.3.B.a
CP Compose and Present Content
CP.1.3 Genre: CP.1.3.B, CP.1.3.H
CP.2.3 Planning: CP.2.3.D
CP.3.3 Content: CP.3.3.A, CP.3.3.A.b, CP.3.3.A.e
CP.4.3 Structure
CP.5.3 Language: CP.5.3.B
BU Build Understanding
BU.1.3 Inquiry and Credibility: BU.1.3.A
BU.2.3 Discovery and Evidence: BU.2.3.A, BU.2.3.B
BU.4.3 Expression
DM Develop Metacognition
DM.1.3 Content Stages: DM.1.3.A
DM.3.3 Schema Building
Lesson 26
Essential Question | How do people explore the sea?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW Preview
In this Organize lesson, students reread sections of The Fantastic Undersea Life of Jacques Cousteau to consider how Jacques Cousteau explored the sea as an inventor and film and TV producer. Students categorize Cousteau’s inventions and productions by using a two-column chart. During writing instruction, students revisit Solving the Puzzle Under the Sea to collect evidence that shows how Marie Tharp studied her map to learn more about the earth’s surface. This work prepares students to write proof paragraph 1 of an informative essay for Module Task 2.
A Prologue to lesson 26 is available for students who need additional support.
Learning Goals
Categorize details about Jacques Cousteau’s life as an inventor and producer.
LEARNING TASK: Add at least two details under each heading on the Details Organizer for The Fantastic Undersea Life of Jacques Cousteau.
For Module Task 2, collect evidence from Solving the Puzzle Under the Sea that supports the thesis.
LEARNING TASK: For Module Task 2, write at least two pieces of evidence from pages 25–27 of Solving the Puzzle Under the Sea to support point 2 on the Evidence Organizer for Module Task 2.
Vocabulary
inventor (n.)
producer (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Organize Details
• Respond: Categorize Details
• Write: Collect Evidence for a Proof Paragraph
LAND
Reflect on Learning
Materials
TEACHER
• The Fantastic Undersea Life of Jacques Cousteau
• Solving the Puzzle Under the Sea
• “Divers” (digital platform)
• class Details Organizer for The Fantastic Undersea Life of Jacques Cousteau (Learn book)
• class Evidence Organizer for Module Task 2 (Learn book, Writing)
STUDENTS
• The Fantastic Undersea Life of Jacques Cousteau
• Solving the Puzzle Under the Sea
• Details Organizer for The Fantastic Undersea Life of Jacques Cousteau (Learn book)
• Evidence Organizer for Module Task 2 (Learn book, Writing)
Preparation
• none Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 2 of Fluency Practice for The Fantastic Undersea Life of Jacques Cousteau (Learn book, Fluency) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display The Fantastic Undersea Life of Jacques Cousteau.
2. Display and Choral Read the Content Framing Question: What is happening in this text?
3. Tell students that as they reread sections of The Fantastic Undersea Life of Jacques Cousteau, they will categorize details from Jacques Cousteau’s life.
LEARN
53 minutes
Read | Organize Details | 12 minutes
1. Play “Divers.” Facilitate a brief discussion of these questions:
What words came to mind as you watched the video?
Why do you think divers dive?
2. Use responses to emphasize that often divers dive so that they can see what’s under the surface of the water. Explain that today students will learn more about the life of an extraordinary undersea explorer.
3. Display The Fantastic Undersea Life of Jacques Cousteau and Solving the Puzzle Under the Sea. Ask this question:
How are these books similar?
Key Ideas
• Both are biographies.
• Both are about ocean explorers.
4. Direct students to The Fantastic Undersea Life of Jacques Cousteau. Read aloud pages 2–7, starting with “The sea, once.” Facilitate a brief discussion of this question:
What was Jacques Cousteau interested in as a child?
Key Ideas
• swimming in the sea
• tinkering with and building things
• making his own movies
5. Tell students that Cousteau’s approach to exploration involved becoming an inventor and a producer.
6. Display the class Details Organizer for The Fantastic Undersea Life of Jacques Cousteau, and direct students to the page, located in the Learn book. Choral Read the directions.
Language Support
Tell students that categorize means “to sort into groups or to classify.”
7. Direct attention to the inventor column. Introduce the vocabulary term inventor. Say the term and simultaneously clap once for each syllable, and instruct students to do the same. Choral Read the definition.
8. Direct attention to the producer column. Introduce the vocabulary term producer. Say the term and simultaneously clap once for each syllable, and instruct students to do the same. Choral Read the definition.
9. Explain that inventors and producers create new things, but the things they create are different.
Definition
inventor (n.): someone who creates a new machine or process
Definition
producer (n.): someone who creates a new movie or show
10. Direct attention to page 8 in the text. Read aloud pages 8–11, starting with “Cousteau wanted to.” Instruct students to examine pages 8–11 and Think–Pair–Share to answer these questions:
What did Jacques Cousteau invent?
How did this invention solve a problem?
Reinforce the correct responses:
• invention—Aqua-Lung breathing apparatus
• solution to a problem—let divers breathe underwater for longer periods
11. Direct attention to the inventor column on the class organizer. Tell students that they will add to their organizer details from the text that show Cousteau as an inventor. Ask this question:
Which words and illustrations on pages 8–11 show Cousteau as an inventor?
Key Ideas
• On page 9, the words say, “Cousteau and his engineer friend Emile Gagnan created a breathing apparatus they called the Aqua-Lung.”
• On page 9, the illustration shows air bubbles coming from the diver, Cousteau.
12. Emphasize that the Aqua-Lung breathing apparatus is one of Cousteau’s inventions. Model how to add this detail to the class organizer in the inventor column: “Aqua-Lung breathing apparatus.” Instruct students to add the same information to their organizer.
13. Tell students that the text includes other details that may be interesting but that do not show evidence of Cousteau as an inventor or producer. Ask this question: What information do you find interesting that does not belong under the inventor or producer heading?
14. Provide an example (e.g., diving suits were heavy and bulky, but Cousteau did not invent the suits). Explain that texts provide a lot of information, but only some of this information helps readers answer specific questions.
Respond | Categorize Details | 21 minutes
1. Instruct students to read pages 12–32, starting with “Cousteau wanted to.” Instruct students to pause while reading to categorize the information related to Jacques Cousteau as an inventor and producer.
2. Introduce the learning task. Instruct students to write at least two details in each column on the Details Organizer for The Fantastic Undersea Life of Jacques Cousteau.
Analyze Student Progress
Monitor: Do students distinguish Cousteau’s inventions from the movies and shows he created by placing each in the correct column?
Offer Immediate Support: If students need additional support, invite them to pause while reading to discuss these questions with a partner: What information will you categorize, and where will it go?
Plan Future Practice: Students practice organizing details in module 2 lesson 9.
Key Ideas
• inventor: airtight cover for camera; new ways to film underwater; the Diving Saucer; the Sea Flea; underwater labs
• producer: underwater film, The Silent World; TV series, The Undersea World of Jacques Cousteau; dozens of documentaries
3. Instruct students to discuss these topics with a partner:
• Cousteau’s work as an inventor
• Cousteau’s work as a producer
Language Support
Provide the following sentence frames:
• Jacques Cousteau was the inventor of , and he also invented .
• Additionally, he was the producer of , and he also produced .
Differentiation Challenge
To encourage students to make connections within the text, ask this question: How did Cousteau’s work as an inventor enable him to be a successful producer? Tell students to support their responses with specific evidence from the text.
4. Explain that students organized details to learn more about Jacques Cousteau’s life’s work. Tell them that they will continue to plan their writing for Module Task 2 about the work of another person who explored the sea.
Write | Collect Evidence for a Proof Paragraph | 20 minutes
1. Display the class Evidence Organizer for Module Task 2, and direct students to the page, located in the Learn book. Instruct them to read the directions and the thesis. Pause and invite students to review their evidence. Facilitate a brief discussion of these questions:
What did you do with your organizer during the last lesson?
What evidence will you collect during this lesson?
Reinforce the correct responses:
• During the last lesson, students collected evidence on their organizers to show that Tharp used soundings to map the seafloor.
• During this lesson, students will collect evidence to show that Tharp studied her map to learn more about the earth’s surface.
2. Add “studied map” to the Point column on the class organizer.
3. Display Solving the Puzzle Under the Sea, and instruct students to work with a partner to read pages 25–27 and look closely at the illustrations. Instruct them to discuss this question with a partner:
What evidence shows that Tharp studied her map to learn more about the earth’s surface?
Differentiation Support
Direct attention to page 25, and ask these questions:
• What did Tharp notice on her map?
• What did that teach her about the seafloor?
4. Introduce the learning task. Instruct students to work with a partner to write on their evidence organizers at least two pieces of evidence from pages 25–27 that show that Tharp studied her map to learn more about the earth’s surface. Tell them to write each piece of evidence in a new row in the Evidence column and to fill in the Point column of that row with “studied map.”
Analyze Student Progress
Monitor: Do students write at least two actions Tharp took or something she noticed as she studied her map?
Offer Immediate Support: If students need additional support identifying evidence, direct them to page 25 and ask this question: What did Tharp notice that was new and important?
Plan Future Practice: Students use an evidence organizer to collect evidence for the End-of-Module Task in lesson 32.
5. If time allows, have students join another pair to share the evidence they wrote. Invite a few students to share their evidence.
Key Ideas
• noticed a deep crack under the Atlantic Ocean
• noticed that the Mid-Atlantic seafloor had two parts
• ran her finger down the map to follow the path of the rift
6. Tell students that they will use this organizer in the next lesson to elaborate on their evidence.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Add a few student-generated knowledge statements to the charts.
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about Cousteau’s inventions and productions?
• What did you learn from The Fantastic Undersea Life of Jacques Cousteau?
• What did you learn to do?
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.3 Comprehension and Evidence: MM.1.3.C, MM.1.3.D
MM.9.3 Media: MM.9.3.B
MM.12.3 Complexity, Diversity, and Genre: MM.12.3.B, MM.12.3.B.a, MM.12.3.C, MM.12.3.C.c
CP Compose and Present Content
CP.1.3 Genre: CP.1.3.B, CP.1.3.H
CP.2.3 Planning: CP.2.3.D
CP.3.3 Content: CP.3.3.A, CP.3.3.A.b, CP.3.3.A.e
CP.4.3 Structure
CP.5.3 Language: CP.5.3.B
BU Build Understanding
BU.1.3 Inquiry and Credibility: BU.1.3.A
BU.2.3 Discovery and Evidence: BU.2.3.C
BU.3.3 Conversation and Collaboration: BU.3.3.A, BU.3.3.B
BU.4.3 Expression
DF Developing Foundations
DF.3.3 Phonics and Spelling: DF.3.3.A, DF.3.3.A.b, DF.3.3.B, DF.3.3.B.a, DF.3.3.B.b
DF.4.3 High-Frequency and Irregularly Spelled Words: DF.4.3.A
DM Develop Metacognition
DM.1.3 Content Stages: DM.1.3.B
DM.2.3 Comprehension Monitoring
DM.3.3 Schema Building
Lesson 27
Essential Question | How do people explore the sea?
Content Framing Question | Reveal: What does a deeper look at words and illustrations reveal?
OVERVIEW
Preview
In this Reveal lesson, students use morphology and illustrations to examine vocabulary in The Fantastic Undersea Life of Jacques Cousteau. Examining vocabulary in context helps students deepen their understanding of Cousteau’s life’s work. During writing instruction, students elaborate on the evidence they collected from Solving the Puzzle Under the Sea. This work prepares students to write the proof paragraphs of an informative essay for Module Task 2.
A Prologue to lesson 27 is available for students who need additional support.
Learning Goals
Analyze how words and illustrations work together to deepen understanding of the term illuminate.
LEARNING TASK: Explain two ways Cousteau illuminated the sea in The Fantastic Undersea Life of Jacques Cousteau.
For Module Task 2, elaborate to develop evidence.
LEARNING TASK: Write elaboration on the Evidence Organizer for Module Task 2 to develop evidence for point 1 and point 2.
Vocabulary
illuminate (v.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Integrate Information to Understand Vocabulary
• Respond: Explain How Cousteau Illuminated the Sea
• Write: Elaborate on Evidence
LAND
Reflect on Learning
Materials
TEACHER
• The Fantastic Undersea Life of Jacques Cousteau
• Solving the Puzzle Under the Sea
• flashlight
STUDENTS
• The Fantastic Undersea Life of Jacques Cousteau
• Solving the Puzzle Under the Sea
• journal
• Evidence Organizer for Module Task 2 (Learn book, Writing)
Preparation
• For the Fishbowl, prepare the space as needed to allow students to form two circles: a smaller inner circle and a larger outer circle. Additionally, consider preselecting students for the inner circle discussion. See the Respond section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 3 of Fluency Practice for The Fantastic Undersea Life of Jacques Cousteau (Learn book, Fluency) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display The Fantastic Undersea Life of Jacques Cousteau.
2. Display and Choral Read the Content Framing Question: What does a deeper look at words and illustrations reveal?
3. Tell students that they will use words and illustrations to deepen their understanding of vocabulary in The Fantastic Undersea Life of Jacques Cousteau.
LEARN
53 minutes
Read | Integrate Information to Understand Vocabulary | 8 minutes
1. Display the terms luminous and bioluminescent. Facilitate a brief discussion of these questions:
Where have we seen the terms luminous and bioluminescent?
What do you already know about these words?
Teacher Note
• Luminous appears in Amos and Boris on page 9.
• Bioluminescent appears in Giant Squid on page 25.
Reinforce the correct responses:
• In Amos and Boris, the whales spout luminous water. The water looks like it has light in it.
• In Giant Squid, deep-sea creatures are bioluminescent, which means they produce a living light, or they glow in the dark.
2. Direct attention to the term illuminate on page 12 of The Fantastic Undersea Life of Jacques Cousteau. Tell students that they will explore a part of this word more closely.
3. Display the terms luminous, bioluminescent, and illuminate. Instruct students to work with a partner to answer this question:
What is similar about all three words?
Reinforce the correct response: All three terms share the root lumin. Tell students that the Latin root lumin means “light.”
4. Engage students in Repeated Reading of page 12, starting with “Cousteau wanted to.” Instruct them to examine the illustrations on pages 12–13 and Think–Pair–Share to answer these questions:
Based on the root lumin, the words on page 12, and the illustrations, what do you think illuminate means? What makes you think that?
Key Ideas
• illuminate: to shine a light on something
• Lumin means “light.”
• The divers are using lights as they film underwater.
• The yellow fish in the illustration is lit up by Cousteau’s light.
5. Introduce the vocabulary term illuminate by displaying the term and definition. Engage students in Vocabulary Exploration. Definition illuminate (v.): to shine a light on something
Respond | Explain How Cousteau Illuminated the Sea | 25 minutes
1. Tell students that they will follow the instructional routine Fishbowl to observe how peers prepare for an evidence-based discussion and how they can share evidence during the discussion. Divide students into two groups: a smaller group that forms an inner circle and a larger group that forms an outer circle. Explain that the outer circle will observe the inner circle discuss two questions, supporting their ideas with textual evidence.
2. Turn off the classroom lights and shine a flashlight on an object in the classroom. Ask this question: What does illuminate mean?
Use responses to emphasize that the term illuminate can mean “to literally shine a light on something.”
3. Ask this question: What happened when I turned on the flashlight?
Use responses to emphasize that students looked to see what the flashlight was illuminating. Their attention was on the object. Tell students that illuminate also has a nonliteral meaning. Illuminate can mean “to bring attention to something.”
4. Display these questions:
• What problem did Cousteau illuminate?
• How did he illuminate this problem?
5. Instruct the students in the inside circle to read page 31 in The Fantastic Undersea Life of Jacques Cousteau, starting with “Cousteau and his,” and, to prepare for discussion, annotate a problem and how Cousteau illuminated it.
6. Lead students through a Fishbowl to discuss these questions:
What problem did Cousteau illuminate?
How did he illuminate this problem?
Language Support
Direct students to the Talking Tool. Remind students that they can practice supporting what they say with evidence by using these sentence frames:
• In the text,
• For example, .
Key Ideas
• problem: ocean pollution
• He started the Cousteau Society.
• He educated people and worked to protect the seas from pollution.
7. Invite the outside circle to share what they noticed before and during the discussion. Debrief the Fishbowl process with both circles by facilitating a brief discussion of this question:
How can a Fishbowl help you grow as a speaker and listener?
8. Introduce the learning task. Direct students to their journals. Instruct them to write a paragraph to explain two ways Cousteau illuminated the sea in The Fantastic Undersea Life of Jacques Cousteau.
Analyze Student Progress
Monitor: Do students explain that Cousteau literally shined light on sea life while filming and also brought attention to ocean pollution by starting the Cousteau Society to educate people about the problem?
Offer Immediate Support: If students need additional support providing evidence that Cousteau illuminated the sea, direct them to the illustration on page 13 and ask this question: How did Jacques Cousteau share the beauty of the sea with the world?
Plan Future Practice: Students practice analyzing words and illustrations in module 2 lesson 4.
9. Remind students that they analyzed words and illustrations to learn more about Jacques Cousteau’s life’s work. Tell them that they will now continue to plan their writing for Module Task 2 about how Marie Tharp explored the sea.
Write | Elaborate on Evidence | 20 minutes
1. Display the Evidence Organizer for Module Task 2, and direct students to the page, located in the Learn book. Instruct them to review their evidence for point 1.
2. Instruct students to discuss these questions with a partner:
Which piece of evidence best supports point 1 that Marie Tharp used soundings to map the seafloor?
Why is it the best?
Language Support
Display the Talking Tool, and direct attention to this sentence frame: I think because
3. Instruct students to circle the piece of evidence that best supports the point that Tharp used soundings to map the seafloor. Tell them that the evidence they circled shows one way Tharp explored the sea.
4. Instruct students to discuss these questions with a partner:
Which piece of evidence best supports point 2 that Tharp studied her map to learn more about Earth’s surface?
Why is it the best?
5. Instruct students to circle the piece of evidence that best supports the point that Tharp studied her map to learn more about Earth’s surface. Tell them that the evidence they circled shows another way Tharp explored the sea.
6. Explain that students will revisit the source Solving the Puzzle Under the Sea to develop their evidence through elaboration. Instruct students to work with a partner to read pages 12–27, starting with “People had long,” and discuss these questions:
What did Tharp learn about the sea as she used soundings to make a map?
What did Tharp learn about the sea as she studied her map?
Language Support
Direct attention to pages 17−27, and instruct students to use the illustrations to help them describe what Tharp learned about the sea floor as she made and then studied her map.
7. Introduce the learning task. Instruct students to review their selected evidence for each point and write on their evidence organizer at least one piece of elaboration for each selected piece of evidence. Remind them that they should write the elaboration in the same row as their selected evidence.
Analyze Student Progress
Monitor: Do students develop their evidence with details from Solving the Puzzle Under the Sea connected to point 1 and point 2?
Offer Immediate Support: If students need additional support elaborating on evidence, ask them to identify a piece of evidence on their organizer and show you the page where they found it. Ask these questions: What details in the text or illustrations tell more about this evidence? How does this evidence connect to the idea of exploring the sea?
Plan Future Practice: Students elaborate on evidence from The Fantastic Undersea Life of Jacques Cousteau in lesson 36.
8. If time allows, instruct students to join another pair to share their selected evidence and the elaboration that develops their evidence. Invite a few students to share.
9. Emphasize that with strong evidence and elaboration, students will be well prepared to draft a response to Module Task 2 in the next lesson.
LAND
5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Add a few student-generated knowledge statements to the charts.
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about filming underwater?
• What did you learn from The Fantastic Undersea Life of Jacques Cousteau?
• What did you learn to do?
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.3 Comprehension and Evidence: MM.1.3.C, MM.1.3.D
MM.12.3 Complexity, Diversity, and Genre: MM.12.3.B, MM.12.3.B.a
CP Compose and Present Content
CP.1.3 Genre: CP.1.3.B, CP.1.3.H
CP.2.3 Planning: CP.2.3.D
CP.3.3 Content: CP.3.3.A, CP.3.3.A.b, CP.3.3.A.e
CP.4.3 Structure
CP.5.3 Language: CP.5.3.B
BU Build Understanding
BU.1.3 Inquiry and Credibility: BU.1.3.A
BU.2.3 Discovery and Evidence: BU.2.3.C
BU.3.3 Conversation and Collaboration: BU.3.3.A, BU.3.3.B
BU.4.3 Expression
DF Develop Foundations
DF.3.3 Phonics and Spelling: DF.3.3.A, DF.3.3.A.b, DF.3.3.B, DF.3.3.B.b
DF.4.3 High-Frequency and Irregularly Spelled Words: DF.4.3.A
DM Develop Metacognition
DM.1.3 Content Stages: DM.1.3.C
DM.3.3 Schema Building
Lesson 28
Essential Question | How do people explore the sea?
Content Framing Question | Distill: What is a central idea in this text?
OVERVIEW Preview
In this Distill lesson, students revisit The Fantastic Undersea Life of Jacques Cousteau to examine how Jacques Cousteau became an ambassador for the ocean and its inhabitants. During discussion, students share textual evidence to support their ideas. During writing instruction, students draft a response to Module Task 2 about how Marie Tharp explored the sea in Solving the Puzzle Under the Sea. Students develop proof paragraph 1, proof paragraph 2, and a concluding paragraph for an informative essay.
A Prologue to lesson 28 is available for students who need additional support.
Learning Goals
Explain how Jacques Cousteau was an ambassador for the world’s oceans.
LEARNING TASK: During a class discussion, share a way in which Cousteau acted or spoke for the ocean’s inhabitants.
For Module Task 2, write two proof paragraphs and a concluding paragraph that develop a thesis.
LEARNING TASK: For Module Task 2, write proof paragraph 1, proof paragraph 2, and a concluding paragraph.
Vocabulary ambassador (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Prepare for a Discussion
• Respond: Discuss a Central Idea
• Write: Draft Proof Paragraphs and a Concluding Paragraph
LAND
Reflect on Learning
Materials
TEACHER
• The Fantastic Undersea Life of Jacques Cousteau
• Solving the Puzzle Under the Sea
• Syllable Types (Reference Charts appendix)
STUDENTS
• The Fantastic Undersea Life of Jacques Cousteau
• Solving the Puzzle Under the Sea
• journal
• Evidence Organizer for Module Task 2 (Learn book, Writing)
• Module Task 2 (Learn book, Writing)
• Checklist for Module Task 2 (Learn book, Writing)
Preparation
• Determine how to display side by side Syllable Types and the term ambassador with syllable division. See the Read section for details.
• Determine how students will access Module Task 2. Students continue to work with this task in subsequent lessons.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 4 of Fluency Practice for The Fantastic Undersea Life of Jacques Cousteau (Learn book, Fluency) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display The Fantastic Undersea Life of Jacques Cousteau.
2. Display and Choral Read the Content Framing Question: What is a central idea in this text?
3. Tell students that they will revisit parts of the text to determine a central idea in The Fantastic Undersea Life of Jacques Cousteau.
LEARN
53 minutes
Read | Prepare for a Discussion | 12 minutes
1. Display side by side Syllable Types and the term ambassador with its syllable division: am-bass-a-dor. Direct attention to the first syllable and instruct students to name the syllable type.
Reinforce the correct response: closed.
2. Direct attention to the second syllable and instruct students to name the syllable type.
Reinforce the correct response: closed.
3. Direct attention to the third syllable and ask this question:
Since this vowel is in the middle of a multisyllabic word, what will you do to decode this word with your partner?
Reinforce the correct response: try a long vowel sound and a schwa vowel sound.
4. Direct attention to the fourth syllable and instruct students to name the syllable type.
Reinforce the correct response: r-controlled. Instruct students to decode this multisyllabic word with a partner. Display the term and definition. Say the term. Invite a student to read aloud the definition. Definition ambassador (n.): someone who acts or speaks for those who live in a certain place
5. Ask this question:
What would an ambassador for the oceans act or speak for?
Reinforce the correct response: ocean plants and animals.
6. Display and Choral Read this question: How was Jacques Cousteau an ambassador for the world’s oceans?
7. Instruct students to reread page 12, starting with “Cousteau wanted to,” and to examine the illustrations on pages 12–13. Tell them to annotate how Cousteau acted or spoke for the ocean’s inhabitants. Invite a few students to share their annotations.
Key Ideas
• found ways to film underwater
• filmed the ocean’s inhabitants to show what they looked like
• wanted to share the underwater world with other people
8. Instruct students to reread pages 16–32, starting with “Cousteau discovered many.” Instruct them to annotate how Cousteau acted or spoke for the ocean’s inhabitants.
Differentiation Challenge
To encourage students to interpret complex language in the text, invite them to choose one of the quotes that appear in colored circles on pages 2, 19, 23, and 28. Instruct students to use the quotations to answer these questions:
• Based on this quote, what does Cousteau want us to understand about the ocean?
• How do these words help Cousteau advocate for the inhabitants of the sea?
Respond | Discuss a Central Idea | 20 minutes
1. Facilitate a brief discussion of this question:
What speaking and listening goals have we been practicing in our discussions?
Key Ideas
• Support what you say with relevant textual evidence.
• Listen closely to identify a speaker’s main points.
• Speak at a rate others can understand.
Teacher Note
During the discussion, use the Module 1 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward these goals.
2. Introduce the learning task. Explain that students will now engage in a discussion to share what they learned about Cousteau’s life as an ambassador for the world’s oceans. Remind them to support their main points with evidence from the text. If possible, arrange students in a circle for the discussion. Begin the discussion by asking this question:
How was Jacques Cousteau an ambassador for the world’s oceans?
Language Support
Direct students to the Talking Tool. Remind students that they can practice supporting what they say with evidence by using these sentence frames:
• In the text,
• For example, .
Analyze Student Progress
Monitor: Do students clearly connect examples of how Cousteau spoke for the ocean’s plant and animal life to the term ambassador?
Offer Immediate Support: If students need additional support explaining how Cousteau was an ambassador for the world’s oceans, tell them to revisit their annotations.
Plan Future Practice: Students practice determining a central idea in module 2.
Key Ideas
• created the first full-length, full-color underwater film, The Silent World
• filmed the inhabitants of the ocean all over the world
• produced 50 books, two encyclopedias, and dozens of documentary films
• produced a TV series that brought ocean animals into people’s living rooms
• started the Cousteau Society to teach people about ocean life and pollution
3. Encourage further discussion by asking this question:
What life lesson can we learn from The Fantastic Undersea Life of Jacques Cousteau?
Key Ideas
• People can speak and act to protect those who don’t have a voice.
• Movies and books can share the beauty in our world, and they can also illuminate problems.
• Pollution affects the ocean’s inhabitants.
4. Direct students to their journals. Instruct them to write a central idea, or life lesson, from The Fantastic Undersea Life of Jacques Cousteau.
5. Explain that students orally shared a central idea in The Fantastic Undersea Life of Jacques Cousteau before writing it in their journal. Tell them that they will now orally rehearse and draft a response for Module Task 2.
1. Direct students to the Evidence Organizer for Module Task 2, located in the Learn book. Ask this question:
On your evidence organizer, what have you already planned for your informative essay?
Key Ideas • evidence • elaboration
2. Explain that students will use their knowledge from Solving the Puzzle Under the Sea to begin drafting an informative essay for Module Task 2 about how Marie Tharp explored the sea.
Teacher Note
In this lesson, students begin Module Task 2. They may complete the assessment on paper or on the digital platform. Using the platform gives students experience engaging in the writing process digitally. Alternatively, to support peer review, students may draft using shared digital documents and then transfer their work to the digital platform before submitting their assignment.
3. Display Module Task 2, and direct students to the page, located in the Learn book. Explain that they are now ready to draft proof paragraph 1, proof paragraph 2, and a concluding paragraph—first orally in a whisper and then in writing. Facilitate a brief discussion of these questions:
How does oral rehearsal help us write each paragraph?
How does oral rehearsal help us connect ideas between paragraphs?
Key Ideas
• We can practice developing a complete topic sentence that includes the focus and one point.
• We can try different ways to connect evidence to the topic sentence.
• We can try different transitions that connect proof paragraph 1 to proof paragraph 2.
• We can try different ways of saying the thesis in the concluding paragraph.
4. Tell students to use their evidence organizer to help them develop each paragraph in their informative essay. Tell them that they can pause their oral rehearsal to write each sentence or paragraph.
Teacher Note
To reinforce the structure of a proof paragraph, have students color-code the point, evidence, and elaboration according to the Painted Essay® before they orally rehearse each proof paragraph.
5. Introduce the learning task. Instruct students to orally rehearse and draft proof paragraph 1, proof paragraph 2, and a concluding paragraph for Module Task 2.
Analyze Student Progress
Monitor: Do students use their evidence organizer to write each proof paragraph and the concluding paragraph?
Offer Immediate Support: If students need additional support constructing a proof paragraph, remind them to review the writing section of Module Task 2, located in the Learn book, for key paragraph components.
Plan Future Practice: Students practice writing an informative essay in lesson 37.
6. When students finish, instruct them to read their paragraphs in a whisper and check their work by using the Checklist for Module Task 2.
LAND
5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Add a few student-generated knowledge statements to the charts.
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about how Cousteau was an ambassador for the sea?
• What did you learn from The Fantastic Undersea Life of Jacques Cousteau?
BU.1.3 Inquiry and Credibility: BU.1.3.A, BU.1.3.C
BU.2.3 Discovery and Evidence: BU.2.3.A, BU.2.3.B, BU.2.3.C
BU.3.3 Conversation and Collaboration: BU.3.3.A, BU.3.3.B, BU.3.3.C, BU.3.3.D
BU.4.3 Expression
DF Develop Foundations
DF.3.3 Phonics and Spelling: DF.3.3.A, DF.3.3.A.b, DF.3.3.B, DF.3.3.B.b
DF.4.3 High-Frequency and Irregularly Spelled Words: DF.4.3.A
DF.13.3 Sentence Construction: DF.13.3.A
DM Develop Metacognition
DM.1.3 Content Stages: DM.1.3.D
DM.2.3 Comprehension Monitoring
DM.3.3 Schema Building
DM.4.3 Reflection and Evaluation
Lesson 29
Essential Question | How do people explore the sea?
Content Framing Question | Know: How do these texts build our knowledge?
OVERVIEW Preview
In this Know lesson, students synthesize their learning about the sea. Students use conjunctions to write compound knowledge statements summarizing learning from The Fantastic Undersea Life of Jacques Cousteau and “Underwater Discovery and Adventure.” During writing instruction, students examine the difference between simple and compound sentences, reflecting on how compound sentences can expand their writing. They revise their response to Module Task 2 to include both simple and compound sentences.
Learning Goals
Reflect on knowledge gained from The Fantastic Undersea Life of Jacques Cousteau and “Underwater Discovery and Adventure.”
LEARNING TASK: Write about the new knowledge gained from The Fantastic Undersea Life of Jacques Cousteau and “Underwater Discovery and Adventure.”
For Module Task 2, use knowledge of coordinating conjunctions to produce compound sentences.
LEARNING TASK: For Module Task 2, revise a response to include at least one compound sentence.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Review Knowledge
• Respond: Express Knowledge
• Write: Revise Writing
LAND
Synthesize Learning
Materials
TEACHER
• The Fantastic Undersea Life of Jacques Cousteau
• Solving the Puzzle Under the Sea
• “Underwater Discovery and Adventure” (digital platform)
STUDENTS
• The Fantastic Undersea Life of Jacques Cousteau
• Sentence Strategies for Module 1 (Learn book, Writing)
• World Knowledge Statements for Module 1 (Learn book)
• Checklist for Module Task 2 (Learn book, Writing)
• Module Task 2 (Learn book, Writing)
Preparation
• Familiarize yourself with the concept of compound sentences. See the Write section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• In small groups, students rehearse and perform the passage on Fluency Practice for The Fantastic Undersea Life of Jacques Cousteau (Learn book, Fluency).
LAUNCH
2 minutes
Read the Content Framing Question
1. Display The Fantastic Undersea Life of Jacques Cousteau.
2. Display and Choral Read the Content Framing Question: How do these texts build our knowledge?
3. Tell students that they will make connections between The Fantastic Undersea Life of Jacques Cousteau and a video about Cousteau and spend time reviewing, thinking, and writing about the knowledge they build.
LEARN
53 minutes
Read | Review Knowledge | 12 minutes
1. Direct attention to both knowledge charts, and instruct students to silently read the knowledge statements.
2. Tell students that they will deepen their knowledge of Cousteau by watching a video, “Underwater Discovery and Adventure.”
3. Play “Underwater Discovery and Adventure.”
Differentiation Support
Play the video twice. During the first viewing, instruct students to look and listen for familiar facts. During the second viewing, instruct students to look and listen for new facts.
4. Ask this question:
What new information did you learn from the video?
5. Add a few knowledge statements to the World Knowledge Chart.
Key Ideas
• Cousteau explored shipwrecks.
• Cousteau tried to stop a dump of radioactive waste in the Mediterranean Sea.
• Cousteau helped stop commercial whaling.
Respond | Express Knowledge | 26 minutes
1. Remind students of their work using conjunctions to connect ideas into compound sentences. Display Sentence Strategies for Module 1, and direct students to the page, located in the Learn book. Direct attention to the conjunction for. Tell students that for is another coordinating conjunction.
2. Display and Choral Read this sentence: A pair of goggles changed Cousteau’s life, for it opened his eyes to the beauty under the ocean’s surface.
3. Instruct students to Think−Pair−Share to answer these questions:
What does the word for mean in this sentence?
How does it connect the two ideas in this sentence?
Reinforce the correct responses: For means “because.” The second idea gives a reason for the first idea: A pair of goggles changed Cousteau’s life because it opened his eyes to the beauty under the ocean’s surface.
4. Display and Choral Read this sentence frame: Cousteau spent his whole life exploring the sea, for .
5. Instruct students to work with a partner to orally complete the sentence frame. Encourage students to refer to the knowledge charts as needed for information.
6. Invite a few students to share their compound sentences.
Key Ideas
• Cousteau spent his whole life exploring the sea, for he loved the ocean.
• Cousteau spent his whole life exploring the sea, for he wanted to film penguins, whales, and squid.
• Cousteau spent his whole life exploring the sea, for he wanted to learn more about coral reefs and kelp forests.
7. Direct attention to the knowledge charts. Instruct students to work with a partner to practice orally creating sentences about Cousteau, using information from the knowledge charts and coordinating conjunctions to combine or expand their ideas.
8. Introduce the learning task. Direct students to the World Knowledge Statements for Module 1, located in the Learn book. Instruct them to write at least two sentences to express knowledge they gained from The Fantastic Undersea Life of Jacques Cousteau or “Underwater Discovery and Adventure.” Instruct students to use a conjunction to combine or expand ideas in each sentence.
Analyze Student Progress
Monitor: Do students write about Cousteau’s fascination with the sea while using and, but, so, yet, or for?
Offer Immediate Support: If students need additional support combining ideas, provide the following sentence frame: Jacques Cousteau created the Cousteau Society, for he . Instruct students to complete the knowledge statement.
Plan Future Practice: Students practice using conjunctions in lesson 33.
9. Divide students into small groups. Tell them that they will follow the instructional routine Tableau, and explain how this routine works. First, students work in groups to recreate a scene or represent an idea by silently freezing their bodies and faces in a specific position. Next, each group presents their Tableau. A student within or outside the group may narrate the scene for the viewers.
10. Instruct groups to create a Tableau of a knowledge statement of their choice.
Write | Revise Writing | 15 minutes
1. Tell students that now they will apply their work expanding sentences to their writing.
2. Display and Choral Read these sentences:
• Cousteau loved the sea.
• Cousteau loved the sea, so he turned a boat into a floating research lab.
Teacher Note
Student use of a comma in a compound sentence is not a level 3 expectation.
3. Ask this question: How do these sentences differ?
Key Ideas
• The first sentence has one idea; the second sentence has two ideas.
• The first sentence is a simple sentence; the second sentence is a compound sentence.
• The first sentence has less detail than the second.
• The second sentence has the conjunction so.
• The second sentence tells more about Cousteau’s work than the first.
4. Ask this question:
How does the compound sentence expand or build on the simple sentence?
Key Ideas
• adds more details about Cousteau’s work
• helps readers understand that he created a floating research lab because of his love of the sea
5. Direct students to Sentence Strategies for Module 1, located in the Learn book. Instruct them to review the list of conjunctions. Provide this sentence frame: Cousteau was the ocean’s ambassador, .
6. Instruct students to work with a partner to create a compound sentence that will expand on the simple sentence.
7. Invite a few students to share their compound sentences.
Key Ideas
• Cousteau was the ocean’s ambassador, and he was also an inventor.
• Cousteau was the ocean’s ambassador, so he created the Cousteau Society to stop ocean pollution.
• Cousteau was the ocean’s ambassador, for he cherished the sea.
8. Display the Checklist for Module Task 2, and direct students to the page, located in the Learn book. Direct attention to the first criterion in the Language section: writes in simple and compound sentences. Explain that students will revise their response to Module Task 2 to include at least one compound sentence.
9. Introduce the learning task. Instruct students to reread their response to Module Task 2 and revise it to include at least one compound sentence. Encourage them to think about how they could expand a simple sentence to add details or information.
Language Support
Direct students to a simple sentence in their writing (e.g., an elaboration sentence), and ask this question: How could you use the conjunction and to add more detail or information to this sentence?
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.
10. Encourage students to reread their writing and use the checklist to guide any other revisions and edits.
LAND
5 minutes
Synthesize Learning
1. Remind students of the Essential Question. Tell them that they will answer this question in different ways throughout the module. Ask the Essential Question: How do people explore the sea?
2. Use responses to reinforce these Knowledge Threads:
• The sea’s wonders and mysteries attract adventurers and scientists.
• Writers and artists depict the mysteries of the sea.
• The pursuit of knowledge drives innovation.
• The sea is home to diverse marine life.
• Scientists carry out investigations in the field or laboratory, often working collaboratively.
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• How do divers explore the sea?
• What inventions have helped people explore the sea?
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.3 Comprehension and Evidence: MM.1.3.C, MM.1.3.D
MM.12.3 Complexity, Diversity, and Genre: MM.12.3.B, MM.12.3.B.a, MM.12.3.C, MM.12.3.C.c
CP Compose and Present Content
CP.1.3 Genre: CP.1.3.B, CP.1.3.H
CP.3.3 Content
CP.4.3 Structure
CP.5.3 Language: CP.5.3.B
CP.6.3 Revision
CP.7.3 Editing
CP.8.3 Presentation: CP.8.3.A
BU Build Understanding
BU.2.3 Discovery and Evidence
BU.3.3 Conversation and Collaboration: BU.3.3.A, BU.3.3.B
Essential Question | How do people explore the sea?
Content Framing Question | Wonder: What do I notice and wonder about this text?
OVERVIEW Preview
In this Wonder lesson, students listen with curiosity and attention to Shark Attack. They explore text features and write what they notice and wonder about the book. During writing instruction, students learn why writers share their work with others. They share their Module Task 2 responses with a small group of peers and provide feedback on each other’s writing.
Learning Goals
Notice and wonder about Shark Attack.
LEARNING TASK: Write at least two things you notice about pages 24−45 of Shark Attack and a related question about each.
For Module Task 2, provide feedback to peers on their writing.
LEARNING TASK: For Module Task 2, provide written feedback to a peer, noting an area of strength and something you learned.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Listen Closely to Shark Attack
• Respond: Notice and Wonder About Shark Attack
• Write: Share Writing
LAND
Reflect on Learning
Materials
TEACHER
• Shark Attack
• Sharks Chart
• class Notice and Wonder Chart for Shark Attack (Learn book)
STUDENTS
• Shark Attack
• journal
• Notice and Wonder Chart for Shark Attack (Learn book)
• Checklist for Module Task 2 (Learn book, Writing)
• sticky notes
• Module Task 2 (Learn book, Writing)
Preparation
• Make a Sharks Chart. See the Read section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 1 of Fluency Practice for Shark Attack (Learn book, Fluency) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Shark Attack.
2. Display and Choral Read the Content Framing Question: What do I notice and wonder about this text?
3. Introduce Shark Attack by reading aloud the title and author. Tell students that in this lesson they will listen closely to the text, explore its text features, and share what they notice and wonder.
LEARN
53 minutes
Read | Listen Closely to Shark Attack | 22 minutes
1. Direct students to their journals, and instruct them to write three words or phrases to respond to the question:
What comes to mind when you think of sharks?
2. Instruct students to share their words or phrases with a partner and explain their choices.
3. Display the Sharks Chart. Tell students that they will follow the instructional routine Whip Around to share an idea about sharks. Explain how this routine works. First, you ask a question that students can answer in a word or short phrase. Next, each student shares their response in rapid succession until all students have shared. Practice this routine by asking the following question and choosing a student to begin:
What comes to mind when you think of sharks?
Sharks
4. Write students’ descriptions on the chart as they share. Tell them that they will revisit their descriptions in a later lesson.
Teacher Note
In lesson 33, at the end of this arc of lessons, students write new words or phrases that they would use to describe sharks after reading Shark Attack. They compare previous descriptions to new ones and discuss how the descriptions changed or remained the same.
5. Invite students to examine the front and back covers of Shark Attack. Read aloud the book’s description on the back cover.
6. Display the class Notice and Wonder Chart for Shark Attack, and facilitate a brief discussion of this question:
What do you notice and wonder about the front and back covers?
Add a few student responses to the class chart.
7. Direct attention to page 6, and instruct students to follow along as you read aloud the first two sections. Encourage them to listen for answers to their questions inspired by the book cover. Read aloud pages 6−23 (except captions and sidebars), starting with the heading “Shark Attack!”
Language Support
Based on your students’ needs, pause to define select words with a synonym (e.g., competitors, distress, public). Use subsequent readings to reinforce synonyms for the words you selected.
8. Instruct students to work with a partner to review pages 6−23, explore the text features, and discuss what they notice and wonder. Direct students to the Notice and Wonder Chart for Shark Attack, located in the Learn book, and instruct them to write at least two things they notice and wonder.
9. Invite students to share what they noticed and related questions. Add a few responses to the class chart.
10. Instruct students to follow along as you read aloud the rest of Shark Attack. Encourage them to listen for answers to their previous questions and to continue noticing and wondering about new things in the text. Read aloud pages 24−45 (except captions and sidebars), starting with the heading “Sharks and Safety.”
Teacher Note
Instead of reading aloud, consider having students read pages 24−45 with a partner.
Respond | Notice and Wonder About Shark Attack | 11 minutes
1. Instruct students to work with a partner to review pages 24−45, explore the text features, and discuss what they notice and wonder.
2. Introduce the learning task. Instruct students to write on their Notice and Wonder Chart at least two things they notice about pages 24−45 of Shark Attack and at least two related questions.
Analyze Student Progress
Monitor: Do students write at least two things they notice and two related questions?
Offer Immediate Support: If students need additional support connecting what they notice and wonder, direct attention to the photographs on pages 42−43 and ask this question: What questions do you have about these photographs?
Plan Future Practice: Students notice and wonder about texts in module 2.
3. Invite students to share what they noticed and related questions. Add a few responses to the class chart.
4. Instruct students to review the questions on their own charts. Ask this question: What answers did you find as you listened to Shark Attack?
5. Instruct students to put a star next to the unanswered question on their chart that they are most curious about. Invite a few students to share their questions, and add them to the class chart.
Write | Share Writing | 20 minutes
1. Ask this question:
Why might writers share their writing with others?
Key Ideas
• to present their learning to an audience
• to share knowledge or teach others about a topic
• to hear their writing out loud
• to get feedback on strengths and areas for improvement
2. Ask this question:
Why do we read or listen to others’ writing?
Key Ideas
• to learn more about a topic
• to hear other voices and perspectives
• to get ideas and inspiration to improve our writing
3. Tell students that they will share their Module Task 2 responses in a small group. They will take turns reading aloud their writing as other group members listen closely and provide feedback.
4. Explain that students will focus on providing positive feedback to let their peers know what is working in their writing. They will share one strength, or something their peer did well, and one thing they learned from their peer’s writing.
5. Display these sentence frames, and explain that students can use them to share a strength of their peer’s writing:
• One strength of your work is .
• My favorite part of your writing is because .
Choral Read each sentence frame.
6. Display these sentence frames, and explain that students can use them to share something they learned from their peer’s writing:
• One thing I learned is .
• Something I will take away from your work is .
Choral Read each sentence frame.
7. Display the Checklist for Module Task 2, and direct students to the page, located in the Learn book. Explain that they will use the checklist to guide them in listening and providing feedback. Instruct students to read the checklist and ask any clarifying questions.
Differentiation Support
Model how to use the Checklist for Module Task 2 and the sentence frames to provide feedback on students’ writing.
8. Introduce the learning task. Form small groups, and distribute two sticky notes to each student. Direct students to Module Task 2, located in the Learn book, and tell them to take turns reading aloud their responses. Following each presentation, instruct other group members to write down on a sticky note one area of strength and something they learned from their peer’s writing. Remind students to refer to the Checklist for Module Task 2 and use the sentence frames to help them provide feedback.
Analyze Student Progress
Monitor: Do students use the checklist to note one area of strength and one thing they learned from each peer’s writing?
Offer Immediate Support: If students need additional support providing feedback, direct them to the Knowledge section of the Checklist for Module Task 2 and ask this question: What did you learn about how Marie Tharp explored the sea?
Plan Future Practice: Students practice providing peer feedback in lesson 38.
9. Facilitate a brief discussion of this question:
How did sharing your work and listening to others’ work help you as a writer?
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Add a few student-generated knowledge statements to the charts.
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn from Shark Attack?
• What did you learn to do?
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.3 Comprehension and Evidence: MM.1.3.C, MM.1.3.D
MM.12.3 Complexity, Diversity, and Genre: MM.12.3.B, MM.12.3.B.b
CP Compose and Present Content
CP.8.3 Presentation: CP.8.3.A
BU Build Understanding
BU.2.3 Discovery and Evidence
BU.3.3 Conversation and Collaboration: BU.3.3.E
BU.4.3 Expression
DM Develop Metacognition
DM.1.3 Content Stages: DM.1.3.A
DM.3.3 Schema Building
Lesson 31
Essential Question | How do people explore the sea?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW Preview
In this Organize lesson, students reread the section “Sharks Up Close” to gain a broad understanding of sharks—their evolution, physical features, and behaviors, as well as the diversity among shark species. Determining the section’s main idea and key details prepares students to reread and organize the next section, “Sharks Under Attack,” in small groups to understand the threats humans pose to sharks. During writing instruction, students examine the End-of-Module Task and explain what they will write about in their proof paragraphs. This work helps students understand the task’s expectations and reflect on the process that will prepare them to write.
A Prologue to lesson 31 is available for students who need additional support.
Learning Goals
Determine main ideas and key details in Shark Attack.
LEARNING TASK: Add the main idea and key details from the section “Sharks Under Attack” to the Informational Outline for Shark Attack.
Use the points of the thesis to explain the topic of each proof paragraph for the End-of-Module Task.
LEARNING TASK: For the End-of-Module Task, write to explain each proof paragraph’s topic based on the thesis.
Vocabulary
extinction (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Determine the Main Idea and Key Details
• Respond: Add to an Informational Outline About Sharks
• Write: Examine the End-of-Module Task
LAND
Reflect on Learning
Materials
TEACHER
• Shark Attack
• class Informational Outline for Shark Attack (Learn book)
• Knowledge Card: invention
STUDENTS
• Shark Attack
• sticky notes
• Informational Outline for Shark Attack (Learn book)
• End-of-Module Task (Learn book, Writing)
• coloring utensils: red, green, yellow, blue
• journal
Preparation
• none Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 2 of Fluency Practice for Shark Attack (Learn book, Fluency) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Shark Attack.
2. Display and Choral Read the Content Framing Question: What is happening in this text?
3. Tell students that they will reread and organize sections of Shark Attack to understand more about sharks.
LEARN
53 minutes
Read | Determine the Main Idea and Key Details | 19 minutes
1. Assess and activate prior knowledge by asking this question: How can headings help us understand what is happening in an informational text? Reinforce the correct response: Headings can provide clues to what a section of text is about.
2. Direct attention to the heading “Sharks Up Close” on page 30. Instruct students to look at the photographs, captions, and other text features in “Sharks Up Close” and to discuss with a partner what this section might be about. Listen for students to discuss key ideas.
Language Support
Explain that the phrase up close means "at very close range or providing detailed information."
Key Ideas
• what they look like
• how they behave
• different kinds of sharks
3. Instruct students to follow along as you read aloud “Sharks Up Close” and to listen for important ideas about sharks. Read aloud pages 30−31, starting with the heading “Sharks Up Close.”
4. Distribute four sticky notes to each student, and instruct them to write key words or a phrase to capture an important idea about sharks on pages 30−31. Invite a few students to share their key words or phrases.
Key Ideas
• around since before dinosaurs
• similar to early ancestors
• main ocean predators
5. Read aloud pages 32−37, starting with “The shark is.” Pause at the end of each spread (i.e., pages 32−33, 34−35, 36−37) and instruct students to write on a sticky note key words or a phrase to capture an important idea about sharks from each spread.
6. Instruct students to review their sticky notes. Invite a few students to share the important ideas they learned about sharks in “Sharks Up Close.”
Teacher Note
To synthesize student ideas, make a class list of important ideas students share from “Sharks Up Close,” including those from pages 30−31.
Key Ideas
• unique bodies and senses
• live, swim, and hunt alone
• slow to reproduce
• eat meat
• many shapes and sizes
7. Instruct students to discuss these questions with a partner:
What is the main idea of “Sharks Up Close”?
Why do you think that is the main idea?
Differentiation Support
Direct students to their sticky notes, and ask these questions: What do these ideas have in common? How do they relate to each other and to the heading “Sharks Up Close”? Tell students to group their sticky notes based on common ideas or information to help them make connections between ideas and determine the main idea of “Sharks Up Close.”
8. Invite a few students to share their responses.
Key Ideas
• Sharks’ bodies and behaviors help them survive; the text mentions flexible skeletons, extra senses, and lots of food sources.
• Sharks have ancestors, physical features, and behaviors in common; the text mentions the megalodon, extra senses, flat bodies of angel and wobbegong sharks, and eating meat.
Emphasize the commonalities in responses: Students may word the main idea differently, as long as they understand that the section is about sharks’ bodies and behaviors. Reinforce that considering how the important ideas relate to each other and to the heading helped students determine the main idea.
9. Display the class Informational Outline for Shark Attack, and direct students to the page, located in the Learn book. Direct attention to the first Main Idea box. Instruct students to work with a partner to write on their outline the main idea of “Sharks Up Close” and at least three key details that support the main idea. Encourage them to refer to the key words and phrases on their sticky notes to help them write supporting key details.
10. Invite a few students to share their main idea and one or more key details. Add a main idea and several key details to the class outline.
Key Ideas
main idea: Sharks bodies and behaviors help them survive.
• around since before dinosaurs
• main ocean predators
• flexible skeleton and extra senses
• live, swim, and hunt alone
• eat meat
• many different shapes and sizes
11. Instruct students to Think−Pair−Share to answer this question:
What is the most interesting fact you learned about sharks from “Sharks Up Close”?
Key Ideas
• Sharks lived in Earth’s oceans long before the first dinosaurs.
• Sharks have pores on their heads that sense electrical charges.
• Some sharks lay eggs, while others give birth to live babies.
• A lantern shark is no more than 8 inches long.
Respond | Add to an Informational Outline About Sharks | 18 minutes
1. Direct attention to the heading “Sharks Under Attack” on page 38. Instruct students to look at the photographs, captions, and other text features in “Sharks Under Attack” and to discuss with a partner what this section might be about.
2. Listen for students to discuss key ideas.
Key Ideas
• threats to sharks
• why people catch and kill sharks
• how people use different shark parts
3. Introduce the vocabulary term extinction by displaying the term and definition from the glossary on page 46 of Shark Attack. Engage students in Vocabulary Exploration.
4. Instruct students to work with a partner to read the section “Sharks Under Attack” on pages 38−45, starting with the heading, and to annotate important ideas about sharks.
Differentiation Support
Read aloud pages 38−45 as students follow along and annotate important ideas about sharks.
5. Introduce the learning task. Instruct students to work with a partner to review their annotations, discuss the main idea of the section “Sharks Under Attack,” and then write the main idea and at least three supporting key details in the next section of the Informational Outline for Shark Attack.
Definition
extinction (n.): when a particular animal or plant dies out completely
Analyze Student Progress
Monitor: Do students accurately identify the main idea that today’s sharks are endangered because of overfishing and at least three key details to support that main idea?
Offer Immediate Support: If students need additional support identifying the main idea, direct them to page 38 and prompt them to identify a sentence that best captures what the section is about.
Plan Future Practice: Students practice determining main ideas and key details in module 2.
6. Invite a few students to share the main idea of “Sharks Under Attack” and key supporting details. Add the main idea and several key details to the class outline. Reinforce key details that support the main idea.
Key Ideas
• main idea: Today’s sharks are endangered because of overfishing.
• 100 million killed each year
• many killed by accident or for sport
• many killed for meat and other body parts
• could become extinct
Differentiation Challenge
To extend student thinking, instruct students to explain how one or more key details support the main idea.
7. Instruct students to Think−Pair−Share to answer this question:
Why is it important to protect sharks from extinction?
Key Ideas
• They help keep the oceans healthy.
• We can learn a lot from their strong immune systems.
• They could help cure people.
• They are some of the oldest creatures on earth.
Write | Examine the End-of-Module Task | 16 minutes
1. Direct attention to the ELA Knowledge Chart, and ask this question:
What have we learned about expressing knowledge in writing?
Key Ideas
• We can write essays with multiple paragraphs to share our ideas.
• We need to support our ideas with evidence.
• We can elaborate to tell more about our evidence.
• We can combine and expand our ideas using coordinating conjunctions.
2. Explain that students will apply their ELA learning and their knowledge of the world to complete the End-of-Module Task. Display the End-of-Module Task, and direct students to the page, located in the Learn book. Choral Read the writing prompt: How did Jacques Cousteau explore the sea? Write two proof paragraphs and a concluding paragraph to complete the essay.
3. Ask this question:
What knowledge of the world do you need to complete this task?
Use responses to emphasize that students must have knowledge of Jacques Cousteau and how he explored the sea.
4. Ask this question:
How is the End-of-Module Task similar to and different from Module Task 2?
Key Ideas
• Both require writing two proof paragraphs and a concluding paragraph to complete an essay.
• Both ask about how someone explored the sea.
• Module Task 2 is about Marie Tharp; the End-of-Module Task is about Jacques Cousteau.
5. Choral Read the introductory paragraph. Display the Knowledge Card for invention, and direct attention to the image to spark students’ memory. Remind them that one meaning of invention is “a useful new device or process.”
6. Distribute coloring utensils, and instruct students to work with a partner to color-code the introductory paragraph using the colors of the Painted Essay®.
Differentiation Support
Remind students to refer to the color-coded Writing Model for Module 1, located in the Learn book.
7. Instruct students to discuss these questions with a partner:
According to the introductory paragraph, what is the focus of this essay?
Which two points support the focus?
Invite a few students to share their responses. Direct attention to the thesis to reinforce the correct responses: Cousteau explored the sea with his inventions. He created new ways to stay underwater, and he developed tools to help him film underwater.
8. Introduce the learning task. Direct students to their journals. Instruct them to write a response to explain what each proof paragraph for the End-of-Module Task will be about.
Analyze Student Progress
Monitor: Do students explain that proof paragraph 1 will be about Cousteau’s inventions for staying underwater and proof paragraph 2 will be about his inventions for filming underwater?
Offer Immediate Support: If students need additional support explaining the knowledge they will need to develop their proof paragraphs, direct attention to the color-coded thesis and review the relationship between the thesis and the proof paragraphs.
Plan Future Practice: Students begin collecting evidence for the End-of-Module Task in lesson 32.
9. Invite a few students to share their responses. Reinforce the correct responses: Proof paragraph 1 will be about Cousteau’s inventions for staying underwater; proof paragraph 2 will be about his inventions for filming underwater.
10. Instruct students to Think−Pair−Share to answer these questions:
How will you prepare to write the End-of-Module Task?
What steps will you take?
Key Ideas
• revisit The Fantastic Undersea Life of Jacques Cousteau to collect evidence
• collect evidence of Cousteau’s inventions for staying underwater and filming underwater
• write elaboration to tell more about the evidence
• rehearse ideas for each paragraph out loud before writing them
11. Tell students that in the next lesson they will revisit The Fantastic Undersea Life of Jacques Cousteau to begin collecting evidence of Cousteau’s inventions.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Add a few student-generated knowledge statements to the charts.
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about shark extinction?
• What did you learn from Shark Attack?
• What did you learn to do?
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.3 Comprehension and Evidence: MM.1.3.C, MM.1.3.D
MM.2.3 Theme and Central Idea: MM.2.3.C, MM.2.3.D
MM.12.3 Complexity, Diversity, and Genre: MM.12.3.B, MM.12.3.B.b
CP Compose and Present Content
CP.1.3 Genre: CP.1.3.B, CP.1.3.H
CP.2.3 Planning: CP.2.3.A, CP.2.3.B
BU Build Understanding
BU.1.3 Inquiry and Credibility: BU.1.3.C
BU.2.3 Discovery and Evidence: BU.2.3.A, BU.2.3.B, BU.2.3.C
BU.3.3 Conversation and Collaboration: BU.3.3.A, BU.3.3.B
BU.4.3 Expression
DF Develop Foundations
DF.3.3 Phonics and Spelling: DF.3.3.A, DF.3.3.A.b, DF.3.3.B, DF.3.3.B.a, DF.3.3.B.b
DF.4.3 High-Frequency and Irregularly Spelled Words: DF.4.3.A
DM Develop Metacognition
DM.1.3 Content Stages: DM.1.3.B
DM.2.3 Comprehension Monitoring
DM.3.3 Schema Building
Lesson 32
Essential Question | How do people explore the sea?
Content Framing Question | Reveal: What does a deeper look at text features reveal?
OVERVIEW
Preview
In this Reveal lesson, students examine text features in the section “Sharks Up Close” to deepen their understanding of how sharks have evolved to survive and hunt underwater. Students then analyze how text features in the section “Sharks Under Attack” contribute to their understanding of the threats humans pose to sharks. During writing instruction, students prepare for the End-of-Module Task by collecting evidence of how Jacques Cousteau explored the sea with his inventions.
A Prologue to lesson 32 is available for students who need additional support.
Learning Goals
Analyze how text features in Shark Attack help readers understand a section.
LEARNING TASK: Explain how a text feature in “Sharks Under Attack” provides new information or supports understanding of the text.
For the End-of-Module Task, collect evidence of Cousteau’s inventions from The Fantastic Undersea Life of Jacques Cousteau.
LEARNING TASK: On the Evidence Organizer for the End-of-Module Task, write at least two pieces of evidence related to Cousteau’s inventions for staying underwater.
Vocabulary evolve (v.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Examine Text Features
• Respond: Analyze, Discuss, and Share Text Features
• Write: Collect Evidence
LAND
Reflect on Learning
Materials
TEACHER
• Shark Attack
• The Fantastic Undersea Life of Jacques Cousteau
STUDENTS
• Shark Attack
• The Fantastic Undersea Life of Jacques Cousteau
• journal
• End-of-Module Task (Learn book, Writing)
• Evidence Organizer for the End-of-Module Task (Learn book, Writing)
Preparation
• none Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 3 of Fluency Practice for Shark Attack (Learn book, Fluency) and focus on a fluency element or retelling.
LAUNCH 2 minutes
Read the Content Framing Question
1. Display Shark Attack.
2. Display and Choral Read the Content Framing Question: What does a deeper look at text features reveal?
3. Tell students that just as they did with Giant Squid, they will examine text features in Shark Attack to deepen their understanding of sharks.
LEARN
53 minutes
Read | Examine Text Features | 11 minutes
1. Introduce the vocabulary term evolve by displaying the term and definition. Engage students in Vocabulary Exploration.
2. Engage students in Repeated Reading of pages 32−33 (except the sidebar and labels), starting with “The shark has.” Tell them to listen for how sharks have evolved to survive and hunt underwater.
Language Support
Before reading, direct attention to these terms in the text: ampullae of Lorenzini, cartilage, lateral. Echo Read each term to help students understand how to pronounce it.
Differentiation Challenge
To expand students’ vocabulary use, tell them to generate a list of synonyms for the term evolve. Then instruct students to form sentences using the synonyms.
Definition evolve (v.): to gradually develop or change over time to become more advanced
3. Ask this question:
How have sharks evolved, or developed over time, to survive and hunt underwater?
Key Ideas
• flexible skeletons made of cartilage
• two extra senses to help them catch prey
• lateral lines to help them sense vibrations in the water
• tiny pores called ampullae of Lorenzini to help them sense electrical charges
4. Instruct students to work with a partner to look at the images and read the sidebar and labels on pages 32−33.
5. Ask these questions:
What new things did you learn about sharks?
Where did you find them?
Teacher Note
When discussing text features, use precise terminology (e.g., photograph, diagram, label, sidebar) and encourage students to use these terms too. As needed, provide a brief description of types of text features (e.g., a sidebar is a short piece of text that usually appears next to the main text, often set off by borders or shaded backgrounds).
Key Ideas
• Sharks can see up to 50 feet away and hear up to 1,000 feet away (diagram).
• Sharks have three types of fins: dorsal, pectoral, and caudal (diagram).
• Each type of shark fin has a special function (diagram).
• Gills take oxygen from the water (diagram).
• The ampullae of Lorenzini are located toward the front of the shark (diagram).
• Shark skin is covered with tiny scales called denticles (sidebar text).
• Shark skin looks like teeth up close (sidebar photograph).
6. Instruct students to Think−Pair−Share to answer this question:
How do the text features on pages 32–33 add to or support your understanding of how sharks have evolved for life underwater?
Differentiation Support
Encourage students to focus on a specific text feature, such as the diagram. Ask this question: What extra information do the labels give you about how sharks can survive underwater?
Key Ideas
• The diagram gives more information about how far sharks can see and hear underwater.
• The diagram shows shark gills and fins and tells how they help sharks live, swim, and hunt underwater.
• The sidebar shows a close-up of sharks’ scaly skin, which helps with understanding what a shark looks and feels like.
7. Emphasize that text features often add facts and details that build readers’ understanding of ideas in the text.
Respond | Analyze, Discuss, and Share Text Features | 24 minutes
1. Direct attention to the heading “Sharks Under Attack” on page 38. Assess and activate prior knowledge by asking this question:
What did we learn about sharks in the section “Sharks Under Attack”?
Key Ideas
• Today’s sharks are endangered because of overfishing.
• People kill sharks by accident, for sport, and for their meat and body parts.
• Sharks may become extinct.
• Scientists have discovered amazing things about sharks.
• Studying sharks could help cure sick people.
2. Tell students that they will build their understanding of “Sharks Under Attack” by taking a closer look at text features.
3. Tell students that they will follow the instructional routine Jigsaw to closely study something about the text and share their learning with students who studied something different. Explain how this routine works. First, you assign each student to an expert group to study their assigned text. Next, students work in their expert groups to gain a deep understanding of their assigned text. Then, you form new groups that include at least one student from each expert group. Finally, students take turns sharing their learning about their assigned text.
4. Begin the Jigsaw by assigning each student to an expert group to study one of these text sections:
• pages 38−39
• pages 40−41
• pages 42−43
• pages 44−45
Teacher Note
Depending on class size, you may need to assign the same text section to more than one student in each group. Assign pages 42−43 to students who are ready for a challenge.
5. Instruct students to work with their group to identify text features in their assigned text selection. Listen for students to address key ideas in their discussions.
6. Instruct students to remain in their expert groups, and ask them to discuss these questions:
What new information do you learn from the text features?
How do the text features add to or support your understanding of the text?
Language Support
Provide these sentence frames:
• In this text feature, I learn .
• This text feature helps me understand
7. Form new groups that include at least one student from each expert group. Instruct students to take turns sharing their learning about each text section. Tell them to clearly display their chosen text features as they share. Encourage other group members to ask questions. Listen for students to share the key ideas they distilled from their expert groups.
Key Ideas
• pages 38−39: The sidebars explain how longline and net fishing can injure or kill sharks; the photographs show ways that people use dead sharks as trophies.
• pages 40−41: The photographs, captions, and sidebar give more details about how hunters harvest sharks’ fins for soup; the sidebar also says that the sharks will sink and die without their fins.
• pages 42−43: Sidebars, captions, and photographs show some of the ways in which the study of sharks can benefit humans.
• pages 44−45: The sidebar and captions explain that sanctuaries and aquariums are safe places for sharks to live, and for humans to observe them.
8. Introduce the learning task. Direct students to their journals. Instruct them to choose one text feature from pages 38–45 and write to explain how it adds to or supports their understanding of the text.
Analyze Student Progress
Monitor: Do students accurately explain how a specific text feature on pages 38–45 adds to or supports understanding of “Sharks Under Attack”?
Offer Immediate Support: If students need additional support analyzing a text feature, direct attention to a photograph and caption or sidebar, and ask this question: What do you learn from this text feature? Prompt students to point to a detail in the text that relates to the text feature.
Plan Future Practice: Students practice examining text features in module 2.
9. Invite a few students to share their responses.
Key Ideas
• The sidebar on page 39 explains that sharks caught by accident and thrown back are called bycatch.
• The sidebar on page 40 helps me understand that sharks whose fins are cut off cannot survive.
• The photograph on page 42 showing doctors using artificial skin grown from shark cartilage adds to my understanding of how studying sharks can help people.
• The sidebar on page 44 helps me understand how marine sanctuaries can protect sharks and help people learn about them.
10. Reinforce that text features often add new information that supports and enriches readers’ understanding of informational texts.
Write | Collect Evidence | 18 minutes
1. Display the End-of-Module Task, and direct students to the page, located in the Learn book. Instruct them to read the prompt and introductory paragraph. Tell students that in this lesson they will focus on collecting evidence for proof paragraph 1.
2. Display the Evidence Organizer for the End-of-Module Task, and direct students to the page, located in the Learn book. Choral Read the directions, prompt, and thesis.
3. Ask this question:
What is the source for the End-of-Module Task?
Reinforce the correct response: The Fantastic Undersea Life of Jacques Cousteau by Dan Yaccarino. Display the text, and remind students that including the source on the evidence organizer ensures that they give credit to the author.
4. Instruct students to annotate point 1 in the thesis and add it to their evidence organizers in the Point column. Tell them to review the text with a partner and discuss this question:
What evidence in the text supports the point that Cousteau created new ways to stay underwater?
5. Listen for students to identify evidence of Cousteau’s inventions for staying underwater and exploring the sea for longer periods of time.
Key Ideas
• invented the Aqua-Lung to breathe underwater
• invented the Diving Saucer
• invented the Sea Flea
6. Introduce the learning task. Instruct students to write on their evidence organizer at least two pieces of textual evidence that name an invention Cousteau created to stay underwater. Remind them to write each piece of evidence in a new row on their organizer.
Analyze Student Progress
Monitor: Do students clearly name two specific inventions Cousteau created to help him stay underwater for longer periods of time?
Offer Immediate Support: If students need additional support collecting evidence, direct attention to pages 8–11, 20, or 21 of The Fantastic Undersea Life of Jacques Cousteau and ask these questions: What invention did Cousteau come up with? What was it like? What could it do?
Plan Future Practice: Students practice supporting a thesis with evidence in lesson 33.
7. Instruct students to share their evidence for point 1 with a partner.
8. Tell students that they will use this evidence organizer in the next lesson to collect evidence for point 2.
LAND
5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Add a few student-generated knowledge statements to the charts.
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about how sharks have evolved?
• What did you learn from Shark Attack?
• What did you learn to do?
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.3 Comprehension and Evidence: MM.1.3.C, MM.1.3.D
MM.2.3 Theme and Central Idea: MM.2.3.D
MM.7.3 Structure: MM.7.3.D
MM.9.3 Media: MM.9.3.B
MM.12.3 Complexity, Diversity, and Genre: MM.12.3.B, MM.12.3.B.b
BU.3.3 Conversation and Collaboration: BU.3.3.A, BU.3.3.B
BU.4.3 Expression
DF Develop Foundations
DF.3.3 Phonics and Spelling: DF.3.3.A, DF.3.3.A.b
DF.4.3 High-Frequency and Irregularly Spelled Words: DF.4.3.A
DM Develop Metacognition
DM.1.3 Content Stages: DM.1.3.C
DM.3.3 Schema Building
Lesson 33
Essential Question | How do people explore the sea?
Content Framing Question | Know: How does this text build our knowledge?
OVERVIEW Preview
In this Know lesson, students synthesize their learning from Shark Attack. They build their understanding of conjunctions and practice combining and expanding their ideas to express their knowledge of sharks. During writing instruction, students continue collecting evidence of how Jacques Cousteau explored the sea with his inventions. This prepares students to write proof paragraphs for the End-of-Module Task.
Learning Goals
Synthesize knowledge gained from Shark Attack.
LEARNING TASK: Write at least two sentences that express knowledge gained from Shark Attack and correctly use coordinating conjunctions.
For the End-of-Module Task, collect evidence of Cousteau’s inventions from The Fantastic Undersea Life of Jacques Cousteau.
LEARNING TASK: On the Evidence Organizer for the End-of-Module Task, write at least two pieces of evidence to show that Cousteau developed tools for filming underwater.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Review Knowledge
• Respond: Express Knowledge
• Write: Collect Evidence
LAND
Synthesize Learning
Materials
TEACHER
• Shark Attack
• The Fantastic Undersea Life of Jacques Cousteau
• Sharks Chart (lesson 30)
STUDENTS
• Shark Attack
• The Fantastic Undersea Life of Jacques Cousteau
• Sentence Strategies for Module 1 (Learn book, Writing)
• World Knowledge Statements for Module 1 (Learn book)
• sticky notes
• Evidence Organizer for the End-of-Module Task (Learn book, Writing)
Preparation
• none Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 4 of Fluency Practice for Shark Attack (Learn book, Fluency) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Shark Attack.
2. Display and Choral Read the Content Framing Question: How does this text build our knowledge?
3. Tell students that they will review, think about, and write about the knowledge they built from reading Shark Attack.
LEARN
53 minutes
Read | Review Knowledge | 10 minutes
1. Direct attention to both knowledge charts, and instruct students to silently read the knowledge statements.
2. Ask this question:
What is the most important, interesting, or surprising thing you learned about sharks from the book Shark Attack?
Add a few student-generated knowledge statements to the World Knowledge Chart.
3. Instruct students to Think−Pair−Share to answer this question:
What did we learn about how and why people study sharks?
4. Add a few student-generated knowledge statements to the World Knowledge Chart.
Key Ideas
• People swim in shark cages to study and film sharks up close.
• Divers wear chain mail suits to safely study sharks.
• Studying sharks could help cure sick people.
Respond | Express Knowledge | 23 minutes
1. Ask this question:
What are some ways you can connect ideas to express more knowledge about a topic?
Use responses to emphasize that one way we can connect ideas is by creating a compound sentence using a coordinating conjunction.
2. Display Sentence Strategies for Module 1, and direct students to the page, located in the Learn book. Explain that they will learn about two more coordinating conjunctions: or and nor.
3. Explain that or is most often used to add small details to one idea rather than connect two larger ideas. Display and Choral Read this sentence frame: People can safely study sharks by wearing chain mail suits or . Instruct students to work with a partner to orally expand the sentence using their knowledge from Shark Attack
4. Invite a few students to share an expanded sentence.
Key Ideas
• People can safely study sharks by wearing chain mail suits or swimming in shark cages.
• People can safely study sharks by wearing chain mail suits or observing sharks in aquariums.
5. Ask this question:
How did the word or help you decide how to expand this sentence?
Use responses to emphasize that or signals an alternative idea or choice.
6. Explain that students can use the same idea about choices to create compound sentences using or. Display this sentence frame: To catch prey, sharks can sense electrical charges, or they can . Ask this question:
According to the text, what is something else sharks can do to catch prey?
Differentiation Support
Direct attention to pages 32–33 of Shark Attack for other ways that sharks sense prey.
Key Ideas
• feel vibrations in the water
• use their five senses
7. Model how to orally complete the sentence frame with an alternative idea or choice; for example: To catch prey, sharks can sense electrical charges, or they can feel vibrations in the water.
8. Display this sentence frame: You should not swim alone in shark zones, nor should you . Explain that nor is used to present a second negative idea. Direct attention to the first part of the sentence frame, and ask this question:
According to the text, what is something else you should not do in areas where sharks live?
Differentiation Support
Direct attention to page 25 of Shark Attack to find a list of tips for visiting shark zones.
Key Ideas
• go in the water with a bleeding cut
• swim at dusk when sharks are feeding
• swim if someone has seen a shark
9. Instruct students to work with a partner to orally expand the sentence with a different negative idea. Invite a few students to share their sentences.
Language Support
Model how to orally complete the sentence frame with a second negative idea (e.g., You should not swim alone in shark zones, nor should you go into the water with a bleeding cut).
10. Direct attention to the World Knowledge Chart. Instruct students to work with a partner to practice orally creating compound sentences to express what they learned from Shark Attack, using coordinating conjunctions to connect their ideas. Challenge them to use a variety of coordinating conjunctions.
11. Introduce the learning task. Direct students to the World Knowledge Statements for Module 1, located in the Learn book. Instruct them to write at least two sentences to express knowledge they gained from Shark Attack, using coordinating conjunctions to connect or expand their ideas.
Analyze Student Progress
Monitor: Do students share new knowledge of sharks in their statements and correctly use a coordinating conjunction?
Offer Immediate Support: If students need additional support combining or expanding ideas, provide the following sentence frame and instruct them to complete it: To learn about sharks, we can or we can
Plan Future Practice: Students practice forming knowledge statements in module 2.
12. Invite a few students to share their knowledge statements. Add them to the World Knowledge Chart.
13. Display the Sharks Chart. Read aloud, or invite students to read aloud, some of the words and phrases students used to describe sharks before they read Shark Attack.
Differentiation Challenge
Instruct students to review the Sharks Chart and use evidence from the text to prove or disprove each statement.
14. Distribute sticky notes, and instruct students to write down three words or phrases they would use to describe sharks now, after reading the book. Tell students to discuss with a partner how and why their descriptions changed or remained the same.
15. Lead students in a Whip Around to respond to this prompt:
Share one new word or phrase you chose to describe sharks after reading the book.
Instruct students to use a nonverbal signal (e.g., a thumbs-up) when they hear a word or phrase like their own. If time allows, invite them to explain their descriptions.
Write | Collect Evidence | 20 minutes
1. Display the Evidence Organizer for the End-of-Module Task, and direct students to the page, located in the Learn book. Instruct them to read the directions and then silently review their own organizer. Facilitate a brief discussion of these questions:
What did you do during the last lesson?
What evidence will you collect during this lesson?
Reinforce the correct responses: In the previous lesson, students collected evidence to support point 1 in the thesis—Cousteau created new ways to stay underwater and explore the sea. During this lesson, students will collect evidence that supports point 2 in the thesis— Cousteau developed tools to film underwater.
2. Direct attention to the thesis on the evidence organizer. Instruct students to work with a partner to read the thesis, annotate point 2, and add it to the Point column in the next row on their evidence organizer.
3. Direct students to The Fantastic Undersea Life of Jacques Cousteau. Instruct them to review the text with a partner and discuss this question:
What evidence in the text supports the point that Cousteau developed tools to help him film underwater?
4. Listen for students to identify evidence of tools Cousteau developed to help him film underwater.
Key Ideas
• made an airtight cover for his camera
• made lights for his camera
5. Introduce the learning task. Instruct students to write on their evidence organizer at least two pieces of textual evidence from The Fantastic Undersea Life of Jacques Cousteau that name a tool Cousteau developed to help him film underwater. Remind them to write each piece of evidence in a new row on their organizer.
Analyze Student Progress
Monitor: Do students clearly name a specific invention Cousteau developed for underwater filming?
Offer Immediate Support: If students need additional support with evidence collection, direct attention to page 12 of The Fantastic Undersea Life of Jacques Cousteau and ask this question: What did Cousteau need in order to film underwater?
Plan Future Practice: Students practice supporting a thesis with evidence in module 2.
6. Instruct students to share their evidence for point 2 with a partner.
7. Tell students that they will develop their evidence through elaboration as they continue to plan their response to the End-of-Module Task.
LAND 5 minutes
Synthesize Learning
1. Remind students of the Essential Question and that they have been answering this question in different ways throughout the module. Ask the Essential Question: How do people explore the sea?
2. Use responses to reinforce these Knowledge Threads:
• The sea’s wonders and mysteries attract adventurers and scientists.
• The pursuit of knowledge drives innovation.
• The sea is home to diverse marine life.
• Scientists carry out investigations in the field or laboratory, often working collaboratively.
Teacher Note
As needed, prompt students to reflect on what they learned throughout the module by asking questions such as these:
• What motivates people to explore the sea?
• What kinds of tools and methods help people explore the sea?
• What kinds of animals live in the sea, and how can people learn about them?
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.3 Comprehension and Evidence: MM.1.3.C, MM.1.3.D
MM.12.3 Complexity, Diversity, and Genre: MM.12.3.B, MM.12.3.B.a, MM.12.3.B.b
CP Compose and Present Content
CP.1.3 Genre: CP.1.3.B, CP.1.3.H
CP.2.3 Planning: CP.2.3.D
CP.3.3 Content: CP.3.3.A, CP.3.3.A.b, CP.3.3.A.e
CP.4.3 Structure
CP.5.3 Language: CP.5.3.B
CP.8.3 Presentation: CP.8.3.A
BU Build Understanding
BU.1.3 Inquiry and Credibility: BU.1.3.A
BU.2.3 Discovery and Evidence: BU.2.3.A
BU.3.3 Conversation and Collaboration: BU.3.3.A, BU.3.3.B
Essential Question | How do people explore the sea?
OVERVIEW
Preview
In this lesson, students complete Reading Comprehension Assessment 2. In the first section of the assessment, students demonstrate their fluency by reading aloud an excerpt from the assessment text. In the second section, students demonstrate their knowledge by answering questions about important terms and concepts in the module. In the third section, students expand their knowledge by applying comprehension skills to the assessment text. In the fourth section, students evaluate their confidence about the assessment and identify challenges posed by the assessment text. After completing the assessment, students examine simple verb tenses and practice using them to express ideas about sea exploration in the past, present, and future.
Learning Goals
Demonstrate knowledge of sea exploration and apply reading comprehension skills to a new text related to sea exploration.
Form and use simple past, present, and future tense verbs to describe examples of sea exploration.
LEARNING TASK: Write three sentences about sea exploration using simple past, present, and future verb tenses.
Vocabulary
none
Agenda
LAUNCH
Read the Essential Question
LEARN
• Respond: Complete an Assessment
• Write: Describe Sea Exploration Using Simple Verb Tenses
LAND
Revisit the Essential Question
Materials
TEACHER
• text for Reading Comprehension Assessment 2 (Assessment Guide or digital platform)
• Assessment Guide (digital platform)
• How People Explored the Sea (Past) Chart
• How People Explore the Sea (Present) Chart
• How You Will Explore the Sea (Future) Chart
STUDENTS
• Reading Comprehension Assessment 2 (Assessment Guide or digital platform)
• sticky notes
Preparation
• Make three charts: How People Explored the Sea (Past), How People Explore the Sea (Present), and How You Will Explore the Sea (Future). See the Write section for details.
• Refer to the Assessment Guide for information on how to administer Reading Comprehension Assessment 2.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• In small groups, students rehearse and perform the passage on Fluency Practice for Shark Attack (Learn book, Fluency).
LAUNCH 2 minutes
Read the Essential Question
1. Display and Choral Read the Essential Question: How do people explore the sea?
2. Tell students that in this lesson they will show and grow what they know about sea exploration by completing an assessment. Reinforce that the text students read 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 they will complete an assessment. Explain that the assessment includes four sections. In the first section, students demonstrate fluency by reading aloud a new text related to sea exploration. In the second section, they answer questions related to important terms and ideas in the module. In the third section, they closely reread the new text and answer questions about the text. In the fourth section, they evaluate their answers and identify challenges.
2. Administer the assessment according to the instructions in the Assessment Guide.
Teacher Notes
Students may complete Reading Comprehension Assessment 2 on paper or on the digital platform. Using the platform gives students experience with technology-enhanced assessments.
As needed, adjust instruction in the next section to allow students time to complete the assessment.
Analyze Student Progress
Refer to the Assessment Guide for next steps following Reading Comprehension Assessment 2. Use this information to plan responsive teaching for lesson 35.
1. Display the following sentence, and instruct students to identify the verb: People explore the sea in many different ways.
2. Reinforce that the term explore is a verb, or a word that expresses an action or state of being.
3. Display these sentences:
• People explored the sea in many different ways.
• People explore the sea in many different ways.
• People will explore the sea in many different ways.
Instruct students to Think−Pair−Share to discuss this question:
How are these sentences different?
Key Ideas
• use different forms of the term explore
• tell about people exploring the sea at different points in time
4. Explain that verbs can take different forms, or tenses, depending on when the action or state of being occurs: past, present, or future. Guide students to identify the verb tense in each sentence by asking these questions:
Which sentence tells about sea exploration that is happening now or on a regular basis?
Which sentence tells about sea exploration that has already happened?
Which sentence tells about sea exploration that has not yet happened?
As students share, label each sentence past, present, or future as appropriate.
5. Invite students to think about what they have learned about sea exploration in the past and present— and how they will continue to explore the sea in the future.
6. Display the three charts:
• How People Explored the Sea (Past)
• How People Explore the Sea (Present)
• How You Will Explore the Sea (Future)
Read aloud each chart title and sample sentence, reinforcing the simple verb tense in each title.
7. Introduce the learning task. Distribute three sticky notes to each student. Instruct students to write one sentence on each sticky note to describe an example of sea exploration, using simple past, present, and future verb tenses. Students should give one example of each of the following:
• how people explored the sea in the past
• how people explore the sea in the present
• how students themselves will explore the sea in the future
Differentiation Support
Direct attention to the World Knowledge Chart, and encourage students to refer to the knowledge statements for ideas.
Teacher Note
Continue to monitor students’ progress in using simple verb tenses in their writing. Look for opportunities to reinforce this skill.
How People Explored the Sea (Past)
Sample Sentence:
People Explore the Sea (Present)
Sample Sentence:
How You Will Explore the Sea (Future)
Sample Sentence:
Marie Tharp used soundings to map the seafloor.
How
Scientists such as Clyde Roper study the giant squid.
I will read another book about sharks.
Analyze Student Progress
Monitor: Do students write sentences with examples of sea exploration in the past, present, and future using simple verb tenses?
Offer Immediate Support: If students need additional support generating examples of sea exploration written in simple verb tenses, provide subjects and sample verbs and prompt students to complete the sentences by using simple past, present, and future tenses.
Plan Future Practice: Students practice using simple verb tenses in lesson 36.
8. Instruct students to place their sticky notes on the appropriate charts. Invite a few students to share their sentences.
Teacher Note
If time allows, invite students to read their peers’ sentences and add more sentences on sticky notes to the charts.
LAND
3 minutes
Revisit the Essential Question
1. Instruct students to share with a partner one thing they learned about sea exploration from the text for Reading Comprehension Assessment 2.
2. Tell students that they will continue to discuss what they have learned about how people explore the sea during the module finale lessons.
ACHIEVEMENT DESCRIPTORS
BU Build Understanding
BU.3.3 Conversation and Collaboration: BU.3.3.B
BU.4.3 Expression
DF Develop Foundations
DF.10.3 Verbs: DF.10.3.C
DM Develop Metacognition
DM.3.3 Schema Building
Lesson 35
Essential Question | How do people explore the sea?
OVERVIEW
Preview
In this Responsive Teaching lesson, students follow along and listen closely to another reading of the text for Reading 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 engage in work with roots and module terms. Reviewing the assessment, roots, and module terms solidifies students’ understanding of sea exploration and prepares them to continue building their knowledge.
Learning Goal
Analyze relevant questions on Reading Comprehension Assessment 2.
LEARNING TASK: Explain how to identify correct answers for relevant questions on Reading Comprehension Assessment 2.
Vocabulary
selected module 1 terms
Agenda
LAUNCH
Read the Essential Question
LEARN
• Read: Listen Closely to the Assessment Text
• Respond: Revisit the Assessment
• Engage: Build Vocabulary
LAND
Reflect on the Assessment
Materials
TEACHER
• text for Reading Comprehension Assessment 2 (Assessment Guide or digital platform)
• Assessment Guide (digital platform)
• all module 1 Knowledge Cards
STUDENTS
• Reading Comprehension Assessment 2 (Assessment Guide or digital platform)
• Glossary for Module 1 (Learn book)
• Word Parts Web for graph (Learn book)
Preparation
• Use the student performance data from Reading Comprehension Assessment 2 to determine which questions to review in this lesson. Refer to the Assessment Guide for additional information.
• Use the student performance data from the second section of Reading Comprehension Assessment 2 to identify module terms to highlight for review. Then review the options in the Engage section. Depending on the option you choose, gather the necessary Knowledge Cards and materials.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Essential Question
1. Display and Choral Read the Essential Question: How do people explore the sea?
2. Tell students that they will listen and follow along with the text for Reading Comprehension Assessment 2 and discuss some of the questions. Emphasize that revisiting the text and assessment helps students deepen their knowledge, respond to the Essential Question, and strengthen their reading comprehension skills.
LEARN
55 minutes
Read | Listen Closely to the Assessment Text | 10 minutes
1. Read aloud the text for Reading Comprehension Assessment 2, modeling fluent reading.
Respond | Revisit the Assessment | 25 minutes
1. Introduce the learning task. Display selected questions from Reading 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 Reading Comprehension Assessment 2.
Analyze Student Progress
Monitor: Do students explain how to identify the correct answers for items reviewed on Reading 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 2.
Engage | Build Vocabulary | 20 minutes
1. Remind students that knowing the definition of a root can help readers understand the meanings of new terms. Direct students to the term cartography in the Glossary for Module 1, located in the Learn book. Invite a few students to identify the root and share the root’s definition. Reinforce the correct response: graph means “to write or draw.”
2. Direct students to the Word Parts Web for graph, located in the Learn book. Instruct students to work with a partner to brainstorm words that contain the root graph and then add those words to their webs. Tell students to use glossaries and dictionaries as needed.
3. Invite a few students to share their words. Students may generate words such as these: autograph, biography, geography, graph, graphic, paragraph, photograph. Correct any misunderstandings or misapplied affixes.
4. Choose two words students shared, and invite the class to generate one sentence with both words.
5. Remind students that there are other ways to build their knowledge of vocabulary. Use Knowledge Cards to review terms and definitions introduced in previous lessons. Select terms for students to use in one of the following vocabulary activities.
• Share What You Know: Choose one Knowledge Card, and read aloud the term and definition. Direct students to the World Knowledge Statements for Module 1, located in the Learn book. Instruct students to write a knowledge statement containing the term and then share it with a partner. Invite pairs to share with the class. Repeat the activity by choosing another card.
• Create a Web: Display a Knowledge Card, and instruct students to generate a web of terms and phrases in their journal to express the knowledge they have gained about that 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 discuss what they have learned about how people explore the sea during the module finale lessons.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.3 Comprehension and Evidence: MM.1.3.C, MM.1.3.D
MM.5.3 Vocabulary: MM.5.3.A, MM.5.3.A.e, MM.5.3.C
MM.12.3 Complexity, Diversity, and Genre: MM.12.3.B, MM.12.3.B.a, MM.12.3.B.b
BU Build Understanding
BU.2.3 Discovery and Evidence
BU.4.3 Expression
DM Develop Metacognition
DM.4.3 Reflection and Evaluation
Lesson 36
Essential Question | How do people explore the sea?
Content Framing Question | Know: How do these texts build our knowledge?
OVERVIEW Preview
In this module finale lesson, students revisit the module texts to identify which explorer taught them the most about the sea. Students use text-based evidence to discuss ocean explorers in a Socratic seminar. During writing instruction, students elaborate on evidence of how Jacques Cousteau explored the sea. This prepares students to draft their responses to the End-of-Module Task.
Learning Goals
Apply knowledge of how people explore the sea.
LEARNING TASK: During a Socratic seminar, share at least one example that explains which explorer taught you the most about the sea.
For the End-of-Module Task, elaborate on evidence of Cousteau’s inventions from The Fantastic Undersea Life of Jacques Cousteau.
LEARNING TASK: Use the Evidence Organizer for the End-of-Module Task to plan elaboration that develops the thesis in an informative essay.
Vocabulary
none
Agenda
LAUNCH
Read the Essential Question
LEARN
• Read: Prepare for a Socratic Seminar
• Respond: Engage in a Socratic Seminar
• Write: Plan Elaboration
LAND
Reflect on Learning
Materials
TEACHER
• all module texts
STUDENTS
• all module texts
• sticky notes
• journal
• End-of-Module Task (Learn book, Writing)
• Evidence Organizer for the End-of-Module Task (Learn book, Writing)
• coloring utensils: yellow and blue
Preparation
• Determine how students will display the works of art from the digital platform.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Essential Question
1. Display the front covers of the module texts. Explain that a finale is a big performance at the end of a concert or show, when the performers put all their talents together. In this set of finale lessons, students will put all of their knowledge together to discuss and write about the Essential Question.
2. Display and Choral Read the Essential Question: How do people explore the sea?
3. Reinforce that students thought deeply about the Essential Question as they read each module text. Explain that in this lesson students will discuss what they have learned about how people explore the sea.
LEARN
53 minutes
Read | Prepare for a Socratic Seminar | 20 minutes
1. Introduce students to the term Socratic seminar. Explain that like a Distill discussion, a Socratic seminar is a text-based discussion in which everyone shares what they think about an important question. Tell students that they may agree or disagree with another’s position, but they can gain knowledge about a topic by listening closely to all ideas.
Teacher Note
If time allows, briefly note that the name of the Socratic seminar comes from the ancient Greek philosopher Socrates. Share that Socrates loved teaching by asking his students challenging questions and discussing them together.
2. Explain that because students will be preparing for a text-based discussion, they will have access to all the module texts, print and digital.
3. Display and Choral Read the following categories:
• The explorer learned about the sea by traveling through it.
• The explorer learned about the sea by studying it closely.
• The explorer learned about the sea by thinking about it deeply.
4. Display each module text one at a time, including works of art. Invite students to work together to sort each text into one of the three categories.
Teacher Note
Key ideas are not provided for this sort because its purpose is to promote an organic review of the texts and the explorers. Encourage students to explain why they would sort a text into a certain category. For example, a student could argue that Giant Squid belongs in more than one category because Clyde Roper traveled through the sea as a diver and also studied sea life closely through autopsies. To promote this type of discussion, ask these questions:
• Why would you place the text in this category?
• Is there another category that it could fit into?
• What makes you think that?
5. Ask this question:
Which explorers taught us about the sea?
6. As students share, write a list of the explorers.
Key Ideas
• Sara Teasdale
• Katsushika Hokusai
• Amos the mouse
• the shepherd
• Clyde Roper
• Helen Frankenthaler
• Marie Tharp
• Jacques Cousteau
• scientists and researchers who supported exploration
7. Distribute a few sticky notes to each student. Display and Choral Read this question: Which explorer taught us the most about the sea? Instruct students to write the explorer’s name on a sticky note. Pair students who share the same opinion.
8. Tell students that they will work with a partner to collect evidence from the module texts that supports their thinking. Ask this question: How could you collect and organize your evidence?
Key Ideas
• annotate text and images with sticky notes
• jot down a list of evidence
• create a chart similar to the evidence organizer
9. Direct students to the module texts. Instruct students to work with a partner to collect evidence and annotate images—illustrations, photographs, and diagrams—in the module texts that support their thinking. Remind students that images can emphasize or enhance written facts and details in a text.
10. Direct students to their journals. Instruct them to write a paragraph to answer this question: Which explorer do you think taught us the most about the sea? Tell students to support their response with evidence and elaboration.
11. Instruct students to annotate the evidence they would most like to share with their peers during the Socratic seminar. Tell students that they can also select and annotate an image from a module text that emphasizes or enhances the facts and details in their evidence.
Respond | Engage in a Socratic Seminar | 20 minutes
1. Facilitate a brief discussion of this question:
What are the three speaking and listening goals you have been practicing during this module?
Reinforce the correct responses:
• Support what you say with relevant textual evidence.
• Listen closely to identify a speaker’s main points.
• Speak at a rate others can understand.
2. Tell students that they will continue to practice these goals during the Socratic seminar. Display the Talking Tool, and briefly review the sentence frames with students. Tell them to use the sentence frames as needed during the discussion.
Teacher Note
During the discussion, use the Module 1 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward these goals. Focus attention on monitoring the progress of students who have not yet met the three speaking and listening goals of the module.
3. Introduce the learning task. If possible, arrange students in a circle for the discussion, and tell them to bring their journals and module texts with them. Begin the discussion by asking this question:
Which explorer do you think taught us the most about the sea?
Remind students that this is a text-based discussion, and instruct them to share at least one example that explains which explorer taught them the most about the sea. Tell students that they can also share an image that emphasizes or enhances facts and details in their evidence.
Teacher Note
Ask these questions to further the discussion:
• Which explorer made new discoveries? What did they discover?
• Which explorer went where no human had ever been before? How?
• Which explorer persevered even though there were many challenges during exploration? How?
• Which explorer taught you the most about life?
• What pulls explorers to the sea?
Analyze Student Progress
Monitor: Do students describe why they chose a specific explorer and how that explorer taught them the most about the sea?
Offer Immediate Support: If students need additional support contributing text-based ideas, direct attention to this sentence frame on the Talking Tool: I think because .
Plan Future Practice: Students practice contributing ideas to class discussions in module 2.
4. Bring the Socratic seminar to a close, and explain that students will engage in Socratic seminars again at the end of each module this year.
5. Instruct students to return to their written response in their journal. Tell them to add to or revise their response based on the ideas other students shared during the discussion.
6. Invite students to share how their ideas were changed or strengthened by listening closely to their peers during the discussion.
Write | Plan Elaboration | 13 minutes
1. Tell students that they shared their knowledge about sea exploration by participating in a class discussion. They will continue to share what they learned by planning an informative essay for the End-of-Module Task.
2. Facilitate a brief discussion of this question:
What’s the purpose of informative writing?
Key Ideas
• to share knowledge about a topic
• to teach others how to do something
3. Display the End-of-Module Task, and direct students to the page, located in the Learn book. Instruct students to read the prompt and the introductory paragraph.
Differentiation Challenge
Some students will be able to write advanced responses to the End-of-Module Task. For example, they may be able to include additional textual evidence and elaboration or expand the transition between proof paragraphs. See the Assessment Guide for more information, including an example of an advanced response.
4. Remind students that they have collected evidence about how Cousteau explored the sea with his inventions. Direct them to the Evidence Organizer for the End-of-Module Task, located in the Learn book. Instruct students to silently review the evidence they collected for each point.
5. Facilitate a brief discussion of this question:
What information about Jacques Cousteau are you excited to share in your informative essay?
6. Distribute yellow and blue coloring utensils to each student. Instruct them to color-code or circle the evidence that best supports each point from the thesis: yellow for point 1, blue for point 2.
7. Ask this question:
What kind of information will you add to elaborate on your evidence?
Key Ideas
• details that tell more about Cousteau’s inventions
• information about how Cousteau’s inventions helped him explore the sea
8. Remind students that in a previous lesson they practiced forming past, present, and future verb tenses. Tell them that while elaborating, they might use past tense verbs to share more information about how Cousteau’s inventions helped him explore the sea, and they might use present tense verbs for more general details about the inventions (e.g., how they work or what they do).
9. Introduce the learning task. Instruct students to write elaboration in their evidence organizers to explain how Cousteau’s inventions helped him stay underwater and film underwater to explore the sea. Encourage them to consider whether to use past or present tense verbs in their elaboration.
Analyze Student Progress
Monitor: Do students provide additional details about the specific inventions that helped Cousteau stay underwater longer and film undersea life?
Offer Immediate Support: If students need additional support planning elaboration in the evidence organizer, ask this question: How did each invention help Cousteau learn more about the sea?
Plan Future Practice: Students elaborate to develop an essay in lesson 37.
10. Invite a few students to share their responses.
Key Ideas
• Aqua-Lung: This gave him more time to stay underwater.
• Aqua-Lung: He had more time to breathe so he could study sea life longer.
• airtight cover: This helped him film sea life and share what he saw with others.
• airtight cover: An airtight cover keeps the water out of the camera.
11. Tell students that they will draft their informative essay during the next lesson.
LAND
5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion of the following question to help students articulate the knowledge they built during the lesson:
What did you learn by discussing how people explore the sea?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn from listening to your classmates’ ideas?
• How did the speaking and listening goals help you participate in the discussion?
2. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.3 Comprehension and Evidence: MM.1.3.A, MM.1.3.B, MM.1.3.C, MM.1.3.D
MM.2.3 Theme and Central Idea: MM.2.3.A, MM.2.3.B, MM.2.3.C, MM.2.3.D
BU.1.3 Inquiry and Credibility: BU.1.3.A, BU.1.3.C
BU.2.3 Discovery and Evidence: BU.2.3.A, BU.2.3.B, BU.2.3.C
BU.3.3 Conversation and Collaboration: BU.3.3.A, BU.3.3.B, BU.3.3.C, BU.3.3.D
BU.4.3 Expression
DF Developing Foundations
DF.10.3 Verbs: DF.10.3.C
DM Develop Metacognition
DM.1.3 Content Stages: DM.1.3.E
DM.3.3 Schema Building
DM.4.3 Reflection and Evaluation
Lesson 37
Essential Question | How do people explore the sea?
Content Framing Question | Know: How does this text build our knowledge?
OVERVIEW Preview
In this module finale lesson, students draft a response to the End-of-Module Task to explain how Jacques Cousteau explored the sea with his inventions. Students write proof paragraph 1, proof paragraph 2, and the concluding paragraph in the informative essay.
Learning Goal
For the End-of-Module Task, draft a response to the writing prompt.
LEARNING TASK: For the End-of-Module Task, write proof paragraph 1, proof paragraph 2, and a concluding paragraph.
Vocabulary
none
Agenda
LAUNCH
Read the Essential Question
LEARN
• Write: Draft a Response to the End-of-Module Task
LAND
Reflect on Learning
Materials
TEACHER
• The Fantastic Undersea Life of Jacques Cousteau
STUDENTS
• End-of-Module Task (Learn book, Writing)
• Evidence Organizer for the End-of-Module Task (Learn book, Writing)
• Checklist for the End-of-Module Task (Learn book, Writing)
Preparation
• Determine how students will access the End-of-Module Task. Students continue to work with this task in subsequent lessons.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Essential Question
1. Display The Fantastic Undersea Life of Jacques Cousteau.
2. Display and Choral Read the Essential Question: How do people explore the sea?
3. Tell students that they will orally rehearse and draft a response to answer this question: How did Jacques Cousteau explore the sea?
LEARN
53 minutes
Write | Draft a Response to the End-of-Module Task | 53 minutes
1. Direct students to the End-of-Module Task, located in the Learn book. Instruct them to read the prompt and introductory paragraph.
Teacher Note
In this lesson, students begin the End-of-Module Task. They may complete the assessment on paper or on the digital platform. Using the platform gives students experience engaging in the writing process digitally. Alternatively, to support peer review, students may draft using shared digital documents and then transfer their work to the digital platform before submitting their assignment.
2. Remind students that throughout this module, they have been doing research to build and share their knowledge about how people explore the sea. Tell them that they will engage in one more part of the research process: synthesizing, or combining, their ideas and evidence into a formal piece of writing. Direct students to the Writing section of the Learn book. Instruct them to work with a partner to answer this question:
What resources can you use as you orally rehearse and draft your informative essay?
Key Ideas
• Evidence Organizer for the End-of-Module Task
• Checklist for the End-of-Module Task
• color-coded Painted Essay®—Informative
• Writing Model for Module 1
• Sentence Strategies for Module 1
3. Introduce the learning task. Direct students to the Evidence Organizer for the End-of-Module Task, located in the Learn book. Tell them to use their evidence organizer to help them orally rehearse and draft proof paragraph 1, proof paragraph 2, and the concluding paragraph for the End-of-Module Task. Students should orally rehearse in a whisper; they can pause their oral rehearsal to write each sentence or paragraph in their informative essay or rehearse the entire essay before writing.
Analyze Student Progress
Monitor: Do students draft two proof paragraphs with points, evidence, and elaboration and a concluding paragraph that restates the thesis?
Offer Immediate Support: If students need additional support drafting the concluding paragraph, direct them to the writing model and the color-coded Painted Essay®, located in the Learn book.
Plan Future Practice: Students practice writing by using the Painted Essay® structure in module 2.
4. When students complete their draft, direct them to the Checklist for the End-of-Module Task, located in the Learn book. Instruct them to read their draft in a whisper as they check their work.
5. Tell students that they will have an opportunity to revisit and strengthen their draft during the next lesson.
LAND
5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion of the following questions to help students articulate the knowledge they built during the lesson:
What important knowledge did you express in your writing?
What helped you communicate your ideas in writing?
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?
• What did you learn from orally rehearsing before writing?
2. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.3 Comprehension and Evidence: MM.1.3.C, MM.1.3.D
MM.12.3 Complexity, Diversity, and Genre: MM.12.3.B, MM.12.3.B.a
Essential Question | How do people explore the sea?
Content Framing Question | Know: How does this text build our knowledge?
OVERVIEW Preview
In this module finale lesson, students finalize their responses to the End-of-Module Task. Students use the Checklist for the End-of-Module Task to provide peer feedback, and then they listen as their classmates read aloud to provide feedback on their essays’ strengths. To conclude the task, students use the peer feedback to guide revision of their own informative essays.
Learning Goals
For the End-of-Module Task, provide feedback to a peer before revision.
LEARNING TASK: Provide feedback to a peer using the Checklist for the End-of-Module Task.
For the End-of-Module Task, revise an informative essay.
LEARNING TASK: For the End-of-Module Task, use feedback from a peer to revise an informative essay.
Vocabulary
none
Agenda
LAUNCH
Read the Essential Question
LEARN
• Write: Provide Feedback on the End-of-Module Task
• Write: Revise the End-of-Module Task
LAND
Reflect on Learning
Materials
TEACHER
• The Fantastic Undersea Life of Jacques Cousteau
• class Checklist for the Writing Model (Learn book, Writing)
• class Writing Model(s) for Module 1 (Learn book, Writing)
STUDENTS
• End-of-Module Task (Learn book, Writing)
• Checklist for the End-of-Module Task (Learn book, Writing)
• sticky notes
Preparation
• Determine peer review assignments.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Essential Question
1. Display The Fantastic Undersea Life of Jacques Cousteau.
2. Display and Choral Read the Essential Question: How do people explore the sea?
3. Tell students that they will work with a peer to review and then revise their informative essay to answer this question: How did Jacques Cousteau explore the sea?
LEARN
53 minutes
Write | Provide Digital Feedback | 23 minutes
1. Provide additional time to complete writing from the previous lesson for students who require it.
Differentiation Support
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. Review your students’ progress toward completion, and adjust the timing of this lesson as needed.
2. Display the class Checklist for the Writing Model, located in the Learn book. Direct attention to the Review column. Using the class Writing Model for Module 1, model how to check off an item when the item is present in the writing model.
3. Introduce the learning task. Instruct students to read a peer’s response to the End-of-Module Task. Tell them to provide feedback using the Checklist for the End-of-Module Task, located in the Learn book.
Teacher Note
Students may complete the Checklist for the End-of-Module Task on their Learn book page. Alternatively, they may use shared digital documents for peer review. Using technology gives students experience leveraging digital feedback tools.
Analyze Student Progress
Monitor: Do students provide supportive feedback using each row of criteria on the Checklist for the End-of-Module Task?
Offer Immediate Support: If students need additional support providing feedback, tell them to reread the essay and pause after each paragraph to locate and review the components listed in the checklist.
Plan Future Practice: Students practice providing feedback in module 2.
4. Remind students that they can also provide positive feedback to their peers in writing. Tell them that they will share one strength, or something their peer did well, and one thing they learned from each peer’s writing.
5. Form small groups. Distribute a few sticky notes to each student. Instruct them to take turns reading aloud their End-of-Module Task responses to their groups. Following each presentation, tell the other group members to write down on a sticky note one area of strength and something they learned.
Language Support
Provide these sentence frames:
• One strength of your work is .
• One thing I learned is .
Write | Revise an Informative Essay | 30 minutes
1. Ask this question:
What do you plan to focus on as you revise your informative essay?
Remind students that they can access the glossary and Writing section resources in the Learn book as they revise their informative essay.
2. Introduce the learning task. Instruct students to revise their response to the End-of-Module Task.
Analyze Student Progress
Following completion of 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.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion of the following questions to help students articulate the knowledge they built during the lesson:
What knowledge did you build about English language arts?
How did reviewing someone else’s writing help you grow as a writer?
Teacher Note
As needed, prompt students to reflect on what they learned by asking this question: How did your peer’s feedback guide the revision of your informative essay?
2. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.12.3 Complexity, Diversity, and Genre: MM.12.3.B, MM.12.3.B.a
Essential Question | How do people explore the sea?
Content Framing Question | Know: How do these texts build our knowledge?
OVERVIEW
Preview
In this module finale lesson, students enhance their response to the End-of-Module Task by adding a visual display. Students participate in a Gallery Walk to read and view responses to the End-of-Module Task that explain how Jacques Cousteau explored the sea.
Learning Goal
Develop a visual display to enhance a response to the End-of-Module Task.
LEARNING TASK: Add a visual display that emphasizes or enhances facts or details in the response to the End-of-Module Task.
Vocabulary
none
Agenda
LAUNCH
Read the Essential Question
LEARN
• Write: Add a Visual Display
LAND
Reflect on Learning
Materials
TEACHER
• The Fantastic Undersea Life of Jacques Cousteau
• Solving the Puzzle Under the Sea
STUDENTS
• Solving the Puzzle Under the Sea
• End-of-Module Task (Learn book, Writing)
• art materials
• all module Knowledge Cards
• sticky notes
Preparation
• Determine how to display students’ work for the Gallery Walk. See the Write section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Essential Question
1. Display The Fantastic Undersea Life of Jacques Cousteau.
2. Display and Choral Read the Essential Question: How do people explore the sea?
3. Tell students that they will enhance and share their response to the End-of-Module Task.
LEARN
53 minutes
Write | Add a Visual Display | 53 minutes
1. Tell students that they finalized their informative essays so that others can read and enjoy them. Today, they will enhance their essay by creating a visual display that emphasizes certain facts or details in their writing.
2. Display Solving the Puzzle Under the Sea. Instruct students to listen closely as you read aloud page 18, starting with “It was like.”
3. Direct attention to the illustration on pages 18–19. Explain that this visual display provides additional details that show readers even more about how Tharp pinpointed soundings. Instruct students to examine the illustration with a partner and discuss this question: What additional details does this visual display provide?
4. Invite a few students to share their responses.
Key Ideas
• Tharp’s desk is large enough for a big map and a book.
• The soundings data are in a large book or notebook.
• It looks like she has a lot of data.
• She seems to be pointing at one piece of data with her left hand as she draws on the chart with her right hand.
• She might have made many maps and charts, since there are rolled-up papers on the shelf next to her.
5. Explain that this visual display enhances the written text on this page by providing more details about Tharp’s pinpointing process.
6. Direct students to their response to the End-of-Module Task, located in the Learn book. Instruct students to read their essay and select a proof paragraph to enhance with a visual display.
7. Introduce the learning task. Direct students to the art materials they will use to create their visual displays. Instruct them to create a visual display to enhance their informative essay.
Analyze Student Progress
Monitor: Do students’ visual displays support their informative essays?
Offer Immediate Support: If students need additional support adding a visual display, prompt them to read aloud the proof paragraph they selected. Ask this question: What could you create that would give your reader more details about the evidence in this paragraph?
Plan Future Practice: Students create visual displays for oral presentations in module 4.
8. Direct students to their journals. Instruct them to write a response to this question: How does your visual display enhance your informative essay?
9. Tell students that it is time to celebrate their learning as readers, writers, and artists. They will follow the instructional routine Gallery Walk to read their informative essays and view their visual displays. Explain how this routine works. First, you assign each student a starting point. Then, students silently observe the informative essay and visual display. Then, on your cue, students move to the next essay and display.
Teacher Note
Depending on the needs of your class, you may allow students to move and respond at their own pace rather than cueing them.
10. Tell students that first they will organize their gallery by grouping their writing and visual displays. Remind them that an art gallery often groups works of art together by artist, medium, or another category. Ask this question:
How could you group your work together for an informative writing Gallery Walk?
Key Ideas
• group by invention
• group by what the invention does
• group by color choice
11. Instruct students to work together to post their writing and visual displays. Remind them to include the sources to give credit to the authors. Challenge students to add module Knowledge Cards to the gallery.
12. Begin the Gallery Walk by assigning starting points. Instruct students to use sticky notes to leave feedback on visual displays. Provide this sentence frame: I learned .
13. Close the Gallery Walk by inviting a few students to share their observations and feedback.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion of this question:
Now that we’ve studied how people explore the sea, what are you interested in learning more about?
Teacher Note
As needed, prompt students to reflect on the questions in their Notice and Wonder Charts from the module, located in the Learn book.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.3 Comprehension and Evidence: MM.1.3.C, MM.1.3.D
MM.9.3 Media: MM.9.3.B
MM.12.3 Complexity, Diversity, and Genre: MM.12.3.B, MM.12.3.B.a
CP Compose and Present Content
CP.1.3 Genre: CP.1.3.B, CP.1.3.F, CP.1.3.H
CP.3.3 Content: CP.3.3.A, CP.3.3.A.f
BU Build Understanding
BU.2.3 Discovery and Evidence
BU.3.3 Conversation and Collaboration: BU.3.3.B
BU.4.3 Expression
DM Develop Metacognition
DM.1.3 Content Stages: DM.1.3.E
DM.3.3 Schema Building
DM.4.3 Reflection and Evaluation
Lesson 40
Essential Question | How do people explore the sea?
OVERVIEW
Preview
In this closing Bookend lesson, students reflect on the module topic and Essential Question. Students share what they learned about the sea and ocean exploration. They continue to engage with the module topic through an experience that the teacher chooses. Students may create a woodblock print card, experience a guest speaker panel, read a book about the sea, or engage in a teacher-created experience.
Learning Goals
• Share knowledge gained from the module about the sea.
• Reflect on the module topic. Agenda LAUNCH
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 add to their reading log and respond to assigned volume of reading questions. 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 first module.
2. Display and Choral Read the Essential Question: How do people explore the sea?
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 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 the sea or ocean that you did not know before?
What book or work of art in this module is most important to you? Why?
How does the sea affect you or your community?
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 a Woodblock Print Card
1. Provide art materials, including Styrofoam plates, ballpoint pens, acrylic paints, foam brushes, and white paper, for students to complete this activity.
2. Facilitate a brief discussion about what students learned from the study of The Great Wave by Katsushika Hokusai. Remind students of Hokusai’s process for creating woodblock prints, or invite students to share what they recall about his process.
3. Instruct students to consider what they have learned about the sea and to create a woodblock print card that shows how they would depict the sea as an artist. Tell students to cut their Styrofoam plates into squares, etch a picture by using a ballpoint pen, paint the Styrofoam, and press it onto a sheet of paper.
4. Invite students to share their creations with the class.
Teacher Note
If students created caption drawings in the opening Bookend lesson, have students compare what they knew then about the mysteries and wonders of the sea with what they know now. Invite students to revise their drawings or create a new drawing based on the knowledge they have built.
Option 2 | Experience a Guest Speaker Panel
1. Invite one or more guest speakers from the community or region, or from around the world, who study the sea or work with sea life (e.g., marine biologists, oceanographers, university professors or students) to participate in a panel, in person or virtually, to share their interests in the sea and the ways they explore it within their fields.
2. Before the panel, provide brief background information on each speaker, and instruct students to write down questions to ask the speakers.
3. Tell students to listen to what the panelists say and to pose their own questions.
4. After the panel, instruct students to write an email to one or more of the guest speakers to express what they learned and ask follow-up questions.
Option 3 | Read a Book About the Sea
1. Read aloud a new volume of reading text, or reread the book from the opening Bookend lesson.
2. Facilitate a brief discussion of 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 from the Engage section, to initiate the discussion:
• Option 1—How can I explore the sea as an artist?
• Option 2—What did you learn from the guest speakers about the sea, sea life, or sea exploration?
• Option 3—How does the author describe the sea, sea life, or sea exploration?
2. Reinforce that students have built a lot of knowledge about the sea and sea exploration. Encourage students to continue seeking knowledge about the sea and how people explore it.
ACHIEVEMENT DESCRIPTORS
BU Build Understanding
BU.1.3 Inquiry and Credibility: BU.1.3.B
BU.2.3 Discovery and Evidence: BU.2.3
BU.4.3 Expression
DM Develop Metacognition
DM.3.3 Schema Building
DM.4.3 Reflection and Evaluation
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 1
MM Make Meaning from Texts
MM.1.3 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.1.3.A: Ask and answer questions to demonstrate understanding of a literary text.
MM.1.3.B: Refer explicitly to a literary text to support observations, questions, and conclusions.
MM.1.3.C: Ask and answer questions to demonstrate understanding of an informational text.
MM.1.3.D: Refer explicitly to an informational text to support observations, questions, and conclusions.
MM.2.3 Theme and Central Idea: Identify the themes and central ideas of a text and explain their development.
MM.2.3.A: Determine the central message, lesson, or moral of a literary text, including fables, folktales, and myths from diverse cultures.
MM.2.3.B: Explain how key details in a literary text, including fables, folktales, and myths from diverse cultures, convey a central message, lesson, or moral.
MM.2.3.C: Determine the main idea of an informational text.
MM.2.3.D: Explain how key details in an informational text support the main idea.
MM.2.3.E: Determine the main idea and supporting details of a text read aloud or presented in diverse media and formats, including visually, quantitatively, and orally.
MM.3.3 Summary: Summarize a text, including its key ideas and details.
MM.3.3.A: Recount a literary text, including fables, folktales, and myths from diverse cultures.
MM.4.3 Individuals, Events, and Ideas: Explain how and why key individuals, events, and ideas of a text develop, relate, and interact.
MM.4.3.A: Describe characters in a literary text, including their traits, motivations, or feelings.
MM.4.3.C: Describe the relationships between a series of events, ideas, concepts, or steps in an informational text, using language that relates to time, sequence, or cause and effect.
MM.5.3 Vocabulary: Determine the literal, connotative, and figurative meanings of words and phrases.
MM.5.3.A: Determine the literal meaning of unknown words and phrases.
MM.5.3.A.b: Determine the literal meaning of unknown words and phrases as they are used in an informational text.
MM.5.3.A.c: Use sentence-level context as a clue to meaning.
MM.5.3.A.d: Determine the meaning of a new word formed by adding a known affix to a known word.
MM.5.3.A.e: Use a known root word as a clue to the meaning of an unknown word with the same root.
MM.5.3.B: Determine the connotative and figurative meanings of words and phrases.
MM.5.3.C: Acquire grade-level conversational, academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
MM.7.3 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.7.3.A: Use terms (e.g., chapter, scene, stanza) to refer to structural elements of a literary text.
MM.7.3.B: Describe how parts of a literary text connect to each other or build successively.
MM.7.3.C: Identify and use text features (e.g., table of contents, chapter titles, author’s note, epilogue) to better understand a literary text.
MM.7.3.D: Use text features (e.g., key words, sidebars, hyperlinks) to locate information relevant to a topic or subject area efficiently in an informational text.
MM.9.3 Media: Analyze and evaluate how diverse media develop meaning, present information, and represent content within a text or across texts.
MM.9.3.A: Explain how specific aspects of images or illustrations in a literary text develop understanding of what the words convey, including mood, character, and setting.
MM.9.3.B: Use information gained from images or illustrations and the words in an informational text to demonstrate understanding of the text.
MM.12.3 Complexity, Diversity, and Genre: Read and comprehend texts of appropriate grade-level complexity across diverse cultures and multiple genres.
MM.12.3.A: Literary
MM.12.3.A.a: Stories
MM.12.3.A.b: Poetry
MM.12.3.B: Informational
MM.12.3.B.a: Literary nonfiction
MM.12.3.B.b: Informational
MM.12.3.C: Non-print
MM.12.3.C.b: Visual art
MM.12.3.C.c: Digital or multimedia
CP Compose and Present Content
CP.1.3 Genre: Compose texts in a variety of genres over various timeframes.
CP.1.3.B: Informative or explanatory
CP.1.3.F: Visual art
CP.1.3.H: Over a period of time
CP.1.3.I: In a single session
CP.2.3 Planning: With support, plan texts to respond to discipline-specific tasks for a variety of audiences and purposes.
CP.2.3.A: With support, unpack the task demands, purpose, and audience.
CP.2.3.B: Analyze a model to identify traits of an effectively written response.
CP.2.3.D: With support, plan a response by gathering and organizing ideas, details, and information from texts or experience.
CP.3.3 Content: Develop ideas and describe experiences using details and evidence appropriate to the task, purpose, and audience.
CP.3.3.A: Develop the content of the text.
CP.3.3.A.b: Develop ideas using facts, definitions, and details.
CP.3.3.A.d: Incorporate evidence from literary texts to support opinions and ideas.
CP.3.3.A.e: Incorporate evidence from informational texts to support opinions and ideas.
CP.3.3.A.f: Include illustrations, visual displays, or audio recordings when useful to clarify ideas or to highlight specific details or facts.
CP.3.3.B: Note sources.
CP.4.3 Structure: Organize content with an effective structure appropriate to the task, purpose, and audience.
CP.4.3.A: Develop an introduction.
CP.4.3.A.b: Introduce a topic.
CP.4.3.B: Organize the content and create cohesion.
CP.4.3.B.c: Group related information together.
CP.4.3.B.d: Use words and phrases to connect ideas within categories of information.
CP.4.3.C: Provide a conclusion.
CP.5.3 Language: Convey content with precise language appropriate to the task, purpose, and audience.
CP.5.3.B: Use with accuracy a variety of words and phrases, including academic and domain-specific words and words that signal spatial and temporal relationships.
CP.6.3 Revision: With support, strengthen texts by revising, rewriting, or trying a new approach.
CP.7.3 Editing: 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.8.3 Presentation: Present or perform effectively, adapting speech so that listeners can hear, understand, and appreciate what is being conveyed.
CP.8.3.A: Speak clearly at an understandable pace.
CP.8.3.B: Speak in complete sentences when appropriate to the task and situation and to provide requested detail or clarification.
BU Build Understanding
BU.1.3 Inquiry and Credibility: Conduct inquiry-based research and determine the relevance of sources.
BU.1.3.A: Conduct short research projects, synthesizing information to build knowledge about a topic.
BU.1.3.B: With support, engage in experiences and activities to build knowledge about a topic.
BU.1.3.C: Select information from print and digital sources or experience.
BU.2.3 Discovery and Evidence: Use core practices to process textual evidence and information to support analysis, reflection, and research.
BU.2.3.A: Annotate a text to build understanding.
BU.2.3.B: Take notes and sort information into provided categories.
BU.2.3.C: Prepare for discussions by reading and studying required texts.
BU.3.3 Conversation and Collaboration: Engage effectively in discussions and collaborations with diverse partners, expressing ideas clearly.
BU.3.3.A: Draw upon preparation during collaborative discussion to explore ideas.
BU.3.3.B: Follow established rules for discussions.
BU.3.3.C: Ask questions to clarify understanding of information presented, to focus on a topic, and to make connections between ideas being discussed.
BU.3.3.D: Explain one’s own ideas in the context of information and ideas presented in discussion.
BU.3.3.E: Engage in peer review.
BU.4.3 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.3.3 Phonics and Spelling: Know and apply grade-level phonics and word analysis skills to decode and encode words.
DF.3.3.A: Demonstrate knowledge of spelling patterns when decoding and encoding.
DF.3.3.A.b: Decode multisyllabic words.
DF.3.3.B: Decode and encode unfamiliar words using morphology knowledge.
DF.3.3.B.a: Identify and know the meaning of the most common prefixed and derivational suffixes.
DF.3.3.B.b: Decode words with common Latin suffixes.
DF.4.3 High-Frequency and Irregularly Spelled Words: Read and write grade-level-appropriate high-frequency and irregularly spelled words.
DF.5.3 Fluency: Read grade-level texts with sufficient accuracy, phrasing, expression, and rate to support comprehension.
DF.5.3.A: Read with purpose and understanding.
DF.5.3.B: Read aloud with accuracy and appropriate phrasing, expression, and rate on successive readings.
DF.5.3.C: Confirm or self-correct word recognition and understanding using context and rereading as necessary.
DF.9.3 Nouns and Pronouns: Form and use nouns and pronouns, following the conventions of academic English when writing or speaking.
DF.9.3.A: Explain the general function of nouns and pronouns and their functions in particular sentences.
DF.9.3.C: Use abstract nouns.
DF.10.3 Verbs: Form and use verbs, following the conventions of academic English when writing or speaking.
DF.10.3.A: Explain the general function of verbs and their functions in particular sentences.
DF.10.3.C: Form and use the simple verb tenses.
DF.13.3 Sentence Construction: Produce, expand, and rearrange complete sentences for meaning, interest, and style when writing or speaking.
DF.13.3.A: Produce simple, compound, and complex sentences.
DF.13.3.C: Use coordinating conjunctions.
DM Develop Metacognition
DM.1.3 Content Stages: Engage in deep reading through a predictable, structured progression of questions via the five Content Stages.
DM.1.3.A: Wonder
DM.1.3.B: Organize
DM.1.3.C: Reveal
DM.1.3.D: Distill
DM.1.3.E: Know
DM.2.3 Comprehension Monitoring: Monitor understanding of a text during and after reading.
DM.3.3 Schema Building: Connect new and existing knowledge to expand and revise understanding of a topic.
DM.4.3 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
abstract (adj.)
using elements of art such as line, color, and shape without trying to show what the world looks like
lesson 19
ambassador (n.)
someone who acts or speaks for those who live in a certain place
lesson 28
autopsy (n.)
an examination of a dead body
lesson 13
biography (n.)
a piece of writing about a real person’s life
lesson 21
call (n.)
a sound or feeling that makes someone want to go somewhere
lesson 4
cartography (n.)
the art and science of mapmaking
lesson 21
composition (n.)
in a work of art, how an artist organizes all the elements of art
lesson 19
data (n.)
facts or information about a topic
lesson 22
ecosystem (n.)
all the living and nonliving things, such as plants and water, that are in a particular environment
lesson 14
depth (n.)
1. a distance below a surface
2. a deep place
lesson 22
edit (v.)
to make changes to correct mistakes in the words and sentences of a piece of writing
lesson 17
evolve (v.)
to gradually develop or change over time to become more advanced
lesson 32
experiment
1. (n.) a test used to see how something works or to learn something new
discovery (n.)
something seen or learned for the first time
lesson 21
2. (v.) to try a new way of doing or thinking about something
lesson 20
explore (v.)
1. to travel over or through a place to learn more about it or to find something
2. to look at something in a careful way to learn more about it; to study or think about something
lesson 2
habitat (n.)
the place where an animal or plant grows or lives
lesson 14
illuminate (v.) to shine a light on something
lesson 27
extinction (n.) when a particular animal or plant dies out completely
lesson 31
inspire (v.)
to make a person want to do something; to give a person an idea about what to create
lesson 6
fable (n.)
a short story that is intended to teach a lesson
lesson 11
fluency (n.)
the ability to read with accuracy, phrasing, and expression at an appropriate rate
lesson 2
invention (n.)
1. a useful new device or process 2. the act of creating something new lesson 19
inventor (n.) someone who creates a new machine or process
lesson 26
luminous (adj.) giving off light; brightly lit
lesson 9
marsh (n.)
an area of soft, wet land that has many grasses and other plants
lesson 3
moral (n.)
a lesson that is learned from a story or an experience
lesson 11
mystery (n.)
something that is not known, or difficult to understand or explain
lesson 1
perform (v.) to do or present something to entertain an audience
lesson 6
phosphorescent (adj.)
giving off a type of light that glows softly in the dark and that does not produce heat
lesson 9
predator (n.)
an animal that kills and eats other animals for food
lesson 14
prey (n.)
an animal that is hunted or killed by another for food
lesson 14
producer (n.)
someone who creates a new movie or show
lesson 26
refrain (n.)
a repeated line or group of lines in a poem
lesson 4
relationship (n.)
how people talk, feel, or act toward one another
lesson 10
scientist (n.)
a person who studies the natural world based on facts learned through experiments and observation
lesson 13
research
1. (n.) careful study or activity to find and report new knowledge about a subject
2. (v.) to collect more information about a subject
lesson 14
revise (v.) to make changes to improve the ideas and structure of a piece of writing
lesson 17
scale (n.)
a principle of design; the sizes an artist makes a work of art and the components within it
lesson 4
surface (n.)
the upper layer of an area of land or water
lesson 8
technique (n.)
the way in which materials or skills are used
lesson 19
tentacle (n.)
one of the long, flexible arms of an animal, used for grabbing things and moving lesson 15
wonder (n.)
something that is very surprising, beautiful, or amazing
lesson 1
Fluency Reference Chart
fluency (n.): the ability to read with accuracy, phrasing, and expression at an appropriate rate accuracy
phrasing expression rate correctly decode the words group words into phrases, and pause for punctuation use voice to show feeling read at an appropriate speed
Syllable Types
Syllable Type Examples
be-gin
fun-ny
bro-ken
car-go
Vowel-Consonant-e
Vowel Team
Vowel-r Controlled
rep-tile
mis-take
A three-column chart with headings Syllable Type, Examples, and Definition.
Consonant-le
pea-nut
en-joy par-ty
fur-ther
lit-tle
ta-ble
Other:
Stable Final
fic-tion
a syllable that ends in one or more consonants and the vowel sound is usually short
a syllable that ends in a vowel and the vowel sound is usually long
a syllable that has a vowel followed by one consonant then an e; the e is silent and the vowel is long
a syllable with two vowels together that make one sound; that sound can be long, short, or sometimes a special sound
a syllable with ar, er, ir, or, or ur; the vowel sound often changes
an unstressed final syllable that contains a consonant before the letter l, followed by a silent e
a syllable at the end of a multisyllabic word that makes a stable sound (e.g., -tion, -sion, -cian, -ture, -cial, -cious, -tious)
Painted Essay® — Informative Introduction
About the Images
The history of deep sea exploration inspired the images for this module. As students examine texts about sea life, these module images guide students to answer the Essential Question: How do people explore the sea?
In the nineteenth century, before the advent of the underwater camera, scientists employed artists on expeditions. These artists created scientific illustrations that helped scientists share their findings with the world. The illustrations captured unique characteristics to help classify species (figs. 2–5). Many scientific illustrations include labels and detailed drawings of specific animal features.
In the twentieth century, scientists began using technology to explore the sea. In 1957, geologist Bruce C. Heezen and oceanographer and cartographer Mary Tharp created the first map of the sea floor by using underwater sound projectors, or sonar (fig. 6). In 1965, oceanographer Jacques Cousteau designed a deep-submergence vehicle called Deepstar 4000 (fig. 7), which could hold up to three people and reach a depth of 4,000 feet below sea level.
Scientific illustrations and data-retrieving technology, such as those featured in the module images, help build understanding of the ways people have explored the sea.
Fig. 1. Engraving, various artists under the supervision of P. Tanjé, 1734
Fig. 2. Watercolor and gouache, Joris Hoefnagel, 1575–80
Fig. 3. Lithograph, C. Berjeau, 1878
Fig. 4. Metal engraving, Christophe Annedouche, 1845
Fig. 5. Watercolor and pencil, Jacques Burkhardt, c. 1858
Fig. 6. Heezen-Tharp index for ocean bottom map
Fig. 7. Deepstar 4000
Works Cited
Aesop. “The Shepherd and the Sea.” Translated by George Fyler Townsend [1867], adapted by Rachel Hylton, 2022. Fables of Aesop, edited by Tom Simondi, 23 Nov. 2013, https://fablesofaesop.com/the-shepherdand-the-sea.html#more-384.
Burleigh, Robert. Solving the Puzzle Under the Sea: Marie Tharp Maps the Ocean Floor. Illustrated by Raúl Colón, Simon and Schuster Books for Young Readers, 2016.
Cerullo, Mary M., and Clyde F. E. Roper. Giant Squid: Searching for a Sea Monster. Capstone Press, 2012.
Steig, William. Amos and Boris. 1971. Square Fish, 2009.
Teasdale, Sara. “The Sea Wind.” Rivers to the Sea. Macmillan, 1915.
“The Underwater Discovery and Adventure: The Story of Jacques Cousteau.” SciShow, 10 June 2016, https://app.boclips.com /videos?q=%22The+Story+of+Jacques+Cousteau.%22&page=1.
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
“What Is the Painted Essay™?” Vermont Writing Collaborative, www.vermontwritingcollaborative.org/painted-essay/.
Yaccarino, Dan. The Fantastic Undersea Life of Jacques Cousteau. 2009. Random House Children’s Books, 2012.
Credits
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 acknowledgment in all future editions and reprints of this module.
Karen Aleo, Trevor Barnes, Allie Beman, Madison Bonsignore, Kelsey Bordelon, Sarah Brenner, Beth Brown, Catherine Cafferty, Melissa Chung, Ashley Cook, Julia Dantchev, Camille Daum, Laurie Delgatto-Whitten, Enaka Enyong, Kathleen Foley, Jen Forbus, Pamela Frasier, Nina Goffi, Mamie Goodson, Caroline Goyette, Lorraine Griffith, Shelley Hampe, Elizabeth Haydel, Robin Hegner, Sarah Henchey, Matt Hoover, Patricia Huerster, Rachel Hylton, Holli Jessee, Stephanie Kane-Mainier, Meg Kinlaw, Lior Klirs, Liana Krissoff, Karen Latchana Kenney, Karen Leavitt, Farren Liben, Brittany Lowe, Whitney Lyle, Liz Manolis, Maya Marquez, Meredith McAndrew, Cathy McGath, Emily McKean, Maia Merin, Patricia Mickelberry, Julie Mickler, Andrea Minich, Lynne Munson, Katie Muson, Gabrielle Nebeker, Amy Ng, Vivian Nourse, Carol Paiva, Catherine Paladino, Marya Parr, Trisha Paster, Katie Pierson, Eden Plantz, Natalie Rebentisch, Rachel Rooney, Susan Sabella, Lori Sappington, Amy Schoon, Carolyn Scott, Susan Sheehan, Danae Smith, Rachel Stack, Susan Stark, Sarah Turnage-Deklewa, Kati Valle, Kara Waite, Sarah Webb, Erika Wentworth, Margaret Wilson, Eleanor Wolf, Rachel Zindler
Museum of Art; page 8, Mike Rosecope/Shutterstock.com, Wheatfieldstock/ Shutterstock.com, Ryan M. Bolton/Shutterstock.com; pages 26 and 427, nsf/Alamy Stock Photo, pages 82 and 427, Shannon White-Diecidue/Alamy Stock Photo; pages 86, 98, 110, 122, 132, and 431, Anderson, John. 1878. Anatomical and zoological researches: comprising an account of the zoological results of the two expeditions to western Yunnan in 1868 and 1875 and a monograph of the two cetacean genera, Platanista and Orcella. v.1 [text] (1878), London: B. Quaritch; pages 100 and 427, EXZOZIS/Shutterstock.com; pages 146, 154, 166, 178, 190, 200, 206, and 431, Mollusques vivants et fossils by Alcide Dessalines d’ Orbigny; pages 157 and 427, Jeff Rotman/Alamy Stock Photo; pages 168 and 427, James R. Gibson/Alamy Stock Photo; pages 212, 222, 230, 244, 254, and 264, Library of Congress, Geography and Map Division; pages 218 and 427, Patrick Guenette/ Alamy Stock Vector; pages 238 and 426, Pictorial Press Ltd/Alamy Stock Photo; page 249, Michelle Bridges/Alamy Stock Photo; pages 324, 334, 346, 358, 368, 376, and 431, Burkhardt, Jacques / Provided by Harvard University/ http://id.lib.harvard. edu/curiosity/jacques-burkhardt-scientific-drawings/33-bfAg_168.60.5f; pages 382, 394, 400, 408, and 414, Gift of Mrs. Lessing J. Rosenwald/Courtesy of the National Gallery of Art, Washington.
All other images are the property of Great Minds.
Ana Alvarez, Lynne Askin-Roush, Stephanie Bandrowsky, Mariel Bard, Rebeca Barroso, Brianna Bemel, David Blair, Charles Blake, Lynn Brennan, Adam Cardais, Dawn Cavalieri, Tatyana Chapin, Christina Cooper, Gary Crespo, Lisa Crowe, David Cummings, Cherry dela Victoria, Sandy Engelman, Tamara Estrada Del Campo, Ubaldo Feliciano-Hernandez, Soudea Forbes, Diana Ghazzawi, Laurie Gonsoulin, Kristen Hayes, Marcela Hernandez, Sary Hernandez, Abbi Hoerst, Ashley Kelley, Lisa King, Sarah Kopec, Drew Krepp, Jennifer Loomis, Christina Martire, Siena Mazero, Alicia McCarthy, Thomas McNeely, Cindy Medici, Ivonne Mercado, Brian Methe, Sara Miller, Christine Myaskovsky, Mary-Lise Nazaire, Tara O’Hare, Tamara Otto, Christine Palmtag, Katie Prince, Jeff Robinson, Gilbert Rodriguez, Karen Rollhauser, Richesh Ruchir, Isabel Saraiva, Gina Schenck, Leigh Sterten, Mary Sudul, Deanna Thomann, Tracy Vigliotti, Bruce Vogel, Heather Waymouth, Dave White, Charmaine Whitman, Nicole Williams, Glenda Wisenburn-Burke, Samantha Wofford, Howard Yaffe
MORE MEANINGFUL ENGLISH
Knowledge rich. Students build enduring knowledge about important topics in history, science, and more.
Great books. Students enjoy award-winning books by authors from around the world.
Artful. Examining fine art invites all students into the conversation.
Engaging. Unique inquiry routines draw every student into every text.
For everyone. Built-in supports help each student, including multilingual learners and those with dyslexia, meet their full potential.
GRADE 3 MODULES
Module 1 | The Sea
Module 2 | Outer Space
Module 3 | A New Home
Module 4 | Artists Make Art ON THE COVER
Under the Wave off Kanagawa, also known as The Great Wave, 1830–32
Katsushika Hokusai (1760–1849)
Woodblock print, 25.7 × 37.9 cm
H. O. Havemeyer Collection, Bequest of Mrs. H. O. Havemeyer, 1929 Courtesy of the Metropolitan Museum of Art
