Lesson Theme: I Know a Lot Week 36 (Treasures Unit 10 Week 3)

Kindergarten LA Lesson Lesson Theme: I Know A Lot Week 36 – (Treasures Unit 10 Week 3)

Objective: TLW understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from the text to support their understanding. Language Objectives: The child will be able to demonstrate use of reading strategies such as: background knowledge, creating sensory images, re-reading a portion aloud and generating questions to clarify understanding. Standards(Texas Essential Knowledge and Skills): K.6A Identify element of a story including setting, characters and key events F.19C Monitor and adjust comprehension K.8A Retell a main event for a story read aloud K.10A Identify the topic and details in expository text heard or read, referring to the words and/or illustrations K.1C Demonstrate how to use, conserve and dispose of natural resources and materials such as conserving water and reusing or recycling paper, plastic and metal (Science) K.5A Identify the physical characteristics of places such as landforms and bodies of water (Science) K.2C Count a set of objects to at least 20 and demonstrate that the last number said tells the number of objects in the set (Math) College and Career Readiness: II.B.1. (Reading) Identify new words and concepts acquired through study of their relationships to other words and concepts. I.D.1. (Academic Behaviors) Self-monitor learning needs and seek assistance when needed. Vocabulary Essential: Supporting: Consider/considerar, curious/curioso, Strategies/estrategias, explore/explorar, final/final, splendid/espléndido understanding/entendimiento, questions/preguntas, information/información, fiction/ficción, character/personaje, setting/ambiente, plot/trama, sequence/secuencia, high point/punto culminante, main event/evento principal, beginning/principio, middle/medio, end/final, non-fiction/no-ficción, expository/expositivo, photographs/fotografías, author’s message/mensaje del autor Lesson Cycle Engage Anticipatory Set: Do an author study, ex: Kevin Henkes, Mo Willems, Jan Brett, Eric Carle, Audrey Woods, Laura Numeroff, etc. Provide children with a variety of books by same author and do a “book flood” (need enough books for every child or pair to have one) Students sit in a circle, children look at the book, after a couple of minutes rotate the books to the right, allow children to do picture walk, rotate again until everyone has had a chance to look at all books. Chart “What do they have in common?” Example: All Kevin Henkes books have mice, or Mo Willems books have animal, speech bubble, print changes if character is yelling, etc. Lesson Stages Create a graphic organizer: Author Study

Austin ISD K Department, 2014/ 2015 Page 1 Title/título Character Setting/ambient Problem/problem Solution/resolució (feels/does)/personaj e a n e (siente/hace)

Fine Arts: Create drawings or paintings to match the author/illustrator style or technique. The students will then write a story with beginning, middle and end. OR, students can act out and retell their favorite story. Read to Self Phonological Awareness: Refer to Phonemic Awareness by Dr. Heggerty (blue Kindergarten Edition) Week 35 page 70 Work on Words Texas Treasures Unit 10 Week 3; TE p. 2522 Define: When you explore a place, you look around to discover what is there. Say the word with me. Example: The scientists explore the forest looking for unusual plants. Ask: What animals will we see if we explore a pond?

Define: To be curious means “to want very much to find out about something”. Say the word with me. Example: Tim was curious about what was in the big box that his father brought home. Ask: What animals are you curious to learn more about?

Shared Reading/Read Aloud: Turtle Splash! Tell children that when they do not understand something in a book they can reread the page. Tell children that where a story takes place is called the setting. Noticing the setting will help us understand the story.

Additional books to read for a science connection: The Water Hole by Graeme Base; Brainpop videos: Natural Resources, Reuse/Reduce/Recycle; STEM Scope

Dual Language Activity 1 & 2 Spanish Text: Author Study on Eric Carle’s Insect Books Grillo Silencioso (The very quiet cricket)– El escarabajo torpe (The clumsy click beetle)– La araña muy ocupada (The very busy spider) by: Eric Carle

Activity 1: Engage cooperative groups in filling out a section of the story map. Each group will either do the characters, setting, problem, or solution of the story. Groups gather in whole group and share out as they put the story map together. (TEKS: 6A, F19E, F19F)

Title/título Character Setting/escenari Problem/problem Solution/solució (feels/does)/personaj o a n e (siente/hace)

Activity 2: Cooperative groups will engage in a retell by acting out the main events in the text. Divide the groups to act out the beginning, middle, and end of the story. Select a student to act out the role of the main character as it goes through each event in the story.

Read to Someone Shared Writing: Obj – Story Elements Model how to write a “sticker story”. Use stickers of different animals, or people, etc. Use them as you story “characters”. As a group come up with a setting for the story, a problem and a solution. Write class story on chart paper.

Characters: Setting: Place stickers here

Austin ISD K Department, 2014/ 2015 Page 2 Problem: Solution:

Work on Writing Extension: PORTFOLIO PIECE: SPIN A STORY. STUDENTS WORK INDIVIDUALLY OR IN PAIRS TO COMPLETE A STORY. (TEKS K.6A)

Parts of a Story song by Heidisongs.com http://www.youtube.com/watch?v=pGGbgQ7ehlw Or http://www.flocabulary.com/fivethings/ Setting, that's like where it's going down, Could be the train compartment, a castle or a town, Could be the Arctic winter - like To Build a Fire, The temperature's dropping, excitement is getting higher, Setting sets the scene so the scene seems set, Could be the Italian restaurant where we met, Setting gives us the where and the when, Could be modern day, the future, or way back when. Plot, Character, Conflict, Theme, Setting, yes these are the 5 things That you're going to be needing When you're reading or writing A short story that's mad exciting. (x2) Plot is the action, the quest for satisfaction, What's going down, what's going to happen? Four men at sea in an open boat, Rowing and hoping that they can stay afloat. The plot: They have to make it to the beach, But the waves are big, and the shore seems out of reach, Plot is a series of events... like Lemoney Snicket, It could be crazy, wild or straight wicked. Plot, Character, Conflict, Theme, Setting, yes these are the 5 things That you're going to be needing When you're reading or writing

Austin ISD K Department, 2014/ 2015 Page 3 A short story that's mad exciting. (x2) Knock knock, who's there? Oh, it's the characters, The people in the story who carry out the action. Characters can be pretty, tiny or clean, Characters can be silly, whiney or mean, Juliet is a character, and so is Romeo, Pokemon has characters and so does Yu-gi-oh, Characters could be dogs, lions, or hippos, JK Rowling chose Harry Potter. "Why?" Who knows! Plot, Character, Conflict, Theme, Setting, yes these are the 5 things That you're going to be needing When you're reading or writing A short story that's mad exciting. (x2) Uh-uh! Put your snack back in your backpack we're not finished! Something gone wrong! That's the conflict kids, A struggle in the plot, now who's on top, Could be a fight for money, like some robbers and cops, Could be an internal conflict - a struggle inside, Like I don't want to tell the truth but I don't ever want to lie, Flick something in your eye, now you're conflicted, What created drama? The conflict did. Plot, Character, Conflict, Theme, Setting, yes these are the 5 things That you're going to be needing When you're reading or writing A short story that's mad exciting. (x2) The theme of the story is the main idea, The central belief or the topic that's in there, It's usually something abstract like sacrifice, Isolation or resurrection: we're back to life, Like don't lie, don't practice libel, The theme of To Build a Fire is survival, Survival on your own like Fievel Moskowitz, Vocabulary's something that you HAVE TO GET... Plot, Character, Conflict, Theme, Setting, yes these are the 5 things That you're going to be needing When you're reading or writing A short story that's mad exciting. (x2) Closure Activity Remind students you have been learning story elements and writing process. Review class story adding details if necessary. Center Activities ABC Center:

Austin ISD K Department, 2014/ 2015 Page 4 Science Center: PORTFOLIO PIECE: POND LIFE -STUDENTS WORK TOGETHER TO CREATE A MURAL OF A POND. THEY PAINT THE POND, DRAW AN ANIMAL AND PLACE THE ANIMAL ON THE POND AND LABEL THE LANDFORM AND/OR BODY OF WATER. DISCUSS WHAT ANIMALS NEED TO LIVE WITH A PARTNER. DRAW AND PLACE A PLANT IN THE POND. (TEKS K.1C, K.5A)

Writing Center: Write sentences using sight words. Ex: with, me, where and my S writes two sentences. Ex: Come play with me and my friends the _____. S finishes the sentences. EX: Come play with me and my friends the turtles. S draws a picture. May do individually or with a partner.

Pretend and Learn Center/Dramatic Play: PORTFOLIO PIECE: MAKE A POND OR A RECYCLING CENTER. PROVIDE A VARIETY OF RESOURCES FOR STUDENTS TO USE. FOR EXAMPLE: ITEMS TO SORT FOR RECYCLING, ETC. REFER TO SEL LESSON REVIEW. (TEKS K.1C, K.5A)

Math: Counting book: Students write their own counting story about kindergarteners. They list some things they have learned in kindergarten. Sentence stem: Five kindergartners can_____. Four kindergartners can ___. Etc./Cinco estudiantes de kinder pueden_____. Cuatro estudiantes de kinder pueden _____.

Austin ISD K Department, 2014/ 2015 Page 5 Computer: www.pbs.org starfall.com; tumblebooks, united streaming, brain pop, you tube video on parts of a story or pond life

Library: Find books on your campus library, local library and/or request themed books from the Library Media Center located at Allan Elementary Title: 1 Hunter (counting) by Pat Hutchins; A Frog in the Bog (counting) by Karma Wilson; Anno's Counting Book by Mitsumasa Anno; Frogs by Gail Gibbons; From Tadpole to Frog by Wendy Pfeffe Other themes: fitness, movement, sports, toys Finger play: Five Little Speckled Frogs Five Little Speckled Frogs Sat on a speckled log Eating the most delicious bugs. Yum! Yum! One jumped into the pool Where it was nice and cool Now there were four speckled frogs. Oh No! Four Little Speckled FrogsSat on a speckled log Eating the most delicious bugs. Yum! Yum! One jumped into the poolWhere it was nice and cool Now there were three speckled frogs. Oh No!etc. Enduring Understanding: Essential Questions:  Reading is a process that includes: applying a  What was the setting of the story? variety of strategies to comprehend, interpret  How do you know the story was fiction or and evaluate texts. non/fiction?  Readers are able to determine and summarize  Why do you think the author wrote the story? important information in text.

Lesson Preparation Trade Book – Turtle Splash Picture cards Songs on chart paper Anchor of Support

Austin ISD K Department, 2014/ 2015 Page 6 Create themed cards with picture support Use Graphic Organizer created from author study Differentiation Strategies Struggling Learners: Modify to accommodate student’s academic level. Have student tell you the story orally. English Language Learners: Pair with English speaking student. Have action words and high frequency words written on index cards and have them use the cards to make sentences and then copy. Extension for Learning: Have children make a map of their bedroom, the classroom or the neighborhood. Label accordingly. GT: Work independently with booklet writing, fiction/non-fiction choices SEL: Use the lesson from Unit 3 on Emotion Management and students can follow the Calming-Down Steps to manage feeling excited or impatient while waiting their turn and/or finding quiet things to do that won’t distract others. 21st Century Skills Communication and Collaboration (Communicate Clearly): Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts. English Language Proficiency Standards 1(E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment; 4(F) use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language; ELPS: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards (ELPS) to support English Language Learners. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html - 74.4 Check for Understanding Formative: Observe the student making self-to-text connections, text-to-text connection and text-to-world connections. Summative: During center time take pictures of the students interacting with the themed materials and place these photos in the child’s portfolio for documentation on creating a pond and labeling the landforms. Students will complete a story element for documentation. Provided needed vocabulary support if you don’t hear the children using the themed words during their conversations.

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