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Lesson plan

Lesson 3 - Writing and Speaking: Unit 3 Assessment, Part I: Independent Writing

teaches Common Core State Standards SL.K.1.a http://corestandards.org/ELA-Literacy/SL/K/1/a
teaches Common Core State Standards L.K.2.a http://corestandards.org/ELA-Literacy/L/K/2/a
teaches Common Core State Standards L.K.2.b http://corestandards.org/ELA-Literacy/L/K/2/b
teaches Common Core State Standards W.K.1 http://corestandards.org/ELA-Literacy/W/K/1
teaches Common Core State Standards W.K.8 http://corestandards.org/ELA-Literacy/W/K/8
teaches Common Core State Standards SL.K.6 http://corestandards.org/ELA-Literacy/SL/K/6
teaches Common Core State Standards SL.K.5 http://corestandards.org/ELA-Literacy/SL/K/5
teaches Common Core State Standards SL.K.4 http://corestandards.org/ELA-Literacy/SL/K/4
teaches Common Core State Standards L.K.2 http://corestandards.org/ELA-Literacy/L/K/2

Lesson 3 - Writing and Speaking: Unit 3 Assessment, Part I: Independent Writing

To learn more about this lesson, read the Lesson 3 Narrative found under the Additional Materials tab.

Daily Learning Targets

  • I can draw a detailed picture to match my writing and share more information about a topic.
  • I can describe details in my drawings in order to share more information about why trees are nice.

Ongoing Assessment

  • During Part I of the Unit 3 Assessment in Work Time C, circulate to ask questions (reference Unit 3 Assessment, Part I: Why a Tree Is Nice) and use the Speaking and Listening Checklist to assess progress (see Assessment Overview and Resources).

Purpose of Lesson

  • In this lesson, students review songs that they have learned throughout Modules 3–4 to build fluency and prepare students for the End of Module Celebration.

In Advance

  • Prepare student workspaces with materials for independent writing in Work Time C: Model Unit 3 Assessment, Part I: Why a Tree Is Nice, pencils, and colored pencils.
  • Post: Learning targets, “Trees in Our Community,” Version 1, and applicable anchor charts.

Vocabulary 

  • No new Vocabulary

Materials

  • “Trees in Our Community,” Version 1 (from Unit 2, Lesson 1; one per student and one to display)
  • Reasons to Plant a Tree Anchor Chart (begun in Unit 2, Lesson 3)
  • Sentence strip (one; used by the teacher to connect the idea of planting trees and why a tree is nice during Work Time A)
  • Clipboards (one per student)
  • Paper (lined; one piece per student)
  • Pencils (one per student)
  • Model Unit 3 Assessment, Part I: Why a Tree Is Nice (one to display)
  • Model Unit 3 Assessment, Part I: Why a Tree Is Nice (Example, for Teacher Reference) 
  • Back-to-Back and Face-to-Face Anchor Chart (begun in Module 1)
  • Unit 3 Assessment, Part I: Why a Tree Is Nice (one per student)
  • Colored pencils (class set; a variety of colors per student)
  • Speaking and Listening Checklist (for teacher reference)
  • Tree Stretch Chart (from Unit 1, Lesson 3; one to display)

 

 

 

 

 

 

 

 

 

Adapted from EL Education under CC BY license. All adaptations copyright 2019 LearnZillion.