Literacy Module 2 Unit 3 Lesson 7 Overview

*modifications and elements included for diverse learners highlighted in yellow, described in
blue text

Name: Mary DiMaggio

Date: 4/1/24
Time: 9:15-10:15
Grade: 1st
School: Horace Mann Elementary
Subject: Literacy, Module 2 Unit 3 Lesson 7

CCS Standards:

W.1.3: Write narratives in which they recount two or more appropriately sequenced events,
include some details regarding what happened, use temporal words to signal event order, and
provide some sense of closure.

W.1.8: With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.

SL.1.4: Describe people, places, things, and events with relevant details, expressing ideas and
feelings clearly.

L.1.1f: Use frequently occurring adjectives.

Daily Learning Targets:

I can plan my writing by discussing my ideas with my classmates.

I can analyze a model of high-quality work.

Materials:

Teacher manual, interactive word wall cards (bright, white, silver), student notebooks, temporal
line cards (set one: “It is morning.”, “It is noon.”, and “It is dusk.”, set two: “It is afternoon.”, “It
is sunrise.”, and “It is night.”).

Slides for this lesson

Lesson Procedure:

Opening: 10 minutes
Tell students that today they are going to work in a team to make connections between words.
The words are: bright, white, and silver. They have used this protocol before, remind students of
the steps by reading through the protocol (slide 5). They should take turns making connections
and talking about their ideas about how words are connected.
Put students into groups of 2 or 3 and pass out the cards. When students finish, they can walk
around and see how other groups made connections.
If time allows, ask students how it went and provide feedback as necessary.

Making connections between words allowed students to gain a deeper understanding of the
meaning of adjectives and how we use them to describe nouns. This part of the lesson also
allowed students to share and clarify thinking in groups, as well as consider others’ perspectives.

The making connections between words protocol has been used frequently throughout this unit.
Students are already familiar with it, but leaving written instructions on the board allowed
students the opportunity to review the steps as needed to promote productive discussion. This
portion of the lesson supported ESL and IEP students in clarifying language and learning how to
use words to accurately describe their thinking.

Worktime A: 15 minutes
Let students know that in the coming lessons they will be writing poems about what they have
learned in this unit about what the sun sees. Right now, they will be reviewing their notebook
entries to find pages that will help them write their poems. They will find three pages and mark
them with sticky notes: one for the sun in the morning, one for the sun at midday, and one for the
sun in the evening.
Pass out the notebooks and have students get started. Circulate and support students in finding
pages and ask them how they knew the time of day based on the picture.
When students finish marking their pages, have everyone come back to the run. Students will
turn and talk to a partner, sharing the pages they chose and how they knew the time of day it
represented.

Letting students know what is expected of them in the coming lessons allowed them to preview
what is coming next, easing anxiety and allowing them to start thinking about their ideas for
what they will write about in their poems.

Reviewing notebook entries and marking pages to refer back to when writing their poems
enabled students to start to organize their thinking and plan what they will write about when it
came time to write their poem. This helped students to get started right away the next day when
starting their poem, which supported ESL and IEP students because they already had a place to
start and some ideas about what they would write about.

Worktime B: 15 minutes
Review the high-quality work anchor chart (slide 11). Remind students that high-quality work in
writing means including details and following conventions of end punctuation and capital letters.
Have students share one thing they can do to make their writing high-quality.
Show the example of high-quality work students analyzed in a previous lesson, and remind them
that we looked at it closely to determine what makes it high-quality (slides 12-13). Tell students
that they will be doing the same thing today with a different example.
Show the non-example of a poem about what the moon sees and give the students a moment to
look at it (slide 14). Ask students what they notice about the details and conventions used in the
poem. They should notice that the details are boring, and there are periods and capital letters
missing. Guide students towards this understanding as necessary. Advance to slide 15 to show
students this poem with the boring details underlined, and read a few aloud. Ask students if they
think these are strong details, and if they can picture what is happening in their mind. They
should say no.
Show the example poem about what the moon sees (slide 16). Ask students to pay attention to
the details and conventions and read the poem aloud. Ask students what they notice about the
details and conventions used in the poem. They should notice that the poem uses strong details
and correct spelling and punctuation. Ask students which poem is a better example of
high-quality work, they should respond with the second one. Advance to slide 17 to show
students this poem with the details underlined, and read a few aloud. Ask students if they think
these are strong details, and if they can picture what is happening in their mind. They should say
yes.

Reviewing the high-quality work anchor chart helped students to refamiliarize themselves with
the expectations and their learning goals when they write their poems. This communicated to
students that I had high expectations for their writing and wanted to do their best work. It also
showed students specific things that they could do to make their writing stronger.

Reviewing an example of high-quality work looked at in a previous lesson helped students to

remember what high-quality work looks like, which supported them in producing high-quality
work when it was time to write.

Showing a non-example and an example of a poem helped students to understand what was
expected of them in their writing. When reading each poem, students thought about whether the
details used were descriptive and allowed them to create a picture in their mind. This especially
supported the ESL and IEP students when coming up with descriptive details in their writing,
because they had previously had the opportunity to analyze an example and non-example, so
they had a solid understanding of what I meant by descriptive detail.

Worktime C: 15 minutes
Tell students they will now participate in a temporal line game. Tell students that temporal means
words about time. Show students the words on these cards and make sure they understand what
they mean. Set one contains “It is morning.”, “It is noon.”, and “It is dusk.”, and set two
contains “It is afternoon.”, “It is sunrise.”, and “It is night.”. Explain to students that they will do
with two different sets of cards separately, rather than putting both sets together.
Displaying the protocol (slide 20), tell students that they will be put into groups of three and will
work in their team to put the cards in the order that they happen.
Display the “Working to Become Ethical People” anchor chart (slide 21) and remind students of
the definition of integrity, and that they should practice showing integrity when working in their
groups.
Move students into groups to work on their first set of cards. When finished, each group can
begin working on their second set of cards. When all students finish working with their cards,
students can walk around and look at other groups’ work. Remind students that they should keep
these words inside their brains, because they will be useful when it is time to write their poems in
the next lesson.

Participating in the temporal line game allowed IEP and ESL students to have a better
understanding of the meaning of these words and how to use them. Working in a group with
other students helped those who are challenged by language to have an opportunity to clarify and
deepen their understanding of these words by discussing their ideas with others and listening to
others’ perspectives.

Previewing the word temporal as well as the words on the cards allowed students to know the
meanings of the words they would be working with, allowing them to be better prepared to have
an effective discussion with their group.

The protocol is similar to other activities students have done previously, such as when they made
connections between words at the beginning of the lesson. Students were already familiar with
the protocol, and projecting the directions allowed students to refer back to the protocol as
needed throughout the activity to ensure they were on task.

Closing: 5 minutes
Remind students of the learning targets for the day (slide 24). Have students work with partners
to discuss the following questions: “How did your notebook help you to plan your poem?” and
“What criteria should we include in our writing to make it high-quality?” Students should talk
with a different partner for each question and can share ideas with the whole class as time allows.
Reminding students of the learning targets for the day allowed them to review their learning in
this lesson and help them understand how they have met the learning goals through participating
in the lesson.

Discussing with a partner the ways their notebook helped them to plan their poem as well as the
criteria to use in high-quality writing helped students to review what they have learned in this
lesson. This portion of the lesson helped students to reflect upon their learning and understand
the major takeaways from this lesson. It also helped students to understand and recall these
important pieces of learning in the following lesson, when they began to write their poems.