In Work Time A, some students may need additional support with rereading 'The Bear and the Bee.' Consider working closely with a group of students who may need additional support and sorting key details as a shared task.Continue to use Conversation Cues to promote productive and equitable conversation.Īreas in which students may need additional support:.

In Modules 1 and 2, students explored the concepts of key details and central message their understanding of story elements continues to evolve in this module.

In Unit 1 in particular, students explore how, in works of fiction, pollinators are portrayed as making the world a better place. In this module, students apply this knowledge in order to make a meaningful contribution to their community. Recall that in Module 3, students built deep knowledge about plants and pollinators through the Next Generation Science Standards.Provide opportunities throughout the unit for students to share about folktales or fables from their home cultures. To engage students' home cultures with academic content, consider inviting students to ask family members about any folktales or fables about pollinators they know.Students then apply their understanding of the meaning and structure of this sentence to determine the central message of different texts throughout the unit and during the Unit 1 Assessment. In Work Time B, students participate in a Language Dive that guides them through the meaning of a sentence from 'The Bear and the Bee.' The focus of this Language Dive is on using prefixes to determine the meaning of a new word (L.2.4b).The Guiding Question also serves as a fulcrum for Unit 2, during which students research ways to help pollinators in danger. At the end of the lesson, students are introduced to the Unit 1 Guiding Question: 'What does it mean to make the world a better place?' This question provides a unit-long lens through which to interpret character responses and central messages of fables and folktales.This scaffolds their work in Grades 4 and 5 when they identify the themes and determine how poets reflect on topics. In Work Time B, students analyze the central message of a fable as it relates to the key details and characters in the story. Emphasize the importance of including only key details, meaning the most important elements and events of a story, when recounting.

This study of narrative fiction develops their ability to recount stories-which builds upon their ability to retell skills from Grade 1-and lays the foundation for summarizing in subsequent grades.

In this first lesson of Module 4, students continue their study of pollinators from Module 3 through discovering them in a new genre: folktales and fables.

Purpose of lesson and alignment to standards: A. Engaging the Learner: 'The Bear and the Bee' (10 minutes)Ī. Sort: Story Elements and Central Message in 'The Bear and the Bee' (25 minutes)ī. Language Dive: Central Message of 'The Bear and the Bee' (20 minutes)Ī. Introducing the Unit 1 Guiding Question (5 minutes)

Story element anchor chart 1st grade