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Carol doak website. These are the CCS Standards addressed in this lesson:

RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL.3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
RL.3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
RF.3.4: Read with sufficient accuracy and fluency to support comprehension.
RF.3.4a: Read grade-level text with purpose and understanding.
RF.3.4b: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF.3.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
W.3.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.3.3a: Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
W.3.3c: Use temporal words and phrases to signal event order.
W.3.3d: Provide a sense of closure.
W.3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
W.3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
L.3.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.3.3a: Choose words and phrases for effect.
L.3.4: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
L.3.4a: Use sentence-level context as a clue to the meaning of a word or phrase.

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Ongoing Assessment

Choral reading of 'The Glass Frog' (RF.3.4a, RF.3.4b, RF.3.4c,)
Close Reading: 'The Glass Frog' note-catcher (RL.3.1, RL.3.2, RL.3.4, RL.3.5, RF.3.4, L.3.1a, L.3.1h, L.3.3, L.3.4a)
Participation in creation of the ending of 'Why Do Polliwogs Wiggle?' class narrative (W.3.3d, W.3.4, W.3.5)

In Advance

Preview the Language Dive Guide and consider how to invite conversation among students to address the questions and goals suggested under each sentence strip chunk (see supporting materials). Select from the questions and goals provided to best meet your students' needs.
Prepare the sentence strip chunks for the Language Dive.
Create a 'Language Chunk Wall'--an area in the classroom where students can display and categorize the academic phrases discussed in the Language Dive.
Strategically pair students for partner work in Work Time A.
Post: Learning targets.

Tech and Multimedia

Opening A and Work Time B: For students who will benefit from hearing the text read aloud multiple times, consider using a text-to-speech tool like Natural Reader, SpeakIt! for Google Chrome, or the Safari reader. Note that to use a web-based text-to-speech tool like SpeakIt! or Safari reader, you will need to create an online doc, such as a Google Doc, containing the text.
Work Time A: Use a search engine like Google Images or website like Flickr to find images or videos of glass frogs at the end of the close read. Consider that YouTube, social media video sites, and other website links may incorporate inappropriate content via comment banks and ads. Although some lessons include these links as the most efficient means to view content in preparation for the lesson, be sure to preview links and/or use a filter service, such as www.safeshare.tv, for viewing these links in the classroom.
Work Time C: Digital narrative draft: Instead of using chart paper, record shared writing on a class Google Doc for students to refer to when working on their writing outside of class.
Closing and Assessment A: The exit ticket could be completed online on a Google Form, for example.

Supporting English Language Learners

Supports guided in part by CA ELD Standards 3.I.A.4, 3.I.B.6, 3.I.C.10, 3.II.A.1, 3.II.B.3, 3.II.B.4, 3.II.C.6, 3.III.

Important points in the lesson itself

The basic design of this lesson supports ELLs with an opportunity to focus on one stanza of the anchor poem, 'The Glass Frog' during the Language Dive. This conversation allows students to develop the habits of mind and character they need to approach other complex texts and to develop their own academic writing skills. In addition, students have the opportunity to test their oral language skills, confirming their successful communication or 'repairing' communication that is not understood by other students. These oral processing sessions are critical for language development, especially for ELLs.
ELLs may find writing an ending challenging. Students may struggle to grasp the concept of both a resolution and a point. During the shared writing, model thinking aloud to illuminate this process. Provide sufficient wait time for students to process and share their ideas. Also, bring attention to the fact that the Language Dive deals with a stanza from a poem and does not follow familiar syntax rules as a result. Be clear with students that the excerpt is poetic language, which is why it does not sound like the academic language they are familiar with.

Levels of support

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For lighter support:

Before providing sentence frames or additional modeling during Work Time, observe student interaction and allow students to grapple. Provide supportive frames and demonstrations only after students have grappled with the task. Observe the areas in which they struggle to target appropriate support.
During the Language Dive, challenge students to generate questions about the sentence before asking the prepared questions. Example: 'What questions can we ask about this sentence? Let's see if we can answer them together.'

For heavier support:

Continue with the text-inspired line of questioning from the previous lesson, personalizing problems and resolutions. This will help prime students to think of problems for the polliwog story. Examples: 'When you have a problem, how do you finally resolve it? Think of a problem that you resolved. What did you learn from it in the end? How can our polliwog learn from the problem we are writing about?'
In preparation for the mid-unit assessment, remind students of the importance of referring to the text when providing opinions. During the Language Dive, probe students' ideas by asking: 'Which line supports your answer, and why?' Use sentence frame to reinforce productive and equitable conversation. Write the frames in a speech bubble and hold it up with an ice cream stick during questioning. Examples: 'The line that supports my answer is _________ because it says ___________.' 'I think _____________ because the text says ___________.'

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Universal Design for Learning

Multiple Means of Representation (MMR): In order to facilitate effective learning during this lesson, ensure that all students have access to the directions in each activity, and feel comfortable with the expectations. Vary the ways in which you convey expectations for each activity or task. Consider engaging in a clarifying discussion about the directions, or creating an outline of the steps for each activity.
Multiple Means of Action and Expression (MMAE): During the shared writing, model thinking aloud to illuminate this process. Provide sufficient wait time for students to process and share their ideas. Some students may benefit from extra modeling or practice with planning and writing the middle of a pourquoi tale.
Multiple Means of Engagement (MME): Invite students to reflect on their learning from the previous lessons with porquoi tales. This supports students in understanding the value and relevance of the activities in this lesson. Provide support for students who may need additional guidance in peer interactions and collaboration.

Vocabulary

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Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)

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solution, purpose, dialogue, audience (L)
upon a tree, part, which (T)
first, then, finally (W)

Materials

'The Glass Frog' from Lizards, Frogs, and Polliwogs (one to display)
Close Readers Do These Things anchor chart (begun in Module 1)
Language Dive Guide: 'The Glass Frog' (for teacher reference)

Language Dive Sentence strip chunks: 'The Glass Frog' (for display; see supporting materials)
Language Dive Note-catcher: 'The Glass Frog' (one per student and one to display)

Photographs of glass frogs (for display; see Technology and Multimedia)
Vocabulary logs (from Module 1; one per student)
Academic Word Wall (started in Module 1)
Domain-Specific Word Wall (started in Lesson 1)
Why? anchor chart (begun in Lesson 2; added to in Work Time A)
'Why the Poison Dart Frog Is So Colorful' (from Lesson 3; one per student and one to display)
Narrative Texts handout (from Lesson 2; one per student and one to display)
Narrative Planning Graphic Organizer: 'Why Do Polliwogs Wiggle?' (from Lesson 3; one per student and one for display)
Narrative Template: 'Why Do Polliwogs Wiggle?' (from Lesson 4; one for display)
Narrative Planning Graphic Organizer: 'Why Do Polliwogs Wiggle?' (from Lesson 3; example, for teacher reference)
Exit Ticket: Narrative Endings (one per student)

Assessment

Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.