Curriculum / ELA / Kindergarten / Unit 8: Reduce, Reuse, Recycle / Lesson 12
ELA
Unit 8
Kindergarten
Lesson 12 of 17
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Explain how Mr. Tony’s idea transformed the neighborhood.
Book: Harlem Grown: How One Big Idea Transformed a Neighborhood by Tony Hillery
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
How did Mr. Tony’s idea transform the neighborhood?
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
Why did Neveah call the empty garden the haunted garden?
Why did Neveah and Mr. Tony not like the haunted garden?
What does Mr. Tony have the kids do? Why?
What does Mr. Tony do with the garden?
What did the children grow? How did it make them feel?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
transform
v.
to change something
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RI.K.3 — With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.K.7 — With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
RI.K.8 — With prompting and support, identify the reasons an author gives to support points in a text.
Standards that are practiced daily but are not priority standards of the unit
RI.K.1 — With prompting and support, ask and answer questions about key details in a text.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
SL.K.1 — Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
SL.K.2 — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
Lesson 11
Lesson 13
Explain what waste is and two reasons waste is a problem.
RI.K.2 RI.K.3 RI.K.7 RI.K.8
Explain why plastic is a problem.
RI.K.3 RI.K.7 RI.K.8
Defend the statement that plastic is everywhere using details from the poems.
RL.K.2 RL.K.5 RL.K.7
Describe the Three R’s and give an example of each.
L.K.4 L.K.6 RI.K.3 RI.K.7 RI.K.8
Explain what Paul and his community do to limit the amount of waste they make.
RI.K.3 RI.K.7 RI.K.8 RI.K.9
Explain what happens when something is recycled.
Describe how Isatou Ceesay helps eliminate plastic waste in her village.
Explain what Ixchel’s problem is and how she solves it.
Explain why the poet thinks plastic bags should be banned.
Defend if you agree or disagree with the poet.
Explain what food waste is and some ways to prevent food waste.
Explain what compost is and what type of things can be composted.
Create a class ABC poem to identify different things that can be reused, recycled, or reduced.
SL.K.1 SL.K.2 W.K.7 W.K.8
Writing – 3 days
Write an informational book to teach your family about the Three R’s.
L.K.1.f L.K.2.b W.K.2 W.K.5 W.K.6 W.K.7 W.K.8
Brainstorm what they can do to stand up and speak up about waste.
Discussion & Writing – 3 days
Create a plan for how to limit waste in the classroom or in your life.
Write about why your plan is the best plan.
L.K.1 L.K.2 L.K.2.c L.K.2.d L.K.6 SL.K.1 SL.K.2 SL.K.6 W.K.1 W.K.5 W.K.6 W.K.8
Assessment
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