Curriculum / ELA / Kindergarten / Unit 8: Reduce, Reuse, Recycle / Lesson 8
ELA
Unit 8
Kindergarten
Lesson 8 of 17
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Explain what Ixchel’s problem is and how she solves it.
Book: Rainbow Weaver/Tejedora del Arcoiris by Linda Elovitz Marshall
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
What problem does Ixchel have? How does she solve it?
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
What is Ixchel’s problem?
What does Ixchel see on her walk? Why?
What does Ixchel do to try and solve her problem?
What idea does Ixchel have? How did she come up with the idea?
What does Ixchel make? How does it make her feel?
How do the others respond to Ixchel’s weaving? How does it make her feel?
What happens at the market? How does it make Ixchel feel?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
discarded
v.
to get rid of 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.
RI.K.9 — With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
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 7
Lesson 9
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 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.
Explain how Mr. Tony’s idea transformed the neighborhood.
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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