EL Education Curriculum



Summary of Task

In this performance task, students use feedback from peers and from the teacher to revise and edit their “What the Sun Sees” poems, written for the Unit 3 Assessment. Students then use the High-Quality Work anchor chart and the High-Quality Narrative Poem Checklist to revise their poems into a high-quality final product. This task addresses CCSS ELA W.1.5, L.1.1f, L.1.1j, and L.1.2b.

Format

Narrative Poem

• The narrative poem writing task invites students to write a three-verse narrative poem based on the structure of the text What the Sun Sees, What the Moon Sees for the Unit 3 Assessment.

• The poem draws on their work from Unit 2—the Sky notebook—and their work on adjectives.

• This performance task is begun after completion of the Unit 3 Assessment lessons.

• This task is scaffolded through teacher modeling and guidance.

Standards Assessed through This Task

• W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

• L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

– f: Use frequently occurring adjectives.

– j: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

• L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

– b: Use end punctuation for sentences.

Student-Friendly Task Invitation/Task Description

You have used the text What the Sun Sees, What the Moon Sees as a model to write your own three-verse narrative poem that describes where the sun is, what the sun looks like, and what the sun might “see” at that time of day. Now that your three-verse poem is complete, use peer and teacher feedback to revise your poem based on the criteria for high-quality work, such as including details in your writing: three times of day, a description of the sun and its location, and what the sun might “see.”

[pic] Key Criteria for Success (Aligned with CCSS ELA)

Below are key criteria students need to address when completing this task. Specific lessons during the module build in opportunities for students to understand the criteria.

Your narrative poem should include:

• Description of where the sun is

• Description of what the sun looks like

• Description of what the sun might “see” at different times of day

High-quality work looks like:

• Includes detail in writing

• Follows conventions

Peer feedback sounds like:

• Kind

• Helpful

• Specific

Options for Students

• Students write their narrative poems individually. They plan their writing using various anchor charts, in discussions with partners, and through the use of the verse planner.

• Students work with a partner to assist as they plan and work on their writing, but the final piece will be an individual’s product.

• Student writing could be various lengths—shorter for those for whom language is a barrier or longer for those needing an extension.

• Differentiate support for students who may be in different places with inventive spelling.

• Students practice rereading their writing.

What the Sun Sees Anchor Chart

(Answers, for Teacher Reference)

Note to teacher: This is an example of the completed What the Sun Sees anchor chart. The examples listed here are pulled directly from the text What the Sun Sees, What the Moon Sees by Nancy Tafuri. Continue adding more ideas to the chart that come from student experiences or other activities.

|The sun sees ... | |

|blue skies |[pic] |

|crowded barnyards |[pic] |

|sleeping owls |[pic] |

|bustling streets |[pic] |

|noisy playgrounds |[pic] |

|rolling meadows |[pic] |

|busy children |[pic] |

“What the Sun Sees” Verse Planner

Name: ____________________________________ Date: ________________

W.1.3, L.1.1f

Verse 1

|What time is it? | |

|What does the sun look like? | |

|What is the sun doing? | |

|What does the sun “see”? | |

Sketch the verse:

| |

Verse 2

|What time is it? | |

|What does the sun look like? | |

|What is the sun doing? | |

|What does the sun “see”? | |

Sketch the verse:

| |

Verse 3

|What time is it? | |

|What does the sun look like? | |

|What is the sun doing? | |

|What does the sun “see”? | |

Sketch the verse:

| |

Closing:

| |

| |

Time of Day Anchor Chart

(Answers, for Teacher Reference)

Note to teacher: This is an example of the completed Time of Day anchor chart. The examples listed here are pulled from texts read in previous units. Continue adding more ideas to the chart that come from student experiences or other activities.

|Time of Day: |

|morning |

|dawn |

|midday |

|noon |

|afternoon |

Unit 3 Assessment: “What the Sun Sees” Poem

Name: ____________________________________ Date: ________________

W.1.3, L.1.1f, L.1.1j, L.1.2

Verse 1:

| |

| |

| |

Verse 2:

| |

| |

| |

Verse 3:

| |

| |

| |

Closing:

| |

High-Quality Work Anchor Chart

(Answers, for Teacher Reference)

Note to teacher: This is a completed example of the High-Quality Work anchor chart. Criteria are added to the anchor chart as they are introduced and discussed.

| |

|[pic]High-quality work looks like … [pic] |

|Includes details in writing |

|Follows conventions |

High-Quality Narrative Poem Checklist

(Example, for Teacher Reference)

W.1.5, L.1.1f, L.1.1j, L.1.2b

High-Quality Narrative Poem Checklist

|Includes details … |Yes |No |

|Descriptions make sense and | | |

|create a picture in my reader’s mind | | |

|Adjectives are used correctly in each verse. | | |

| | | |

|Follows conventions … |Yes |No |

|Words from the Word Wall are spelled correctly | | |

|Complete sentences with first word capitalized | | |

|End punctuation | | |

You did a good job of …

| |

| |

I think you should …

| |

| |

High-Quality Narrative Poem Checklist Example

(Answers, for Teacher Reference)

W.1.5, L.1.1f, L.1.1j, L.1.2b

High-Quality Narrative Poem Checklist

|Includes details … |Yes |No |

|Descriptions make sense and create a picture in my reader’s mind |( | |

|Adjectives are used correctly in each verse | |( |

| | | |

|Follows conventions … |Yes |No |

|Words from the Word Wall are spelled correctly |( | |

|Complete sentences and first word is capitalized |( | |

|End punctuation |( | |

You did a good job of …

|describing the sun at noon using the words pausing and waiting |

I think you should …

|make sure your adjectives describe the color of the sun correctly |

“What the Sun Sees” Example

Note to teacher: The word and punctuation errors in the example are intentional to help model revising and editing.

Verse 1:

|It is morning The white sun is rising. |

| |

|The sun sees wet grass. |

Verse 2:

|It is noon. The big, yellow sun pauses and waits. |

| |

|The sun sees |

Verse 3:

|finally, it is night. The sun is sinking below the horizon. |

| |

|The sun sees Mom reading a bedtime story. |

Closing:

|Day is done |

“What the Sun Sees” Example

(Answers, for Teacher Reference)

Note to teacher: The words and punctuation in red are revisions and edits to consider.

Verse 1:

|It is morning. The orange sun is rising. |

| |

|The sun sees wet grass. |

Verse 2:

|It is noon. The big, yellow sun pauses and waits. |

| |

|The sun sees smiling kids. |

Verse 3:

|Finally, it is night. The sun is sinking below the horizon. |

| |

|The sun sees Mom reading a bedtime story. |

Closing:

|Day is done. |

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Language Arts Curriculum

MODULE LESSONS

Grade 1: Module 2

The Sun, Moon, and Stars — Performance Task

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