A vee iyi excl Seyler Wil @ ae put oun? \ fuvter ger 1 Ki ee kiny eran U wre ant ioe a Su ayn “0 aera: ene Ne 550" cor 4 Lesson 17 g 5 * A Color of His Own, Leo Lionni aL put SUES exces AC DUT (Movi, alban - — = SS FFFSCOCCCCCC CCC SE SG!Lesson 17: At a Glance AGENDA Welcome (5 min.) Practice Fluency Launch (5 min.) Learn (60 min.) Create a Problem and Resolution Tableau (35 min.) Execute Evidence Choices (25 min) Land (4 min.) Answer the Content Framing Question Wrap (1 min.) Assign Homework Style and Conventions Deep Dive: Experiment with Multiple Verbs (15 min.) a-this lesson prepares stud W.0, which first appears inthe Ci STANDARDS ADDRESSE * The full text of ELA Standards can be found in the Module Overview. Reading © RL24, RL.2.3, RL2.5 Writing = W2.2, W.2.8, W.10* Speaking and Listening |, SL.2.2, SL.2.6, Language Handout 15B: Fluency Homework = Assessment 17: Focusing Question Task * Charts from previous lessons = Sets of color-coded index cards (per pair): Yellow = first, blue = then, yellow = finally, green = topic statement Knowledge Journals 5088, Learning Goals Compare the chameleon's attempts to solve the problem in the beginning and at the end of A Color of His Own, (RL23, RL25, wao") ) 2 Astop and jot about differences between the two attempts to solve his problem, Choose evidence that provides support of an explanation of the ways the chameleon changes. (w28) O Decors evidence on Handout 7A, W Vocabulary Deep Dive Construct simple sentences with one or more subjects and multiple verbs based on the characters in A Color of His Own, (L219 Students compose three to five simple sentences about the text or about fall, using more than one verb, Checks for UndersFe, » etyclarts ANSWEr ADOQS serinooe Minatatie lave & aot OU Benes. oN caleck Wend 40 chm pte Learn rath CREATE PROBLEM AND RESC these Pairs mare et we Gece bt a Q{WEVON'S or \o. 0 ney Explain that pairs will discuss TDQs and create a series of Tableaux* about the story's problem and resolution. Explain and model how to make a Tableau. i dents can <5 40 Answer JOR, Class Instruct students t5'Think-Pair-Share, and askTDQs1and2 y)i\\ CWO WUURW & wm circle Ss 1 Look at the beginning of the story. What does the phrase a color of their own on page 4 mean? How is it vat CM importantin the story? ne! Semen seer Ti ‘ SM nee reneeereen en rar aw we ‘On page 12 the chameleon says “If I green forever, s fi color . t ot yi? ny e) aac’ / Pairs create a Moving Tableau to represent the story's problem, using evidence from the beginning a / ofthe story. \ Periaiden poses osthe charielesr ooking ot the elephant sy re \ cat crc els Me wraols qos? Call on student volunteers to discuss TDQ 3. { 3 Inthe beginning, how does the chameleon try to solve his problem? What happens? He climbs on a leaf. He thinks he can stay there and stay one color forever The leaf changes colors in the fall so he changes colors too. He doesn't solve his pro! Pairs create a Moving Tableau to represent the chameleons first attempt to solve his problem, using evidence from the beginning. See the nplementation Guide for more information aout Moving Table, 216enting the leaf ‘One student holds out their arms, repr One student poses like they have an idea, representing the chameleon planning to stay green with the leaf instruct students to Think-Pair-Share, and ask about TDQ 4. 14 Inthe end, how does the chameleon try to solve his problem? What happens? He makes friends with the older chameleon. They turn different colors together: He doesnt care about having color of his oxo. That solves his problem pairs create a Moving Tableau to represent the story's resolution, using evidence from the ending, students pose as the two chameleons, smiling, 9 ae jorabourTDgs. — \W\ce perce ‘ Selene , AS @ 5 Howwere the chameleon’s two attempts to solve his problem different? oauvvuvuouovwrvrr” Yu The first try didn't sotve his problem. He kept changing colors. He was sad. but didn't c his problent He changed different colo ‘The second try did sol the same color as the other chameleon. Extension | students find similares between the begining and the ending For example: |» The chameleons turn purple. yellow, and patterned, + Thebeginning tells about four animals, and shows four chameleons in rectangles. At the end, the chameleons go to four places. an Whole Group Can Display the Craft Question: How do I choose evidence that supports my topic yor & Display the Change Chart from Lesson 16. Explain that writers choose evidence that supports their oe topic, Since students found many pieces of evidence in Lesson 16, they will choose evidence that supports their FQ topic Ask: statement can answer the Focusing Question?” If needed, follow up with more specific questions such as “In the story, what helps the chameleon c hange?” rire 4 Loplc statue we W 15CUS whet TUF ANCA gludinls Asem 1 class tople Grote 19 a a o ;wir awison FOCUSING QUESTION: Lessons 15-19 How does the chameleon change? CONTENT FRAMING QUESTION: Lesson 17 Reveal: What does a deeper exploration of the problem and resolution reveal in A Color of His Own? CRAFT QUESTION: Lesson 17 Execute: How do I choose evidence that supports my topic? students revisit how problem and resolution connect to a story's beginning and ending. Through this exploration, they articulate that at first, the chameleon tries and fails to solve his problem. Before The Little Yellow Leaf FQT, you modeled how to reject evidence that did not support the topic. In this lesson, students increase their independence by choosing their own evidence that supports the topic of this FQT Welcome what. students PRAC EN Partners take turns reading the beginning and ending fluency passages from Handout 15C: Fluency Homework, 6666666666666 666 Naa’ Sudan OV EP Wdhreran LAUNCh om Vino prcaerp SxeBU NO ET ctanal samen WO PMO TT con WelP undo” Display and Ech ! By a me a ‘ boot understand more about the chameleon?" ae SpdT Choose a strong response and write it on the board. For example: students choose evidence from the Change Chart that supports this topic, Echo read the first piece sa think aloud for students about whether the evidence supports the topic of evidence. Perf For example! ‘This evidence says the chameleon was sting ona tiger’ tail. don't think this supports our topic wel. | ced evidence about the chameleon wanting a color of his own. That's what will change when he makes a friend, Echo read the next piece of evidence. Call ona student volunteer to explain whether the evidence read to the class supports the topic, a multiple pieces of evidence support the topic, students can Focusing Qu ‘choose one of them to write about. on Task? iat? t277799999099999998 Echo read the first piecesof evidence in the second column of the Change Chart, Students use Nonverbal Signals such as ASL yes and no (http://witeng.link/0400) and i (http: /witeng link/0401) to show whether the evidence ema supports the topic. Repeat for each piece of evidence “Then students do a Think-Pair-Share about whiy the pieces ae er pic fen eee : Finally, students individually choose one piece of evidence and record it on the second column of Assessment 17. Repeat the steps for the third column of evidence Extension | students draft topic statements individually instead of using one topic statement forthe whole lass. Then students individually choose evidence that supports their various topic statements, Students share and explain their ch | apartner, z. > kon Fe ac Wer ok omxr ok ehyctents ware ena a} one wn yan nal suit Svvyo\ Ww Aull Find puglence exces avid hart 4 3na't “ty n of chang Sara iy suppdiTs ana quel? ase CNX F 218 Jiu fromfre ws00" 5 Dfally Vn at’. STA n » ot. stv i pisplay and Echo Read the prompt from Assessment a eowee earaayrAPn Write an informative paragra ¢ nosy COKAD How does the chameleon c won \ e Hold up the green, blue, and yellow index cards with the words topie statement, first, then, and -m, Explain that students will use the cards to practice saying their topic statement and finally on thei the words first, then, and finally as they answer the question with a partner, like they did with The @ itievevow Leoy ro: ~o ‘Then students take turns using their selected evidence to compose a verbal paragraph, holding up the corresponding card as they say their sentence. As you circulate through the room, listen to S@ _ students’ oral rehearsals and provide constructive feedback on their evidence selection Land . © ghycents answer CER ANSWER THE CONTENT FRAMING QUESTIC ost and echo read the Content Framing Question: What does a deeper exploration of the problem and resolution reveal in A Color of His Own? ‘connect to something important you learned about the problem and resolution?” neleon tried to solve his problem, but failed the first time, He forgets the leaf earned that the cl would change color, and his eamouflage anged his mind about his problem. At first he wa wpould change 4 Point to the word camouflage on the Word Wall. Ask: “How does the vocabulary word camouflage ameleon che Ilearned that the c camouflage and wanted a color of his own, At the end he decided it wasnt a problem (0 change colors. = Staying together with his friend helped the chameleon solve his problem. He didn't mind changing colors for camouflage anymore.Wrap NN HOMEW Students complete Day 3 of Fluency Homework on Handout 15B. Context and Alignment. In preparation for responding to the FQ in Lesson 18, students select evidence in support of their explanation of the ways that a chameleon changes (RI.2.3, W.2.10). Refer to the top section of students’ Assessment 17, and review the students’ work for the following success criteria: + Identifies, selects, and records evidence that demonstrates an understanding of the problem and the resolution (beginning and ending) * Selects and records evidence that demonstrates recognition of the moment of change (middle), Next Steps Refer to Appendix C for examples of the use of evidence in written paragraphs. If students are challenged by the task of identifying and recording evidence, ask them to first identify the change. Explain that some evidence can be useful in supporting the topic statement, and other evidence can be extraneous. Provide several examples of evidence from the text on slips of paper and have students sort the evidence into categories such as: “supports the change” and “doesn't support the change” Finally, direct students to put the evidence in order and recount the story using temporal words (first, then, finally). EPP PPP PPPIFIPIIIPFPPPIMS“7 | LESSON 17 DEEP DIVE: STYLE AND CONVENTIONS, Experiment with Multiple Verbs + Time: 15 min. + Text: A Color of His Own, Leo Lionni + Style and Conventions Learning Goal: Construct simple sentences with one or more subjects and ‘multiple verbs based on the characters in A Color of His Own. (1.2.Lf) Craft question: How can writers construct sentences using multiple verbs or multiple subjects? Launch Remind students that during the last lesson, they discussed how a sentence can sometimes have more than one subject. Explain that similarly a sentence can have more than one verb or action word, Display the following sentence: ‘The leaf turned yellow and dropped from the tree. er to identify the subject of the sentence. Then instruct stu af doing in this sentence?” Aska student volunt Pair-Share and ask, “What is the ‘Then display the following sentences and ask students to Think-Pair-Share about what the subject or subjects of each sentence are doing and identify the verb or verbs: Cb6b6ddd dd SSEEES 1. The chameleon looked for a friend and finally found one. 2. The chameleon and his friend stayed and changed color together: 3. The chameleon smiled and talked to his friend Learn Call students together to share responses. Underline the verbs, as shown below 1. The leaf turned yellow and dropped from the tree. 2, The chameleon looked fora friend and finally found one. and his friend stayed and changed color together 3, The chameleonaM Lesson 17 WiTa wisoopm Extension {Fstudents are ready for additional practice, change these sentences to compound sentences by adding a second subject tothe second verb: The leaf turned yellow, and it dropped from the tree. The chameleon fora friend, and he finally found one. The chameleon changed color, and so did his friend, Explain that writers use multiple verbs with one subject to keep from using too many words. Instead of saying, “The leaf turned yellow, and the leaf dropped from the tree? a writer could say, “The leaf turned yellow and dropped from the tree” Instruct students to Think-Pair-Share, and ask: “What is another sentence you could write about the chameleon from A Color of His Own using more than one verb?” ‘The chameleon ran and jumped onto a rock. ‘The chameleon laughed and cried. ‘The chameleon ran toward his friend and hugged him. ‘< Students compose three to five of their own sentences about the text or about fall, using more "than one verb, Students enter their sentences in the Knowledge Journals, and underline the verbs. ces need to have a subject and verb, can be more than one subject or verb. can join two simple sentences with « conjunction to make @ compound sentence ae 5 22a! “22ae2e7rernnn1e1e0e000400900080