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Tell us what's going well, share your concerns and feedback. "I can answer questions about key details from the book The Most Magnificent Thing." It certainly beats thinking about mundane boring stuff that you deal with every single day. The Frayer Model may be difficult to understand at first. To demonstrate its significance, apply the model to a word with which most students are already familiar. One day she has this idea to make the most magnificent thing! This is a clear description of the issue that needs to be addressed. In the final session, students synthesize their learning by answering the focusing question through a culminating writing or speaking task. Ensure that students have a variety of informational and narratives texts below, on, and above grade level for this topic available during independent reading in the K-2 Reading Foundations Skills Block. Close read-alouds are distinct from, and do not replace, more typical daily read-alouds. Students could use the questions from the list or could come up with questions of their own. Share with students that the book they will be listening to and answering questions about is called The Most Magnificent Thing. Habits of character also can help to do the work better. This lesson is the first in a series of five lessons in which students engage in a close read-aloud of. And don’t forget to ask follow up questions! Review the Think-Pair-Share and Pinky Partners protocols. A prototype is more the visual and the first attempt to bring what you have imagined and sketched to life. Why? Today they are going to hear the song twice. Consider practicing this protocol with students in advance to provide further support for students. Invite students to Think-Pair-Share with an elbow partner about what they are going to draw and write about. As students engage in the close read-aloud, they will be prompted to attend to classroom discussion norms (. Designating partner roles provides a structure for … I explain that empathy is important to the design process because if you cannot relate to the person you are designing for, you cannot design for them. Example: "I think ______ is magnificent because _______." (tools), "So, do you mean _____?" Partners come up and share first their problem statement and then the creation they made. (Refer to the Classroom Protocols document for the full version of the protocol.) Within the design thinking model, individual learning styles can be validated through a project based learning experience. She gets all the items she needs and gets to work. It is a wonderful opportunity to grow as a classroom. Here’s What You’ll Get in the . It is when you understand where a person is coming from and can relate to their needs. 2. They are encouraged to ask questions that will help them learn more about their partner and their needs. Purpose of lesson and alignment to standards: Areas in which students may need additional support: Consider using an interactive white board or document camera to display lesson materials. Prepare "Learning Target" song on a large piece of chart paper (see supporting materials). For suggestions of texts (related to the module topic) to use in more typical read-alouds, see the Recommended Texts and Other Resources list. Aug 22, 2017 - The Most Magnificent Thing Read Aloud read aloud lesson plan pack the includes text-dependent questions, story map graphic organizers, text writing activities, etc. (Refer to the Classroom Protocols document for the full version of the protocol.). For users of the EL Education K-5 Language Arts Curriculum content: Unless otherwise indicated, all work is licensed under the Creative Commons Attribution 4.0 International License (CC BY). Read on to see how you can prep now for a student-created finished product that’s ready to go by Earth Day! Daily read-alouds are essential so students experience the volume of reading needed to build their world knowledge and vocabulary. I introduce vocabulary terms such as perseverance and imagination. The Most Magnificent Thing is a wonderful fable about effort and reward, in a tone perfectly understandable to younger children. A definite addition to public and primary school collections.—CM Magazine The Most Magnificent Thing captures the ups and downs of the creative process perfectly ... with honesty and even a little elegance.— For ELLs: Model or fish bowl the partner sharing process for each step before students do so on their own. ", "How will I know if someone else doesn't have a partner?" Each unit in the K-2 Language Arts Curriculum has one standards-based assessment built in. ", A. This introduction is a part of the whole-class discussion. Examples: "What can I do if the friend I wanted to talk to already has a partner? In subsequent sessions, the teacher poses a focusing question to set a purpose for deeper analysis and facilitates deeper comprehension by rereading excerpts of the text with this question in mind. (Materials that can be used on what you have in your art supplies: cardboard, string, cotton balls, feathers, paper, jewels, etc.). Sharing ideas requires that each partner listen to the problem statement and the solution that has been created. Tell us how the curriculum is working in your classroom and send us corrections or suggestions for improving it. Circulate and listen for students to attend to discussion norms. A regular girl tries to make something magnificent but the … Post: "Learning Target" song, guiding question, learning targets, Classroom Discussion Norms anchor chart, and Working to Become Effective Learners anchor chart. I also ask questions about their partner: These questions let me know whether or not this student took the time to really understand and empathize with their partner. A good transition from this to talking about “stamina” is stating ‘to make the magnificent thing must have taken a lot of work.’ This can turn into a question to the class about things that … The template has blank spots for the partner’s name, two adjectives to describe them, a description of the need, and why it would be helpful for them. In their notebooks they are invited to tell about the magnificent thing they would want, write why they would want it, and then draw a picture of what it would look like. A new protocol, Pinky Partners, is introduced in the closing of this lesson. If productive, cue students to clarify the conversation by confirming what they mean: Explain that tools are one way to get the job done. View not found. At the end of this design challenge journey, we share. I can listen and respond to my classmates' ideas during a read-aloud. Based on the book written by award-winning author and illustrator, Ashley Spires, The Most Magnificent Thing is an inspirational story about a little girl with a creative spirit, determined to make great things. The Most Magnificent Thing read-aloud pack is unique in that it holds on to the tradition of reading-aloud for pleasure, but also helps you meet core standards at the same time. Read The Most Magnificent Thing. For example: Closely examine the picture of the flowers by noticing the shapes and lines you see. Give specific and kind feedback on the discussion norms you saw students attending to as they listened to and responded to their partner?s ideas. (Responses will vary. Tell them that now they are going to get the chance to draw and write about something they think is magnificent. The Most Magnificent Thing Written and Illustrated by: Ashley Spires The girl has a wonderful idea. This book is part of the Read for Success collection and can also be found in Skybrary, RIF's digital library for web, iOS and Android devices. Direct students' attention to the posted learning targets, and read the second one aloud: Model writing about the magnificent thing. Students interview each other and gather research and information (the first part of the design process). Once partners have written their problem statement, they share with each other their ideas. Creative Commons Attribution 4.0 International License (CC BY). (, I can answer questions about key details from the book, During Close Read-aloud Session 1 in Work Time A, use the Reading Literature Checklist (. We also talked about how it is necessary to have an imagination and perseverance when you are designing something. Whisper that feeling to your shoulder partner." Her assistant suggests a long walk, and as they walk, it slowly becomes clear what the girl needs to do to succeed. TM ® & © 2016 Scholastic Inc. All Rights Reserved. Strategy Questions. Using examples is key to helping students understand this vocabulary word. A c… When filled out, it might read, "Mrs. Cabral is a fun and busy person who needs an automatic clothes folder to fold her clothes because it would allow her more time to spend with her babies.". Close read-alouds are meant to support a deep understanding of a worthy text, support students' mastery of the CCSS reading informational or literature standards, and engage students with discussion, movement, and dramatic expression. As a part of the close read-aloud in Work Time A, students study the word magnificent through the use of a Frayer Model. Understanding. Here is how I share the idea of each word and their connection to design thinking: Perseverance is the ability to keep on trying even when you are frustrated, you’ve made mistakes, and want to quit. (to ask questions, to say something back), "What did we use and learn about in the last unit that helped us do a job?" Supports guided in part by CA ELD Standards 1.I.A.1, 1.I.A.3, 1.I.B.5, and 1.I.B.6, Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T). Download the PDF from here. On the other half of their paper they create their materials list. Copyright © 2013-2021 by EL Education, New York, NY. “The girl saws and glues and adjusts … She twists and tweaks and fastens.” But her creation is all wrong. A prototype is a model of what an actual creation might look like. The steps below represent one day’s work each.

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