Exploring Senses through Text

Date 10/ 03/2024 Module 1 Lesson11 Learning Goals : I can correctly uses question words from Question Corners.

Essential Question: How do our senses help us learn? Focusing Question: How does CJ use his senses to learn about the world in Last Stop on Market Street?

• Content Framing Question: Wonder: What do I notice and wonder about Last Stop on Market Street?

• Craft Question: Execute: Examine: Why is it important to use all your senses to listen?  Material Handout 4A: Sensory Cards  Knowledge Journal  Speaking and Listening Anchor Chart  Wonder Wheel  Chart paper for Wonder Chart for Last Stop on Market Street (see lesson for details; retain for future lessons and the EOM Task)  Chart paper for “Wheels on the Bus” Chart (see lesson for details; retain for future lessons)

Standards Addressed • Reading: RI.K.1 • Speaking and Listening: SL.K.1.a, SL.K.2 • Language: L.K.1.d, L.K.1.d, L.K.6

Welcome (5min.) Understand the Focusing Question Read aloud the Focusing Question and Content Framing Question. Students Echo Read the Focusing Question. Think-Pair-Share, and ask: “How is this question different than our previous Focusing Question? Who is the question about?  This question is about CJ.  We’re looking at one person instead of all people. Equity Sticks to select a pair to share. Use their response to reinforce that the previous Focusing Question was about lots of people using their senses, while this question is about how someone named CJ uses his senses. CJ is a great new character they will meet during this lesson’s reading. Launch (5mins) T.W: Display and read the Knowledge Journal. Ask: “What have we learned to do the first time we read a new text?” Volunteers respond.  We notice things.  We ask questions. Reread the Content Framing Question. Ask: “How do we notice and wonder?” Use Equity Sticks to select students to answer.  We look at the pictures.  We share what we see.  We think about things.  We ask questions.  We use the Wonder Wheel.  We use Question Corners. Ask: “What is our job today as we read Last Stop on Market Street?” Students respond chorally.  We are going to notice and wonder. Learn (45min.)

Examine Listening with Your Senses

WHOLE GROUP T.W. Read the title, author, and illustrator to students. Emphasize that this book has an author, Matt de la Peña, and a different person who drew the illustrations, Christian Robinson. Prompt students to look at the copy of the book in your hands. Students chorally identify the front cover, back cover, and title page. Equity Sticks to call on students to share what they learn from each part of the book. Reread the Focusing Question as you display the front cover of the book. Instruct students to Think–Pair–Share, and ask: “Who could CJ be?”  Maybe he’s the boy on the front cover.  Maybe he’s on the bus. This book is all about CJ using his senses to learn about the world.

Echo Read the Craft Question: Why is it important to use all your senses to listen? YOU DO: Hold up the hearing, sight, and touch Sensory Cards, one at a time, and ask: “How can we use this sense to be a good listener?” Have volunteers respond. Hold up the sight Sensory Card, and choose two volunteers to sit back-to-back. Choose one of the students to speak to (Student A) as the other student (Student B) listens. Stand in front of Student A, and briefly describe something you are wearing (e.g., shoes, watch) without naming it. Ask Student B to name what you were describing and whether it would have been easier to answer that question if he or she had been looking at you as they listened. Using your eyes to listen helps you better understand someone. It also shows the speaker you are listening. Ears and eyes are a listening team. Hold up the touch Sensory Card, and explain that people even think about how they are using their sense of touch when they listen. Hold both hands above your heads. You will keep moving your hands, without moving from their seats, as they listen to you speak. T.W. Demonstrate a few ways students can move their hands without being disruptive. Tell students to move their hands quietly until you give them a thumbs-up. Ask students to begin moving their hands. Speak for a few seconds and then give students the thumbs-up. Ask students to respond with a Nonverbal Signal (thumbs-up, thumbs-down), and Ask: “Were you able to listen carefully while moving your hands? It is important to not make noise or be distracting when they are listening. This means they need to keep their hands still and placed on their knees. T.W. Demonstrate “listening position” for students by showing how you place your hands on your own knees, not someone else’s. Allow students to practice getting into listening position a few times. Think–Pair–Share, and Ask: “Which senses do we use to listen?” Tell pairs to check their answers as you hold up the three Sensory Cards. Display the Speaking and Listening Anchor Chart.

Ask: “Which column should we write today’s learning under?” Have volunteers respond. Speaking and Listening Anchor Chart When I listen, I When I speak, I

 Listen with my senses.  Use one voice at a time. Students prepare to read Last Stop on Market Street and listen with their senses. Read the text aloud with minimal interruptions. Students sit in listening position and focus their eyes and ears on you as you read. Think–Pair–Share Ask: “What did you learn from this book?”  I learned that CJ is a boy who rides a bus.  I learned about riding a bus.  I learned about CJ’s life. Ask: “How did listening with your senses help you learn?” Have volunteers respond. Hold up each Sensory Card as you reinforce that people use their senses of hearing, sight, and touch to listen. Student will use their journal draw and label CJ. Share Observations WHOLE GROUP 16MINS Readers notice things as they read, another good reason to listen with their senses. We will revisit key vocabulary in the text, and share observations to clarify challenging vocabulary using information from the text and illustrations. Use your knowledge of students’ vocabulary to determine which words to revisit. Some possibilities include:  Page 2: freedom.  Page 7: trick.  Page 9: palm.  Page 10: tuning, curlers.  Page 12: curb.  Page 18: rhythm.  Page 21: graffiti.  Page 22: witness.  Page 23: soup kitchen.  Page 25: familiar. Reread pages 1–6. Use Equity Sticks to select two students to share what they notice using the sentence frame: I notice .

Share Questions SMALL GROUPS 10MINS Prompt students to see whether they understand the next habit of mind when first reading a book. Ask: “What comes after noticing?”  Wondering comes next! Reinforce that after noticing comes wondering. Display the Wonder Wheel. Students Echo Read the question words on the Wonder Wheel. Divide students into small groups, and assign them a starting Question Corner. Groups move to their assigned Question Corner and generate questions using the designated question word. Circulate as groups discuss, and choose 4–6 student-generated questions to record on sticky notes, labeling with students’ initials. • Small groups rotate through at least two Question Corners, generating questions about Last Stop on Market Street. Scaffold:

If students struggle to generate questions, display the illustrations as you circulate from group to group.

Post a blank Wonder Chart labeled Wonders for Last Stop on Market Street. Point out how the Wonder Chart now has three columns and read the column headings.

Ask: “Where should we place the questions?” Volunteers respond.  They go where it says “questions.”

When readers find complete answers, they move their question to the column with the check mark. If they only find part of the answer, they move their question to the middle column with the arrows. Loop students in to this process as you repeat it for the remaining questions. Working with one question at a time, students Echo Read the question and Think-Pair-Share about details they remember from the text. Pairs use the following Nonverbal Signals to indicate whether they are able to answer the question:  Thumbs-up: We remember the answer from the text.  Thumbs-sideways: We remember part of the answer from the text.  Thumbs-down: We don’t remember the answer.

Return to the text to confirm and clarify students’ thinking. Move sticky notes along the Wonder Progression to indicate the extent to which each question has been answered. Wonder Chart for Last Stop on Market Street Wonders for Last Stop on Market Street Questions Answers in Progress Complete Answers  Where does CJ live?  How do trees drink through straws?  Why does CJ close his eyes?  Where do CJ and Nana go? Display the Chart, and make time for students to revisit their questions as they continue to work with the text. Land (5mins) Answer the Content Framing Question Students Echo Read the Content Framing Question. Instruct students to Think-Pair-Share, and ask: “How did we notice things in the text? How did we create questions to wonder about?” Use Equity Sticks to call on students to answer.  We said what we noticed.  We listened with our senses.  We asked questions.  We looked for answers. Wrap (1mins) Continue the classroom home –reading routine.