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Sample Instructional Module
The following is a sample module intended to provide an example of
possible instruction for Unit Three of the FUSD Scope and Sequence.
Consider this a work in progress. As a sample instructional plan, it
should invite discussion and development. It is not intended to be
prescriptive, only suggestive. It may provide ideas and guidance. The
module can be adapted, modified, expanded, delivered as-is, or not
used at all. It simply provides an example of a shorter module of
instruction that incorporates:
 Integration of interactive reading, writing, and speaking
processes
 Text dependent writing and speaking
 Formative assessment opportunities
Kindergarten ELA, Unit 3 Sample Module 1
2
Kindergarten Unit 3 Sample Module 1
Big Idea: Change is inevitable.
Enduring Understandings of the module:
Change is all around us.
Possible Module 1:
Considerations:
 People, places, and
things change over
time.
 Kindergartners grow
and change.
Possible Text Set
See sample below
Anchor Texts
Possible Module 2:
Consideration:
Elements of nature have
cycles of change that
affect Earth and all
living things.
Possible Module 3:
Plants grow and
change.
Possible Text Set
What Will the Weather be
Like Today?
What Can We Do? (HM)
All to Build a Snowman
Checking the Weather
Tornadoes
Weather: Poems for all
Seasons
The Cloud Book
“What is Weather?”-Harcourt
“How can we measure
weather?”-Harcourt
“Measuring Weather”
“What’s the Weather?”Harcourt
“How does weather change
with the seasons?-Harcourt
Chicken Soup with Rice
“Four Seasons”-Harcourt
Seasons
Spring is Here!
What Season is it?
“A Favorite Season”
All Around Seasons
“Four Seasons”
Possible Text Set
“Popcorn from Scratch”
“Growing Beans”
“What’s in the Field?”
The Tiny Seed
“How do plants grow
and change?”-Harcourt
Plants
Little Seeds
“Maytime Magic”
A Plant Grows
All About Plants
Possible Module 4:
Animals grow and
change.
Possible Text Set
“How do Animals Grow
and Change?”-Harcourt
“Amazing Penguins”
“From Ducklings to Ducks”
“How Stripes Protect the
Zebra”
“A New Home for Marvin
Mouse”
In the Tall, Tall Grass
The Very Hungry
Caterpillar
In the Small, Small Pond
Snow Rabbit, Spring Rabbit
Possible essential questions addressed in Module 1:
 How have I changed since the beginning of the school year?
 In what ways has our world changed from long ago until now?
 How have important people from the past helped to change the way we live and work today?
Kindergarten ELA, Unit 3 Sample Module 1
CULMINATING MODULE TASK:
3
Prompt: After examining the resources on life long ago compared to now, draw /write a flip book to
explain how your life is similar and different from children long ago. Use what you have learned to
draw/write your response.
Instructional Notes:
 Teacher prepares flip books. See instructions included in file.
 The tabs should include: School, toys, games, transportation, work, live
Criteria for Success:
 Student uses a combination of drawing, dictating, and writing to compose informative/explanatory
text.
 Students name what they are writing about.
 Students supply information about the topic.
 Students use examples from their learnings in their drawings, dictations, and/or written
explanations. Examples may come from texts, flipcharts—visual literacy resources, or multi-media
resources.
Possible MODULE TEXT SET
Text Title
Why do we study about
the past?
Task 4
Poem: “Past, Present,
and Future”
Task 6
“Then and Now”
Task 7
Clothing Then and Now
Games Then and Now
School Then and Now
Tasks 7 & 8
Children Long Ago
Resource
CA Vistas, Flipchart #49, TE pg. 134
CA Vistas, TE page 95
CA Vistas, Unit 5 TE page 154, Flipchart #55
http://www.pebblego.com/content/socials
tudies/pgo_player.php
Username: fresnousd
Password: read
CA Vistas, TE page 96, Flipchart #35
Task 8
Kindergarten ELA, Unit 3 Sample Module 1
Purpose/Commentary
Scope & Sequence Suggested Related Text
The flipchart will help to set the context for
the module. It addresses the enduring
understanding that change is all around us
and everything and everyone changes in
some way or another over time.
Teacher choice
This poem supports the big idea that change
is inevitable.
Scope & Sequence Suggested Related Text
The flipchart supports the essential
question: In what ways has our world
changed from long ago until now?
Teacher Choice
“Games Then and Now” is utilized in Task 7.
“Clothing Then and Now” and “School Then
and Now” are utilized in Task 8 as a
supplement to Flipchart.
Scope & Sequence Suggested Related Text
The flipchart gives students visual examples
of how toys have changed. The
conversation that the pictures spark can also
expand to how classrooms have
4
“What Did People
Wear?”
Task 8
Jobs from Long Ago
Readworks.org
Teacher Choice: *This text is found in Task
8 as an application of learning and
opportunity for formative assessment
CA Vistas, TE page 94, Flipchart #34
Scope & Sequence Suggested Related Text
The flipchart gives students visual examples
of how jobs and transportation have
changed over time. It supports the essential
question: In what ways has our world
Task 9
changed from long ago until now?
Happy Birthday, Martin
CA Vistas, Unit 5, p. 136
Scope & Sequence Anchor Text
Luther King
This text supports the big idea by
recognizing an important person whose
actions helped to cause changes in laws and
Tasks 10 & 11
the way people relate to one another.
“Rosa Parks”
CA Vistas, Unit 5 TE page 162, Flipchart #59 Scope & Sequence Suggested Related Text
This flipchart supports the essential question
that important people from the past helped
Task 11
to change the way we live and work today.
“Rosa Parks”
http://www.mhschool.com/ss/ca/eng/gk/u Teacher Choice
5/gku5_bio.html
Included in Task 11 as a possible extension
Additional Resources to extend module
*NOTE: The following resources may be used to extend this module in relation to the essential question: How have
important people from the past helped to change the way we live and work today.
Leveled Biography:
CA Vistas leveled biography
Scope & Sequence Suggested Related Text
Laura Ingalls Wilder,
Pioneer Girl
“Pioneering Journals of
the Ingalls Family”
The Little House
http://hoover.archives.gov/LIW/pioneering
/pioneering_pepin-chores.html
By Virginia Burton
Teacher Choice
Cesar Chavez
Cesar Chavez Day Unit
CA Vistas TE page 98, Flipchart #36
http://chavez.cde.ca.gov/ModelCurriculum
/Teachers/Lessons_K-3.aspx
Teacher Choice
Teacher Choice
“George Washington”
CA Vistas, Unit 5 TE page 156, Flipchart #56
Scope & Sequence Suggested Related Text
This flipchart supports the essential question
that important people from the past helped
to change the way we live and work today.
A Picture Book of
George Washington
“George Washington’s
Cherry Tree”
By David A. Adler
Teacher Choice
Readworks.org
Teacher Choice
Kindergarten ELA, Unit 3 Sample Module 1
Teacher Choice
5
Possible Launching the Module Tasks:
Purpose: Activating students’ background knowledge, building schema, and preparing students to enter into content
through complex text.
Launching the module could include activities that address the following concepts:
 Getting Ready to Read
 Exploring Key Concepts
 Making Predictions and Asking Questions
 Understanding Vocabulary
Task 1: Just Like Me! (SL.K.1a)
Purpose of task: This activity is to give students a non-threatening way to share things about themselves and to make
connections to the upcoming content.
Materials: List of statements to utilize with students.
Instructional Notes:
 Prior to activity, teacher develops a list of things for the students to agree/disagree with in regards to the
upcoming content.
 A list of things for this module might include:
a. My family has a car.
b. I’ve been on a __________. (E.g. train, bus, airplane, etc.)
c. I help my mom/dad __________. (E.g. cook, wash, iron, etc.)
d. I play ___________ games. (E.g. video games, computer games, etc.)
e. In school, I like to _________________.
Task 2: Brainstorm (with teacher as scribe) (SL.K.1a-b, SL.K.6, L.K.1f)
Purpose of task: Activate students’ prior knowledge. Motivate students for upcoming learning.
Possible Prompts:
How have you changed since the beginning of the school year?
What kinds of things can you do now that you couldn’t do before?
Instructional Notes:
 After posing the prompt have students pair-share with a partner.
 Conduct a class discussion to allow students to share their thinking.
 Record students’ ideas for future reference and to guide instructional next steps.
Task 3: Picture (Word) Splash (SL.K.1a-b, SL.K.6, L.K.1f)
Purposes of task:
 To increase complex talk through collaborative conversations with peers and adults, in small and large groups.
 To preview a non-fiction topic and support comprehension.
Instructional Notes:
 Teacher designs a picture (word) splash—see example in file.
 In kindergarten, the splash is made up predominately of pictures, but could also include some words.
 Teacher choose whether to display the picture (word) splash on the board or provide copies to students.
 The pictures/words relate to the upcoming topic and content.
 The teacher and students read/review the items on the picture (word) splash.
 Students are then strategically paired. Students are paired up to generate ideas and complete sentences
about how they the pictures go together. For example, if there is a picture of a train and a car, a students
might say…. “Some people ride on trains, others drive cars.” Or “My mom drives a car.”
Kindergarten ELA, Unit 3 Sample Module 1
6

Students take turns using pictures (terms) to create ideas and sentences.
Task 4: Visual Literacy (SL.K.1a-b, L.K.1f, RI.K.3, RI.K.9)
Materials: California Vistas Flipchart #49
Instructional Notes:
Possible process to build visual literacy:
1. Have students look at the photographs on the flip chart for 2 minutes.
2. Consider discussing the people, objects, and activities in the photographs.
3. Use guiding questions to conduct a discussion of the flipchart page and connect back to the consideration of
change is all around us.
4. Pose a guiding question
Possible guiding questions for flipchart #49:
a. How are the clocks alike and different?
b. How are the families alike and different?
c. How are the school houses alike and different?
d. What do you learn when you compare people and places from long ago with today?
5. Give students time to discuss responses with a partner.
6. Expand the discussion to a whole class discussion.
Task 5: Vocabulary Acquisition (L.K.1f)
Purpose of task: Pre-teach vocabulary essential to understanding of big idea content
Possible words: time, then, now, long ago, past, present, future
Instructional Notes:
Possible Instructional procedure for pre-teaching vocabulary:
1. Pre-select a word from an upcoming text or conversation.
2. Explain the meaning with student-friendly definitions.
3. Provide examples of how it is used.
4. Ask students to repeat the word three times.
5. Engage students in activities to develop mastery.
6. Ask students to say the word again.
Entering the Text Set
Purpose: To engage students in complex text through reading, writing, listening, and speaking.
Task 6: (may be broken up into multiple tasks)
Closely reading a text to gain an in-depth understanding of the message.
Recognizing common types of text.
Engage in group reading and writing activities with purpose and understanding.
Possible Strategies:
Standards Cluster:
Brainstorming
RL.K.1, RL.K.5, RL.K.10, W.K.7, SL.K.1a-b, SL.K.2
Categorizing/Classifying
Read Aloud/Shared Reading
Close Reading
Text Dependent Questions
Shared Writing
Materials: Poem: “Past, Present, and Future” CA Vistas, pg. 95
*Note: Teacher may choose to chart poem.
Instructional Notes (complex text, talk, & task)
Kindergarten ELA, Unit 3 Sample Module 1
7
Possible Before Reading Tasks:
 Set the stage by discussing with students how the visual connects back to the big idea: “Change is inevitable”.
 Brainstorm and chart some ways people, places, and things change.
Possible During Reading Tasks:
 First Read=Teacher reads poem aloud to students, tracking the print as they read the poem.
 Second Read=Teacher and students chorally read the poem.
 Repeat re-reading 2-3 more times, using various strategies to engage students (e.g. whisper voice, echo read,
those wearing _________, etc.)
 Facilitate a discussion of the poem utilizing text dependent questions and asking students to cite evidence
from the text by asking them “How do you know? What words in the poem helped you to know that?”
Possible text dependent questions:
*Teacher poses question and then gives time for students to pair-share before sharing out whole class.
1. What is the poem about?
2. When is the “future”? The past? The present?
3. According to the poem, what never stops?
Possible After Reading Tasks:
 Reading Foundational Skills Opportunity: (RF.K.2a)
a. Re-read poem for the purpose of identifying rhyming words: yesterday, today, stay
b. Re-read for purpose of review and application of specific reading foundational skills. (RF.K.1a-d)
 Brainstorm/Categorize/Classify
a. Divide a chart paper into three columns: Past/Present/Future
b. Ask students to brainstorm some things from their classroom experience that they could include in the
“past” column. (E.g. Yesterday we read a book about _______. Yesterday we played outside. Etc.)
c. Provide opportunities for students to think-pair-share prior to sharing out whole group.
d. Repeat the above steps for the “present” and “future” columns.
 Fluency Opportunity
Add hand motions to poem to facilitate students’ oral fluency with the poem.
Re-read poem with students throughout module.
Encourage students to memorize the poem and share with parents.
 Shared Writing Opportunity
With teacher as scribe and using the “time” vocabulary, craft a small narrative using students’ ideas from
brainstorming activity.
For example: Yesterday ________ read a book to us about how people change. Today we will read the book
together. Tomorrow we will make our own books about how we have changed.
Task 7: (may be broken up into multiple tasks)
Visual Literacy
Possible Strategies:
Standards Cluster:
Visual Literacy
RI.K.9, RI.K.10, W.K.8, L.K.1f, L.K.5a, SL.K.1a-b, SL.K.6
Speaking & Listening
Materials: CA Vistas, TE page 154, Flipchart #55
Instructional Notes (complex text, talk, & task)
Activator/Bridge:
 Refer back to poem from Task 6 and flipchart from Task 4. Explain that we find out about things that
occurred in the past by reading books, looking at photographs, or talking with older people.
Kindergarten ELA, Unit 3 Sample Module 1
8
Bridging Conversation:
Pose the question: “What are some things you have at home from long ago?”
Instruction aligned to objective:
Possible process to build visual literacy:
*Note: Pose the essential question: In what ways has our world changed from long ago until now?
1. Tell students that the page show photos from long ago and photos from now.
2. Have students look at the photographs on the flip chart for 2 minutes. *Note: Teacher may wish to have
students examine one photograph at a time, so that the students observe more details in each photograph.
3. Give students time to discuss the photographs, one at a time, either with a partner or small group.
Teacher may choose to share out whole class regarding students’ observations before moving on.
4. With teacher as scribe, use a three column chart to take notes on the people, objects, and activities that the
students observe in the photographs.
5. Cover up all the photographs except for the first pair.
First, ask students to identify the photo that represents “long ago”.
With teacher as scribe and using a graphic organizer (E.g. Venn Diagram, Double Bubble) guide students to
compare and contrast the first pair of photographs. Asking what are the similarities/differences between the
two photographs.
6. Repeat process for the remaining sets of photographs.
Closure:
1. Pose questions: Based on the photographs we looked at today….
In what ways has life changed from long ago until now? Encourage students to give examples from the
photographs.
2. Have students discuss question with a partner. Explain to students that when they share out whole class they
will be expected to share something their partner said using one of the language frames:
“I heard ___________ say __________ is the same/different.”
“My partner _________ said ______________.”
3. Conduct a class discuss and allow students to share out. Have students share out something their partner
said instead of their own ideas. This will help to tune students’ “listening to hear” skills as well as helping
them to report out on other’s ideas.
Extension:
 Use resources from PebbleGo to also explore the changes of games. See Text Set box above for link and login
information.
Task 8: (may be broken up into multiple tasks)
Visual Literacy
Possible Strategies:
Standards Cluster:
Visual literacy through photographs
RI.K.9, RI.K.10, W.K.8, L.K.1f, L.K.5a, SL.K.1a-b, SL.K.6
Materials:
CA Vistas, TE page 96, Flipchart #35
Instructional Notes (complex text, talk, & task)
Bridging Conversation:
 Ask students to: “Imagine that you lived long, long ago, before cars or computers or many other things we use
today were invented.”
 Pose the question: How would our classroom be different than it is today?
 Have students turn and talk to a partner.
Kindergarten ELA, Unit 3 Sample Module 1
9

On a graphic organizer such as a T-chart or tree map, record students’ ideas of classrooms long ago versus their
classroom today.
Use the resources from PebbleGo to look at “Schools Then and Now”. Give students the opportunity to add
information to the graphic organizer.
 Pose the question: How would your neighborhood be different when you went outside to play?
 Have students turn and talk to a partner and then orally share out whole class.
 Explain that now they will see some photographs of children who lived long ago. Guide students to examine the
photographs and to think about the similarities and differences between themselves and the children they see in
those photographs.
Possible process to build visual literacy:
1. Have students look at the photographs on the flipchart for 2 minutes. *Note: Teacher may wish to have
students examine one photograph at a time, so that the students observe more details.
2. With teacher as scribe, use a three column chart to take notes on the people, objects, and activities that the
students observe in the photographs.
3. Use guiding questions to conduct a discussion of the flipchart page and connect back to the consideration
that change is all around us.
4. Pose a guiding question
Possible guiding questions for flipchart #49:
a. What kinds of toys are the children playing with?
b. What are the children wearing?
c. What is the same about your day and the day of the children in the photographs? What is different?
d. What is something you learned about the past from these photographs?
5. After posing each question, give students time to discuss responses with a partner.
6. Expand the discussion to a whole class discussion. Add to three column chart any additional points that
students observe about the photographs.
Task 9: (may be broken up into multiple tasks)
Visual Literacy
Possible Strategies:
Standards Cluster:
Visual Literacy
RI.K.9, RI.K.10, W.K.8, L.K.1f, L.K.5a, SL.K.1a-b, SL.K.6
Speaking & Listening
Materials:
CA Vistas, TE page 94, Flipchart #34
Instructional Notes (complex text, talk, & task)
Activator/Bridge:
Log in to PebbleGo: http://www.pebblego.com/content/socialstudies/pgo_player.php
 Utilize the photographs and information from the tab labeled: “Clothing Then and Now”.
Teacher may also choose to utilize: “Clothing Around the World”.
 Pose question: How is the clothing that the children from long ago are wearing like yours? How is it different?
Allow students to think-pair-share with a partner.
 Conduct a class discussion. Teacher may choose to utilize a graphic organizer (E.g. Venn Diagram, DoubleBubble) to compare and contrast the children’s clothing from long ago to children’s clothing today.
 Explain that student’s will now be engaged in examining more pictures and working to compare and contrast
how different types of work and transportation have changed over time.
Instruction aligned to objective:
Possible process to build visual literacy:
Kindergarten ELA, Unit 3 Sample Module 1
10
*Note: Explain to students that change occurs with jobs and things we use in our everyday lives as innovation causes
new things and practices to be invented and developed.
1. Have students look at the photographs on the flipchart for 2 minutes. *Note: Teacher may wish to have
students examine one photograph at a time, so that the students observe more details.
2. Give students time to discuss the photographs either with a partner or small group.
3. Teacher may choose to have a whole class discussion regarding the students’ observations of the photos.
**Note: Teacher may choose to utilize graphic organizers (e.g. Venn Diagram/Double-Bubble) to capture students’
thinking regarding comparing/contrasting information in the photographs.
4. Cover up all the pictures except for the first pair (with the firefighter).
Pose questions:
a. Using the information in the photographs, how is the job of the firefighter similar/different from long
ago? *Note: If students do not call out the difference with transportation pose the next question.
b. How is the firefighter’s transportation similar/different from long ago?
After posing each question, have students discuss with a partner or small group, before sharing out whole
class.
5. Repeat the procedure in step four for the next two sets of photographs.
Possible guiding questions for flipchart #34:
Middle set of photographs:
a. Who is working? (*Note: Students will probably not realize that the gender difference is significant.
Teacher may need to explain that long ago it was predominately women who worked at jobs that
required typing.)
b. What is similar/different about the job the two people are doing?
Last set of photographs:
a. Long ago cars did not exist. How did families or groups of people travel together?
b. How is that similar/different from traveling today?
Closure:
1. Pose questions: Based on the photographs we looked at today….
How are jobs from long ago like jobs today?
How are the jobs from long ago different from the jobs of today?
2. Have students discuss question(s) with partners. Explain to students that when they share out whole class
they will be expected to share something their partner said using one of the language frames:
“I heard ___________ say __________ is the same/different.”
“My partner _________ said ______________.”
3. Conduct a class discussion and allow students to share out. Have students share out something their partner
said instead of their own ideas. This will help to tune students’ “listening to hear” skills as well as helping
them to report out on other’s ideas.
Formative Assessment opportunity through Application of learning:
1. Teachers may choose to utilize CA Vistas Activity Book, page 19. Students use what they learned from the
discussion and photographs to draw a fire engine from today. Students should draw and label their picture.
Students then use their picture of the fire engine to write a paper describing a fire engine of today.
2. “What Did People Wear” www.readworks.org
Possible sequence of instruction:
1. Read text aloud to students. (2-3 times)
2. Ask students text dependent questions. Teacher may choose to utilize resources in folder or create their
own questions.
See Resources for text in folder.
Kindergarten ELA, Unit 3 Sample Module 1
11
Task 10: (may be broken up into multiple tasks)
Closely reading a text to gain an in-depth understanding of the message.
Recognizing common types of text.
Engage in group reading activities with purpose and understanding.
Possible Strategies:
Standards Cluster:
Read Aloud
RL.K.1, RL.K.2, RL.K.3, RL.K.7, RL.K.10, W.K.2, W.K.8,
Reading for Understanding
SL.K.1a-b, SL.K.5, L.K.1f
Text Dependent Questions
Writing to text
Writing to learn
Materials: CA Vistas Literature Book: Happy Birthday, Martin Luther King
Instructional Notes (complex text, talk, & task)
Bridging Conversation:
Explain to students that not so long ago in the United States, not everyone shared everything and some groups of
people were not treated fairly.
a. Ask: What does it mean to be fair and treat all people the same way?
b. Conduct a class discussion on the above question.
Possible Before Reading Tasks:
a. Display the cover of the book. Have students examine the picture and talk to a partner about what they
predict the story will be about based on the illustration.
b. Read the title to students. Give students the opportunity to discuss with their partner and revise their
initial predictions.
c. Picture Walk: Picture walk should be short, 2-3 minutes. As you flip through the book ask students to
determine how they think people feel about Martin Luther King, Jr. based on the illustrations.
d. Explain to students that birthdays of some special people, like Martin Luther King, Jr., are celebrated by
the entire nation as holidays.
e. Explain that this story is going to be a story about Martin Luther King, Jr., an American Hero whose
actions helped to change laws and the way people treat others.
f. Preview vocabulary. Teacher may wish to provide visuals and/or realia to help with conceptual building
of the vocabulary. Possible words for preview include: law, talent, leadership, justice, freedom,
gravestone
Possible words for step asides, short explanations or example provided, during read aloud: divinity school,
pastor, reverend
Possible During Reading Tasks:
**Note: Pause during read aloud to allow students to make predictions about what they think will happen next.
Pose a question, then give students time to think-pair-share, before sharing out whole group.
Possible read aloud sequence:
1. Read the book once through to facilitate comprehension of the complete text.
2. Ask some general understanding text dependent questions to assess students’ level of comprehension of the text.
Possible general understanding questions:
a. Who is the story about? How do you know?
b. Why is Martin Luther King, Jr. an important person?
c. What happened to Martin Luther King, Jr.?
3. Re-read the text with students for the purpose of being able to retell key details from the text. Stop along the way
to pose questions and allow time for collaborative conversations with diverse partners, small groups, and large
groups.
Kindergarten ELA, Unit 3 Sample Module 1
12
**Note: Teachers will need to ensure routines and procedures are in place to engage students in complex talk, both
with partners and whole class.
Possible Text Dependent Questions for Key Details include:
1. Where did Martin Luther King, Jr.’s name come from? Why is Jr. at the end of his name?
2. What do the illustrations on pages 5-6 tell you about Martin Luther King, Jr.?
3. What was Martin’s job?
4. Where do the illustrations on pages 7-8 and 13-14 take place? How do you know?
5. What did Martin Luther King, Jr. help to change?
6. What was the law on the bus that Martin Luther King, Jr. said needed to be changed?
7. What other laws did Martin Luther King, Jr. help to change?
8. Looking at the illustrations on pages 21-22, why did Martin Luther King, Jr. and others march?
9. What was Martin Luther King, Jr.’s dream?
10. Why is Martin Luther King Jr.’s birthday a holiday?
Possible After Reading Tasks:
A. Sequence of Events: (First, next, then)
 Have students orally sequence the events of the book with a partner.
 Have students draw a picture time-line of Martin Luther King Jr.’s life. Have students extend the
illustrations by including writing to explain Martin Luther King Jr.’s life.
B. Categorize/Classify: Conduct a whole class discussion. With teacher as scribe and using a graphic organizer (E.g.
three column chart, tree map, etc.) help students to describe the following in regards to Martin Luther King, Jr.
1. Who was he? (E.g. Description: pastor, African-American, dad, husband, etc.)
2. What did he have? (E.g. a dream, hope, leadership, etc.)
3. What did he want? (E.g. people to be nice, people to get along, change, fairness, everyone to be treated
the same, etc.)
Possible Extension:
A. View: (*Note: Teacher will need to discern which pictures they would like to utilize.) Dr. Martin Luther King,
Jr. Life in pictures: http://kids.nationalgeographic.com/kids/photos/gallery/martin-luther-king-jr/
Task 11: (may be broken up into multiple tasks)
Visual Literacy
Possible Strategies:
Standards Cluster:
Visual Literacy
RI.K.9, RI.K.10, W.K.8, L.K.1f, L.K.5a, SL.K.1a-b, SL.K.6
Speaking & Listening
Materials: CA Vistas, TE page 162, Flipchart #59
Instructional Notes (complex text, talk, & task)
Activator/Bridge:
 Refer back to Happy Birthday, Martin Luther King and help children find the pages with an illustration of Rosa
Parks on the bus.
 Pose the questions: “Why is Rosa Parks in a book about Martin Luther King, Jr.?
“What did Rosa Parks do on the bus?”
Instruction aligned to objective:
Possible process to build visual literacy:
*Note: Explain to students that change in laws occur, in part, to people’s actions.
7. Tell students that each of the photographs show something important about Rosa Parks.
8. Have students look at the photographs on the flipchart for 2 minutes. *Note: Teacher may wish to have
students examine one photograph at a time, so that the students observe more details.
9. Give students time to discuss the photographs either with a partner or small group.
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10. Teacher may choose to have a whole class discussion regarding the students’ observations of the
photographs.
11. With teacher as scribe, use a three column chart to take notes on the people, objects, and activities that the
students observe in the photographs.
12. Use guiding questions to conduct a discussion of the flipchart page and connect back to the consideration
that change is all around us and that people help to make change happen.
Build background:
1. Utilize the text on page 162 of the Teacher’s Edition to provide additional background on the story of Rosa
Parks and how she brought about change.
2. Teachers may also wish to utilize the Rosa Parks Biography on PebbleGo.
Log in to PebbleGo: http://www.pebblego.com/content/biographies/pgo_player.php
Possible guiding questions for flipchart #59 and to check students’ comprehension:
a. What happened on the bus in Alabama?
b. Why was Rosa Parks arrested?
c. How did Rosa Parks fight for freedom?
7. Give students time to discuss responses with a partner.
Expand the discussion to a whole class discussion. Add to three column chart any additional points that students
observe about the photographs.
Closure:
4. Pose questions: Based on the photographs we looked at today….
How did Rosa Parks help to change the laws about African Americans riding the buses?
5. Have students discuss question(s) with partners. Explain to students that when they share out whole class
they will be expected to share something their partner said using one of the language frames:
“I heard ___________ say __________ is the same/different.”
“My partner _________ said ______________.”
6. Conduct a class discussion and allow students to share out. Have students share out something their partner
said instead of their own ideas. This will help to tune students’ “listening to hear” skills as well as helping
them to report out on other’s ideas.
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CULMINATING MODULE TASK:
Prompt: After examining the resources on life long ago compared to now, draw /write a flip book to
explain how your life is similar and different from children long ago. Use what you have learned to
draw/write your response.
Instructional Notes:
 Teacher prepares flip books. See instructions included in file.
 The tabs should include: School, toys, games, transportation, work, live
Criteria for Success:
 Student uses a combination of drawing, dictating, and writing to compose informative/explanatory
text.
 Students name what they are writing about.
 Students supply information about the topic.
 Students use examples from their learnings in their drawings, dictations, and/or written
explanations. Examples may come from texts, flipcharts—visual literacy resources, or multi-media
resources.
Purpose: Independent Drawing/Writing to Synthesize learning
o Synthesize learning from a variety of sources
o Connecting back to the big idea of how interactions affect perspectives
Resources:
All previous resources utilized in the module.
Writing materials including but not limited to: Paper, crayons, pencils
Instructional Notes (complex text, talk & task)
 Teacher may wish to quickly review all of the learning and visuals up until this point.
 Discuss prompt with students.
 Give students a minute of quiet think time.
 Have students share their thinking with a partner, prior to writing.
Task Scoring: Score with a rubric. See sample rubric in Kindergarten resources.
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Glossary of Strategies
1.
Brainstorm: (Skillful Teacher Activator)
Students generate things they know or associate with a topic and sort them into groups or
categories. Sorting into and labeling categories often serves as a trigger for generating
more ideas within a category. Brainstorming on post-it notes can make sorting easier. A
display of students’ brainstorming can serve as a visual reference for confirmation, editing,
and making additions to students’ initial knowledge.
2. K-W-L Chart (Know, Want to know, Learned) (Skillful Teacher Activator)
When used as an activator it is used to preview a topic that students have had experience
with. This activator can be completed as a whole class, in partners, or individually.
Students brainstorm what they know and want to learn about the upcoming topic. The
“learned” column can be utilized students during their learning or after to record what they
have learned.
3.
Marzano Vocabulary (Classroom Instruction that Works pages 128-129)
A five step process for teaching new terms and phrases. The instructional sequence allows
for multiple exposures to the new term or phrase in multiple ways. :
STEP 1: Present students with a brief explanation or description of the new term or
phrase.
STEP 2: Present students with a non-linguistic representation of the new term or phrase.
STEP 3: Ask students to generate their own explanations or descriptions of the term or
phrase.
STEP 4: Ask students to create their own non-linguistic representation of the new term or
phrase.
STEP 5: Periodically ask students to review the accuracy of their explanations and
representations.
4. Think-Draw/Write-Pair-Share
The Think-Write-Pair-Share approach to class discussions can increase participation (or
help you identify why a question is confusing). Pose a question to the class and give students
time to think and write notes individually for 2-5 minutes, then have them share their
answers with a partner for 2-5 minutes. Finally, ask specific pairs to share main points in a
whole class discussion. Think-write-pair-share allows students time to gather their thoughts
and find necessary vocabulary. This is important for non-native speakers of English, but it
also benefits native speakers who are unfamiliar with the specialized language of the
course. The Think-Write- Pair-Share technique also gives students an opportunity to
rehearse their answers with each other before speaking in front of the class.
5. Think-Pair-Share
Think-Pair-Share is a cooperative discussion strategy developed by Frank Lyman and his
colleagues in Maryland. It gets its name from the three stages of student action, with
emphasis on what students are to be DOING at each of those stages. We know that
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students learn, in part, by being able to talk about the content. But we do not want that to
be a free-for-all. Think-Pair-Share is helpful because it structures the discussion.
6. Visual Literacy
Visual Literacy has been defined as the “ability to understand, interpret and evaluate visual
messages” (Bristor & Drake, 1994). According to Wikipedia (2011), “Visual literacy is based
on the idea that pictures can be ‘read’ and that meaning can be communicated through a
process of reading.”
For more information on visual literacy:
http://www.iste.org/docs/excerpts/MEDLIT-excerpt.pdf
http://www.reading.org/Libraries/inspire/williams.pdf
Kindergarten ELA, Unit 3 Sample Module 1