1. QTEL Exemplar The Great Kapok Tree GRADE 3 COMMON CORE STANDARDS:
RL.3.2 Recount stories… determine the central message…and explain how it is conveyed through key details in the text.
RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.
UNIT OF INQUIRY: Grade 3 - Unit 5
Students explore fictional text by analyzing the impact of point of view…Students use this analysis to understand the impact of perspective on readers’ reactions to and interpretations of text…
We’ll be using an exemplar ….liz

2. 3 Part Architecture of Lesson Design
PREPARING LEARNERS
Activate prior relevant knowledge
Establish a purpose for reading
Make predictions based on information in the text
Focus students’ attention on key concepts or information to be explored in the text
Introduce, in context, key vocabulary and terms that are key to understanding the text
Task 1
Task 2
Task 3
INTERACTING WITH TEXT
TEXT
TEXT
Task 4
Task 5
Task 6
Make inferences and draw conclusions about the structure and elements of fiction and
non-fiction
Use comprehension strategies to monitor understanding
Make logical connections between ideas and events in a text
Lesson design promotes quality interactions. Let’s review the goals of the 3 part Architecture of lesson design
Talk through slide as it pops up
3 Part lesson design ensures quality interactions that promote substantive sustained interactions enabling Els to learn and engage in content
We are going to experience these 3 moments through tasks in the exemplar
EXTENDING UNDERSTANDING
Task 7
Task 8
Connect ideas learned to other ideas outside the text
Apply newly gained knowledge to novel situations or problem-solving
Create or recreate based on new understandings
Task 9
© WestEd, Quality teaching for English Learners, 2008 2

3. Preparing Learners Goals
Activate prior knowledge
Focus attention on key concepts
Introduce key vocabulary
Activating prior knowledge is essential to collaborative engagement in the classroom
The opportunity to express personal connections orally provides students with space to reflect upon and share their culture and belief system.
Many tasks in the Preparing the Learner Moment provide ELs with opportunities to develop a positive, academic and L2 identity because they are listened to and their ideas are valued.
Every student having a voice in the classroom is essential to collaborative learning – quality interactions

4. The Great Kapok Tree: Preparing Learners
TASKS:
Quick Write
Anticipatory Guide
There are two preparing learner tasks in this particular exemplar. I’ll talk through the quick write and you will engage in the Anticipatory guide as a learner
1 min

5. Preparing Learners Quick Write
Think about a time when you did something and didn’t realize how it would affect others.
What happened and how did you feel when you realized what you had done?
Students begin to develop a voice in the class as their peers listen to them share personal experiences which often reflect their culture and beliefs.
Participants give quick, gut-level reactions to a prompt that reflects the central idea of the text..
The goal is to capture first impressions, memories or feelings.
Linguistic correctness is not important.
One way to explain this to students is to tell them that the writing goes from your heart to your hand to the paper.
Bridging: this task provides a personal connection to the theme.
Contextualization: creates a clear experiential environment that familiarizes new concepts.
1 min

6. Preparing Learners Anticipatory Guide
1. Think independently about the 5 statements and mark whether you agree or disagree. Be prepared to provide a reason.
2. Take turns explaining why you agree or disagree with each statement, using the formulaic expression provided.
Purpose:
Activate background knowledge and prior learning around key ideas and vocublary related to the themes of Kapok Tree
Helps learners establish a link between personal experiences and the upcoming content
Illuminates how new material is relevant to the students life
While students discuss their reasons for agreeing and disagreeing, they make connections and build on their learning
Do you agree or disagree? Why?
Statement
Opinion
Explain your thinking
Agree
Disagree
I agree/disagree because…
Our actions affect other living things.
People can change their minds.
It’s ok to cut down trees.
Animals and people depend on one another or need each other.
All living things have similar or like needs.

7. Interacting with Text Goals
Deconstruct the text
Interact
Reconstruct the text
In this moment students
Deconstruct the text into chunks to analyze the ideas and language in a more manageable frame.
Interact with the text to develop conceptual understanding and to practice the academic language needed to express that understanding
Reconstruct the analyzed chunk to the text as whole, making connections that define and reinforce existing schema.
Throughout this moment, notice how students are helped to understand difficult concepts and understand dificult texts through their interactions with others
1 min

8. The Great Kapok Tree Interacting with Text
TASKS:
Listening with a Focus
Triple Entry Journal
Think-Write-Pair-Share
You will engage in all and /or part of each of these tasks.
Throughout this moment, notice how students are helped to understand difficult concepts and comprehend the text by interacting with others.
Also notice how the key points are connected to the whole in a meaningful way – moving students closer to the objective
1 min

9. Listening with a Focus Interacting with Texts: Pgs. 1-3
Listen to find out why the men were walking in the rain forest.
The ___ were ___ in order to ___.
I’m not certain but I believe the ___ were ___ in order to ____.
Pgs. 4-21
Listen to find out why the animals are concerned.
The ___is/are concerned because ___.
Pgs
Listen to find out what happens when the man wakes up.
When ___, the _____.
Participants engage in this task as if they were students
Purpose: Focus Questions
signal to students the important information in the text. (read with a purpose in (mind)
provide ELs with a schema, connection of key ideas, for the reading
give them permission to not understand everything – get the jist. (tolerate ambiguity)
PROCESS
Read question first
At the end of each section allow students time to pair-share their response (pgs 4-21 will have the same focus for each animal page)

10. Interacting with Texts: Note Taker Matrix
Each partnership will be assigned one page of the text that coincides with one rainforest animal
The partnership works together and each person fills out the Note Taker.
3. Each dyad shares their thinking with the whole group and contributes to a class matrix representing the animal’s perspectives in the book..
In the interacting Phase….Purpose:
sort out information and identlify key information in the story.
make connections between key concepts in the text
reflect on complex ideas in a manageable frame
Leads to collaborative poster
Animal
What is the animal’s concern?
What is the animal’s message?

11. Interacting with Texts: Think-Write-Pair-Share
Based on our reading, what are some possible effects of cutting down the Kapok Tree?
Write
Use the language of cause and effect to record your thinking. For example:
If ___, then ___.
We will ___, if ___.
When ___, we ___.
5 min

12. Interacting with Texts: Think-Write-Pair-Share
Rehearse your thinking about the possible effects of cutting down the Kapok tree.
Share
Be prepared to share your own thinking or your partners thinking with the group.

13. Extending Understanding Goals
Apply new learning
Re-present the text
Take a critical stance
Evaluate
That brings us to the third moment in a lesson: Extending Understanding
In this moment:
Students:
Apply, reflect on, and connect new ideas to ideas gained through other lessons, courses, and life experiences as they interact. (Represented in our tree of Knowledge)
Re-present the text in culminating activities as they create products, and conduct original analysis
Take a critical stance expressing their own perspective
Evaluate how well they learned, what they need to work on, and reflect on the strategies they used to facilitate their learning.
1 min

14. The Great Kapok Tree Extending Understanding
TASKS:
Collaborative Poster
Collaborative Dialogue
Now we will experience a task in the Extending understanding moment
Note how these tasks involve student conversations that help develop academic, high-quality thinking-
synthesize
explain
conclude
Interpret
1 min

15. Extending Understanding Collaborative Poster
Think independently about how to best represent the spirit of the text on a collaborative poster.
2. With your group, plan and create your poster, reaching consensus on:
One image
Two quotes from the text
One original phrase
Use the collaborative poster rubric to clarify expectations.
Each person uses a different colored marker for his/her work to promote equity in participation.
4. Each group member signs the poster and participates in sharing the collaborative poster with the class.
Purpose:
*Embedding language in a sensory context by using imagery makes the language accessible and engaging.
*Students synthesize themes from the text and represent these global ideas in new ways.
*Students connect what they’ve learned from this text and previous texts around similar themes and expand this understanding with the original statement and imagery
Give Directions

16. Extending Understanding Collaborative Dialogue
Students will work in groups of 4 to represent the key moment at the end of the text when the Yanomamo child and the rainforest animals look at the awakened man.
2. Groups write the dialogue that takes place at this specific moment in the text. Students choose which rainforest animals will be depicted, and create a dialogue with the man and the child.
3. Everyone keeps his/her own script and refers to the rubric for clarity of expectations.
4. Each group presents their Collaborative Dialogue.
5. Class discusses common threads and differences between all the presentations.
Purpose
Provides students with the opportunity to reflect on important moments in the text with the purpose of re-presenting and enhancing it based on their own understandings and connections.
Enables students of varied levels of linguistic ability to work together to produce a dialogue that they will rehearse and perform.
Talk through taks