Caring for Birds / Grade 1: Module 4: Unit 3: Lesson 6

We Need Birds Anchor Chart

(Example, for Teacher Reference)

Note to teacher: Draw the icons in the “Animals need birds” column before the lesson. The remainder of this column will be completed with students during Work Time A. The final (blank) column will be completed in Lesson 7.

Author’s point / Plants need birds.
/ Animals needbirds.
Reason #1 /
Plants need birds.

Birds drop seeds in waste cans.

Birds eat and release seeds. /
Birds are chained up.

Animals eat eggs.

Birds bring food.
Reason #2 /
Carry seeds on wings

Eat berries

Wind carries seeds. /
Build homes for other animals

Eat adult birds

Make pretty music

Language Dive Guide III: A Place for Birds

(For Teacher Reference)

Notes / Refer to the Language Dive in Module 3, Unit 1, Lesson 3, for detailed notes on how the Language Dive format has been modified starting in Module 3.
Sentence / Without birds, many other creatures would go hungry.(from page 26 of A Place for Birds by Melissa Stewart)
Rationale / This sentence is compelling because it uses the adjectives otherand hungry and the determiner manyto help address the daily learning targets and L1.1f. This sentence connects to the module guiding question by helping us understand a reason people should care about birds. Invite students to discuss each chunk briefly but encourage extended conversation and practice with the focus structure:many other creatures. Students apply their understanding of the meaning and structure of this sentence when determining the main idea of the text, when working with adjectives in the performance task, and in the Unit 3 assessment when they identify the reasons the author gives to support the point that people need birds.
Time / 15 minutes
Throughout the Language Dive / Follow the same routines found in Module 3, Unit 1, Lesson 3.
Deconstruct / Refer to the Chunk Chart for language goals; display the sentence strip chunks. Follow the same routine found in Module 3, Unit 1, Lesson 3, to assist students in deconstructing, reconstructing, and practicing the chosen sentence.
Practice (Focus Structure)
Reconstruct
Practice (Sentence)

Language Dive Chunk Chart III: A Place for Birds

(For Teacher Reference)

Without birds,
Deconstruct: Language Goals /
  • “Can you figure out why Melissa Stewart wrote without birds?” Without birdsrefers toa world not having birds and signals that there is additional information coming about what would happen if there were no birds. (prepositional phrase)
  • Students can stand up without using their arms, discussing what happened when they stood up without help.

many other creatures
Deconstruct: Language Goals /
  • “What is this chunk about?” Many other creaturesrefers to animals like snakes, coyotes, foxes, and turtles that feed on eggs, chicks, and birds. Eggs, chicks, and birds are part of the food chain; they are a good source of food for other animals. (adjectival phrase)
  • Students can act out being snakes and foxes, stealing eggs from birds.

would go hungry.
Deconstruct: Language Goals /
  • “What would happen to other creatures?” They would go hungry if there were no birds because birds are part of the food chain. Animals that feed on eggs, chicks, and birds would not have enough to eat if there were no birds. (verb phrase)
  • Students can take 30 seconds in pairs to list as many creatures as possible for which eggs, chicks, and birds are a good source of food.

many other creatures
Practice
(Focus structure) /
  • Without , many would . (Without snacks, many children would go hungry.)
— To provide lighter support: “Can you extend the sentence frame by adding an adjective? How?” (Example: Without healthy snacks, many children would go hungry.)
— To provide heavier support: Invite students to discuss the meaning of the sentence in home language groups. Compare how the adjectives in the sentence are different from the adjectives in the Adjectives for Vocabulary Volleyball list.
  • Ask: “What adjectives did you use in your sentence? What is the function of the adjectives in your sentence?” Responses will vary, but may include: I used the adjective healthy, which describes the kind of snacks.
  • Students can act out eating their favorite kind of healthy snack.

Without birds, many other creatures would go hungry.
Reconstruct /
  • “Can you say this sentence in your own words?” (Animals would go hungry if there weren’t any birds.)
  • “How does this Language Dive add to your understanding of the guiding question?” (It connects to the guiding question by helping us infer a reason why people should care about birds: animals need birds.)
  • Students can each hold a chunk and switch places to show the sentence in a different, correct order.

Practice (Sentence) /
  • “Can we say this sentence in a different order? How?” (Many other creatures would go hungry without birds.)
— To provide lighter support: “Can we extend the sentence using the word because to explain why many other creatures would go hungry?” (Without birds, many other creatures would go hungry because birds are a good source of food for them.)
— To provide heavier support: Invite students to discuss the meaning of the sentence in home language groups. Compare how the adjectives in the sentence are different from the adjectives in the Adjectives for Vocabulary Volleyball list.
  • Language Chunk Wall suggestions:
— Language to talk about conditions (e.g., prepositions): Without birds,
—Nouns and noun phrases and clauses (people, places, things): many other creatures
—Verbs and verb phrases (actions, states of being): would go hungry.

Language Dive Sentence Strip Chunks III:
A Place for Birds

Without birds,
many other creatures
would go hungry.
/ | Language Arts Curriculum / 1