Caring for Birds / Grade 1: Module 4: Unit 3: Lesson 2

“Fascinating Birds” Jazz Chant

Note to Teachers: Copy this jazz chant onto chart paper, leaving enough room between lines to annotate the chant to show major stresses, intonation, and linking. (Example: The words holes in in this chant sound almost like one word: holesin) This jazz chant should be said chorally as a whole group. Be sure to take note of the underlined words in the chant (adjectives).

Beaks can peck holes in trees.

Feet can grab fish from lakes.

Powerful beaks, powerful feet.

Fascinating, strong birds!

Feathers can glide like a sled.

Wings allow birds to fly.

Amazing feathers, amazing wings.

Fascinating, interesting birds!

Written by Tere Peláez for EL Education

Rhythmic Beat of “Fascinating Birds”
Jazz Chant

(For Teacher Reference)

Note to Teachers: A jazz chant has a four-beat rhythm: 1, 2, 3, 4. Each beat is in bold print and will be a stressed word, a stressed syllable, or a pause marked by a clap. Practice saying and clapping the rhythm of the chant to yourself before introducing it to the students.

Beaks can peck holes in trees (clap)

Feet can grab fish from lakes (clap)

Powerful beaks, powerful feet

Fascinating strong birds (clap)

Feathers can glide like a sled (clap)

Wings allow birds to fly (clap)

Amazing feathers, amazing wings

Fascinating interesting birds!

Written by Tere Peláez for EL Education

Language Dive Guide I: 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 / When people stop animals from spreading into new areas and work together to get rid of the unwanted invaders, native birds can live and grow. (from page 12 of A Place for Birds by Melissa Stewart)
Rationale / This sentence is a compelling complex sentence because it uses a conditional clause and the adjectives new, unwanted, and nativeto help address the daily learning targets and L.1.1f. This sentence connects to the guiding question by helping us understand how people can care for birds so they can live and grow. Invite students to discuss each chunk briefly but encourage extended conversation and practice with the focus structure: When people stop animals from spreading into new areas. Students apply their understanding of the meaning and structure of this sentence when determining the main idea of the text, when determining the function of adjectives in A Place for Birds, and when working with adjectives in the performance task.
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 I: A Place for Birds

(For Teacher Reference)

When people stop animals from spreading into new areas
Deconstruct: Language Goals /
  • “What is this chunk about?” people stopping animals from moving to new places; people keeping animals together (adverbial clause; subordinate clause)
  • When: “Why does the author begin this sentence with when?” The author uses whento tell us a cause or condition that must happen for native birds to live and grow. It signals that people stopping animals from spreading has an effect on something, explained in the rest of the sentence. (subordinating conjunction)
  • from spreading into new areas: “Stop animals from doing what?” moving into places that they are not native to (prepositional phrase)
  • Invite students to act out being people stopping animals. Half the class can be animals and half the class can be people. The “people” can link arms like a fence, enclosing the “animals” into one area, while they attempt to “spread into new areas” and move past the students linking arms.

and work together
Deconstruct: Language Goals /
  • “What else can people do in addition to stopping animals from spreading into new areas?” work together; help one another; collaborate (conjunction + verb phrase)
  • Invite students to Think-Pair-Share one way in which they work together in the classroom.

to get rid of the unwanted invaders,
Deconstruct: Language Goals /
  • “Why would they work together?” to make animals that don’t belong in certain places go away; when people work together to remove them, something happens (prepositional phrase)
  • unwanted invaders: “What adjective does the author use to describe invaders, or animals spreading into areas where they don’t belong?” unwanted or not wanted; this means people do notwant the animals in areas where they don’t belong (adjective)
  • Invite students to choose to be people or animals and to safely act out being people removing animals from areas they are not native to.

native birds can live and grow.
Deconstruct: Language Goals /
  • native birds:“What kind of birds is this chunk about?” Native birds refers to birds found naturally in a place. These are the birds that belong in those areas where unwanted invaders are moving in. (noun phrase; adjective)
  • can live and grow: “What will happen if people stop animals from spreading into new areas? How do you know?” Native birds will be able to live and grow. Can suggests that it will be possible for birds to live and grow if unwanted invaders are not there. (verb phrase)

When people stop animals from spreading into new areas
Practice
(Focus structure) /
  • When _____ [people action or condition], _____ [positive impact on birds]. (When people protect natural areas, birds have safe places to build nests.)
—To provide lighter support: “Can you use this sentence frame to talk about when people do not help birds?” (Example: When people don’t protect natural areas, birds don’t have safe places to build their nests.)
— To provide heavier support: Provide a word/phrase bank for students to use when completing the sentence frame.
  • In pairs, students can write an adjective on a sticky note and add to the sentence. Ask: “What adjectives did you add? What is the purpose of the adjective in the sentence?”

When people stop animals from spreading into new areas and work together to get rid of the unwanted invaders, native birds can live and grow.
Reconstruct /
  • “Can you say this sentence in your own words?” (If people work together to stop animals from going into areas where they don’t belong, birds can have enough toeat.)
  • “How does this Language Dive add to your understanding of the guiding question?” (It connects to the guiding question by giving an example of how people can care for birds so they can live and grow.)
  • 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?” (Native birds can live and grow when people stop animals from spreading into new areas and work together to get rid of the unwanted invaders.)
— To provide lighter support: “Can we divide this sentence into two or more sentences? What do we have to remove or change?” (Native birds can live and grow when people stop animals from spreading into new areas. People can work together to get rid of the unwanted invaders. We can get rid ofthe conjunction and and add people can.)
— 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 conditional situations: When people stop animals from spreading into new areas
—Verbs and verb phrases (actions, states of being): When people stop animals from spreading into new areas/and work together/to get rid of the unwanted invaders,/ native birds can live and grow.
—Language to talk about purpose: to get rid of the unwanted invaders
/ | Language Arts Curriculum / 1