1
WGU D186 Task 3 |Latest Update with Complete
Solution
A.1 -
..Lesson..Identificati
on..Grade:..First..Grad
e..Subject:..Reading/E
LA
Lesson:..CKLA..Knowledge..Domain..6..–
..Astronomy..Lesson..2:..The..Earth..and..the..Sun
Objectives..with..state..standards..listed:
• Obj:..Students..will..distinguish..between..the..Earth’s..atmosphere..and..out
er..space.
o [SL.1.2]..“Participate..in..collaborative..conversations..with..diverse..partner
s..about..grade..1..topics..and..texts..with..peers..and..adults..in..small..and..l
arger..groups.
▪ Follow..agreed-
upon..rules..for..discussions..(e.g.,..listening..to..others..with..car
e,..speaking..one..at..a..time..about..the..topics..and..texts..under..
discussion).”..(Louisiana..Department..of..Education,..2019)
• Obj:..Students..will..identify..what..causes..day..and..night.
o [RI.1.3]..“Describe..the..connection..between..two..individuals,..events,..idea
s,..or..pieces..of..information..in..a..text.”..(Louisiana..Department..of..Educati
on,..2019)
• Obj:..Students..will..demonstrate..an..understanding..of..the..Tier..2..words..rotat
es..and..orbit.
o [L.1.5]..“With..guidance..and..support..from..adults,..demonstrate..unde
rstanding..of..word..relationships..and..nuances..in..word..meanings.
o [L.1.5a]..Sort..words..into..categories..(e.g.,..colors,..clothing)..to..gain..a..sen
, 2
se..of..the..concepts..the..categories..represent...(Louisiana..Department..of.
.Education,..2019)
o [L.1.5d]..Distinguish..shades..of..meaning..among..verbs..differing..in..mann
er..(e.g.,..look,..peek,..glance,..stare,..glare,..scowl)..and..adjectives..differin
g..in
intensity..(e.g.,..large,..gigantic)..by..defining..or..choosing..them..or..by..acting..
out..the..meanings...(Louisiana..Department..of..Education,..2019)
• Obj:..After..observing..a..demonstration,..students..will..explain..why..the..su
n..appears..to..be..moving..across..the..sky.
o [SL.1.2]..“Ask..and..answer..questions..about..key..details..in..a..text..read..alo
ud..or..information..presented..orally..or..through..other..media.”..(Louisiana..
Department..of..Education,..2019)
A.2 -..Drawing..or..Summarizing
The..lesson..taught..is..part..of..our..ELA..CKLA..Knowledge..curriculum..about..astro
nomy,..specifically..about..the..Earth..and..Sun..and..how..the..Earth's..rotation..causes..day..
and..night...During..the..lesson,..students..learn..about..how..the..Earth..orbits..around..the..s
un..and..how..it..also..rotates..on..its..axis,..causing..day..and..night...A..major..part..of..the..less
on..is..developing..the..students'..vocabulary..and..understanding..of..the..word..rotation.. . T
he..students..demonstrate..rotation..using..their..bodies..and..props.. . We..often..use..drawi
ng..in..my..classroom..to..help..students..show..their..knowledge..of..the..vocabulary..that..we.
.have..learned...“Drawing..and..summarizing..are..useful..for..elaborating..what..has..been..le
arned,..as..well..as..organizing..and..integrating..information.”..(WGU..Coursework,..p...49)..
As..an..exit..ticket..for..the..lesson,..I..have..my..students..draw..a..picture..that..shows..their..u
nderstanding..of..the..word..rotate...Students,..even..my..first..graders,..get..detailed..in..their.
.drawings..to..show..their..understanding...Many..draw..a..representation..of..the..Earth..rotat
ing..on..its..axis..as..it..orbits..around..the..sun...They..show..rotation..by..drawing..arrows..to..s
how..the..rotation..of..the..earth...Others..draw..pictures..of..the..students..demonstrating..rot
ation..using..their..bodies.
, 3
A.3 -..Questioning..Techniques
This..lesson..lends..itself..well..to..asking..questions..that..can..help..promote..deep..le
arning..for..students...“The..purpose..of..elaboration..is..to..have..students..explain..their..idea
s..and..thoughts..with..details,..while..making..connections..with..learning..materials..or..pers
onal..experiences..that..can..deepen..their..learning..experience.”..(WGU..Coursework,..p...5
0)..After..a..brief..review..of..the..previous..day's..lesson..and..a..discussion..of..essential..bac
kground..information..for..the..current..lesson,..the..bulk..of..the..lesson..is..a..teacher..read-
aloud..of..an..informational..text..about..the..earth..and..the..sun..and..how..the..earth's..rotatio
n..causes..day..and..night...During..the..informational..text,..there..are..many..opportunities..t
o..ask..the..students..open-ended..and..higher-
order..questions..to..help..promote..deeper..understanding...The..text..says,..“This..daily..rota
tion..explains..why..there..is..always..night..and..day..on..Earth...As..it..spins,..certain..parts..of..
Earth’s..surface..face..the..sun,..receiving..its..heat..and..light.”..(Ampllify..Education,..Inc.,..2
017,..p...26)..After..reading..this..part..and..before..reading..about..what..is..happening..on..th
e..side..of..the..earth..that..is..not..facing..the..sun,..the..teacher..can..stop..and..ask..the..stude
nts..an..inferential..question...When..the..side..of..the..earth..we..are..on..faces..the..sun,..it..is..
daytime.. . What..is..happening..on..the..other..side..of..the..earth?..Explain..why..you..think..th
at...This..allows..students..to..use..what..they..have..heard,..infer..what..they..believe..is..true..f
rom..context..clues..in..the..text,..and..then..explain..their..thinking..behind..the..answer..they..
give...Having..students..explain..their..thinking..promotes..deeper..understanding..for..the..st
udents..who..are..explaining..and..those..in..the..room..listening.
WGU D186 Task 3 |Latest Update with Complete
Solution
A.1 -
..Lesson..Identificati
on..Grade:..First..Grad
e..Subject:..Reading/E
LA
Lesson:..CKLA..Knowledge..Domain..6..–
..Astronomy..Lesson..2:..The..Earth..and..the..Sun
Objectives..with..state..standards..listed:
• Obj:..Students..will..distinguish..between..the..Earth’s..atmosphere..and..out
er..space.
o [SL.1.2]..“Participate..in..collaborative..conversations..with..diverse..partner
s..about..grade..1..topics..and..texts..with..peers..and..adults..in..small..and..l
arger..groups.
▪ Follow..agreed-
upon..rules..for..discussions..(e.g.,..listening..to..others..with..car
e,..speaking..one..at..a..time..about..the..topics..and..texts..under..
discussion).”..(Louisiana..Department..of..Education,..2019)
• Obj:..Students..will..identify..what..causes..day..and..night.
o [RI.1.3]..“Describe..the..connection..between..two..individuals,..events,..idea
s,..or..pieces..of..information..in..a..text.”..(Louisiana..Department..of..Educati
on,..2019)
• Obj:..Students..will..demonstrate..an..understanding..of..the..Tier..2..words..rotat
es..and..orbit.
o [L.1.5]..“With..guidance..and..support..from..adults,..demonstrate..unde
rstanding..of..word..relationships..and..nuances..in..word..meanings.
o [L.1.5a]..Sort..words..into..categories..(e.g.,..colors,..clothing)..to..gain..a..sen
, 2
se..of..the..concepts..the..categories..represent...(Louisiana..Department..of.
.Education,..2019)
o [L.1.5d]..Distinguish..shades..of..meaning..among..verbs..differing..in..mann
er..(e.g.,..look,..peek,..glance,..stare,..glare,..scowl)..and..adjectives..differin
g..in
intensity..(e.g.,..large,..gigantic)..by..defining..or..choosing..them..or..by..acting..
out..the..meanings...(Louisiana..Department..of..Education,..2019)
• Obj:..After..observing..a..demonstration,..students..will..explain..why..the..su
n..appears..to..be..moving..across..the..sky.
o [SL.1.2]..“Ask..and..answer..questions..about..key..details..in..a..text..read..alo
ud..or..information..presented..orally..or..through..other..media.”..(Louisiana..
Department..of..Education,..2019)
A.2 -..Drawing..or..Summarizing
The..lesson..taught..is..part..of..our..ELA..CKLA..Knowledge..curriculum..about..astro
nomy,..specifically..about..the..Earth..and..Sun..and..how..the..Earth's..rotation..causes..day..
and..night...During..the..lesson,..students..learn..about..how..the..Earth..orbits..around..the..s
un..and..how..it..also..rotates..on..its..axis,..causing..day..and..night...A..major..part..of..the..less
on..is..developing..the..students'..vocabulary..and..understanding..of..the..word..rotation.. . T
he..students..demonstrate..rotation..using..their..bodies..and..props.. . We..often..use..drawi
ng..in..my..classroom..to..help..students..show..their..knowledge..of..the..vocabulary..that..we.
.have..learned...“Drawing..and..summarizing..are..useful..for..elaborating..what..has..been..le
arned,..as..well..as..organizing..and..integrating..information.”..(WGU..Coursework,..p...49)..
As..an..exit..ticket..for..the..lesson,..I..have..my..students..draw..a..picture..that..shows..their..u
nderstanding..of..the..word..rotate...Students,..even..my..first..graders,..get..detailed..in..their.
.drawings..to..show..their..understanding...Many..draw..a..representation..of..the..Earth..rotat
ing..on..its..axis..as..it..orbits..around..the..sun...They..show..rotation..by..drawing..arrows..to..s
how..the..rotation..of..the..earth...Others..draw..pictures..of..the..students..demonstrating..rot
ation..using..their..bodies.
, 3
A.3 -..Questioning..Techniques
This..lesson..lends..itself..well..to..asking..questions..that..can..help..promote..deep..le
arning..for..students...“The..purpose..of..elaboration..is..to..have..students..explain..their..idea
s..and..thoughts..with..details,..while..making..connections..with..learning..materials..or..pers
onal..experiences..that..can..deepen..their..learning..experience.”..(WGU..Coursework,..p...5
0)..After..a..brief..review..of..the..previous..day's..lesson..and..a..discussion..of..essential..bac
kground..information..for..the..current..lesson,..the..bulk..of..the..lesson..is..a..teacher..read-
aloud..of..an..informational..text..about..the..earth..and..the..sun..and..how..the..earth's..rotatio
n..causes..day..and..night...During..the..informational..text,..there..are..many..opportunities..t
o..ask..the..students..open-ended..and..higher-
order..questions..to..help..promote..deeper..understanding...The..text..says,..“This..daily..rota
tion..explains..why..there..is..always..night..and..day..on..Earth...As..it..spins,..certain..parts..of..
Earth’s..surface..face..the..sun,..receiving..its..heat..and..light.”..(Ampllify..Education,..Inc.,..2
017,..p...26)..After..reading..this..part..and..before..reading..about..what..is..happening..on..th
e..side..of..the..earth..that..is..not..facing..the..sun,..the..teacher..can..stop..and..ask..the..stude
nts..an..inferential..question...When..the..side..of..the..earth..we..are..on..faces..the..sun,..it..is..
daytime.. . What..is..happening..on..the..other..side..of..the..earth?..Explain..why..you..think..th
at...This..allows..students..to..use..what..they..have..heard,..infer..what..they..believe..is..true..f
rom..context..clues..in..the..text,..and..then..explain..their..thinking..behind..the..answer..they..
give...Having..students..explain..their..thinking..promotes..deeper..understanding..for..the..st
udents..who..are..explaining..and..those..in..the..room..listening.
