Guiding Question and Big Idea: Why is it important to ask questions ...

Grade One - Unit 1 - The ABC’s of First Grade 2016-2017 ELA

Guiding Question and Big Idea: Why is it important to ask questions while you are reading? After listening to the story, Howard B. Wigglebottom and Manners Matters by Howard Binkow, students will be able to explain a time when they used good manners and provide a reason why it was important to use their manners. End of Unit Performance Task

Describe a time when you used good manners. Why was it important to use your manners? W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Lesson 1

Standards

RL1.1 Ask and answer questions about key details in a text. SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Lesson 2 RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. RL1.3 Describe characters, settings, and major events in a story, using key details. L.1.1j: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts

Lesson 3 RL1.1 Ask and answer questions about key details in a text. L.1.2b Use end punctuation for sentences.

Lesson 4

Lesson 5

Lesson 6

RL1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses

RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

RL1.1 Ask and answer questions about key details in a text.

SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Lesson 7 RL1.1 Ask and answer questions about key details in a text.

Objective

Teacher Strategies

Writing traits: 1.Ideas When Sophy gets Angry- Really, Really Angry

Students will ask and answer questions using illustrations from the text.

Students will describe a character from the text using key details to answer the question, “Who am I?”

Students will answer a question by completing a sentence frame using proper punctuation.

Students will identify sensory words in a poem and the sense the words appeal to.

Students will ask and answer questions about key phrases and vocabulary in poem through group discussion.

Read Aloud; Click, Clack, Quackity-Quack by Doreen Cronin and Betsy Lewin (Scholastic)

Shared Aloud; Click, Clack Quackity-Quack

Read Aloud; Apples A to Z by Margaret McNamara (Scholastic)

Read aloud; Fruit by Meish Goldish

Model thinkaloud of questioning before, during, and after reading. Questioning

Wemberly Worried by Kevin Henkes

-What is this character doing?

taking place? -When …? -Why …?

Howard B. Wigglebottom and Manners Matters (?)

Model thinkaloud of generating questions about characters in text.

-Who is this page about?

2. Organization -Where is this Click, Clack, Quackity-Quack

by Doreen Cronin and Betsy Lewin (Scholastic)

Be sure to focus on question words; who, what, where,

What is the character doing, thinking, or feeling? How do you know?

Focus on key vocabulary.

Model how to identify words that appeal to the senses.

Ask questions prior to reading such as:

Underline words that convey certain senses.

What do you think this book will tell us about apples?

Students will ask and answer questions about key details in text.

Students will ask and answer questions about key details and events in the text to make personal connections.

Read aloud;

Read aloud;

Read Aloud;

What is a Book? By Lora Dunetz

Howard B. Wigglebottom Learns We Can All Get Along Howard Binkow

Wemberly Worried by Kevin Henkes

Students will write an opinion statement about the type of books they like to read.

Focus on key vocabulary such as journey, rhyme, curled, etc. Describe the differences between poems and stories by noting the characteristics of each.

Role play demonstrating how to listen to others and how to take turns for discussion. During reading, teacher selects pieces from the story to support the topic of getting along. Think aloud questioning: Does Howard know how to get along with his friends? How do we know? What happened

Model how to ask questions while previewing text using illustrations and details.(before and during reading)

when Howard didn’t let his friends have a say?

when, why.

Why is it important to listen to others? Why is it important to take turns?

Student Strategies

Ask and answer questions (who, what, where, why) Name and describe details from illustrations.

Create a sentence based on text and illustration chosen by student.

Using a sentence frame, students will write about their favorite way to eat apples from the text.

Identify words that appeal to the senses by underlining them.

Answer questions about poem by using complete sentences (oral and written). (Questions are included on poem)

Respond to lesson theme to identify how to get along with others.

Discuss with a partner to answer questions about specific event(s) in text. What was something that Wemberly worried about in the story? How was it fixed?

Text

Click, Clack, Quackity-Quack by Doreen Cronin and Betsy Lewin

Click, Clack, Quackity-Quack by Doreen Cronin and Betsy Lewin

(Scholastic)

(Scholastic)

Apples A to Z by Margaret McNamara (Scholastic)

Fruit by Meish Goldish

What is a Book? Poem By Lora Dunetz

Howard B. Wigglebottom http://www.jbonzer.com/whatisabookbyjudybonzer.pdf Learns We Can All Get Along Howard Binkow

Wemberly Worried by Kevin Henkes

Assessment

In small groups, or partners, students observe a picture from the text and discuss characteristics of animals or detailed events by asking and answering questions.

Students will choose a character from the text and draw or write one sentence about the character in order to answer the question, who am I?

Students will complete a given sentence frame to answer the question, “What is your favorite way to eat apples and why?” “My favorite way to eat apples is ____ because ____.”

Students will read poem and identify words that appeal to the senses. Students will write a justification for one of the underlined words.

Students will answer question, “What kind of book do you like to read?” in a complete sentence providing reasons.

______ tells how ______ ______. (fruit)

(sense)

Note: copy one page from the book for each group or pair of students to look at.

Students will complete a predictable chart stem using “I can get along with others when I____.” “I don’t get along with others when I ____.” Suggestion: Make class book of student responses.

Students will write their response to a question using personal connections to the story theme of worrying. When was a time that you were worried about something?

Trait of writing: Ideas The Ideas are the main message, the content of the piece, the main theme, together with all the supporting details that enrich and develop that theme. The Ideas are strong when the message is clear, not garbled. The writer chooses details that are interesting, important, and informative–often the kinds of details the reader would not normally anticipate or predict. Successful writers do not "tell" readers things they already know; e.g., "It was a sunny day, and the sky was blue, the clouds were fluffy white …" Successful writers "show" readers that which is normally overlooked; writers seek out the extraordinary, the unusual, the unique, the bits and pieces of life that might otherwise be overlooked.

Mini- Lesson: Write About Something that you know a lot about

1. Read one of the following titles/ Mentor text from Unit 1:

  

Arthur Writes a Story by Marc Brown. This is the ideal book because Arthur begins writing his story about an event in his life, but strays away from what he knows and ends up with a crazy, mixed up piece! Mr. Putter and Tabby Write the Book by Cynthia Rylant where Mr. Putter eventually decides to write about good things. The Best Story by Eileen Spinelli. 2. Discuss that writers usually write about topics that they know a lot about. Discuss topics that students know a lot about. Record ideas on “Heart Map. ”Some may include the following favorite color, favorite foods, family, where they live, pets, vacation, friends, school, and so on. Students can create their own heart map to keep in their writer’s notebook or folder. Ideas Mini- Lesson—Narrowing a Topic by Finding a “Jeweled” Moment Read aloud Knots on a Counting Rope (Martin & Archambault, 1997) •Invite students to make their own counting ropes highlighting several personal, memorable life events. •Next, ask students to select one life event and “explode the moment” by creating a focused piece about that one “jeweled” moment of their lives. http://www.mariawalther.com/images/1_5HourTraitsIntro3_14.pdf

Lesson: Ideas Step one (sharing the published model): Teachers should stress, as they read Duck on a Bike aloud, what the author has done particularly well in writing this story: in this case, author David Shannon has crafted a unique idea for a story that can easily be impersonated in just as original ways: What happens when an animal goes on an adventure on some form of transportation? And what would the other animals think? Share this picture book with your students and--after reading it--discuss how the author took such an ordinary activity (riding a bike) and made it into something unique and unexpected. Look through the book again and talk about how using action words in the descriptions leads to a more interesting story. Step two (introducing models of writing):

Talk about the idea development, since that's the focus of this lesson, but you might prompt your students to

talk about organization as well. Step three (thinking and pre-writing): Brainstorm ideas with the class.

http://writingfix.com/Picture_Book_Prompts/DuckBike3.htm

Organization Organization is the internal structure of a piece of writing, the thread of central meaning, the pattern and sequence, so long as it fits the central idea. Organizational structure can be based on comparison-contrast, deductive logic, point-by-point analysis, development of a central theme, chronological history of an event, or any of a dozen other identifiable patterns. When Organization is strong, the piece begins meaningfully and creates in the writer a sense of anticipation that is, ultimately, systematically fulfilled. Events proceed logically; information is given to the reader in the right doses at the right times so that the reader never loses interest. Connections are strong, which is another way of saying that bridges from one idea to the next hold up. The piece closes with a sense of resolution, tying up loose ends, bringing things to a satisfying closure, answering important questions while still leaving the reader something to think about. Mini-Lesson—Going on a Lead Hunt 1. Collect a number of picture books with strong leads. 2. Read the first few lines from the first book. 3. After reading ask, “Did this lead make you want to read the book? Why?” 4. Record the lead on chart paper with the title “Going on a Lead Hunt.” 5. Continue with 2-3 picture books, adding to the chart after each reading. 6. Encourage students to look for engaging leads in books they are reading and share them with the class. A Few Of My Favorite Picture Book Leads: Onomatopoeia :Lead: Bedhead (Palatini, 2000) Shuffle-shlump. Shuffle-shlump. Shuffle-shlump. . . The Great Fuzz Frenzy (Stevens & Stevens, 2005) Down it went. Boink! Boink! Character Lead: Click, Clack, Moo: Cows That Type(Cronin, 2000) Farmer Brown has a problem. The Boy Who Was Raised By Librarians (Morris, 2007) Melvin lived in the Livingston Public Library. Quotation Lead:Grandpa’s Teeth (Clement, 1997) “Help, I’ve been robbed!” We heard Grandpa shouting. Those Shoes (Boelts, 2007) “I have dreams about those shoes. Black high-tops. Two white stripes.” http://www.mariawalther.com/images/1_5HourTraitsIntro3_14.pdf

Science/Social Studies Unit 1

Social Studies

Social Studies and Science - Learning Standards / Concepts and Skills & Related Topics Related topics to be introduced with the corresponding Learning Standards / Concepts and Skills  concept of Families and other groups children belong to  holidays, customs  rules for school, home etc  citizenship  calendar Learning Standards United States Leaders, Symbols, Events and Holidays 1.5 Give reasons for celebrating the events or people commemorated in national and MA holidays. On a calendar for the current year, identify the months for Labor Day. (H,C,G) (Note: other holidays will be noted each month throughout the year) Individuals, Families and Communities 1.9 Explain that Americans have a variety of different religious, community, and family celebrations and customs and describe celebrations or customs held by members of the class and their families. (H) Concepts and Skills Civics and Government 3 Read dates on a calendar and associate them with the days of the week. (H) 8 Give examples that show the meaning of the following words: politeness, achievement, courage, honesty, and reliability. (C)

Unit 1 Science 1-LS1-1 From Molecules to Organisms : Structures and Processes

A. Learning Standards - Life Science (Biology) 1-LS1-1 Use evidence to explain that (a ) different animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air, and (b) plants have roots, stems, leaves, flowers, and fruits that are used to take in water air, and other nutrients, and produce food for the plant. Clarification Statement: Descriptions are not expected to include mechanisms such as the process of photosynthesis. B. Performance Expecations: 1-LS1-1 Use materials to design a solution to a human problem by mimicking how plants or animals use their external animals parts to help them grow, and meet their needs.

C. Essential Knowledge and Skills

*Understand how an animal uses its senses to understand the environment around them needed for growth and survival. * Explain how animals use their body parts to move from place to place. * Identify and describe parts and functions of a plant. * Proves animals are living things. * Explain how that plants and different animals use their body parts to survie and grow. * Explain that animals use their body parts in different ways to see and hear/protect themselves,survive

D. Text/Science Resources Science A-Z- Quick ReadsK-2 Animals Catch Dinner, Grab Food, Animals of The Air FOCUS Books -Animals of the Deep Ocean,Animals of the Ice and Snow The Mixed-Up Chameleon by Eric Carle How to Hide a Butterfly and Other Insects by Ruth Heller How to Hide a Meadow Frog and Other Amphibains by Ruth Heller How to Hide a Parakeet and Other Birds By Ruth Heller Animals Hide-And-Seek by Teddy Slater Animals Brightly Colored by Phylis Limbacher Tildes E. Vocabulary Words Survive, stem, soil, seeds, roots, protect, plan, mimicking, fruit, flowers, leaves, external, design F. Lesson Seeds Being with a chart on organisms, their structures, functions, and human design. This will help students make connections to how humans mimic nature in their designs. Students will also have “My Organism Log” to record designs in nature as we go along. G. Explorations The Toothpick Hunt The Chameleon Changes Skin Coveirngs Build an Insect Parts of a Plant

Beak Functions Human Designs H. Summative Assessment The summative Assesssment is called “Nature in Design” we have given you a few different prompts to choice from. Building their design involves problem solving and engineering.

A. Learning Standard1-LS1-2 Obtain information to compare ways in which the behavior of different animal parents and their offspring help the offspring to survive. Clarification Statement: Examples of behavior could include the signals that offsring make (Such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring.)

B. Learning Expectations Read texts and use media to determine patterns inbehavior of parents and their offspring that help offspring survive. C. Essential Knowledge and Skills  Identify that adult plants/animals can make new, young plants/animals  Describe the life cycle ot a plant  Identify that plants/animals are very much,but not exactly like the parent plants/animals  Observe plants/animals of the same variety are similar and also different  Describe how some animal parents enage in behaviors that help their offspring survive. D. Text Resources Duck with the Broken Wing By Beverly Randall Harper The Big Circle by Eric Kimmel Koko’s Kitten by Francine Patterson Prairie Dogs Kiss and Lobsters Wave: How Animals Say Hello by Marilyn Singer How Animals Talk, National Geographic Society E.

Vocabuary Words Determine Life cycle Media Offspring Patterns in behavior Seedling survive F. Lesson Seeds Inquiry How do adult animals communicate to their offspring? First make a chart that has “Ways People Communicate and Ways Plants and Animals Communicate.” Brainstorm with students what they know and add it to the chart. After each activity refer back to the poster to see if you can add to it or revise it. Give each student a “How Animals Communicate” worksheet to add examples of communication as you work thorught the unit. Focu on how parents communicate to their offspring! The activities are designed to teach students about the different ways of communication. “Find that Scent!” “Nonverbal Communication” “People watching” are all communication activites. G. Explorations How Animals Communicate Find That Scent! Nonverbal Communication! People Watching! H. Summative Assessment Write and Illustrate a picture of how an animal and their offspring communicate with each other. Collaboration Interiviews Oral knowledge writing

Grade One – Unit 2 - Amazing Animals 2016-2017 ELA

Guiding Question and Big Idea: How can reading about animals teach us about writing?

End of Unit Performance Task

Standards

Students will choose to research Polar Bears or Penguins. After reading a text, Polar Bears by Emily Rose Townsend or Penguins by Emily Rose Townsend, in small groups, students will use a graphic organizer to name four facts about their chosen animal (body covering, habitat, food, and 1 interesting fact). (W.1.7)

Lesson 1

Lesson 2

Lesson 3

Lesson 4

SL1.2 Ask and answer questions about key details in a text and read aloud or informati on presented orally or through other media.

RL1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

RL1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

RL1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

RL1.2 Retell stories, including key details, and

Lesson 5 L 1.5d Distinguish shades of meaning among verbs differing in manner

Lesson 6 RI.1.5 Know and use various text features (e.g., headings, table of contents, glossary, electronic menus, icons) to locate key facts or information in a text. W1.2 Write informative/explanatory texts in which they name a topic, and provide some sense of closure.

Lesson 7 RI.1.2 Identify the main topic and retell key details of a text.

Lesson 8 RI.1.7 Use illustration in details in a text to describe its key ideas. RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Lesson 9 W1.2 Write informative/explanat ory texts in which they name a topic, and provide some sense of closure.

demonstr ate understan ding of their central message or lesson. Objective

Duration of Lesson Teacher Strategies

Traits of writing:

Voice Bear Wants More

Word Choice

Students will retell stories including key details demonstr ating understan ding of story’s central message.

Students will retell a story using key details and identify the central lesson; use sentence context clues to understand new vocabulary words

2 session

1 session

Read aloud; If You Give a Moose a Muffin by Laura Joff Numeroff

Read Aloud;

Day 1

Day 1

Day 1

Bear Wants More by Karma Wilson

Shared Reading,

Read Aloud

Read aloud

Teacher will elicit prior knowledge on what bears eat.

(organizat ion) While reading the Focus on text draw attention to the key vocabula vocabulary words ry; retell, using sentence context, details,

Students will compare and contrast major differences between literature and informational text.

2-3 sessions

Dog School by Joseph Bruchac (Houghton Mifflin 1.2) Activate prior knowledge through questioning. Questions Is this fiction or nonfiction?

Students will explain major differences between books that tell stories and books that give information.

Students will write a sentence and revise using a synonym.

Students will write an informative/explanatory text about a given topic (e.g., about an animal), supplying factual information and providing a sense of closure.

Students will identify an animal and list facts about them.

Students will use the illustrations and details in a text to describe its key ideas.

Students will ask and answer questions about key details in a text.

2-3 sessions

2 sessions

2 sessions

1 session

1 session

2-3 sessions

The Grouchy Ladybug

If You Were a Verb

Focus on key vocabulary such as fiction, nonfiction, information, details, facts, characters, etc.

Teacher will review what a verb is. Teacher will use model replacing the verb in the sentence with a more colorful verb.

Model comparing and contrasting

Shared Reading What animals need- Reach for Reading Leveled Reader Focus on key vocabulary informational, narrative Model think- aloud about features of an informational text versus a narrative text. Questions What makes this an informational text?

Read Aloud; Koalas by Sara Louise Kras (organization) Focus on key vocabulary: eucalyptus, joey, marsupial, pouch, protected & reserve Questions: “What is a

Shared reading; Giraffees (African Animal) by Catherine Ipcizade Model how to use the illustrations and details in text; discuss and describe its

Shared Reading; Giraffes (African Animal) by Catherine Ipcizade (organization) Review animal information and facts that students have learned about koalas and giraffes. Review how to take a picture walk and ask questions about what

If You Were a Verb Bear Wants More

central message, main idea, sequence. Model how to retell the story using key details in the appropria te sequence by asking and answerin g questions througho ut the text.

Different iation Ask students to orally retell details from the story. Ask students to write details from the story on sentence

synonyms and gestures. Vocabulary:

How do we know if a book if fiction or nonfiction?

What are some of hungry the things the characters do in the story that Questions: make it fiction or What did the bear nonfiction? want at the What are some beginning of the characteristics of story? fiction/nonfiction How did the bear books? feel at the Focus on key beginning of the vocabulary story? during reading. What were some (chase, leash, things the Bear street, stayed ) ate? Model thinkWhat happened aloud before, at the end of the during, and after story? reading calling attention to What was the illustrations, lesson in the character traits, story? and how to make predictions based on what we know. Day 2: Read Aloud; McKayala, a working dog Same strategies as used on Day 1. Focus on key vocabulary during reading.

characteristics of fiction and nonfiction texts. Model thinkaloud to retell and ask comprehension questions to check for understanding.

Day 2 Shared Reading: Slither, Slide, Hop and Run Reach for Reading (Elephant book)

Questions Is this fiction or nonfiction? How do we know if a book if fiction or nonfiction? What are some of the things the characters do in the story that make it fiction or nonfiction? What are some characteristics of fiction/nonfiction books?

Teacher will model how to exchange one verb for another in order to enhance the writing piece.

** Additional Text: Reach for Reading Leveled Reader How Animals Move

Day 2 Read Aloud; Ladybugs by Gail Gibbons Identify key facts and vocabulary. Stop at pre-selected pieces of text that will support the

by Ricardo Lopez

Why is this an informational text? What does the author want us to know?

koala?”

key ideas.

“What do they eat?”

Questions

“Where do they live?”

What are some key details in the text?

“Name an interesting fact about them.”

What do the pictures show us?

During Reading: Model think aloud of questions: Ask students to think about how the details of the text connect to the key vocabulary. Questions What other animals have a pouch? How does a Koala get water?

Can you tell me what is different about what the picture shows and what the words say about ____?

is seen in illustrations. Focus on key vocabulary to provide support to students during assessment; fact, question, topic.

strips to be put in order.

Discuss characteristics of informational text.

back-and-forth strategy. Re-read The Grouchy Ladybug. Think aloud how the information in the non-fiction text changes the understanding of The Grouchy Ladybug.

Student Strategies

With teacher support, identify main idea of text. Students will Partner Talk to ask and answer questions about details from the text. Recall key details from story. (These details are

With teacher support:

With teacher support:

Students will Partner Talk to retell the story using illustrations and text to describe how the bear finds his food.

Students will Partner Talk to retell the story and identify characteristics of fiction and nonfiction texts. Students will identify traits of Spritz by completing a character web. Students will Partner Talk to identify the main topic and key details from Makayla

Students will Partner Talk to retell key details from a fiction and non-fiction text. Use new information from non-fiction to gain clear understanding of fictional story. Discuss with partner the facts the author used to help write his fiction story.

Day 1 Students will brainstorm a list a verbs that are synonyms. Day 2 Students will brainstorm synonyms for given verbs from text. With a partner, students will revise a sentence by writing a different verb that is a synonym.

Students will complete animal needs minibook and chorally read. Students will Partner Talk to discuss what makes an informational text.

Students will brainstorm facts about koalas, listing information orally.

Students will Partner Talk to ask and answer questions (who, what, where, why). Name and describe details from illustrations.

Read informational text and use illustrations and pictures to generate a question about the text that can be answered by reading it. Find relevant facts about topic of text.

written down on strips of paper by teacher and placed in the “main idea can”) Pull story strips from can and place in sequentia l order. Retell story to a partner and discuss how these details connect to the main idea. Text

If You Bear Wants More Give a by Karma Wilson Moose a Muffin by Laura Joffe Numerof f

Dog School by Joseph Bruchac (Houghton Mifflin 1.2) McKayla, a Working Dog by Danyelle Payne

The Grouchy Ladybug by Eric Carle

If You Were a Verb by Michael Dahl

Ladybugs by Gail Gibbons

Slither, Slide, Hop and Run Reach for Reading (Elephant book)

What animals need (Reach for Reading)

Koalas by Sara Louise Kras

Giraffees (African Animal) by Catherine Ipcizade

Giraffees (African Animal) by Catherine Ipcizade

Assessment

Students will complete a graphic organizer listing key details in the correct sequence and noting the central message of the story.

Students will draw a picture story about a hungry animal of their choice, using words or sentences if able outlining a beginning, middle and end.



What is the animal?



Where does it find food and what does it eat?



How did the bear feel at the end of the story?

Students will compare and contrast Dog School and McKayala, A Working Dog by completing a Venn Diagram.

Students will write two characteristics about each text identifying fiction or nonfiction features.

Students will turn and talk about a synonym for verbs listed from the text. Students will change the verb in a sentence given by the teacher.

Students will write a sentence answering the question: What type of text is the book What Animals Need? Using the sentence frame The book What Animals Need is a _______ text because _____.

Students will name facts about koalas orally to be noted on a graphic organizer on chart paper.

Observing the illustrations from the text (whole group); have students describe similarities and differences between the illustrations and the text using a Venn Diagram.

Students will complete a graphic organizer in which they will identify the topic, generate a question, locate, write, and illustrate 3 relevant facts. Teacher will model an animal previously taught.

Voice Voice is the writer coming through the words, the sense that a real person is speaking to us and cares about the message. It is the heart and soul of the writing, the magic, the wit, the feeling, the life and breath. When the writer is engaged personally with the topic, he/she imparts a personal tone and flavor to the piece that is unmistakably his/hers alone. And it is that individual something–different from the mark of all other writers–that we call Voice. Vivid Voice Mini-Lesson—Animals have VOICE too! • Build background knowledge by talking about dogs and cats. Make a web of dog and cat characteristics. •Share the story, I am the Dog, I am the Cat. Discuss the differences in the voice of the dog and cat. •Students write similar version of the story using different animals. For example: “ I am a mouse. I love to scamper and eat cheese. Don’t try to catch me because I’m too fast.” Encourage students to show their animal’s voice in their piece. •Have students share their piece without telling the animal’s name, see if their classmates can guess their animal by listening carefully for its voice. Mentor Texts with Voice 

Cronin, D. (2003). Diary of a Worm.(H. Bliss, Illus.). New York: HarperCollins. The first in a series of hysterical journals, this one describes a worm’s life.



Black, I. M. (2009). Chicken Cheeks.(K. Hawkes, Illus.). New York: Simon & Schuster. Read this one aloud just for laughs. Then,

return to it as a mentor text for “list” books as it lists all the different kinds of animal rear ends. Observant readers will also notice the story of the two ants depicted in the illustrations. 

O’Malley, K. (2005). Once Upon a Cool Motorcycle Dude. (K.O’Malley, C. Heyer, & S. Goto, Illus.).Walker & Co.

A girl and boy tell a fairy tale to the class with two very distinct voices. 

O’Malley, K. (2010). Once Upon a Royal Superbaby. (K. O’Malley, C. Heyer, & S. Goto, Illus.).Walker & Co.

A girl and boy tell a story about a king and queento the class with two very distinct voice

Word Choice Word Choice is the use of rich, colorful, precise language that communicates not just in a functional way, but also in a way that moves and enlightens the reader. In descriptive writing, strong Word Choice resulting in imagery, especially sensory, show-me writing clarifies and expands Ideas. In persuasive writing, purposeful Word Choice moves the reader to a new vision of ideas. In all modes of writing figurative language such as metaphors, similes and analogies articulate, enhance, and enrich the content. Strong Word Choice is characterized not so much by an exceptional vocabulary chosen to impress the reader, but more by the skill to use everyday words well. Word Choice Mini-Lesson—Word Exchange One important aspect of writing is choosing precise words to communicate ideas to your reader. Each time you teach a vocabulary lesson, you are teaching young children about word choice. In addition, you strengthen students’word choice as you read aloud and discuss key words in the text. A quick and easy way to broaden your students’ writing vocabularies is to introduce them to different words in the morning message. EXAMPLE: Good morning smart students! (Possible responses: brainy, brilliant, clever, intelligent, sharp) It is cold outside today! (Possible responses: chilly, freezing, icy, frosty, bitter, frozen, arctic) Mentor Text to Model Word Choice—Painting a Picture With Words Cottin, M. (2006/2008). The Black Book of Colors.(R. Faría, Illus.). Berkeley, CA: Publishers Group West. Imagine for a moment how you would describe the color red to a person who is blind. In this groundbreaking book, Thomas describes colors using his senses of touch, taste, smell, or hearing. The illustrations are raised black line drawings on black pages and the written text is also translated into Braille. This book is a wonderful mentor text to model how writers paint a picture with words.

Science/Social Studies Unit 2

Social Studies

Social Studies and Science - Learning Standards / Concepts and Skills & Related Topics Related topics to be introduced with the corresponding Learning Standards / Concepts and Skills    

Spending and Saving Jobs/goods and services Volunteers Calendar/Seasons

Learning Standards United States Leaders, Symbols, Events and Holidays 1.5 Give reasons for celebrating the events or people commemorated in national and MA holidays. On a calendar for the current year, identify the month for Columbus Day and Veterans’ Day. (H,C,G) 1.6 Give reasons for noting the days that mark the changes in seasons. (G) Concepts and Skills Economics 9 Give examples of products (goods) that people buy and use. (E) 10 Give examples of services that people do for each other. (E) 11 Give examples of the choices people have to make about the goods and services that buy (e.g. a new coat, a tie or a pair of shoes) and why they have to make choices (e.g. because they have a limited amount of money. (E)

Science 1-LS3-1. Unit 2 A. Heredity: Learning Standards Inheritance and 1-LS3-1 Use information from observations (first hand and from media) to identify similarities and differences among individual Traits plants or animals of the same kind. Clarification Statements:

Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size. Inheritance, animals that undergo metamorphosis, or hybrids are not expected.

B.Performance Expectations: Make observations to construct an evidence based account that young plants, and animals are like, but not exactly like, their parents.

C.Essential Knowledge and Skills  Make and record observations to show that young plants are alike but not exactly like the parent plant  Use the evidence from observations to explain that young plants are like but not exactly like the parent plant D. Text Resources Science Materials- Science A-Z,K-2 Living/Nonliving, FOCUS Book, Babies and Parents, Process Activity ,Fruit Seeds, Disciplinary Core Ideas LS#.B Variation of Traits Science Materials- Science A-Z, K-2 Living/Nonliving, FOCUS Book, Babies and Parents,K-2 Plants, Roses Brainpop Jr. E.Vocabulary Compare Constrast Evidence-based Observations Record results F. Lesson Seeds Inquiry: How are young plants and animals like and not like their parents? First we defined what is an organism by doing the “Living and Nonliving Sort.” We learned that an organism is a living thing. G. Explorations Organism Sort Mealworm Exploration: What is living and nonliving? Nature Walk Animal Babies Activity Adult Organism and Offspring Sorting Cards H. Summative Assessment Compare and Contrast Assessment Journals Labs Multiple intelligences assessment collaborations

Grade One - Unit 3 - CHANGES 2016-2017 ELA

Guiding Question and Big Idea: How can things and people change? End of Unit Performance Task

After reading books about changes, write a story about a change you experienced including two detailed sequenced events, time cue words, and a sense of closure. The story will include well-chosen verbs and proper use of pronouns. The story will also include sentences noting feelings at the beginning and the end. (W.1.3, W.1.5, L.1.1d)

Lesson 1

Lesson 2

Lesson 3

Lesson 4

RI.1.8: Identify the reasons an author gives to support points in the text.

RI.1.3: Describe the connection between two individuals, events, ideas, or pieces of information in a text.

SL. 1.4: Describe people, places, things and events with relevant details expressing ideas and feelings clearly.

SL. 1.4: Describe people, places, things and events with relevant details expressing ideas and feelings clearly.

RL 1.4

Students will write how the main character of the text

Students will listen to a story and identify key words and phrases that

Standards

Objective

Students will explain how the author provides examples of causes and

Students will be able to distinguish between causes and effects of stormy

Students will identify the effects of wind.

Lesson 5

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Lesson 6

Lesson 7

Lesson 8

SL. 1.4: Describe people, places, things and events with relevant details expressing ideas and feelings clearly.

RI.1.2

RI.1.2

Identify the main topic and retell key details of a text.

Identify the main topic and retell key details of a text.

Students will identify events in the story that cause the character to

Students will identify key vocabulary associated with the life cycle of the butterfly.

L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships.

Students will identify the stages of the life cycle of a

Lesson 9

Lesson 10

W.1.2

W 1.5 With guidance and Writing support, focus informative/explanatory on a topic, texts in which they respond to name a topic, and questions and supply some facts, and suggestions provide some sense of from peers, closure. and add details to strengthen writing as needed.

Students will write about the life cycle of a butterfly using key vocabulary and transition words.

Students will identify and write about a change they have experienced.

effects of weather changes.

Duration of Lesson Text

weather.

2 sessions

1 session

How is the Weather Today? By Cheryl Ryan (Reading a-z)

The Storm By Ned Jensen (Reading a-z)

changed from the beginning to the end of the story.

1 session

specify feelings.

1 session

1 session

http://www.weatherwizkids.com Leo the Late The Wind Blew by Pat Hutchins Bloomer by Robert Kraus

The Way I Feel by Janan Cain

feel angry.

2 sessions

When Sophie gets angryReally, Really Angry by Molly Bang

butterfly.

1 session

1 session

1 session

1 session

From Caterpillar to Butterfly by Deborah Heiligman

From A Butterfly is Born Caterpillar Reach for Reading Text to (Giraffe book) Butterfly by Deborah Heiligman

An Egg is an Egg by Nicki Weiss

Day 1:

Read Aloud:

Read Aloud:

Read Aloud

From Caterpillar to Butterfly

Read Aloud:

(HoughtonMifflin big book theme 4)

Howard B Wigglebottom Learns its ok to back away by Howard Binkow Teacher Strategies

Traits of writing: Sentence Fluency The Wind Blew by Pat Hutchins

Identify key vocabulary: weather, Summer, Spring, Winter, Fall, weatherman, forecast Shared Reading: How Is the

Conventions Weather Leo the Late Bloomer

Today? From Reading a-z Model how

Identify key vocabulary: darker, flashes, loudly blows, father, wildly Shared Reading: The Storm From Reading a-z Teacher writes sentences on sentence strips, about

Read Aloud The Wind Blew by Pat Hutchins Cause and Effect: Discuss how the wind cannot be seen yet the effects of the wind can.

Read Aloud:

Read Aloud:

Leo the Late Bloomer by Robert Kraus.

The Way I feel by Janan Cain

Teacher will model how to identify one way Leo changed at the end of the story.

Teacher will model how to identify words or phrases that specify how we feel. (Word Choice)

When Sophie gets angryReally, Really Angry

By Deborah Heiligman

(ideas)

(Organization)

Class discussions on how the events of the story tell you how a character is feeling.

Read the informational piece together as a class. Identify and define key vocabulary; metamorphosis

Shared Reading:

A Butterfly is Born From Reach for Reading Text Caterpillar (Giraffe book) to Butterfly By Deborah Heiligman

Model: Naming the stages of the life cycle of

Model: Teacher will identify text features and note how the author uses labels to identify vocabulary and the stages of the life cycle of a butterfly.

An Egg is an Egg by Nicki Weiss (HoughtonMifflin big book theme 4) Model: Brainstorming ideas about changes they have experienced; noting on chart paper

Presentation When Sophie gets angryReally, Really Angry

the author provides examples of cause and effect through the changes in the weather. Teacher will make a chart with causes and effects of weather change. Questions How does the author help us to understand changes in weather? What does the author want us to understand about weather? Can you find the reason why the author thinks that ____?

the story. E.g.: Tim and Pam run into the house. The strong wind begins to blow. The teacher is modeling how to identify cause and effect relationship by explaining that “The strong wind begins to blow.” is causing “Tim and Pam run into the house.” The teacher glues sentence strips accordingly onto the TChart chart paper (prepared prior to) that reads Cause / Effect. The teacher continues with a few more examples done the same way from the text. Asking and

Teacher will ask students: Have you ever felt like Leo? Did it ever take you longer to learn something new compared to your friends?

Question: What words/phrases help you understand how the character is feeling? Day 2: Read Aloud Howard B Wigglebottom Learns its ok to back away Class discussions on how the events of the story tell you how a character is feeling. Question: What words/phrases help you understand how the character is feeling?

egg caterpillar molting chrysalis/pupa butterfly proboscis Model transition words First, Next, Then, Finally/Last and their use.

the butterfly using transition words.

Modeling writing a sentence about a change we have experienced.

taking student suggestions.

Student Strategies

Chorally read How Is the Weather Today? Reading a-z Students will discuss and share causes and effects of weather in each season.

Assessment

Students will write one sentence and respond to the following prompt: If the author were to write about today’s weather, what would she say?

Students will match cause and effect sentences from the story using a handout.

Students will complete a graphic organizer that depicts some of the effects of the wind.

Students will correctly match cause and effect sentences.

Students will complete a sentence stem naming how events change from the beginning of the story to the end of the story.

Partner Talk about different ways Leo changed throughout the story.

Students will brainstorm a list of words that specify feelings from the text.

Students will name events from the story and they made the character feel.

Students will complete a graphic organizer that identifies how Leo changed from the beginning to the end.

Students will choose a feeling word from text and complete a sentence frame describing a time when they felt that way.

Students will turn and talk with a partner identifying 2 events in the story that caused the main character to feel angry.

Students will complete the seven step vocabulary process with a word from the text.

Students will turn and talk using transition words to order the life cycle of the butterfly.

Student will turn and talk to a partner about the photographs from the text using key vocabulary and transition words.

Students will complete a vocabulary log with a word from the text.

Students will order the stages of the life cycle of a butterfly using pictures.

Students will complete a paragraph frame about the life cycle of the butterfly using key vocabulary and transition words.

Students will brainstorm ideas about changes they have experienced. Turn and discuss with a partner a specific change that they have experienced. Students will write a sentence identifying a change they experienced.

Sentence Fluency Sentence Fluency is the rhythm and flow of the language, the sound of word patterns, and the way in which the writing plays to the ear, not just to the eye. How does it sound when read aloud? That's the test. Fluent writing has cadence, power, rhythm, and movement. It is free of awkward word patterns that slow the reader's progress. Sentences vary in length, beginnings, structure, and style, and are so well crafted that the reader moves through the piece with ease. Sentence Fluency Mini-Lesson—AND-I-TIS I begin this mini-lesson by saying to the children, “Boys and girls I have a terrible disease that some writers get, it is called AND -I-TIS.” Then I share a piece of writing on the overhead (see below). I continue, “When writers get this disease they have a few options. First, they can cross out AND then replace it with a period or they can use ‘connecting words.’ Connecting words help build a bridge from one sentence to the next. Let’s make a list of connecting words to help us next time we have AND-I-TIS.” Mentor Texts to Hear Fluent Sentence Patterns Hip & Hop Don’t Stop! (Czekaj, 2010) A Few of My Favorite Song Picture Books Sing(Raposo & Lichtenheld, 2013) Take Me Home Country Road(Denver, 2005) There Was an Old Monster(Emberley, 2009) Download song at www.scholastic.com/oldmonste

Yesterday I went to my friend’s birthday party and we went to Chuck E. Cheese

and we played games and I won 300 tickets and we opened presents and we ate pizza and my friend blew out the candles and we ate chocolate cake and we had a marvelous time and we went home. It snowed yesterday so I called my friends and we went outside and played in the snow and we made a snowman and we made a fort and we had a snowball fight and we got cold and we went inside and we had hot chocolate and it was a fabulous.

Conventions The Conventions trait is the mechanical correctness of the piece and includes five elements: spelling, punctuation, capitalization, grammar/usage, and paragraphing. Writing that is strong in Conventions has been proofread and edited with care. Since this trait has so many pieces to it, it's almost an analytical trait within an analytic system. As you assess a piece for convention, ask yourself: "How much work would a copy editor need to do to prepare the piece for publication?" This will keep all of the elements in conventions equally in play. Conventions is the only trait where we make specific grade level accommodations, and expectations should be based on grade level to include only those skills that have been taught. (Handwriting and neatness are not part of this trait. They belong with Presentation.)

Mini-lesson: YO! Yes? by Chris Rashcka Students will gather on the rug area to view the Youtube video of “Yo! Yes?. Before playing the video the teacher will start by refreshing their memory of the conventions lessons they have had over the past few days. I’m about to show you a very fun video based on a book titled “Yo! Yes?” by Chris Rashcka, after we watch the video I am going to read you the book. While you are watching the video I want you to think of what we have learned the past few days about different types of punctuation marks that we use

in writing and use what you know to try and predict what types of punctuation this author used in his book. Once students have viewed the video and the book has been read to them the teacher will facilitate a discussion with them about what types of punctuation they think will be in the book. Ask them open ended questions to help them make connections and help them understand and reinforce the convention of punctuation such as “Did the the voices of the characters and the way they said the words in the video help you to predict what types of punctuation the author used in the book?” What different types of punctuation did you see used in that book?” “What do you think this book would be like if the author had not used the different types of punctuation?” “Do you think that knowing what the punctuation marks are and what they mean help us to read the book with better voice?” “Let’s talk about what the theme of this book is…what theme do you think the author is writing about in Yo! Yes?” Engagement: Now that we have seen the Yo! Yes? video and I have read you the book I’m going to separate you into small groups and we are going to act out the book. Some of you will play the role of the 1st boy, some of you will play the role of the 2nd boy and some of us are going to play the part of punctuation marks. Teacher divides the students into small groups, assigns them parts and walks around the room during the activity to help the groups execute the acting out activity. The teacher then gives the groups the opportunity to play their parts and act out the book in front of the rest of their classmates. Closure: Now that we have had the chance to see how the author Chris Raschka used different types of punctuation to enhance his writing it’s your turn to practice using exclamation points, question marks, periods and commas in your writing. There must be two characters in your story and there has to be dialogue between them. You must use the different types of punctuation we have learned about so far at least once in your book Mentor texts to teach conventions  The Exclamation Markby Amy Krouse Rosenthal 

Silent Letters Loud and Clearby Robin Pulver



The Case of the Incapacitated Capitalsby Robin Pulver



Happy Endings: A Story About Suffixesby Robin Pulver

Presentation Presentation combines both visual and textual elements. It is the way we exhibit or present our message on paper. Even if our ideas, words, and sentences are vivid, precise, and well constructed, the writing will not be inviting to read unless it follows the guidelines of Presentation. These include: Balance of white space with visuals and text, graphics, neatness, handwriting, font selection, borders, and overall appearance. Think about examples of text and visual presentation in your environment. Which signs and billboards attract your attention? Why do you reach for one CD over another? All great writers are aware of the necessity of Presentation, particularly technical writers who must include graphs, maps, and visual instructions along with their text. Presentation is key to a polished piece ready for publication.

Science/Social Studies Unit 3

Social Studies

Social Studies and Science - Learning Standards / Concepts and Skills & Related Topics Related topics to be introduced with the corresponding Learning Standards / Concepts and Skills  calendar/seasons/weather  then and now  communities Learning Standards United States Leaders, Symbols, Events and Holidays 1.5 Give reasons for celebrating the events or people commemorated in national and MA holidays. On a calendar for the current year, identify for the month for Thanksgiving. (H,C,G) Concepts and Skills History and Geography 1 Identify temporal sequences such as days, weeks, months, years, and seasons. Use correctly words and phrases related to time (now, in the past, in the future) and recognize the existence of changing historical periods (other times, other places). (H) 2 Place events in students own lives in chronological order. (H)

Science-Earth and Space Sciences

 Unit 3 A. Learning Standards

ESS1. Earth’s Place  1- ESS1-1 Use observations of the sun, moon, and stars to describe that each appears to rise in one part of the sky, appears to move across the sky, and appears to set. in the Universe B. Performance Expectations 1-ESS1-1. Use observations of the sun, moon, and starts to describe patterns that can be predicted . C. Essential Knowledge and Skills * Describe how day and night make a pattern *Explain the pattern of the sun’s motion in the sky *Predict the future pattern of the moon and sun in the sky *Describe when the moon is visible *Describe the pattern of the moon’s motion in the sky *Describe and explain whey and when you can see stars *Explain how people use star patterns. D. Text Resources

Science Materials- Science A-Z, K-2 Earth, Moon, and Sun Nonfiction Books; Modeling the Earth, Moon, and Sun , FOCUS BOOKS, , Shapes in the Night Sky, Shadows in Space The Sun, by Seymour Simon Sun Up, Sun Down, by Gail Gibbons Sweet Summer Sun, by Dee Smith A Rainbow of My Own, by Don Freeman E. Vocabulary Constellation Moon Observations Pattern Patterns Stars Sun

F. Lesson Seeds Use observations of the sun, moon, and starts to describe patterns that can be predicted. G. Explorations Day and Night Lesson- Venn Diagram This is what I see during the night/day Shadow Fun/ Shadow Hands My Buddy’s Shadow Sunrise/Sunset Chart Sun Fact…or Opinion?

H. Summative Assessment Write and illustrate various sun/day/night worksheet selections

Grade One - Unit 4 - Life Lessons 2016-2017

ELA Guiding Question and Big Idea: How can stories teach us life lessons? End of Unit Performance Task

After reading a variety of books about life lessons, the teacher will read the book, Jackie Robinson (First Biographies) by Lola M. Schaefer, using a graphic organizer, the students will identify the lesson of the story, write an example from the text, and a personal connection to the lesson learned from the text. W.1.2, W.1.3, RI.1.6, SL.1.5, SL.1.6

Standards

Objective

Lesson 1

Lesson 2

Lesson 3

RL1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

RL1.3 Describe characters, settings, and major events in a story, using key details.

RL1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

RF1.4 Read with sufficient accuracy and fluency to support comprehension.

Students will identify the central message or lesson of the story The Ant and the Grasshopper and relate the use of punctuation to the

Students will describe characters, key events, and the setting in a story.

Lesson 4

Lesson 5

Lesson 6

W1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details RF1.4 Read regarding with sufficient what accuracy and happened, use fluency to temporal support words to comprehension. signal event order, and provide some sense of closure.

L1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

RI1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Students will describe similarities between themselves and a character from a fable.

Students will be able to write a sentence using capital letters, punctuation, and proper spelling.

Students will order pictures in sequence labeling with time cue words.

Lesson 7 RI1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Lesson 8 RI1.7 Use the illustrations and details in a text to describe its key ideas. RI1.2 Identify the main topic and retell key details of a text. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic and provide some sense of closure. W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

L1.2b Use end punctuation for sentences.

Students will identify 3 facts about George Washington Carver.

Students will distinguish between information from pictures/illustrations and information provided by the words in a text.

Students will identify 2 facts on why Clara Barton is an important person in history. Students will identify the lesson learned and write a personal connection.

way a text should be read expressively.

Duration of Lesson Text

3 Sessions

1 Session

2 Sessions

“The Ant and the Grasshopper”

The Tortoise and the Hare

The Lion and the Mouse

Reading A-Z

by Janet Stevens

by Gerald Rose

2 Sessions

The Three Little Pigs by Paul Galdone The Little Red Hen by Jerry Pinkney

Teacher Strategies Traits of Writing: Ideas and organization The Ant and the Grasshopper”

Voice and organization The Tortoise and the Hare

2 Sessions

Howard B. Wigglebottom Learns to Listen

1 Session

1 Session

2 Sessions

George Washington Carver (First Biographies) by Martha E. Rustard

George Washington Carver (First Biographies) by Martha E. Rustard

Clara Barton (First Biographies) by Lola M. Schaefer

by Howard Binkow

Shared Reading:

Read Aloud:

Read Aloud:

Read Aloud:

Read Aloud:

Read Aloud

Shared Reading

Shared Reading

“The Ant and the Grasshopper” from Reading A to Z

The Tortoise and the Hare

The Lion and the Mouse by Gerald Rose

Day 1

Howard B. Wigglebottom Learns to Listen by Howard Binkow

George Washington Carver (First Biographies) by Martha E. Rustard

George Washington Carver (First Biographies) by Martha E. Rustard

Clara Barton (First Biographies) by Lola M. Schaefer

Introduce the key vocabulary: fable, moral. Explain that a fable is a short tale to teach a moral or lesson. Read aloud The Ant and the Grasshopper and ask students to identify the lesson or moral of the story. Questions: What is the problem? What did

by Janet Stevens The teacher will read aloud The Tortoise and the Hare. Model how to fill out the graphic organizer that contains the beginning, middle, end character, and lesson learned. Questions: What was the moral of the story? Add the lesson/moral

Review lessons learned in prior fables. Have students identify the moral of the story. Model how to identify a similarity between yourself and a character in a story. Add the lesson/moral learned by the characters to the lesson

Read aloud the story, The Three Little Pigs by Paul Galdone Retell the story The Three Little Pigs in the wrong order. Discuss the importance of retelling a story in the correct order by using the cue words first, then, last and beginning, middle, end.

Model thinking aloud about what is seen in the before and after pictures in the story. Teacher will use shared writing to write 2 sentences about how Howard’s behavior changed after he learned how

Model how to distinguish a fact from the book and identify if it is from the illustration or the text. Chart facts from the text as generated by students. Model how to record facts on the George Washington Carver: A Mini Biography sheet. Questions What did the pictures help us to understand? Did we find ___ in the words or from the

Model how to differentiate between information from the illustrations and information from the text using 2 different colored sticky notes. Key vocabulary: Historical, scientist, farmer, questions, peanuts, plants, biography Questions What did the pictures help us to understand? Did we find ___ in the words or from the

Model how to find facts in and informational text. Questions: Where was Clara Barton born? What did she like to do? Who did she help? How did she help them? What is she famous for?

Grasshopper learn at the end of the fable? Why was Ant concerned about having enough food for the winter? Model how to read with expression and fluency by rereading The Ant and the Grasshopper over the next few lessons. Questions/Prompts -Make your reading sound like the characters are talking? -Make your voice go up when you see the question mark at the end. -Make your voice go down when you see the period at the end. -Go back and reread when it doesn’t sound or look right. Choral read as a whole class and in small groups. Begin a chart of

learned by the characters to the lesson learned chart

learned chart

Day 2 Read aloud The Little Red Hen by Jerry Pinkney. Have students use puppets to retell the story using a time cue to tell their part of the story. Add the lesson/moral learned by the characters to the lesson learned chart

to follow the rules.

pictures?

pictures?

Why did the author include this picture?

Why did the author include this picture?

lessons/morals learned by characters in fables. Student Strategies

Assessment

Additional Resources

Partner Talk Students will discuss the moral of the story with a partner.

Reader’s Theater: monitoring groups listening for fluency.

Prior to reading, brainstorm why it is important to work hard. Students will identify times when they gave up trying to do something and times they didn’t give up.

Students will work in partners to complete a Tortoise and the Hare Graphic Organizer

Partner Talk Students will discuss the moral of the story with a partner. Brainstorm similarities between themselves and a character from a fable.

Students will choose one character from a fable and write how they are similar to that character.

Students will order pictures in sequence labeling with time cue words.

Partner Talk about what is seen in the before and after pictures from the story.

Student will retell the story to a partner using their picture story.

Write 2 sentences that describe the before and after of a picture from the book.

Students will order pictures in sequence labeling with time cue words.

Students will write 2 sentences, with appropriate punctuation, that describe the before and after of a picture from the book.

Student will retell the story to a partner using their picture story.

Partner Talk

Partners

Partners

While the teacher is reading the book students will turn and tell their partner when they hear a fact.

Students will use 2 colors of sticky notes to record information learned from the text and from the pictures.

Students will complete a graphic organizer noting 2 facts.

Students will complete a biography sheet about George Washington Carver by writing 3 important facts about him.

Students will write one fact they learned from the text and one fact they learned from the illustrations.

Students will identify lesson learned noting an example from the text and make a personal connection to the text.

Scott Foresman Social Studies Anthology George Washington Carver Pg.122-133

Scott Foresman Social Studies Anthology George Washington Carver Pg.122133

Scott Foresman Social Studies Anthology Clara Barton Pg.114115

Houghton-Mifflin Leveled Reader Theme 8 Week 3 George Washington Carver by Mary Taylor

Houghton-Mifflin Leveled Reader Theme 8 Week 3

Students will turn and talk to a partner about a time when they helped someone.

Restate important facts from the text

George Washington Carver by Mary Taylor

Science/Social Studies Unit 4

Social Studies

Social Studies and Science - Learning Standards / Concepts and Skills & Related Topics Related topics to be introduced with the corresponding Learning Standards / Concepts and Skills  Inventors/Inventions  Transportation Learning Standards United States Leaders, Symbols, Events and Holidays 1.5 Give reasons for celebrating the events or people commemorated in national and MA holidays. On a calendar for the current year, identify for the month for Martin Luther King, Jr. Day and President’s Day. (H,C,G) Individuals, Families and Communities 1.7 After reading and listening to folktales, legends and stories from America (Johnny Appleseed, Paul Bunyan, Davy Crockett, John Henry and Annie Oakley)and from around the world (Anansi, Issun Boshi, the Knee High Man, Lon Po Po, and Medio Pollito), describe the main characters and their qualities. (H) 1.8 (Part) After reading or listening to stories about famous Americans of different ethnic groups, faiths, and historical periods, (Neil Armstrong, Cesar Chavez, Thomas Edison, Roberto Clememte, Bill Gates, and the Wright Brothers) describe their qualities and distinctive traits.

Science

Unit 4

Unit 4ESS.1 Earth’s Place in the Universe

A. Learning Standards 1-ESS1 -1 Use Observations of the sun, moon and stars to describe patterns that can be predicted. Classification Statement: Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, ands set, and stars other than our sun are visible at night but not during the day.

B. Performance Standards Use observation of the sun, moon, stars, to describe patterns that can be predicted. .

C. Essential Knowledge and Skills    

Describe how day and night make a pattern Explain the pattern of the sun’s motion in the sky Predict the future pattern of the moon and sun in the sky Describe when the moon is visible

   

Describe the pattern of the moon’s motion in the sky Describe and explain why and when you can see stars Explain how people use star patterns

D. Text Resources Science Materials-Science A-Z K-2 Weather Nonfiction Book- Earth’s Seasons K-2 Earth, Moon, and Sun Focus Book Seasons and Sunlight Kitten’s First Full Moon by Kevin Henkes The Moon Book by Gail Gibbons The Moon by Michael Carlowicz The Sun and the Moon by Carolyn Cinami Decritofano

Brain Pop Jr. E. Vocabulary Constellations Moon Observations Pattern Stars sun

F. Lesson Seeds Use observations of the sun, moon and stars to describe patterns that can be predicted

G. Explorations The Changing Moon Lesson- Read Aloud- Papa, Please Get the Moon for Me by Eric Carle The Changing Moon Observation Booklet The Changing Moon Classroom Observation Journal Moon Phase Demonstration Oreo Cookie Moon Phases Reflection on the “The Changing Moon Observation” The Changing Moon Classroom Journal

The Sun, Earth and the Moon Model Moon…. Fact or Opinion? Why does the moon change shape? Demonstrating knowledge through writing Creative writing- make a new planet Creative writing- Do you believe in life on other planets? Explain your answer Creative writing Do you want to be an astronaut? H. Summative Assessments Writing –reflective writing A. Learning Standards 1-ESS1-2 Seasonal patterns of sunrise and sunset can be observed, described, and predicted B. Performance Expectations Make observations at different times of the year to relate to the amount of daylight to the time of year. Classification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring and fall. C. Essential Knowledge and Skills *Describe the pattern of the seasons *Conclude that each season happens once a year * Explain how daylight changes with the seasons *Predict how sunrise and sunset will change form one day to the next D. Text Resources Amazing Pictures and Facts About the Sun: The Most Amazing Fact Book for Kids About the Sun, by Mina Kelly Day and Night, By Teddy Newton Youtube video- what Makes Day and Night by Ophelia Baker Day and Night

D. Vocabulary Autumn Daylight Observe/observation Pattern Season Spring Summer Sunrise Sunset Winter rotate

E. Lesson Seed Make observations at different times of the year to relate the amount of daylight to the time of the year. F. Explorations Daylight videos Daylight vocabulary Daylight Sun and Earth Model Sunrise/Sunset Chart Daylight Graph Good Night, Moon Book and lessons Good Night Moon Observations Animal Constellation Moon Movement Lesson Moon Movement Observations –Lab Creative writing Poetry G. Summative Assessment Day/Night writing prompt

Grade One - Unit 5 - AMERICAN CONTRIBUTIONS 2016-2017 ELA

Guiding Question and Big Idea: How does learning about remarkable people help us learn about history?

End of Unit Performance Task

Lesson 1

Performance Assessment: After reading several books about American Contributors, students will write an opinion piece including three reasons why they are important by responding to the prompt, “I think ______ is a great American Contributor because…….” (W.1.1)

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Lesson 7

Lesson 8

Lesson 9

Lesson 10

Objective

The students will ask and answer question s about the life of George Washin gton

The students will write one or two sentences naming two facts about George Washington

The students will ask and answer questions about the life of Abraham Lincoln

The students will write one or two sentences naming two facts about Abraham Lincoln

Students will compare and contrast 2 texts on the same topic

Students will apply knowledge of Presidents to write an opinion piece and answer the question, “If I were President I would…”

Students will use the text to ask and answer questions about the American Flag and Betsy Ross.

Students will use the text to ask and answer questions about Susan B. Anthony and how she changed history.

Students will use the text to ask and answer questions about Rosa Parks and how she changed history.

Students will write an opinion piece by responding to prompt: “I think __________is a great American Contributor because…”

Focus Standard

SL 1.3:

RI.1.7

RI.1.7

RI.1.9

S.L 1.3:

S.L 1.3:

Use the illustrations and details in a text to describe its key ideas.

Use the illustrations and details in a text to describe its key ideas.

Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

W1.1: Write opinion pieces in which students introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

S.L 1.3:

Ask and answer question s about what a speaker says in order to gather addition al informa tion or clarify

SL 1.3: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

W1.1: Write opinion pieces in which students introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

W.1.8 With guidance and support from adults, recall information from experiences or

W.1.8 With guidance and support from adults, recall information from experiences or

somethi ng that is not underst ood.

gather information from provided sources to answer a question.

gather information from provided sources to answer a question.

Duration of Lesson

1 lesson

1 lesson

1 lesson

1 lesson

2 sessions

Text

A Picture Book of George Washin gton by David Adler

George Washington (First Biographies Presidents and Leaders)

A Picture book of Abe Lincoln by David Adler

Abraham Lincoln (First Biographies Presidents and Leaders) by Barbara Knox

President’s Day By David F. Marx

Read Aloud:

Shared Reading:

Shared Reading:

Day One:

Read Aloud:

Shared Reading:

Shared Reading:

Read Aloud:

A Picture Book of George Washin gton by David Adler

George Washington (First Biographies Presidents and Leaders)

Shared Reading:

If I Were President by Catherine Stier

Betsy Ross: The Story of our Flag by Pamela Chanko

Day One:

With support from students, teacher will create a Venn diagram about the first flag created and our current flag.

Susan B. Anthony: Fighter for Woman’s Rights By Carol Ghiglieri

Rosa Parks: Bus Ride to Freedom By: Pamela Chanko

Teacher Strategies Traits of writing: Word choice The Black Book of Colors Conventions If I Were President

Teacher will review key vocabul ary Teacher will start a

2 sessions

If I Were President by Catherine Stier

By Barbara Know

Model: How to list facts using the information collected from the KWL chart

A Picture book of Abe Lincoln by David Adler Teacher will start a KWL chart about Abraham Lincoln Model: How to add facts from the story to the KWL chart

Abraham Lincoln (First Biographies Presidents and Leaders) by Barbara Knox Model: How to list facts using the information collected from the KWL chart from yesterday. After students list facts about

Betsy Ross: The Story of our Flag by Pamela Chanko

ScholasticEasyR eaderBiography_ BetsyRoss_The_ Story_of_Our_Fl ag

By Barbara Know

Read Aloud:

1 session

President’s Day By David F. Marx Teacher will review the KWL for George Washington and Abe Lincoln. After students read the text, teacher will use a different color marker to

Teacher will read the text calling to attention of the responsibilities of the President. Teacher will assist students in creating a list of the responsibilities. Day Two: Teacher will model how to write an opinion

Key Vocabulary: colony, flag, chore, official, sketch, supplies, upholsterer

1 session

Susan B. Anthony: Fighter for Woman’s Rights By Carol Ghiglieri ScholasticEasyRead erBiography_SusanBAnthony_Fi ghter_for_Woman’s _Rights

Teacher will read above text and model how to identify relevant information to complete a graphic organizer about her character traits or a timeline about her life. Suggested question: What would life be

1 session

Rosa Parks: Bus Ride to Freedom By: Pamela Chanko

6 sessions

Previously read text from unit

ScholasticEasy ReaderBiograph y_RosaParks_Bu s_Ride_to_Free dom

Teacher will read above text and model how to identify relevant information to complete the attached graphic organizer about her character traits or a timeline about her life.

Day One: Prewriting: teacher will model how to use a teacher created graphic organizer to brainstorm reasons to support their opinion of who was a great American Contributor. Day Two: Writing a draft: teacher will model how to create topic sentence, supportive

KWL chart about George Washin gton Model: How to add facts from the story to the KWL chart

from yesterday.

Abraham Lincoln, add any additional facts to the KWL chart.

After students list facts about George Washington, add any additional facts to the KWL chart.

add what students learned about George Washington and Abraham Lincoln to the KWL chart, (also underline facts that were heard again). Day Two: Model:

piece using the prompt, supplying a reason, and providing a sense of closure.

like today if Susan B. Anthony hadn’t followed her passion? Key Vocabulary: arrested, convention, equal, passionate, property, rights, election, timeline

Sample questions: What changes would you make as the President of the United States? What could you do to help others?

How to compare similarities and differences between two texts using the cover of the two texts.

Suggested question: Describe how Rosa Parks must have felt as she was on the bus, and how she felt after the event? How would you feel if you were on the bus with Rosa Parks? What would you have done? Key Vocabulary: arrested, boycott, civil rights, trial, equally, segregate, Supreme Court

(using President’s Day and the picture books of Abraham Lincoln or George Washington)

reasons, and a closing sentence from the graphic organizer. Day Three: Revising: teacher will model how to add detail to their writing by adding more descriptive words. Day Four: Editing: teacher will model how to check for proper conventions and spelling in previously written sentence. Day Five & Six: Publish/Illustrat e and Share: teacher will model how to rewrite paper for publishing making sure to use corrections from previous day, and modeling best handwriting. Teacher will also model how to connect writing to illustration.

Student Strategies

Before Reading :

Shared Reading:

Before Reading:

Shared Reading:

Students will

Students will

Students will

Shared Reading:

Students will brainstorm ideas of responsibilities

Students will compare and contrast the

Partner Talk:

Partner Talk:

The students will ask and answer

The students will ask and

Day One: Partner Talk: students will discuss with

Student s will turn and talk to a partner to share a question about what they want to know about George Washin gton. After Reading : Student s will turn and talk to a partner to share one thing they learned about George Washin gton.

work with a partner to list facts from the text using a graphic organizer.

turn and talk to a partner to share a question about what they want to know about Abraham Lincoln. After Reading: Students will turn and talk to a partner to share one thing they learned about Abraham Lincoln.

work with a partner to list facts from the text using a graphic organizer.

Day One: President’s Day By David F. Marx Students will read with a partner for the purpose of discovering new facts to add to the KWL (use different color, also underline facts that were heard again). Day Two: Students will complete a Venn diagram with a partner to note the similarities and differences between 2 texts.

of the President as shared in the above text.

Partner Talk about different things they would do if they were the President of the United States.

American Flag as it is and was.

questions about the impact of Susan B. Anthony’s contribution to our country.

answer questions about the impact of Rosa Parks’ contribution to our country.

a partner an American Contributor they feel is great and why. Students will then brainstorm reasons to support their selection of the great American Contributor. Day Two: Students will use their graphic organizer to write topic sentence, support, and closure. Day Three: With a partner, students will share their writing and ask partner for support by adding descriptive words. Day Four: Students will check their own paper for correct conventions and spelling. Students will then have another student check their paper—peer revisions. Day Five and Six: Students will

publish paper, create illustration that connect to written work, and share their final writing piece. Assessment

Student s will share a fact to add to the KWL chart.

Student will write two complete sentences noting two facts about George Washington.

Students will share a fact to add to the KWL chart.

Student will write two complete sentences noting two facts about Abraham Lincoln.

Students will complete a Venn diagram with a partner to note the similarities and differences between 2 texts.

Students will write an opinion piece answer the prompt, “If I were Presidents, what would I do?”

Using their Venn diagram, students will write a similarity and a difference between the two flags.

Students will write about the character traits of Susan B. Anthony or complete the timeline.

Students will write about the character traits of Rosa Parks or complete the timeline

Scholastic_Charact er_Map

Scholastic_Char acter_Map

Scholastic_Sequenc ing_Timeline

Scholastic_Sequ encing_Timelin e

Students will write an opinion piece by responding to prompt: “I think __________is a great American Contributor because…”

Mentor Text to Model Word Choice—Painting a Picture With Words Cottin, M. (2006/2008). The Black Book of Colors.(R. Faría, Illus.). Berkeley, CA: Publishers . Group West. Imagine for a moment how you would describe the color red to a person who is blind. In this groundbreaking book, Thomas describes colors using his senses of touch, taste, smell, or hearing. The illustrations are raised black line drawings on black pages and the written text is also translated into Braille. This book is a wonderful mentor text to model how writers paint a picture with words Science/Social Studies

Unit 5

Social Studies

Social Studies and Science - Learning Standards / Concepts and Skills & Related Topics Learning Standards United States Leaders, Symbols, Events and Holidays 1.1 On a map of the United States locate Washington, D.C and identify if as the capital of the United States of America; locate Boston and identify it as the capital of Massachusetts. (G) 1.2 Identify the current president of the United States, describe what presidents do, and explain that they get their authority from a vote by the people. (H,C) 1.3 Identify and explain the meaning of American National Symbols. (H,C) A. The American Flag B. The Bald Eagle

C. The White House D. The Statue of Liberty 1.4 Demonstrate the ability to recite the Pledge of Allegiance, and explain its general meaning, and to sing national songs such as America the Beautiful, My Country, Tis of Thee, God Bless America and the Star Spangled Banner and explain the general meaning of the lyrics. (H,C) 1.5 Give reasons for celebrating the events or people commemorated in national and MA holidays. On a calendar for the current year, identify the month for Patriots Day. (H,C,G) Individuals, Families, and Communities 1.8 (Part) After reading or listening to stories about famous Americans of different ethnic groups, faiths, and historical periods (Thurgood Marshall, Sacagawea, Jonas Salk, Harriett Beecher Stowe, Clarence Thomas, Booker T. Washington) describe their qualities and distinctive traits. (H,C)

Science PS4. Waves and their applications in Technology for Information Transfers

Unit 5 A. Learning Standards Science- Physical Science

1-PS4-1. Demonstrate that vibrating materials can make sound and that sound can make materials vibrate. Classification Statements Examples of vibrating materials that make sound and that sound could include tuning forks, a stretched string or rubber band, and a drum head. Examples of how sound can make materials vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating fork.

B. Performance Expectations 1-PS4-1 Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. C. Essential Knowledge and Skills *Explain that vibrating matter can make a sound. *Demonstrate that sound can make matter vibrate. D. Text Resources

Science Materials Science A-Z K-2 Energy Nonfiction Book/ FOCUS Book Sound of Drums

E. Vocabulary

Communicate Change Vibrate Pitch Device Design F. Lesson Seeds Inquiry: How does sound begin when something vibrates? How does vibrating matter make sound? Can size and shape effect sound? Brainstorm and chart the many ways people communicate. Keep referring back to the anchor chart. “Ways people Communicate” during the unit. Add to it when possible. Begin the learning what sound is. We will use books and videos as a basis for discussions. G. Explorations: Video on sound waves Guess that sound investigation-lab Create a list of words that describe sound Sound : A first Look United Streaming Sound Scavenger Hunt “Feel the Sound” Investigation The Bear Growl Sound Effects/Sound Waves Sound is Vibration Bottles and Water Exploration Paper Cup Telephones Kazoos! Race Care cups H. Summative Assessment Assessment- What do you know? Physical Science Waves and Their Applications in Technologies for Information Transfer

A. Learning Standards 1-PS4-2 Waves and their Applications in Technologies for information transfer B. Performance Standards Make observations to construct an evidence-based account that objects can be seen only when illuminated. Conduct an investigation to determine the effect of placing materials that allow light to pass through them, allow only some light through them, block all light, or redirect light when put in the path of a beam of light. C. Essential Knowledge and Skills *Identify that light makes it possible to see objects *Recognize that objects that give off light can be used to help us see (source of light) *Classify the sun as an object that gives off its own light D. Text Resources Day Light, Night Light: Where Light Comes From by Franklyn M. Braqnley Fire Flies by Julie Brinckloe All About Light by Lisa Trumbauer Sound, Heat and Light : Energy at Work by Melvin Berger Peppe the Lamplighter by Elisa Bartone E. Vocabulary dark evidence-based illuminate light observations F. Lesson Seeds Inquiry: What are our sources of light? What things produce light and what doesn’t? How can objects be seen when light illuminates them? What objects give off their own light? G. Explorations Brainstorm as a class and create a chart on “ Things that Produce Light and Things that Don’t Produce Light” Day Light, Night Light: Where light comes from Fire Flies by Julie Read

United Streaming-Vibrations and Waves United Streaming- The Language of Science : Physical Science K-2: Sound, Light, and Color Light Sources Read aloud All about Light by Lisa Trumbauer H. Summative Assessment What produces Light? Informal observations Science Journal labs

A. Learning Standards 1-PS4-3 Waves and Their Application in Technologies for information Tranfer C. Performance Standards Plan and conduct an investigation to determine the effect of placing objects with different materials in the path of a beam of light. D. Essential Knowledge and Skills *Recognize that objects can be seen only when there is light (illuminated) * Define that a clear object will allow light through * Describe materials that allow only some light to pass through them *Describe materials that block all light *Describe how some materials redirect a beam of light E. Text Resources Science Materials, Science A-Z, K-2 Light, Nonfiction Books, FOCUS Books, Stained Glass,Fun House Mirrors, Concept Book/Quick Reads, Shadows Change Shape Light Shadows, Mirrors, and Rainbows by Natalie Rosinsky F. Vocabulary Beam of light Clear Effect

Investigations Light Reflect Shadow Translucent Transparent G. Lesson Seed Inquiry How can light be transparent, translucent, or opaque? How does light reflect? H. Explorations Read aloud Light Shadows, Mirrors, and Rainbows by Natlie Rosinsk Shadow Animals Activity-Exploring Opaque Objects Light Travels Activity: Transparent, Translucent, Opaque Reflecting Mirrors Activity Bending Light Activity I. Summative Assessment Science Journals, Labs Assessment document

Grade One - Unit Six - Around the World with a Glass Slipper

2016-2017

ELA Guiding Question and Big Idea: What Can Versions of The Same Story Teach Us About Different Cultures?

End of Unit Performance Task

After reading a variety of Cinderella books, students will write an opinion piece that states the title of their favorite Cinderella story, justifies their opinion, and provides a sense of closure. W.1.1, W.1.6

Lesson 1 MA.8.A Identify characteristics commonly shared by folktales and fairy tales.

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Lesson 7

RL.1.9 Compare and contrast the adventures and experiences of characters in stories.

RL.1.9 Compare and contrast the adventures and experiences of characters in stories.

RI.1.1: Ask and answer questions about key details in the text.

RI.1.9: Identify basic similarities in and differences between two texts on the same topic.

RL.1.9 Compare and contrast the adventures and experiences of characters in stories.

L.1.5d. Distinguish shades of meaning among verbs differing in manner and adjectives differing in intensity.

Students will compare and contrast characters and story elements from fairy tales by using a Venn diagram.

Students will compare and contrast characters and story elements from fairy tales by using a compare and contrast organizer.

Students will ask and answer questions about Mexico by completing a KWL chart.

Students will compare and contrast key details about Mexico and Spain by completing a Venn diagram.

Students will compare and contrast characters and story elements from fairy tales by using a compare and contrast organizer.

Students will generate a list of synonyms for a given verb or adjective from the text.

Standards SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Objective

Students will describe the characteristics of a fairy tale by confirming predictions with illustrations to clarify ideas.

Duration of Lesson

1 session

1 session

3 sessions

1 session

2 sessions

2 sessions

1-2 sessions

Teacher Strategies

Before text:

Review the Cinderella Chart.

Day 1

Teacher will guide students in making a class KWL chart about Mexican culture. Teacher records responses on a class chart.

Day 1

Day 1

Shared Reading

Teacher will guide students in making a class KWL chart about Spanish culture. Teacher records responses on a class chart.

Review the Cinderella Chart

Prince Cinders by Babette Cole

Read aloud:

Teacher adds to the Cinderella Chart.

Traits of writing: Voice and organization Prince cinders

Class discussion predicting the elements of a fairy tale. Read aloud Cinderella by Sarah L. Thompson Suggested questioning: “When did this story happen?”

Voice and sentence fluency Cinderalla Pinguin

“Is it fiction or non-fiction, why?” “What was a lesson/moral in the story?” “What were the characters like in this story?”

Read aloud Cinderella Penguin or the Little Glass Flipper by Janet Pearlman

Review the Cinderella Chart Read aloud: Adelita, a Mexican Cinderella Story by Tomie DePaulo

Suggested questioning:

Suggested questioning:

“Who is telling the story?”

“What is the setting? What country do you think this happening in?”

“What is the setting? When did it happen?” “Who were the good characters?”

“Describe the characters and their culture.”

“Who were the evil characters?”

Teacher adds to the Cinderella Chart.

“What were the magical parts of the story?”

Day 2:

common elements of fairy “What was the problem and the tales solution?” Post Read Aloud: Teacher adds to the Cinderella Teacher models Chart that was how to identify started on Lesson the 1 as a closure to characteristics of day 1. the fairy tale

Review Chart and lead a class discussion about the similarities and differences between the two stories. Model identifying similarities and differences with the characters of Adelita and Cinderella.

Shared Reading Rookie read-about geography Mexico by David F. Marx Suggested questions helping students make connections to Adelita: “What kinds of things do they eat in Mexico?” “What types of things are popular at festivals?” Key Vocabulary Captions Weaving Culture Maize Folk Dancing

Shared Reading True Book Spain by Martin Hintz Day 2

Cinderella/Cenicienta By Francesc Boada “What is the setting? What country do you think this happening in?”

Teacher models identifying similarities and differences between the two texts.

“Describe the characters and their culture.”

Suggested questions helping make connections to the informational text about Mexico.

Day 2:

“What kinds of information did both books tell us?” “What things only happen in Spain? Mexico?” Teacher models using a Venn diagram to write one similarity and one difference

Teacher adds to the Cinderella Chart. Review Chart and lead a class discussion about the similarities and differences between this story and Adelita. Model identifying similarities and differences with the characters of Adelita and Cenicienta

Teacher models selecting a verb or adjective from the text and generating a list of synonyms. Example: big-large, gigantic, enormous… Teacher models rewriting a sentence with a different verb or adjective. The teacher will provide students with a sentence from the text with targeted words underlined for students to replace with a synonym. (e.g. Prince Cinders got big and hairy, all right.)

from Cinderella using the graphic organizer. Teacher starts Cinderella Chart: Title, setting, characters good/evil, magical parts, problem solution. Key Vocabulary Elements, setting, good characters, evil characters, magical parts, conflict, and conclusion.

Student Strategies

Before text: Group or partner work to draw or list the characteristics they think are in a fairy tale. Post text: Clarify the characteristics of Cinderella through illustrations and labels by completing the Elements of a Fairy Tale graphic

between the texts.

Review Chart and lead a class discussion about the similarities and differences between the two stories. Model identifying and labeling the Venn diagram and adding one similarity and one difference for each story. Key Vocabulary: Compare, contrast, similarities, and differences. Generate ideas with partners about the similarities and differences. Write similarities and differences using the Venn diagram.

Day 1 Partner talk to identify the elements of the fairy tale to help fill out the Cinderella Chart.

Partner talk/questioning to generate ideas, questions and key details from the text for the KWL chart.

Day 1 Partner talk/questioning to generate ideas, questions and key details from the text for the KWL chart.

Day 2

Day 2

Generate ideas with partners about the similarities and differences.

Students will write a similarity and difference between the texts on a Venn diagram.

Write similarities and differences using the compare and contrast characters

Partner talk to identify the elements of the fairy Partner talk to identify tale to help fill out the the elements of the Cinderella Chart. fairy tale to help fill out the Cinderella Chart. Help teacher generate a list of synonyms for the Day 2 given adjective or verb. Generate ideas with The students will repartners about the write a sentence from similarities and the story by replacing differences. one of the underlined Write similarities and words with an differences using the appropriate synonym. compare and contrast characters organizer. Day 1

organizer.

Text Resource

Cinderella by Sarah L. Thompson

organizer.

Cinderella Penguin or the Little Glass Flipper by Janet Perlman

Adelita: A Mexican Cinderella Story by Taomi De Paulo

Rookie ReadAbout Geography Mexico By David F. Marx

Spain (True Books) By Martin Hintz

Cinderella/Cenicienta by Francesc Boada

Prince Cinders by Babette Cole

Students compare and contrast the two stories using the compare and contrast organizer.

Students re-write a sentence from the story by replacing the underlined word(s) with an appropriate synonym.

Day 2 comparison: Rookie Read-About Geography Mexico By David F. Marx

Assessment

Students will identify the elements of the fairy tale Cinderella by using the graphic organizer.

Students compare and contrast the two stories using the Venn Diagram.

Students compare and contrast the two stories using the compare and contrast organizer.

Students complete a KWL chart about Mexico (whole group).

Day 1: Students complete a KWL chart about Spain (whole group). Day 2 Students compare and contrast Mexico and Spain on the Venn Diagram.

Science/Social Studies Unit 6

Social Studies

Social Studies and Science - Learning Standards / Concepts and Skills & Related Topics Related topics to be introduced with the corresponding Learning Standards / Concepts and Skills  Land forms/water Learning Standards United States Leaders, Symbols, Events and Holidays 1.5 Give reasons for celebrating the events or people commemorated in national and MA holidays. On a calendar for the current year, identify for the month for Memorial Day, Flag Day and Independence Day. (H,C,G) Concepts and Skills 4 Describe a map as a representation of a space, such as the classroom, the school, the neighborhood, town, city, state, country, or world. (G)

5 Identify cardinal directions, (north, east, south, west) and apply them to maps, locations in the classroom, school, playground, and community. (G) 6 Define and locate the North and South Poles and the equator. (G) 7 Define and give examples of a continent, mountain, river, lake and ocean. (G)

Science

Physical Science PS4. Waves and Their Applications in Technology for Information Transfer

A. Unit 6 1-PS4-4 Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Clarification Statement: Examples of devices could include a light source to send signals B. Performance Expectations C. Essential Knowledge and Skills  Describe how people communicate in many different ways  Identify devices that enable communication over long distance  Observe and record evidence that information can be communicated using various devices  Design and build a device that uses light or sound that solves the problem of communicating over a distance  Test and revise devise based on results and feedback D. Text Resources Keep the Light Burning Abbie- Reading Rainbow E. Vocabulary Communication Device Devise Information Light Revise Sound test F. Lesson Seeds

Inquiry: How do people use sound and light to communicate? G. Explorations 1.First we look back at the chart lists “How People Communicate” Add to the list if possible. You can identify the ways that use sound and the ways that use light to communicate.Ansah2. Reading Rainbow: Keep the Light Burning, Abbie 3. Youtube Video: Talking drums with Kwame Ansah-Brew 4. 10 Greatest inventors (Youtube) Show students the drawings and diagrams that these inventors used 5. Design and build a device that uses sound or light to communicate. H. Summative Assessment Communication Device Reflection Rubric for Communication Device

A. Learning Standards 1.K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change that can be solved by developing or improving an object or tool. 1. K-2ETS1-2 Generate multiple solutions to a design problem and make a drawing (plan) to represent one or more of the solutions. B. Performance Standards C. Essential Knowledge and Skills D. Text Resources Three Little Pigs Book E. Vocabulary Evidence based Compare Contrast Information Gather

Design Multiple solutions F. Lesson Seeds Three Little Pigs STEM Design Challenge and Standards Connection Can your team design and build a house that the big, bad wolf cannot blow down? G. Explorations A New bed for Goldilocks- STEM design challenge Three Little Pigs STEM Challenge