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McKinney ISD Instructional Planning Guide – Reading & Writing 3rd Quarter 2012-13 Grade Level- 1st

Week 1 Reading: Reading is Thinking- Jan Brett Stories

ELAR TEKS: Student Expectations ELL Resources Assessment/ ProductEnduring Understandings-

Essential Questions

4. a confirm predictions with text evidence

4. b Ask questions/ clarify /locate facts for comprehension

5 Maintain fluency

ELPS:

1c – Use strategic learning techniques to acquire basic vocabulary4k – Demonstrate comprehension and expand reading skills by employing analytical skills.

Istation Enduring Understandings:

Language is intentional – a tool for processing and communicating one’s ideas about the world.

Essential Question:

How do authors use text structure to convey meaning?

Science & Social Studies Integration Web 2.0 Tools/ Apps Vocabulary

hatmittenbabysnowfriends

ELEMENTARY ELAR IPG


E2, E3, E4-SAMPLE LESSONS: Week1 Reading – Reading is Thinking

Day 1

Predict

E2- Read Aloud:Gingerbread Friends by: Jan Brett

E3- Tell the students that this story is about the Gingerbread Baby. He sets out to find a friend that is just his size but he ends up on a great adventure. Read the first page to students and ask them to make some predictions about the story based upon what they already know.Before reading the very last page, invite students to predict what the Gingerbread Baby might find at the top of the stairs. Encourage them to think deeply about what the baby has been looking for and what he might be most excited to find. Invite students to share their predictions.

Making Predictions: to make a smart guess about what will happen next based upon reading cues.

Make an anchor chart that lists all of the student’s predictions so that you can go back and check off any that actually happen in the story.

E4- After you read and discuss the story with students. Remind students that the Gingerbread Baby speaks in a rhyming verse:“I’m the Gingerbread Baby, Happy as can be, Until Mattie goes out, Then it’s lonely here for me.”Ask students to create a gingerbread baby out of construction paper AND to make a friend for him or her. (We will use this gingerbread baby as a story starter in writing today.

Day 2

Predict

E2- Read Aloud:The Three Snow Bears by: Jan Brett

E3- Tell the students that this story is a twist on the classic story “Goldilocks and the Three Bears”. When Aloo-ki loses her sled dogs, her search for them leads her to an igloo. She can’t resist peeking inside, and then she can’t resist the smell of something delicious…Ask students to make some predictions about what they think will happen in this story variant. Post their predictions on a piece of chart paper for all to see.

Making Predictions: to make a smart guess about what will happen next based upon reading cues.

Make an anchor chart that lists all of the student’s predictions so that you can go back and check off any that actually happen in the story.

E4- Invite the students to draw a picture of the three polar bears and to put themselves in the picture. We will use this picture as a story starter in writing today. Ask students to label the three bears and themselves.


Day 3

Predict

E2- Read Aloud:Berlioz the Bear by: Jan Brett

E3- Tell the students that this story is about a bear and his orchestra who are going to play in a gala ball in the village square at 8:00p.m. when the Berlioz the bear drives the bandwagon into a deep hole in the road. Many friends come by to try to help, however many of them cannot help.

E4- Ask students to try to make some predictions about whether or not the group can get their bandwagon out of the hole and who can make that happen. You may want to make an anchor chart OR this time allow students to write their predictions on a piece of paper and give them to you to read at the end of the story. (students love this because it is a bit of a mystery!)

Allow students time to sit elbow to elbow, knee to knee with a partner to discuss the sequence of the story.

Day 4

Story Element:

Plot

E2- Read Aloud:The Mitten-Jan Brett

E3- Remind students that yesterday we reviewed the comprehension skill of making predictions as we read. Tell them that today we will review the comprehension skill of identifying the plot of the story. Ask for volunteers to explain what the plot of a story is.

Plot: the arrangement of ideas or events that make up a story.

Tell them that as you read the story today that you want them to be thinking about the plot of the story. Show them the book and read the title. Stop at several points in the book and have student volunteers tell what has happened so far in the story. When you are done reading have students turn and tell a friend about the plot of the story. Have students dictate the plot to you as you write it on chart paper. You will revisit it tomorrow.

E4- Ask students to write out the sequence of events that make out the plot of this story. Students should use a piece of manila paper to write out the plot and the details from this story:

E2-Read Aloud:

Plot:

EMB


Day 5

Plot

The Hat-Jan Brett

E3- Remind students that we are reviewing skills and strategies we have learned to make us better readers. Remind them that yesterday we reviewed the comprehension skill of identifying the plot. Tell students that today we will review the comprehension skill of identifying the plot of the story. Tell them that we will use this information to compare the book we read yesterday to the book we are going to read today. Hold up a Venn diagram and ask students if they remember what we use this graphic organizer for and what it is called. Tell them that as you read the story today that you want them to be thinking about the plot of the story. Tell them to also be thinking how the two stories are the same and how they are different. Read the story and then review what you wrote about the plot from yesterday. Send students to complete the Venn diagram. You may want to fill in an example under each part of the diagram. You may want to collect these to use as a reading grade for the second nine weeks.

E4- Ask students to help you fill in the venn diagram using the two stories:

The Mitten and The Hat by: Jan Brett


Week 1 Writing: Writing for Readers


Essential Questions

17. c Revise drafts by adding/deleting (words, phrases, sentences)

17. e Publish/share

18. a Write stories (B, M, E)

ELPS:

1h – Develop and expand repertoire of learning strategies

2c – learn basic/ academic vocabulary heard

- Check student writing and add a piece to the portfolio.

Enduring Understanding:

Language is intentional – a tool for processing and communicating one’s ideas about the world.

Essential Questions:

How does an author purposefully shape and control language to demonstrate awareness of the intended audience?


E2, E3, E4-SAMPLE LESSONS: Week 1 Writing – Writing for ReadersE2- Read Aloud:Gingerbread Friends by: Jan Brett


Day 1

Mechanics

E3- Tell the students that this story is about the Gingerbread Baby. He sets out to find a friend that is just his size but he ends up on a great adventure. Remind students that today we will be writing a story that has a complete beginning, middle, and end. All grammatical conventions taught need to be in place, such as:

Capitalization Punctuation (periods, question marks, exclamation mark) Spacing

E4- Invite students to write a story about their Gingerbread Baby and his/her friend. Remind students that the Gingerbread Baby is the story critical character and that the whole story will revolve around him/her and the friend. Make sure to complete a modeled writing of your own with this content for all to see.

Day 2

Mechanics

E2- Read Aloud:The Three Snow Bears by: Jan Brett

E3- Tell the students that this story is a twist on the classic story “Goldilocks and the Three Bears”. When Aloo-ki loses her sled dogs, her search for them leads her to an igloo. She can’t resist peeking inside, and then she can’t resist the smell of something delicious…

E4- Invite students to respond to this prompt in writing:It was a snowy day when I stumbled across an igloo. I went inside and found…

Remind students that you will be checking for their mechanics to be correct:

Capitalization Punctuation (periods, question marks, exclamation mark) Spacing

Day 3

Narrative Writing

E2- Read Aloud:Berlioz the Bear by: Jan Brett

E3- Remind students that not only do good writers use the proper mechanics, they also use narrative writing strategies to ensure that their story is complete. Ask students to be sure they have the following:

I have a good story starter…

I have more than two events…


I have a clear beginning, middle, and end…

I have good describing words like ______

I have a good story ending…

E4- Allow students some time to write a story about being in a band or orchestra like Berlioz the Bear.

Day 4

Narrative Writing

E2-Read Aloud:The Mitten-Jan Brett

E3- Remind students that over the next two weeks it will be their chance to show what they know about narrative writing. You may choose to read the book again or just send students to write.

E4-Tell students that they may continue working on their stories from yesterday or they may like to begin a new story about a lost mitten. Maybe they would like to make their own by changing the item that was lost or by changing the character.

Share Chair-students who have started or completed their stories. You may even want to invite students who need more ideas for completing their story or need help with a good beginning or ending. The audience could offer suggestions.

Day 5

Narrative Stories

E2- Read Aloud:The Hat-Jan Brett

E3- Remind students that over the next two weeks it will be their chance to show what they know about narrative writing. You may choose to read the book again or just send students to write. Tell students that they may continue working on their stories from yesterday. Finish the Mitten story.

E4- Share Chair-students who have started or completed their stories. You may even want to invite students who need more ideas for completing their story or need help with a good beginning or ending. The audience could offer suggestions.



Week 2 Reading: Reading is Thinking- Jan Brett


Essential Questions

Reading is Thinking: Monitoring Comprehension with Fiction Text:

4.a Confirm predictions with text evidence

4.b Ask questions/ clarify/ locate facts for comprehension

ELPS:

1c – Use strategic learning techniques to acquire basic vocabulary

3e – Share information in cooperative learning interactions

E5—

istation Enduring Understandings:

Reading is thinking and is a multi -step process.

EQ: What is meta-cognition in reading? Figure 19


E2, E3, E4-SAMPLE LESSONS: Week 2 Reading – Reading is Thinking E2-Read Aloud:Hedgie’s Surprise by: Jan Brett


Day 1

Story Events

E3- Tell the students that this book is about a surprise. Ask students to define the word surprise:Surprise: to strike or occur to with a sudden feeling of wonder or astonishment.Read the story with students and discuss the plot and retell the story’s beginning, middle, and end.

This happened__________________________ because of this___________________________

This happened__________________________ because of this ___________________________


E4- Ask students to answer these questions about the book:

1. How does the story end? What was Hedgie’s surprise?2. What caused Tomten to run away?3. What can we learn about friendship from this story?

Day 2

Story Events

E2-Read Aloud:Hedgie Blasts Off by: Jan Brett

E3- Tell the students that this story is about Hedgie. This is the same character from the book we read yesterday, but this time Hedgie wants to be an astronaut and travel into space. Ask students to determine the plot and the sequence of the story.

This happened__________________________ because of this___________________________



E4- Ask students to write a response to literature:

Hedgie wants to fix the Big Sparkler because…

Day 3

Retell the

E2-Read Aloud:Comet’s Nine Lives by: Jan Brett

E3- Tell the students that this book is about a cat with nine lives. Comet the cat is about to find out what it feels like to lose all nine lives – or not.Read this story with students and make a list of how Comet may lose his 9 lives.


Story E4- Ask students to respond to this story by discussing the order of events from this story.

Plot:

Beginning

Middle

End

Day 4

Retell the Story

E2-Read Aloud:Town Mouse and Country Mouse by: Jan Brett

E3- Tell the students that this story is a classic tale of a town mouse and a country mouse. Two mouse couple decide to swap homes and when they do they are in for a real adventure. This story is full of many causes and effects.

E4- Ask the students to retell the plot and the order of events from the story. Be sure to describe the characters from the story.

Plot:

BME

Character Analysis:

Day 5

Retell

E2-Read Aloud:Owl and the Pussycat

E3- This is a poem that has been made into a story.

E4- Ask students to describe the story, plot, sequence, and characters from this tale.




Essential Questions

17.a Generate ideas

17.b Develop drafts by sequencing: write sentences

17.c Revise drafts by adding/ deleting (word, phrases, sentences)

17.d Edit drafts: grammar, punctuation, spelling using rubric

18a Write stories (B,M,E)

ELPS:



E5- Functional writing samples

E1- Enduring Understandings:

Writing must convey meaning to the reader. This is universal.

EQ: What are the attributes of functional writing?


E2, E3, E4-SAMPLE LESSONS: Week 2 Writing – Writing for ReadersE2-Read Aloud:Hedgie’s Surprise by: Jan Brett


Day 1

Narrative Writing

E3- Tell students that today we are going to start a story about what it takes to be a good friend to someone. Ask students to visualize their best friend and to write a plan for a story about their best friend. Be sure to check the writing checklist for narrative stories before writing:

I have a good story starter…

I have more than two events…

I have a clear beginning, middle, and end…

I have good describing words like ______

I have a good story ending…

E4- Ask students to write a narrative story about their best friend.

Day 2

Narrative Writing

E2-Read Aloud:Hedgie Blasts Off by: Jan Brett

E3- ask students to continue to revise and edit their “friendship story” that they began yesterday. Remind students to:

Be sure to have a complete beginning, middle, and end Check for capitalization & punctuation Spell words correctly Revise to make the story even better Let e friend read the paper Correct any mistakes

Day 3

2 Hearts

1 Wish

E2-Read Aloud:Comet’s Nine Lives by: Jan Brett

E3- Tell the students that this book is about a cat with nine lives. Comet the cat is about to find out what it feels like to lose all nine lives – or not.Read this story with students and make a list of how Comet may lose his 9 lives.

E4- Ask students to continue their friendship story. Today students may need a peer to review their story so that they have feedback for their revisions. Please use the two hearts and a wish format:

Heart (something you like about the story) Heart ( “ “ ) Wish (something you would like to see the writer do to make the story better)


Day 4

Edit

E2-Read Aloud:Town Mouse and Country Mouse by: Jan Brett

E3- This is another story about friendship. Invite students to share details about what makes a good friend in whole group. Make an anchor chart about the details that describe being a good friend, such as:

Listening Helping out Giving advice Being nice Playing

E4- Ask students to continue the story about friendship. On this day students need to edit and complete their final draft of this story.

Day 5

E2-Read Aloud:Owl and the Pussycat

E3- Ask students to share their friendship story in author’s chair. Celebrate the writing process and the completed product.

E4- Put this writing sample up for all to see.


Week 3 Reading: Reading is Thinking with NF text


Essential Questions

Reading is Thinking: Monitoring Comprehension



ELPS:

4g – Demonstrate comprehension by responding to questions

4i - Demonstrate comprehension by employing basic reading skills

E5- Response items from mentor text.

E1-Enduring Understandings:

Reading is thinking and is a multi- step process.



E2, E3, E4-SAMPLE LESSONS: Week 3 Reading – Reading is Thinking - NFE2-Read Aloud:Any Polar Bear Books that are nonfiction

E3- Show students the “text features” that exist in any NF book such as:Features of Non- Fiction Text:


Day 1

Thinking about NF

Text Features

Fonts: boldface, color, italics, bullets, captions, labels Signal Words & Phrases: for example, for instance, in fact, in conclusion, most important, such as… Illustrations & Photos: these have information in them too! Graphics: diagrams, cut- aways, cross- sections, overlays, maps, word bubbles, and charts. Text Organizers: index, preface, table of contents, glossary, or appendix Text Structures: cause & effect, problem & solution, compare & contrast, and sequence

Discuss these text features as you come to them in any of the books from above. (note: not all of these text features will appear in one book, so you will have to use many in order to expose the students to all sorts of text features.)

E4- Ask students to make an anchor chart with you on these text features as you come to them in a NF book. Also ask students to take good notes on them and record these in their reading journal.

Day 2

Feature = Purpose

E2-Read Aloud:Any NF book about: Polar Bears

E3- Give students a large piece of manilla paper folded in half the long way. Show them how to add the Title-Nonfiction Text Features. Next show them how to label their T-Charts on each side with Features and Purpose. Provide them with copies of the features from the book you read today and have them complete a T-Chart.

E4- Allow students to fill out this form withThe book you are reading as your “read aloud”today.

Day 3

Partner up to find

Text Features

E2-Read Aloud:Any NF book about Polar Bears

E3- Remind students that we have been learning about features of Non- fiction text. Tell the students that today we will continue to look at these features. Today have students work in groups of two or three. Give them a book about polar bears and have them create a T-chart of features they have found in the book and their purpose. Let them know that they are not restricted to the same items we have had on our T-chart the last two days. You may want to give your higher readers a book that has more content about polar bears. This will allow for higher level thinking because these books will have more features.

Feature Purpose


Day 4

The Text Feature Game


E3-Remind students that we have been learning about the features of nonfiction text. Tell them that today we are going to focus on the important details of the text. Tell them that as you read to them today to listen carefully to the details because after the reading you will be asking them detail questions. Read the book with the students then ask students to find these text features, and to come to the front of the room to point them out in the book:

Can you show me a title? Can you show me a heading? Can you point to a picture? Can you point to a subheading? Can you find a caption? Can you find a label? What other text features do you see?

Day 5

TF


E3- Remind students that yesterday they learned to focus on important details and to support their answers by referencing a specific part of the book. Before reading today you have several options for creating this lesson. You need to review each kind of text feature. As you call out the name of a text feature allow students to draw or write a demo of that item.

E4- Check for understanding.




Essential Questions

17.a Generate ideas





ELPS

2g – Understand general meaning of spoken language/ familiar and unfamiliar topics/ language/ contexts

5f – Write using a variety of connecting words

E5- Functional writing samples





E2, E3, E4-SAMPLE LESSONS: Week 3 Writing – Writing for ReadersWriting a Feature Article:


Day 1

Planning for a

Feature Article

E2- Read Aloud:Any book about polar bears

E3- Read and discuss the details about a polar bear. Allow students to pick out some facts about a polar bear and plan an article about it.

E4- Allow students time to visit the LMC and to work with the LMS on finding facts about their polar bear. For this article it is suggested that students find five (5) important facts about a polar bear.

Day 2

Planning the

Feature Article

E2- Drafting a Feature Article

E3- Allow students to work in the LMC or with books/ articles from the library. Here are the specifications for this article:

It should contain 3 facts about a polar bear It should contain 2 photos or illustrations It should look like a TFK or a magazine article It should have some BOLD print

E4- Ask students to write their facts for their article in their response journal and to draw or capture 2 photos.

Day 3

Draft the Feature Article

E2- Drafting a Feature Article on a polar bear

E3- Ask students to begin drafting their feature article on paper. **This project could also be created using several multimedia websites or apps.

E4- Remind students that this article will have the following: A title 5 facts in a few paragraphs A closing 2 pictures

Remind students to edit and revise for a complete feature article.

Day 4

Prepare

E2- Drafting a feature article on a polar bear

E3- Ask students to confer with a partner to make sure that their article will be ready to share by tomorrow. Be sure to confer with each student to offer suggestions on how to make the article a quality piece.


E4- Allow students time to revise their article and finish up on final formatting.

Day 5

Share

E2- Showing the Feature Article on a polar bear

E3 & E4- Allow students time to share their work in author’s chair.

Celebrate a job well done!


Week 4 Reading: Reading is Thinking


Essential Questions

Reading is Thinking: Monitoring Comprehension



6.a Identify nouns & verbs

6.c Determine word usage (context clues)

ELPS:



E5- Monitor comprehension with open ended response items



EQ: What is metacognition in reading? Figure 19


E2, E3, E4-SAMPLE LESSONS: Week 4 Reading – Reading is Thinking - Fantasy

E2-Read Aloud:Use Texas Treasures, Unit 6 Week 1, pgs. 10- 34 Olivia by: Ian Falconer


Day 1

Understanding Fantasy

Use Teaching Chart 162 on Reality & FantasyTT Retelling CardsStudent Practice pages: 264 & 265

E3- Remind students of the differences between reality and fantasy. Discuss the student’s ability to visualize.

Fantasy story: a made up story that could not really happen.

Visualize: to make a movie in your mind as you read.

E4- Read the story with students and be sure to fill out the teaching chart #162 listing the events in the story that are real or reality and the events from the story that are made up or fantasy. Ask students to retell the story using the retelling cards. Use the visual vocabulary cards to review the vocabulary from this story.

Day 2

Reality & Fantasy

E2-Read Aloud:Use Texas Treasures, Unit 6 Week 1, pgs. 10- 34 Olivia by: Ian FalconerUse Teaching Chart 162 on Reality & FantasyTT Retelling CardsStudent Practice pages: 264 & 265

E3- Re-read the story of Olivia by: Ian Falconer with students and discuss the events that are real and make believe.

E4- Invite student to complete the Think and Compare questions on page 35. Answer and discuss the questions together.

Day 3

Fantasy

E2- Read Aloud:Olivia Saves the Circus by: Ian FalconerAt school, Olivia tells about her summer vacation and how, when she went to the circus and all the performers were out sick, she saved the day, becoming Olivia the Tattooed Lady, Olivia the Lion Tamer, The Amazing Flying Olivia, and more.

E3- Remind students that this story is another story about Olivia and that it is also a fantasy story.

E4- Ask students to write down the real events from the story and the fantasy parts of the book in their reading response journal.Review all of the vocabulary from this story.

Day 4

E2- Read Aloud:Olivia Forms a Band by: Ian Falconer

E3- Tell students that this story is about Olivia the pig. Olivia decides there has to be a marching band at the fireworks display, even if she has


Fantasy to do it herself.

E4- Ask students to complete a “Think, Pair, Share” with a partner over the story – Olivia Forms a Band. Ask students to get into partners and to make a list of things from the story that can happen in real life and things that cannot. Ask each group to point out one real and one make believe event from this story. Make a list of these items on the smart board.

Day 5

Fantasy

E2- Read Aloud:Olivia and the Fairy Princesses by: Ian Falconer

E3 – Tell the students that this story is about Olivia the pig. Olivia is having an identity crisis--there are too many ruffly, sparkly princesses around these days stealing her spotlight, so she embarks on a quest for individuality, to stand out, and feel special.

E4 – Ask students to make a list of real and make believe events from the text. Check for understanding:

Reality: Fantasy:




Essential Questions

17.a Generate ideas





ELPS:



Functional writing samples





E2, E3, E4-SAMPLE LESSONS: Week 4 Writing – Functional Writing

Read Aloud:The Biggest Snowman Ever by: Steven Kroll


Day 1

Functional Writing

Writing a “How to”

Story

E2-Explain to students that when they write directions or instructions they should try to include details that will help the reader know exactly what to do. Point out places where the author uses specific details of amount, color, size, and time.

E3-Show students a picture of a snowman. Ask students to write some directions for a “how to” story on how to build a snowman. Use the template of:

First:

Next:

Then:

Last:

E4- Invite students to brainstorm with a partner on how to build a snowman. (some students may not have ever made a snowman and may need the help of a friend to write about it) Ask students to make a plan for their how to story.

Day 2

Write a “how to” Story

E2- Read Aloud:Snowman Magic by: Katherine Tegen

E3- Ask students to get their plan for building a snowman. At this point the teacher may want to model the how to story with students.

First: I have to roll some snow into three big snowballs, one that is small, one that is medium, and one that is large.

Next: I need to stack the snowballs up. The biggest one belongs on the bottom. The medium snowball gets placed on top of the largest one, and the small one becomes the head of the snowman.

Then: I want to decorate my snowman with a top hat, a colorful scarf, two button eyes, a carrot nose, and a licorice mouth.

Last: The last thing I want to do is to give my snowman some sticks for arms so that I can give him a great big hug.

E4- Ask students to go write their “how to “story about how to build a snowman. Be sure to confer with each writer as they write down the steps of how to build a snowman.

Ask students to share their story in author’s chair.


Day 3

Write a Postcard

E2- Read Aloud:The Jolly Postman and Other People’s Letters by Janet and Allan Ahlberg.

Ask students how they feel about getting letters in the mail. In this book the postman delivers many different types of mail. These examples are:

Goldilocks sends an apology letter to the bear family. Wicked witch receives a flyer advertising new products. Jack sends the giant a postcard Little Red Riding Hood’s attorneys send a formal letter to the big, bad wolf. Goldilocks gets a birthday card with money in it.

E3- Make a list of all of the different types of functional writing and use this as an anchor chart:

to inform/ to instruct to persuade to advertise to send well wishes to invite to say “I’m Sorry!” to say Hello

E4- Ask students to write an informational postcard about their favorite book. **This may require some prep time. You may want to cut some “postcards” out of cardstock, and give students some stickers for their stamps. Ask students to draw a picture on the front of the postcard and to write down three to five details about their favorite book on the opposite side.

**Be sure to include an address to “mail” the postcard to someone.

Day 4

Write a Friendly Letter

E2-Read Aloud:The Little Yellow Chicken or The Little Red Hen (any version)

E3-After having read the story, ask the students, “Do you think The Little Red Hen should have let them eat the bread?” On a chart, write a letter to The Little Red Hen such as the following.

Dear Little Red Hen,

I do not think you should let your friends eat the bread. They did not help you do anything. Friends help each other. Get new friends.


Love,

Mrs. _______

Place the letters on a bulletin board. A possible title could be, “Should the Little Red Hen let her friends eat the bread?” Cover your letter so children can’t copy. Have students write their own letters-remind them that it is their opinion not yours that they should write.

E4-Ask students to share their stories in author’s chair.

Day 5

Check for Understanding

E2- Remind students of all the different types of functional writing. Refer to the poster/ anchor chart that you have already made.

E3- Ask students to think about their pet. Ask students to write a set of instructions about how to take care of their pet.

E4- Share in author’s chair.

**Use this writing sample as a formative assessment for functional writingAdd to student’s writing portfolio


Week 5 Reading: Reading is Thinking


Essential Questions



6.a Identify nouns & verbs

6.c Determine word usage (context clues)

ELPS:



E5-

Reading response journal





E2, E3, E4-SAMPLE LESSONS: Week 5 Reading – Reading is Thinking- What is Love?

Day 1

Theme?

E2- Read Aloud:One Love by: Cedella Marley

E3- Tell the students that this book is really about a song, which is kind of like a poem with music. Over the next two weeks we will be looking at many books with the theme of “love”. Tell students that the theme is the big idea or the story.


Theme: an implicit or recurring idea from a book or story

E4- Give each student two sentence strips and ask them to think of one thing that they LOVE so much. Ask students to write two sentences about that thing, and to share those two sentences with the class.

Day 2

Theme

E2- Read Aloud:Moles in Love by: David Bedford

E3- Tell students that this is a story about a Mole that cannot see very well, and he is trying to find someone like him to love. He struggles finding a loved one due to his vision.

Ask students to discuss the theme of this story: The theme could be perseverance

E4- Ask students to retell the story with a partner and to discuss the characters, plot, theme, and setting of the story.

Day 3

E2- Read Aloud:I Love You, Too! By: Eve Bunting

E3- This is a story about a brown puppy who gives his mom a present and has others inspired to give their mothers presents too. Ask students to discuss the theme of this story with you.

Theme: Giving is love

E4- Invite students to make a heart map of things they love. They can add this to their writing binder to help them think of topics as they write new stories. (if students have already done this at the beginning of the year, then they can do it again and put new and different things in their heart map.)E2- Read Aloud:Froggy’s First Kiss by: Jonathan London

E3- Tell students that this story is about Froggy. As Valentine’s Day approaches Froggy feels like he is falling in love with the new girl in his class. Ask students to discuss the theme of this story.


Day 4

The Big Idea is the Theme

Theme: friendship is love

E4- Invite students to complete these comprehension questions with you: What did Valentine’s Day mean to Froggy? How did Froggy feel when Frogilina smiled at him? What happened when Froggy and Frogilina were playing on the monkey bars? Why did Froggy work on his valentine under his desk? How does the story end? What did Froggy learn?

Day 5

Respond to the Theme…

E2- Read Aloud:Plant a Kiss by: Amy Krouse Rosenthal & Peter Reynolds

or show the Book Trailer: http://youtu.be/TZWasH_YfBg

E3- Tell students that this story is about how one small act of love blooms into something bigger than Little Miss could ever imagine. Be sure to discuss the rhyming pattern of this story. It reads like a rhyming poem.Ask students to discuss the characters and the theme of this story:

Theme: love, kindness, and giving

E4- Ask students to complete this reading response in their RRJ (reading response journal):

What would happen if you planted a kiss?

http://youtu.be/TZWasH_YfBg




Essential Questions

17.a Generate ideas







E5-

Functional writing samples from students





E2, E3, E4-SAMPLE LESSONS: Week 5 Writing – Writing for ReadersFunctional Writing:


Day 1

Functional Writing

The Friendly Letter

E2- Read Aloud:Love Mouserella by: David Ezra Stein

E3- Tell students that in this story Mouserella writes many friendly letters to her grandmother who lives in the country as she ventures into town.Discuss the attributes of a friendly letter with students:

Dear ______________________, (greeting or salutation)

(body of the letter- what you want to say to someone)

Sincerely,

__________________________ (closing)

Day 2

Follow Directions

E2- Read Aloud:Pancakes, Pancakes by: Eric Carle

E3- After reading the text, discuss the things Jack needed and had to do in order to make a pancake. After the discussion have students write, draw, and label the steps jack took to make a pancake.

E4- Ask students to share. Be sure to include students who have included all the steps for making pancakes and those who have included labeled drawings. Check for understanding.

Draw a picture for each step. (label)

E2- Read Aloud:I Love You, Too! By: Eve Bunting

First Next

Then Last


Day 3

Using the Heart Map in Your Writing

E3- This is a story about a brown puppy who gives his mom a present and has others inspired to give their mothers presents too. Ask students to discuss the theme of this story with you.

E4- Remind students to get out their “heart map” that they created as a response to literature. This heart map should include all of the things from the student’s life that they really cherish and love. These things could be:

Family Friends Pets Sports Activities Hobbies

Invite students to write a story about something that they love from their heart map. This should center around one topic and not many.Tell students that they are writing about a small moment and that the details will help their story. Be sure to check for mechanics.

Day 4

Functional Writing-

Making Cards

E2- Read Aloud:Froggy’s First Kiss by: Jonathan London

E3- Tell students that we just read a story about Froggy and how he made some valentine cards. Today we are going to make some valentine cards for three people. Invite students to pick out three people in their lives that they wish to make cards for and to practice writing their names.

E4- Allow students some time to make three valentine cards and to decorate them. Each card needs to have a message to that person.** You may want to make a list of common phrases that valentine cards have in them. Ask students to use some of these phrases or sentences in their cards.

Be Mine Happy Valentine’s Day Let’s Be Friends

Day 5

E2- Read Aloud:Plant a Kiss by: Amy Krouse Rosenthal & Peter Reynolds

or show the Book Trailer: http://youtu.be/TZWasH_YfBg

http://youtu.be/TZWasH_YfBg


Check for Understanding E3- Allow students time to make three more cards for family and friends.

E4- Assess: Ask students to tell you some of the forms of functional writing that they have encountered over the last two weeks:

1. Making a list2. Letters3. How to writing (instructional)4. Cards5. Directions6. Etc…


Week 6 Reading: Reading is Thinking- Poetry


Essential Questions

Reading is Thinking- Poetry

8.a Respond to and use rhythm, rhyme, and alliteration in poetry

ELPS:



E5-

Response to reading journaling about the features of informational text.


Authors use their craft to relay a message to the intended audience.

EQ:

How will I know what is important within the book or text that I am reading?


E2, E3, E4-SAMPLE LESSONS: Week 6 Reading – Reading is Thinking - Poetry

Day 1

For this unit we will compare fictional stories and poetry:


Understanding Poetry

E2- Read Aloud:The Night Before Valentine’s Day by: Natasha Wing

E3- Tell the students that this story reads like a poem. The rhyme scheme is: Every other line rhymes with the ending words.

E4- Ask students to respond to this story by making a list of things that they like about valentine’s day.

Day 2

AB

Poetry

E2- Read Aloud:Roses are Pink, Your Feet Really Stink by: Diane De Groat

E3- When Gilbert writes two not-so-nice valentines to his classmates, his prank quickly turns into pandemonium. But there's always time for a change of heart on Valentine's Day. This book has many example of poems written for Valentine cards. All of the poems use an AB pattern.

E4- Ask students to write 2 AB pattern poems for some friends. These poems can be silly and quirky like the poems in the book. The difference is the poems should be nice.

**This activity requires some prep: the teacher should cut out several different sizes of hearts out of many different colors of paper.

Day 3

Poetry

E2- Read Aloud:Love, Splat by: Rob Scotton

E3- Tell the students that this story is about Splat the Cat. It’s Valentine’s Day and Splat has a special valentine for a certain someone in his class. Her name is Kitten, and Splat likes her even more than fish sticks and ice cream. But Kitten doesn’t seem to like him at all. And then there’s Splat’s rival, Spike, who also likes Kitten. Will Splat’s heartfelt valentine win Kitten’s paw in the end? Compare the story & the poem.

E4- Show the students this poem:

Discuss the AB pattern of this poem.Ask students to try to write one of theirown.

E2- Read Aloud:Biscuit’s Valentine’s Day by: Alyssa Satin CapucilliArthur’s Valentine by: Marc Brown

Valentines, valentines,Pink, red and blue,I've made a pretty oneJust for you!


Day 4

Poetry

E3- Tell students that we are going to read more valentine stories and look at poetry as a response to this holiday.

E4- Show the students this poem:

Ask students to determine therhyme scheme of this poem.

Is it an AB pattern poem?

No, It is an AA BB poem.

Day 5

Poetry

E2- Read Aloud:The Day It Rained Hearts by: Felicia Bond

E3- this story is about a little girl who finds hearts falling from the sky.

Discuss the story elements with your class.

This poem has a rhyme scheme where every other line rhymes.

Discuss the poem’s rhyme scheme and comparethe poem to the story.

Give Me A Clue

I’m thinking of you on Valentine’s Day;You are nice, so I want to say:

Give me a clue; give me a sign;Will you be my Valentine?

Today as Valentines go out,To people near and far,This one I'm sending right to you,To say how nice you are.


Week 6 Writing: Writing for Readers- Writing Poetry & Stories


Essential Questions

18.a Write stories (B,M,E)

18.b Write short poems w/ sensory details

17.a Generate ideas – first draft




17.e Publish/ share

ELPS:

3B: Expand vocabulary by learning & using high frequency words.

3D: Speak using content area vocabulary in context/ new English words.

E5-

Informational writing samples


Research and reporting are essential skills for a 21st century learner.

EQ: How can I demonstrate my understanding of content through my writing?


E2, E3, E4-SAMPLE LESSONS: Week 6 Writing – Writing for Readers- Writing PoetryE2- Read Aloud:The Night Before Valentine’s Day by: Natasha Wing


Day 1

Writing Poetry

This story is an example of a poem. Every other line rhymes.

E3- Ask students to watch the brain pop video on Poetry as an introduction to poetry: http://www.brainpop.com/english/writing/poetry/

Make an anchor chart with students about the terminology that surrounds poetry as it relates to first grade: (some are addressed in the video)

Rhythm: a sound or beat to the poem that is usually in meter Rhyme: lines/ words that sound the same in poems Alliteration: When two or more words begin with the same letter or sound Line: a group of words in a poem. Stanza: a group of lines from a poem

E4- Ask students to generate a rhyming poem about someone they love. Students may need help coming up with some rhyming words. Students may need to work in pairs to ensure success.

Day 2

Writing

A Class Book

E2- Read Aloud:Roses are Pink, Your Feet Really Stink by: Diane De Groat

E3- Ask students what it takes to be a good friend. Make a class list of those attributes, such as:

Listening Helping out Being friendly Being nice

E4- Give students the second page of this class book. Each student will need one to be included in the class book about being a good friend.Once students have completed their page, place all of the pages together to make a book and share it with the class.Share!

Day 3

Story Elements

E2- Read Aloud:Love, Splat by: Rob Scotton

E3- Ask students to complete a story elements sketch about Love, Splat. This should include the following:

Characters, Setting, Problem & Solution Students can draw SPLAT on manila paper to add to it

E2- Read Aloud:

http://www.brainpop.com/english/writing/poetry/


Day 4

Story Elements Make the Story

Biscuit’s Valentine’s Day by: Alyssa Satin CapucilliArthur’s Valentine by: Marc Brown

E3- Ask students to get their Splat the Cat story elements out from yesterday. Use the template for characters/ setting/ problem/ solution to have students design a story about Valentine’s day.

E4- Ask students to share stories in author’s chair.

Day 5

Writing Poetry

E2- Read Aloud:The Day It Rained Hearts by: Felicia Bond

E3- Ask students to write a poem that has an AB pattern, with 6 lines.

E4- Share in author’s chair.


Week 7 Reading: Determining Importance in Text- Poetry


Essential Questions

Reading is Thinking- Poetry

8.a Respond to and use rhythm, rhyme, and alliteration in poetry

ELPS:



E5- Attributes of Poetry E1- Enduring Understandings:


EQ:




E2, E3, E4-SAMPLE LESSONS: Week 7 Reading – Determining Importance in Text

Day 1

Understanding Poetry

E2- Read Aloud:Bear in There by: Shel Silverstein

E3- Begin a discussion on why we read and write poetry. Some answersMay include topics from this list

E4- Discuss the poem with students. Ask students some comprehensionQuestions about this poem:

Who is the main character in this poem? How do you know? What is this poem mostly about? Can you prove it? Is there a theme to this poem? Who is the narrator? Which lines are most important to the comprehension of this poem?

Day 2

Poetry Makes us Think

E2- Read Aloud:Ickle Me, Pickle Me, Tickle Me Too by: Shel Silverstein

E3- Discuss with students that we will be sharing our thoughts and talking about poems after we read them. We will be keeping our thoughts in our writing notebook. Not everyone will get the same feeling from a poem or read the same mood out of a poem. That is what will make our discussions interesting. Using the poem you just read with the class make an anchor chart for the class that they need to add to their writing notebook for reflection upon later.

Make an anchor chart called Poet’s Toolbox and add to it as you come to different terms & tools use in poetry.

E4- Ask students to help answer these questions in their reading response journal:

Who is Ickle Me? Who is Pickle Me? Who is Tickle Me? How did they choose to take a ride? What can we infer happened to them?

E2- Read Aloud:The Boa Constrictor by: Shel Silverstein

Why We Read & Write Poetry: (some examples)

To entertain us To express our feelings & emotions To create lyrics To reflect on our world To be silly To be serious To make a point To grab someone’s attention To be melancholy To be playful


Day 3

Poetry is Like a Song

I'm being swallered by a Boa Constrictora Boa Constrictor, a Boa ConstrictorI'm being swallered by a Boa Constrictorand I don't - like snakes - one bit!Oh no, he swallered my toe.Oh gee, he swallered my knee.Oh fiddle, he swallered my middle.Oh what a pest, he swallered my chest.Oh heck, he swallered my neck.Oh, dread, he swallered my - (BURP)

E3- Ask students to respond to these questions about this poem (song):

Who is the narrator? What is a Boa Constrictor? How do I know? What can we infer from the story? What mood is set by this poem? Discuss…

Day 4

Poetry is Deeper Reading

E2- Read Aloud:Where The Sidewalk Ends by: Shel Silverstein

E3- Discuss the use of meter and rhyme in this story. Ask students if there is a specific rhyme scheme to this poem?

E4- Ask students to respond to these questions after they have read the poem:

Who is the narrator? What is the setting of this poem? How much time passes in this poem? What inferences can be made? What does this poem make you think of?

Read Aloud:Hug O War by: Shel Silverstein

I will not play at tug o' war.


Day 5

Poetry is Thinking

I'd rather play at hug o' war,Where everyone hugsInstead of tugs,Where everyone gigglesAnd rolls on the rug,Where everyone kisses,And everyone grins,And everyone cuddles,And everyone wins.

E4- Ask students to respond to these comprehension questions about this poem:

Who is the narrator Is there a rhyme scheme? How many stanzas are present? What is the theme? What is the mood? What inferences can you make?


Week 7 Writing: Writing Poetry


Essential Questions

18.b Write short poems w/ sensory details



17.e Publish/ share

ELPS



E5-

Informational writing samples





E2, E3, E4-SAMPLE LESSONS: Week 7 Writing – Writing PoetryE2- Read Aloud:Bear in There by: Shel Silverstein


Day 1

Write a Silly

Poem

Explain to the students that Poetry is- writing that brings together sounds and words in unique ways that evoke feelings and helps us to picture things in our minds.

E3- Remind students that this is the same poem that we talked about in reading.

E4- This is an example of a silly poem. A silly poem tells a silly story. Ask students to draw a picture of what they imagine as you re-read the poem to them.

Share pictures in author’s chair. Ask students to create a silly poem of their own. They may want to use a topic that is similar, such as:

The animal they choose _________________________ is somewhere in the house __________________________.

Day 2

Some Lines

Rhyme

E2- Read Aloud:Ickle Me, Pickle Me, Tickle Me Too by: Shel Silverstein

E3- Tell the students that this poem has this pattern:

Line 1 and 2= rhyme

Line 3 and 4 = do not rhyme/ and are random

Line 5 and 6 = rhyme

E4- Invite students to write a poem that follows this same pattern. Allow students write a 6 lined poem about three friends.

Day 3

An Animal Poem

E2- Read Aloud:The Boa Constrictor by: Shel Silverstein

E3- Remind students about the rhyme scheme for this poem. The first word and the last word of many lines rhyme.

E4- Allow students to complete a poem about an animal of their choice, and to draw a picture of this animal.

Share poems & drawings in author’s chair

E2- Read Aloud:Where The Sidewalk Ends by: Shel Silverstein

E3- Students will create a poem about a place that they know much about. Students may need to begin with the end in mind. Ask students to think about a place that they know very well, such as: (students may want to create a thinking map for this poem – a bubble map will work)


Day 4

A Poem About a

Place

Their room A fort A playhouse The pool

E4- Ask students to read their poem in author’s chair. This poem can be free verse or rhyming.

Day 5

Poetry is Thinking

Read Aloud:Hug O War by: Shel Silverstein

E3- Remind students that the rhyme scheme for this poem is mostly random. Some lines rhyme and some do not!

E4- Invite students to read this poem out loud as a group.

E4- Ask students to draw a picture of a “hug o war” and to describe it in a four – six lined poem.Share in author’s chair!


Week 8 Reading: Determining Importance in Text- Research & Reporting


Essential Questions

Determining importance in text with Nonfiction:

10 Understand structural patterns/ features of nonfiction text

14.a Restate the main idea- expository text

14.b Identify facts/ details- expository text

14.c Retell the order of events – expository text

14.d Use text features to locate specific info. –expository text

ELPS:



E5-

Research & reporting



EQ:



E2, E3, E4-SAMPLE LESSONS: Week 8 Reading – Determining Importance in Text – Research & Reporting


Day 1

Generate a Topic

E2 – For the research and reporting lessons you will want to work closely with your Library Media Specialist while completing the next 2 weeks in reading and writing. Use the MISD learning and research wiki for this work.

E3 - Tell students that over the next 2 weeks they will be completing a research unit. Writing IPG s will be integrated with the reading plans for the next 2 weeks. Direct the students to the McKinney ISD Learning and Research Model. You will find the link on Campus Web site curriculum connections. This research project will stem from the animal research module.

E4 - Step 1 Plan of the research model is to choose a topic. Choose a topic from science on an animal of your choice!

Day 2

Gathering Sources

E2 – These introductory lessons into the MISD research model should be taught in collaboration with the campus LMS.

Integrate with Science Learning Project for writing. Show students a variety of encyclopedia, magazine articles, internet web sites and model what a readers does to evaluate the site.

E3 - : Have students view the Brain Pop Online sources for research and report writing.

E4 - : Take students to the computer lab and have them begin to evaluate the number of sources available for the possible topics. Work with the LMS to make sure students are aware of all of the additional sources available to them through the campus library.

Day 3

Narrow the Topic

E2 - Go over the following questions from the McKinney Research Model: Use the questions to model how to narrow your topic. Invite your LMS to co-teach these lessons with you for a successful research unit.

E3 - Use Step 1 page 1 of the Learning and Research Model and have students complete:

What is my research topic or problem?

Key words

Synonyms or related terms

Larger subjects

Narrower subjects

E4 - Give students specific information on what you expect. Allow students to begin doing some research on their topic. The teacher should be available to guide students through book and online sources. Here are some goals for this project:


Students will gather information on their topic and take notes Students will write down 5- 10 facts Students will have 3 pictures Students will make a presentation about this topic

Day 4

What is Plagiarism?

E2 - Have students view the Brain Pop on Plagiarism. Discuss with the students the definition and the consequences.

E3 - Give each student a brief passage. Have the students “paraphrase” the ideas in their own words. Tell them that when they record information for their research it is important that they paraphrase to make sure they don’t plagiarize.

E4 - Tell the students that they will have a works cited page at the end of the project. Discuss the process of recording each source and information needed for documenting sources. Your LMS will be able to assist you in this process

Day 5

Skim & Scan

E2 - Display an article or entry from an encyclopedia on the smart board. Model skimming and scanning the article for the students. Explain that skimming and scanning allows you to locate important information quickly and determine what information, if any will be important for your research

E3 - Give each student a brief article and have them practice skimming and scanning to locate important information.

E4 - Have students use this technique to help them locate important information for their research project.


Week 8 Writing: Determining Importance in Text- Research & Reporting


Essential Questions

23.a Generate a list of topics – research

23.b Decide upon sources to answer topic ?s – research

24.a Gather evidence form sources

24.b Use text features (TOC, captions, subtitles) in age appropriate references

24.c Record information – simple visual format

25 Clarify/ evaluate selected information

ELPS:



5g – Narrate with increasing specificity and detail

E5- Research & reporting





E2, E3, E4-SAMPLE LESSONS: Week 8 Writing – Research and Report

E2 – Use HMH – The Write Source Online – Interactive Whiteboard Lessons – Report Writing. Show slides 1-4 on selecting a topic. For our purposes


Day 1

Generate a Topic

these topics will NOT be completely open ended – like the ones presented here.

E3 - Students will begin to narrow a topic and complete some initial research about that topic. This activity may cause some students to change their topic or narrow their topic down for this paper. This is a GOOD thing! Students will take some simple notes as they research and keep these notes in some kind of binder/ organizer.

E4 - Explain to the students that they are going to begin papers this week so that they can be published next week While the students are working with others, you need to be having one on one conferences with each student over their paper.

Day 2

Gathering Sources

E2 – Use HMH – The Write Source Online – Interactive Whiteboard Lessons – Report Writing. Show students slides 5-9 on Gathering Sources for a report.

E3 – While working in collaboration with the campus LMS, students will learn how to choose appropriate source. The will determine primary sources and secondary sources and use both in their research paper.

E4 – Allow students a varied amount of time to work on gathering sources and taking some notes. This part of the research model may take several days. Allow time so that students do not feel rushed. Make sure that students keep all of their research organized for later use!

Day 3

Narrow the Topic

E2 – Use HMH – The Write Source Online – Interactive Whiteboard Lessons – Report Writing. Show students slides 10- Who, What, When, Where, Why. Continue through slides 11-15.

E3 – Some students may decide to narrow their research topic. Allow for this. Tell the students to continue to find out information about their topic. The students may even want to keep note cards / or virtual note cards on the information that they have gathered so far.

E4 – Student research…

Day 4

What is Plagiarism?

E2 - Have students view the Brain Pop Video on Plagiarism. Discuss with the students the definition and the consequences.

E3 - Give each student a brief passage. Have the students “paraphrase” the ideas in their own words. Tell them that when they record information for their research it is important that they paraphrase to make sure they don’t plagiarize.

E4 - Tell the students that they will have a works cited page at the end of the project. Discuss the process of recording each source and information needed for documenting sources. Your LMS will be able to assist you in this process

** Students will need to paraphrase the original work. They need to practice this with a source they have already gathered. Teachers will check for


understanding.

Day 5

Write a Research

Report

E2 – Teachers will want to show a few samples of completed research papers from previous work with students. More examples are available in HMH the Write Source.

E3 & E4 – Allow students to write their first draft of their research report. Tell them that this will be typed when they have completed their final copy. Some guidelines for this paper:

1. Write 1 – 2 pages of facts.

2. Double space your lines

3. Complete a work cited page


Week 9 Reading: Determining Importance in Text- Research & Reporting


Essential Questions

Determining importance in text with Nonfiction:

10 Understand structural patterns/ features of nonfiction text

14.a Restate the main idea- expository text

14.b Identify facts/ details- expository text

14.c Retell the order of events – expository text

14.d Use text features to locate specific info. –expository text

ELPS:


4k – Demonstrate comprehension and expand reading skills by employing analytical skills

E5-

Research & reporting



EQ:



E2, E3, E4-SAMPLE LESSONS: Week9 Reading – Determining Importance in Text- Research & ReportingE2 - Use the following MISD tech stars wiki to explore the possible media presentations available to the students. This site contains specific information about a variety of media tools. The students will need to choose one that they are comfortable with to complete the “project” portion


Day 1

Introduce the Project Part

of This

of this unit. Students will present this research topic to their peers on day 5.

http://misdtechstars.wikispaces.com

E3 – Teachers and students will need to become familiar with several of possible media presentation modes available. Allow time for students to play with these different media tools. The students will need to choose one early in the week.

E4 - Give students a list/ menu of available media presentations that they will be able to use. Use this week to let the students explore the different possibilities including: blabberize, Glogster, Voki, Museum Box. PDF files are available at

http://misdtechstars.wikispaces.com/

Each PDF gives specific information on how to use and implement the media presentation mode.

Day 2

Media Tools

E2 - Schedule computer time and work closely with your library media specialist this week to allow students to gain hands on experience with digital media presentations modes. Allow the students opportunity to use and evaluate: Blabberize, Glogster, Voki, Museum Box, StoryCreator

E3 - Integrate media presentations into the research work done by the students.

E4 - Students will continue to revise and edit their research project. Students will need to choose which media tool they will use to complete their research presentation with. Teachers will need to make a list with student’s names and their media tool so they can hold students accountable for mastery of the technology as well.

Day 3 & 4

Work the Plan

E2 - Schedule computer time and work closely with your library media specialist this week to allow students to gain hands on experience with digital media presentations modes. Students will need to create a presentation that compliments their research. These presentations will take place on Day 5 of this week.


E4 - Students will continue to revise and edit their research project

**Teachers should check for organization/ revising & editing of final project.

Day 5

Presentations

E2,E3, & E4

Students will take turns presenting their research project to their peers. Each student will use a media tool that demonstrates knowledge and mastery of the tool/ and content integration.




Of

Research

Have fun!


Week 9 Writing: Research & Reporting


Essential Questions

23.a Generate a list of topics – research

23.b Decide upon sources to answer topic ?s – research

24.a Gather evidence form sources

24.b Use text features (TOC, captions, subtitles) in age appropriate references

24.c Record information – simple visual format

25 Clarify/ evaluate selected information

ELPS:



E5- Research & reporting





E2, E3, E4-SAMPLE LESSONS: Week 9 Writing – Research & ReportingAll ELAR: Reading & Writing are integrated for the development of the project presentations: (lessons match)


Day 1

Tech STARS

As Templates

E2 - Use the following MISD tech stars wiki to explore the possible media presentations available to the students. This site contains specific information about a variety of media tools. The students will need to choose one that they are comfortable with to complete the “project” portion of this unit. Students will present this research topic to their peers on day 5.

http://misdtechstars.wikispaces.com

E3 – Teachers and students will need to become familiar with several of possible media presentation modes available. Allow time for students to play with these different media tools. The students will need to choose one early in the week.

E4 - Give students a list/ menu of available media presentations that they will be able to use. Use this week to let the students explore the different possibilities including: blabberize, Glogster, Voki, Museum Box. PDF files are available at


Each PDF gives specific information on how to use and implement the media presentation mode.

Day 2

Choose a Media Tool

E2 - Schedule computer time and work closely with your library media specialist this week to allow students to gain hands on experience with digital media presentations modes. Allow the students opportunity to use and evaluate: Blabberize, Glogster, Voki, Museum Box, StoryCreator

********Use any multi – media presentation tool that works for this project. Check with your LMS to decide if this will work for the student/ project needs.


E4 - Students will continue to revise and edit their research project. Students will need to choose which media tool they will use to complete their research presentation with. Teachers will need to make a list with student’s names and their media tool so they can hold students accountable for mastery of the technology as well.

Day 3

Work on the Work



E4 - Students will continue to revise and edit their research project





Day 4

Final Touches



E4 - Students will continue to revise and edit their research project. This is the final work day for this project. Make sure that students have their presentations ready for author’s chair tomorrow.


Day 5

Present!

E2,E3, & E4

Students will take turns presenting their research project to their peers. Each student will use a media tool that demonstrates knowledge and mastery of the tool/ and content integration.

Have fun!


Week 10 Reading: Determining Importance in Text- Drama


Essential Questions

Students understand the features of DRAMA:

MISD local objective:

8.b Identify the elements of drama and use them in informal plays.

9.a Describe the plot and retell the story’s beginning, middle, and end

9.b Describe characters and the reasons for their actions and feelings

ELPS:



E5-

istation



EQ:



E2, E3, E4-SAMPLE LESSONS: Week10 Reading – Determining Importance in Text- Drama

Day 1

E2 – Use Readers Theatre Scripts from the MISD shared folder – Use the scripts for story variants, such as: The Three Little Pigs


Intro Into Drama

The True Story of the Three Little Pigs The Three Little Wolves

E3 – Tell the students that this week we will be putting on a dramatic play. Tell students that the difference between a readers theatre script and a true play is mainly the stage directions. Tell them that a play is a story that can be acted out. Be sure to assign roles to the students on the first day of the dramatic play. Discuss these drama terms: (make an anchor chart and leave it up in the room)

Setting Characters Dialogue or lines Stage directions Prologue Epilogue

Discuss how this adaptation may look different than the original text. (Like a book made into a movie)

E4 – Ask students to practice their lines with a partner. The teacher may also have students practice the play as a group. It is important for students to actually be in a play to really have the schema to comprehend a play.

Day 2

Drama:

Add Stage Direction

E2 – Use Readers Theatre Scripts from the MISD shared folder – Use the scripts for story variants.

E3- Allow students to rehearse the play and to work on stage directions. Students will need to work in small groups on these plays. Each group should add stage directions to move the characters around or to act out some props from the play.

E4- After students have practiced their parts in the play, facilitate a discussion about the message of the play. Ask these questions of your class:

How does the dialogue between actors help us develop our understanding of the plot? What is the author’s intent or message? What vocabulary from the play is challenging? Review those words. Do the characters change over time? Why or why not?

Day 3

DramaPractice

E2 – Use Readers Theatre Scripts from the MISD shared folder – Use the scripts for story variants.**The teacher may want to show a first grade play from Youtube (for about a minute or two) so that students who have not ever been in one will have some schema for dramatic play.

E3- Ask students to determine the problem & solution (conflict & resolution) in their play.

E4- Allow time for students to practice the play as a whole group.


Day 4

Drama-

Act it Out!


E3 – Create an anchor chart on your smart board or white board that states the following:

Main Characters:

Supporting Characters:

Setting:

Theme:

Ask students to provide text evidence for each of these topics and record them with you in their reading response journal. Continue to read parts of the play aloud and to develop comprehension of the overall story. This will have to be completed with each group from the class.

There should be 2 or more plays going on at this time!

E4 – Ask students to act out the entire play as a run through for the performance tomorrow. The teacher may want to invite other classes to see the play so that this experience makes an impact. ** For some students this will be their first experience with a dramatic play, so it is important to act it out in front of an audience.

Day 5

The Performance

E2 – Use Readers Theatre Scripts from the MISD shared folder – Use the scripts for story variants, such as:

E3 – Tell the students that this is the day of the play performance. Ask students to act out the play for another class or group of classes or their parents. There may be a need for students to have props or costumes for this play. Allow time to make simple headdresses or costumes and have students make or bring props from home. Enjoy!


Week 10 Writing: Writing and Performing the Play


Essential Questions

Establish a purpose for reading & writing drama:

19.a Write stories on topics of interest

ELPS:



E5-

Writing Samples



EQ:

How will I know what is important to include in my script?


E2, E3, E4-SAMPLE LESSONS: Week10 Writing- Writing and Performing the Play

Day 1


E3- Ask students to write comprehension questions for the play. They may work in pairs or groups to come up with questions for the group.


Drama E4- Review response questions in whole group. Students may also create new plays from RT scripts on the shared folder.

Day 2

Drama


E3- Ask students to write a different ending to the play as a response to literature. What would make the play different? What would make the play better?

E4- Share stories in author’s chair.

Day 3

Drama


E3- Ask students to compare this story to another story that they know.

E4- Discuss the two stories as side by side analysis.

Day 4

Drama


E3- Ask students to create props for the play. This should be creative time.

E4- Finish all practices for the play. Get ready for the production (tomorrow)

Day 5

Drama


E3 – Tell the students that this is the day of the play performance. Ask students to act out the play for another class or group of classes or their parents. There may be a need for students to have props or costumes for this play. Allow time to make simple headdresses or costumes and have students make or bring props from home. Enjoy!


The Performance

E4- Students may act out their revised RT script/ play. Celebrate.

Documents

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