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Title: Fantasy, Adjectives, Story Structure and Basic Map SkillsCreator: Hannah Percy Grade Level: 1st grade Subject: Reading, Language, Writing and Grammar.Unit Calendar: September 16-20, 2013Big Ideas: What an adjective is and using it properly, identifying and defining fantasy and informational texts and the different parts of a story (plot, characters and setting.) Briefly discuss the use and different parts of a map. Essential Questions: What happens on the train?Students will Know: How to describe the parts of a fantasy story, identify and produce adjectives, and discuss the three main parts of a story.Students will Understand: How to describe a noun using adjectives, and recall and describe the three different parts of a story. They will also understand the basic parts of a map. Students will Do: Students will read the story and be capable of identifying the plot, setting and characters with a Promethean board activity. They will be able to use adjectives to describe the characters while doing a story map and they will be able to explain what makes a fantasy story and give examples in a drawing. They will begin to comprehend the terms north, south, east and west on a map while doing the Around Town worksheet.Materials/Resources/Websites: Reading books – Gus Takes the Train (story of the week) and City Zoo (a map.)Promethean boardThat is Not a Good Idea by Mo Willems Workbook pages 64-65Blank paper and crayons“Around Town” map worksheetAssessmentsMultiple Assessments and Rubrics:Comprehension assessment – based on Gus Takes the Train Read each question and all the choices aloud and repeat each several times.Phonics assessment – identifying words Vocabulary assessment – choosing the correct words to complete the sentence. Lesson One:Introducing Gus Takes a Train – Hannah Percy Grade: First GradeSubject: Reading, writing, language and grammar. Standards: See other paper.Materials: Reading booksPromethean board/pensThat is Not a Good Idea by Mo WillemsLesson Outline: Introduce Words to KnowRead aloud and have students repeatRead through context cards and clap when we get the word to know on card. Introduce essential question and write it on white board: What happens on the train?Picture walk through the story: Ask questions like – Who is that man? What is he doing? Why would he be doing that? Have students find the word conductor, that man is a conductor. Before getting to the last page ask and discuss where Gus might be going on his train ride.Go back to the beginning and have everyone read the story aloud together.Discuss things one might see at the zoo.On the count of 3, everyone whisper their favorite animal at the zoo. After reading the story discuss whether this story is real or fantasy and how we know it is fantasy.Go through the story looking at the pictures to find clues that tell us its fantasy. Explain and discuss what adjectives are.As a class go through the story and describe the characters: ex. Orange cat, pink hair, nice girl. *If there is time, read the book That is Not a Good Idea by Mo Willems and discuss whether it is real or fantasy. Lesson Two:Story Structure – Plot, Setting, and CharactersHannah Percy Grade: First GradeSubject: Reading, writing, language and grammar. Standards: See other paper.Materials: ? Reading books? Promethean board/pensWorkbook sheets pages 64-65Lesson Outline: Read Gus Takes the Train having each table/group taking turns reading. Introduce and explain story structure:Plot – order of events: what happens first, second and last. The problems and how they are solved. Setting – where the story sits…when and where.Characters – who or what the story is about. Discuss the story structure of Gus Takes the Train – The characters, where the story takes place and the order of events. Reference the story map on page 124 and draw a story map on the Promethean board. Use adjectives to describe the characters. While discussing the structure and drawing the map, review how we know the story is fantasy. Continue discussing adjectives and explain that they define the noun.What is a noun? What are some words we could use to describe [pick someone or something]? Adjectives can describe something’s color, size, and shape or how they feel or act.Tear out pages 64 and 65 from workbook.Page 65 do together but 64 independently after reading the colors needed for each picture. Lesson Three:Real or Fantasy –Hannah PercyGrade: First GradeSubject: Reading, writing, language and grammar. Standards: See other paper.Materials: ? Reading books? Promethean board/pensBlank paper and crayonsLesson Outline: Review Words to Know from desk and have students use the words in sentences: some whole group examples but also share with a partner. Read Gus Takes the Train: have girls read first two pages and boys next two and so on till the end. Review story structure: Who are the characters? What is the setting? Where does the story take place? What is the plot? What happens first? What happens in the middle? And what happens at the very end? Use adjectives to describe the characters and setting of the story. *If there is time write sentences on Promethean board and have students come up and circle the adjectives or pick them out from their desks. Reality and Fantasy activity:Hand out paper and instruct and model for students to fold it hamburger style and then open and fold hotdog style to make four boxes on the paper. Draw an example on Promethean board and write reality and fantasy in the boxes. Demonstrate activity by drawing a picture of something that is real (like a dog) under reality and then under fantasy draw something fake (like the dog skating.) Explain it has to be the same subject like a dog or pig but one has to be real and the other one has to be fake or silly, not real. Have students draw their own pictures and then describe their picture in sentence form underneath. Lesson Four:Introducing Gus Takes a Train – Hannah Percy Grade: First GradeSubject: Reading, writing, language and grammar. Standards: See other paper.Materials: Reading books“Around Town” worksheetLesson Outline:Have each student grab their reading books, meet up front at PB and sit on the floor in a circle. Introduce City Zoo an informational text and a map of a zoo. Ask whether this text is real or fantasy and discuss why it is real even though the pictures look like fantasy. Discuss the map and key – what they are used for and why we need them. Compare and contrast Gus Takes the Train and City Zoo. How are they alike? How are they different?Review story structure and adjectives. Head back to desks and do “Around Town” worksheet all together. Read the statements on the front of the sheet and have them choose whether they are real or make believe. Do the map on the back – explain how in real life north is not straight up and south is not straight down. Read the directions and have students follow on map with pencil eraser to figure out the answers all together. Lesson Five:Assessment Day – Hannah Percy Grade: First GradeSubject: Reading, writing, language and grammar. Standards: See other paper.Materials: Comprehension assessment Phonics assessment Vocabulary Adjective Bubble worksheet/blank paperLesson Outline:Have students take everything off their desks and put up diving folders.Hand out Comprehensions assessments and make sure everyone puts their name at the top. Read each question and the choices several times while walking around making sure everyone is paying attention and answering the questions.Option – have students give you thumbs up when they have answered the question. Brain Break – youtube video or stretchingMake sure folders are up and hand out Phonics assessment.Make sure they write their names and continue mingling around the desks. Students take this test independently.Once they have completed this assessment which should not take long, take them up and hand out the Vocabulary assessment.Have students write their names and then turn to the back.Read questions 7-10 aloud and do together. They are often skill based and are more difficult for them to read alone.Remind them to do question 6 on the back before they turn them over and complete the front independently. After recess hand out blank paper and have students draw a picture of their best friend and use adjectives to describe them. ................
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