Sites | Santa Rosa District Schools, Florida



First Grade Writing Plans Unit 4Lesson 16Topic: AstronautsRead Aloud: One Giant LeapAnchor Story: Let’s Go to the Moon!Companion Piece: Mae JemisonEssential Question: What do astronauts do?Target Skills: Main Idea and Details and Author’s PurposeFirst Grade Writing Plans Lesson 16Day 2: Writing in response to Let’s Go to the MoonComprehension Skill Addressed in Writing: Main idea and detailsBefore Reading: Today we are going to read a story about an astronaut’s trip into outer space. As I read this story, I want you to listen for some things that the astronaut does on their journey into space. Turn and tell your partner what you are going to be listening for as I read. (If they have difficulty with this, explain again and then have them share the purpose for listening with their partners)After Reading: Your job as I read was to listen for some things the astronauts do on a trip into outer space. Turn and tell your partner one thing the astronaut does. Start your sentence with, “One thing an astronaut does is _____.” Have each partner share something they learned from the text about what an astronaut can do in outer space.*If students are having trouble remembering, you can go back and model. Example: “I learned from the text that astronauts take pictures.”After the students have shared, let them share some of their responses and you can create a chart with the information. (See sample below)In space, astronauts:wear space suitstake picturescollect rockscarry toolsride in the space shipwalk on the moondrive the lunar roverWriting Activity: Have the students write at least 2 sentences telling what an astronaut may do in space. To differentiate: You could provide a sentence stem, “Astronauts ________ in space.” You could have them only write one sentence if they are struggling.For those who are able, they can write a topic sentence, or you could help them with a topic sentence such as, “Astronauts do many things in space.” Then they could continue with 2 or more sentences about things astronauts do. First Grade Writing Plans Lesson 16Day 4: Writing in response to Mae JemisonComprehension Skill Addressed in Writing: Main idea and detailsBefore Reading: Today we are going to read a biography about a famous astronaut, Mae Jemison. During her life, she has accomplished many things. As I read, I want you to listen for some of the things she has accomplished or done. Turn and tell your partner what you are listening for as I read. After Reading: What is one thing that Mae has accomplished or done? Have students turn and share with a partner. Let each partner share. *If students are having trouble remembering, you can go back the first paragraph and model. Example: “Mae Jemison studied hard and became a doctor.”After the students have shared, let them share some of their responses and you can create a chart with the information. (See sample below)Mae Jemisonstudied hardbecame a doctorwent to Africa to help sick people flew in the space shuttlebecame an astronautstarted her own companyWriting Activity: Have the students write a paragraph about Mae Jemison. Come up with a topic sentence, such as “Mae has accomplished many things.” Or “Mae has done many things in her life.” The students can now select 2-3 things from the list and write them in sentences to add details that support the topic sentence. To differentiate: You could provide a sentence stem, “Mae Jemison_________ and ________. For those who are able, they can write the paragraph and add a conclusion such as, “After learning about science, Mae accomplished many things in her life.” First Grade Writing Plans Unit 4Lesson 17Topic: Ways to TravelRead Aloud: The Rainy TripAnchor Story: The Big TripCompanion Piece: Lewis and Clark’s Big TripEssential Question: What are some different ways to travel?Target Skills: Compare and ContrastFirst Grade Writing Plans Lesson 17Day 2: Writing in response to The Big TripComprehension Skill Addressed in Writing: Identifying details from textBefore Reading: This week we are going to be reading about some different ways to travel. As I read this story, I want you to listen for the different ways that Pig wants to travel. Turn and tell your partner what you are listening for as I read. After Reading: Pig suggested many ways to travel on his big trip. Turn and share with your partner one way that he suggested or wanted to travel. They can start their sentences with, “One way pig wanted to travel was by …” After students have shared, record a list on the board. Pig could travel by:carbiketrainhot air balloonshipdonkey cartWriting Activity: 2 of the suggestions were to travel by car or bike. Write an opinion piece stating which you think is the best way for Pig to travel and explain why you think that way is the best. (Teacher’s Edition p. 149)To differentiate: Provide a sentence stem. “I think Pig should travel by ____ because _______.”For those who are ready, they can write a topic sentence, state their opinion and why, and write a conclusion. First Grade Writing Plans Lesson 17Day 4: Writing in response to The Big Trip and Lewis and Clark’s Big TripComprehension Skill Addressed in Writing: Compare and ContrastBefore Reading: Earlier this week we read the story, The Big Trip. Today, I’m going to read another story about a trip, titled, Lewis and Clark’s Big Trip. Unlike The Big Trip, this is an informational story, which means it is a true story that contains facts and information. As I read this story, I want you to think about how this story is similar to the story The Big Trip and how it is different. Turn and tell your partner what you are listening for as I read. After Reading: We are going to create a Venn diagram to show how these stories are the same and how they are different. Have students share with their partners one way that the stories are alike. Now have them share one way that they are different. After the students have shared, let them share some of their responses and you can fill in the information on the Venn diagram. (See sample responses below)Same: both about trips, both talked about traveling by horse and shipDifferent: Lewis and Clark really happened and The Big Trip is made upWriting Activity: Using the Venn diagram, students can write and explain how the stories are alike and how they are different. You can provide them with the sentence stems, “The two stories are alike because _______.” And “The two stories are different because ______.” For those who are able, they can write the paragraph with a topic sentence such as, “The Big Trip and Lewis and Clark’s Big Trip are similar and different.”First Grade Writing Plans Unit 4Lesson 18Topic: AgricultureRead Aloud: The Three WishesAnchor Story: Where Does Food Come From?Companion Piece: Jack and the BeanstalkEssential Question: What do farmers need to grow food?Target Skills: Author’s Purpose and SummarizingFirst Grade Writing Plans Lesson 18Day 2: Writing in response to Where Does Food Come FromComprehension Skill Addressed in Writing: Identifying details from textBefore Reading: As we read this story, we’re going to find out where some of the foods we all enjoy come from. I want you to listen and be able to tell me where some of the foods you enjoy come from. Turn and tell your partner what you are listening for as I read. After Reading: We were listening to find out where some of the foods we all enjoy come from. Share with your partner about one of the foods you learned about in the story. You can start your answer with, “I learned that _____ comes from _______.” Writing Activity:After students have shared their responses, come up with a topic sentence that describes where all the foods come from. Example: All foods come from plants and animals. Students will now add at least 2 details to support the topic sentence. They can look back in the text and write sentences about 2 different foods. To differentiate: Students that struggle can just write one sentence and you could give them a sentence stem. Example: “I learned that _______ comes from __________.”First Grade Writing Plans Lesson 18Day 4: Writing in response to Jack and the BeanstalkComprehension Skill Addressed in Writing: Sequence of Events, Story Structure, SummarizingBefore Reading: Narrative stories all contain the same story structure. They have characters, a setting, and main events that happen. As we read the story, Jack and the Beanstalk, I want you to listen for the main things that happen to Jack and his mom. Turn and tell your partner what you are listening for as we read. After Reading: Let’s make a list of the main events in the story. When we think about the events, we want to think back to what happened at the beginning so we can write them in order. Prompt students through your questioning to find the main events of the story. See sample chart below. Sample chart:Jack and his mom had no foodSomeone took their gooseJack traded the cow for some beansJack’s mom threw the beans out the windowJack found his goose in the castle at the top of the beanstalkJack took the gooseJack climbed down the beanstalk and chopped it downJack and his mom had their goose back and lived happily ever afterWriting Activity:Students will now write a summary of the main events in the story. Have them use the chart above to write about the main events in Jack and the Beanstalk. They should try and use transitional words. (You may want to create a chart of common transitional words such as: In the beginning, first, next, as the story continues, finally, last)To differentiate: For students that struggle, you could give them sentence stems and have them fill in the main events. Example:In the beginning ___________________. Next, _________________. Then _________________________________. Finally, __________________________________________________________. First Grade Writing Plans Unit 4Lesson 19Topic: HistoryRead Aloud: Christina’s WorkAnchor Story: Tomas RiveraCompanion Piece: Life Then and NowEssential Question: Why is it important to learn about people from the past?Target Skills: Sequence of EventsFirst Grade Writing Plans Lesson 19Day 2: Writing in response to Tomas RiveraComprehension Skill Addressed in Writing: Sequence of Events; RetellingBefore Reading: Our topic this week is history and when we think of history, we think about things that happened in the past. In our story today, we will read about a man named Tomas Rivera. The author will tell us about his past, what he was like as a little boy and then what his life was like as an adult. As I read this story, I want you to listen for what Tomas did as a young boy and what he did as an adult.Turn and tell your partner what you are listening for as I read. After Reading: We are going to create a chart of the events that took place in Tomas’s life. Turn and share with your partner the first thing we learn about Tomas. “The first thing we learned about Tomas was that he…” (record on chart)Continue prompting until the students have shared the main events that took place in his life that led him to be a teacher who reads and writes stories. (see sample below)Tomas RiveraTomas worked in the fields picking cropsGrandpa would tell him storiesGrandpa took Tomas to the libraryTomas read lots of booksTomas began writing his own storiesTomas became a teacherTomas got his name on a libraryWriting Activity: Students will retell the story using the events from the chart. They should select events (3-4) that tell what happened when he was young and what happened when he was an adult. (They should be using transitional words) Before writing, the students can verbalize to their partners what they will write about. To differentiate: Below: Provide sentence stems and have students complete using the information from the chart.Sample:When Tomas was young he ___________. Later, he __________________. He also enjoyed _____________ as a boy. As an adult, Tomas ________________.Above: Students can write a topic sentence and a conclusion.First Grade Writing Plans Lesson 19Day 3: Writing in response to Tomas RiveraComprehension Skill Addressed in Writing: Using details from a text to support a main ideaBefore Reading: Yesterday, we read a story about Tomas Rivera. We learned that reading and writing were very important to him. Today as I reread this story, I want you to listen for some details that show us that reading and writing were important to Tomas. Turn and tell your partner what you are listening for as I read. After Reading: Turn and tell your partner one way that you can tell that reading and writing were important to Tomas. Start your answer with, “I can tell reading and writing were important to Tomas because…”Writing Activity: Students will be constructing a written response that shows their understanding of using details from the story to support a theme or main idea.After students have verbalized their responses with a partner, they can write their responses. If needed, you can provide a topic sentence and they will use details from the story to support. First Grade Writing Plans Unit 4Lesson 20Topic: Folktales, lessons learnedRead Aloud: Chicken LittleAnchor Story: Little Rabbit’s TaleCompanion Piece: Silly PoemsEssential Question: How can you help a friend who feels sad? Target Skills: Cause and EffectFirst Grade Writing Plans Lesson 20Day 2: Writing in response to Chicken LittleComprehension Skill Addressed in Writing: Cause and effectBefore Reading: We will be learning about cause and effect this week. Sometimes one event makes another event happen. The first thing that happens is the cause (what happened?) The effect is what happened next. In our story today, we will read about Chicken Little and the events that cause other things to happen. As I read this story, I want you to listen for what happens to the characters and why it happens.Turn and tell your partner what you are listening for as I read. After Reading: We are going to create a Cause and Effect chart.Turn and share with your partner what Chicken Little did after the apple fell on his head. (record on chart)Continue prompting until the students have come up with two cause and effect events in the story. What happened?(Cause)Linking or Signal WordsOutcome or Effect (What happened next?)An acorn fell on Chicken Little’s head. so…Chicken Little thought the sky was falling.The friends went with Chicken Little to tell the king.then...They met Foxy Loxy on the path.Foxy Loxy told the animals to follow him.because…He wanted to take them to his foxhole.The King gave Chicken Little an umbrella. so that…Chicken Little would not have another acorn hit her head. Linking or signal words- because, so, therefore, since, if, then, before, afterWriting Activity: Model two sentences from the chart pointing out the signal or linking words. Keep this modeled writing for future cause and effect writings.Example: An acorn fell on Chicken Little’s head, so he thought the sky was falling. Example: Foxy Loxy told the animals to follow him because he wanted to take them to his foxhole. First Grade Writing Plans Lesson 20Day 4: Writing in response to Little Rabbit’s TaleComprehension Skill Addressed in Writing: Cause and effectBefore Reading: As I read this story, I want you to listen for what happens to the characters and why it happens. Turn and tell your partner what you are listening for as I read. After Reading: Turn and share with your partner why did the King give Little Rabbit an umbrella. List the events in the “what happened” column. Then have to the students provide the outcomes and record them on the chart. What happened?(Cause)Outcome or Effect?(What happened next?)An apple fell on Little Rabbit’s head.Little Rabbit thought the sky was falling. Little Rabbit told Goose the sky is falling.Goose went with Little Rabbit to tell Beaver.Goose tells Beaver that the sky is falling. Beaver goes with Little Rabbit and Goose to tell Turtle.Beaver tells Turtle the sky is falling.All the animals run to tell Little Rabbit’s mother the sky is falling. Little Rabbit tells his mother the sky is falling. An apple hits his head and his mother tells him that the sky is not falling. All the friends didn’t get to do the things that they wanted to do. Little Rabbit and Mother Rabbit invited the friends to eat with them. Writing Activity: Model one sentence with the cause/effect information stressing the use of linking words. (because, so, therefore, since, if, then, before, after)Example: An apple fell on Little Rabbit’s head, therefore she thought the sky was falling. Have the students create 3 or 4 sentences from the chart. Remind the students to use signal or linking words. To differentiate: For those who are ready, they can write a topic sentence, retell the story using the cause and effect sentences and write a conclusion. *If your students have difficulty with cause and effect, here is a matching game from Florida Center for Reading Research. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download