Grade+1+Unit+2

=Grade 1 Unit 2=

Lesson Plan for Core Curriculum (Unit 2) Diane Hamski (St. Andrew School) April 25, 2011 Topic: Story elements/compare and contrast Materials: Mouse Tales by Arnold Lobel It Looked Like Spilt Milk by Charles G. Shaw construction paper pre-cut shapes looseleaf glue markers chart paper Core Curriculum Standards: RL.1.1 Ask and answer questions about key details. L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. SL.1.1 Participate in collaborative conversations with peers in groups.

Performance Objective: To listen to and read the story Clouds in Mouse Tales. To discuss the characters, setting and problem/solution of the chapter story To respond to the story in groups To share response work with group members Anticipatory Note Ask children what they know about clouds. Read It Looked Like Spilt Milk to children and discuss cloud shapes and how they are alike and different. Teacher makes a compare/contrast list about cloud shapes from story on chart paper. Explain to children that they are going to listen to and read another story about cloud shapes, and tell them they will be creating and writing about their own cloud shapes. Procedure: Children listen to, read and discuss details in the story Clouds in Mouse Tales including characters, setting and problem/solution. Children do a five-finger retelling of story. Each finger tells about: characters, setting, problem, solution, and whether children like/dislike story. In groups children choose cut out construction shapes and turn them into cloud pictures and write about what the cloud pictures look like. Children share cloud pictures with group members and tell how the cloud pictures are alike and different. Guided Practice: Teacher circulates among groups to assist and answer questions. Assessment Teacher completes anecdotal records Closure: Children will participate in a class walk-through gallery exhibiting the children’s cloud pictures and writings. Children will read another story in Mouse Tales entitled Very Tall Mouse and Very Short Mouse

Lesson Plan for Core Curriculum (Unit 2) Ginny Hill (St. Andrew) April 21,2011

Topic: Nouns and Pronouns

Materials:

· // Are You My Mother? // By P. D. Eastman · Smart Board (Notebook) · Internet4classrooms.com (Noun Dunk); ABCya.com (Ice Cream Talk) · Transparencies from ReadWorks.org · Pocket chart and flash cards

Core Curriculum Standards:

$ RL.1.2: Retell stories, including key details, and demonstrate understanding of the central message or lesson. $ L.1.5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. $ W.1.2: Write informative/explanatory texts in which they name a topic, and provide some sense of closure. $ SL.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Performance Objectives:

· To understand the central message or theme of our story · To use context clues to help determine word meanings · To identify common and proper nouns · To identify pronouns and the nouns they refer to in our story

Anticipatory Notes:

$ Read and discuss //Are You My Mother?// by P.D. Eastman and focus on vocabulary. $ Use context clues to discuss and determine word meanings. $ Play Noun Dunk and Ice Cream Talk working with nouns and pronouns. $ Create flash cards listing pronouns and the nouns they refer to and place in chart pocket. $ Use pronouns and nouns in simple sentences.

Procedure:

$ Engage interest in //Are You My Mother?// by P.D. Eastman by modeling our story. $ Review the definitions of pronouns and nouns they refer to via internet games on the Smart Board. $ Reread our story and have children identify the pronouns and nouns they refer to in our story $ Create flash cards for all pronouns and nouns they refer to in our story and place in pocket chart. $ Form small groups and match up the pronouns and nouns they refer to using ReadWorks.org transparencies.

Guided Practice / Independent Practice:

$ After reading and charting we = ll extend our list of pronouns and nouns they refer to and add to our pocket chart. $ While students work with the Smart Board activities I = ll observe, monitor, and record results via anecdotal records.

Closure / Assessment:

$ Recall events from our story. $ Working in pairs the children will match pronoun-noun pocket chart flash cards and present to the whole class. $ Use independent transparencies to assess skills taught. $ Informal assessment and anecdotal records will record student participation throughout this lesson.

Lesson Plan for Common Core (Unit 2) Marguerite Jordan April 25, 2011

The Owl and the Pussycat, by: Edward Lear

**Topic:** Reading Language Arts /Poetry


 * Materials: **

· //The Owl and the Pussy Cat// by Edward Lear

· Animal cards

· KWL chart


 * Core Curriculum Standards : **

· **RL.1.2:** Retell stories, including key details, and demonstrate understanding of the central message or lesson.

· **L.1.5 (b):** Define words by category and by one or more key attributes.

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


 * Performance Objectives: **

· To recall details from story

· To locate rhyming words in the poem

· To get information from the pictures

· To understand the elements of a poem

· To extend the poem


 * Anticipatory Notes: **

· Read the poem to students and ask comprehension questions

· Ask students if they know what this poem is about

· Build a KWL chart


 * Procedure: **

· Show students cover of book and read title

· Read book and ask questions about pictures to help students understand the book was written long ago

· Explain money they refer to comes from England and is still used today

· Show students England on a map


 * Guided Practice: **

· Model to students how to find rhyming words

· Use pictures to point out clothing worn long ago

· Find the rhyming pattern on each page

· Define words by category

· Ask questions

**Independent Practice:** The students will complete activities individually or in cooperative groups.


 * Closure: **

· Come together in whole group to discuss answers

· Create an experience chart on adventures of Owl and Pussycat

· Discuss ways children extended the poem


 * Assessment: **

· Check to see that all questions are answered

· Complete all activities within a minimum of 70% accuracy

Lesson Plan: First Grade – Unit 2 (Maureen Ceo – SJE)

 * Materials:** //What Do You Do With a Tail Like This?// by Steven Jenkins, chart paper, Post-It Notes.

RL.1.1: Ask and answer questions about key details and events in a text. W.1.7: Participate in shared research and writing projects. L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.1j: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
 * Core Curriculum Standards:**


 * Topic:** Class Discussion/Reading/Informational Text


 * Performance Objective:** SWBAT identify animals via pictures of specific body parts and discuss how those body parts help them do the things animals need to do in order to survive.


 * Anticipatory Set:** Tell students that they will be challenged today to identify animals via their body parts in order to figure out the “mystery animal.”


 * Procedure:** Before the teacher reads each page of the story, the children will have to guess what body part they see and what animal it belongs to.


 * Guided Practice:** Have children identify the animals via their noses, ears, tails, etc., as the book is read to them. Discuss how the body parts help the animals survive by creating a chart listing each animal mentioned/pictured, where the animal lives (i.e., its habitat), and what the animal eats (i.e., whether it is an herbivore, carnivore, or omnivore).


 * Independent Practice:** Ask each child to role play an animal, demonstrating how that animal uses its body parts to survive.


 * Closing/Assessment:** When the teacher is finished reading the story, ask each student to supply one interesting fact about one of the animals they learned about on a Post-It Note and add/stick to class-created chart.

Lesson Plan Unit 2 Book: Finn Family Moomintroll By: Tove Jansson Lesson Plan for Grade 1 Cathy Hastings, St. Ignatius School T: Fictional Animals PO: Students will be able to efficiently retell a story. Standards: **RL.1.2: ** Retell stories, including key details, and demonstrate understanding of the central message or lesson. **RI.1.2: ** Identify the main topic and retell key details of a text. **RL.1.5: ** <span style="background-color: transparent; color: #595959; font-family: 'verdana','sans-serif'; font-size: 11px; text-decoration: none;">Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: top;">**<span style="background-color: transparent; color: #595959; font-family: 'verdana','sans-serif'; font-size: 11px; text-decoration: none;">SL.1.2: ** <span style="background-color: transparent; color: #595959; font-family: 'verdana','sans-serif'; font-size: 11px; text-decoration: none;">Ask and answer questions about key details in a text read aloud or information presented orally or through other media. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: top;">AN: <span style="background-color: transparent; color: #595959; font-family: 'verdana','sans-serif'; font-size: 11px; text-decoration: none;">Retell stories demonstrating understanding of the central message or lesson. <span style="background-color: transparent; color: #595959; font-family: 'verdana','sans-serif'; font-size: 11px; text-decoration: none;">Confirming understanding of information, present orally by restating key elements and answering questions about key details. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-decoration: none;">P: <span style="background-color: transparent; color: #595959; font-family: 'verdana','sans-serif'; font-size: 11px; text-decoration: none;"> Read-aloud the story //<span style="background-color: transparent; color: #595959; font-family: 'verdana','sans-serif'; font-size: 11px; text-decoration: none;">Finn Family Moomintroll //(Tove Jansson) over a period of weeks to the students. After each reading session focus on the retelling of the fiction story using, pictures, and story maps with the students. Some can be done together (GP) to model the retelling of the story and other could be completed together or (IP) independently. Continuing to focus on the retelling of fiction, give the children the opportunity to retell the previous chapters by allowing them to choose an object to prompt the retelling. Create a retelling “basket.” For example, when the black hat appears, find a small black hat (or cut it out of black paper) and put it into the retelling basket. Before each reading time, have the students retell the story using the gathered objects as prompts for remembering characters and events. (C)By the time the book ends, you will have an object for each chapter or key event in the book—and the students will be efficient storytellers. These activities would take place over several weeks as you read each chapter. Attached are several story maps and organizers to use as needed for your students for retelling the story. <span style="background-color: transparent; color: #595959; font-family: 'verdana','sans-serif'; font-size: 11px; text-decoration: none;">A: The students will create a poster for this book including the title, Author, and Main Characters. Using the gathered objects the students will choose three and write a sentence telling why it was important in the story. Students could draw or cut out shapes to represent the objects. <span style="background-color: transparent; color: #810081; font-family: times new roman; font-size: 16px;">__[]__ <span style="background-color: transparent; color: #810081; font-family: times new roman; font-size: 16px;">__[]__