Grade+1+Unit+1

=Common Core ELA Grade 1 Unit 1= ** Lesson Plan for Core Curriculum Ginny Hill- Unit 1 (St. Andrew School) April 3, 2011 ** ** Topic: Sequencing ** ** Materials: ** v //A Kiss for Little Bear// by Else Holmelund Minarik v Smart Board v Sequence Transparency (See link below) v ABC Match (Read, Write, Think)

** Core Curriculum Standards: ** v **RL.1.1:** Ask and answer questions about key details and events in a text. v **W.1.7:** Participate in shared research and writing projects. v **L.1.1: ** Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

** Performance Objectives: ** v To generate and compile a list sequencing Grandmother Bear's kiss to Little Bear v To employ generated list and realize we can also alphabetize character's names v To differentiate between fact and fictional bears

** Anticipatory Note: ** v Discuss with students that things happen in a story in a certain order - something happens first, next, last. v Develop our concept of sequence by modeling a simple version of the well loved "Goldilocks and the Three Bears" stressing a need for each event to follow in a sequential order. v Ask how we can differentiate between real and fictional bears. v Examine pictures of real bears and compare to Maurice Sendak's illustrations in //A Kiss for Little Bear.// v Use story sequencing transparency to follow Grandmother Bear's kiss to Little Bear. v After playing ABC Match, we'll alphabetize characters in our story.

** Procedure: ** v Engage students through a modeled reading of //A Kiss for Little Bear// and elicit key details and events. v Review sequence in our story and the need for events to follow one another. v Show fact and fictional bear pictures and differentiate between the two groups. v Display story sequencing transparency on the Smart Board and trace and produce the journey of Grandmother Bear's kiss to Little Bear. v Separate students into small groups. Review sequencing journey done by the whole class and ask each group to work on creating their own group sequence. Students will share group results. v Play ABC Match game on the Smart Board recalling letters and sounds. We will then create a character list and alphabetize the character's names.

** Guided Practice / Independent Practice: ** v While students work in groups, I'll observe, rotate around the room and monitor and record the results. v Children will act out the order and use character name cards to repeat the sequence of Grandmother Bear's kiss to Little Bear.

** Closure / Assessment: ** v When finished, we'll create a bulletin board tracing the journey of Grandmother's kiss. v Students will draw all characters involved and we'll title our bulletin board's theme - "To Little Bear With Love." v Informal assessment and anecdotal records will record student participation and involvement throughout our lesson.



Lesson Plan for Core Curriculum Ginny Hill- Unit 1 (St. Andrew School) April 3, 2011 ** Topic: Alphabet Acrostics ** ** Materials: ** v //A Kiss for Little Bear// by Else Holmelund Minarik v Smart Board v Alphabet Organizer (Read, Write, Think) v Acrostic Poems (Read, Write, Think)

** Core Curriculum Standards: ** v **RL.1.1:** Ask and answer questions about key details and events in a text. v **W.1.7:** Participate in shared research and writing projects. v **L.1.1:** Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

** Performance Objectives: ** v To recall details from //A Kiss for Little Bear// v To recall all characters from //A Kiss for Little Bear// v To create a class acrostic poem using Little Bear's name v To use Alphabet Chart and Acrostic Poem games to create group poems

** Anticipatory Note: ** v Discuss with students details and character in //A Kiss for Little Bear.// v Use the Smart Board and Alphabet Chart to create words for the letters in Little Bear's name. v Will employ the Acrostic Poem game and create Little Bear class acrostic poem. v Small groups will work on acrostic poems for Hen, Frog, Cat, and Skunk.

** Procedure: ** v Engage students in recalls details and characters from //A Kiss for Little Bear.// v Brainstorm words on the Smart Board using Alphabet Chart. v Display chosen words and use Acrostic Poem game to create class acrostic poem for Little Bear. v Separate students into small groups. Assign character and work on group poems.

** Guided Practice / Independent Practice: ** v I'll rotate and work with small groups to help with Alphabet Chart and Acrostic Poem games. v Students will share group results with class.

** Closure / Assessment: ** v When group work is finished we'll create a class acrostic poem book utilizing the characters from //A Kiss for Little Bear.// v We'll share our book with other first grade classrooms. v Informal assessment and anecdotal records will highlight and record class participation and involvement.

Lesson Plan; Book "I Read Signs" By: Tana Hoban Cathy Hastings, St. Ignatius of Antioch School T: Environmental Print-Street Signs

PO: The students will recognize and read words on street signs.

Standards: **RL.1.1: **Ask and answer questions about key details and events in a text. **RI.1.1: **Ask and answer questions about key details in a text. **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.

AN: Prior Knowledge-basic shapes and colors Students will know how to recognize and read basic street signs and tell their meaning. Essential Question- What do street signs mean? How do street signs help us? opening-Watch this Curious George Video about signs to create interest. []

P: Read the story and discuss the signs and their meanings. On the smart board,watch this read, write and think video about signs, discuss the signs and write the children’s answers on the smart board. Ask children to explain why they think that traffic signs are important, and discuss their responses. Explain to students that it is important to learn certain basic traffic signs so that they can stay safe. Point to the traffic signs one by one and explain the function of each. Discuss the shape and color of each sign. Ask the class to repeat the description of each sign after you, and quiz them chorally after each sign is introduced. [] GP: Give each child a piece of paper folded into fourths and ask them to draw four of the signs that they learned about on the paper. Give them small scraps of paper or counters to use as Bingo markers. Then call out one of the signs and support the children in covering up that sign with a marker, if the sign exists on their board. Encourage the children to call out “Bingo!” when they complete the entire board. IP: Give children colored paper, safety scissors, popsicle sticks, and glue. Encourage children to create models of the street signs that they learned about. Provide a stencil for the stop sign, and other shapes, and assist the students as needed. When they finish, give them toy cars and suggest that they use their signs to tell the cars where to go. C: Play a quick game of red light, green light to close the lesson.

A: Matching worksheet, Students will match the street signs to the correct shapes and colors. []

Lesson Plan for Core Curriculum (Unit 1) Diane Hamski ( St. Andrew) April 11, 2011 Topic: Alphabet Awareness Materials: Dr. Seuss’s ABC: An Amazing Alphabet Book chart paper markers magazines scissors letter flash cards glue construction paper Core Curriculum Standards: RL.1.1: Ask and answer questions about key details and events in a text. SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Performance Objectives To ask and answer questions about key details from Dr. Seuss’s ABC: An Amazing Alphabet Book To identify upper and lower case letters To generate a list of words with a specific letter sound To use pictures, illustrations, and details in a text to describe key ideas. Anticipatory Note Teacher will explain that today students will work with alphabet letters and sounds. Students will take turns telling the letter and letter sounds that begin children’s first names. Teacher will play “Letter I Spy” with the class. The teacher will tell the students that he or she spies an object in the classroom that begins with a certain letter. The students will take turns guessing which item the teacher is thinking of. Procedure: Engage students through a modeled reading of Dr. Seuss’s ABC: An Amazing Alphabet Book. On chart paper the teacher will write a letter of the alphabet and ask students to discuss and identify words from the story that begin with that specific letter. Teacher will record responses on chart paper. Students will generate a list of additional words with the same beginning letter sounds. Teacher will record on chart paper. In groups students will be given a specific letter, magazine, and scissors. Children will cut out pictures from the magazine that have the same initial beginning sound of their letter. Children will glue pictures to form a collage on construction paper. Guided Practice / Independence Practice: As students work in groups, teacher will observe and aid students. Teacher will evaluate and record results. Children will practice printing upper case and lower case letters of the alphabet in correct sequence for independent practice. Closure/Assessment: Children will present their letter collages to the class. Students will continue to practice letter sound relationships using letter flash cards. Teacher will assess with letter check list.

**Lesson Plan for Common Core (Unit 1) Marguerite Jordan April 3, 2011**

**Topic:** Reading and Language Arts/Literary Response

**Performance Objective**: The students will:
 * To listen to and read, //I Can Read with My Eyes Shut//by Dr. Seuss’
 * To count how many rhyming pairs you can find and list them on a sheet of paper
 * To find Foo-Foo the Snoo in the story and write a short story about her and an adventure she had with a book
 * To name animals in story and sort those animals

**Anticipatory Note**: · Read the book to students and ask questions about text. · Ask students what they know about Dr. Seuss books.

**Procedure:** · Explain that we will listen to the story and do some activities. · Instruct students on the direction for completing the activities. · Make sure students have a thorough understanding of the activities.

**Guided Practice**: · Model to students how they will complete activities. · Show the students examples of rhyming words from story. · Next, direct the students the to page 21 and identify the character Foo-Foo the Snoo. · Reread pages 12-17 to classify animals.

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

**Closure:**
 * Come together in a whole group and review the responses to all the activities.
 * Discuss each and have students share their favorite activity.
 * Create a graph to illustrate results.

**Assessment:** · Check to see who participated in class discussion. · . Completion of three activities with a minimum of 70% accuracy.

**Standards:** RL.1.1 Ask and answer questions about key details W. 1.7 Participate in shared research and writing projects SL. 1.1 Participate in collaborative conversations with peers in groups L.K. 5 (a) Sort common objects into categories to gain a sense of concepts they represent


 * Lesson Plan for Core Curriculum** **First Grade – Unit 1 (Maureen Ceo - SJE)**

Smartboard, Feelings poster, Graphic Organizer (attached)
 * Materials: //Tomas and the Library Lady,//** **Pat Mora,** Illustrated by **Raul Colon**

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:** ELA: Reading: Asking questions about feelings.


 * Performance Objective:** SWBAT ask questions as to the feelings of the characters in the story by using, “I wonder” as the beginning of the question, then predict what the characters are feeling throughout the story and why.


 * Anticipatory Set:** Show/introduce students to a poster showing feelings. What are feelings? Why are they important? Ask how certain faces are feeling? How do you know? Discuss. Or you could role play with the students as to what feelings look like.


 * Procedure:** Teacher will write the word “Feelings” on the Smartboard. **Guided Practice:** before reading //Tomas and the Library Lady// to the class, Teacher will ask students about how they feel during certain situations, i.e., how do you feel when someone is mean to you, how do you feel when someone gives you something for no reason, or compliments your clothing/hair (feeling type questions), etc. The students’ feelings should be written on the Smartboard for all to see. Once a large list has been composed, Teacher will ask, “What am I doing and why? (hopefully they respond… Asking us questions about how we feel so you can get to know us better.) Why do you think it is important to ask questions? What about while you are reading? It is possible to try and figure out what the characters in the book are feeling and why?” While reading the story, have the students ask, “I wonder why _ feels that way…” and then have them predict why they do. **Independent Practice:** after reading the story, provide each student with the attached graphic organizer and ask them to complete it – reading the directions for the students.


 * Closing/Assessment:** Teacher will ask each student to share his or her graphic organizer with the class to check for understanding. Close by asking each student to provide a feeling and a face to go with it.

(see attached graphic organizer below!!)

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