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First Grade- First Quarter

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					                                 First Grade- First Quarter
                      Significant Task- Complete after Unit 1 Week 6
Instructional Focus
Reading: Students read a non-fiction story and comprehend the information through
sequencing (first, next, then, last) and knowledge of vocabulary within text.
         Genre: Non-fiction Informational Text
         1.R.1.6 Students can interpret vocabulary when reading independently.
         1.R.3.3 Students can identify the differences between genres including fiction,
         nonfiction, and poetry.
Writing: Students are able to write a sentence explaining a drawing with details.
         1.W.1.1 Students can illustrate and write text to express thoughts and ideas.
         1.W.1.2 Students can include details in pictures and writing.
         1.W.2.1 Students can write complete sentences using capital letters and periods.
         1.W.2.3 Students can write legibly and space words within a sentence.
Listening, Viewing, Speaking: Students are able to retell a story in sequences with
details.
         1.LVS.1.3 Students can utilize visual organizers which include words for
listening and
         viewing.
         1.LVS.1.4 Students can tell stories in sequence with details.
Social Studies: Students are able to show through illustrations and writing how people
change over time by creating a personal timeline.
         1.US.1.1. Students are able to use timelines from birth to present to relate self and
         family to changes over time.

Description:
       Day One- “How You Grew” Picture Activity
       - Students will reread informational text “How You Grew” Unit 1 Week 3 TG p
          70/71-76/77 chorally. This is an opportunity to set the stage for the weeks
          plan. Tell the students this story is an informational text in which the author
          has provided a timeline of growing from a baby to a kid. Tell the students that
          by the end of the week they will create their own personal timelines from
          when they were babies to grown-ups.
       - Display chart paper with the following statements… (see materials list for
          more detail)
              First, I was a baby.
              Next, I was a toddler.
              Then, I was a kid.
              Last, I was a grown-up.
       - Teacher shows baby example picture and states… When I was a baby I could
          crawl. Continue showing example photos for toddler, kid, and grown-up
          making statements similar to the baby statement. Each time place the photo
          on the chart paper corresponding to the photo.
       - Teacher explains to students they will be cutting out pictures of people from
          magazines (baby, toddler, kid, grown-up). When they have cut out a picture
          they will bring it up and glue or tape it to the corresponding chart paper.
-   After each chart paper has multiple examples- discuss with students.
-   Close day one by doing a first, next, then, last activity for day one- see end of
    day activities examples.

 Day Two- Venn Diagram Comparison- baby/toddler
- Students will reread informational text “How You Grew” Unit 1 Week 3 TG
   p 70/71-76/77 chorally. Tell the students that today they will begin
   constructing their own personal timeline, just as in the story “How You
   Grew”. Review charts from previous days activities.
- Complete Venn Diagram comparing baby and toddler together. Use charts
   created previously for ideas.
- Teacher will tell the students that today they will create the baby and toddler
   portion of their timeline. They must choose one activity they were able to do
   when they were a baby and toddler. They will draw a picture of that activity
   on an index card. They will write a sentence to match the picture on a
   separate index card. Teacher models both first.
       Ex. Baby draw picture of baby crawling sentence- First, I was a
       crawling baby.
         Toddler draw picture of toddler walking sentences- Next, I was a
       walking toddler.
- Teacher passes out index cards to students and reminds them to use the charts
   to help them if they are in need of ideas. Also, remind students to use capital
   letters at the beginning of sentences and periods at the end.
- Close day two by doing a first, next, then, last activity for day two- see end of
   day activities examples.



Day Three- Venn Diagram Comparison- kid/grown-up
- Teacher and students will complete activities the same way in day two, but
   instead compare kid/grown-up and complete index cards for kid/grown-up.
- Close day three by doing a first, next, then, last activity for day three- see end
   of day activities examples.

Day Four- Sequence Timeline and Complete
- Students will reread informational text “How You Grew” Unit 1 Week 3 TG
   p 70/71-76/77 chorally. Tell the students that today they will complete their
   personal timelines and share with one another.
- Students will put index cards in sequence from baby to grown-up both the
   picture and the writing.
- Students will receive a flip book to glue their index cards onto in sequence.
   Index cards need to be glued on the inside of the flip book. Sentence on the
   left side- Picture on the right side next to the sentence that matches it.
- Students will then label the front of the flip book- First, Next, Then, Last and
   give the book a title at the top.
       -   If time allows, students will share their flip books in partners or whole group.
           Before sharing teacher will model sharing using the language First, Next,
           Then, Last, so students use that language when sharing.
       -   Close day four by doing a first, next, then, last activity for day four- see end of
           day activities examples.

       Day Five- “How You Grew” Shared Writing Activity
       - Students will reread “How You Grew” text independently.
       - Teacher will review flip book activity. If sharing was not completed from day
          before, continue with sharing.
       - Re-visit “How You Grew” text and state that writers often have a sequence or
          order when they are writing their stories. The author of this story did that by
          first, showing a baby. Next, showing a toddler. Then, showing a kid. And
          last, asking how much have your grown?
       - Tell the students that today they will write a story together using sequence
          words- first, next, then, last.
       - Complete shared writing sequencing story using transition words first, next,
          then, last.
       - Close day five by doing a first, next, then, last activity for day five- see end of
          day activities examples.

Materials Needed-
      Magazines to cut of pictures of babies, toddlers, kids, and grown-ups.

       Chart paper with the following labels…
              First, I was a baby.   Next, I was a        Then, I was a kid.   Last, I was a
                                     toddler.                                  grown-up.




       “How You Grew” Text- Unit 1 Week 3 MacMillian McGraw Hill Student Books
       Flip Books for each students- see example
       8 index cards for each student.

				
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