norwalk-la mirada unified school district first grade · o ccra.r.8: delineate and ... music •...

Norwalk-La Mirada Unified School District 1st Grade - English Language Arts Framework (Unit 4) November 2013

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Norwalk-La Mirada Unified School District

First Grade

Common Core Reading Unit of Study Winds of Change

Time Frame: 30 Instructional Days Big Idea (Enduring Understandings): Change affects our feelings, our lives, and our environment.

Essential Questions: • How do you know what a character is feeling and when these feelings change? • What reasons does the author give to support his/her point(s)?

Unit Overview: In this unit students explore the effects of change by reading literature, informational texts, and in their own writing. Students examine both violin concertos and artwork by Monet to note change and emotions evoked. Using the words and phrases found in literary texts, students describe a character’s feelings and how they change. Students act out verbs in the text, Thunder Cake, to better understand the shades of meaning of the words and how they communicate emotion. They examine non-fiction texts in this unit to identify the reasons the author uses to support his/her points point(s) in the text. Finally, students look at their own writing as a moldable, changing piece of work that improves with revision. The Balanced Literacy approaches are the foundation of the literacy instruction throughout classrooms from grades K-12. The approaches will continue to be utilized throughout the instructional day while implementing new curriculum based on the Common Core standards. Teachers will continue to focus on different types of reading experiences: read aloud, shared reading, guided reading, and independent reading to help students access content and develop the skills to read a wide variety of grade level appropriate texts. These literacy opportunities will continue to be arranged on a continuum based on the gradual release of responsibility. During the 2013-2014 school year teachers will add Close Reading to their repertoire of approaches. Close Reading of text involves an investigation of a short piece of text, with multiple readings done over multiple instructional lessons. Through text-based questions and discussion, students are guided to deeply analyze and appreciate various aspects of the text and discover different levels of meaning as passages are read multiple times.


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Anchor Standard(s): o CCRA.R.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how

specific word choices shape meaning or tone. o CCRA.R.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of

the evidence. o CCRA.W.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. o CCRA.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. o CCRA.SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and

style are appropriate to task, purpose, and audience.

Kindergarten First Grade Second Grade o K.RL.4: Ask and answer questions about

unknown words in a text. o K.RI.8: With prompting and support,

identify the reasons an author gives to support points in a text.

o K.W.5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

K.L.5: With guidance and support from adults, explore word relationships and nuances in word meanings.

o K.L.5(d): Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

o K.SL.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

o 1.RL.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

o 1.RI.8: Identify the reasons an author gives to support points in a text.

o 1.W.5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

o 1.L.5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. o 1.L.5(d): Distinguish shades of meanings among

verbs differing in manner (e.g., look, peek, glance, stare, glare, [and] scowl).

o 1.SL.4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

o 2.RL.4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

o 2.RI.8: Describe how reasons support specific points the author makes in a text.

o 2.W.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

o 2.L.5: Demonstrate understanding of word relationships and nuances in word meanings. o 2.L.5(d): NA

o 2.SL.4: Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.


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Learning Goals Addressed in this Unit: Students will be able to: • After, listening to a storybook or poem, students share with their partners words or phrases in the text that suggest

feelings or appeal to the senses and use them to describe people, places, things, and events. (1.RL.4 and 1.SL.4) • Distinguish shades of meaning of verbs and adjectives. (1.L.5d) • Give reasons for the author’s points. (1.RI.8) • Write about a topic. (1.W.5) • Make revisions based on questions and suggestions from peers to strengthen their writing. (1.W.5)

Tier II - Academic Vocabulary:

Change Describe Feelings Point(s) Questions Reasons Revisions Senses Suggestions

Tier III – Academic Vocabulary: Topic Verbs

Assessment of Standards: Summative Culminating Performance Task - Application of Learning: Standard Addressed: 1.RL.4 Students identify words and phrases within Arnold Lobel’s story, “The Garden” that appeal to the senses and suggest how Toad is feeling (e.g., loudly, shouting). Students identify how Toad is feeling. (Template provided) Unit Assessment - Application of Learning: Standards Addressed: 1.RI.8 and 1.W.5 Students write about the author’s point (topic) in a poem. They give several reasons (evidence from the text) the author included in his poem that tell how the wind is strong and gentle. Peers help each other revise their writing.


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Unit Works: Literary Texts

Stories (Read Aloud) • When Sophie Gets Angry – Really, Really Angry … -

Molly Bang (EA) • Alexander and the Terrible, Horrible, No Good, Very

Bad Day – Judith Viorst and Ray Cruz • Thunder Cake – Patricia Polacco • “The Garden” from Frog and Toad Together – Arnold

Lobel Poems

• “The Wind” by James Reeves • “April Rain Song” Langston Hughes • “Who Has Seen The Wind?” in Rossetti: Poems

(Everyman’s Library Pocket Poets) – Christina Rossetti (E)

• “The Wind” in A Child’s Garden of Verses – Robert L. Stevenson

Informational Texts Informational Books

• “Wind Power” – National Geographic Young Explorer! (November-December 2009) (E) – (2nd article, following Sea Turtles)

http://ngexplorer.cengage.com/ngyoungexplorer/0911/readstory.html • Storms – National Geographic Readers – Miriam Goin • Tornadoes! (Gail Gibbons) (EA) • Flash, Crash, Rumble, and Roll (Franklyn M. Bramley

and True Kelley)

Interdisciplinary Connections: This unit integrates visual and performing arts and science content. Students learn about the creative process through studying the artwork of Claude Monet. In addition, they reflect on the changes of emotions expressed through several violin concertos. Students investigate changes in weather through books read during class. Students write an informative/explanatory piece, which delineates the author’s reasons to support his/her points of the weather related texts. VAPA Claude Monet, Poplar Series (1891) Violin concertos (by Tchaikovsky, Mozart, Bach, and Beethoven Science Weather (e.g., wind and tornadoes)


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Art, Music, and Media Art

• Claude Monet, Poplar Series (1891) http://en.wikipedia.org/wiki/Poplar_Series_(Monet)

Music

• Pyotr Ilyich Tchaikovsky, Violin Concerto in D major, Op. 35 (1878) http://www.youtube.com/watch?v=bWDyBCRsRe4

• Wolfgang Amadeus Mozart, Violin Concerto No. 4 in D Major (1775)

• http://www.youtube.com/watch?v=NEjDOwSeXnk • Johann Sebastian Bach, Concerto for 2 Violins, Strings,

and Continuo in D Minor (Double Violin Concerto) (1730-31) http://www.youtube.com/watch?v=SoBiVQ7Sffw

• Ludwig van Beethoven, Violin Concerto in D Major, Op. 61 (1806) http://www.youtube.com/watch?v=RTPHpqQnmM0

Media

• Franklin The Weather Turtle Video: Go to: californiastreaming.org Log in using your full email address (nlmusd.k12.ca.us) as your “login” Default password is “media” Enter “Franklin The Weather Turtle Video” in the search box


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Differentiated Instruction: Scaffolds for English Language Learners: Provide Multiple Means of Representation:

• Clarify, compare, and make connections to words in discussion, particularly during and after lessons.

• Highlight or provide visuals for critical vocabulary in discussion. • Teach students how to ask questions (such as, “Do you agree?”

and “Why do you think so?”) to extend “think-pair-share” conversations. Model and post conversation “starters” such as:

o “I agree because….” o “I noticed that…” o “Your solution is different from/ the same as mine

because…” Provide Multiple Means of Action and Expression:

• Provide a variety of ways to respond: Oral Pair share, choral small group share, personal white boards

• Support oral or written response with sentence frames • Ask questions to probe what students mean as they attempt

expression in a second language • Scaffold questioning to guide connections, analysis, and mastery • Group students by home language • Have students retell another student’s idea to a partner • Use wait time

Provide Multiple Means of Engagement:

• Push student comprehension into higher levels of Bloom’s Taxonomy with advancing questions

• Ask, “Why?” and “What if?” questions

Differentiated Instruction: Scaffolds for Students with Special Needs: Provide Multiple means of Representation:

• Clarify, compare, and make connections to words in discussion, particularly during and after lessons

• Highlight or provide visuals for critical vocabulary in discussion. • Teach students how to ask questions (such as, “Do you agree?”


o “I agree because….” “I noticed that…” o “Your solution is different from/ the same as mine

because…” Provide Multiple Means of Actions and Expressions:

• Provide a variety of ways to respond: Oral Pair share, choral small group share, personal white boards

• Use think-pair-share to assess students’ understanding • Support oral or written response with sentence frames • Ask questions to probe what students mean as they attempt

expression • Scaffold questioning to guide connections, analysis, and mastery • Adjust the amount of guided practice or use small groupings • Have students retell another student’s idea to a partner • Use wait time


• Push student comprehension with advancing questions. • Check for understanding frequently • Couple teacher-talk with illustrative gestures • Keep teacher-talk clear and concise • Point to visuals while speaking, using your hands to clearly

indicate the image that corresponds to your words • Use rhythms to help students


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Differentiated Instruction: Scaffolds for Students Performing Below Grade Level

Provide Multiple Means of Representation: • Clarify, compare, and make connections to words in discussion,

particularly during and after lessons • Highlight or provide visuals for critical vocabulary in discussion • Teach students how to ask questions (such as, “Do you agree?”



because…”

Provide Multiple Means of Action and Expression: • Provide a variety of ways to respond: Oral, Pair share, Choral,

Small group share, Personal white boards • Use think-pair-share to assess students’ understanding • Support oral or written response with sentence frames • Ask questions to probe what students mean as they attempt

expression • Scaffold questioning to guide connections, analysis, and mastery. • Group students by home language for arithmetic computation • Adjust the amount o guided practice or use small groupings • Have students retell another student’s idea to a partner • Use wait time

Provide Multiple Means of Engagement: • Push student comprehension into higher levels of Bloom’s

Taxonomy with advancing questions • Ask, “Why?” and “What if?” questions • Check for understanding frequently (e.g., ‘show’) • Couple teacher-talk with illustrative gestures • Keep teacher-talk clear and concise • Point to visuals while speaking, using your hands to clearly

indicate the image that corresponds to your words. • Teach in small chunks so students get practice with one step at a

time • Use rhythms to help students (e.g., chant)

Differentiated Instruction: Scaffolds for Students Performing Above Grade Level Provide Multiple Means of Representation:

• Teach students how to ask questions (such as, “Do you agree?” and “Why do you think so?”) to extend “think-pair-share” conversations. Model and post conversation “starters” such as:


because…” Provide Multiple Means of Action and Expression:

• Encourage students to notice and explore patterns in the texts presented. Invite students to explain their observations/reasoning both orally and by writing

• Encourage extend exploration of topics • Foster curiosity about texts being read by asking students to

make comparisons to other texts they have read at home or at school

• Facilitate exploration through open-ended activities or discussion • Offer extensions for early finishers.


• Push student comprehension into higher levels of Bloom’s Taxonomy with advancing questions

• Ask, “Why?” and “What if?” questions • Get students up and moving


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Part 1- Literary Text

Standards: • 1.RL.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. • 1.L.5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word

meanings. o 1.L.5(d): Distinguish shades of meanings among verbs differing in manner (e.g., look, peek, glance, stare, glare,

[and] scowl). • 1.SL.4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Learning Goals: Students will be able to:

• After listening to or reading a book or poem, students share with their partners words or phrases in the text that suggest feelings or appeal to the senses and use them to describe people, places, things, and events. (1.RL.4 and 1.SL.4)

• Distinguish shades of meaning of verbs and adjectives. (1.L.5d) Question Stems (for teachers and students):

• What words in the text make you feel _______? • How do those words make you feel? • How does the character feel? How do you know? • What words tell you how the character feels? • What words help you understand what it looks

like/feels like/sounds like, etc.? • Which word means more/less _____?

Teacher generated question stems: • • • •

Sentence Frames (for teachers and students): • The word(s) _____ make the reader feel _____. • Those words make me feel _____. • I know the character is feeling _____ because _____. • The words _____ help me understand that it

looks/feels/sounds, etc. _____. • The word _____ means more/less than _____.

Technology/Arts Integration Suggestions: Project Based Learning Ideas:


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Ideas for Charting:

Suggested Formative Assessments:

• All standards - Anecdotal notes recorded during turn and talk/think-pair-share. • 1.RL.4 – In guided or independent reading, students Identify words and phrases suggest feelings or appeal to the

senses. • 1.SL.4 – Teacher takes anecdotal records as students describe artwork and music throughout unit. • 1.L.5(d) - In a center, asks students to sort word/picture cards by shades of meaning (e.g. happy, glad, sad, mad,

angry)

How is Alexander feeling? !

I said I was scrunched, smushed. And I was going to be carsick.

Unhappy

Words/phrases that suggest feeling.

Feeling

Words/phrases that suggest feeling.

Feeling


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Sample Activities: 1. Reading / Literary Read Thunder Cake aloud to the class. As students meet each character in the text, guide them to think about the character’s feelings and how the author shows us how the character feels. Discuss how the author helps us use our senses to see, smell, feel, hear, and even taste while we are reading a book. As you read aloud, model the way you are drawn to use your senses. (1.RL.3, 1.RL.4) 2. Language Choose some verbs that are rather bland, such as “said.” Ask the children to imagine that they are in the book (Thunder Cake) with the child and Babushka. Read aloud several of the sentences below to the students, asking them to act out each one. After each sentence ask students to identify the word, which communicates how the character is speaking (e.g. cooed, said, stammered, crowed, exclaimed, croaked, and whispered). Circle the word. Once the words have been identified, ask the students to order the words from most calm to most excited.

• “Steady, child,” she cooed. Unless you let go of me you won’t be able to make a thundercake today. • “Thundercake?” I stammered as I hugged her even closer. • “Let’s find that recipe, child,” she crowed as she lovingly fingered the grease-stained pages to a creased spot. • “Now let’s gather all the things we’ll need!” she exclaimed as she scurried toward the back door. • “Eight miles, child,” Grandma croaked. “Now we have to get chocolate and sugar and flour from the dry shed.” • “Three overripe tomatoes and some strawberries,” Grandma whispered as she squinted at the list.

This lesson on verbs can be extended to cover tenses, roots and affixes –ed, -s, -ing. To make the extending lessons more fun, create a Wordle for each verb tense (i.e., present tense verbs for “talk,” past tense verbs for “talk,”….) (1.SL.4, 1.L.1.e, 1.L.5d, 1.L.4b, 1.L.4c) Wordle Website: http://www.wordle.net 3. Language To reinforce the idea of a wide range of alternatives for a word like “see,” write the words “look,” “peek,” “glance,” “stare,” “glare,” and “scowl” onto cards. Have the students arrange the cards in order from the most to least cautious (e.g., peek→glance→look→stare→glare→scowl). Use a thesaurus to add other synonyms of “to see” and add them into the range of words. (L.1.5(d))


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4. Narrative Writing/Revision Give students this prompt: “Write a story about a time you felt happy. Be sure to include at least two sequenced events, use time cue words, provide some details, and include a sense of closure.” Combining the focuses of this unit (revision, appealing to the senses with details, and using well-chosen verbs), zero in on details and synonyms while the students revise their stories. Help the students to watch for the proper use of personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything) as they are editing.) (1.W.3, 1.W.5, 1.L.1d) 5. Music Connection/Mood Play violin concerto music. Ask the students how the music made them feel. For example, ask them to finish this sentence: “During the music, I felt _______________ because.” Continue to listen to the music at any opportunity. Then, read the poem “April Rain Song.” After the students listen to the poem, go back through the text and have the children talk about what words and phrases the author used to let the reader know how the characters in the poem felt about the rain. (1.RL.4, 1.L.1.i) 6. Language To teach the use of a comma in a series, list the five senses on the white board. Give students a “setting” card (e.g., zoo, farm, or beach) and have them dictate a sentence using one of the senses, naming three things they sense for in that setting. Explain that when we use the word “and” we are using a conjunction. For example, “At the zoo, I smell popcorn, elephants, and cotton candy.” Write the dictated sentence and then challenge them to write their own sentences using “and” in the sentences. (1.L.2c, 1.L.1.g)


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Winds of Change

First Grade Common Core Unit 4 Possible Scope and Sequence

Part 1 – Literary Text Day 1 Learning Goal Addressed in this Lesson: Students will be able to: • After, listening to a

storybook or poem, students share with their partners words or phrases in the text that suggest feelings or appeal to the senses and use them to describe people, places, things, and events. (1.RL.4 and 1.SL.4)

Focus: Music Connection/ Mood sample Activity 5 (Found in “Sample Activities” section of part 1 of this unit).

Suggested Work: • “April Rain Song” by

Langston Hughes • Pyotr Ilyich Tchaikovsky,

Violin Concerto in D major and/or

• Wolfgang Amadeus Mozart, Violin Concerto No. 4 in D Major and/or

• Johann Sebastian Bach, Concerto for 2 Violins, Strings, and Continuo in D Minor and/or

• Ludwig van Beethoven, Violin Concerto in D Major

(Music links found in “Unit Works” section of this unit. Poem attached at end of unit.)

Day 2 Learning Goal Addressed in this Lesson: Students will be able to: • After, listening to a storybook

or poem, students share with their partners words or phrases in the text that suggest feelings or appeal to the senses and use them to describe people, places, things, and events. (1.RL.4 and 1.SL.4)

Focus: Students will listen to a storybook read aloud and discuss the meaning of the text. Suggested Work: Thunder Cake



Focus: Teacher displays a page or pages of the book. Students identify words and/or phrases in the text that suggest that the child is feeling scared and then brave. Teacher charts. (See sample Alexander chart). Discuss the changes in the character’s feelings. Suggested Work: Thunder Cake

Day 4 Learning Goal Addressed in this Lesson: Students will be able to: • Distinguish shades of

meaning of verbs and adjectives. (1.L.5d)

Focus: Language sample Activity 2 (Found in “Sample Activities” section of part 1 of this unit). Suggested Work: Thunder Cake



Focus: Students will listen to a storybook read aloud and discuss the meaning of the text. Suggested Work: When Sophie Gets Angry – Really, Really Angry…


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Day 6 Learning Goal Addressed in this Lesson: Students will be able to: • After, listening to or reading a

book or poem, students share with their partners words or phrases in the text that suggest feelings or appeal to the senses and use them to describe people, places, things, and events. (1.RL.4 and 1.SL.4)

• Distinguish shades of meaning of verbs and adjectives. (1.L.5d)

Focus: Teacher displays a page or pages of the book. Students identify words and/or phrases in the text that suggest that Sophie is feeling angry. Teacher charts. (See sample Alexander chart). In addition, students identify additional “said” words from the text and add these words to the shades of meaning list begun on day 4 of this unit. Discuss the changes in the character’s feelings. Suggested Work: When Sophie Gets Angry – Really, Really Angry…



Focus: Students will listen to the first half of a storybook read aloud and discuss the meaning of the text. Teacher displays a page or pages of the book. Students identify words and/or phrases in the text that suggest how the character is feeling. Teacher charts. Suggested Work: Alexander and the Terrible, Horrible, No Good, Very Bad Day



Focus: Students will listen to the first half of a storybook read aloud and discuss the meaning of the text. Teacher displays a page or pages of the book. Students identify words and/or phrases in the text that suggest how the character is feeling. Teacher charts. Suggested Work: Alexander and the Terrible, Horrible, No Good, Very Bad Day



• Distinguish shades of meaning of verbs and adjectives. (1.L.5d)

Focus: Create a new shades of meaning chart using the words terrible, horrible, no good, very bad, as well as positive words generated by the students (e.g. good, terrific, awesome, etc.). Discuss the changes in the character’s feelings. Suggested Work: Alexander and the Terrible, Horrible, No Good, Very Bad Day

Day 10 Culminating Performance Task

(1.RL.4) Learning Goal Addressed in this Lesson: Students will be able to: • After, listening to or reading a


Focus: Teacher reads aloud “The Garden,” but does not discuss meaning with the students. Teacher displays and rereads the section of the text identified in the performance task. Students independently circle the words that indicate how Toad is feeling and complete the sentence that states how he is feeling. Suggested Work: “The Garden” – Frog and Toad Together


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Part 2- Informational Text

Standards: • 1.RL.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. • 1.RI.8: Identify the reasons an author gives to support points in a text. • 1.W.5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers,

and add details to strengthen writing as needed.

Learning Goals: Students will be able to:

• After, listening to or reading a book or poem, students share with their partners words or phrases in the text that suggest feelings or appeal to the senses and use them to describe people, places, things, and events. (1.RL.4 and 1.SL.4)

• Give reasons for the author’s points. (1.RI.8) • Write about a topic. (1.W.5) • Make revisions based on questions and suggestions from peers to strengthen their writing. (1.W.5)

Question Stems (for teachers and students): • What words in the text make you feel _______? • How do those words make you feel? • What words that help you understand what it looks like/feels

like/sounds like, etc.? • Which word means more/less _____? • What reasons does the author give in the text to support

his/her point? • What could your partner add to their writing to make it

stronger?

Teacher generated question stems: • • • • •

Sentence Frames (for teachers and students): • The word(s) _____ make the reader feel _____. • Those words make me feel _____. • The words _____ help me understand that it

looks/feels/sounds, etc. • The word _____ means more/less than _____. • The text says _____. • My partner could add _____ to make his/her

writing stronger.


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Technology/Arts Integration Suggestions: Project Based Learning Ideas:

Ideas for Charting:

Flash, Crash, Rumble, and Roll

Author’s Point(s) Reasons

Storms can be scary If we know what to do, we can be safe.

• The air can turn a plane upside down.

• The sky can be dark and gray.

• Etc.

• Thunder is loud, but it

won’t hurt you. • Keep away from

metal when there is lightning.

• Etc. Suggested Formative Assessments:

• All standards - Anecdotal notes recorded during turn and talk/think-pair-share. • 1.RL.4 - In guided or independent reading, students identify words and phrases that suggest feelings or appeal to the

senses. • 1.RI.8 - In guided or independent reading, students identify the reasons an author gives to support points in a text. • 1.W.5 – During writing workshop, students respond to questions and suggestions from peers, and add details to

strengthen their writing as needed.


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Sample Activities:

1. Reading/Informational Text As you read books about the topic of wind or tornadoes, place the word “tornado” in the center of a display board. Look for causes of tornados (post on the left) and the effects of tornados (post on the right), creating a visual graphic organizer for cause and effect. Have students use the graphic organizer to create sentences showing cause and effect (e.g., “The high winds of the tornado tore the roof from the top of the Civic Center.”). Repeat this activity as you read other informational books with a cause-and-effect structure, giving students more of the responsibility for placing sticky notes on the graphic organizer and writing out the sentences. (1.RL.10, 1.RI.8)

2. Art/Class Discussion Show students a sampling of Monet’s Poplar series. What techniques has Monet used to convey the look and feel of the poplar? Use adjectives and action verbs to describe what you see. (1.SL.3, 1.L.1, 1.L.5)

3. Art/Class Discussion Take time to have students look at each of Monet’s painting closely. What changes do you notice between the paintings in his Poplar series? Discuss together the use of one subject in this selection. What aspects of the paintings stay the same? What aspects of the paintings change? Describe how it makes you feel? (1.SL.1, 1.SL.3, 1.SL.4, 1.Sl.6)


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Part 2 – Informational Text Day 11 Learning Goal Addressed in this Lesson: Students will be able to: • Give reasons for the author’s

points. (1.RI.8) Focus: Students will view a series of paintings of the same poplar tree (attached at end of unit) and discuss the changes that occurred in the artwork through the seasons. Suggested Work: Claude Monet, Poplar Series (Art link found in “Unit Works” section of this unit.)

Day 12 Learning Goal Addressed in this Lesson: Students will be able to: • Give reasons for the author’s

points. (1.RI.8) Focus: Students will view the Franklin The Weather Turtle video. After viewing, students will discuss the changes that occur in the weather. Guide students through a conversation about how change is all around us (characters, seasons, weather, etc.)

Suggested Work: Franklin, The Weather Turtle video (Video link found in “Unit Works” section of this unit.)


points. (1.RI.8) Focus: Students will listen to the first half of an informational text read aloud and discuss the meaning of the text. Students will discuss and chart the reasons the author gives to support his point(s). See sample chart in “Ideas for Charting” section of this unit. Suggested Work: Flash, Crash, Rumble, and Roll


points. (1.RI.8) Focus: Students will listen to the second half of an informational text read aloud and discuss the meaning of the text. Students will discuss and chart the reasons the author gives to support his point(s). See sample chart in “Ideas for Charting” section of this unit. Suggested Work: Flash, Crash, Rumble, and Roll


points. (1.RI.8) Focus: Students will listen to several chapters of an informational text read aloud and discuss the meaning of the text. Students will discuss and chart the reasons the author gives to support her point (e.g. Storms are important). See sample chart in “Ideas for Charting” section of this unit. Suggested Work: Storms (Chapters 1 and 2)


points. (1.RI.8) Focus: Students will listen to several chapters of an informational text read aloud and discuss the meaning of the text. Students will discuss and chart the reasons the author gives to support her point (e.g. Storms are important). See sample chart in “Ideas for Charting” section of this unit.

Suggested Work: Storms (Chapters 3-5)


points. (1.RI.8) Focus: Students will listen to several chapters of an informational text read aloud and discuss the meaning of the text. Students will discuss and chart the reasons the author gives to support her point (e.g. Storms are important). See sample chart in “Ideas for Charting” section of this unit.

Suggested Work: Storms (Chapters 6-8)


points. (1.RI.8) Focus: Students will listen to the first half of an informational text read aloud and discuss the meaning of the text. Students will discuss and chart the reasons the author gives to support her point. Suggested Work: Tornadoes


points. (1.RI.8) Focus: Students will listen to the first half of an informational text read aloud and discuss the meaning of the text. Students will discuss and chart the reasons the author gives to support her point. Suggested Work: Tornadoes


points. (1.RI.8) Focus: Students will read an article and discuss the meaning of the text. Students will discuss and chart the reasons the author gives to support his/her point (e.g. Wind is air on the move.) See sample chart in “Ideas for Charting” section of this unit.

Suggested Work: “Wind Power” article (Article link found in “Unit Works section of this unit. A copy has also been provided)


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Day 21 Learning Goal Addressed in this Lesson: Students will be able to: • Give reasons for the

author’s points. (1.RI.8) • 1.RL.4: Identify words and

phrases in stories or poems that suggest feelings or appeal to the senses.

Focus: Students will read and discuss the meaning of a poem. Students will discuss and chart the reasons the author gives to support his point(s). Suggested Work: “The Wind” by Robert Louis Stevenson

Day 22 Learning Goal Addressed in this Lesson: Students will be able to: • 1.RL.4: Identify words and


Focus: With support from the teacher, students will underline the words or phrases in the poem that suggest feelings or appeal to the senses (toss the kites, blow the birds, like ladies’ skirts across the grass, etc.). Suggested Work: “The Wind” by Robert Louis Stevenson


points. (1.RI.8) • 1.RL.4: Identify words and


Focus: Students will read and discuss the meaning of a poem. Students will discuss and chart the reasons the author gives to support her point(s). With support from the teacher, students will underline the words or phrases in the poem that suggest feelings or appeal to the senses (leaves hang trembling, trees bow down their heads, etc.). Suggested Work: “Who Has Seen the Wind?” by Christina Rossetti




Focus: Students will participate in a 1st and 2nd read of a close reading of a poem. (Lesson plan attached to unit.) Suggested Work: “The Wind” by James Reeves




Focus: Students will participate in a 3rd and 4th read of a close reading of the poem. (Lesson plan attached to unit.) Suggested Work: “The Wind” by James Reeves


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Day 26 Learning Goal Addressed in this Lesson: Students will be able to: • Give reasons for the

author’s points. (1.RI.8) • 1.RL.4: Identify words and


Focus: Students will revisit the 3-D notes from previous lesson. Students will discuss in partners additional evidence from other texts that demonstrate how the wind is gentle and/or strong. This evidence is added to the 3-D notes. Suggested Work: “The Wind” by James Reeves and other texts from the unit

Day 27 Unit Assessment

(1.RI.8 and 1.W.5) Learning Goal Addressed in this Lesson: Students will be able to: • Give reasons for the author’s

points. (1.RI.8) • Write about a topic. (1.W.5) Focus: Students will write about the author’s point (topic): The wind can be strong. They will give several reasons (evidence from the text) the author included in his poem that tell how the wind is strong. Suggested Work: “The Wind” and other texts from the unit



points. (1.RI.8) • Write about a topic. (1.W.5) • Make revisions based on

questions and suggestions from peers to strengthen their writing. (1.W.5)

Focus: Class rereads 3-D notes. Students take turns reading their writing to a peer. Peers ask questions and make suggestions on how to change/strengthen writing (adding evidence from the notes). Students revise writing based on suggestions. Suggested Work: “The Wind” and other texts from the unit



points. (1.RI.8) • Write about a topic. (1.W.5) Focus: Students will write about the author’s point (topic): The wind can be gentle. They will give several reasons (evidence from the text) the author included in his poem that tell how the wind is gentle. Suggested Work: “The Wind” and other texts from the unit



points. (1.RI.8) • Write about a topic. (1.W.5) • Make revisions based on

questions and suggestions from peers to strengthen their writing. (1.W.5)

Focus: Class rereads 3-D notes. Students take turns reading their writing to a peer. Peers ask questions and make suggestions on how to change/strengthen writing (adding evidence from the notes). Students revise writing based on suggestions. Suggested Work: “The Wind” and other texts from the unit


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April Rain Song Langston Hughes

Let the rain kiss you

Let the rain beat upon your head with silver liquid drops Let the rain sing you a lullaby

The rain makes still pools on the sidewalk The rain makes running pools in the gutter

The rain plays a little sleep song on our roof at night And I love the rain.


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The Wind James Reeves

I can get through a doorway without any key,

And strip the leaves from the great oak tree.

I can drive storm-clouds and shake tall towers,

Or steal through a garden and not wake the flowers.

Seas I can move and ships I can sink;

I can carry a house-top or the scent of a pink.

When I am angry I can rave and riot;

And when I am spent, I lie quiet as quiet.


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The Wind Robert Louis Stevenson

I saw you toss the kites on high

And blow the birds about the sky; And all around I heard you pass,

Like ladies' skirts across the grass— O wind, a-blowing all day long,

O wind, that sings so loud a song!

I saw the different things you did, But always you yourself you hid. I felt you push, I heard you call, I could not see yourself at all— O wind, a-blowing all day long,


O you that are so strong and cold, O blower, are you young or old? Are you a beast of field and tree, Or just a stronger child than me? O wind, a-blowing all day long,



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Who Has Seen the Wind? By Christina Rossetti

Who has seen the wind?

Neither I nor you: But when the leaves hang trembling,

The wind is passing through.

Who has seen the wind? Neither you nor I:

But when the trees bow down their heads, The wind is passing by.


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Poplars in the Sun Claude Monet

Poplars (Autumn) Claude Monet

Three Trees in Grey Weather Claude Monet

norwalk-la mirada unified school district first grade · o ccra.r.8: delineate and ... music •...

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