ࡱ> q` 1bjbjqPqP 4::)66667u~88888o9.99 ttttttt$vhy~t;o9o9;;t88tL>L>L>;r88tL>;tL>L>kmX/q8r8 $K{6<jn(rt0unDy`=yP/qy/q9v3:TL>:D:999tt6>999u;;;;(-D - Unit of Study Organizer (all information will be transferred to appropriate tabs on website) Unit Title: Being Good Friends and Citizens Grade Level: Grade 1Getting Ready: Narrative Overview: By conducting shared research, students learn that investigating is foundational to learning. By using books that require conversation, students understand that ideas are processed through inquiry, thought and conversation. After the students perform shared research based on a class question, they write an explanatory piece about a given topic. During this writing, they review the formation of a sentence with proper punctuation. Students respond to a question (prompt) to write what they know about rules and friendship, focusing on their topic and supporting it with facts. Finally, they apply their knowledge of questioning to poetry and perform the poetry as a choral reading. Student Objectives: Use pictures, illustrations, and details in a text to discern and describe key ideas. Help form topic questions from text. Gather information on a given topic. Listen to one another in conversations and speak one at a time. Capitalize names, places and dates. Punctuate sentences correctly with a period and a question mark. Perform poetry as a choral reading. Key Vocabulary Words & Definitions: Key Vocabulary Words Respect Responsibility Caring Detail(s) Fact Choices Problem Solution Text Common Core Standards & Content Links Common Core 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. W.1.7: Participate in shared research and writing projects. SL.1.1: Participate in collaborative conversations with diverse partners about Grade One topics and texts with peers and adults in smaller and larger groups. L.1.1: Demonstrate command of the conventions of Standard English grammar and usage when writing and speaking. L.1.1J: Produce and expand complete and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. W.1.1: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. W.1.2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and supply some sense of closure. W.1.3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. F.1.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). F.1.2b: Orally produce single syllable words by blending sounds (phonemes) including consonant blends. Social Studies Links SS.1.A- Explain how laws and rules are made and changed to promote the common good. SS.1.B- List the rights and responsibilities of citizens. SS.2.A.1- Examine how individual rights are protected. SS.2.A.2- Propose peaceful resolutions of disputes in the classroom and on the playground SS.2.C.1- Describe how authoritative decisions are made, enforced and interpreted within schools. SS.2.C.2- Explain what it means to make, enforce, carry out and interpret rules (i.e, explain what rules mean in specific cases) Special Area Connections You can add specific activities to refer to activities below that Special Area could assist with. Community Links Field Trips, Guest Speakers, etc. Counselors- Speak about feelings Book Titles- (broken by genre like sample units from book) AD= Adult Directed Lexile lists this as a book that is adult directed, not read independently by students. NC= Non-Conforming -Lexile lists this as a book that is leveled higher than the intended audience. *denotes a book that does not have a lexile level available. Week 1 Fiction First Day Jitters by Julie Danneberg (AD210L) Wemberly Worried by Kevin Henkes (AD170L) Chrysanthemum by Kevin Henkes (460L) Non-Fiction Look Book by Tana Hoban * Have You Filled a Bucket Today? by Carol McCloud (AD710L) Week 2 Fiction Frog and Toad Together by Arnold Lobel (330L) Do Unto Otters by Laurie Keller (AD460L) The Bear Who Wouldnt Share by Jonathan Allen (LBD Big Book) Weekend With Wendell by Kevin Henkes (AD170L) Non-Fiction How to Be a Friend by Laurie Krasny Brown and Marc Brown (140L) Friendliness by Lucia Raatma (430L) Caring by Mary Small (580L) Week 3 Fiction A Play for All by Meish Goldish (LBD Big Book)* Never Spit on Your Shoes by Denys Cazet (280L) Non-Fiction Citizens To Look Up To by Ashley S. Burell (LBD Big Book)* Being a Good Citizen by Mary Small (NC650L) Being Respectful by Mary Small (570L) Being Responsible by Mary Small (510L) Poetry If You Could Wear My Sneakers! by Sheree Fitch and Darcia LaBrosse InstructionSuggested Whole Group Lessons (including connection to grab kids attention, specific objectives, details for strategy instruction, Marzano strategies labeled, content connections) Week 1 Reading Through Inquiry Talk about the value of asking questions and how we begin to open our minds to think deeply about something. (SL.1.2) Model questioning techniques with text. RL.1, RI.1 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RL.10, RI.10 Phonemic Awareness/Phonics: Hear and identify short vowel sounds in text. R.2A, R2.C Introduce and identify CVC pattern in text. RF.2C, RF. 3B Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF.2D Balanced Literacy Introduce Balanced Literacy procedures (Daily 5, literacy centers, etc.) Friendship/Rules Participate in collaborative conversations (Marzanos cooperative learning) about friendship, rules and community. CC-SL.1.1., GLE-SS.2.C.2 Writing: (Narrative) Introduce and establish Writers Workshop procedures. Focus lessons on expansion of thought and volume of writing. W.3 Narrative (Formative): Students respond to personal experiences about starting first grade. Week 2: Reading Through Inquiry Students will be able to ask questions to broaden their knowledge about key details in a text. RL.1, RI.1 Discuss and practice using question words (who, what, where, and how). RL.1, RI.1 Model questioning techniques with using context clues. RI.4, V.4.A With prompting and support, read prose and poetry of appropriate complexity for grade 1. RL.10, RI.10 Model and identify how to use text features to locate key facts in text. RI.5 Balanced Literacy Continue to implement Balanced Literacy procedures (Daily 5, literacy centers, etc.) Phonemic Awareness/Phonics: Hear, identify and compose short vowels in text. R2.A, R2.C Introduce and identify CCVC pattern in text. RF.2B.c, RF.3B Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF. 2D Friendship/Rules: Model peaceful ways to resolve conflict. GLE-SS.2.A.2, SS.2.C.1, SS.2.A.1 Writing: (Explanatory) Continue to establish Writers Workshop procedures. Use informational text to model explanatory writing using facts. W.2 Support students as they begin explanatory writing. W.2 Week 3 Reading Through Inquiry Discuss and practice using question words (who, what, where, and how). RL.1, RI.1 Model questioning techniques with using context clues. RI.4, V.4.A With prompting and support, read prose and poetry of appropriate complexity for grade 1. RL.10, RI.10 Model and identify how to use text features to locate key facts in text. RI.5 Balanced Literacy Integrate standards through Balanced Literacy (Daily 5, literacy centers, etc.) Phonemic Awareness/Phonics: Hear, identify and compose short vowels in text. RF.2b.c, RF.3B Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF.2D Friendship/Rules: Discuss and interpret why we have rules and laws (school, bus and playground) GLE- SS.1.A, SS.2.A.1 Discuss the rights and responsibilities of citizens GLE- SS.1.B, SS.2.A.1 Writing: (Explanatory) Continue to establish Writers Workshop procedure Use informational text to model explanatory writing using facts. W.2 Support students as they continue explanatory writing. W.2 Formative (Explanatory): Students write about why we have rules. Guided Practice Activities (I do, we do, you do) Questioning: Look at Childrens Games by Pieter Bruegel. Ask the students to study the picture closely for a few minutes and write down any questions they have about what they see. Have students ask questions about the picture. As students begin to ask questions, write the questions on chart paper (e.g., What are they doing? Is that like a hula hoop?......). Small Group Lessons: Week 1 and beyond: Reinforce the 3 sentence rules: Capital, spacing and ending mark. L.1.1J, RF.1A, L.2A, L.2.B Spell untaught words phonectically, drawing on phonemic awareness and spelling conventions. L.2.E Print all lower and uppercase letters. L.1A Week 3: Identify CVC and CCVC pattern in text. Center Activities: Independent Practice Suggestions: (graphic organizers, activities, prompts, etc.) Whole Class Sharing Ideas: Differentiation:Extensions: Interventions/Modifications: (including ELL)Assessments: Include any sample scoring guides, anchor papers, etc. Write DRAFT if they need to be revised.Formatives: Narrative: Students respond to personal experiences about starting first grade. Explanatory: Students write about why we have rules. Summative: Addressed in Unit 2. 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