Grade 1 Listening and Learning Writing

Transcription

1 STD. W.1.1 Write an opinion piece in which they name the book they are writing about, state an opinion, and provide some STD. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some STD. W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some happened, use temporal words to signal event order, and provide some Domain # Standards Lesson (s) Activities Follow-Up Writing Opportunity 1 STD. W.1.3 Write narratives in which they recount two or more 9B p.103 Objective: I can write, tell, and/or draw an original fable with characters, setting, and plot including a beginning, middle and end. Using the class writing as a model, each students completes a new Peter appropriately sequenced Rabbit tale. The tale Remind students that the story said that when Peter got home, his mother wondered what he events, include some should have two or more had done with his clothes and that it was the second little jacket and pair of shoes that Peter appropriately sequenced had lost in a fortnight (or two weeks). happened, use temporal events, include some words to signal event order, and provide some Ask students what kind of mischief Peter might have gotten into when he lost the first jacket and pair of shoes. Brainstorm a number of ideas. Prior to recording students responses, point out that you are going to write down what they say, but that they are not expected to read what you write because they are still learning the rules for decoding words. Emphasize that you are writing what they say so that you don t forget, and that you will read what has been written. Tell students that as a class you are going to write another tale about Peter Rabbit s mischief. Decide which of the ideas brainstormed earlier will be used for the class story. If you have students who are ready to write their own stories, they may choose other ideas. happened, use temporal words to signal event order, and provide some Brainstorm ideas for characters, setting, and plot. Guide students in translating these ideas into sentences that tell a story with a clear beginning, middle, and end. After the story has been written, read it to the class. If time allows, you may have each student draw an illustration of the new Peter Rabbit tale. You may want to look into an electronic publishing program (such as imovie, or ipublish) or create a slide presentation (such as PowerPoint), or bind the pages to make a book to put in the class library for students to read again and again. 2

2 3 STD. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some 6B p.89 Objective: I can draw and describe one of the scenes from Issun Boshi: One Inch Boy Tell students that by now they have heard three folktales that feature main characters no bigger than a thumb. Explain to students that this is an important similarity in these folktales, but that there are other similarities, as well as differences. Tell students that to discover the differences and other similarities, they are going to draw the characters, setting, and a scene from the middle of each read-aloud. Explain to students that although several events occurred in the middle of each read-aloud, they are to pick just one to draw and discuss. Have students choose two of the folktales with characters no bigger than a thumb. Using the information gathered as a class, have students write compare the stories. Divide the class into thirds. On a large piece of chart paper, have one-third of the class draw the characters, setting, and one scene from Tom Thumb. Have the other two groups do the same for Thumbelina and Issun Boshi: One-Inch Boy. As students draw, circulate around the classroom and help any group or student who has trouble remembering the characters, settings, or events from the read-alouds. Students should write sentences describing their drawings using the sound-spelling correspondences taught thus far. After students have finished drawing, have each group present their pictures and sentences to the class. As students present, ask them to name the characters they have drawn, describe the setting, and explain the scene from the folktale. Also, have students explain what occurs before and after the scene they have chosen. As the second and third groups present, prompt students to point out any similarities or differences they notice. Remember to repeat and expand upon students vocabulary, using richer and more complex language, including vocabulary from the read-alouds. At the end of the exercise, display the students posters around the classroom. 4

3 5 STD. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some 3B p Objective: I can write and illustrate important details about the Maya and discuss with one or more peers. Show students Image Card 8 (King Pakal), and explain that it is a picture of a sculpture of King Pakal. Talk about the Image Card, and have students share what they learned from the readaloud about King Pakal and about his son, King Chan Bahlum. Tell students that you are going to place the Image Card on the chart to help them remember that the Maya had a leader called asking. Ask students if we have a king who is in charge today. Guide discussion to help students understand that our leader today is the United States president and there are both similarities and differences between a king and a president. Show students Image Card 9 (Mayan City). Talk about the Image Card, and have students share what they have learned about the city of Baakal. Tell students that you are going to place the Image Card on the Civilizations chart to help them remember that the Maya had cities. Interactive Illustration Explain to students that they will all get to be authors and illustrators in the next activity. Give every student a sheet of paper folded in half. First, ask students to think about all they have learned about the Maya in the read-alouds. Remind them of the following: The importance of maize and farming to the Maya Kanal s family and their journey to Baakal in canoes, as well as the importance of extended family who helped them along the way The Maya were ruled by kings The city of Baakal, the markets, the buildings, and the amazing Tomb. Then have each student write a sentence about the Maya on one half of the paper. Pair students with a partner. Ask them to read their sentence aloud and then trade papers. Using the second section on their partner s paper, have each student draw a picture that goes with his or her friend s sentence. Encourage each illustrator to ask the writer questions to make sure that they understand the sentence. Then have each illustrator hand the paper back to the original author. Choose one student pair to model the following additional activity with the entire group. First copy the student s sentence on chart paper, a chalkboard, or a whiteboard and read it. Then show the class the accompanying picture. Encourage the author and his or her classmates to think of even more details and descriptive words to add to his or her original sentence. Remember to repeat and expand upon students responses using richer and more complex language, including, if possible, any read-aloud vocabulary. Now model the use of carets (wedge-shaped marks used to insert text) as needed to add these additional words to the original sentence on chart paper, a chalkboard, or a whiteboard. Reread the new sentence, and ask the illustrator and class what additional details might be added to the drawing, based on the new words. If time allows, repeat with other student examples. Students should expand the sentence to write an informative paragraph about the Maya s or other civilization from the domain.

4 6 7 STD. W.1.1 Write an opinion piece in which they name the book they are writing about, state an opinion, and provide some sense of closure. 8 9 STD. W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some happened, use temporal words to signal event order, and provide some 8B p.101 Lessons 1B, 3B or 9B Objective: I can write and illustrate details about something the student thinks should be preserved and explain the reason for his or her choice. Multiple Meaning Word Plate Sentence in Context 1. [Show Poster 4M (Plate).] In the read-aloud you heard, This painting shows T. Rex facing off against a triceratops, a dinosaur with long horns and a shield-like plate on its head. Here, plate means one of the usually flat, hard pieces that covers the bodies of some animals. [Have students hold up one or two fingers to indicate which image on the poster shows this meaning.] 2. Plate can also mean a flat and usually round dish that is used for eating or serving food. [Have students hold up one or two fingers to indicate which image on the poster shows this meaning.] 3. Now with your neighbor, make a sentence for each meaning of plate. Remember to use complete sentences. I will call on some of you to share your sentences. [Call on a few students to share their sentences.] Domain-Related Trade Book Refer to the list of recommended trade books in the Introduction at the front of this Anthology, and choose one about dinosaurs to read aloud to the class. As you read, use the same strategies that you have been using when reading the read-aloud selections in this Anthology pause and ask occasional questions; rapidly clarify critical vocabulary within the context of the read-aloud; etc. After you finish reading the trade book aloud, lead students in a discussion as to how the story or information in this book relates to the read-aloud in this domain. Discuss whether the trade book was fiction or nonfiction, fantasy or reality, historical or contemporary. You may also ask students to write about the most interesting thing they learned from the trade book, using the sound/spelling correspondences taught thus far. Objective: I can describe, orally or in writing, the setting, characters, facts, events, and elements of magic in Sleeping Beauty. OR I can describe, orally or in writing, the setting, characters, facts, events, and elements of magic in Rapunzel. Elements of Fairy Tales Chart (Instructional Master 1B-1, optional) 15 minutes On chart paper, a chalkboard, or a whiteboard, draw the following chart. As students discuss each fairy tale element, record a brief description in each section of the chart. Note: You will be creating one of these charts for each fairy tale in the domain. You may wish to display them in your classroom throughout your study of Fairy Tales. Tell students that you are going to write down what they say, but that they are not expected to be able to read what you write because they are still learning all the rules for decoding. After completing 8B as an introduction, have students choose something that should be preserved. They must state what they are writing about, state an opinion and provide a By the end of the domain, have students recount two or more events from a given fairy tale. Students must include happened in the fairytale, use temporal words and provide a sense of closure.

5 Emphasize that you are writing what they say so that you don t forget. Tell them that you will read the words to them. You may also wish to provide students with copies of Instructional Master 1B-1 if they are able to fill in the chart on their own. Remind students that the setting of a story is the time and place a story takes place. Tell students that many fairy tales begin in a special way that gives us a clue about when the story takes place. Ask students to listen carefully while you reread the first sentence of Sleeping Beauty. Ask students if any of the words in the sentence give them a clue about when the story takes place. Tell students that the phrase once upon a time often begins fairy tales, and ask them when they think a tale takes place if it starts with once upon a time. (a long time ago) Write the phrase on the chart in the row marked Setting(s). Ask students where the story takes place (king s castle), and record that information as well. Next, use the Flip Book or Media Disk to review the characters that students identified in the fairy tale, and record the characters on the Fairy Tale Characters row of the chart. Explain that fairy tales are often about princesses, princes, queens, or kings. Tell students that people with these titles are called royalty, and remind them of kings and queens they may have studied in other domains. Remind students that although all characters in fictional stories, such as fairy tales, are make-believe, most of the characters in Sleeping Beauty are based on real kinds of people. For example, there really are kings, queens, princesses and princes in our world. However, some characters in fairy tales, like the fairies in Sleeping Beauty, are magical characters who could not be real people. Explain that fairy tales usually have one or more magical characters. Tell students that they will learn about additional fairy tale characters in other tales they ll hear. Tell students that many fairy tales also have some things happen that are magic or fantasy, and ask students to describe the magical events (the fairies gifts to the young princess; the evil and good spells; and the sleeping enchantment) that occur in this tale. Record this information on the Fantasy/Magic row of the chart. Explain that magical events are one of the things that make fairy tales different from other kinds of stories. Ask students to describe the problem the royal family faces in Sleeping Beauty (the thirteenth fairy s evil spell) and how the problem is solved. (The twelfth fairy softens the curse; the king orders that all spindles should be burned; the prince kisses the princess and she awakens.) Record this information on the Problem(s) and Solution(s) rows of the chart. Tell students that characters in fairy tales always have a problem that must be solved. Finally, remind students of their discussion of the ending of Sleeping Beauty. Reread the last sentence of the fairy tale: At last the wedding of the prince and princess was held with great feasting and rejoicing, and they lived happily together for the rest of their days. Describe the conclusion of the fairy tale on the Ending row of the chart. Explain to students that characters in fairy tales almost always live happily ever after, and tell students that the fact that most fairy tales have

6 happy endings is another thing that makes fairy tales different from other kinds of stories. Tell students that people often refer to happy endings for other things such as movies, contests, and sports games as fairy-tale endings. Tell students that they will get a chance to read many more fairy tales and that they will look at similarities and differences among fairy tales. 10 STD. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some 11 STD. W.1.1 Write an opinion piece in which they name the book they are writing about, state an opinion, and provide some sense of closure. 5B p.71 5B p.70 Objective: I can plan and draft an informative/explanatory text that presents information from The Legend of Betsy Ross about the first US Flag. Give each student a copy of Instructional Master 5B-1. Ask them what they see. Ask how they should color the flag. (blue background for stars, top stripe is red and then alternating with white) Ask students to write a sentence about the original flag of the United States on the back of the Instructional Master. Some students may need to dictate their sentences to an adult, whereas others may write their sentences independently. Give students the opportunity to share their writing with a partner or the class. As students share, encourage them to respond to questions and suggestions from classmates about ways to add details to strengthen their writing. Model for students a constructive way to provide peer feedback to a writer. You may wish to suggest to students that they ask the writer questions such as: Did you want to explain why there are thirteen stars on the flag? Did you want to tell about George Washington s role in creating this new flag? Could you tell us more about Betsy Ross? Objective: I can draw and write sentences about which one of Lewis and Clark s three tasks they think will be easiest and which will be most difficult, supplying reasons for their opinions. Use Image Cards to review the three tasks that Lewis and Clark needed to accomplish on their trip. As you show the class each Image Card, have them talk about the task demonstrated on the Image Card. If students have trouble, you made wish to reread the appropriate passages from the read-aloud. You may also wish to divide the class into three groups and have each group present the task represented on the Image Card to the class. Discuss the tasks with the class. Have students divide a blank sheet of paper into two halves. On one half, have students draw a picture of the task they think will be the hardest task and write a sentence about why they think that task will be the most difficult. On the other half, have students draw a picture of the task they think will be the easiest and write a sentence about why they think that task will be the easiest. If time allows, have students share their drawings and writing with a partner or the class. After receiving feedback from peers, students should write a paragraph about the flag, supply facts and provide a sense of closure. After completing the activity on page 70, the following is an extension: Using the writing process framework in the Skills Strand,, students must write an opinion piece in which they name the topic they are writing about, state an opinion, and provide some sense of closure. (i.e. I think XX task is the easiest for Lewis and Clark to accomplish on the trip or I think XX task is the most difficult )

7