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Lesson Plan-Animals tamed and wild 1st Grade

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Curriculum Unit: Animals, Tame and Wild

Grade: 1st Grade                                                                                                                          Duration: 6 Weeks

Standards:

      RL.1.1: Ask and answer questions about key details in a text.

      RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.

      RL.1.3: Describe characters, settings, and major events in a story, using key details.

RL.1.7: Use illustrations and details in a story to describe its characters, setting, or events.

RI.1.2: Identify the main topic and retell key details of a text.

      RI.1.3: Describe the connection between two individuals, events, ideas, or pieces of information in a text.

RI.1.8: Identify the reasons an author gives to support points in a text.

RF1.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

RF1.3: Know and apply grade level phonics and word analysis skills in decoding words.

 RF.1.4: Read with sufficient accuracy and fluency to support comprehension.

L.1.1: Produce and expand complete simple and compound declarative, interrogative, and exclamatory sentences in response to prompts.

L.1.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.1.5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meaning.

\     SL.1.1: Ask questions to clear up any confusion about the topics and texts under discussion.

SL.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

SL.1.4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

      W.1.2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide 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.

W.1.5: 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.

Understandings:

●       Students will be able to identify and read words with short vowel sounds a, e, i, o, and u.

●       Students will be able to identify and read final consonant patterns –ck, -x /ks/, and –s /z/

●       Students will be able to identify and describe characters in a story.

●       Students will be able to identify and describe the setting of a story.

●       Students will be able to identify the plot of a story.

●       Students will be able to identify the problem in a story.

●       Students will be able to identify the solution in a story.

 

Essential Questions:

●       What do pets need?

✔      How can you take care of a pet?

✔      Compare and contrast different needs of a pet.

✔      What will happen if a pet does not have what it needs to survive?

●       Who helps animals?

✔      How can we help animals in our environment?

✔      How do vets help animals?

✔      How can people help animals?

✔      What tools do people use to help animals?

✔      How are the tools different depending on who is helping the animal?

●       How do animals help people?

✔      What would be different if animals didn’t help people?

✔      How can you help an animal?

●       How do wild animals take care of their babies?

✔      What would happen if an animal didn’t take care of their baby?

✔      Compare how two different animals take care of their babies.

●       Which wild animals live in our neighborhood?

✔      Why does that animal live in our neighborhood?

✔      What would happen if that animal lived in a different neighborhood?

✔      Compare different neighborhoods and explain why different animals live in different neighborhoods.

●       What can we learn about wild animals by watching them?

✔      How do animals act in their environment?

✔      Compare and contrast different animal’s actions when you watch them.

✔      Do you think an animal acts differently when someone is watching them? Why?

 

 

Reading Skills:                                                                                 Writing Skills:

Phonics & Phonemic Awareness Skills:

●       Segment and blend c-v-c words with short vowel sounds

●       Segment and blend phonemes

●       Identify and read words with ending digraph –ck

●       Identify and read words with x /ks/ and s /z/ endings

●       Identify plurals

●       Identify inflected endings –s and –ing

●       Identify initial and finals consonant blends

Comprehension Target Skills:

●       Identify character and setting- (Students will identify characters feelings and support how they know.  Students will recognize when the setting has changed.)

●       Monitor and Clarify – (Self- monitor.  Does this make sense?)

●       Compare and Contrast

Weekly Writing Task:

●       Story: Students will be able to write a story that tells about characters and what characters do.

●       Fantasy Story: Students will be able to write a made-up story that could never really happen.

●       Short Poem: Students will be able to write a short poem written in lines that may rhyme and may describe something or express feelings.

●       Realistic Story: Students will be able to write a story that is made up, but it is like real life.

Writing Process:

Students will be able to write a Personal Narrative about a funny thing that happened to them and a pet or another animal.

Writing to Sources:

Students will be able to respond to/write answers to weekly “look back and write” questions.  Students will cite evidence from the text to answer questions related to the main selection.

 

 

Conventions:

●       Students will be able to identify and write complete sentences.

●       Students will be able to identify and write subjects of sentences.

●       Students will be able to identify and write predicates of sentences.

●       Students will be able to identify and write declarative sentences.

●       Students will be able to identify and write interrogative sentences.

●       Students will be able to write exclamatory sentences.

 
Vocabulary:

Week 1: needs, responsibility, shelter, cuddle, tickle, faithful, fetch, heel

Week 2: career, tool, sloppy, comfort, service, scrub, exercise, search

Week 3: past produce, danger, snuggle, powerful, present, transportation, serve, enormous

Week 4: observe, wild, screech, reserve, parent, canopy, million, native

Week 5: habitat, survive, croak, hatch, chirp, moist

Week 6: desert, world, silent, medicine, forest, chatter, snort, poisonous

Assessment:

●    Informal assessments based on conferences with students.

●    Informal assessments based on observations during mini-lesson and independent/group work.

●    Teachers will confer throughout the unit to help drive instruction and small group lessons.

●   Reading Street Bi-Weekly Assessments (Progress Monitoring-Tracked on Mastery Connect)

●    Unit 1 Benchmark Assessment (tracked on Mastery Connect)

English Language Learner Strategies & Special Education Strategies:

●       Main Selection reading is provided on an audio CD

●       Teacher will provide students with sentence starters to build academic language and to facilitate conversations among each other

●       Modified sentences according to the students’ individual English proficiency levels

●       Teacher will use “think-pair-share” activities

●       Teacher will use turn and talk during mini-lessons

●       Charts with visuals and pictures will be used

●       Teacher will use vocabulary picture cards to aid them in learning new vocabulary

●       Teacher will use a variety of graphic organizers

●       Teacher will use sentence frames

●       ELL handbook resource will be used

●       ELL activities on succent.net

●       Teacher will create hands on activities

●       Concept videos online will be used

Reference Charts:

Reading Street Focus Wall:

●       Big Question (How are people and animals important to one another?)

●       Weekly Questions of the week

●       Weekly High Frequency Words

●       Weekly Spelling Words

●       Weekly Genres

●       Weekly Story Titles

●       Weekly Phonics Skill

●       Weekly Comprehension Skill

Writing Charts:

●       Beginning, Middle, and End –Plot

●       Character and Setting

●       What does a complete sentence look like?

●       Subjects in Sentences

●       Predicates in Sentences

●       Interrogative Sentences

●       Elements of a Story

●       Elements of a Realistic Story

●       Elements of a Short Poem

●       Elements of a Fantasy Story

Resources – Texts, Technology, Websites:

●    Variety of fiction and informational common aligned texts

●    Pearsonsuccess.net

●    Interactive Literacy Games (starfall.com, abcmouse.com)

 

Interdisciplinary Connections:

●    Literacy Development (Reading and Writing)

●    Speaking and Listening (maintain focus, respond to open ended questions, use accountable talk, answer questions for clarification, provide accurate/detailed information about a topic, give explanations in a clear and understandable manner).

●    Science and Social Studies Essential weekly questions/discussions are connected to science and social studies.  (Pets need food and water, people help animals, animals become transportation, animals provide services, animals provide food for their babies, all kinds of animals live in our neighborhood, we can learn about animals by watching them, wild animals need food, water, and shelter to survive.)

 

 

 

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Lesson Plan-Animals tamed and wild

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