A Brave New World 1st
This document was uploaded by user and they confirmed that they have the permission to share it. If you are author or own the copyright of this book, please report to us by using this DMCA report form. Report DMCA
Overview
Download & View A Brave New World 1st as PDF for free.
More details
- Words: 3,079
- Pages: 17
A Brave New WorldThanksgiving Lessons This is a unit centered on the history and myths of the first Thanksgiving. It branches off, and includes ideas about overcoming stereotypes, understanding human strength, compassion and courage, comparing and contrasting the past with the present, and using library resources and technology to conduct research opportunities in authentic and meaningful ways. It meets a variety of grade level language arts standards. The key language arts standards are presented along with key grade level math, science and social studies standards, as well as a correlation with the Information Literacy Standards.
Learners This unit is geared for a group of 6 high ability first graders in a rural school. The classroom teacher is appreciative of help and ideas for differentiation in reading for the group. These students are reading at a 4th- 5th grade level. Each learner has proven to think using higher level thinking skills and truly enjoys school and learning. This group needs to be challenged in order to maintain that interest. The media specialist will teach the unit and work in collaboration with the classroom teacher to incorporate themes from the 1st grade curriculum while adding new challenges in reading and technology in the media center. Each day’s activities and readings begin with a springboard (or initializing) activity, involves information exploration and active involvement and incorporates a transition to the next lesson and closure at the end of the unit.
Expected Outcomes and Purpose This unit will encompass a 3 week timeframe (15 sessions): 1 hour, 15 minutes per session. The purpose of this unit is for students to use guided inquiry to separate fact from fiction regarding information about the first Thanksgiving, and to make connections in a variety of ways. Expected outcomes are as follows: • Students will investigate realities of the first Thanksgiving through print and electronic sources. • Students will differentiate between myths and realities of the first Thanksgiving. • Students will gain an appreciation of diverse personalities, cultures and times.
• • •
Students will compare the past with the present as it relates to the celebration of Thanksgiving and everyday life. Students will use library and technology resources to conduct research opportunities and present their findings to peers. Students will gain knowledge of how lifeskills are exhibited in times of change and hardship.
Lesson Resources and Materials Books: Bruchac, Joseph. Squanto’s Journey. Harcourt: Orlando, Florida. 2007. Dalgliesh, Alice. The Courage of Sarah Noble. Alladin Books: New York. 1991. Devlin, Wende and Harry. Cranberry Thanksgiving. Alladin Books: New York. 1990. Nature’s Children Animal Series. Grolier: Danbury, Connecticut. 2008. Osborne, Mary Pope and Natalie Pope Boyce. Pilgrims. Random House: New York. 2005. Osborne, Mary Pope. Thanksgiving on Thursday. Random House: New York. 2002. World Book Encyclopedia. World Book: Chicago. 2009. Websites: http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary /ILS_Correlations.shtml http://web.ebscohost.com/srck5/search? vid=2&hid=103&sid=35d0831d-b31d-440d-bbb9c5754cbe8769%40sessionmgr111 http://www.big6.com/kids/K-2.htm http://www.plimoth.org/ http://www.oceanspray.com/kids/ http://www.randomhouse.com/kids/magictreehouse/ Materials: Accompanying PDF documents
Teaching/ Learning Strategies Day 1: 1st grade standards Before reading:
Language Arts
Information Literacy Standards ILS 1: Accesses
Discuss what it means to stereotype. During reading: Teacher read Cranberry Thanksgiving, by Wende Devlin. After reading: Serve cranberry bread (recipe from book). View and taste other cranberry products (fresh, dried, juice, sauce, etc.) After visiting the ocean spray website, fill in graphic organizer of cranberry facts. Add to lapbook.
1.4.2 Use various organizational strategies to plan writing. 1.4.4 Research Process and Technology: Begin asking questions to guide topic selection and ask how and why questions about a topic of interest 1.4.5 Identify a variety of sources of information (books, online sources, pictures, charts, tables of contents, diagrams) and document the sources (titles) 1.4.6 Organize and classify information by constructing categories on the basis of observation. 1.5.2 Write brief expository (informational) descriptions of a real object, person, place, or event, using sensory details. Science: 1.1.1 Observe, describe, draw, and sort objects carefully to learn about them. 1.1.2 Investigate and make observations to
Information ILS 2: Evaluates Information ILS 3: Uses Information ILS 4: Pursues Information ILS 5: Appreciates Information ILS 6: Generates Knowledge ILS 7: Recognizes Importance of Information to a Democratic Society ILS 8: Practices Ethical Behavior ILS 9: Shares and Collaborates
seek answers to questions about the world. Technology: Model Internet search techniques. Discuss strategies to determine reputable websites. Show http://www.oceanspray.com/kids/. Read about the history and growing/ harvesting of cranberries. Sequence the steps in growing/ harvesting cranberries. Imbedded lifeskill: respect
Day 2: 1st grade standards Before reading: Introduce new vocabulary (toil, crisp, burly, fowl, slither, hearth, muskets, cured, community, pouch) found in Thanksgiving on Thursday, by Mary Pope Osborne “Wheel of Fortune” style. During reading: Ask for volunteers to read chapters 1-5. Use story element bookmarks to mark setting, conflict, rising action, climax, and denouement. After reading: Discuss the difference between fiction and nonfiction. Identify text as historical fiction.
Language Arts 1.3.1 Analysis of Grade-LevelAppropriate Literary Text: Identify and describe the plot, setting, and character(s) in a story. Retell a story's beginning, middle, and ending. 1.3.2 Describe the roles of authors and illustrators. 1.3.4 Distinguish fantasy from reality. 1.3.5 Understand what is read by responding to questions (who, what, when, where, why, how). Social Studies: 1.1.5 Identify people and events observed in national celebrations and
Information Literacy Standards ILS 1: Accesses Information ILS 2: Evaluates Information ILS 3: Uses Information ILS 5: Appreciates Information ILS 6: Generates Knowledge ILS 7: Recognizes Importance of Information to a Democratic Society ILS 9: Shares and Collaborates
holidays. Technology: Introduce website, http://www.randomhouse.com/kids/magictreehouse/, play games. Imbedded lifeskill: cooperation
Day 3: 1st grade standards Before reading: Review vocabulary words from yesterday by playing memory with word cards and definition cards. During reading: Popcorn read (Sound a chime to switch readers) Thanksgiving on Thursday, chapters 6-10. Continue with story element book marks. After reading: Retell the story using the story element bookmarks.
Language Arts: 1.3.1 Analysis of Grade-LevelAppropriate Literary Text: Identify and describe the plot, setting, and character(s) in a story. Retell a story's beginning, middle, and ending. 1.3.2 Describe the roles of authors and illustrators. 1.3.4 Distinguish fantasy from reality. 1.3.5 Understand what is read by responding to questions (who, what, when, where, why, how).
Information Literacy Standards ILS 1: Accesses Information ILS 2: Evaluates Information ILS 3: Uses Information ILS 5: Appreciates Information ILS 6: Generates Knowledge ILS 7: Recognizes Importance of Information to a Democratic Society ILS 9: Shares and Collaborates
Social Studies: 1.1.5 Identify people and events observed in national celebrations and holidays. Technology: Return to website , http://www.randomhouse.com/kids/magictreehouse/, get passport and stamp. View Mary Pope Osborne/ Will Osborne
speech discussing the origins of the series and the introduction of the non-fiction research guides. Imbedded lifeskill: gratefulness
Day 4: 1st grade standards Before reading: Introduce vocabulary found in Squanto’s Journey exchange, anchor, honor, captive, courage, language, accompany sachem, strength, pniese, symbolize, interpreter, envoy, listen, entwine by having students type in the words into Word and right clicking, and clicking on Look up. During reading: Choral read Squanto’s Journey on Powerpoint. After reading: Discuss voice (who is telling the story) and the Native American’s perspective. Complete “Count Your Blessings” in the lapbook.
Language Arts: 1.3.5 Understand what is read by responding to questions (who, what, when, where, why, how). 1.4.1 Organization and Focus: Discuss ideas and select a focus for group stories or other writing 1.5.5 Write for different purposes and to a specific audience or person. Social Studies: 1.1.5 Identify people and events observed in national celebrations and holidays. 1.1.10 Chronological Thinking, Historical Analysis and Interpretation, Research: Distinguish between historical fact and fiction in American folktales and legends that are a part of American culture.
Information Literacy Standards ILS 1: Accesses Information ILS 2: Evaluates Information ILS 3: Uses Information ILS 4: Pursues Information ILS 5: Appreciates Information ILS 6: Generates Knowledge ILS 7: Recognizes Importance of Information to a Democratic Society ILS 8: Practices Ethical Behavior ILS 9: Shares and Collaborates
Technology: Word Imbedded lifeskill: resiliency
Day 5: 1st grade standards Before reading: Begin a KWL chart about the first Thanksgiving. Students contribute what they think they know about the first Thanksgiving, and add questions they may have. This is an ongoing activity throughout the unit. As myths are busted, new questions formulated or new learning is acquired, the KWL chart will transform. Also ongoing is a timeline located on the cover of the lapbook. Students will add events to the dates as they are learned. During reading: Teacher read chapters 1 and 2 from Pilgrims (the non-fiction companion to Thanksgiving on Thursday). Students read chapter 3 “The Wampanoag” on
Language Arts: 1.2.1 Structural Features of Informational Materials: Identify the title, author, illustrator, and table of contents of a reading selection. 1.2.2 Identify text that uses sequence or other logical order. 1.2.3 Analysis of Grade-Level Appropriate Nonfiction and Informational Text: Respond to who, what, when, where, why, and how questions and recognize the main idea of what is read. 1.2.5 Use context (the meaning of the surrounding text) to understand word and sentence meanings. 1.2.7 Relate prior knowledge to what is read. Social Studies: 1.1.9 Chronological Thinking, Historical
Information Literacy Standards ILS 1: Accesses Information ILS 2: Evaluates Information ILS 3: Uses Information ILS 9: Shares and Collaborates
their own. After reading: Students visit Plimouth Plantation online to learn more about the Wampanoag Indians and write about their lifestyle in the graphic organizer for their lapbook.
Analysis and Interpretation, Research: Use the library and other information resources to find information that answers questions about history. 1.1.10 Chronological Thinking, Historical Analysis and Interpretation, Research: Distinguish between historical fact and fiction in American folktales and legends that are a part of American culture.
Technology: Visit http://www.plimoth.org/, go to “Education Programs”, then “Online Learning Center.” Imbedded lifeskill: resourcefulness
Day 6: 1st grade standards Before reading: Students choose four questions from the W part of the KWL chart to write on their lapbook. As answers are found throughout the unit, students write them on the pullout tab. During reading: Round-robin read chapter 4- 5 of Pilgrims, “Hard
Language Arts: 1.2.1 Structural Features of Informational Materials: Identify the title, author, illustrator, and table of contents of a reading selection. 1.2.2 Identify text that uses sequence or other logical order.
Information Literacy Standards ILS 1: Accesses Information ILS 2: Evaluates Information ILS 3: Uses Information ILS 9: Shares and Collaborates
Times” and “A Big Old Feast.” After reading: Explain to students what constitutes a primary source document. Investigate the letter from Edward Winslow on the Plimouth Plantation website, “The Evidence.”
1.2.3 Analysis of Grade-Level Appropriate Nonfiction and Informational Text: Respond to who, what, when, where, why, and how questions and recognize the main idea of what is read. 1.2.5 Use context (the meaning of the surrounding text) to understand word and sentence meanings. 1.2.7 Relate prior knowledge to what is read. Social Studies: 1.1.9 Chronological Thinking, Historical Analysis and Interpretation, Research: Use the library and other information resources to find information that answers questions about history. 1.1.10Chronological Thinking, Historical Analysis and Interpretation, Research: Distinguish between historical fact and fiction in American folktales and legends that are a part of American culture.
Technology: revisit http://www.plimoth.org/. Imbedded lifeskill: generosity
Day 7: 1st grade standards Before reading: List foods eaten at the first Thanksgiving on corn cobs for the lapbook. Discuss nutritional value. During reading: Read chapter 6- 7 of Pilgrims, “Plymouth Grows” and “The Future.” After reading: Concuct the “Share What You’ve Discovered” activity on the Plimouth Plantation website.
Language Arts: 1.2.1 Structural Features of Informational Materials: Identify the title, author, illustrator, and table of contents of a reading selection. 1.2.2 Identify text that uses sequence or other logical order. 1.2.3 Analysis of Grade-Level Appropriate Nonfiction and Informational Text: Respond to who, what, when, where, why, and how questions and recognize the main idea of what is read. 1.2.5 Use context (the meaning of the surrounding text) to understand word and sentence meanings. 1.2.7 Relate prior knowledge to what is read. Social Studies: 1.1.9 Chronological Thinking, Historical
Information Literacy Standards ILS 1: Accesses Information ILS 2: Evaluates Information ILS 3: Uses Information ILS 9: Shares and Collaborates
Analysis and Interpretation, Research: Use the library and other information resources to find information that answers questions about history. 1.1.10 Chronological Thinking, Historical Analysis and Interpretation, Research: Distinguish between historical fact and fiction in American folktales and legends that are a part of American culture. Technology: revisit http://www.plimoth.org/, go to the education online learning center. Imbedded lifeskill: wellness
Day 8: 1st grade standards Before reading: Fill in the graphic organizer “The First Thanksgiving” answering who, what when, where, why. Instruct students to split the question words between them so that each one is covered. Students will be creating a Powerpoint slide answering their
Language Arts: 1.4.2 Use various organizational strategies to plan writing. 1.4.4 Research Process and Technology: Begin asking questions to guide topic selection and ask how and why questions about a topic of interest.
Information Literacy Standards ILS 1: Accesses Information ILS 2: Evaluates Information ILS 3: Uses Information ILS 4: Pursues Information ILS 5: Appreciates Information ILS 6: Generates Knowledge ILS 7: Recognizes Importance of Information to a
chosen question. During reading: Refer back to the unit’s readings to fill in gaps. Create Powwerpoint slide. After reading: Compile slides into a presentation to be shown to the 1st grade class.
1.4.5 Identify a variety of sources of information (books, online sources, pictures, charts, tables of contents, diagrams) and document the sources (titles) 1.4.6 Organize and classify information by constructing categories on the basis of observation.
Democratic Society ILS 8: Practices Ethical Behavior ILS 9: Shares and Collaborates
Social Studies: 1.1.10 Chronological Thinking, Historical Analysis and Interpretation, Research: Distinguish between historical fact and fiction in American folktales and legends that are a part of American culture. Technology: Powerpoint Imbedded lifeskill: curiosity
Day 9: 1st grade standards Before reading: Create a Venn diagram comparing life in colonial times to life now. Introduce vocabulary from The Courage of
Language Arts: 1.3.1 Analysis of Grade-LevelAppropriate Literary Text: Identify and describe the plot,
Information Literacy Standards ILS 1: Accesses Information ILS 2: Evaluates Information ILS 3: Uses Information ILS 5: Appreciates Information
Sarah Noble (heather, impatience, moccasins, mortar, outlandish, palisade, pestle, quivers, savages, solemn, squaw, wigwam). During reading: Read chapters 1-4 of The Courage of Sarah Noble. After reading: Google “Alice Dalgliesh.” Discuss reputable websites. Students will read chapters 5-7 of The Courage of Sarah Noble for homework.
setting, and character(s) in a story. Retell a story's beginning, middle, and ending. 1.3.2 Describe the roles of authors and illustrators. 1.3.3 Confirm predictions about what will happen next in a story. 1.3.4 Distinguish fantasy from reality. 1.3.5 Understand what is read by responding to questions (who, what, when, where, why, how).
ILS 6: Generates Knowledge ILS 7: Recognizes Importance of Information to a Democratic Society ILS 9: Shares and Collaborates
Social Studies: 1.1.2 Compare past and present similarities and differences in daily life by using biographies, oral histories, and folklore.
Technology: Google Imbedded lifeskill: perseverence
Day 10: 1st grade standards Before reading: In community circle, pass around a rag doll and retell the story thus far. During reading: Read chapters 8- 11 of The Courage of
Language Arts: 1.3.1 Analysis of Grade-LevelAppropriate Literary Text: Identify and describe the plot,
Information Literacy Standards ILS 1: Accesses Information ILS 2: Evaluates Information ILS 3: Uses Information ILS 4: Pursues Information
Sarah Noble. After reading: Complete the “Measuring Fear” activity for the lapbook. Use information to create a bar graph online.
setting, and character(s) in a story. Retell a story's beginning, middle, and ending. 1.3.2 Describe the roles of authors and illustrators. 1.3.3 Confirm predictions about what will happen next in a story. 1.3.4 Distinguish fantasy from reality. 1.3.5 Understand what is read by responding to questions (who, what, when, where, why, how).
ILS 5: Appreciates Information ILS 6: Generates Knowledge ILS 7: Recognizes Importance of Information to a Democratic Society ILS 9: Shares and Collaborates
Math: 1.1.10 Represent, compare, and interpret data using pictures and picture graphs. Technology: http://nces.ed.gov/nceskids/createagraph/default.aspx Imbedded lifeskill: courage
Day 11- 15: 1st grade standards Before reading: Introduce The Super 3 model of inquiry (Plan, Do, Review). Discuss animals that Sarah Noble may have encountered in the forest and list. Each student chooses
Language Arts: 1.4.1 Organization and Focus: Discuss ideas and select a focus for group stories or other writing 1.4.2 Use various organizational
Information Literacy Standards ILS 1: Accesses Information ILS 2: Evaluates Information ILS 3: Uses Information ILS 4: Pursues Information ILS 5: Appreciates Information
one of the animals to research. During reading: Students will use the “Nature’s Children” series of books, World Book encyclopedias, and INSPIRE to compile information about chosen animal. After reading: Students will choose presentation method (Powerpoint, poster project, or videotaped report with props. Students will present while classmates choose facts from the report to fill in lapbook “Forest Animal” organizer.
strategies to plan writing. 1.4.3 Evaluation and Revision: Revise writing for others to read.. 1.4.4 Research Process and Technology: Begin asking questions to guide topic selection and ask how and why questions about a topic of interest. 1.4.5 Identify a variety of sources of information (books, online sources, pictures, charts, tables of contents, diagrams) and document the sources (titles) 1.4.6 Organize and classify information by constructing categories on the basis of observation. 1.7.1 Comprehension: Listen attentively. 1.7.2 Ask questions for clarification and understanding. 1.7.3 Give, restate, and follow simple two-step directions. 1.7.4 Organization and Delivery of Oral Communication: Stay on the topic when speaking. 1.7.5 Use
ILS 6: Generates Knowledge ILS 7: Recognizes Importance of Information to a Democratic Society ILS 8: Practices Ethical Behavior ILS 9: Shares and Collaborates
descriptive words when speaking about people, places, things, and events. 1.7.6 Speaking Applications: Recite poems, rhymes, songs, and stories. 1.7.7 Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions. 1.7.8 Relate an important life event or personal experience in a simple sequence. 1.7.9 Provide descriptions with careful attention to sensory detail. 1.7.10 Use visual aids, such as pictures and objects, to present oral information. Science: 1.4.2 Observe and describe that there can be differences, such as size or markings, among the individuals within one kind of plant or animal group.
1.4.3 Observe and explain that animals eat plants or other animals for food. Technology: http://www.big6.com/kids/K-2.htm and INSPIRE KIDS- http://web.ebscohost.com/srck5/search? vid=2&hid=103&sid=35d0831d-b31d-440d-bbb9c5754cbe8769%40sessionmgr111 Imbedded lifeskill: organization
Connection to Outcomes The students’ lapbooks will be assessed as a portfolio of work. The final research project will be evaluated based on a rubric.
Learners This unit is geared for a group of 6 high ability first graders in a rural school. The classroom teacher is appreciative of help and ideas for differentiation in reading for the group. These students are reading at a 4th- 5th grade level. Each learner has proven to think using higher level thinking skills and truly enjoys school and learning. This group needs to be challenged in order to maintain that interest. The media specialist will teach the unit and work in collaboration with the classroom teacher to incorporate themes from the 1st grade curriculum while adding new challenges in reading and technology in the media center. Each day’s activities and readings begin with a springboard (or initializing) activity, involves information exploration and active involvement and incorporates a transition to the next lesson and closure at the end of the unit.
Expected Outcomes and Purpose This unit will encompass a 3 week timeframe (15 sessions): 1 hour, 15 minutes per session. The purpose of this unit is for students to use guided inquiry to separate fact from fiction regarding information about the first Thanksgiving, and to make connections in a variety of ways. Expected outcomes are as follows: • Students will investigate realities of the first Thanksgiving through print and electronic sources. • Students will differentiate between myths and realities of the first Thanksgiving. • Students will gain an appreciation of diverse personalities, cultures and times.
• • •
Students will compare the past with the present as it relates to the celebration of Thanksgiving and everyday life. Students will use library and technology resources to conduct research opportunities and present their findings to peers. Students will gain knowledge of how lifeskills are exhibited in times of change and hardship.
Lesson Resources and Materials Books: Bruchac, Joseph. Squanto’s Journey. Harcourt: Orlando, Florida. 2007. Dalgliesh, Alice. The Courage of Sarah Noble. Alladin Books: New York. 1991. Devlin, Wende and Harry. Cranberry Thanksgiving. Alladin Books: New York. 1990. Nature’s Children Animal Series. Grolier: Danbury, Connecticut. 2008. Osborne, Mary Pope and Natalie Pope Boyce. Pilgrims. Random House: New York. 2005. Osborne, Mary Pope. Thanksgiving on Thursday. Random House: New York. 2002. World Book Encyclopedia. World Book: Chicago. 2009. Websites: http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary /ILS_Correlations.shtml http://web.ebscohost.com/srck5/search? vid=2&hid=103&sid=35d0831d-b31d-440d-bbb9c5754cbe8769%40sessionmgr111 http://www.big6.com/kids/K-2.htm http://www.plimoth.org/ http://www.oceanspray.com/kids/ http://www.randomhouse.com/kids/magictreehouse/ Materials: Accompanying PDF documents
Teaching/ Learning Strategies Day 1: 1st grade standards Before reading:
Language Arts
Information Literacy Standards ILS 1: Accesses
Discuss what it means to stereotype. During reading: Teacher read Cranberry Thanksgiving, by Wende Devlin. After reading: Serve cranberry bread (recipe from book). View and taste other cranberry products (fresh, dried, juice, sauce, etc.) After visiting the ocean spray website, fill in graphic organizer of cranberry facts. Add to lapbook.
1.4.2 Use various organizational strategies to plan writing. 1.4.4 Research Process and Technology: Begin asking questions to guide topic selection and ask how and why questions about a topic of interest 1.4.5 Identify a variety of sources of information (books, online sources, pictures, charts, tables of contents, diagrams) and document the sources (titles) 1.4.6 Organize and classify information by constructing categories on the basis of observation. 1.5.2 Write brief expository (informational) descriptions of a real object, person, place, or event, using sensory details. Science: 1.1.1 Observe, describe, draw, and sort objects carefully to learn about them. 1.1.2 Investigate and make observations to
Information ILS 2: Evaluates Information ILS 3: Uses Information ILS 4: Pursues Information ILS 5: Appreciates Information ILS 6: Generates Knowledge ILS 7: Recognizes Importance of Information to a Democratic Society ILS 8: Practices Ethical Behavior ILS 9: Shares and Collaborates
seek answers to questions about the world. Technology: Model Internet search techniques. Discuss strategies to determine reputable websites. Show http://www.oceanspray.com/kids/. Read about the history and growing/ harvesting of cranberries. Sequence the steps in growing/ harvesting cranberries. Imbedded lifeskill: respect
Day 2: 1st grade standards Before reading: Introduce new vocabulary (toil, crisp, burly, fowl, slither, hearth, muskets, cured, community, pouch) found in Thanksgiving on Thursday, by Mary Pope Osborne “Wheel of Fortune” style. During reading: Ask for volunteers to read chapters 1-5. Use story element bookmarks to mark setting, conflict, rising action, climax, and denouement. After reading: Discuss the difference between fiction and nonfiction. Identify text as historical fiction.
Language Arts 1.3.1 Analysis of Grade-LevelAppropriate Literary Text: Identify and describe the plot, setting, and character(s) in a story. Retell a story's beginning, middle, and ending. 1.3.2 Describe the roles of authors and illustrators. 1.3.4 Distinguish fantasy from reality. 1.3.5 Understand what is read by responding to questions (who, what, when, where, why, how). Social Studies: 1.1.5 Identify people and events observed in national celebrations and
Information Literacy Standards ILS 1: Accesses Information ILS 2: Evaluates Information ILS 3: Uses Information ILS 5: Appreciates Information ILS 6: Generates Knowledge ILS 7: Recognizes Importance of Information to a Democratic Society ILS 9: Shares and Collaborates
holidays. Technology: Introduce website, http://www.randomhouse.com/kids/magictreehouse/, play games. Imbedded lifeskill: cooperation
Day 3: 1st grade standards Before reading: Review vocabulary words from yesterday by playing memory with word cards and definition cards. During reading: Popcorn read (Sound a chime to switch readers) Thanksgiving on Thursday, chapters 6-10. Continue with story element book marks. After reading: Retell the story using the story element bookmarks.
Language Arts: 1.3.1 Analysis of Grade-LevelAppropriate Literary Text: Identify and describe the plot, setting, and character(s) in a story. Retell a story's beginning, middle, and ending. 1.3.2 Describe the roles of authors and illustrators. 1.3.4 Distinguish fantasy from reality. 1.3.5 Understand what is read by responding to questions (who, what, when, where, why, how).
Information Literacy Standards ILS 1: Accesses Information ILS 2: Evaluates Information ILS 3: Uses Information ILS 5: Appreciates Information ILS 6: Generates Knowledge ILS 7: Recognizes Importance of Information to a Democratic Society ILS 9: Shares and Collaborates
Social Studies: 1.1.5 Identify people and events observed in national celebrations and holidays. Technology: Return to website , http://www.randomhouse.com/kids/magictreehouse/, get passport and stamp. View Mary Pope Osborne/ Will Osborne
speech discussing the origins of the series and the introduction of the non-fiction research guides. Imbedded lifeskill: gratefulness
Day 4: 1st grade standards Before reading: Introduce vocabulary found in Squanto’s Journey exchange, anchor, honor, captive, courage, language, accompany sachem, strength, pniese, symbolize, interpreter, envoy, listen, entwine by having students type in the words into Word and right clicking, and clicking on Look up. During reading: Choral read Squanto’s Journey on Powerpoint. After reading: Discuss voice (who is telling the story) and the Native American’s perspective. Complete “Count Your Blessings” in the lapbook.
Language Arts: 1.3.5 Understand what is read by responding to questions (who, what, when, where, why, how). 1.4.1 Organization and Focus: Discuss ideas and select a focus for group stories or other writing 1.5.5 Write for different purposes and to a specific audience or person. Social Studies: 1.1.5 Identify people and events observed in national celebrations and holidays. 1.1.10 Chronological Thinking, Historical Analysis and Interpretation, Research: Distinguish between historical fact and fiction in American folktales and legends that are a part of American culture.
Information Literacy Standards ILS 1: Accesses Information ILS 2: Evaluates Information ILS 3: Uses Information ILS 4: Pursues Information ILS 5: Appreciates Information ILS 6: Generates Knowledge ILS 7: Recognizes Importance of Information to a Democratic Society ILS 8: Practices Ethical Behavior ILS 9: Shares and Collaborates
Technology: Word Imbedded lifeskill: resiliency
Day 5: 1st grade standards Before reading: Begin a KWL chart about the first Thanksgiving. Students contribute what they think they know about the first Thanksgiving, and add questions they may have. This is an ongoing activity throughout the unit. As myths are busted, new questions formulated or new learning is acquired, the KWL chart will transform. Also ongoing is a timeline located on the cover of the lapbook. Students will add events to the dates as they are learned. During reading: Teacher read chapters 1 and 2 from Pilgrims (the non-fiction companion to Thanksgiving on Thursday). Students read chapter 3 “The Wampanoag” on
Language Arts: 1.2.1 Structural Features of Informational Materials: Identify the title, author, illustrator, and table of contents of a reading selection. 1.2.2 Identify text that uses sequence or other logical order. 1.2.3 Analysis of Grade-Level Appropriate Nonfiction and Informational Text: Respond to who, what, when, where, why, and how questions and recognize the main idea of what is read. 1.2.5 Use context (the meaning of the surrounding text) to understand word and sentence meanings. 1.2.7 Relate prior knowledge to what is read. Social Studies: 1.1.9 Chronological Thinking, Historical
Information Literacy Standards ILS 1: Accesses Information ILS 2: Evaluates Information ILS 3: Uses Information ILS 9: Shares and Collaborates
their own. After reading: Students visit Plimouth Plantation online to learn more about the Wampanoag Indians and write about their lifestyle in the graphic organizer for their lapbook.
Analysis and Interpretation, Research: Use the library and other information resources to find information that answers questions about history. 1.1.10 Chronological Thinking, Historical Analysis and Interpretation, Research: Distinguish between historical fact and fiction in American folktales and legends that are a part of American culture.
Technology: Visit http://www.plimoth.org/, go to “Education Programs”, then “Online Learning Center.” Imbedded lifeskill: resourcefulness
Day 6: 1st grade standards Before reading: Students choose four questions from the W part of the KWL chart to write on their lapbook. As answers are found throughout the unit, students write them on the pullout tab. During reading: Round-robin read chapter 4- 5 of Pilgrims, “Hard
Language Arts: 1.2.1 Structural Features of Informational Materials: Identify the title, author, illustrator, and table of contents of a reading selection. 1.2.2 Identify text that uses sequence or other logical order.
Information Literacy Standards ILS 1: Accesses Information ILS 2: Evaluates Information ILS 3: Uses Information ILS 9: Shares and Collaborates
Times” and “A Big Old Feast.” After reading: Explain to students what constitutes a primary source document. Investigate the letter from Edward Winslow on the Plimouth Plantation website, “The Evidence.”
1.2.3 Analysis of Grade-Level Appropriate Nonfiction and Informational Text: Respond to who, what, when, where, why, and how questions and recognize the main idea of what is read. 1.2.5 Use context (the meaning of the surrounding text) to understand word and sentence meanings. 1.2.7 Relate prior knowledge to what is read. Social Studies: 1.1.9 Chronological Thinking, Historical Analysis and Interpretation, Research: Use the library and other information resources to find information that answers questions about history. 1.1.10Chronological Thinking, Historical Analysis and Interpretation, Research: Distinguish between historical fact and fiction in American folktales and legends that are a part of American culture.
Technology: revisit http://www.plimoth.org/. Imbedded lifeskill: generosity
Day 7: 1st grade standards Before reading: List foods eaten at the first Thanksgiving on corn cobs for the lapbook. Discuss nutritional value. During reading: Read chapter 6- 7 of Pilgrims, “Plymouth Grows” and “The Future.” After reading: Concuct the “Share What You’ve Discovered” activity on the Plimouth Plantation website.
Language Arts: 1.2.1 Structural Features of Informational Materials: Identify the title, author, illustrator, and table of contents of a reading selection. 1.2.2 Identify text that uses sequence or other logical order. 1.2.3 Analysis of Grade-Level Appropriate Nonfiction and Informational Text: Respond to who, what, when, where, why, and how questions and recognize the main idea of what is read. 1.2.5 Use context (the meaning of the surrounding text) to understand word and sentence meanings. 1.2.7 Relate prior knowledge to what is read. Social Studies: 1.1.9 Chronological Thinking, Historical
Information Literacy Standards ILS 1: Accesses Information ILS 2: Evaluates Information ILS 3: Uses Information ILS 9: Shares and Collaborates
Analysis and Interpretation, Research: Use the library and other information resources to find information that answers questions about history. 1.1.10 Chronological Thinking, Historical Analysis and Interpretation, Research: Distinguish between historical fact and fiction in American folktales and legends that are a part of American culture. Technology: revisit http://www.plimoth.org/, go to the education online learning center. Imbedded lifeskill: wellness
Day 8: 1st grade standards Before reading: Fill in the graphic organizer “The First Thanksgiving” answering who, what when, where, why. Instruct students to split the question words between them so that each one is covered. Students will be creating a Powerpoint slide answering their
Language Arts: 1.4.2 Use various organizational strategies to plan writing. 1.4.4 Research Process and Technology: Begin asking questions to guide topic selection and ask how and why questions about a topic of interest.
Information Literacy Standards ILS 1: Accesses Information ILS 2: Evaluates Information ILS 3: Uses Information ILS 4: Pursues Information ILS 5: Appreciates Information ILS 6: Generates Knowledge ILS 7: Recognizes Importance of Information to a
chosen question. During reading: Refer back to the unit’s readings to fill in gaps. Create Powwerpoint slide. After reading: Compile slides into a presentation to be shown to the 1st grade class.
1.4.5 Identify a variety of sources of information (books, online sources, pictures, charts, tables of contents, diagrams) and document the sources (titles) 1.4.6 Organize and classify information by constructing categories on the basis of observation.
Democratic Society ILS 8: Practices Ethical Behavior ILS 9: Shares and Collaborates
Social Studies: 1.1.10 Chronological Thinking, Historical Analysis and Interpretation, Research: Distinguish between historical fact and fiction in American folktales and legends that are a part of American culture. Technology: Powerpoint Imbedded lifeskill: curiosity
Day 9: 1st grade standards Before reading: Create a Venn diagram comparing life in colonial times to life now. Introduce vocabulary from The Courage of
Language Arts: 1.3.1 Analysis of Grade-LevelAppropriate Literary Text: Identify and describe the plot,
Information Literacy Standards ILS 1: Accesses Information ILS 2: Evaluates Information ILS 3: Uses Information ILS 5: Appreciates Information
Sarah Noble (heather, impatience, moccasins, mortar, outlandish, palisade, pestle, quivers, savages, solemn, squaw, wigwam). During reading: Read chapters 1-4 of The Courage of Sarah Noble. After reading: Google “Alice Dalgliesh.” Discuss reputable websites. Students will read chapters 5-7 of The Courage of Sarah Noble for homework.
setting, and character(s) in a story. Retell a story's beginning, middle, and ending. 1.3.2 Describe the roles of authors and illustrators. 1.3.3 Confirm predictions about what will happen next in a story. 1.3.4 Distinguish fantasy from reality. 1.3.5 Understand what is read by responding to questions (who, what, when, where, why, how).
ILS 6: Generates Knowledge ILS 7: Recognizes Importance of Information to a Democratic Society ILS 9: Shares and Collaborates
Social Studies: 1.1.2 Compare past and present similarities and differences in daily life by using biographies, oral histories, and folklore.
Technology: Google Imbedded lifeskill: perseverence
Day 10: 1st grade standards Before reading: In community circle, pass around a rag doll and retell the story thus far. During reading: Read chapters 8- 11 of The Courage of
Language Arts: 1.3.1 Analysis of Grade-LevelAppropriate Literary Text: Identify and describe the plot,
Information Literacy Standards ILS 1: Accesses Information ILS 2: Evaluates Information ILS 3: Uses Information ILS 4: Pursues Information
Sarah Noble. After reading: Complete the “Measuring Fear” activity for the lapbook. Use information to create a bar graph online.
setting, and character(s) in a story. Retell a story's beginning, middle, and ending. 1.3.2 Describe the roles of authors and illustrators. 1.3.3 Confirm predictions about what will happen next in a story. 1.3.4 Distinguish fantasy from reality. 1.3.5 Understand what is read by responding to questions (who, what, when, where, why, how).
ILS 5: Appreciates Information ILS 6: Generates Knowledge ILS 7: Recognizes Importance of Information to a Democratic Society ILS 9: Shares and Collaborates
Math: 1.1.10 Represent, compare, and interpret data using pictures and picture graphs. Technology: http://nces.ed.gov/nceskids/createagraph/default.aspx Imbedded lifeskill: courage
Day 11- 15: 1st grade standards Before reading: Introduce The Super 3 model of inquiry (Plan, Do, Review). Discuss animals that Sarah Noble may have encountered in the forest and list. Each student chooses
Language Arts: 1.4.1 Organization and Focus: Discuss ideas and select a focus for group stories or other writing 1.4.2 Use various organizational
Information Literacy Standards ILS 1: Accesses Information ILS 2: Evaluates Information ILS 3: Uses Information ILS 4: Pursues Information ILS 5: Appreciates Information
one of the animals to research. During reading: Students will use the “Nature’s Children” series of books, World Book encyclopedias, and INSPIRE to compile information about chosen animal. After reading: Students will choose presentation method (Powerpoint, poster project, or videotaped report with props. Students will present while classmates choose facts from the report to fill in lapbook “Forest Animal” organizer.
strategies to plan writing. 1.4.3 Evaluation and Revision: Revise writing for others to read.. 1.4.4 Research Process and Technology: Begin asking questions to guide topic selection and ask how and why questions about a topic of interest. 1.4.5 Identify a variety of sources of information (books, online sources, pictures, charts, tables of contents, diagrams) and document the sources (titles) 1.4.6 Organize and classify information by constructing categories on the basis of observation. 1.7.1 Comprehension: Listen attentively. 1.7.2 Ask questions for clarification and understanding. 1.7.3 Give, restate, and follow simple two-step directions. 1.7.4 Organization and Delivery of Oral Communication: Stay on the topic when speaking. 1.7.5 Use
ILS 6: Generates Knowledge ILS 7: Recognizes Importance of Information to a Democratic Society ILS 8: Practices Ethical Behavior ILS 9: Shares and Collaborates
descriptive words when speaking about people, places, things, and events. 1.7.6 Speaking Applications: Recite poems, rhymes, songs, and stories. 1.7.7 Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions. 1.7.8 Relate an important life event or personal experience in a simple sequence. 1.7.9 Provide descriptions with careful attention to sensory detail. 1.7.10 Use visual aids, such as pictures and objects, to present oral information. Science: 1.4.2 Observe and describe that there can be differences, such as size or markings, among the individuals within one kind of plant or animal group.
1.4.3 Observe and explain that animals eat plants or other animals for food. Technology: http://www.big6.com/kids/K-2.htm and INSPIRE KIDS- http://web.ebscohost.com/srck5/search? vid=2&hid=103&sid=35d0831d-b31d-440d-bbb9c5754cbe8769%40sessionmgr111 Imbedded lifeskill: organization
Connection to Outcomes The students’ lapbooks will be assessed as a portfolio of work. The final research project will be evaluated based on a rubric.
Related Documents
A Brave New World 1st
June 2020 7
A Brave New World Lapbook
June 2020 7
Brave New World
May 2020 10
Brave New World Notes
October 2019 30
A Brave New World 4th
June 2020 4