ELA Curriculum Map 1st Grade ~ Unit 3A~2014-15 Time Frame: 3 weeks

Essential Questions / Vocabulary / Content & Skills / Assessments
Readers: How can we learn lessons from fictional
stories? RL.1.3
Writers: How can word choice show feelings in
writing? W.1.3
Big Idea
Choices
Decisions
Enduring Understandings
Readers understand we can learn lessons through characters in stories. RL.1.6
Writers understand that word choice enables a reader understand a story. W.1.3
Learners understand that how people choose to use their resources can help them get what they want and need.
Goals
Readers will retell stories, including character, setting and major events, and demonstrate understanding of their central message or lesson. RL.1.2
Writers will create a narrative of an event in sequence using powerful words to show emotion. W.1.3
Learners will identify how characters make choices about how to spend money. / Anchor Vocabulary
coins
bicycle
saved
buy money
market
pedals
determined
heavier
grateful
harvest
loaded
attempted
richest
reward
wished
cost
pays
sold
empty
entertainment
sale
decorations
spent
fewer
By the Way Words
These are addressed during Close Reading and can be defined as
• words that don’t require lengthy discussion within a particular text.
• words supported by the text for meaning.
• words that are more concrete. / 1. Read Trade Book entire book
My Rows and Piles of Coins
Reading Focus Readers understand we can learn lessons through characters in stories.
Writing Focus Writers include details to tell about key events.
2. Read Trade Book pp. 4–11
My Rows and Piles of Coins
Reading Focus Writers understand that word choice enables a reader to understand a story.
Writing Focus Writers include details to tell how characters feel.
3. Read Trade Book pp. 4–11
My Rows and Piles of Coins
Reading Focus Writers understand that word choice enables a reader to understand a story.
Writing Focus Writers include details to describe the setting.
4. Read Trade Book pp. 15–17
My Rows and Piles of Coins
Reading Focus Readers understand we can learn lessons through characters in stories.
Writing Focus Writers include details to develop characters.
5. Read Trade Book pp. 15–17
My Rows and Piles of Coins
Reading Focus Writers understand that word choice enables a reader to understand a story.
Writing Focus Writers use sensory words.
6. Read Trade Book pp. 15–21
My Rows and Piles of Coins
Reading Focus Learners understand that how people choose to use their resources can help them get what they want and need.
Writing Focus Writers add details to tell about character’s motivation.
7. Read Trade Book pp. 22–31
My Rows and Piles of Coins
Reading Focus Learners understand that how people choose to use their resources can help them get what they want and need.
Writing Focus Writers use details to show their point of view and teach a lesson.
8. Read Trade Book entire book
Lemonade in Winter
Reading Focus Writers understand that word choice enables a reader to understand a story.
Writing Focus Writers use temporal words to signal event order.
9. Read Trade Book entire book
Lemonade in Winter
Reading Focus Readers understand we can learn lessons through characters in stories.
Writing Focus Writers include details to tell how characters feel.
10. Read Trade Book entire book
Lemonade in Winter
Reading Focus Writers understand that word choice enables a reader to understand a story.
Writing Focus Writers choose words because of how they sound.
11. Read Trade Book entire book
Lemonade in Winter
Reading Focus Readers understand we can learn lessons through characters in stories.
Writing Focus Writers provide a sense of closure.
12. COMPARE
• My Rows and Piles of Coins
• Lemonade in Winter
Reading Focus Learners understand that how people choose to use their resources can help them get what they want and need.
Writing Focus Writers give reasons for their opinions.
13. COMPARE
• My Rows and Piles of Coins
• Lemonade in Winter
Reading Focus Writers understand that word choice enables a reader to understand a story.
Writing Focus Writers publish their writing. / Formative Writing Activities
Lesson 2
Have children review the illustrations they drew in the previous lesson showing the beginning, middle, and end of My Rows and Piles of Coins. Remind them of the discussions from earlier in the lesson about using sequence words and phrases to help readers follow the order of events. Have children
• write a sentence for each illustration they drew, using temporal words to explain when the event took place. If need be, provide sentence frames for children to use as they tell about the events.
• reread their sentences and circle the words or phrases they used to tell about the order of events.
• underline any pronouns that they may have used in their sentences.
Lesson 8
Have children work with a partner and orally state their recount of the beginning, middle, and end of Lemonade in Winter. They may refer back to the story sequence chart completed by the class. Then have children work individually to write their own statements that tell what happened in the beginning, middle, and end of the story. On p. 140 in the Readers and Writer’s Journal, have children
• write a sentence that tells what happened in the beginning of the story.
• write a sentence that tells what happened in the middle of the story.
• write a sentence that tells what happened at the end of the story.
Lesson 11
Have children return to their narrative writing and review what they have written so far. Talking with a partner, have children orally tell how they plan to end their stories. Then have children turn to p. 149 in the Reader’s and Writer’s Journal and
• write the endings for their stories.
• reread their writing to check sequence of events.
Questions: (Accountable Independent Reading)
Literary
Key Ideas and Details
• Who are the characters? What happens first, next, and last?
• What is the central message of the story?
Craft and Structure
• How do the words in the story help you understand the characters’ feelings?
• Who is telling the story?
Integration of Ideas
• How do the illustrations help you understand what happens?
• How are the characters in this text like characters in another text you have read? How are they different?
Informational
Key Ideas and Details
• What is the main topic of the text? How do key details support the topic?
• How are two people or ideas in the text connected to each other?
Craft and Structure
• What words were important to understanding this text?
• What text features are used in the text?
How do they help you find information?
Integration of Ideas
• How do the illustrations help you understand the text?
• How is this text the same as or different from other texts you’ve read on the same topic?
Performance Task
Task: Choices
The stories in this unit teach readers about choices and making decisions.
Students will write narratives about a time in their life when they had to make a choice. The students will recount two or more appropriately sequenced events, include some details regarding what happened, use transition words to signal event order, and provide some sense of closure.
Students will combine their narratives into a class book or presentation.
Writing Wrap Ups
End of Unit (Module B)
N/A
Homework Assignments
Interdisciplinary Options / Resources / Common Core Learning Standards
Social Studies Content Connection
1.12.c Families and communities must make choices due to limited needs and wants and scarce resources, and these choices involve costs.
1.13.d People make decisions about how to spend the money they earn. / Anchor Text
My Rows and Piles of Coins by Tololwa M. Mollel (Clarion
Books, Houghton Mifflin, 32pp.) AD700L
[Summary: After his father teaches him to ride a bicycle, a
Tanzanian boy saves his coins to buy a bicycle of his own, so he can help his parents carry goods to market. Saruni patiently saves his money, frequently arranging and counting the coins he has earned. He discovers, however, that in spite of all he has saved, he still does not have enough money. A conclusion presents itself after Saruni speaks with his mother about his problem.]
Supporting Text
Lemonade in Winter by Emily Jenkins (Random House, 32 pp.) 410L
[Summary: Pauline and her little brother John-John are convinced that a stand selling lemonade and limeade will be just the thing in the middle of a bitter winter. Mom and Dad think otherwise. The siblings offer cartwheels, balloon decorations, and chants in addition to the tasty beverages, but in the end, their earnings total only four dollars. Pauline is unhappy because they did not make a profit, but their experience is priceless, and John-John makes his sister realize that they can still use the money they have to buy popsicles.]
Poetry
“My Lemonade Stand” by Rebecca Kai Dotlich
“Mud Pies a Penny” by Alan Benjamin
Sleuth
“Are You My Kitten?”
“Cook Up a Surprise”
Reader’s Writer’s Journal
Scaffolded Strategies Handbook
Additional Texts
Independent Suggested Texts:
Sheep in a Shop by Nancy Shaw Lexile 150L
Count on Pablo by Barbara deRubertis Lexile 190L
The Penny Pot by Stuart Murphy Lexile 240L
Benny’s Pennies by Pat Brisson Lexile 360L
A Bargain for Frances by Russell Hoban Lexile 480L
Lemonade for Sale by Bettina Ling Lexile 160L
Technology / 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.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
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.
W1.1 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.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.1.3 Ask and answer questions about what a speaker says in
order to gather additional information or clarify something that is not understood.

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