Joanna Yuhas Mrs. Meyer 1st Grade 9:00-10:45 and 1:00-3:00 (with special from 1:40-2:20) 1.

Title or Topic of Lesson/Grade Level a. Informational Texts & Narrative Writing b. First Grade 2. Lesson Essential Questions a. What is an informational text and how does it compare to other genres? What connections can you make between the informational text and your life? The world? How can we use a graphic organizer to write a story? 3. Standards a. CCSS.ELA-Literacy.SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. CCSS.ELA-Literacy.L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). c. CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text. d. CCSS.ELA-Literacy.RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. e. CCSS.ELA-Literacy.RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. f. CCSS.ELA-Literacy.RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. g. CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. 4. Lesson Objectives and Assessments Lesson Objectives Assessments Students will be able to describe how Students will give correct answers during informational texts compare to other genres discussion and will be able to give proper of writing and will be able to make text to responses to questions about connections self and text to world connections. they make based on the reading. Students will be able to use a graphic Students will fill in the story web correctly organizer to build sentences that tell a story. and develop three complete sentences that have correct capitalization and punctuation. 5. Materials a. Word cards with high frequency words b. Read aloud book c. Journeys student textbook d. Then and now poster e. Pictures for the poster

f. Map g. Paper for students to make maps h. Narrative writing packets 6. Prior Knowledge and/or Pre-Lesson Assignments a. CCSS.ELA-Literacy.RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). b. CCSS.ELA-Literacy.W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. 7. Lesson Beginning a. Phonemic Awareness Practice and High Frequency Word Review (15 minutes) i. Begin with students on the rug and tell them that they are going to practice blending. Model for students what you will be doing during the activity by slowly going through the separate phonemes and showing them how youre putting them together to make the word. Start with the word take as an example. Then continue with the words big, dad, paint, wag, egg, and bill ii. Ask students How would this be helpful when you are reading on your own? (we can sound out words when we know the letters) iii. Write the letters o, l, x, s at the top of the board. Put 5 words on the board, each missing a letter. The five words are: lid, pal, fox, mops, cots. Tell students that they are going to have to guess the missing letter based on the clue you tell them. They are only going to use the letters at the top of the board. Clue 1 is This is the cover of a pot. Clue 2 is This is another name for a friend. Clue 3 is This is an animal that is wild. Clue 4 is This is more than one mop. Clue 5 is This is more than one cot. iv. Have word cards with all the high frequency words written on them. The high frequency words are: no, do, find, funny, sing, they. Have students read the words with you one at a time and then post words on the board. v. As a class, work with students to create a cheer with the high frequency words. Ask the class to Give me an n, give me an o, what does that spell? No! Then invite them to all shake their heads when we review the word no. Do the same with the rest of the high frequency words. For the word do have them give a thumbs up. For the word find have them put their hand to their forehead. For the word funny have them do a big belly laugh. For the word sing, have them sing. For the word they have them point to the other people in the class. b. Read Aloud i. Read a book to the class. Use a book that uses or relates to the vocabulary words: apart, crept, proudly, sneak, snout, worried. Stop when necessary so these words can be applied. After reading, ask students to raise their hand to say their favorite part. Start getting students to think about how texts can connect to their lives or to the world. 8. Instructional Plan

a. Informational Texts i. Have students turn to page 86 in their Journeys student textbook. Tell students that we are going to read together about what school was like a long time ago. Read the headings on the page and then have students read after the teacher. Then read each individual section. Ask students about the main idea of the section. Remind them that the heading of the section might give them a clue. Do the same thing with the second and third sections on the page. After reading the second section ask students what the main idea of School Long Ago is. ii. Create a chart on a large piece of poster paper that has the words then and now on it. Have pictures of a small chalkboard, children walking to school, and children carrying books. Then have a picture of a notebook, a school bus, and a backpack. Show these pictures to the children and tell them that they are going to help compare what life was like then and what life is like now. Put the chalkboard in the then section and ask students what they use now instead of a chalkboard. Students should say notebooks. Do the same with the picture of the children walking to school and the school bus and the picture of the children carrying books and the backpack. iii. Ask them to think about this story about schools long ago and the book that they heard as a read aloud. Ask them what differences they can think about between the two types of books. Promp students with questions like, Are there photographs? Do the pictures show make believe things? Do the words tell a story or facts? iv. Get students thinking about connections to themselves that they can make to the read aloud book or to the informational text. How does the story remind them of something in their own lives? Allow multiple students to share. v. Show students a map and tell them why they are important and how they can help us when we read informational texts or any other kinds of texts. Then tell students that you would like each of them to create a map of their classroom. Tell them that they need to have labels for where they sit. Give students until lunch to finish their maps and leave enough time for two or three students to share their maps with the class. b. Narrative Writing i. Have students gather at the carpet and show them an example of a word web that has a verb in the middle with three bubbles that branch off of it. Model for the students that you are going to create a first, then, and last sentence that contains the verb in every sentence. Have students help to create the full story on the second page of the packet. ii. After special, give each student a packet of their own with a different verb in the middle so that students have to think about the verbs on their own and sentences to make based on that verb. Walk around and help students think of first, then, and last sentences. Once students have completed their graphic organizers they can begin to write their story.

9. Closure a. Sharing i. Have students turn in their papers when they are finished and choose two or three students to share their stories and pictures with the class.

They can draw a picture at the top of the page when they finish writing their story. 1. Differentiation: students who are struggling can work with other teachers in the room if one on one attention is needed. For students who finish independent work before others they may help other students if they want or they can sit quietly at their desks reading. If neither of those options work, assign them pages in their reading workbooks to work on while the class finishes. 2. Classroom management: remind students of rules and to be respectful to their classmates, keep them on the rug for the reviews, use popsicle sticks to call on students, discourage calling out, use a bell when the class gets too noisy, walk around the room during writing and give students their own personal word lists when they want help spelling a word. 3. Questions: How would practicing blending phonemes help when you are reading on your own? (we will be able to sound out words we dont know) What does the word apart mean? (to be away from) What does the word crept mean? (it means to sneak or walk slowly), What does the word proudly mean? (to be happy about something you did) What does the word sneak mean? (to do something without getting caught) What is a snout? (It is the nose on an animal) What does worried mean? (it means to be nervous) What was the main idea of the How did children get to school section? (there were no buses long ago so students had to walk) What was the main idea of the What did children bring to school section? (children had to carry their materials to school and they used chalkboards instead of paper) What is the main idea of School Long Ago? (life was different for students a long time ago) What is the different between the read aloud book and the informational text? (the read aloud book had characters and the informational text didnt; the informational text has facts and the read aloud book didnt), Are there photographs? Do the pictures show make believe things? Do the words tell a story or facts? What connections can you make to yourself? How does this book remind you of something in your life? 4. Transitions: Tell students after the read aloud, that we are all going to read a story together in their books. Ask one wellbehaved student from each section to pass out books to their section of desks. Everyone else should sit quietly at their desks.