Unit Summary

The following unit is an ocean themed unit that will cover 5 subject areas:
math, science, social studies-Geography, writing, and sequencing. The unit
will take place over a five day period and is aimed for a 1st grade classroom.
This unit will have important skill building lessons, while incorporating the
wonders of the ocean and ocean life. The purpose of this unit is to increase
students understanding in their standard topics (math, science, social
studies-Geography, writing, and sequencing) while utilizing the ocean as a
way to gain students interest.

I.

Content: Math-

Addition/Subtraction
A. Standards

CCSS.MATH.CONTENT.1.OA.A.1
Use addition and subtraction within 20 to solve
word problems involving situations of adding to,
taking from, putting together, taking apart, and
comparing, with unknowns in all positions, e.g.,
by using objects, drawings, and equations with a
symbol for the unknown number to represent the
problem.

CCSS.MATH.CONTENT.1.OA.B.3
Apply properties of operations as strategies to
add and subtract.2 Examples: If 8 + 3 = 11 is
known, then 3 + 8 = 11 is also known.
(Commutative property of addition.) To add 2 + 6
+ 4, the second two numbers can be added to
make a ten, so 2 + 6 + 4 = 2 + 10 = 12.
(Associative property of addition.)

CCSS.MATH.CONTENT.1.OA.B.4
Understand subtraction as an unknown-addend
problem. For example, subtract 10 - 8 by finding
the number that makes 10 when added to 8.

NAEYC Math standards:

o

6. Knowledge of Problem Solving.

Candidates know, understand and apply
the process of mathematical problem
solving.

Standard 3:

3a. Understand the goals, benefits,

and uses of assessment, including

its use in development of

appropriate goals, curriculum, and
teaching strategies for children.

B. Enduring
Understandings &
Essential Questions

Enduring Understandings:

Students will understand that:

C. Objectives:
(SWBAT)

II.

Numbers, ways of representing numbers,

relationships among numbers, and number
systems are means of representing realworld quantities.

The value of numbers can change based on

the addition or subtraction of the quantity
given.

Essential questions:
o

Why do I need to add?

Why do I need to subtract?

How can knowing the addition and

subtraction facts help me?

How do I estimate the sums or differences

of two-digit numbers?

Students will be able to utilize the manipulatives

to create various addition and subtraction
problems.

Students will be able to understand number value

and how the value can change based on adding
or subtracting the value.

Assessment:

A. Formative
Assessment (Active
Strategies to Check
for Understanding,
Guide Practice, Exit
Class, etc.)
B. Summative
Assessment (when
appropriate quizzes,
objective tests,
essays, projects, etc.)

Observation: the teacher will go around the room and

observe the students using the manipulatives during
their math lesson/activity. The teacher will ask the
students what they are doing with their manipulatives,
and how it is helping them with the lesson.
Students will conduct an addition/subtraction worksheet
to further explore their understanding of the math
concepts.

III.

Instruction:

A. Anticipatory Set

B. Instructional
Activities (includes
Introduction,
Presentation, Clues for
Discovery, Modeling,
and engagement in
gradual release, as
planned)

The teacher will begin the lesson by reading the story

Sea Sums by Joy N. Hulme. The book will serve as a fun
and interactive way of introducing the concepts of
addition and subtraction, as well as serve as an
introduction into the ocean life.

The teacher will begin the lesson by reading the story

Sea Sums by Joy N. Hulme. After the story is read the
teacher will further explain the concepts of addition and
subtraction and its purpose in math. The teacher will
then give each student a set of ocean creatures
manipulatives. The teacher will pose a series of addition
and subtraction problems up on the whiteboard, and
will ask the students to use the manipulatives to solve
the problems (the problems will be written in one digit
format, ex. 2+3= ?). The students will be asked to first
write the problems they see on the whiteboard, and
then will use the ocean animals to help complete the
problem. The teacher will go around the room
throughout the lesson to check for understanding.
i.

With special attention

Differentia
tion

to:

iii.

Higher
Level
Cognition

For students who are more

auditory than visual, the
teacher will create a tape
recording of the math
problems being read out loud.
The students will be able to
utilize the recording and a pair
of head phones to listen to the
problems given.

Another set of manipulatives

that will/can be given is a
number line the students can
use to solve addition and
subtraction.

For students who are at a

higher level/have a greater
understanding of the concepts,
the teacher can give two digit
problems such as 10+2, 12-2.
Or continue with higher
problems such as three digit
equations.

v.

Technolog
y

After the lesson has concluded, the

students will go to the computer
labs and log into the website:
http://mathgameonline.net/view/25
/math-shooter.html
This website will serve as another
interactive tool to further their
understanding of addition.

C. Gradual Release
Techniques (See
Formative Assessment
Checking for
Understanding,
Guided Practice,
Independent Practice,
Class Exit)

D. Closure

IV.

I: After the students have completed the math

equations utilizing the manipulatives, the teacher will
then give a new set of equations.
You: This time the student will partner up in groups of
two, and will work together to teach each other the
equations.

After the students have completed the problems in

groups, they will come back together and discuss what
they learned. The teacher will ask them what they
learned about addition and subtraction, why we use it,
and how it changes the number value.

Reflection:

A. What Will They and I

Do Next & Why?

After this lesson, the teacher will continue to introduce

the concepts of addition and subtraction. As the teacher
continues to further elaborate on the concepts, the
teacher will begin introducing higher digit equations such
as double digit addition/subtraction, and triple digit
addition/subtraction.

Resources:
Materials:
Ocean creature manipulatives (plastic toys)
Book: Sea Sums by Joy N. Hulme
White board
Addition/subtraction worksheets (see next two pages for samples)

V.

Content: Science- sea creature habitats

D. Standards

S.IP.01.11 Make purposeful observation of the

natural world using the appropriate senses.

S.IP.01.12 Generate questions based on

observations.

S.IP.01.13 Plan and conduct simple investigations

L.OL.01.13 Identify the needs of animals.

NAEYC Science Standards:

o

7. Inquiry. Teacher of science engage

students both in studies of various
methods of scientific inquiry and in active
learning through scientific inquiry. They
encourage students, individually and
collaboratively, to observe, ask questions,
design inquires, and collect and interpret
data in order to develop concepts and
relationships from empirical experiences.

Standard 3:

E. Enduring
Understandings &
Essential Questions

3a. Understand the goals, benefits,

and uses of assessment, including
its use in development of
appropriate goals, curriculum, and
teaching strategies for children.

Enduring Understandings:

Students will understand that:

Like humans, sea creatures have various

elements that make up their way of life.

There are different elements such as

shelter, food, and foliage that make up an
animals habitat.

Essential questions:
o

What do living things need to survive?

What makes up an ocean creatures

habitat?

F. Objectives:
(SWBAT)

VI.

Students will be able to recognize that every

living creature (for this lesson sea life) has their
own special needs and elements that make up
their habitat to live.

Students will be able to identify the various key

elements that make up sea creatures habitat.

Assessment:

C. Formative
Assessment (Active
Strategies to Check
for Understanding,
Guide Practice, Exit
Class, etc.)
D. Summative
Assessment (when
appropriate quizzes,
objective tests,
essays, projects, etc.)

VII.

Students will complete a 3-2-1 exit slip to discuss what

they learned from the lesson, what they found
interesting, and what they would want to like further
explore on the topic.
Students will create their own reference key on the
elements of ocean life. The students will first watch the
ocean life video, and then will create a key of the
elements that make up ocean creatures habitat. The
students will then utilize this key to create their very
own ocean habitats.

Instruction:

E. Anticipatory
Set

F. Instructional
Activities
(includes
Introduction,
Presentation,
Clues for
Discovery,
Modeling, and

The teacher will begin the lesson by having the students

gather together on the carpet. The teacher will ask the
students to close their eyes, and listen to the teacher as
he/she describes various elements of a creature that the
students will have to guess. The teacher will pose the clues
by saying: I cannot fly or walk, but I can swim. I have scales,
and fins instead of feet. I cannot breathe air, but I can
breathe water. Who am I? The student will be asked to use
these clues and picture in their mind what the creature could
be. After some discussion with one-another, the teacher will
have the students reveal the creature described (which in
this case is a fish). The teacher will confirm the answer by
saying, Yes, our mystery creature is a fish. Today we will be
learning about sea creatures and their habitats/what they
need to live.

The students will begin the lesson by first watching the video
Whats that? Under the Sea https://www.youtube.com/watch?
v=n232p3oP1y0
As the students are watching the video, the teacher will point
out the various elements that make up a sea creature life
(ex. Their food source, habitat, and overall build). Once the

engagement in
gradual release,
as planned)

students have completed the video, the teacher will ask

them to break into groups of four. Once they have met in
their groups, the students will a key of the different elements
that make up a sea creatures habitat. The students will refer
back to the video that they have watched to complete this
assignment. The students will work together to come to an
agreement of what elements need to be on the key. Once the
students have completed their key, they will then then create
their very own ocean life habitat. The teacher will set out
various materials to make up the habitat. The students will
be using empty water bottles to create their ocean habitat.
The teacher will set out items such as water, blue dye (if they
so choose to dye the water), sand, seaweed, rocks, shells,
coral, etc. The students will then create a group ocean
habitat using only the items they created on their habitat
key.
vi.

With special
attention to:

viii.

x.

Differentia
tion

Higher
Level
Cognition

Technolog
y

For students who would wish not to

participate in creating a group
project, the teacher could set up a
different station where they can
work independently with the same
materials and instructions.

For students who would rather not

utilize the materials given, the
teacher will give them the option to
either draw a picture of the habitat
or the students can also create a
written piece, describing the
elements of an ocean habitat.

This lesson entails the habitat of

general sea creature life. For
students who wish to explore further
on ocean life, the teacher will give
the assignment of a specific sea
creature (ex. A shark). The students
will then be given the opportunity to
research on the specific sea creature
and will create a habitat for the sea
creature.

Students will watch an in class video

of sea life entitled Whats that?
Under the Sea

https://www.youtube.com/watch?
v=n232p3oP1y0
G. Gradual
Release
Techniques
(See Formative
Assessment
Checking for
Understanding,
Guided Practice,
Independent
Practice, Class
Exit)

H. Closure

I: After the students have created their habitats, the teacher

will have then return to the carpet to discuss what they
learned.
We: The teacher will have each student take a turn to talk
about one element of the lesson that they have learned or
found interesting.
You: The teacher will then give each student a 3-2-1 exit slip
to talk about what they learned, what they found interesting,
and what they would like to learn more about in the future.

The teacher will conclude the lesson by reminding the

students the ocean creatures are not the only animals to
have a habitat. Every living creature has different elements
and resources that make up their own habitat. From the
animals on land, the creatures in the sea, to even us as
humans, we all have something that we need to live.

VIII. Reflection:
B. What Will They and I
Do Next & Why?

The students will continue to explore the elements of sea

creature life. As the weeks progress the students will
explore more specific areas of the ocean, and particular
sea creatures.

Resources
Materials:

Video :Whats that? Under the Sea https://www.youtube.com/watch?

v=n232p3oP1y0
Empty water bottles
Blue dye
Sand
Seaweed
Rocks
Shells
Plastic toy fish
Exit slip (see sample on next page)

Exit slip:

3
2
1

Things I Learned Today

Things I Found Interesting

Question I Still Have

IX.

Content: Social Studies- Geography

G. Standards

1 G1.0.4 Distinguish between landmasses and

bodies of water using maps and globes

NAEYC Standards:
o

H. Enduring
Understandings &
Essential Questions

Standard 3:

3a. Understand the goals, benefits,

and uses of assessment, including
its use in development of
appropriate goals, curriculum, and
teaching strategies for children.

3d. Understand and practice

responsible assessment to promote
positive outcomes for each children,
including use of assistive technology.

Enduring Understandings:

Students will understand that:

Maps and globes can help us learn about

the world.

There are seven continents and four

oceans in the world.

Essential questions:
o

What stories do maps and globes tell us?

How do the continents tell us the locations

of the oceans?

How do the four oceans differ from one

another?

I. Objectives:
(SWBAT)

X.

Students will be able to identify the four oceans and

where they are located.

Students will be able to locate the oceans by the

use of a map or globe. Students will be able to
identify the characteristics of the four oceans by
their type and continent location.

Assessment:

E. Formative
Assessment (Active
Strategies to Check
for Understanding,
Guide Practice, Exit
Class, etc.)
F. Summative
Assessment (when
appropriate quizzes,
objective tests,
essays, projects, etc.)

XI.

Formative assessment will be used throughout the

lesson by checking understanding during class
discussion and in class work.

Students will be given the ocean labeling worksheet to

check for their understanding of the topic discussed in
the lesson.

Instruction:

I. Anticipatory
Set

J.

Instructional
Activities
(includes
Introduction,
Presentation,
Clues for
Discovery,
Modeling, and
engagement in
gradual
release, as
planned)

The teacher will begin the lesson by having the students come
together on the carpet. The teacher will bring out a globe to
show to the class. The teacher will explain to the students how
the globe identifies the different continents and oceans of the
earth and their locations to one another. The teacher will ask
the students what a globe is and what it does for us. The
teacher will also bring out a map and discuss how, like the
globe, it helps us locate the continents and oceans of the
earth. The teacher will then mention to the students how over
the past few days we have been discussing sea creature life.
They will now be exploring the oceans that the sea creatures
live in. The teacher will then explain to the students how they
will be using the globe and maps to identify the four oceans of
the world and how they are located.

The teacher will begin by first asking the students to come

together in groups to discuss and brainstorm about the names
of all the oceans in the world. The teacher will set out a globe
and world map, and see if the children know where the oceans
are located. If they do not, point them out on the globe. The
teacher will discuss where the ocean is by the continents that
surround it. Side note: The names of the oceans and continents
can be used later on as spelling words. Once the teacher has
gone over these concepts, the teacher will spilt the students
into small groups. The students will then make their way down
the computer labs. In the labs the groups will be visiting they
will be asked to go the website
http://www.sheppardsoftware.com/World_GL.html This website
will help increase the students understanding of the oceans

and their locations. Once the students have explored this

activity, they will come back to the classroom. The teacher will
then give each student a worksheet, where they will have to
identify the four oceans. The continents will already be labeled;
it will be up to the students to determine the ocean names
based on their locations near the continents.
xi.
With special
attention to:

xiii.

xv.

Differentia
tion

Higher
Level
Cognition

Technolog
y

Maps, globes, and websites will help

ESL students visualize what they are
learning.

Students can continue to further

investigate the different continents
that the oceans surround, and how
each one of them is different from the
other.

Students will go down to the computer

labs and utilize the website

http://www.sheppardsoftware.com/World_
GL.html
K. Gradual
Release
Techniques
(See Formative
Assessment
Checking for
Understanding,
Guided
Practice,
Independent
Practice, Class
Exit)
L. Closure

XII.

I: Throughout the lesson the teacher will scaffold the students

understanding ability to utilize the globe, identify the locations
of the oceans, and identify the names of the four oceans.

After the students have completed the worksheet, they will

come back together and discuss what they learned. The
teacher will ask them what they learned about oceans and
continents, and how they learned to identify their locations.

Reflection:

C. What Will They and I

Do Next & Why?

The students will continue to explore the ocean locations

and the continents that surround them. The students will
also further explore how and why we use a globe/and or
map to discover their locations.

Resources
Materials:
Worksheet: Label the oceans (see sample of worksheet on next page)
Globe
World map
Computer lab/website http://www.sheppardsoftware.com/World_GL.html

Identify the oceans worksheet

XIII. Content: Creating an Informative/research written piece

J. Standards

CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.W.1.7
Participate in shared research and writing projects
(e.g., explore a number of "how-to" books on a
given topic and use them to write a sequence of
instructions).

NAEYC Standards:
o

Standard 3:

English:

K. Enduring
Understandings &
Essential Questions

3a. Understand the goals, benefits,

and uses of assessment, including
its use in development of
appropriate goals, curriculum, and
teaching strategies for children.

8. Candidates engage students in

making meaning of texts through
personal response.

Enduring Understandings:

Students will understand that:

We rely on a variety of resources to obtain

information.

Writers have a purpose for writing.

Writers need to have a main idea and

supporting details when writing their piece.

Essential questions:
o

Why do I need multiple resources when

writing on a specific topic?

When writing my piece, how to I create a

main idea?

L. Objectives:
(SWBAT)

How can I tell that my ideas support my

main topic?

Students will be able to utilize the Jellyfish

worksheet to help increase their understanding of
a main idea of a story/work piece.

Students will be able to research on particular

topic (sea creatures) and write a small piece
based on their research.

XIV. Assessment:
G. Formative
Assessment (Active
Strategies to Check
for Understanding,
Guide Practice, Exit
Class, etc.)
H. Summative
Assessment (when
appropriate quizzes,
objective tests,
essays, projects, etc.)

XV.

Students will utilize the Jellyfish worksheet to increase

their understanding of having a main idea for a written
piece, and how to create supporting details.

Students will create an organized written research piece

on a sea creature of their choosing. To show their
understanding of having a main topic and supporting
details, their written piece must include: a clear main
idea, 2-3 supporting details, and is clearly researched
based. Refer to rubric for more details

Instruction:

M. Anticipatory Set

N. Instructional
Activities (includes
Introduction,
Presentation, Clues for
Discovery, Modeling,
and engagement in
gradual release, as
planned)

The teacher will begin by giving the students 3 minutes

of free writing time. During this time the teacher will
ask them to write about their favorite sea creature.
They can write anything they want about the creature:
what they like about the creature, what they feel is
important about the creature, and why others should
know about the creature. When the time is up, students
will then turn and talk to their peers at their desk to talk
about what they wrote.

The teacher will then begin by displaying the Jellyfish

worksheet on the ELMO (overhead projector). The
teacher will then read the Jellyfish passage out loud to
the class. Once the teacher has read the passage, the
teacher will go over the directions on the worksheet.
The teacher will then give the students 5 minutes to
complete the assignment. Once the students have
completed the assignment, they will come back
together to discuss what they learned. The teacher will
ask them: What does it mean to have a main idea in a
written piece? Why is it important? Why do we need to
have supporting details for the main idea? Once the
teacher and students have discussed these questions,
the teacher will then give them a mini research

assignment. The students will be asked to pick a sea

creature (it can be about their favorite sea creature
they wrote about during free-time writing), do a little
research on the creature, and then write 3-4 sentences.
The students will be asked to make a clear main idea,
with at least 2-3 supporting details, and a clear ending
that would make sense to the reader. The students will
then be given 25 minutes (during reading/writing time)
to look at various ocean related books in the classroom
library. The students will use this time to research their
creature and write a short piece on the creature.
xvi.
With special attention

Differentia
tion

to:

xviii. Higher
Level
Cognition

xx.

O. Gradual Release
Techniques (See
Formative Assessment
Checking for

Technolog
y

For students who may not be

fully comfortable with their
writing skills, the teacher can
give them the option to write
main sentence and then create
bullet points of their supporting
details (ex. For a shark,
students can bullet one work
descriptions like: big, sharp
teeth, gray, etc.)

Students can also have the

option to draw a picture of the
sea creature, and then orally
describe to the teacher what
they learned about the
creature.

For students who are more

confident in their writing
capabilities, the teacher can ask
them to write a longer piece.
Instead of 3-4 sentences, the
students can write 5-7
sentences or half a page.

The teacher will be utilizing the

ELMO (overhead) to help
visualize to the entire class
their assignment for the day.

I: The teacher will give the students the Jellyfish

worksheet, and describe to them what it means to have

Understanding,
Guided Practice,
Independent Practice,
Class Exit)

a main idea and supporting details in a written piece.

We: The teacher and the students will discuss these
elements of a written piece and how we are going to
apply it to our research.
You: The students will be conducting research on the
sea creature of their choosing. The students will be
writing the main idea and supporting details on the sea
creature of their choosing in 3-4 sentences.

P. Closure

Once the students have finished their written piece, the

teacher will gather the students together on the carpet.
Each student will then take turns sharing what they
wrote to the class. Once the students have shared their
pieces, they will turn in the assignment to the teacher.

XVI. Reflection:
D. What Will They and I
Do Next & Why?

The teacher will continue to discuss with the students

why we have a main idea and supporting details in a
written piece. The teacher will continue to give mini
research assignments to help the students get in practice
of this writing style.

Resources
Materials:
ELMO (overhead)
Jellyfish worksheet (see next page for example)
Paper
Pencils
Classroom library

XVII. Content: Sequencing

M. Standards

CCSS.ELA-LITERACY.RI.1.1
Ask and answer questions about key details in a
text.
CCSS.ELA-LITERACY.RI.1.2
Identify the main topic and retell key details of a
text.
CCSS.ELA-LITERACY.RI.1.6
Distinguish between information provided by
pictures or other illustrations and information
provided by the words in a text.
CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details in a
text.
CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and
demonstrate understanding of their central
message or lesson.
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events
in a story, using key details.
CCSS.ELA-LITERACY.RL.1.7
Use illustrations and details in a story to describe
its characters, setting, or events.
NAEYC standards:
o

Standard 3:
3a. Understand the goals, benefits,
and uses of assessment, including
its use in development of
appropriate goals, curriculum, and
teaching strategies for children.
Standard 5:
5b. Know and use the central
concepts, inquiry tools, and
structures of content areas or
academic disciplines.

N. Enduring
Understandings &
Essential Questions

Enduring Understandings:

Students will understand that:

o

Sequential order and its meaning.

Having a sequence (such as first, second,

third, fourth, and fifth) help us to not only
understand place value, but to also help
organize our thoughts and understanding

of the material.

O. Objectives:
(SWBAT)

XVIII.

Essential questions:
o

What do we mean when we say first,

second, third, fourth, and fifth?

Why is remembering this type of sequence

important?

How can knowing this sequence better help

us understand a story?

Students will be able to use sequence words

(first, second, third, fourth, and fifth) to retell a
story.
Students will be able comprehend and retell the
story that they have read.

Assessment:

I.

Formative
Assessment (Active
Strategies to Check
for Understanding,
Guide Practice, Exit
Class, etc.)

J.

Summative
Assessment (when
appropriate quizzes,
objective tests,
essays, projects, etc.)

Throughout the reading of the story the teacher

will pause every time the students meet a new
character in the story. When they come to this
pause the students will be asked if the new friend
the met was either first, second, third, fourth, or
fifth. The teacher will do this assessment
throughout the story, having the students
remember the characters in the order of first,
second, third, fourth, and fifth.
After the lesson has concluded, the students will
return to their desk, and will be given the
sequencing worksheet. This worksheet will help
determine if the students understood and
remembered the concept of first, second, third,
fourth, and fifth and how it connects to the story.

XIX. Instruction:
Q. Anticipatory Set

Before the lesson begins, the teacher will display the

felt board in front of the classroom for all the students
to see. The teacher would then add the seaweed felt
pieces to the board. From there the teacher would have
the students make inferences on what they believe the
setting of the story is (where this story takes place)
based on what they see on the felt board. After a few
students have made their inferences the teacher would
reveal the book, The Pout-Pout Fish (which in this case
the story takes place in the ocean). The teacher would
then conduct a quick review on the sequencing
concepts of first, second, third, and so on. The teacher
would remind the students that they started learning
this concept the previous Friday, and were going to use

this story as a review to see how much they learned.

R. Instructional
Activities (includes
Introduction,
Presentation, Clues for
Discovery, Modeling,
and engagement in
gradual release, as
planned)

After the students have conducted their sequencing

review, the teacher would begin reading the story. The
teacher would point out to the students that in the
beginning of the story our sad fish friend called himself
a Pout-Pout Fish. The teacher would then tell them to
keep that locked in their minds and save to remember
at the end of the story. Using the popsicle sticks (each
stick has the name of a student in the classroom) the
teacher would pull a name from the cup and have one
of the students come up and place the Pout-Pout Fish
felt piece on the board. The teacher would then
continue reading the story until our main character
meets his first friend. The teacher would point out that
the friend he just met was the first friend our PoutPout Fish met in the story. The teacher would then pull
another name from the cup and have the student put
the felt piece of the first friend they met in the story (in
this case it was the clam). The teacher would continue
reading the story until the main character encountered
a new friend. When they meet this new friend the
teacher will stop the story to reflect who the first friend
in the story they met, and now who the second friend
is in the story. The teacher would pull a name from the
cup and have a student put on the second friend they
met in the story. The teacher would continue this
sequence for the remainder of the story, pausing every
time they meet a new character and have the students
state whether the character is the first, second, or third
friend they have met. The students will also recall
during this pause who the main character met first,
second, third, etc. At the end of the story the teacher
will ask the students to remember what kind of Fish the
main character was at the beginning of the story, and
what he became at the end of the story. Was he still
the same fish they met at the beginning? Did he
change? How and why did he change?"
xxi.

With special attention

to:

Differentia
tion

For students who may be

having difficulty with the
concept of sequencing, the
students may have the
option of having a partner
help them complete the
worksheet.

For students whose fine

motor skills (such as cutting)
are not as refined, the
students can have the

option of asking another

student for help in cutting
out their worksheet.

xxiii. Higher
Level
Cognition

xxv.

S. Gradual Release
Techniques (See
Formative Assessment
Checking for
Understanding,
Guided Practice,
Independent Practice,
Class Exit)

Technolog
y

Students, who have a better

understanding of the
sequence, will have the
opportunity to discover
other sequences they find in
the story (other than the
sequence of characters they
met in the story). The
students could find the
sequence of stories
progression or any other
connection to sequencing
they might find. The
students will then be asked
to write 1-2 sentences on
the sequence that they
discovered, and why it can
be considered a sequence.

The teacher will use the

ELMO (overhead) to display
and explain the sequencing
worksheet.

I: The teacher will read the story to the students, and

will point out the sequence (the concept of first, second,
third, fourth, and fifth) as they encounter the different
characters in the story.
We: The teacher and students will recall the sequence
of each character that they meet throughout the story.
You: The students will conduct a sequencing worksheet
to evaluate what they have learned from the story and
the concept of sequencing.

T. Closure

After the story is read, the students will break off into
groups (3-4 in a group) and will each be given a
sequencing worksheet. In the worksheet the students
will put in sequencing order of all the characters the
Pout-Pout Fish met in the story. They will put out each
character and paste them in the correct sequencing

boxes (first, second, third, fourth, and fifth). In the

worksheet they will also be given the opportunity to
practice tracing the abbreviations for first, second,
third, fourth, and fifth. If they have difficulty
remembering the sequence they have the option of
turning and talking to a partner to help them through
the activity. The teacher will use the ELMO (overhead)
to project the worksheet for the whole class to see, and
will go over any questions that they have.

XX.

Reflection:

E. What Will They and I

Do Next & Why?

The students will continue to work on understanding the

sequence concept of first, second, third, fourth, and fifth.
As the students understanding progresses, the teacher
will also introduce higher sequences such as seventh,
eighth, ninth, tenth ,etc.

Resources
Materials:
Book: The Pout-Pout Fish
Felt board
Felt pieces
Sequencing worksheet (see sample on next page)

ELMO (overhead)

Name: ________________________________
_________________

Date:

Cut out our ocean friends and place them in the order the Pout-Pout Fish met them!

Cut out our fish friends below

First Grade: Informative/Research Writing

Name: _____________________
Date: ______________
Additional Comments:
Informative/Rese
Amazing!
arch Writing
Rubric

Almost got

Missed the

it!

Was my main
topic clear?

Does My Writing
Have
Organization?

mark

The main topic of

the written piece
was clear and
precise.

The main topic of

the written piece
was a bit unclear,
and was not
recognized
immediately.

The main topic was

unclear and the
written piece did
not seem to have a
focus.

Yes!

Sort of!

Oops!

I introduced the
main topic
Wrote
supporting
details that
connected to
my main topic
I ended my
paper in a way
that makes
sense to my
readers.

I introduced the
main topic
My supporting
details are
unclear
I wrote an
ending to my
paper, but it
doesn't make
sense to my
readers.

I wrote some
words about my
main topic, but
it is not clear
what the topic
is about.
I do not have
supporting
details
I have no
ending to my
paper.

Did I have
supporting
details?

I supported my
topic with 2-3
supporting details

I support my topic
with 1-2 supporting
details

I did not support

my topic with any
supporting details

Did I meet the

sentence
requirement of
the assignment?

I wrote 3-4
sentences on my
topic

I wrote 1-2
sentences on my
topic

I wrote 1 or 0
sentences on my
topic

Score

Way
To Go!

Keep
At It!

Try
Again!

*The rubric above will be in correlation with the fourth lesson plan entitled
Creating an Informative/research written piece

Summative Assessment

All summative assessments are stated and attached to each

of the five lesson plans.