Wednesday 

Lesson Plan for Grade 1, Language Arts 

Prepared by Mrs. Stone 

Task 1 Flipping For Feelings “A Special Day” 

Scholars will need a pencil, pair of scissors, and a colored writing utensil (colored pencil, 
crayon or marker of their own choice). Today we are changing standards from story retelling 
and key details to finding words in a story or poem that show feelings. Or, finding words in a 
story or poem that appeal to any of the five senses. To complete this task, scholars will first 
need to read the story “A Special Day” twice before moving on to writing and answering the 
questions. On the first read, just read straight through with fluency without stopping. On the 
second read, stop after every/other sentence to check for feeling words. For example, the 
second sentence says “Sam has a ​BIG GRIN a
​ nd cannot stop ​SMILING​”. Both big grin and 
smiling are feeling words in that sentence because they are proving that Sam is feeling 
happy, silly, or excited. We know how he is feeling based off of the describing words used in 
the sentence.  

Fold the paper down (hotdog style) down the solid black line to where the questions are 
visible on the back side of the paper. Take the scissors and cut horizontal across the black 
dotted lines to create 5 individual question foldable flaps. Read and answer each of the five 
questions aloud individually before writing. Read the question, go back into the passage to 
find evidence to prove your answer. Open the foldable and write your answer directly on the 
inside of the flap; being sure to write in full complete sentences. Each sentence should start 
with a capital letter and end with a period or other punctuation. Use words or phrases 
(evidence) directly from the question itself in your answer. Make sure when answering you 
always tell why and explain how you know. 

An example answer for the top question might be “ I know that Sam feels super happy 
because he has a big grin on his face and can’t stop smiling.” This answer has both needed 
parts: evidence from the passage and words directly from the question.  

How does ​Sam feel​? ​Sam feels​ ____ because_____.  

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Task 2 Words and Senses “A Sweet Treat!” 
This task is not focused on emotions or feelings, it is going to be based on words and phrases 
that represent the five senses. The five senses are hearing, sight, smell, taste and touch. We 
use all five senses every single day to experience the entire world around us. For more 
information on the five senses watch the “Five Senses For Kids” video on youtube (linked in 
the parent plan & embedded on the Weebly website. Scholars will need a pair of scissors, a 
glue stick (or tape) and a colored writing utensil (colored pencil, crayon, highlighter or 
marker of their choice). Cut out the 8 image boxes from the bottom of the activity sheet. 
Scholars will only need 5 possibly 6 (the ‘crunch crunch’ box could possibly have two 
answers) of the 8 images if they identify the senses correctly. Throw the extra ⅔ images in the 
trash once finished.  

While reading the simple poem, stop at each one of the 5 senses words and/or phrases and 
highlight, underline or circle where in the poem each one of the phrases is located. Read each 
question aloud and decide which sense is being used. If hearing is being used, then scholars 
would take the image of the ear and glue (or tape) it into the matching question box.  

You do not have to have printer access in order for your scholar to be able to complete this 
task. You can label each one of the images 1-8 and write the corresponding image number 
into the question box. OR write out the phrase and needed sense neatly on a separate (blank) 
sheet of paper. For example, “Sweet and tart appeals to taste”. An even stronger written 
answer would include a reason why and how I know; “The words sweet and tart appeals to 
taste because we can taste things that are sweet or tart with our mouth and taste buds on our 
tongue.  

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Task 3 Poems Galore “Flying!” 
This task can be very quick and simple if done correctly. Scholars will only need a small pack 
of crayons (or something to color with) and maybe a pencil to draw. Pull out nine different 
colored crayons and then carefully read the poem. After reading the poem through the first 
time, pick a crayon and circle one of the feeling words from the word list with that color. Go 
back to the beginning of the poem and start reading until you run into the feeling word you 
are looking for. Circle the word in the text with the same color as the word in the word bank. 
If I circle the word ‘scary’ in the word bank in purple, then I want to circle the word ‘scary’ 
inside of the poem with the same color purple. After circling and identifying all nine (9) 
feeling words in the poem and the word bank, scholars may choose to use a pencil to draw 
their mental picture. A mental picture is the image/s that we create in our head while reading 
that helps us to understand and visualize what is happening in a poem, story or passage. The 
mental picture (drawing) should be a representation of what the poem is all about (the main 
idea). Think about the mental picture as an illustration on a page in a book. The picture on 
the page usually matches what is being said in the words (text). Scholars should draw and 
color their mental picture and include as many details as possible.   

   

Task 4 Matching Up Words and Senses “A New Season”    

This task requires scholars to match up feeling words and things that appeal to the senses. If 
printed out, scholars will need scissors and a glue stick (or tape) to complete the activity. 
Read the poem and the question boxes before cutting out any of the 8 images or phrase 
boxes. After reading each one of the questions, scholars should glue (or tape) the matching 
image or phrase into the question box. Use the poem to identify and prove each answer. 
Double check your own work and verify each answer with an adult or sibling before gluing 
(or taping) it down onto the question box.   

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