Tamar Walton, Mrs.

Hartzel, First Grade, ELA 4/18 – 5/7

Unit Plan
Curriculum Series: Wit and Wisdom (Powerful Forces)
Lesson Number: 1-11
Lesson Plan
Number
1- - Wind poem, force and power discussion
4/18/2024 - Read and notice and wonder of Feel the Wind (cover/book)
- Prediction about the type of book Feel the Wind is
- Book tasting: 6 books from the unit, preview and sort (book type)
- Shades of meaning for verbs in the poem
2- - Go over notice and wonder, review asking questions (signal)
4/19/2024 - Pg. 14: equator discussion
- Questions: question cube, re-read to answer questions
- 3 artworks: silently view, notice and wonders
3- - Main topic of book and specific sections (pg. 4-8, 10-13)
4/22/2024 - Examining multiple sources, similar and different information
- Pg. 4-5 and kite illustration (what details did we learn)
- Helpful to look at more than 1 source
3 Deep Dive- - Looking at windmill paintings (setting, time of day, similar and
4/23/2024 different)
- Looking at details
- Pg. 20- soar, things that can/cannot soar, build a sentence
4- - Key details of sections of text (pg. 16-23, 24-27)
4/24/2024 - Research for hurricanes: pg. 17, text and illustration
- Examining an additional source (comparing information)
5- - Illustrations on pg. 7 and 26, sense as they experience the wind?
4/25/2024 - Sensory anchor chart (looking for sensory words)
- Snow v wind: paintings, sky/weather
- Pg. 18-19, 13, 22: illustrations and text (read first then look at the
illustrations)
- Examining a 3rd source: new information, similar and different
6- - Essential meaning (review, main topics)
4/26/2024 - What details from the book support the essential meaning (read aloud
different sections, students find evidence)
- Comparing sources: research notes, see what’s similar/different
- Pick what details students want to use in paragraph (3 details from 2
different sources)
7- - Review 2 types of books, students check predictions and genre
4/29/2024 characteristics
- Reflect on how the wind can be a powerful force
- Start planning/writing informative paragraphs (evidence organizer)
8- - Introduce feelings and Feelings book (read aloud w/out interruptions)
4/30/2024 - Wonder and notices (review asking questions/question words)
- Pg. 25- unfamiliar words, starve and miserable
Tamar Walton, Mrs. Hartzel, First Grade, ELA 4/18 – 5/7

- Partners to generate questions (word detectives)

- Pg. 10- paralyzed, questions, how do illustrations help
8/9 Deep Dive- - Charades- how they would act based on a scenario (adjectives)
5/1/2024 - Adjectives review, students find adjectives in Feelings (chart)
- Pg. 12- read aloud, signal when hear an adjective
- Example of a situation, students give an adjective to describe
- Generous: pg. 19, Selfish: pg. 27, 31 (generous v selfish scenarios)
10- - Looking at text features and illustrations (pg. 16-17)
5/6/2024 - Pg. 30, 22: information from words, information from illustration,
help you understand the text
- Problem: baby crying, students write story about the illustration
- Time order words and phrases, look for in story 2
11- - Essential meaning (review)
5/7/2024 - Look at key evidence then determine essential meaning (pg. 5, 31)
- 2 different essential meanings, students find evidence for both (vote
on which one fits better)
- Story map- story based on illustrations, pg. 24, problem and feelings