Grade1Literature

Author:KyaDenny
Datecreated:10/10/201412:25PMESTDatemodified:10/24/20145:26PMEST

VITALINFORMATION
TotalNumberofStudents

24

Area(s)StudentsLiveIn

Rural

Free/ReducedLunch

75%

EthnicityofStudents

AfricanAmerican/Black:1
White:12
Latino:11

EnglishLanguageLearners
StudentswithSpecialNeeds
Subject(s)

LanguageArts(English)

TopicorUnitofStudy

SpookyStories

Grade/Level

Grade1

Comments

KEYCONCEPTS&STANDARDS
BigIdea&Essential
Questions

ForthemonthofOctober,ourclasswillbereadingstoriesthatcenteraroundthethemeof
spookystories.Thepurposeofthisunitwillbetoteachstudentsabouttheemotionsand
feelingsstoriescanignite,whilekeepingtheminterestedbyincorporatingtheHolloween
spiritintotheclassroom.Thiswillbethefirstbookintheunitthatwilllastallmonth.

LearningOutcome(s)

StudentswilllistentoTheSpookyEerieNightNoisebyMonaRabunReevesandusetheir
literacyskillsinreading,writing,speakingandlistening,whilepayingattentiontothe
figurativelanguageandvocabulary,toexperiencetheemotionsfeltbythenarratorand
learnaboutfearoftheunknown.

Summary
Standards

CACaliforniaCommonCoreStateStandards(2012)
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
Grade:Grade1students:
ContentArea:LiteratureK5
Strand:Reading
Domain:CraftandStructure
Standard:
4.Identifywordsandphrasesinstoriesorpoemsthatsuggestfeelingsorappealtothesenses.(Seegrade1
Languagestandards46onpage13foradditionalexpectations.)
Standard:
6.Identifywhoistellingthestoryatvariouspointsinatext.
Strand:SpeakingandListening
Domain:
ComprehensionandCollaboration
Standard:
1.Participateincollaborativeconversationswithdiversepartnersaboutgrade1topicsandtextswithpeersand
adultsinsmallandlargergroups.
a.Followagreeduponrulesfordiscussions(e.g.,listeningtootherswithcare,speakingoneatatimeaboutthe
topicsandtextsunderdiscussion).
b.Buildonotherstalkinconversationsbyrespondingtothecommentsofothersthroughmultipleexchanges.
c.Askquestionstoclearupanyconfusionaboutthetopicsandtextsunderdiscussionher.
Standard:
2.Askandanswerquestionsaboutkeydetailsinatextreadaloudorinformationpresentedorallyorthrough
othermedia.
a.Give,restate,andfollowsimpletwostepdirections.

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Comments

ASSESSMENTS
Assessment/Rubrics
Comments

MATERIALSANDRESOURCES
InstructionalMaterials&
Technology(handouts,etc.)

TheEerieNightNoise
25blankpiecesofpaper
25characters/setting/storylineworksheet

Comments

IMPLEMENTATION
SequenceofActivities

Vocabulary
Tier2:embers,quiver
Tier3:spooky,eerie,grit,caravan

Into
Discussvocabularypriortostartingthereading.Thisisawholegroupactivitydoneon
Elmo,whilestudentssitattheirdesks.Teacherwillexplaintheunit,andtheneedfor
understandingthedefinitionsofthewords.Quiethandswillbeansweredwhenstudentstry
tocomeupwiththedefinitionstothevocabularywords.
FirstReading:
Studentsarestillsittingattheirdesks.Thefirstreadingwillbeawholegroup
sharedreading,withallstudentslisteningwiththeireyesclosed,focusedonfeelingthe
wordsandexperiencingthestory.Duringthefirstreading,theteacherwillstoptoask
questions:
p.4:predictwhatthenoisecouldbe.Pairshare.
p.13:thumbsupordownforyesorno,isitthecat?
Afterthefirstreading,studentswillopentheireyesandgiveathumbsupiftheythought
thestorywasspooky.Aclassdiscussionwilloccur:
HowdidyoufeelwhenIwasreadingthestory?Why?Turntopartnerandpairshare.
Whatkindofanoisedidthegirlinthestoryhear?(Teacherwilwritesomeofthe
adjectivesdown)
HowwasJenny,thegirlinthestoryfeelingwhensheheardthatnoise?Howdowe
know?Whatwordsdidsheuse?(Teacherwillwritesomeoftheadjectivesdownonthe
board)
Theteacherwilldescribeandmodeltheassignment.The2weeklyhelperswillpassout
papers.StudentswilldrawapictureofhowJennywasfeelingwhenshefirstheardthe
noiseandwillwriteasentence."Jennyfelt___________whensheheardthe__________
noise."
Through
SecondReading:
Studentswillbeonrug,whileteacherreadsthestorywiththeclass.Thestudentswillget
toseetheillustrationsduringthesecondreading.Thefocuswillbeontheimagesthat
accompanythetext,andwhattheysuggestaboutthestory.Thetecherwillpauseduring
thesecondreadingtoaskquestions.
p.3/4Whatisthemeaningof"catchmybreath,""scaresmetodeath"and"mymind
beginstorace."(quietstudentswillbecalledoniftheythinktheyknowwhatthey
mean)
VampirePage:showmeanevilsmile
"couldbethecat."pagehowdoJenny'sparentslook?Dotheylookscaredlikeshe
does?Why?
Werewolvespicturewhatdoesitlooklikethewerewolvesaredoing?

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Afterthereading,theteacherwillcontinuewithagroupdiscussion:
WhenJennylearnsthesoundwasonlyapairofskunks,howdoyouthinkshefelt?
WeretheghostsandghoulsandtigerandwerewolvesreallyinJenny'sbackyard?
Wherewerethey?
Whowasreallyinthestory?
Characters,setting,storyline.(teacherwillwritedownasstudentsanswer)
Teacherwillmodelhowtodotheassignment.THe2weeklyhelperswillpassoutpapers.
StudentswillgototheirdeskstofilloutaStorylinesheetincludingthemaincharacters,
setting,andthestorylineincluding3sentences"First...,Then...andFinally..."
Theteacherwillusethisasaformalassessmentofthestudents'basiccomprehensionof
thestory.
Beyond
ThirdReading:
Theclasswillgatherinacircletolistentothethirdreading.Beforethethirdreading
begins,theteacherwillexplaintotheclassthatafterwardtheywillcontinuethestoryasif
whatDadsawoutsidewasnotapairofskunks,butoneofthecharactersJennythought
aboutinhermind.
Theteacherwillreadthestory,andendat"Mydadsays,'Holycow!'"Eachstudentwill
contributeatleastonethingtothestory,andtheywillgoinorderinthecirclestartingwith
thenametheteacherpullsfromthenamejar.Theteacherwillhelppromptthestudentsif
necessary,andkeepthemontrack.Theteacherwilltypethestoryasthestudentstellit.
Thisactivitywillhelpstudentsbegintothinkcreativelyfortheirfinalunitprojectofwriting
theirownspookystory.

GroupingStrategies

1stReading:Asagroup,studentswillattheirdeskswiththeirheadsdown,eyesclosed.
TheywillpairshareThen,thestudentswillstayattheirdeskstodotheirassignment.
2ndReading:Asawholegroup,studentswilllistentothestory.Independently,theywill
workontheirassignment.
3rdReading:Studentswillworkasawholegrouptolistentothestoryandcreatetheirown
ending.

DifferentiatedInstruction

Studentswhoareinneedofadditionalhelpwritingtheirsentenceswillgetteacher
assistance.Theteacherwilldictatethestudent'ssentenceontoasmallwhiteboard.The
studentmaycopythesentencefromthere.Studentswhoneedtoprovideoralexplanations
ofthestory(plot,characters,etc.)willgettimewhileotherstudentsareworkingontheir
writtenresponses.

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REFLECTIONS
PriortoLesson
PostLesson
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