Rutherford - Unit Plan Grade 1

Subject Area English Language Arts
Grade Level Grade 2

Page 1 Baillie Rutherford Topic What is Friendship?
Length of Unit (Days) 4 weeks
Table of Contents
1. Essential/Inquiry Questions (Page 2)
2. General Learning Outcomes (Page 2)
3. Specific Learning Outcomes (Page 2)
4. Unit Summary (Page 3)
5. Goals (Page 3)
6. Cross Curricular Links (Page 4)
7. Resources (Pages 5-6)
8. Week Plans (Pages 7-12)
9. Lesson Plan (Pages 13-15)
10. Worksheets (Page 16)
11. Unit Assessment Plan from Evaluation (Pages 16-23)

Grade Level Grade 2
Length of Unit (Days) 4 weeks
Unit Plan Rationale

Essential (core) Questions
What is friendship?
Inquiry Questions
What characteristics do you value in a friend?
What do you believe a good friend does?
How can we learn about being a friend through characters in books?
What actions and words to we see and hear good friends use?
General Learning Outcomes

Students will…
GLO’s:
1. Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings
and experiences.
2. Students will listen, speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print and other media texts.
5. Students will listen, speak, read, write, view and represent to respect, support and collaborate
with others.
Specific Learner Outcomes
Students will…
1.1.3 make observations about activities, experiences with oral, print and other media texts
1.1.4 experiment with different ways of exploring and developing stories, ideas and experiences
1.2.1 listen and respond appropriately to experiences and feelings shared by others
1.2.2 group ideas and information into categories determined by an adult
2.2.1 participate in shared listening, reading and viewing experiences, using oral, print and other
media texts from a variety of cultural traditions and genres, such as poems, storytelling by
elders, pattern books, audiotapes, stories and cartoons
2.2.5 retell interesting or important aspects of oral, print and other media texts
2.2.8 tell what was liked or disliked about oral, print and other media texts
2.4.1 generate and contribute ideas for individual or group oral, print and other media texts
2.4.3 write, represent and tell brief narratives about own ideas and experiences
2.4.4 recall and retell or represent favourite stories
5.2.4 take turns sharing ideas and information
Grade Level Grade 1
Length of Unit 12 days
(days)
Unit Summary / Goals

Unit Summary
This Unit is intended to be instructed to a Grade 1 class. This lesson will be comprised of 16 lessons
(Monday-Thursday). The theme is centered around the idea of friendship and what it means to be a
friend. The students will also be focusing on the inquiry questions that include: “What characteristics
are important to have in a friend?” and “What does a good friend do?” These questions will guide
their thinking and allow them to respond personally when doing visual and writing activities. This will
give them the chance to talk to friends and get their opinion on what friendship is to others as well.
Students will be introduced to different types of literature and activities for them to base their ideas
on what they believe friendship is. At the end of the unit, students will be able to answer the question
on what friendship is based on the knowledge they built while completing activities in class, and
through class and peer discussions. They will base their understanding off previous experiences and
events from their own life and apply it to their life in and out of the classroom.
By using some resources like books, journals, and worksheets, the students will broaden their
understanding by experiencing the stories and relating it to their own experiences. There will be many
class discussions that students will have the opportunity to present their ideas, while also experience
their classmate’s ideas and experiences. By talking and listening to others and brainstorming ideas on
what friendship means to them will help them broaden their understanding on the term friendship
and will be able to come up with thoughts on what friendship means to them and how they can be a
good friend. The worksheets and journal entries will be completed either visually or written to
represent their idea of friendship. The journal entries will also include picture prompts that students
will be responding to. Some of the picture prompts will be pulled from the book Draw the Line. This
book will allow students to view the children’s emotions within the book and this gives them the
opportunity to make connections from this book to their own personal experiences as there are no
words to sway their answer. The worksheets and journal entries can be easily differentiated to meet
student’s individual needs. When doing a journal entry, a sentence starter will be provided, and
students may or may not use it depending on their level of literacy, but it is equally available to
everyone in the class. Students also have the option to draw a picture with their sentences, or can be
used to differentiate for someone who may not be able to write sentences yet. Word searches will also
be provided for students who finish their work early and need something else to keep themselves busy
but still engaged.
Teaching the idea of friendship is important in Grade 1, as students need to learn how to treat others
properly and how it makes others feel when you do not treat them with respect. This is the age that
they are learning what being a good friend means, and how to be a good friend to others. This unit will
also allow students to represent their understanding through different forms of literacy including,
literature, activities, and class discussions.
Goals
I hope students not only understand but practice what being a friend is by connecting situations
portrayed in the texts and discussions to their personal and classroom experiences.
I hope students will share personal experience through class and pair discussions as well as through
Grade Level Grade 1
(days)
visual and written responses to the texts being provided in the class.
I hope students can make connections between their life and the literature we see within the class.
This will give them an opportunity to see how actions can either hinder or help friendships grow.
Cross Curricular
Elementary units often find themselves to link to one another. This specific unit on friendship links to
both Health and Art.
There are many concepts in health that link to this unit, but I limited my choices the ones below as this
unit focuses a lot on friendship and making strategies to show respect and appreciation to friends and peers.
This unit also focuses on how to express feelings and how to recognize personal feelings and other feelings
surrounding them. We will be having many class discussions on their personal experiences on friendship
throughout the unit, and they will have many chances to represent their own understanding through journal
entries, and mainly through the puppet show that will be presented at the end of the unit.
This unit will also have a big art focus as we will be doing a puppet show. I have highlighted some SLO’s
from the Art Program of Studies below as the kids will be making puppets and will be basing their puppets off
the literature we have read and discussed. They will also be based off the story sequence they are going to
create in their small groups. Students will be able to make their puppets off the emotions being portrayed
within their story line.
Health 2:
Safety and Responsibility
W–2.7 identify and develop plans to use when dealing with pressure to engage in behavior that is
uncomfortable or inappropriate; e.g., handle such pressures as threats, bribes, exclusions
Understanding and expressing Feelings
R–2.1 recognize that individuals make choices about how to express feelings; e.g., frustration
Interactions
R–2.5 demonstrate ways to show appreciation to friends and others
R–2.6 develop strategies to show respect for others; e.g., show interest when others express feelings, offer
support
R–2.7 demonstrate an understanding of a strategy for conflict resolution; e.g., propose a compromise
Art 2:
Concepts
Outside stimulation from sources such as music, literature, photographs, film, creative movement, drama,
television and computers can be interpreted visually.
D. Sculpture
• Make two- and three-dimensional assemblages from found materials.
F. Photography and Technographic Arts
• Employ technological media techniques, practices and capabilities to promote art understanding and create
designs and compositions. Included at this level:
− storyboards to show a sequence of events
Grade Level Grade 1
(days)
− shadow puppets
Resources
Children’s book: Each Kindness

Woodson, Jacqueline, and Earl B Lewis. Each Kindness. Nancy Paulsen Books, 2012.
Each Kindness is written by Jacqueline Woodson and illustrated by E.B. Lewis. This
book touches on the idea of compassion. If students showed kindness and compassion
towards others, it not only allows you to feel appreciated, but also makes them feel
welcomed. After a class discussion on how small actions make a difference, Chloe realizes
that her actions were not kind and she lost a friend. This book will hopefully send a
message to students that kindness and compassion can go a long way and is important in
friendships.
Children’s book: One

Otoshi, Kathryn. One. KO Kids Books, 2008.
One is written by Kathryn Otoshi. This children’s book teaches students to
work together even when things are out of hand. One teaches the
different colors how to stand and count together. This book teaches
children about working together, numbers, counting, and primary and
secondary colors. This book also teaches students that everyone is
different and that even though they may be different than you, it is okay. You accept others
and treat them with respect.
Children’s book: Boy and Bot

Dyckman, Ame, and Dan Yaccarino. Boy Bot. Random House Children’s Books, 2012.
Boy and Bot is written by Ame Dyckman and Illustrated by Dan Yaccarino. This
book focuses on how to be a good friend. Though the Boy and Bot are very different,
they use their experiences to help each other out when they are sick. These two
characters do not know much about each other, but through experience, they learn how
to treat each other and become friends despite their differences.
Children’s book: The Word Collector

Reynolds, P. H. (2018). The word collector. New York: Orchard Books, an imprint of
Scholastic, Inc.
The Word Collector is written and illustrated by Peter Reynolds. This
children’s book gives students an idea about how powerful words can be.
Jerome collected words and put them into categories until one day they
got all mixed up and he put the words together to create the most
powerful phrases. This teaches students that words can be powerful if used properly and
can teach students that if words are not used properly, they can hurt others.
Grade Level Grade 1
(days)
Worksheet: ‘One cool friend’ drawing activity

Students will express their understanding through a drawing activity that allows them to
draw what friendship means to them. This is a great differentiation activity as students
who are not able to write full sentences and are struggling, this allows them to express
themselves through drawing but also allows others in the class the same opportunity.
This could be an opportunity to let other children write sentences on their drawing if
done before other students.
Children’s book: Draw the Line

Otoshi, K. (2017). Draw the line. New York: Roaring Brook Press.
Draw the Line was written by Kathryn Otoshi. This children’s
book is a wordless picture book that had amazing visuals on each
page. This book is a great resource to teach students how actions
and emotions can paint a very beautiful picture. This book will
allow the students to explain how the characters are feeling on
each page and will then take their knowledge on emotions and facial expressions to use
in their puppet show.
YouTube video of a puppet show

This resource will allow students to see how a puppet show is played out. It gives them
an example on dialogue, characters, and beginning, middle, and end. They will be able
to see how it is important to not put your puppet in front of their peer’s puppets.
https://www.youtube.com/watch?v=EMv8YnWtbJo
Children’s Book: We’re All Wonders

We’re All Wonders is a children’s book that has a very powerful message for
young students. It is about a boy who looks different than everyone around him.
He is bullied by others around him, but when he puts on his helmet, he goes to
a different world where no one makes fun of him. It ends with the message that
everyone is a wonder in their own way.
https://www.youtube.com/watch?v=JhD5ZKH_Fy4
Other resources:
1. https://www.youtube.com/watch?v=H7w7yXkJTu0 (Friendship Soup)

2. “I Feel…” worksheet
Grade Level Grade 1
(days)
Monday
Week theme: Beginning/Middle/End
Theme: Being a good friend
Text: The Word Collector by Peter H. Reynolds
Activities: Students will brainstorm words that they feel make a good friend. We will collect
these words on the board in order to create a word bank they can use throughout the unit. We
will have a group discussion on the book and talk about how his words made others feel. Using
these words, we will brainstorm ideas on what we can do to be a good friend. We will
Week 1 brainstorm a few ideas that students can use to write in their friendship book.
Assessments: The discussion and writing/drawing activity will be a formative assessment to see
what students know about being a friend. I will use anecdotal notes during discussion and the
booklet will be brought in for a summative assessment at the end of the week.
SLO’s:
Tuesday
Theme: Friendship Soup
Video: https://www.youtube.com/watch?v=H7w7yXkJTu0
Activities: Make our own friendship soup as a class. The kids will each get to tell me what they
want to put in their friendship soup (ex. 1 cup of kindness, smiles, happiness, etc.). We will
make up a list of what they feel makes up a good friend. Students will then write out their
recipe in their journal.
Assessments: Pre-assessment to see what students know about being a good friend. the
journal will be both formative and summative as it is formative that day but will be brought in
for a summative assessment at the end.
SLO’s:
1.1.4 experiment with different ways of exploring and developing stories, ideas and
experiences
2.2.1 participate in shared listening, reading and viewing experiences, using oral, print and
other media texts from a variety of cultural traditions and genres, such as poems,
storytelling by elders, pattern books, audiotapes, stories and cartoons
Grade Level Grade 1
(days)
Wednesday
Theme: Putting beginning, middle, and end into action.
Text: Boy and Bot
Activities: We will read Boy and Bot and then we will have a group discussion on what they
believe the beginning, middle, and end was within the story. The students will then tableau the
beginning, middle, and ends of the story for the class. We will model and do an example as a
class before doing this activity. I will have students show e what they look like first thing in the
morning, at recess, and at bed time. They will freeze like they are in a picture. Then, by doing a
tableau for the book, this will give the students an opportunity to practice picking out what
they feel are the beginning, middle, and end of Boy and Bot. After tableauing the story, we will
brainstorm a few more ideas of what they can do to be a good friend for that day. They will
then choose something from the list to write in their friendship book.
Assessments: This will be formatively assessed for contribution through anecdotal notes.
Friendship book will be marked formatively that day and then taken in for summative
assessment at the end of the week.
SLO’s:
Thursday and Friday
Theme: On Thursday I will… or On Friday I will….
Text:
Activities: We will brainstorm more ideas of what we can do to be a good friend. This will give
the students an opportunity to pick another sentence that they can use within their friendship
books for Thursday.
Assessments: Will be formatively assessed that day, but the friendship books will be taken in
for summative assessment when they are finished this unit.
SLO’s:
Grade Level Grade 1
(days)
Monday
Week Theme: Characters
Theme: Emotions in face and voice.
Text: Each Kindness
Activities: We will have a group discussion about how the characters were feeling in the book
and why they were feeling that way. We will also discuss if good friends can be happy, sad,
mad, etc. We will talk about the beginning, middle, and end through this group discussion as
well. Students will learn about emotions through a group activity where they will practice using
Week 2 their emotions through facial expressions. They will show me what it looks like to feel sad,
happy, mad, etc. Teacher will show picture of emojis to portray each emotion. We will then
practice saying the same phrase in different emotions. We will then do the “I feel” worksheet
which will allow students to write sentences while also being able to draw the emotions of sad
and happy.
Assessments: Formative assessment on the group discussion and worksheet.
SLO’s:
Grade Level Grade 1
(days)
Tuesday
Theme: Body Language
Text: N/A
Activities: We will have a group discussion on how body language can affect communication. It
is just as powerful as words. I will get students to show me with their body what it looks like
when they are mad, sad, happy, etc. We will then do the mirror activity where students must
mirror what their partner is doing. We will do a practice round of the mirror activity, so
students know what to do with their partner on their own. I will either use a student to help
me give an example to show the students. I will also have them do a think/pair/share on what a
good group member can do. (Share ideas, listen to others ideas, be kind to other group
members, be a good friend). I will give them scenarios to act out and students can interpret it
how they like. I will then take pictures of students showing each emotion and print them out
for an art activity. We will start the art activity that day and finish it the next day. The kids will
be making a journal page that will be split into four quadrants and they will decorate each
quadrant based on the emotion they are placing in that quadrant.
Assessments: This will be formatively assessed for participation.
SLO’s:
Wednesday
Theme: Recognizing emotions
Text: Draw the Line
Activities: As a class we will analyze the pictures and the students will get to tell me how the
characters are feeling and maybe why they are feeling that way. The students will show me on
their faces the different emotions of the characters. The students will then have the chance to
finish the art project that they started the day before.
Assessments: The journal entry is both formative and summative. The activity will be
formatively assessed on if students are on task.
SLO’s:
experiences
Grade Level Grade 1
(days)
Monday
Week Theme: Dialogue
Theme: Introducing dialogue
Text: I Love My New Toy
Activities: We will have a group discussion on what dialogue is (what a person is saying). I will
get students to give me examples by prompting them to think of something their parents, or
teacher would say. We will then read I Love My New Toy as this is a good example of dialogue
as the pig and the elephant are only using dialogue in the book. As a group we will then write
Week 3 down a dialogue by having students give examples on how the conversation may go. What
would we start with? What comes next? Etc. The students will then write down their own
example of dialogue in their journal. This will have to have 2 characters and they will practice
saying theirs out loud with a partner. This will give them a chance to use their emotions while
reading.
Assessments: This will be formatively assessed through observation and anecdotal notes for
participation. The journal will be both formative and summative as it is formative that day but
will be brought in for a summative assessment at the end.
SLO’s:
Grade Level Grade 1
(days)
Tuesday
Theme: Script making
Text: N/A
Activities: Students will be put in their groups and will start making their scripts and practicing
their puppet show. They will have to pick a beginning (friends), middle (conflict), end (resolve
conflict). We will do an example as a class. They can have any two types of friends. They do not
have to be people (Boy and Bot).
Assessments: Formative assessment on group work. I will also be doing student conferences to
see what the groups are doing and to help guide them if they need it.
SLO’s:
experiences
Wednesday
Theme: Puppet making
Text: N/A
Activities: We will have a class discussion on what their puppets need to include. I will remind
students about emotions, voice, and body language. These are all important to think about
when making their puppets. Students will start making their puppets that fit into the script
they made the day before. They will have to show the emotions that their characters have in
their play. If done early, they can practice their puppet show.
Assessments: They will be assessed on group and individual work to make sure they are on
task. I will also be having student conferences to make sure they are making their puppets to fit
their characters.
SLO’s:
Grade Level Grade 1
(days)
Monday
Week Theme: Getting ready for puppet show.
Theme: How to create a proper puppet show.
Text: YouTube video. https://www.youtube.com/watch?v=EMv8YnWtbJo
Activities: We will have a discussion on Beginning, Middle, and End. We will discuss how it is
important to not block the other puppets, and to use expression (when sad, happy, etc.). We
will continue making our puppets and practicing the puppet shows.
Assessments: Formative assessment during group discussion. Formative assessment on
Week 4 whether students are on task – anecdotal notes.
SLO’s:
Tuesday
Theme: Practice puppet plays
Text: N/A
Activities: Students will get into their groups to practice their puppet plays. There will be
student conferences to make sure students are on task. Teacher will be observing every group
while they have this work period.
Assessments: Formatively assessed on group work.
SLO’s:
Grade Level Grade 1
(days)
Wednesday
Theme: Friendship
Text: N/A
Activities: Puppet Show will be presented by small groups. Before they start presenting, we will
have a group conversation about what it means to be a good listener and audience member.
After each group presents we will discuss what went on by having students make observations
and connections to texts and their own experiences.
Assessments: Summative Assessment on the puppet show.
SLO’s:
experiences
Lesson Plan 1
Grade/Subject:__Grade 1 ELA____ Unit:___What is Friendship?_ Lesson Duration:_60 mins (Mon-Wednesday)
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:
1. Students will listen, speak, read, write, view and represent to comprehend and respond personally and
critically to oral, print and other media texts.
5. Students will listen, speak, read, write, view and represent to respect, support and collaborate with
others.
Grade Level Grade 1
(days)
Specific Learning Outcomes:

LEARNING OBJECTIVES
Students will:
1. Understand that there are many characteristics that make up a good friend.
2. Understand that not only your words but your actions affect how your friends feel around you.
3. Understand that we all have personal experiences that have made us feel happy or sad with our
friends.
ASSESSMENTS
Observations: Key Questions:
Group discussion observation to What is Friendship?
make sure students are on task What characteristics are important to have in a friend?
as well as observing to see who What does a good friend do?
is participating. How can we learn about being a friend through
Observation to make sure characters in books?
students are working on the
worksheet and to help them
with their writing.
Written/Performance Assessments:
Formative assessment on class discussions
Formative assessments on friendship book
LEARNING RESOURCES CONSULTED
Resource #1: The Word Collector
Resource #2:
Resource #3:
MATERIALS AND EQUIPMENT
* The Word Collector
* Friendship Booklet
* Chart paper to write our list/sentences on
PROCEDURE
Introduction (5 min.):
Hook/Attention Grabber:
What makes a good friend? Think (put thinking hand on heart)/Pair/Share
Assessment of Prior Knowledge:
Can students make comparisons to own life experiences? Do students understand how to be a good
friend? Do students understand the importance of words?
Expectations for Learning and Behaviour:
Students are expected to stay on task during story and group discussion as well as during the friendship
Grade Level Grade 1
(days)
book activity.
Advance Organizer/Agenda:
1. Read story
2. Make list of words that make a good friend
3. Write sentence in Friendship book
Transition to Body:
Make sure students are sitting criss-cross-applesauce and confirm that they are all ready to pay
attention to the story.
Body (45 min.):
Learning Activity #1: Reading the Book The Word Collector with a post discussion on the book itself.
Assessments/Differentiation: Formative assessment on whether students are on task.
Learning Activity #2: Collect Words that they feel make up a good friend.
Assessments/Differentiation: Pre-assessment to see if students have an understanding of what makes a good
friend. This will also allow me to see if students can choose key words that make a good friend and use
examples from their own life. We will then make a list using those words about how they can be a good friend
each day of the week.
Learning Activity #3: Students will draw a picture of what they think a good friend does.
Assessments/Differentiation: This will be for pre-assessment purposes to see if students can make comparisons to their
own life on what they feel a good friend does and what they can do to be a good friend every day.
Closure ( 5 min.):
Consolidation/Assessment of Learning:
The friendship book that students wrote it will be collected to use as a formative pre-assessment to
see what the students understood about being a good friend.
Feedback From Students:
Students will tell me some of the words that we brainstormed at the beginning of class as a review.
Feedback To Students:
Amazing job staying on task. I want you to make sure to use those nice words with your friends every
day.
Transition To Next Lesson:
Tomorrow we will be making some friendship soup. So, make sure to keep thinking about what you
think makes a good friend.
Grade Level Grade 1
(days)
Grade Level Grade 1
(days)
Unit Assessment Plan (Evaluation)
Desired Results
Established Goals – GLO(s):
3. Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings
and experiences.
4. Students will listen, speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print and other media texts.
Understandings: Essential (core) Questions

Students will understand that…
What is friendship?
- That there are many characteristics How will students give meaning to experiences
that make up a good friend. through a variety of forms of text?
How will students connect their own ideas and
- That not only your words but your
experiences with their peers?
actions affect how your friends feel
around you. How will students create narratives with
beginnings, middles, and ends; settings; and
- We all have personal experiences that main characters that perform actions within
have made us feel happy or sad with their puppet show?
our friends.
Inquiry Questions
What characteristics are important to have in a

friend?
What does a good friend do?
How can we learn about being a friend through
characters in books?
Prior understandings… Students will be able to…

The following SLOs are outcomes that
students are expected to have already 1.1.3 make observations about activities, experiences
addressed in Kindergarten. These will with oral, print and other media texts
provide foundational understandings for 1.1.4 experiment with different ways of exploring and
students to apply to this unit: developing stories, ideas and experiences
1.2.1 listen and respond appropriately to experiences
Students will be able to talk about ideas, and feelings shared by others
experiences and familiar events 1.2.2 group ideas and information into categories
determined by an adult
Students will be able to listen to experiences 2.2.1 participate in shared listening, reading and
Grade Level Grade 1
(days)
and viewing experiences, using oral, print and other

feelings shared by others media texts from a variety of cultural traditions
and genres, such as poems, storytelling by
Students will be able to connect related ideas elders, pattern books, audiotapes, stories and
and information cartoons
2.2.5 retell interesting or important aspects of oral,
Students will be able to talk about and print and other media texts
represent the actions of characters portrayed in 2.2.8 tell what was liked or disliked about oral, print
oral, print and other media texts and other media texts
2.4.1 generate and contribute ideas for individual or
Students will be able to talk about experiences group oral, print and other media texts
similar or related to those in oral, print and 2.4.3 write, represent and tell brief narratives about
other media texts own ideas and experiences
Students will be able to contribute ideas and 5.2.4 take turns sharing ideas and information
answer questions related to experiences and
familiar oral, print and other media texts
Students will be able to draw, record or tell

about ideas and experiences
Students will be able to talk about and explain

the meaning of own pictures and print
Students will be able to listen to the ideas of

others
Grade Level Grade 1
(days)
Where does this lead?

The following SLOs designate what students will need to know for future learning. These SLOs are
specifically taken from grade 2, as a monitor for how this unit will prepare students for upcoming
learning outcomes.
1.1.3 express or represent ideas and feelings resulting from activities or experiences with oral, print
and other media texts
1.1.3 use a variety of forms of oral, print and other media texts to organize and give meaning to
experiences, ideas and information
1.2.1 connect own ideas and experiences with those shared by others
1.2.2 record ideas and information in ways that make sense
2.2.1 engage in a variety of shared and independent listening, reading and viewing experiences,
using oral, print and other media texts from a variety of cultural traditions and genres, such as
legends, video programs, puppet plays, songs, riddles and informational texts
2.2.5 connect situations portrayed in oral, print and other media texts to personal and classroom
experiences
2.2.9 express thoughts or feelings related to the events and characters in oral, print and other media
texts
2.4.1 use own and respond to others’ ideas to create oral, print and other media texts
2.4.3 create narratives that have beginnings, middles and ends; settings; and main characters that
perform actions
2.4.4 use traditional story beginnings, patterns and stock characters in own oral, print and other
media texts
5.2.4 stay on topic during class and group discussions
Grade Level Grade 1
(days)
Assessments
“One Cool
Class Friend” Journal
Title Drama Games Puppet Show
Learning Discussions Drawing Entries
Activity
Outcomes Formative Formative and
Type Formative Formative Summative
(Formative/Summative) Summative
Weighting N/A N/A 50% 50%
N/A
1.1.3 make observations
about activities,
experiences with oral, print √ √
and other media texts
1.1.4 experiment with
different ways of exploring
and developing stories, √ √ √ √
ideas and experiences
1.2.1 listen and respond
appropriately to
experiences and feelings √ √
shared by others
1.2.2 group ideas and
information into categories √ √ √
determined by an adult
2.2.1 participate in shared
listening, reading and
√ √
viewing experiences,
using oral, print and
other media texts
from a variety of
cultural traditions and
genres, such as
Grade Level Grade 1
(days)
poems, storytelling by
elders, pattern
books, audiotapes,
stories and cartoons
2.2.5 retell interesting or
important aspects
of oral, print and √ √ √
other media texts
2.4.1 generate and
contribute ideas for
individual or group √ √ √
oral, print and other
media texts
2.4.3 write, represent and
tell brief narratives
about own ideas √ √
and experiences
2.4.4 recall and retell or
represent favourite √ √
stories
5.2.4 take turns sharing
ideas and √ √ √
information
Grade Level Grade 1
(days)
Assessment Tool Overview

Assessment
Assessment Assessment
Assessment Tool Brief Description FOR
AS Learning OF Learning
Learning
Class Discussions will be used for Formative
Assessment. A class discussion will be part of our
pre-assessment as well as after, during and
before reading the literature being presented.
Class discussions will be used to teach the three
topics leading up to the puppet show. Within our
discussions as a class, after reading certain
stories, we will get students to tableau out some
of the scenes to give students a visual
representation of what is happening, and how
Class Discussions √
the characters are feeling.
The class discussions are assessment FOR
learning, as the teacher will be formatively
assessing to see if they are understanding the
information being presented. They will also be
assessing the participation of students. The
students will be gathering information from
peer’s experiences and through sharing their own
experiences. Therefore, this tool will be useful for
both the teacher and the students.
The Drama Games the students complete in class
will be formatively assessed. These games are
used to allow students to take the ideas of what
being a good friend is and put them into action.
The games we will be playing are the mirroring
activity and saying phrases with different
expressions. This will help them reach their end
Drama Games summative assessment and be able to put on a √
puppet show with expressive voices.
This will be assessment for learning as students
will be using the information presented in class
to effectively use it in the games they are playing.
The teacher will be doing formative monitoring in
order to make sure students are on track and
learning how to use expression.
Grade Level Grade 1
(days)
Students will express their understanding through

a drawing activity that allows them to draw what
friendship means to them. This is a great
differentiation activity as students who are not
able to write full sentences and are struggling,
this allows them to express themselves through
drawing but also allows others in the class the
same opportunity. This could be an opportunity
“One Cool Friend” to let other children write sentences on their
√ √
Drawing Activity drawing if done before other students. This will
be taken in for a formative assessment and will
also be part of our pre-assessment to see what
they know about being a friend.
This will be both assessment for and as learning.
It will allow the students to express what they
feel a good friend is through a drawing. This will
also give the teacher an idea as to where the
students are, and how to move on.
Friendship Book Journal entries will be used for student to √ √ √
and Worksheets respond personally to the book read during that
class. This will be used as both a visual and a
written response (depending on the day) and can
be differentiated for students who are struggling
with their writing. They will be given a minimum
number of sentences to write, and others can
write more if they are capable. Students will also
be provided a sentence starter to help guide
them in their writing. This may be used by some
students, but some may choose to not use it, as
their literacy may be more advanced.
The journal entries will be formatively assessed
throughout the unit and taken in for a summative
assessment at the end to assess if students have
learnt something throughout the unit. I will
create a rubric that assesses students on their
ability to express ideas and feelings, give
meanings to experiences, and to connect
personal experiences to those from the stories
we read in class.
This will be assessment as, of, and for learning.
This will give the students a chance to respond
personally to some of the conversations, will
Grade Level Grade 1
(days)
allow them to respond to conversations with the

class, and will be taken in for a summative
assessment
The Puppet Show will be a summative

assessment and the students will have the last
week to prepare their puppets as well as plan
what they are going to say within their play. We
will have 4 weeks to learn how to put on a proper
puppet show. The students will learn about
beginning, middle and end, about characters, and
about how to create dialogue. There will be many
formative assessments leading up to these 3
topics and this will help them lead up to creating
a fantastic summative project.
Puppet Show The puppet show will be assessment of learning. √
This will be the final assessment the students will
be leading up to. There will be many formative
assessments before this final project. The
students will be marked on their use of
beginning, middle, and end, characters, and
dialogue. I will be assessing students through
observing them individually while working in
their groups, and I will also try and have
conversations with every group to see where they
are headed, and how the groups are working
together.

Rutherford - Unit Plan Grade 1

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Rutherford - Unit Plan Grade 1

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Subject Area English Language Arts

Grade Level Grade 2

1. Essential/Inquiry Questions (Page 2)

2. General Learning Outcomes (Page 2)

3. Specific Learning Outcomes (Page 2)

4. Unit Summary (Page 3)

6. Cross Curricular Links (Page 4)

7. Resources (Pages 5-6)

8. Week Plans (Pages 7-12)

9. Lesson Plan (Pages 13-15)

10. Worksheets (Page 16)

11. Unit Assessment Plan from Evaluation (Pages 16-23)

Unit Plan Rationale

General Learning Outcomes

Unit Summary / Goals

Children’s book: Each Kindness

Children’s book: One

Children’s book: Boy and Bot

Children’s book: The Word Collector

Worksheet: ‘One cool friend’ drawing activity

Children’s book: Draw the Line

YouTube video of a puppet show

Children’s Book: We’re All Wonders

1. https://www.youtube.com/watch?v=H7w7yXkJTu0 (Friendship Soup)

Grade/Subject:__Grade 1 ELA____ Unit:___What is Friendship?_ Lesson Duration:_60 mins (Mon-Wednesday)

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Specific Learning Outcomes:

Unit Assessment Plan (Evaluation)

Understandings: Essential (core) Questions

­ What characteristics are important to have in a

Prior understandings… Students will be able to…

and viewing experiences, using oral, print and other

Students will be able to draw, record or tell

Students will be able to talk about and explain

Students will be able to listen to the ideas of

Where does this lead?

Assessment Tool Overview

Students will express their understanding through

allow them to respond to conversations with the

The Puppet Show will be a summative

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Grade/Subject:Grade 1 ELA Unit:_What is Friendship?_ Lesson Duration:_60 mins (Mon-Wednesday)

What characteristics are important to have in a