Scope and Sequence - Holyoke Public Schools

HPS Folktales Scope and Sequence Grade 1 2014-­‐2015 Grade 1 Folktale Scope and Sequence 2015-­‐2016 Holyoke Public Schools
Department of Early Childhood Learning Department of English Language Arts and Humanities HPS Folktales Scope and Sequence Grade 1 2014-­‐2015 2 ½ hour Literacy Block Breakdown for 2015-2016
ELA Block 30 minutes
45 minutes
45 minutes
30 minutes
Reader's Workshop Reading Word Study Writer's Workshop HPS Folktales Scope and Sequence Grade 1 2014-­‐2015 Grade 1 Folktales Scope and Sequence (Daily / Weekly) Structure of Document: This document provides a daily scope and sequence of objectives, texts, and student work products to support the implementation of Model Curriculum Units (see green section); therefore, each column represents one day, and each table represents one week’s worth of guidance. Objective: By the end of Folktales Unit, students should be able to understand the characteristics of folktales, that folktales can take different forms, and determine the similarities and differences among different versions of the same text. They will also be able to identify the traits of characters (i.e., the fox) in folktales, and be able to talk amongst peers about folktales. Students will be able to… •
•
•
•
•
•
•
•
•
Teacher will … Compare and contrast and tell their opinion about a text and a video. Compare and contrast different versions of the Fox’s Foray using Venn Diagrams. Use what they know about words to locate rhyming words and repetition in order to illustrate their verses from the Fox’s Foray. Have a better understanding about what they read through a performance. Understand features of a folktale and be able to describe what kinds of characters are in folktales. Write an opinion piece about what kind of character the fox is and provide evidence from the text. Use think-­‐pair-­‐share partners to discuss the similarities and differences of the fox in different versions of the text. Use evidence from the text to develop an argument for each side of the fox using the note taking template. Write their opinion of the fox using concrete evidence based on the CEPA Form •
•
•
•
•
•
•
•
•
•
•
•
•
Provide visuals such as graphic organizers, pictures and enlarged texts, realia, video and sentence frames. Provide audio version of the Fox’s Foray. Provide best learning practices such as: accountable talk, turn and talk, and think-­‐pair-­‐share. Provide multiple examples and exposure to new vocabulary using the vocabulary protocol. Partner students with limited language with peers who are proficient speakers. Provide cue words to prompt retellings. Provide opportunities to clarify what the meaning of a folktale is. Provide opportunities to see how folktales can change over time by participating in activities like telephone. Review story elements in fiction (plot, characters, setting, problem and solution). Provide opportunities to read folktales. Provide opportunities for students to share their findings after reading. Creation of anchor charts and other graphic organizers. Model using sentence stems to write opinion pieces using targeted vocabulary. HPS Folktales Scope and Sequence Grade 1 2014-­‐2015 Standards for the Unit Reading Standards addressed: RL.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. Rl.1.9 Identify basic similarities in and differences between two texts on the same topic. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for Grade 1. Writing Standards addressed: W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. Speaking/Listening: SL1.1 Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and adults in small and large groups. Language Standards: • We can use turn and talk partners to discuss a text. • We can use think-­‐pair-­‐share partners to discuss a text. • We can define what a folktale is. • We can describe what kind of character the fox is. • We can locate rhyming words and new language in a verse to help us to illustrate poems. • We can compare and contrast different versions of the Fox’s Foray. • We can perform the Fox’s Foray. • We can describe the fox in different versions of text. • We can use think-­‐pair-­‐share partners to discuss the fox’s personality traits. • We can develop an argument for each side of the fox. • We can write an opinion about how we feel about the fox using evidence from the text. HPS Folktales Scope and Sequence Grade 1 2014-­‐2015 Folktales: Week 1 Day 1 Day 2 Day 3 Day 4 Day 5 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 MCU Lesson Folktales: The Fox’s Forray Folktales: The Fox’s Forray Folktales: The Fox’s Forray Folktales: The Fox’s Forray Folktales: The Fox’s Forray # (May need more than one day) RL.1.3 Focus Standard(s) or Rl.1.9 Reader’s Workshop (Model I can compare and contrast Curriculum and tell their opinion about Unit Implemen-­‐
Daily “Bite-­‐ a text and a video. tation) Sized” Objectives (45 min) Vocabulary RL.1.3 (describe characters) RL.1.10 (read text of appropriate complexity) RL.1.10 (read text of appropriate complexity) RL.1.3 (describe characters) Rl.1.9 (compare and contrast adventures of characters) I can compare and contrast different versions of The Fox’s Foray using Venn diagrams. folktale, fox, goose, farm yard, foray, similar, different, compare, contrast folktale, personality trait, begged, marred, den, shrill, strife, similar, different, versions I can use what they know about words to locate rhyming words and repetition in order to illustrate their verses from the Fox’s Foray. Rhyme, repetition I can have a better understanding of what they read through performance. I can understand features of a folktale and be able to describe what kinds of characters are in folktales. -­‐trickster HPS Folktales Scope and Sequence Grade 1 2014-­‐2015 Folktales: Week 1 Day 1 -­‐Youtube version of Fox on the Town by Tangleweed Shared Text -­‐links on pg. 11 for other versions -­‐The Fox Went out on a Chilly Night (book) Day 2 Day 3 Day 4 Day 5 -­‐examples of previously read folktales -­‐The Fox Went out on a Chilly Night (book) -­‐The Fox Went out on a Chilly Night (book) -­‐The Gingerbread Man -­‐verses 1-­‐2 written on separate pieces of chart paper -­‐Fox on the Town -­‐The Fox’s Foray (poem) performed by Tangleweed (youtube) -­‐verses 3-­‐7 for small groups to close read -­‐Fox on the Town performed by Tangleweed -­‐“The Fox’s Foray” (poem (youtube) pg. 21) -­‐“The Fox’s Foray” (poem pg. 21) What is a folktale? What are fox characters Text like in folktales? Dependent Questions What is a folktale? What is a folktale? What is a folktale? What are fox characters like in folktales? What are fox characters like in folktales? What are fox characters like in folktales? What kind of character is the fox in folktales? (first with the Gingerbread Man, then with the “Fox’s Foray” HPS Folktales Scope and Sequence Grade 1 2014-­‐2015 Folktales: Week 1 Day 1 -­‐Turn and Talk -­‐Think/Pair/Share Student Work Product -­‐The Fox Went out on a Chilly Night (book) -­‐sticky notes with story -­‐Exit Ticket: One thing they elements learned today 1. Define/describe a folktale 2. Describe the fox characters Day 2 Day 3 -­‐close reading of verses from The Fox Went out on a Chilly Night (book) -­‐illustrations of verses 3-­‐7 Day 4 -­‐sticky note: Which version of the text helped you understand it better? Day 5 -­‐Add any new discoveries to What We Know about Folktales anchor chart. -­‐Students turn and talk to discuss what kind of character the fox is in folktales. HPS Folktales Scope and Sequence Grade 1 2014-­‐2015 RF.1.3 Know and apply grade level phonics and word analysis skills in decoding words. Objectives a. Use knowledge of all letter-­‐sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Skills Block / Word Study Monday (30 min) Content 1.
2.
3.
4.
Group Sort: Read Say sound Say principle Sort Tuesday 1.
2.
3.
4.
Partner Sort: Read Say sound Say principle Sort Wednesday 1.
2.
3.
4.
5.
Independent Sort: Read Say sound Say principle Sort Write and Highlight Thursday 1.
2.
3.
4.
Blind Sort: Teacher or partner reads word Students say word, sound, and point to header Check Write word under header and highlight feature Friday 1.
2.
3.
Quiz and Game: Magnetic letters Read, build, match. Read, write Go Fish Concentration Students will read daily at both their independent and instructional levels. They will read at their independent reading levels during Independent Reading with support and accountability (e.g., conferencing, logging, daily tasks, etc.). They will read at their instructional levels during Guided/small-­‐group Reading with additional supports for students who need them according to the RTI framework. Reading (45 min) During Independent Reading, students will choose “just right” independent level texts with a balance of literary and informational Guidance texts and read them daily with accountability, demonstrating comprehension through various reading response tasks and one on one teacher conferences. During Guided Reading, students will read instructional level text, with a strong emphasis on informational texts (non-­‐fiction) in small guided groups with support. Students who are not working with the teacher should be engaged in either independent reading or center activities that genuinely promote literacy development. HPS Folktales Scope and Sequence Grade 1 2014-­‐2015 6+1 Traits – Word Choice Day 1 Lesson # Writer’s Workshop 6+1 Traits-­‐Word Choice Lesson 1 Focus Standard(s) L.1.1 Daily “Bite-­‐ •
Sized” Objectives SWBAT write sentences with strong verbs Key Qualities of the Word (Model Choice Trait Curriculum Unit T-­‐Chart with verbs from Implemen-­‐ Shared Text growing years and later tation) years Falling in Love With Words anchor chart (30 min) 6+1 Traits-­‐Word Choice Lesson 2 L.1.6 Day 3 6+1 Traits-­‐Word Choice Lesson 3 Day 1 L.1.5.d Day 4 6+1 Traits-­‐Word Choice Lesson 3 Day 2 • SWBAT identify and illustrate “just right” words and phrases A Grand Old Tree A Grand Old Tree Key Qualities of the Word Key Qualities of the Word Key Qualities of the Word Choice Trait Choice Trait Choice Trait Matching chart (nouns + Word list on chart paper Word list on chart paper verbs) for Act It Out reference for Act It Out reference Choosing Precise Words anchor chart Selecting Words With Selecting Words With Color, Variety and Sparkle Color, Variety and Sparkle anchor chart anchor chart Act It Out cards—class set Student Work Product • Verbs, Verbs, Verbs worksheet • Index card with illustration and sentence using a verb from the book SL.1.5 • SWBAT use “just right” • SWBAT identify and nouns and verbs to act out “just right” describe the Grand Old words and phrases Tree A Grand Old Tree Day 5 • whole group matching • Act It Out pantomimes • Finish sharing from previous lesson (could be turned into in partners—with •
Illustrations of Act It partner activity) sharing Out pantomimes • A Tree of Words • Turn and Talk about worksheet how carefully chosen words create pictures in the readers mind Extra Day A Grand Old Tree Day 2 HPS Folktales Scope and Sequence Grade 1 2014-­‐2015 Folktales: Week 2 Day 6 Day 8 Day 7 Day 9 – End of Unit 4/29 Lesson 6 Lesson 7 Lesson 8 Lesson 9 MCU Lesson Folktales: The Fox’s Forray Folktales: The Fox’s Forray Folktales: The Fox’s Forray Folktales: The Fox’s Forray # RL.1.3 describe characters RL.1.3 describe characters W.1.1 Write opinion pieces W.1.1 Write opinion pieces Focus RL.1.9 Compare and Standard(s) contrast adventures of characters. I can write an opinion piece I can use think-­‐pair-­‐share about what kind of to discuss the similarities Daily “Bite-­‐
character the fox is and and differences of the fox Sized” Objectives provide evidence from the in different versions of text. texts. Reader’s Workshop Vocabulary opinion (Model Curriculum -­‐Henny Penny Unit -­‐“The Fox’s Foray (poem Implemen-­‐
Shared T
ext pg. 21) tation) -­‐The Gingerbread (45 min) What kind of character is the fox in folktales? (first Text Dependent with the Gingerbread Man, Questions then with the “Fox’s Foray” Student Work Product -­‐Students are drawing and writing about what kind of character the fox is in Henny Penny. “I think the fox is _______ because____.” I can use evidence from the I can write their opinion of text to develop an the fox using concrete argument for each side of evidence based on the the fox using the note CEPA form. taking template. debate, opponent, evidence, argument, position -­‐4-­‐5 copies of Chicken Little -­‐See Argument Talk -­‐CEPA Student Instructions -­‐4-­‐5 copies of Henny Penny Protocol (link pg. 32) -­‐Student writing template. -­‐Individual copies of Notes for Fox Debate sheet -­‐CEPA Student Instructions What kind of character is the fox in Henny Penny? -­‐Student discussions about -­‐Note taking template what characteristics make a story a folktale and finding the similarities and differences of the fox within different versions of folktales. -­‐CEPA Form (opinion writing) HPS Folktales Scope and Sequence Grade 1 2014-­‐2015 RF.1.3 Know and apply grade level phonics and word analysis skills in decoding words. Objectives a. Use knowledge of all letter-­‐sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Skills Block / Word Study Monday (30 min) Content (45 min) Partner Sort: 1. Read 2. Say sound 3. Say principle 4. Sort Wednesday Independent Sort: 1. Read 2. Say sound 3. Say principle 4. Sort 5. Write and Highlight Thursday Friday Blind Sort: Quiz and Game: 1. Teacher or partner 1. Magnetic letters reads word Read, build, match. 2. Students say word, Read, write sound, and point to header 2. Go Fish 3. Check 3. Concentration 4. Write word under header and highlight feature Students will read daily at both their independent and instructional levels. They will read at their independent reading levels during Independent Reading with support and accountability (e.g., conferencing, logging, daily tasks, etc.). They will read at their instructional levels during Guided/small-­‐group Reading with additional supports for students who need them according to the RTI framework. Reading Group Sort: 1. Read 2. Say sound 3. Say principle 4. Sort Tuesday Guidance During Independent Reading, students will choose “just right” independent level texts with a balance of literary and informational texts and read them daily with accountability, demonstrating comprehension through various reading response tasks and one on one teacher conferences. During Guided Reading, students will read instructional level text, with a strong emphasis on informational texts (non-­‐fiction) in small guided groups with support. Students who are not working with the teacher should be engaged in either independent reading or center activities that genuinely promote literacy development. HPS Folktales Scope and Sequence Grade 1 2014-­‐2015 Writing Week 2 Day 6 Lesson # Day 10 Student Work Product Extra Day – End of Unit 4/29 Extra Day Daily “Bite-­‐
Sized” Objectives Extra Day (30 min) Day 9 (Model Curriculum Unit Shared Text Implemen-­‐
tation) Day 8 Extra Day Extra Day Writer’s Workshop Focus Standard(s) Day 7 HPS Folktales Scope and Sequence Grade 1 2014-­‐2015 Folktale
a story or
legend shared
orally
Foray
A sudden
attack
HPS Folktales Scope and Sequence Grade 1 2014-­‐2015 personality
trait
how someone
acts or
behaves.
HPS Folktales Scope and Sequence Grade 1 2014-­‐2015 Marred
to ruin how someone
looks. No longer
perfect.
begged
ask earnestly or humbly
for something
HPS Folktales Scope and Sequence Grade 1 2014-­‐2015 strife
angry, a conflict or
disagreement
trickster
one that plays tricks on
someone; sly
HPS Folktales Scope and Sequence Grade 1 2014-­‐2015 Debate
to argue about
something.
Quoth
another word
used for the
word ‘said’
HPS Folktales Scope and Sequence Grade 1 2014-­‐2015 den
a type of shelter for
an animal similar to a
cave.
shrill
high pitch sound.
HPS Folktales Scope and Sequence Grade 1 2014-­‐2015 similar
when someone
or something is
the same.
different
when someone or
something is not
the same
HPS Folktales Scope and Sequence Grade 1 2014-­‐2015 opponent
a person that is
opposite or on the
opposing side when
playing a game
argument
a disagreement
HPS Folktales Scope and Sequence Grade 1 2014-­‐2015 position
referring to
someone’s place,
location or situation.
Compare
to recognize how two
objects or things are
the same.
HPS Folktales Scope and Sequence Grade 1 2014-­‐2015 Contrast
to recognize how
two objects or
things are
different
Versions
more than one
way to describe
an event. Usually
comes from two
different texts
HPS Folktales Scope and Sequence Grade 1 2014-­‐2015 Repetition
the act of repeating
something over again
HPS Folktales Scope and Sequence Grade 1 2014-­‐2015 Opinion
How someone
feels or thinks
about something
or someone.
Rhyme
words that sound
the same at the
end.
HPS Folktales Scope and Sequence Grade 1 2014-­‐2015 Folktales Name_______________________ Date _____________ Write the definition of a Folktale. _________________________________________________________________________________________________________________________ Which group of words rhyme? a)
b)
c)
d)
like, little, leg, lost we, are, great, readers way, stay, foray, gray hen, fox, boy, farmer Which group of words rhyme? a)
b)
c)
d)
play, toy, girl, bear we, tree, flee, be ask, run, send, go bit, small, tiny, little HPS Folktales Scope and Sequence Grade 1 2014-­‐2015 Compare and contrast the fox characters in Henny Penny and The Gingerbread Man. Using the word box fill in the missing word in each sentence: HPS Folktales Scope and Sequence Grade 1 2014-­‐2015 video poem We watched a ______________ of a fox stealing a hen from a farm yard at night. The Fox’s Foray is a folktale written like a _________. Characters in folktales: a)
b)
c)
d)
are always funny have to eat hens run around a lot are not real Folktales are : a)
b)
c)
d)
stories told orally children’s books videos a game