Christine A. Elmore
Common Core State Standards for Grade 1
RL.2 Retell stories including key details, and demonstrate understanding of their central message or lesson.
RL.6 Identify who is telling the story at various points in a text.
RL.9 Compare and contrast the adventures and experiences of characters in stories.
R.I.5 Know and use various text features to locate key facts or information in a text.
R.I.7 Use the illustrations and details in a text to describe its key ideas.
W.2.Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
W.7. Participate in shared research and writing projects.
SL.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Lesson Plan 1
Objective: To make a 4-page flip book about wolves.
Materials, 81/2 x 11 inch white cardstock, pencils and lined paper, colored pencils, informational texts on wolves and the book,
Why Do Wolves Howl?
by Melvin Berger.
Procedure:
1. I will point out to the class that many of our informational texts on wolves used a question-and-answer format and read from Berger's book to give further examples of this format.
2. I will then stipulate that students will be working in pairs to write down 4 questions about wolves that they will research the answers to in the collection of informational texts available to them in the classroom. They will write each question down on paper and then the facts they find about it. I will work with them on any necessary editing.
3. On a 4-page flip book they will work together to write each question on the front of each flap and the answer (perhaps including a small pictures using colored pencils) on the inside of each flap.
4. They will share their books and later they will be put in the class library for everyone to read.
Lesson Plan 2
Objective: To write a cinquain about wolves.
Materials: large chart paper and marker, large, colorful photographs of wolves, writing paper and pencils.
Procedure:
1.There are a number of patterns for cinquains you can choose from but I plan to use the following structure:
Line1: A noun
Line2: Two adjectives
Line 3: Three -ing words
Line 4: A phrase
Line 5: Another word for the noun
2. Displaying large photos of wolves (i.e, pages taken from a calendar devoted to wolves) I will ask the students to brainstorm lists of words that name the wolf (nouns) describe the appearance of the wolf (adjectives) and that describe the actions of a wolf (ing-verbs). I will record these lists on large chart paper and display them.
3. I will model the writing of two cinquains. An example that follows a more factual nature might look like this:
Wolf
Majestic, graceful
Watching, hunting, howling
Near the forest pond
Wild dog
Another example taken from children's literature might look like this:
Villain
Hungry, tricky
Sneaking, chasing, blowing
Close to the straw house
Beast
4. After much discussion and examination of the features of the sample poems I will send students off to write cinquains of their own reminding them to make use of the displayed charts of word lists.
5. After repeated revisions they will write a final draft of the poem which they will share with the class. Later these writings will be made into a class book.
Lesson Plan 3
Objective: To write an ode to a wolf.
Materials: large chart paper and marker, color photos of wolves, writing paper and pencils
Procedure:
1. I will explain to my students that an ode is a type of poem that celebrates something ordinary as quite extraordinary. This will be their chance to tell the wolf what they think of it and how you feel about it.
2. I will use the following framework or structure:
-- Think about a wolf.
-- Give the wolf thanks or praise using "Oh ______________" as your sentence starter.
-- Speak directly to the wolf.
-- Use adjectives to describe it.
-- Use verbs that bring the wolf to life.
-- Use repeated lines.
3. I will model the writing if an ode by using the one I wrote to my pet cat.
Ode to my cat:
Oh Leo,
Your orange and white fur is so soft.
My hand glides along your endless fluffiness.
You arch your back and purr.
You ask so very little.
And are perfectly content
Simply to sit on my lap.
Oh Leo,
When you look up at me with your big yellow eyes
I feel that you can read my every thought.
You are a true furry friend
Who accepts me as I am
In bathrobe, jeans or tailored suit.
4.Together we will identify the different parts of speech used and the feelings that are expressed toward the subject.
5.Then we will write an ode to a wolf, as a group and I will record it on large chart paper.
6. I will then send students off to write ode poems of their own to the wolf but this time they will work in pairs.