Unit Name/ Topic: Early World Civilizations

Anticipated Time Allotted for Unit:

12 lessons  16 days

Key Vocabulary:  

NYS Learning Standards:

Ask and answer questions about key details in a text. [RL.1.1]

Retell stories, including key details, and demonstrate understanding of their central message or lesson. [RL.1.2]

Describe characters, settings, and major events in a story, using key details. [RL.1.3]

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. [RL.1.4]

Use illustrations and details in a story to describe its characters, setting, or events. [RL.1.7]

With prompting and support, read prose and poetry of appropriate complexity for grade 1. [RL.1.10]

Ask and answer questions about key details in a text. [RI.1.1]

Identify the main topic and retell key details of a text. [RI.1.2]

Describe the connection between two individuals, events, ideas, or pieces of information in a text. [RI.1.3]

Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. [RI.1.4]

Use the illustrations and details in a text to describe its key ideas. [RI.1.7]

Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [RI.1.9]

With prompting and support, read informational texts appropriately complex for grade 1. [RI.1.10]

Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. [W.1.2]]

Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [W.1.7]

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [W.1.8]

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [SL.1.1]

Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [SL.1.1a]

Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. [SL.1.1b]

Ask questions to clear up any confusion about the topics and texts under discussion. [SL.1.1c]

Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [SL.1.2]

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. [SL.1.4]

Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. [SL.1.5]

Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 here for specific expectations.) [SL.1.6]

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [L.1.1]

Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). [L.1.1d

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. [L.1.4]

Use sentence-level context as a clue to the meaning of a word or phrase. [L.1.4a]

With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. [L.1.5]

Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. [L.1.5a]

Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). [L.1.5b]

Identify real-life connections between words and their use (e.g., note places at home that are cozy). [L.1.5c]

Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. [L.1.5d]

Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). [L.1.6]

Content/ Skills Taught:  

Areas for Differentiated Instruction:

Learning Activities: Daily read aloud  comprehension word work and application

Comparison chart of Mesopotamia and Ancient Egypt - on chart paper not individual

Magic Tree House # 3- Mummies in the Morning    Mary Pope Osborne

Assessments:  Pausing Point    domain assessment

Resources:  CKLA Knowledge strand

                      Trade books