Brenham ISD Unit Plan
Unit 4 Fairy Tales, Folktales, Drama, and Poetry (23 days) | 1st Grade RLA | |
What do we want students to know and be able to do? Step 1: Identify the essential standards for the unit. | ||
Essential Standards | Supporting Standards | |
1.6I Monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down 1.7D Retell texts in ways that maintain meaning 1.8C Describe plot elements, including the main events, the problem, and the resolution, for texts read aloud and independently 1.12A Dictate or compose literary texts, including personal narratives and poetry | 1.6E make connections to personal experiences, ideas in other texts, and society with adult assistance 1.6F make inferences and use evidence to support understanding with adult assistance 1.7A describe personal connections to a variety of sources 1.8A discuss topics and determine theme using text evidence with adult assistance 1.8B describe the main character(s) and the reason(s) for their actions 1.9A demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes 1.9B discuss rhyme, rhythm, repetition, and alliteration in a variety of poems 1.9C discuss elements of drama such as characters and setting 1.10A discuss the author's purpose for writing text 1.10E expected to listen to and experience first- and third-person texts 1.11Di complete sentence with subject-verb agreement 1.11Diii singular, plural, common, and proper nouns 1.11Dviii capitalization for the beginning of sentences and the pronoun “I” 1.11Dix punctuation marks at the end of declarative, exclamatory, and interrogative sentences 1.11Dvi prepositions 1.11Div adjectives, including articles | |
What are the specific learning targets (bite-sized pieces of learning) that lead to students being able to accomplish the unit goals? Step 2: Unwrap the essential teks. | ||
Learning Targets (Student Objectives) | ||
What should students know and be able to do? (Information, processes, concepts, main ideas that students must know or understand) (Performance, skills, or actions students must do or demonstrate) | Big Ideas: Students will know and be able to do: 1.6I
1.7D
1.8C
1.12A
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What academic language / vocabulary should students acquire and use? (Include the term and definition) | Adjustment - to change slightly/a slight change.
Background knowledge - information obtained through prior experiences and learning. Comprehension - the ability to understand the meaning of an idea or a concept Visual cue - an observable signal or reminder that provides information Monitor - to evaluate regularly; to observe with a purpose Text Evidence - support, proof, or reasons located in a text. Retell - to state again, in one’s own words.
Plot Element - a part of a story, including main events, problem, and resolution
Compose - to create; to write Poem/Poetry - a type of literary writing that may employ rhythm and other sound devices | |
How will we know if they have learned it? (common summative assessment) Step 3: Discuss evidence of the end in mind - How will you know if students achieved these standards? What type of task could they perform or complete by the end of the unit? With what level of proficiency? With what type of problem or text (stimulus)? Could include exemplars or a rubric. | ||
Students will demonstrate mastery of the unit by completing the following: The student will compose to develop mastery of this unit by being able to retell a text either orally or in writing/drawing by focusing on the beginning, middle, and end of a story. The student will be able to sequence the major events in the correct order. The students will compose to develop their response to reading skills by finding one piece of text evidence and supporting the evidence with their own thinking in order to respond to the text in a meaningful way. The student will begin to develop their mastery of monitoring comprehension by being able to draw or write about their background knowledge of the book, their visual cues and questions they have while reading a text. The student will compose a poem. | ||
Where in the unit does it make sense to see if our students are learning what we are teaching? What evidence will we collect along the way? (common formative assessment) Step 4: Plan the timing for common formative assessments - As the team designs the plan, include the quality instructional practices that support high levels of student learning. | ||
Sequential Plan for Unit Instruction and Monitoring Learning | ||
Days Into Instruction | Common Formative Assessment (What are the formative checkpoints?) | |
All tested together after 15 days | The student will begin to develop mastery of this unit by being able to retell a text The students will be able to either orally or in writing/drawing by focusing on the beginning, middle, and end of a story. | |
The student will begin to develop their mastery of monitoring comprehension by being able to draw or write about their background knowledge of the book, their visual cues and questions they have while reading a text. | ||
The students will begin to develop their response to reading skills by finding one piece of text evidence and supporting the evidence with their own thinking in order to respond to the text in a meaningful way. | ||
20 days | The student will show their mastery of poetry by writing their own poem. | |
Notes: 1.12A does not come back until Unit 8 (4th Quarter) and will then only be a review. | ||