First Grade - Unit 6
Cinderella Around the World
Essential Questions | “I Can” Statements & Assessments | Instructional Activities | Lesson Resources |
1. How can I use narrative texts to gather information about the world? | This means I can compare and contrast the adventures and experiences of characters in literature. | -ask and answer questions to help determine or clarify the meaning of words and phrases in a text -identify the author’s point of view and who is telling the story at various points in a text -compare and contrast the adventures and experiences of characters in multiple versions of a story from different cultures -participate in collaborative conversations with diverse partners, following the agreed upon rules for discussion, about “Cinderella Around the World” -build on each others’ talk in discussions by responding to the comments of others through multiple exchanges -use frequently occurring adjectives -identify words and phrases in stories or poems that suggest feelings or appeal to the senses -compare and contrast people from around the world -understand and write an opinion piece -understand and write a narrative story -understand and write an informative/explanatory piece -participate in shared research and writing projects | Cinderella Around the World PowerPoints UEN’s Culture of Character (Cinderella) Compare and Contrast Two Versions Additional Activities and Suggestions Shared Informative/Explanatory Writing |
2. What skills are needed to read first grade texts? | This means I can understand and use knowledge of multiple-meaning words/ phrases, sentence-level context clues, regular and irregularly spelled words, affixes, verbs, adjectives, conjunctions to clarify the meaning of unknown words | -clarify the meaning of unknown and multiple- meaning words and phrases -use context as a clue to the meaning of a word or phrase
-understand and use conjunctions in writing -understand that affixes change the meaning of words -use a variety of adjectives to intensify meaning in speaking and writing | Little Penguin’s Tale & Opinion Writing |
Utah State Social Studies Core Curriculum Standards
Enduring Understanding: Students will use geographic tools to demonstrate how symbols and models are used to represent features of the school, the neighborhood, and the real world. |
Essential Questions | “I Can” Statements & Assessments | Instructional Activities | Lesson Resources |
3. What are some geographic terms and tools and how are they used? | This means I can use a compass and compass rose to locate cardinal directions. | -read first grade level texts with accuracy, appropriate rate, and expression on successive readings. -use a compass to locate cardinal directions -identify the compass rose and cardinal directions on a map and on a globe. -recognize, understand, and use a map or a globe -read and spell regular and irregular first grade words -distinguish “shades of meaning” of verbs in texts and songs
| Suggested Texts for Maps and Globes Vocabulary-(compass, cardinal directions, north, south, east, west, compass rose, map, globe) Map Shared Reading and Writing a Bio Poem |
4. What features appear on maps and globes? | This means I can identify features on maps and globes and write an informative/explanatory text about maps. |
-identify the key and legend on a map and understand the corresponding symbols
-identify Utah and the United States on a variety of maps and on a globe -identify the equator, the North Pole and the South Pole -identify the similarities and differences between two (or more) texts about continents -create an informative/explanatory text about maps with a topic, facts, and some sense of closure -reading on level texts with accuracy, appropriate rate, and expression on successive readings -have students participate in a discussion using agreed-upon rules for discussion about what they are learning | Features- title, symbols, scale, orientation Vocabulary- (key, legend, landmarks, North Pole, South Pole, equator) Equator, North Pole, South Pole Continents of the Globe lesson |
Utah State Science Core Curriculum Standards
Enduring Understanding: Students will gain an understanding of Physical Science through the study of the forces of motion and the properties of materials by analyzing changes in the movement of non-living things. |
Essential Questions | “I Can” Statements & Assessments | Instructional Activities | Lesson Resources |
5. What are the changes in movement of non-living things? | This means I can describe, classify and communicate observations about the motion (push and pull) of objects. |
-observe, discuss, explain, and write an informative/explanatory paragraph about the movement (push and pull) of non-living things -participate in group discussions, follow agreed-upon rules for discussions, and building on others comments
| Vocabulary- straight, zigzag, circular, curved, back‐and‐forth, and fast or slow. How can a non-living object move? This is a Lesson on Force and Motion This is a Lesson on push and pull plus other ideas Teacher ideas on Force and Motion A collection of activities about motion and others |