2022_23 yearlong 1st grade

	A	B	C	D	E	F	G	H	I	J	K	L	M
1	*	1st Grade Year Long Plan: 2022-23
2	Theme	How We Organize Ourselves		Sharing the planet		Who We Are		Where We Are in Place and Time		How the World Works		How We Express Ourselves

3		An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.		An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution		An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.		An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.		An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.		An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic
4	Dates	Aug	Sept 29	Oct 3	Nov 18	Nov 28	Jan 20	Jan	Mar	Mar	Apr	April	June
5	Central Idea	Systems exist to create order.		Characteristics support function		Action can lead to change (begin school money system to address economics standard)? Draper Dollars, Margulies Money		Exploring cultures helps us understand the world. (maybe the values and belief systems of people)		People investigate to learn about the world (so what?)		Expression influences communication.
6	Essential Question	How do systems help us with___________(procedures, understanding numbers, written language, etc.?)		How does ______ (form) help ___________ (function)?		What can I do to ___________? (e.g. help, etc…)		How is ___________the same to me? How is it different?		How can I observe ________to help me learn __________?		What can be communicated through story?
7	Lines of Inquiry	The reasons we create systems (efficiency, order, organization, safety, cleanliness, conflict resolution, distribution of goods) How and why systems change (based on situation) * What happens to a system when all parts are not working		Characteristics of living things Inherited and acquired traits Limited resources create competition		Rights and responsibilities How your actions can lead to change People who make differences		Similarities and differences of global cultures (venn diagram/class discussion) Elements of culture Geography of a global region		Observation to discover Communication of ideas Light and sound waves		Story elements influence the development of a story Theatrical elements enhance storytelling (costumes, props, scenery, movement) Non verbal communication (inferring)
8	Key Concepts	Function, Responsibility		Function, Form		Responsibility, Connection, Change		Perspective, Connection		Change, Perspective, Form		perspective, Function, Form
9	Related Concepts	Procedures, Organization, Roles		Survival, inherited, competition		impact, community, progress, values, opinion		Geography, tradition, comparison		purpose, properties, process, imagination, innovation		expression, communication, audience, story, imagination
10	ATL's	Self management Social skills		Thinking and Research Skills		Communication and Social Skills		Research and Communication Skills		Research, Communication and Thinking Skills		Thinking, Self-Managment and Communication
11	LP Attributes	Principled, Caring		Inquirer, Knowledgeable		risk-taker, communicator		Open Minded, Risk Taker		Inquirer, Thinker		Communicator, Risk Taker
12	Diverse Books			Jabari Jumps, Jabari Tries, Amy Wu and the Perfect Bao	Need more narratives from other diverse perspectives (Latino, LGBTQ, etc.					Bring in more diverse poetry for writing		*check fairy tales for Owned Voice
13	Reading	Organization of Books, Decoding, Phonics, Author’s purpose		Retell		Compare/contrast (characters, change makers)		How to read informational text (researching) Nonfiction text features		Non-fiction		Readers theatre
14	Reading	CCSS.ELA-LITERACY RL.1.1. Ask and answer questions about key details in a text. CCSS.ELA-LITERACY R.I. 1.1 Ask and answer questions about key details in a text. CCSS.ELA-LITERACY R.I. 1.2. Identify the main topic and retell key details from the text. Students will understand that there is a purpose for reading.		CCSS.ELA-LITERACY.RL.1.3 Describe characters, settings, and major events in a story, using key details. CCSS.ELA-LITERACY.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. CCSS.ELA-LITERACY.RL.1.6 Identify who is telling the story at various points in a text. The work of other authors influences our own writing.		CCSS.ELA-LITERACY RL.1.1. Ask and answer questions about key details in a text. CCSS.ELA-LITERACY RI.1.1. Ask and answer questions about key details in a text. CCSS.ELA-LITERACY R.I. 1.2. Identify the main topic and retell key details from the text. CCSS.ELA-LITERACY R.I. 1.8 Identify the reasons an author gives to support points in a text. TSWU: Literature can help me learn about other people.		CCSS.ELA-LITERACY.R.I.1.3: Describe the connection between two individuals, events, ideas or pieces of information in a text. CCSS.ELA-LITERACY.R.L.1.3: Explain major differences between books that tell stories and books that give information. CCSS.ELA-LITERACY.R.I.1.9: Identify basic similarities and differences between two texts on the same topic. TSWU: Reading helps me learn about other topics.		CCSS.ELA-LITERACY.RI.1.5. Know and use various text features to locate key facts or information in a text. CCSS.ELA-LITERACY.RI.1.7. Use the illustrations and details in a text to describe its key ideas. CCSS.ELA.-LITERACY.RI.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. TSWU: Different genres serve different purposes.		CCSS.ELA-LITERACY.RL1.2 Retell stories, including key details and demonstrate understanding of their central messages or lesson. CCSS.ELA-LITERACY.RL.1.3 Describe characters, settings, and major events in a story, using key details. CCSS.ELA-LITERACY.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. CCSS.ELA-LITERACY.RL.1.6 Identify who is telling the story at various points in a text. TSWU: Stories are composed of predictable parts (story elements).
15	Writing	Informational W. 1.2 Write informative/ explanatory texts in which they name a text, supply some facts about the topic and provide a sense of closure. TSWU: Organizational systems exist in writing.		Narrative W. 1.3. Write narratives in which they recount two or more appropriately sequenced events include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. (Related to Next Gen Standard of offspring signaling to parents a need - ex) crying, vocalizing, etc. - Possible idea - a time you were hurt or scared and needed your parents.) TSWU: Experiences from my life can be written and shared.		Opinion 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 a sense of closure. TSWU: Beliefs and opinions can be expressed through writing.		Informational W. 1.2 Write informative/ explanatory texts in which they name a text, supply some facts about the topic and provide a sense of closure. TSWU: My writing can teach others about a topic.		Informational/ Poetry W. 1.2 Write informative/ explanatory texts in which they name a text, supply some facts about the topic and provide a sense of closure. TSWU: Information can be presented in different forms of writing.		Narrative W. 1.3. Write narratives in which they recount two or more appropriately sequenced events include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. TSWU: Familiar texts (tales) can be told in different ways.
16	Language	Use end puctuation for sentence. Print all upper and lower case letters		Capitalize dates and names of people Use frequently occurring conjuctions		Produce and expand complete simple and compound declariative, interrogative, imperative, and exclamatory sentences in response to prompts		Use commas in dates and to separate single words in a series Use verbs to convey a sense of pst, present, and future		Distinuish shades of meaning among verbs differing in manner and adjectives differing in intensity by defingin or chooseing them or by acting out the meanings
17	Social Studies	Civics 1: Effective groups have responsible leaders. (Classroom organization, classifying.) Economics 1: People work at different types of jobs and in different types of organizations to produce goods and services and receive an income. TSWU: Systems exist to create order among groups and people.				Civics 1: Effective groups have responsible leaders and team members describe the characteristics of responsible leaders identify the attributes of a responsible teammember demonstrate the ability to be both a leader and team member TSWU: People around the world share the responsibility for taking care of their communities.		Civics 2: Notable people, places, holidays and patriotic symbols. History 2: Family and cultural traditions in the United States in the past. Geography 1: Geographic tools such as maps and globes represent places Geography 2: People in different groups and communities interact with each other and with the environment. TSWU: Exploring cultures helps us understand the world.				Civics 1: Effective groups have responsible leaders and team members.History 1: Describe patterns and chronological order of events of the recent past. TSWU: It is necessary for people to have different roles in groups.
18	Science			STRUCTURE, FUNCTION, AND INFORMATION PROCESSING 1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* [Clarification Statement: Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.]. 1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. [Clarification Statement: Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring).] 1-LS3-1. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. [Clarification Statement: Examples of patterns could include features plants or animals share. TSWU: Traits of living things influence survival.						WAVES - LIGHT AND SOUND 1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. [Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork. 1-PS4-2. Make observations to construct an evidence-based account that objects can be seen only when illuminated. [Clarification Statement: Examples of observations could include those made in a completely dark room, a pinhole box, and a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light.] 1-PS4-3. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. [Clarification Statement: Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).] [Assessment Boundary: Assessment does not include the speed of light.] 1-PS4-4. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* [Clarification Statement: Examples of devices could include a light source to send signals, paper cup and string TSWU: Scientists use a system to investigate the world around them.
19	Math	Base ten, Symbols, Number formation, Facts to ten, Counting 2s, 5s, 10s, Addition subtraction, Problem solving , Mental Math Strategies, Terminology (digit, number, =, +, - ) Students will understand that there is a system for using math tools appropriately and strategically. Additionally, numbers can be modeled in various ways.		Base ten, Symbols, Number formation, Facts to ten, Counting 2s, 5s, 10s, Addition subtraction, Problem solving , Mental Math Strategies, Terminology (digit, number, =, +, - )		Base ten, Symbols, Number formation, Facts to ten, Counting 2s, 5s, 10s, Addition subtraction, Problem solving , Mental Math Strategies, Terminology (digit, number, =, +, - )		Time (use of around the world Calendar (holidays & seasons) Similarities/differences Weight and length around the world Add/subtraction with and without regrouping		Money Explaining thinking Measurement (length & weight) Data Similarities/differences		Geometry Multiplication/division
20	Students will Know
21	Students will Understand
22	Students will be able to do
23	Other: action, integration with specialists, fieldwork, etc.	Field Trips: Business i.e. library, grocery store etc. Exploration on puzzles/games		Field Trip: DMNS - Nature's Amazing Machines		Change maker or share opinion about something Service Project		Public Presentation of Learning: Travel Fair		Light and Sound experiements		Reader's theatres plays, audience for 3rd grade Shakespear Fest
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