Amazing Animals

Explain how animals use different body parts to survive.

What Do... pp. 1–14 — stop before eyes

Standards

RI.1.3RI.1.6RI.1.7RL.1.5SL.1.1

Explain how animals use different body parts to survive.

What Do... — pp. 15–end

Standards

RI.1.3RI.1.6RI.1.7SL.1.1

Language

Use frequently occurring conjunctions and a comma to produce compound sentences.

Simple Sentence and Conjunction Cards (G1, U3, L3)
Target Task Handout (G1, U3, L3)

Standards

L.1.1.gL.1.1.jRI.1.3

Explain what it means to camouflage and give an example of how animals use camouflage to survive.

What Color Is Camouflage?

Standards

L.1.1.gL.1.1.jL.1.2.bL.1.4L.1.6RI.1.4RI.1.6RI.1.7SL.1.1SL.1.2

Explain how animals use colors to survive.

Living Color pp. 1–10 — (red and blue)

Standards

L.1.1.gL.1.1.jL.1.2.bRI.1.3RI.1.6RI.1.7SL.1.1

Describe how animals use color to survive.

Living Color — (yellow and green)

Standards

L.1.1.gL.1.1.jL.1.2.bRI.1.3RI.1.6RI.1.7

Describe how animals use color to survive.

Living Color — (orange, purple, pink)

Standards

L.1.1.gL.1.1.jL.1.2.bL.1.4L.1.6RI.1.3RI.1.6RI.1.7RI.1.9

Writing

3 days

Overview

Write a narrative about an animal using its color to camouflage and survive.

Day 1 - Brainstorming

Brainstorm a narrative with a beginning, middle, and end.

Narrative Writing Brainstorm Graphic Organizer (GK–2)
Mentor Text 1 (G1, U3, L8)
Book Template

Standards

W.1.3W.1.5

Day 2 - Drafting

Draft a narrative with a beginning, middle, and end.

Day 3 - Revision & Editing

Mentor Text 1 (G1, U3, L8)
Book Template
Narrative Writing Brainstorm Graphic Organizer (GK–2) — from Day 1

Standards

W.1.3W.1.5

Revise compound sentences to remove and replace repetitive words.

Mentor Text 1 (G1, U3, L8)
Book Template

Standards

L.1.1.dL.1.1.gL.1.1.jRI.1.3W.1.3W.1.5

Write a compound sentence about the gecko.

Gecko

Standards

L.1.1.jL.1.2.bRI.1.3RI.1.6RI.1.7

Language

Use frequently occurring adjectives to describe nouns.

Standards

L.1.1.bL.1.1.fL.1.1.j

Explain what different animals do if something wants to eat them.

What Do...

Standards

L.1.1.bL.1.1.fL.1.1.gL.1.1.jRI.1.3RI.1.6RI.1.7RL.1.5

Discussion

Debate whether camouflage is the most effective way for animals to protect themselves.

What Color Is Camouflage?
Living Color
What Do...

Standards

RI.1.3RI.1.6RI.1.7SL.1.1SL.1.2SL.1.3SL.1.5SL.1.6

Explain how animals rely on their brothers and sisters for survival.

Sisters and Brothers pp. 1–10

Standards

L.1.1.bL.1.1.fL.1.1.jRI.1.3RI.1.5

Describe how brothers and sisters rely on each other for survival.

Sisters and Brothers pp. 10–18

Standards

L.1.1.jRI.1.3RI.1.5RI.1.6RI.1.7SL.1.1

Describe how animals rely on their brothers and sisters for survival.

Sisters and Brothers p. 19 — to end

Standards

L.1.1.jRI.1.3RI.1.5RI.1.6RI.1.7SL.1.1

Discussion

Discuss the behaviors parents, siblings, and babies engage in to help each other survive.

Sisters and Brothers

Standards

RI.1.3RI.1.6RI.1.7SL.1.1SL.1.2SL.1.3SL.1.4SL.1.5SL.1.6

Writing

3 days

Overview

Write an informational report about how an animal group survives.

Day 1 - Brainstorming

Brainstorm the main idea and supporting facts about an animal group before writing an informational report.

Main Idea and Details Graphic Organizer (GK–5)
Mentor Text 2 (G1, U3, L17)

Standards

L.1.1.fL.1.1.gL.1.1.jW.1.2W.1.5W.1.7W.1.8

Day 2 - Drafting

Draft an informational report to teach a reader about an animal and how it survives.

Day 3 - Revision & Editing

Creature Feature Report Template (G1, U3)
Main Idea and Details Graphic Organizer (GK–5) — from Day 1

Standards

L.1.1.fL.1.1.gL.1.1.jW.1.2W.1.5W.1.7W.1.8

Revise an informational text by adding text features to tell the reader more information.

Creature Feature Report Template (G1, U3) — from Day 2

Standards

L.1.1.fL.1.1.gL.1.1.jW.1.2W.1.5W.1.7W.1.8

Explain how lizards are the same.

Lizards pp. 1–15

Standards

L.1.1.bL.1.1.fL.1.1.jL.1.4RI.1.3RI.1.5RI.1.6RI.1.7

Explain how lizards are different.

Lizards p. 16 — to end

Standards

L.1.1.bL.1.1.fL.1.1.jRI.1.2RI.1.3RI.1.5RI.1.6RI.1.7

Explain how frogs are the same.

Frogs pp. 1–15

Standards

RI.1.3RI.1.5RI.1.6RI.1.7

Explain how frogs are different.

Frogs — pp. 16–end

Standards

RI.1.3RI.1.6RI.1.7RI.1.9

Discussion

Discuss the ways individual animals of the same kind are similar and different.

Standards

L.1.1.bL.1.1.jRI.1.3RI.1.6RI.1.7SL.1.1SL.1.2SL.1.3SL.1.4SL.1.5SL.1.6

Writing

3 days

Overview

Write an informational report about an endangered species.

Day 1 - Brainstorming

Brainstorm the main idea and supporting facts about an endangered animal group before writing an informational report.

Main Idea and Details Graphic Organizer (GK–5)
Mentor Text 3 (G1, U3, L24)

Standards

L.1.1.fL.1.1.gL.1.1.jW.1.2W.1.5W.1.7W.1.8

Day 2 - Drafting

Draft an informational report to teach a reader about an endangered animal, the challenges it faces, and a potential solution to its challenges.

Day 3 - Revision & Editing

Mentor Text 3 (G1, U3, L24)
Creature Feature Report Template (G1, U3)
Main Idea and Details Graphic Organizer (GK–5) — from Day 1

Standards

L.1.1.fL.1.1.gL.1.1.jW.1.2W.1.5W.1.7W.1.8

Revise an informational text by adding text features to tell the reader more information.

Creature Feature Report Template (G1, U3) — from Day 2

Standards

L.1.1.fL.1.1.gL.1.1.jW.1.2W.1.5W.1.7W.1.8