Curriculum / ELA / 1st Grade / Unit 1: Being a Good Friend / Lesson 2
ELA
Unit 1
1st Grade
Lesson 2 of 16
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Lesson Notes
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Describe why Molly Lou Melon acts the way she does.
Describe how you are unique and how that helps strong friendships and teams.
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
What does Molly Lou Melon learn about herself?
What makes you special or unique?
Questions about the text that will help guide the students understanding
Molly Lou has teeth that stick out which makes her different. Is she proud of those teeth or is she embarrassed? What in the story makes you think that?
What does “fumble-fingered” mean? How does Molly Lou feel about being fumble-fingered?
What do you predict will happen when Molly Lou Melon starts at a new school? What in the story makes you think that?
How does Molly feel when Ronald Durkin makes fun of her for being different? What in the story makes you think that?
What do the other kids think about Molly, and why do they think that?
Something changed about Ronald from the beginning of the story to the end. How did he change, and what clues in the story show us that?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
proud
adj.
to feel really good about yourself or someone else
foolish
to feel silly or embarrassed
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RL.1.1 — Ask and answer questions about key details in a text.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RL.1.3 — Describe characters, settings, and major events in a story, using key details.
Standards that are practiced daily but are not priority standards of the unit
SL.1.1 — Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.1.6 — Produce complete sentences when appropriate to task and situation.
Next
Describe how Ruby’s feelings changed by asking and answering questions about character feelings.
Make connections to what it means to be a good friend and part of a strong team.
Explain what the author wanted the reader to learn.
Standards
RL.1.1RL.1.10RL.1.10RL.1.3SL.1.1SL.1.2SL.1.6
RL.1.1RL.1.10RL.1.3
RL.1.1RL.1.10RL.1.3RL.1.6
Explain why the author ends the text by saying “Maybe, just maybe, Brian’s not so invisible after all” by asking and answering questions about character feelings and motivation.
RL.1.1RL.1.3RL.1.6
Describe how the main characters change by asking and answering questions about character motivation.
RL.1.1RL.1.2RL.1.3
Explain what Unhei is worried about and why she is worried.
Describe what lesson Unhei learns.
RL.1.1RL.1.3
Explain what Jamaica and Brianna learn by asking and answering questions about character motivations and feelings.
Describe how the narrator’s relationship with Jeremy Ross changes by asking and answering questions about character feelings.
Describe how Big Al’s relationship with the other fish changes by asking and answering questions about character motivation.
RL.1.1RL.1.2RL.1.3RL.1.6
Explain what Matthew and Tilly realize and why by asking and answering questions about character motivations, feelings, and actions.
Retell Each Kindness using key details from the story.
RL.1.1RL.1.6
Explain what Chloe learns and how she learns it by Close Reading a text.
RL.1.2RL.1.3
Discussion & Writing
Write an opinion piece about what makes a good friend.
L.1.1.aSL.1.1SL.1.6W.1.1
Assessment
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
Narrative Writing
3 days
Write a narrative about a time you were a good friend.
L.1.1L.1.1.aL.1.1.jL.1.2L.1.6SL.1.1SL.1.6W.1.3W.1.5
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