Curriculum / ELA / 1st Grade / Unit 1: Being a Good Friend / Lesson 4
ELA
Unit 1
1st Grade
Lesson 4 of 16
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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.
Book: The Invisible Boy by Trudy Ludwig
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
What can we learn from Brian about what it means to be a good friend?
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
Who is telling the story?
How do you think Brian feels? Give two examples of why he feels that way.
How do you think Brian feels? What clues from the story helped you?
Why does Brian draw a superhero who has the power to make friends wherever he goes? What in the story makes you think that?
What do you notice about Brian’s face? What can we infer about Brian from his face?
Why does Brian write Justin a letter?
Why does the author include the description “wishing he could draw a hole right there to swallow him up?”
What does the description show about how Brian is feeling?
How has Brian changed from the beginning of the story to the end? Why?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
invisible
adj.
unable to be seen or felt; something you cannot see
include
v.
to invite everyone, not leave anyone out
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RL.1.1 — Ask and answer questions about key details in a text.
RL.1.3 — Describe characters, settings, and major events in a story, using key details.
RL.1.6 — Identify who is telling the story at various points in a text.
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.
Lesson 3
Lesson 5
Explain what the author wanted the reader to learn.
RL.1.1 RL.1.10 RL.1.10 RL.1.3 SL.1.1 SL.1.2 SL.1.6
Describe why Molly Lou Melon acts the way she does.
Describe how you are unique and how that helps strong friendships and teams.
RL.1.1 RL.1.10 RL.1.3
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.
RL.1.1 RL.1.10 RL.1.3 RL.1.6
RL.1.1 RL.1.3 RL.1.6
Describe how the main characters change by asking and answering questions about character motivation.
RL.1.1 RL.1.2 RL.1.3
Explain what Unhei is worried about and why she is worried.
Describe what lesson Unhei learns.
RL.1.1 RL.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.1.1 RL.1.2 RL.1.3 RL.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.1.1 RL.1.6
Explain what Chloe learns and how she learns it by Close Reading a text.
RL.1.2 RL.1.3
Discussion & Writing
Write an opinion piece about what makes a good friend.
L.1.1.a SL.1.1 SL.1.6 W.1.1
Assessment
Narrative Writing – 3 days
Write a narrative about a time you were a good friend.
L.1.1 L.1.1.a L.1.1.j L.1.2 L.1.6 SL.1.1 SL.1.6 W.1.3 W.1.5
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