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Love Makes a Family
In this unit, students learn that families come in all different shapes and sizes, and that no matter what a family looks like, all families love and care for one another, by reading fiction books on various types of families.
ELA
Unit 4
1st Grade
Unit Summary
In this unit, students come to understand that families come in all different shapes and sizes, and that no matter what a family looks like, all families love and care for one another. The world we live in is increasingly diverse, especially within family structures. As students are building their own identities, it is important for them to see mirrors of their own lives so that they can develop healthy identities, while also seeing windows into other lives so that they can embrace differences. Over the course of the unit, students read stories that highlight a wide range of family structures, backgrounds, heritages, and traditions. Some of the families may not be present in your school community. Ensuring that students see a wide range of families and experiences is crucial for helping students make sense of the world around them.
Students continue their exploration of character by analyzing the characters' feelings. In this unit, students focus on more nuanced feelings and explaining why a character feels the way they do. Many of the vocabulary words in this unit do not come directly from the texts, but instead offer more precise words students can use to articulate how a character is feeling. Students also analyze character relationships and notice how relationships impact a character's feelings and actions, particularly in regard to family relationships. Noticing both character feelings and character relationships help students determine the central message of the story.
Additionally, students are challenged to analyze illustrations, noticing clues about events, settings, and characters. When discussing the text, students transition from focusing on clarifying and sharing their thoughts during a discussion to engaging with the thinking of others. Students learn how to build on others responses in conversations by responding directly to their classmates.
Students continue to build writing fluency by writing daily in response to the Target Task question. Over the course of the unit, students learn to use pronouns and correct verb tense in their writing. Students have the opportunity to build their knowledge of opinion writing and narrative writing. Building on work done in previous units, students continue to write focused narratives with strong beginnings, middles, and ends that include specific details about what happened at each part of the narrative
Please Note: In October 2025, this unit and its lesson plans received a round of enhancements. The text Grandmother's Visit by Betty Quan is out of print and has been removed from the unit. This unit contains a new opinion writing project, in addition to one informational and one narrative project. This unit is now 36 instructional days (previously 37 days). Teachers should pay close attention as they intellectually prepare to account for the updated pacing, sequencing, and content.
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Texts and Materials
Some of the links in the sections below are Bookshop affiliate links. This means that if you click and make a purchase, we receive a small portion of the proceeds, which supports our non-profit mission.
Core Materials
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Book: Stella Brings the Family by Miriam B. Schiffer (Chronicle Books)
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Book: Marisol McDonald Doesn't Match by Monica Brown and illustrated by Sara Palacios (Children's Book Press, Bilingual edition, 2011) — 580L
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Book: In Our Mothers' House by Patricia Polacco (Philomel Books) — 750L
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Book: Pecan Pie Baby by Jacqueline Woodson and illustrated by Sophie Blackall (Puffin Books, 2013) — AD710L
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Book: Sulwe by Lupita Nyong’o and illustrated by Vashti Harrison (Simon and Schuster Books for Young Readers) — 580L
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Book: The Proudest Blue: A Story of Hijab and Family by Ibtihaj Muhammad and S.K. Ali and illustrated by Hatem Aly (Little Brown Books for Young Readers) — 500L
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Book: Big Red Lollipop by Rukhsana Khan and illustrated by Sophie Blackall (Viking Books for Young Readers, 2010) — 490L
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Book: My Brother Charlie by Holly Robinson Peete and Ryan Elizabeth Peete and illustrated by Shane Evans (Scholastic Press, 1 edition, 2010) — 540L
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Book: A Tale of Two Seders by Mindy Avra Portnoy and illustrated by Valeria Cis (Kar-Ben Publishing)
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Book: Visiting Day by Jacqueline Woodson and illustrated by James E. Ransome (Puffin Books, Reprint edition, 2015) — 520L
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Book: Last Stop on Market Street by Matt de la Peña and illustrated by Christian Robinson (G.P. Putnam's Sons Books for Young Readers, 1 edition, 2015) — 610L
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Book: Nana Akua Goes to School by Tricia Elam Walker and illustrated by April Harrison (Schwartz & Wade)
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Book: I Love Saturdays y domingos by Alma Flor Ada and illustrated by Elivia Savadier (Atheneum Books for Young Readers, Reprint edition, 2004) — 510L
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Book: Grandfather Counts by Andrea Cheng and illustrated by Ange Zhang (National Geographic School Pub, Reprint edition, 2003) — AD570L
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Book: Mango, Abuela, and Me by Meg Medina and illustrated by Angela Dominguez (Candlewick, 1st Edition edition, 2015) — 560L
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Book: Ojiichan’s Gift by Chieri Uegaki and illustrated by Genevieve Simms (Kids Can Press) — 800L
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Book: Dear Juno by Soyung Pak and illustrated by Susan Kathleen Hartung (Puffin Books, Reprint edition, 2001) — 500L
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Book: Fry Bread: A Native American Family Story by Kevin Noble Maillard and illustrated by Juana Martinez-Neal (Roaring Brook Press)
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Book: Jingle Dancer by Cynthia Leitich Smith and illustrated by Ying-Hwa Hu and Cornelius Van Wright (Heartdrum) — 650L
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Book: Freedom Soup by Tami Charles and illustrated by Jacqueline Alcántara (Candlewick)
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Book: First Laugh - Welcome Baby! by Rose Ann Tahe, Nancy Bo Flood and illustrated by Jonathan Nelson (Charlesbridge) — 500L
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Assessment Text: “Sitti's Secrets” by Naomi Shihab Nye and illustrated by Nancy Carpenter (Aladdin) — AD650LL
Supporting Materials
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Rubric: Editing Checklist 1 (G1, U4)
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Rubric: Opinion Writing Rubric (G1)
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Rubric: Editing Checklist 2 (G1, U4)
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Rubric: Narrative Writing Rubric (G1)
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Resource: Pronoun Worksheet (G1, U4, L3)
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Resource: Mentor Text (G1, U4, L7)
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Resource: Mentor Text (G1, U4, L15)
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Resource: Verb Tense Worksheet (G1, U4, L16)
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Resource: Venn Diagram Graphic Organizer
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Resource: Community Edit Worksheet 1 (G1, U4, L23)
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Resource: Community Edit Worksheet 2 (G1, U4, L24)
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Resource: Mentor Text (G1, U4, L30)
- Resource: Book List for Further Reading
Assessment
The following assessments accompany Unit 4.
Content Assessment
The Content Assessment pushes students to synthesize unit content knowledge or unit essential questions in writing. The Content Assessment should be used as the primary assessment because it shows mastery of unit content knowledge and standards.
Cold Read Assessment
The Cold Read Assessment tests students' ability to comprehend a "cold" or unfamiliar passage and answer standards-based questions. The Cold Read Assessment can be given in addition to the Content Assessment as a pulse point for what students can read and analyze independently, a skill often required for standardized testing.
Unit Prep
Intellectual Prep
Before you teach this unit, unpack the texts, themes, and core standards through our guided intellectual preparation process. Each Unit Launch includes a series of short videos, targeted readings, and opportunities for action planning to ensure you're prepared to support every student.
Essential Questions
- How do families show each other love?
- What makes some families different from others?
- How does having different kinds of families make the world and our classroom community a richer place?
Reading Focus Areas
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To understand what happens in a story, readers notice character relationships and feelings.
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Readers analyze the illustrations, noticing clues about events, setting, and characters.
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Noticing character relationships and feelings can help the reader determine the central message of a story.
Writing Focus Areas
Informational Writing
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Develop a topic sentence to state the main idea.
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Write multiple facts to support the main idea.
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Revise writing by changing general words to more precise, specific words.
Opinion Writing
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Name an opinion.
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Include 2–3 reasons to support the opinion from the text.
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Create interest with a concluding sentence that is a different sentence type.
Narrative Writing
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Develop a focused narrative with a beginning, middle, and end.
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Use temporal words to signal event order.
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Engage readers by starting with a sound effect or question.
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Show character feelings through their words and actions.
Speaking and Listening Focus Areas
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Use specific vocabulary. Use vocabulary that is specific to the subject and task to clarify and share thoughts.
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Build on others' talk in conversations by responding to the comments of others.
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Ask questions to clear up confusion about the topics or texts under discussion.
Vocabulary
Text-based
acceptingadoptadmireappreciatebilingualcommunicatecontentcuriousdiscourageddowneagerecstaticenviousfrustratedglareheritagemultiracialnonverbalpatientpositiveregulartradition
To see all the vocabulary for Unit 4, view our 1st Grade Vocabulary Glossary.
Supporting All Students
In order to ensure that all students are able to access the texts and tasks in this unit, it is incredibly important to intellectually prepare to teach the unit prior to launching the unit. Use the intellectual preparation protocol and the Unit Launch to determine which support students will need. To learn more, visit the Supporting All Students Teacher Tool.
Content Knowledge and Connections
This unit builds student understanding of the following Learning for Justice Social Justice Standards:
- Identity 1: I know and like who I am and can talk about my family and myself and name some of my group identities.
- Identity 4: I can feel good about myself without being mean or making other people feel bad.
- Identity 5: I see that the way my family and I do things is both the same as and different from how other people do things, and I am interested in both.
- Diversity 7: I can describe some ways that I am similar to and different from people who share my identities and those who have other identities.
- Diversity 8: I want to know about other people and how our lives and experiences are the same and different.
- Diversity 10: I find it interesting that groups of people believe different things and live their daily lives in different ways.
By the end of the unit, students will build the following understandings about families.
- All families are different, but no matter what, families show love.
- Families might not always be around, but that does not mean they do not love one another.
- Parents and other family members support and help dreams come true.
- Having siblings can create a wide range of emotions.
- Extended family (grandparents, aunts, uncles, cousins, etc.) are an important part of a family.
- Families like to spend time together. Different families have different rituals and traditions that they do together.
- Families communicate with each other in many different ways.
Notes to the Teacher
As you prepare for this unit, consider the composition of your classroom and the different kinds of families represented in it. Make sure to think about the following things before teaching the unit:
- It is important that all students are able to learn about families that are similar to theirs as a way of validating and exploring their own identities. However, not all family experiences are highlighted over the course of the unit. Prior to teaching the unit, identify if any of your students have family types that are not represented and make a plan for how to bring their experiences into the unit.
- It is not the job of students to teach other students about a particular type of family. For example, if you have one student in your class with same-gender parents, be mindful of not putting that student on the spot and requiring them to teach others.
- Talking about family and home life may be triggering to some students. In some cases you may know in advance if a student has a tricky home life, and you should take steps to ensure that you use trauma-informed practices to make the student feel safe. In other cases, you may not know. Therefore, it is important that you create an environment that is a safe place for students.
Lesson Map
2 days
Write an informational text about your family.
- Single Point Informational Writing Rubric (G1, U4, L7)
- Editing Checklist 1 (G1, U4)
- Informational Writing Rubric (G1)
- Main Idea and Details Graphic Organizer (GK–5)
- Mentor Text (G1, U4, L7)
Brainstorm and draft the main idea and supporting facts about your family.
- Main Idea and Details Graphic Organizer (GK–5)
- Mentor Text (G1, U4, L7)
- Single Point Informational Writing Rubric (G1, U4, L7)
Standards
L.1.1.bL.1.1.jL.1.2.bW.1.2W.1.5
Revise writing by changing general and unclear details to precise information.
- Editing Checklist 1 (G1, U4)
- Informational Writing Rubric (G1)
Standards
L.1.1.bL.1.1.dL.1.1.jL.1.2.bSL.1.5W.1.5
3 days
Defend the characteristics of a family by naming an opinion and including reasons to support the opinion.
- All previously read unit texts
- Single Point Opinion Writing Rubric (G1, U4, L15)
- Editing Checklist 1 (G1, U4)
- Opinion Writing Rubric (G1)
- Main Idea and Details Graphic Organizer (GK–5)
- Mentor Text (G1, U4, L15)
- Nonexemplar Main Idea and Detail Graphic Organizer (G1, U4, L15)
Brainstorm an opinion and 2–3 reasons to support it.
- All previously read unit texts
- Main Idea and Details Graphic Organizer (GK–5)
- Nonexemplar Main Idea and Detail Graphic Organizer (G1, U4, L15)
Standards
L.1.1L.1.1.aL.1.1.bL.1.1.dL.1.1.jL.1.2L.1.2.bW.1.1W.1.5
Draft an opinion piece about what makes a family.
- All previously read unit texts
- Single Point Opinion Writing Rubric (G1, U4, L15)
- Main Idea and Details Graphic Organizer (GK–5) — From Day 1
- Mentor Text (G1, U4, L15)
Standards
L.1.1L.1.1.aL.1.1.bL.1.1.dL.1.1.jL.1.2L.1.2.bW.1.1W.1.5
Revise writing by changing general and unclear details to precise information.
- Pecan Pie Baby
- The Proudest Blue: A Story of Hijab and Family
- Editing Checklist 1 (G1, U4)
- Single Point Opinion Writing Rubric (G1, U4, L15)
- Opinion Writing Rubric (G1)
Standards
L.1.1L.1.1.aL.1.1.bL.1.1.dL.1.1.jL.1.2L.1.2.bW.1.1W.1.5
4 days
Write a personal narrative with details describing the beginning, middle, and end.
- Pecan Pie Baby
- Nana Akua Goes to School
- Freedom Soup
- Narrative Writing Brainstorm Graphic Organizer (GK–2)
- Mentor Text (G1, U4, L30)
- Single Point Narrative Writing Rubric (G1, U4, L30)
- Narrative Writing Rubric (G1)
Brainstorm a narrative story with a beginning, middle, and end.
- Pecan Pie Baby
- Nana Akua Goes to School
- Freedom Soup
- Narrative Writing Brainstorm Graphic Organizer (GK–2)
- Mentor Text (G1, U4, L30)
Standards
L.1.1L.1.1.cL.1.2W.1.3W.1.5
Brainstorm a narrative story with character actions to show how the character feels.
- Narrative Writing Brainstorm Graphic Organizer (GK–2)
- Mentor Text (G1, U4, L30)
Standards
L.1.1L.1.1.cL.1.2W.1.3W.1.5
Draft a narrative with a beginning, middle, and end using details to show the characters' actions.
- Narrative Writing Brainstorm Graphic Organizer (GK–2) — From Days 1 and 2
- Mentor Text (G1, U4, L30)
- Single Point Narrative Writing Rubric (G1, U4, L30)
Standards
L.1.1L.1.1.cL.1.2W.1.3W.1.5
Revise writing by removing and replacing repetitive words.
- Students' narrative writing from Day 3
- Single Point Narrative Writing Rubric (G1, U4, L30)
- Editing Checklist 2 (G1, U4)
- Narrative Writing Rubric (G1)
Standards
L.1.1L.1.1.cL.1.2W.1.3W.1.5
