Curriculum / ELA / 1st Grade / Alternate Unit 4: Making Old Stories New / Lesson 11
ELA
Alternate Unit 4
1st Grade
Lesson 11 of 18
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Analyze specific words in a text and explain how they help the reader better understand the story.
Book: Little Red Riding Hood by Jerry Pinkney
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Read the following sentence from page 27.
“Later, after the woodcutter had buried the wicked wolf in the deep forest, he returned to warm himself by the fireplace…”
What does the word “wicked” mean? How does the word “wicked” help readers better visualize and understand what is happening?
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
Reread the following sentence: “By and by, Little Red Riding Hood met a sly wolf.” Ask students: What does the word “sly” mean? Why does the author include the word “sly”? How does it help readers visualize what is happening?
Reread the following sentence from page 5:
“‘Where are you going, little one?’ he asked in the most pleasant voice.” Ask students: What does the word “pleasant” mean? Why does the author include the word “pleasant”? How does it help readers visualize what is happening?
Reread page 12. What words does the author use to describe the wolf? How do the words help the reader better understand what is happening?
Reread the following sentence.
“The girl was startled by the hoarseness of Grandmother’s voice.” What does the word “hoarseness” mean? How does the word help the reader better understand what is happening?
On page 24 the author describes the wolf as a “wretched creature.” Do you agree with this description? Why or why not?
Why does the author use the word “cautiously” to describe how the woodcutter enters the cottage? What does this show about the woodcutter?
Reread the sentence from page 29: “Then out climbed the kindly old woman.” Why does the author include the word “kindly”?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
sly
adj.
if someone is sly, they do things in a deceitful and tricky way; they should not be trusted
pleasant
if a person is pleasant, they are friendly and considerate
cunning
having the skills to get something done by lying and tricking others
scoundrel
n.
a dishonest and tricky person
hoarseness
having a husky, raspy, or strained voice
wretched
an unhappy or miserable person, or of very bad quality
kindly
kind, gentle, warm-hearted
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L.1.1.f — Use frequently occurring adjectives.
L.1.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
L.1.6 — Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
RL.1.2 — Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.3 — Describe characters, settings, and major events in a story, using key details.
RL.1.4 — Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Standards that are practiced daily but are not priority standards of the unit
L.1.5 — With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
RL.1.1 — Ask and answer questions about key details in a text.
RL.1.7 — Use illustrations and details in a story to describe its characters, setting, or events.
RL.1.9 — Compare and contrast the adventures and experiences of characters in stories.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.
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 10
Lesson 12
Retell what happens in The Three Little Pigs.
RL.1.2 RL.1.3
Describe why the third little tamale was resourceful.
L.1.1.g RL.1.2 RL.1.3
Explain why the third little javelina was intelligent.
L.1.1.g L.1.1.j RL.1.2 RL.1.3 RL.1.6
Describe why Pig Three is persistent.
L.1.1.g L.1.1.j L.1.6 RL.1.2 RL.1.3
Use the words “persistent,” “resourceful,” or “intelligent” to describe the three little wolves.
Defend if the wolf’s side of the story is true or not.
L.1.1.g RL.1.2 RL.1.3 RL.1.4
Discussion & Writing
Determine the moral of the Three Little Pigs and explain how the moral can be used in your own life.
L.1.1.f RL.1.2 RL.1.9 W.1.1
Writing – 4 days
Write your own version of The Three Little Pigs.
L.1.1 L.1.1.e L.1.1.i L.1.2 L.1.2.d L.1.2.e W.1.3 W.1.5 W.1.6
Retell what happens in Little Red Riding Hood.
RL.1.2 RL.1.3 RL.1.4
Explain what lesson Little Red learns and how she learns it.
L.1.1.f L.1.4 L.1.6 RL.1.2 RL.1.3 RL.1.4
Explain why Little Roja is intelligent.
Defend if the wolf is or is not cunning and why.
Use the words “sly” and “pleasant” to describe how the wolf changes.
Defend if you agree or disagree with the wolf’s side of the story and why.
Determine the moral of Little Red Riding Hood and explain how the moral can be used in your own life.
RL.1.2 RL.1.9 W.1.1
Defend if wolves deserve the stereotype of being evil animals.
RI.1.1 RI.1.2
Assessment
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