Curriculum / ELA / 1st Grade / Alternate Unit 4: Making Old Stories New / Lesson 5
ELA
Alternate Unit 4
1st Grade
Lesson 5 of 18
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Use the words “persistent,” “resourceful,” or “intelligent” to describe the three little wolves.
Book: Three Little Wolves and the Big Bad Pig by Eugene Trivizas
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Questions about the text that will help guide the students understanding
Retell what happens with the three little wolves in the first house.
Retell what happens with the three little wolves in the second house.
Close Read the following sentence: “So the three little pigs build themselves an extremely strong house. It was the strongest, securest house one could possibly imagine. They felt absolutely safe.” Why does the author use the words “extremely,” “securest,” and “absolutely?”
Retell what happened with the third house. Was it absolutely secure?
Retell what happened with the last house the wolves built.
What happens in the end? How is the ending similar to and/or different from other versions of the Three Little Pigs?
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L.1.1.g — Use frequently occurring conjunctions (e.g., and, but, or, so, because).
L.1.1.j — Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
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.
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.
Next
Defend if the wolf’s side of the story is true or not.
Retell what happens in The Three Little Pigs.
Standards
RL.1.2RL.1.3
Describe why the third little tamale was resourceful.
L.1.1.gRL.1.2RL.1.3
Explain why the third little javelina was intelligent.
L.1.1.gL.1.1.jRL.1.2RL.1.3RL.1.6
Describe why Pig Three is persistent.
L.1.1.gL.1.1.jL.1.6RL.1.2RL.1.3
L.1.1.gRL.1.2RL.1.3RL.1.4
Determine the moral of the Three Little Pigs and explain how the moral can be used in your own life.
L.1.1.fRL.1.2RL.1.9W.1.1
4 days
Write your own version of The Three Little Pigs.
L.1.1L.1.1.eL.1.1.iL.1.2L.1.2.dL.1.2.eW.1.3W.1.5W.1.6
Retell what happens in Little Red Riding Hood.
RL.1.2RL.1.3RL.1.4
Explain what lesson Little Red learns and how she learns it.
Analyze specific words in a text and explain how they help the reader better understand the story.
L.1.1.fL.1.4L.1.6RL.1.2RL.1.3RL.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.1.2RL.1.9W.1.1
Defend if wolves deserve the stereotype of being evil animals.
RI.1.1RI.1.2
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