Curriculum / ELA / 1st Grade / Unit 6: The Power of Reading / Lesson 18
ELA
Unit 6
1st Grade
Lesson 18 of 26
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Analyze the barriers people have faced when trying to learn how to read and how they have overcome them.
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
What barriers have people faced when trying to learn to read? How do they overcome them? Give specific examples from the books you’ve read.
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Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
barrier
n.
an obstacle that makes something hard to achieve
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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).
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.
Standards that are practiced daily but are not priority standards of the unit
L.1.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.1.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
RL.1.9 — Compare and contrast the adventures and experiences of characters in stories.
SL.1.3 — Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
SL.1.4 — Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SL.1.5 — Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
Next
Explain how Ruby made her wish come true.
Identify your favorite things about reading and books.
Standards
RL.1.2RL.1.7SL.1.1
Explain how the little book brought joy to the boy’s life.
RL.1.3RL.1.7SL.1.1
Explain how the Biblioburro changed Ana’s life.
Explain how Cal changes from the beginning to the end and what causes the change.
RL.1.3RL.1.5RL.1.7SL.1.1
Explain how the Library Lady changed Tomás’ life.
RL.1.2RL.1.3RL.1.7
Explain how José brought joy to the kids in his neighborhood.
RL.1.2RL.1.3RL.1.5
Explain why Little Free Libraries are important.
RL.1.3RL.1.5RL.1.7
Explain the challenges Louis faces when he tries to find books and how it makes him feel.
RL.1.3RL.1.7
Explain how Louis Braille helped all kids get access to books and why this was important.
Write about ways to take action and get books to people in your community.
L.1.1L.1.1.iL.1.1.jL.1.2W.1.1W.1.5W.1.8
Explain how the children feel about going to school.
RL.1.2RL.1.3
Explain what Booker wants more than anything else and how he makes his dream come true.
Explain why Virgie wants to go to school with her brothers and how she feels when she is there.
Explain the lessons we can learn from Mary and why they are important.
RL.1.2RL.1.3RL.1.5RL.1.7
Describe Ruby and what we can learn from Ruby.
Explain why Sylvia and her family cannot attend the local public school and what action her family takes.
Explain how the Mendez family fought for justice and why their fight was important.
L.1.6SL.1.1SL.1.2SL.1.6
Explain how school and learning to read changes Nasreen’s life.
Explain what lessons we can learn from Aaji.
Describe the challenges Trisha faces at school and how they make her feel.
Analyze how Mr. Falker changes Trisha’s life.
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
3 days
Write a thank you letter to someone who helped you with books or reading.
L.1.1L.1.2L.1.6SL.1.1W.1.1W.1.5
Defend if books are important or not by stating an opinion and using facts and examples from the unit to support the opinion.
L.1.1L.1.1.aL.1.1.jL.1.2L.1.6SL.1.1SL.1.6W.1.1W.1.5W.1.8
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