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Life Lessons: Week 6

Objectives:
  • Describe characters, key events, and the setting in a story. (RL.1.3)
    Identify who is speaking in a story or fable.(RL.1.3)
    Distinguish between the information provided by the pictures or illustrations in a text and the information provided by the words.(RI.1.6)
    Using time cue words, providing some details, and ending with a sense of closure, write narratives that include at least two sequenced events. (W.1.3)
    With the help of an adult, revise narratives. (W.1.3)
    Produce complete sentences with correct past, present, or future verb tenses. (W.1.3)
    Use end punctuation for sentences: periods, question marks, and exclamation points. (L.1.2b)
    Relate the use of punctuation to the way a text should be read expressively. (L.1.2b)


    Assessment
    Product :
    Safety poster
    Thomas Edison concept map
    Thomas Edison graphic organizer
    Prefix and suffix sentences
    Student journals: appropriate punctuation
    Safety plan from homework
  • Key Questions (match Standard)What is the central message or lesson from the story? (RL.1.2)
  • Observable Student BehaviorsObserve if students are using appropriate punctuation independently in journals.

Suggested Activities:
  • Thomas Alva Edison: Create a graphic organizer to show what inventors have invented, what has been invented in the present, and what they may invent in the future. Use past, present, and future tense verbs.
  • Thomas Alva Edison: Complete a concept map for Thomas Edison.
  • Conduct a picture walk with the students through the book “My light” by Molly Bang, and have the students compare what information they can find out by just looking at the pictures and what information they gain from the text. Compare natural and artificial sources of light and heat (i.e. natural: sun, moon, stars, fireflies; artificial: flashlight, heater, light bulb, etc.).
  • After reading several books (“Watch out! At home” and “My light”) about electricity, create a list of rules for safety (e.g., avoiding electrical outlets with wet hands). Divide the rules evenly among the students and assign the task of creating a safety poster for each one. Each student will write a rule neatly and show additional information (i.e., the application of the rule) in his or her illustration. Create sets of posters and allow students to present their rules to another classroom or grade level.
  • Use the following smartboard lesson to teach about static electricity.
  • Discuss the differences between safe and unsafe behaviors. Identify the un- in un-safe as a prefix. Find affixes (prefixes and suffixes) in the guided reading books and record as a class. Students may try writing a sentence using a word with a prefix or suffix.
  • Students can write a narrative about a time when they were unsafe and what happened as a result (cause and effect, suffixes, narrative writing).
  • Optional: Brainpop safety activities

Additional Resources: