Winds of Change: Week 1

  • Identify words and phrases in stories or poems that suggest feelings and appeal to the senses. RL.1.4
    •Write a narrative text with a focus on feelings. W.1.3, L.1.1d
    •Revise writing using temporal words, feeling words, and vivid verbs. W.1.5
    •Distinguish between the root and affixes of verb conjugations, such as walk, walks, walked, walking. L.1.5(d)
    •Use commas in a series and identify the conjunction (e.g., “I see monkeys, tigers, and elephants at the zoo”).
    •Describe people, places, things, and events with releveant details, expressing ideas and feelings clearly. SL.1.4
    •Read verbs with –ed and illustrate or explain the meaning of the past tense. Pronounce the three sounds of the –ed inflection: /d/, /t/, and /ed/ (spelled; missed; mended). (RF.1.3g)
    •Extract a passage from a mid-first-grade reader; omit end punctuation and commas, and place on an overhead or chart. Read aloud, pausing where punctuation occurs. Ask students to supply what is missing. Or, mix up the punctuation and see how it changes meaning. (RF.1.1)

    Product :
    Create a Narrative with the focus on feelings (individual). W.1.3, L.1.1d
  • Key Questions (match Standard)How do you know what a character is feeling and when these feelings change?
  • Observable Student Behaviors (Use Writing Rubric in Imagine Schools Curriculum Guide for Observable Student Behaviors for the Narratives they create.)

Suggested Activities:
  • Reading Literature, Reading Comprehension
    • Begin to read The Wonderful Wizard of Oz aloud to the class, (another option would be to show a video of The Wizard of Oz). As students meet each character in the text, guide them to think about the character’s feelings and how the author shows us how the character feels. Discuss how the author helps us use our senses to see, smell, feel, hear, and even taste while we are reading a book. As you read aloud, model the way you are drawn to use your senses. For example, in the second paragraph of Chapter One, the author describes Kansas so that you can “see” the countryside clearly. Then he goes on to describe Aunt Em, Uncle Henry, Toto, and Dorothy, with a focus on their feelings. The class will begin a T-Chart to compare characters feelings at the beginning and the end of the story. (RL.1.3, RL.1.4)
  • Narrative Writing, Language Usage
    • Give students this prompt: “Write a story about a time you felt happy. Be sure to include at least two sequenced events, use time cue words, provide some details, and include a sense of closure.” Combining the focuses of this unit (revision, appealing to the senses with details, and using well-chosen verbs), zero in on details and synonyms while the students revise their stories. Help the students to watch for the proper use of personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything) as they are editing. (W.1.3, W.1.5, L.1.1d)
  • Language Usage
    • To teach the use of a comma in a series, list the five senses on the whiteboard. Give students a “setting” card (e.g., zoo, farm, or beach) and have them dictate a sentence using one of the senses, naming three things they sense in that setting. Explain that when we use the word and we are using a conjunction. For example, “At the zoo, I smell popcorn, elephants, and cotton candy.” Write the dictated sentence and then challenge them to write their own sentences using and in the sentences. (L.1.2c, L.1.1g)
    • Practice retelling using story elements from the following blog idea and create an anchor chart. (RL.1.3)
  • Language Usage
    • Choose some verbs that are rather bland, such as “to walk.” Ask the students to imagine that they are in the book (The Wonderful Wizard of Oz) with Dorothy and that they are walking on the yellow brick road. Have them imagine that they are really happy (e.g., when they see the Emerald City). How would they walk? (Possible answers: skip, run, dance.) Allow students to show us how that kind of motion would look. Then, have them imagine that they are feeling scared (e.g., when walking through the forest). How would they walk? (Possible answers: tiptoe, creep.) Make a list of all the words that could be used as a better choice than “walk.” This lesson on verbs can be extended to cover tenses, roots, and affixes -ed, -s, -ing. To make the extending lessons more fun, create a word cloud (using a free online program like Wordle) for each verb tense (i.e., present tense verbs for “walk,” past tense verbs for “walk,” . . . ) (SL.1.4, L1.1e, L.1.5d, L.1.4b, L.1.4c)
    • Use paint chip cards with progressively-darker shades of a color to use with words for different shades of meaning. (L.1.5d) try idea from this blog

Additional Resources: