winds.jpg Week 2

  • 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)
    •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 relevant 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. (RF.1.1)

    Product :
    Work in pairs or as a group to create a T-Chart to compare the characters’ feelings at the beginning and the end of the Wizard of Oz.

  • Key Questions (match Standard)How do the characters in the Wizard of Oz feel?
  • Observable Student BehaviorsTLW engage in discussion about the holidays.
    Students are able to compare character’s feelings at the beginning and end of story.

Suggested Activities:
  • Reading Literature, Reading Comprehension: Continue: The Wizard of Oz aloud to the class. 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. (RL.1.3, RL.1.4)
  • 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)
  • Read any of these picture books, which talk about the importance of using words with the students: “Max’s Words” by Kate Banks,“Elbert’s Bad Word” by Audrey and Don Wood “I’m As Quick as a Cricket” by Audrey and Don Wood. As a whole class, create a list of words they could use to describe feelings (these could be either synonyms or similes). In shared writing, create an (interactive /explanatory) writing using feeling words. Have student act out the feelings words used in the writing.

Additional Resources: