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Winds of Change: Week 5

Objectives:
  • •Identify cause and effect relationships in informational text.

    •Add details as needed to strengthen writing through revision. (W.1.5)

    •Distinguish shades of meaning among verbs by defining, choosing, or acting out the meanings.

    •Write a narrative text with a focus on feelings.

    •Revise writing using temporal words, feeling words, and vivid verbs.

    •Distinguish between the root and affixes of verb conjugations, such as walk, walks, walked, walking.

    •Use commas in a series and identify the conjunction (e.g., “I see monkeys, tigers, and elephants at the zoo”).

    •Identify the vowels in words with two simple compound predicates. (L1.1j)

    •Rehearse mnemonic cues and sentences for irregular, high frequency words: Mom said, “Sally’s apple is delicious.” (L1.2d)


    Assessment
    Product :
    After reading Storms: National Geographic, Create a chart describing cause and effect using different “shades of meaning” among verbs.

  • Key Questions (match Standard)How do verbs help improve our sentence writing?
    Why is cause and effect important to understand?
  • Observable Student BehaviorsStudents link 3 cause and effects of storms using different kinds of verbs.

Suggested Activities:

  • The Day Jimmy's Boa Taught Cause and Effect (ReadWriteThink) (RI.1.8) http://commoncore.org/maps/review/the_day_jimmys_boa_taught_cause_and_effect_readwritethink_ri.1.8
  • Reading Informational Text, Informative Writing, Poetry Writing: Introduce an informative article such as “Wind Power” (National Geographic Young Explorers). First, ask students to think about what wind causes and brainstorm with the children. Then, have the students read the article independently, with partners, or with the teacher to find out what the wind causes
    • Cause Effect
    • Wind “Whips up fun” (study illustration for specifics)
    • Wind Kites fly
    • Wind Pushes sailboats
    • Wind Windmills spin, turning wind energy into electricity
    • Continue this activity with more nonfiction articles and books, continually giving students more of the responsibility for recording their own ideas. Throughout the unit, continue reading and reciting the poems in the unit to build a love for poetry. Blend the recording of ideas from the nonfiction works into a creative writing activity by creating an illustrated free-form poem using the wind cause-and-effect chart as inspiration. As a class, generate more effects of wind that students may have witnessed. Begin and end the poem with the word wind. (RL.1.10, RI.1.8, W.1.7, W.1.8)
    • http://www.nationalgeographic.com/xpeditions/lessons/15/gk2/tornadowhat.html
  • Reading Informational Text, Language Usage: As you read books about the topic of wind or tornadoes, place the word “tornado” in the center of a display board. Look for causes of tornadoes (post on the left) and the effects of tornadoes (post on the right), creating a visual graphic organizer for cause and effect. Have students use the graphic organizer to create sentences showing cause and effect (e.g., “The high winds of the tornado tore the roof from the top of the Civic Center.”). Repeat this activity as you read other informational books with a cause-and-effect structure, giving students more of the responsibility for placing sticky notes on the graphic organizer and writing out the sentences. (RL.1.10, RI.1.8)
  • Language Usage, Vocabulary: Use Information text (Flash, Crash, Rumble, and Roll) to study verbs to reinforce the idea of a wide range of alternatives for a word like “see,” write the words “look,” “peek,” “glance,” “stare,” “glare,” and “scowl” on cards. Have the students arrange the cards in order from the most to least cautious (e.g., peek →glance →look →stare →glare →scowl). Use a thesaurus to add other synonyms of “to see” and add them into the range of words. (L.1.5d)
  • 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)

Additional Resources:
http://www.needleworkspictures.com/teaching/OCRunits/weather/weather.html
http://www.weatherwizkids.com/