Grade: One Unit: ELA/Writing Length of Lesson: 35 minutes

Stage 1-Desired Results

General and Specific Outcomes General Outcome 2: Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, literary and media texts. Specific Outcomes: 2.1.1 (Prior knowledge) Make connections between texts, prior knowledge, and personal experiences. 1. Enduring Understandings: Students will understand that They can identify with characters feelings in books from their own personal experiences and write about it. 2. Essential Questions: The key questions we will ask are Can you relate to how the character is feeling in this situation from experiencing a similar situation? How did you feel when youre mom was about to have your brother/sister(or younger relative)? Were you excited or nervous? How did you feel once the baby was born? Do you ever get jealous of a relative close to you because they were younger and needed extra attention? 3. Students will know That they can identify with characters in books by drawing on their own personal experiences The classroom has resources such as the word wall that they can use to assist them in writing 4. Students will be able to Make connections with characters in book relying on personal experiences Express opinions/thoughts/ideas about those experiences and connections through writing, using the classroom to assist them (word walls)

Stage 2-Assessment Evidence

1. Assessment Strategy (Performance task, observation) Performance task: students will draw a picture and write a sentence(s) drawing on their own personal experiences with younger siblings (relatives) after reading the book Julius, Baby of the World by Kevin Henkes.

2. Assessment Criteria (Rubric) I will use an observation checklist to identify that students understood and related to the character in the text, by drawing on connections from their own personal experiences 3. Formative/Summative This will be used as formative assessment for and as learning 4. Consideration of Assessment for I.E.P Students One on one oral interview with student to see if they comprehend the material presented and made connections between themselves and the characters in the book

Stage 3-Learning Plan

1. Activating Begin by asking the class who has younger siblings? If not, think of a younger person in your life. It could be a cousin, a friend, or a neighbor. If it was a younger sibling how did you feel before they were born? Excited? Nervous? Scared? Keep these experiences and feelings in mind while we read this story. See if you can relate to any of the feelings Lily has when her baby brother is born. 2. Acquiring Read the book Julius, Baby of the World by Kevin Henkes We will discuss our opinions/thoughts/ideas/feelings as a class I will give an example of how I feel about my younger brother and model it for the students using strategies they have learned and are practicing. These include stretching words or sounding letter sounds out to form words, and using the word walls to help them write words they are practicing. I will give them a five finger think time to decide what they would like to write about in their journals. Next, they will turn to a partner and share their ideas/thoughts. 3. Applying Students will then write their thoughts and opinions in their journal using the strategies mentioned above. 4. Accommodations/Modifications for Exceptional Learners Additional time and/or assistance for students who need it Resources/Technology Julius, Baby of the World by Kevin Henkes 0688143881 Learning Materials Required: Julius, Baby of the World by Kevin Henkes Writing journal ISBN: 10:

Pencil Word Wall

Cross-curricular integration: Social Studies: could be part of the I Belong cluster- I belong to a family

Stage 4-Reflection