Teacher: Jackie Paxson

Subject: ELA
Grade: 1st
Date: 4/2-4/6
Objective Vocab & Materials Teaching the Lesson Wrap Up/ HW/ Modifications
Day Students Exit Assess
will learn Ticket

Mon. OFF

Tues. Students Vocabulary: Warm up: Point of * Pull students into

will be Point of view https://www.youtube.com/watch?v=qSqN25dpPig view exit smaller groups to
introduced Perspective slip guide struggling
to and will First person students through an
I do: Teacher will introduce Point of View by creating
activity/assignment
understand Second person an anchor chart. See picture that was provided in involving point of
the concept Third person mailbox as a guide. Include the word perspective with view
Point of the meaning! * During
view and Higher order thinking We do: Students and teacher will read the weekly story independent
which view questions: “A Barn Full of Hats” (page 121). Together, while practice, teach mini
the story is What are the clue reading we will answer the questions: who is telling the lesson/re-teach for
occuring. words for deciding story? How is that character feeling? What clues can those students who
what person the help me figure out that is how they are feeling? As a are not grasping the
story is written in? class, we will discuss the point of view about Horse. He content/skill
* Provide students
is using first person because it uses the word I. He is
additional time to
Challenge: feeling smart because he knows “it’s smart to wear a complete
Students will hat. A hat will keep the sun out of my eyes”. independent
You do: Students will complete the activity sheet work/modify length
Materials: where they must record the answers based on another of assignment as
Reading/Writing character's point of view from the story. needed
Workshop “A Barn
TE p. 456 - Ask question of the
Full of Hats” page week: What insects do you know
about? How are they alike and
120-121 different?

Point of view activity MLB p. 152 - Read the

labels. Tell story about one of
sheet insects (TE p. 456) Draw more
insects in the picture.
(grasshopper, moth, mosquito,
firefly)

Interactive Read “Insect Hide and

Seek.”
 MLB p. 153 - Students will read
the question and complete the
sentence.

Wed. Students Materials: Warm up: Review point of view anchor chart as a Cinderella * Pull students into
will apply “Cinderella” story class. Activity smaller groups to
their And activity sheet I do: Teacher will read the original story of “Cinderella”. sheet guide struggling
knowledge Throughout the story, she will model how she is students through an
activity/assignment
of point of questioning how the characters are feeling, who is
involving point of
view to a talking, are their any special words or clues that can view
story help her figure out the perspective of the characters? * During
selection by She will then answer box 1 and 2. independent
recording We do: As a class with the teacher, the students will practice, teach mini
various complete box 3 and 4 based on how the characters are lesson/re-teach for
answers. viewed within the story. They will reference parts of the those students who
story that showed how they were viewed. are not grasping the
You do: Students will complete box 5 and 6 on their content/skill
own while answering questions as to how the * Provide students
additional time to
characters felt, which is supporting the point of view of
complete
the story. independent
On and approaching: Students will complete questions work/modify length
as is. of assignment as
Higher: Students will have to elaborate on specific needed
questions and will have to provide reasons using the
back of the paper. Introduce high-frequency words.

MLB p. 154 - Introduce words.

MLB p. 156 - Read each label and

talk about insect body
parts. Which body part might hurt
people? Which body part protects
the insect? Which parts help an
insect move? Draw another
insect.

Thurs. Students Materials: Warm up: Review point of view anchor chart as a “Seriously, * Pull students into
will apply “Seriously,Cinderella class. Cinderella smaller groups to
their is SO annoying” I do: Before reading the story, the teacher will inform is SO guide struggling
knowledge story the students that this is a different version of Cinderella annoying” students through an
activity/assignment
of point of And activity sheet and this is a different perspective of the story. Teacher activity
involving point of
view to a will read “Seriously, Cinderella is SO annoying”. sheet view
story Throughout the story, she will model how she is * During
selection by questioning how the characters are feeling, who is independent
recording talking, are their any special words or clues that can practice, teach mini
lesson/re-teach for
 various help her figure out the perspective of the characters? those students who
answers. She will then answer box 1 and 2. are not grasping the
We do: As a class with the teacher, the students will content/skill
complete box 3 and 4 based on how the characters are * Provide students
additional time to
viewed within the story. They will reference parts of the
complete
story that showed how they were viewed. independent
You do: Students will complete box 5 and 6 on their work/modify length
own while answering questions as to how the of assignment as
characters felt, which is supporting the point of view of needed
the story.
On and approaching: Students will complete questions Read “Creep Low, Fly High.”

as is.
MLB p. 155 - How do Caterpillar’s
Higher: Students will have to elaborate on specific feelings change from the
beginning to the end of the
questions and will have to provide reasons using the story? Write about Caterpillar,
and then complete the sentence.
back of the paper.
MLB p. 157 - Read and answer
the comprehension questions.

Fri. Students Higher order thinking Warm up: Students * Pull students into
will identify questions: Teacher will review what a noun is. She will also turn in the smaller groups to
and record What is a proper remind students of proper nouns and what needs to be noun scoot guide struggling
the noun noun? done to them. activity students through an
activity/assignment
while What are the four I do: sheet
involving
reading a categories of a Teacher will model how students will complete the nouns/reading the
sentence. noun? “Noun scoot” around the room. She will play music and sentence
once the music stops, whichever desk the student is in * During
front of they must complete the card. She will walk to a independent
Noun Scoot activity students desk, turn over the card, read the sentence, practice, teach mini
and will record the noun from the sentence. She will tell lesson/re-teach for
them that some sentences may have more than one those students who
noun. She will also remind them that the numbers must are not grasping the
line up with the correct number on their recording content/skill
* Provide students
sheet.
additional time to
We do: complete
Teacher will invite one student to model how to take independent
part in the noun scoot activity. work/modify length
You do: of assignment as
Students will complete the remaining sentences on needed
their own, while the teacher plays and stops the music.
Display photo cards for pie and
sky - I hear the same sound at the
end of each word. It’s the long i
sound. I’ll show you pictures of
other words. Give me a thumbs
up if the word has an long i and a
thumbs down if it does not. (king,
chin, dime, night, kite, nail, ink,
key, insect, fly, pie, pig, pea,
kitten, hair, tie)

Handout p. 110-112

Read “Bee Yourself” and answer

comprehension questions.