What is a riddle?

+ Daily 5

Grade: 1 ELA Time: 10:15-11:45 am. (Tuesday) Duration: 1 hour and 30 min.

Overview of lesson:

Students will learn about riddles to expand their knowledge of different forms of literature.
They will be shown examples of already familiar sight words like who/what, am, I. They will
be asked to write about an animal because they are easy to describe and easy for their
classmates to guess. A complete example of a riddle will be modeled and created with them
so that they understand the format. By the end, students will understand what a riddle is, be
able to write their own, and present it to their classmates. They should hopefully understand
that a riddle is a puzzle meant to stump people and get excited about sharing their new
learning with their parents and friends.

Program of studies (Goals and Objectives (Maximum 3 each) Be attentive to the terminology of the
Program of Study you are using.)

GLOs/GLEs SLOs/SLEs

1. Experiment with language and forms 1.1 Experiment with different ways of
exploring and developing stories, ideas and
2. Students will listen, speak, read, write, view experiences.
and represent to comprehend and respond
personally and critically to oral, print and 2.1 Identify high frequency words by sight
other media texts.
Critical and Lesson Guiding Questions
(These guide the lesson, can be used for formative assessment and are lead-ins for pedagogical
discussion with students) A lesson can have several guiding questions.

What is a Riddle? Can you write one yourself?

Learning objectives Teaching Strategies

Students will… I do, we do, you do

Understand that there are many types of Modeling

literature
Direct instruction: Explanation of what a riddle
Learn what a riddle is is

Apply this type of critical thinking to an Interactive instruction: Collaborative creation

already familiar character of a riddle

Recall formerly read literature by writing Experiential learning: Independent creation of

about a favorite character their own animal riddle

Recognize sight words like I, am, have,

Write their own riddles or copy them from the

board
Differentiation Accommodation Modification
(Example an alternative way for (Example: If a student has a (Example: Student has been
a student to receive information hearing impediment) identified with a learning
or engage with a lesson.) challenge such as dyslexia)

For some students, copying a

riddle from the chart paper will
be enough evidence that they
are following along.

Assessment

Formative (Example: Observation/Anecdotal, Student/Teacher conferencing, checklist etc..)

Do students understand what a riddle is? Can they describe it? Ask them to answer

Summative (Example Rubrics, quizzes test etc..)

Can they write their own riddles (or copy one from the board)

Learning Resources
(These must be relevant and age appropriate and from a reliable source. If it is on online resource
provide an active link. If it a book, cite the book and author. A good lesson will have a variety of
resources.)

#1: Already written riddles on paper board by Mrs.Vanderlinden

#2: Picture of Gerald the elephant from a Mo Willems book
#3:
Material and equipment (Art supplies, manipulatives, smartboard, online white board etc…)

● Writing journals
● Paper board
● Good marker

Lesson Procedure

Introduction (10 min.) (Description of Hook/Attention Grabber; Expectations for Learning and
Behavior; Transition to Body, etc.)

● Tell the students that were going to do a fun activity and then were going to do daily 5

● Ask students if anyone knows what a riddle is ?

Definition:
Brain teaser, mystery or puzzle designed to get students thinking and using their mind powers
to uncover the answer. A type of poem that sometimes rhymes, and describes something
without actually naming what it is, leaving the reader to guess.

● Read them the riddles already written out on the board

● Ask students to guess the answers to the riddles

Body (30 min.)

(Descriptive and clearly organized steps/scaffolding and transitions in lesson. Indicate timing of each
section. Identify teaching strategies, organization of class etc. How and when are you using formative
assessment in your lesson?)

● Tell the class that you would like them to each write their own riddle.

● Model the procedure by writing your own riddle on the paper board. (10 min. ?)

1. Choose a character they all know, write his name on the board : Gerald the
elephant
2. Come up with describing words for your character : Big, Silly, Needs glasses,
Has long ears, Best friend is a pig
3. Explain to the class that you don't want to give away who your character is by
saying something that makes it obvious who he is. : We shouldn't say that he
is from a book series called elephant and piggie because that might give
away the answer
4. Explain that a riddle is usually written from the first-person perspective. This
means that you should imagine you are the character when you're writing
your riddle.
 5. Start the riddle off.
I am an animal
I am big and silly
I wear little glasses
My best friend is a pig
Who am I?

● Ask the class what their favorite animals are.

● Ensure they have each chosen an animal by calling on each one.

Brainstorm a descriptive quality for each students animal to start them off. Write them on the
board. (5 min.)
Ex. Tigers: Have stripes. Bears: Hibernate in the winter. Cats: Purr when happy.

Ask students to go to their tables to work on their own riddles. (15 min.)

● Tell students that it is perfectly fine for them to copy a riddle from the board if they like
that one.

● Encourage them to come up with their own riddles to stump their parents with.

Closure (5 min. )
(Consolidation Learning; Indicate clean up protocol, material management etc.
Transition to Next Lesson. How do you plan to prepare students for the next period?
Are they changing classes? Is another teacher coming in to the room.)

● Ask if anyone would like to share their riddles

● Have their friends say the answers
● Ask what if anyone can tell us what a riddle is?

● Tell students it is time for Daily 5

● Sing the Daily 5 song while students get their book boxes
Next lesson (Daily 5) (45 min.)

Go over expectations (5-10 min.)

● Tell students that I will be their teacher today

● That we should quickly go over the expectations for each station so that they can
teach me what they are expected to be doing.
● Go over what students are doing and what I will be doing

Daily 5 (35-40 min.)

● Thank the students for teaching me what they should be doing.

● Ask if anyone would like to read to me
● Ask them which station they will be going to today. (only 2 people allowed at each?)

If students are misbehaving or acting rowdy, call them back to the carpet using the wind
chime.
● Tell the students what I saw
“Students doing this…”
● Tell them “this is what I was expecting”

Reflection : How did it go? What would you change? Did you forget anything?
 Revising our riddles

Grade 1 ELA (Writers workshop) Time: 12:45- 1:25 pm. Duration: 40 min.

Overview of lesson:

Make sure to ask Will which bug he chose to print an example out before class!!

I am a bug who flies

I might suck your blood
I give people itchy bites
(I make an annoying sound)
What am I

Students will be asked to tell me what is wrong with this riddle to get them thinking about
criteria.

This lesson will allow students to reflect on their own work by revising and reorganizing to
make the best version of their riddles to show to their parents. They will be reminded of
already familiar sight words like who/what, am, I. Students will first review the criteria they set
out to include in their creations. Students will learn about the revision process to get them
thinking about their work and what it should look like. Students will draw a picture of their bug
to illustrate their ideas and put it under a flap to create a project which their parents can
discover.

Program of studies (Goals and Objectives (Maximum 3 each) Be attentive to the terminology of the
Program of Study you are using.)

GLOs/GLEs SLOs/SLEs

2. Students will listen, speak, read, write, view 2.1 Use strategies and cues
and represent to comprehend and respond -Use textual cues
personally and critically to oral, print and
other media texts.

4. Students will listen, speak, read, write, view 4.1 Enhance and Improve
and represent to enhance the clarity and
artistry of communication. 4.2 Attend to Conventions
Critical and Lesson Guiding Questions
(These guide the lesson, can be used for formative assessment and are lead-ins for pedagogical
discussion with students) A lesson can have several guiding questions.

What does revise/edit mean?

What should a final draft look like?

Learning objectives Teaching Strategies

Students will… Direct instruction-Teach about revision

● Understand what it means to revise Interactive instruction- Ask students questions

● Take a second look at their riddles and have them use the “second sets of eyes”
● Correct spelling and grammar
conventions Experiential learning- Students will write their
● Perhaps reorganize to improve own sentences and draw a picture describing
understanding and fluency their chosen insect.
● Create a good copy with a glued on
flap
● Draw a bug, inspired by a photo
● Be proud of their finished creation

Differentiation Accommodation Modification

(Example an alternative way for a student to receive (Example: If a (Example: Student
information or engage with a lesson.) student has a has been identified
hearing impediment) with a learning
challenge such as
dyslexia)

Help students with spelling.

Provide pictures of their bugs to help with drawing
process

Assessment

Formative (Example: Observation/Anecdotal, Student/Teacher conferencing, check list etc..)

Collect students productions and have them present their sentence to the class.
Preparation
Gather good markers for making copies visible in the hallway
Write your riddle on the board
Get eyes ready and conceal them!

Learning Resources
(These must be relevant and age appropriate and from a reliable source. If it is on online resource
provide an active link. If it a book, cite the book and author. A good lesson will have a variety of
resources.)

Material and equipment (Art supplies, manipulatives, smartboard, online whiteboard etc…)

● Pre-made flaps
● Pre-lined index cards
● Glue sticks
● Thick markers
● Pencils and crayons to draw bugs
● Eyes on sticks
● Use smartboard to write criteria?

Lesson Procedure

Introduction (10 min.) (Description of Hook/Attention Grabber; Expectations for Learning and
Behavior; Transition to Body, etc.)

Getting interested (1 min.)

● Show students my copy and tell them this is what I want theirs to look like when they
go up on the bulletin board

● To get to this point we need to go over a new idea called revising

What does revising mean? (2 min.)

The act of rewriting something, A super important part of the writing process
To look over and reorganize, especially for the purpose of improving it.
To look at something with a fresh set of eyes (Show students the eyes)

Go over criteria on whiteboard (4 min.)

● 4 sentences
● Ends with : What am I
● Ends with : Question mark
 ● Is it easy to guess

What is a final draft?

What does a final draft/good copy look like?
● Good spelling
● Neat writing

Check for understanding (3 min.)

● Show a bad copy on the board and ask students to raise their hands to offer revisions.
● Go over the criteria checklist to make sure everyone understands

Body (25 min. )

(Descriptive and clearly organized steps/scaffolding and transitions in lesson. Indicate timing of each
section. Identify teaching strategies, organization of class etc. How and when are you using formative
assessment in your lesson?)

Go over how to make the presentation (2 min.)

● Tell students you will hand out flaps that they will glue onto their index cards with glue
sticks.
● Tell them that under the flap they will draw their bug and write its name

Get ready (2 min.)

● Tell students that we’re going to go over their riddles with a fresh set of eyes.
● Hand out checklists and ask them to make sure they have everything on it.
● Ask students to choose the eyes they want,
● (Tell the students that whoever is sitting the quietest can choose first)
● Once they have their eyes they can go get their booklets and sit down

Creation process (21 min.)

● Ask students to put up their hands to show me when they think they're ready to make
a good copy.
● Hand out index cards with lines as well as markers
● Tell students to write big and neat so that their parents and friends parents can read
them

Closure (5 min.)
(Consolidation Learning; Indicate clean up protocol, material management etc.
Transition to Next Lesson. How do you plan to prepare students for the next period?
Are they changing classes? Is another teacher coming in to the room.)

Present to peers (4 min.)

● Have students read their riddles to the class
● Have their peers guess
● Remind students to lift up their flaps to show their drawings to their peers
Clean up
● Put away books
● Line up for gym around 1:25

Reflection : How did it go? What would you change? Did you forget anything?
 Is my riddle ready?

 4 sentences?

 What/Who am I?

 Question mark?

 Is it neat?

 Proper spelling?
 Is it easy to guess?

Infer and support with evidence (Daily 5 C.A.F.E)

Grade 1 ELA Time: 10:15-11:45 Duration: 90 min.

Overview of lesson:

Students will learn to “read the pictures” by making inferences and supporting them with
evidence. They will learn the importance of inferring and its relevance to everything they will
read in the future. Making predictions is extremely important because the author usually
doesn’t give us all the information about a story in words. It is up to the reader to take every
aspect of a text into consideration, in order to develop a more indepth comprehension of it.

Students will finish good copies of riddles to display on bulletin board.

Students will participate in Daily 5 to deepen reading a writing understanding.

Program of studies (Goals and Objectives (Maximum 3 each) Be attentive to the terminology of the
Program of Study you are using.)

GLOs/GLEs SLOs/SLEs
 1. Students will listen, speak, read,
write, view and represent to
explore thoughts, ideas, feelings
and experiences.
1.1 Discover and explore
make observations about activities,
experiences with oral, print and other media
texts
1.2 Clarify and extend
reconsider and revise initial understandings
and responses in light of new ideas,
information and feedback from others

Critical and Lesson Guiding Questions

(These guide the lesson, can be used for formative assessment and are lead-ins for pedagogical
discussion with students) A lesson can have several guiding questions.

What does it mean to infer?

What is evidence?
How do we support our ideas with evidence?

Learning objectives Teaching Strategies

Students will… I do, we do, you do (Modeling)

● Learn how to make supported Direct instruction: Teach about inferences

predictions and evidence
● Understand the meaning of inferences
and evidence Interactive instruction: Ask students to spell
● Construct understanding by looking at infer. Have them participate in finding
pictures evidence and making inferences
● Support their ideas with clear
evidence

Differentiation Accommodation Modification

(Example an alternative way for (Example: If a student has a (Example: Student has been
a student to receive information hearing impediment) identified with a learning
or engage with a lesson.) challenge such as dyslexia)

Teacher modeling
Calling on students to ensure
they all get a turn
Assessment

Formative (Example: Observation/Anecdotal, Student/Teacher conferencing, check list etc..)

Can students find evidence to support their predictions

Preparation
● Make sure to bring two books and student copies of their riddles

Material and equipment (Art supplies, manipulatives, smartboard, online white board etc…)

● Book “Rabbits morning” by Nancy Tafuri

● Museum trip” by Barbara Lehman
● Whiteboard or paper board

Lesson Procedure (30 min.)

Introduction (5 min.) (Description of Hook/Attention Grabber; Expectations for Learning and

Behavior; Transition to Body, etc.)

● I heard you guys have read lots of books that don’t have pictures already
● How did you read them?
● Did you make inferences?
● Does anyone know what it means to infer?
:To come up with a guess or answer about something, based on what is in front of you
● Let’s spell it together on the board
● Have students spell it in unison
● When there are no words, the writer is telling the story through the pictures
● It’s up to the reader to figure out what the writer isn’t telling us
● It’s up to you to be detectives and look for clues to decide what the author is trying to
tell us.
● Can someone tell me what evidence is?
:A observation or clue that serves as the reason why something is true

Body (23 min.)

(Descriptive and clearly organized steps/scaffolding and transitions in lesson. Indicate timing of each
section. Identify teaching strategies, organization of class etc. How and when are you using formative
assessment in your lesson?)
Purpose (1-2 min.)
● Today we are learning to infer and support with evidence
● This skill will help us to better understand the stories we read. Plus it’s fun to put clues
together with what we already know, and be like real detectives.

Teacher modeling (5-10 min.)

● Today I have two stories to share with you, one that you have seen before, and one
that you haven't. Both are very interesting because they don’t have any words, and we
have to come up with the story on our own.
● I’m going to show you how i infer by looking at the first one, which is called museum
trip
● To come up with the story, I first think about all the clues on the page.
● The I think about what I already know
● I put the clues and what I already know together to make an inference.
● Page 1: I see lots of happy kids going to explore a museum. I know that kids are
curious and like learning so I might infer that they will have a good day.
● (Form glasses with hands over eyes) I see a clue! : One little boy has an untied
shoelace
● So I can infer that he might trip and fall down. (Point to temple)
● Ask for hands up to question : What is the evidence that supports my idea that the little
boy might trip and fall? (point to page and search for evidence)
● Page 2: Hmm, now the boy is doing up his shoelace so my inference has changed.
Now I infer that they boy might be confused about the lesson if his teacher asks him a
question
● Ask : What is my evidence for this inference? (Form glasses and search)
● (Ask students who the man on the wall is) (Van Gogh)
● Let’s practice looking for evidence one more time
● Page 3: I infer that this boy might get lost in a museum
● Ask: What would be the evidence? (Form glasses to look)

Student inferring (~10 min.)

● Now let’s look at a book you don’t already know. It’s called: Rabbit’s morning
● It’s your turn to be the detectives so get out your looking glasses
● This book has two sentences, at the beginning and the end, but you have to fill in what
happens in the middle
● Page 2: Let's look for clues, can someone tell me something they notice about this
picture?
● Now someone tell me an inference we could make from that clue

● Ask different students for one clue and one inference from each page until they have
all made at least one of each.

Closure (2 min.)
(Consolidation Learning; Indicate clean up protocol, material management etc.
Transition to Next Lesson. How do you plan to prepare students for the next period?
Are they changing classes? Is another teacher coming in to the room.)
 ● Ask students what they think happens at the end of this story
● Read the final page
● Ask the students what they think Rabbit learned on his journey
● Did he miss his family?

● Now I’d like you guys to go to your tables to quickly finish up your riddles

15 min. To finish up riddles

Everyone draw a pig question mark on the flap

Everyone write the type of insect on the inside of flap
● Mckenna/Shelby/Rhett/George go over in black marker
● Will glue on flap
● George draw a picture
● Kai play Zorbits or read a book?
● Rhett go over spelling

Daily 5 (45 min.) (start at 11:00)

● Sing the daily 5 song

● Dail helper sets up the ipads/word work box?
● Ask students to sit in front of me and go over expectations in serious manner
● Ask students where they are going today.
● Make sure to switch up activity in 15 min.
● Students should share before moving on

Reflection : How did it go? What should you change? What did you forget?
 6 Questions

Grade: 1s ELA Time: 12:45-1:45 Duration: 30 min.

Overview of lesson:

Students will learn about the 6 main question words to broaden their vocabulary skills and
also build on comprehension and searching for certain information. They will go over the main
question words, and answer each one to better understand how each one works and what
they are each asking for. Then, they will be asked to write 3 questions of their own, to better
get to know me, which I will respond to in their readers workshop booklets. This should help
them learn how to formulate well throughout questions and think ahead about what the
response that they’re looking for serves.

Program of studies (Goals and Objectives (Maximum 3 each) Be attentive to the terminology of the
Program of Study you are using.)

GLOs/GLEs SLOs/SLEs

1. Students will listen, speak, read, write, 1.1 Experiment with language and forms
view and represent to explore thoughts, -experiment with different ways of exploring
ideas, feelings and experiences. and developing stories, ideas and
experiences

1.2 Extend Understanding

ask questions to get additional ideas and
information on topics of interest

Critical and Lesson Guiding Questions

(These guide the lesson, can be used for formative assessment and are lead-ins for pedagogical
discussion with students) A lesson can have several guiding questions.

What are the 6 main question words? What kind of information do they ask for?
What is a question?

Learning objectives Teaching Strategies

Students will…
● Learn the 6 main question words
● Use the question words to write their
own inquiries
● Relay personal information and ask
for it to make connections with
teachers
I do, we do, you do (Modeling)
Direct instruction: Lesson on question words
Interactive instruction: Ask students questions
Experiential learning: Students will write their
own questions that will be answered by the
teachers

Differentiation Accommodation Modification

(Example an alternative way for (Example: If a student has a (Example: Student has been
a student to receive information hearing impediment) identified with a learning
or engage with a lesson.) challenge such as dyslexia)

-Question words will be Some students will be given

written on the board and extra assistance from
maybe added to the word teachers
wall? (Ask mrs. V.)
-Students will be encouraged
to use the word wall when
writing their questions

Assessment

Formative (Example: Observation/Anecdotal, Student/Teacher conferencing, check list etc..)

Students will demonstrate that they can write questions in their booklets
Students will receive answers the following writers workshop day that they can read

Preparation

● Write the 6 question words on the paper board (and add to word wall)

Material and equipment (Art supplies, manipulatives, smartboard, online whiteboard etc…)

● Writers workshop booklets

● Book that incorporates questions?
Lesson Procedure

Introduction (10 min.) (Description of Hook/Attention Grabber; Expectations for Learning and
Behavior; Transition to Body, etc.)

Sing Miss Braun song to get their attention

Background knowledge (5 min.)

● What is a question?
: a sentence used to ask for information.
● What does it end with?
● What are some ways we can start questions?

In-depth explanation (5 min.)

There are 6 main words that we use to ask questions.
● Who
what kind of information are we asking for when we use the word who? (people) Who is your
favorite person (on tv)? (Just ask one student each question)
● Where (places) Where do you live?
● How (descriptions, manner of doing something) How do you get to school?
● What (objects) What is your favorite food?
● When (time) When do you spend time with your parents?
● Why (reasons) Why do you like school?

Body (15 min.)

(Descriptive and clearly organized steps/scaffolding and transitions in lesson. Indicate timing of each
section. Identify teaching strategies, organization of class etc. How and when are you using formative
assessment in your lesson?)

Today’s task (2 min.)

● So one situation where we use lots of question words is when we are getting to know
new friends
● Since I would like to get to know you guys better, I asked you some questions earlier
● Now I would like you to ask me some questions
● You can ask me things like,
○ What is my favorite movie?
○ Who is my best friend?
○ Where did I go to school?
○ How do I get to Stavely?
○ When do I go home for Christmas?
○ Why do I want to be a teacher?

● When I say go, you’re all going to get your writers workshop booklets and write me 3
questions.
● Then I’m going to read your questions and write my answers and read them to you
next time so that you can all get to know me a little bit better:)

Reminders
● Start off by choosing a question starter from the 6 question words
 ● Make sure to end each question with a period

***If you finish early, I’d like you to come up with one or two more questions, and you can
write them for Mrs. VanderLinden, if there is anything you’d like to know more about her.
She will also answer your questions and we will read the together next time.

Work time (~15 min.)

Closure (2 min.)
(Consolidation Learning; Indicate clean up protocol, material management etc.
Transition to Next Lesson. How do you plan to prepare students for the next period?
Are they changing classes? Is another teacher coming in to the room.)

Clean up (~1:23pm)
● If time, ask students what is a question? What is it used for?
● Ask students to put away their booklets and line up for gym

Reflection : How did it go? What should you change? What did you forget?