Week 1

Day 1
INTRODUCE UNIT 7: Past, Present, and Future
Essential Question:
WHY IS THE PAST IMPORTANT?

Link to Prior Knowledge- Tell your partner one fact that they know about the
past. Why is that important for people today?
Think-Pair-Share
SHOW UNIT VIDEO
Does anyone have any questions?
Ask Volunteers to share Questions with the class.

READ ALOUD AND SHARED READING

Shared Reading-“The First Cars”

AFTER LUNCH
“School Days”: Listen and Retell Key Details
Read Story
Informational Text VS Narrative- Preview Genre
Recall Key Details from Text
Fill in Key Details Chart

PAST PRESENT FUTURE

A school had one class Schools have many Classes will have robot
classes. helpers.
Students of different Students use Two-way videos will help
ages were all in the technology, such as kids sick at home keep
same room. tablets and Smart up with the class.
Boards

Point out things in our classroom that students in the past didn’t have.

Write possessive Nouns on the White Board:

Rosemary Computer
Evan Paper
Fernando Pencil
Kayla Lunch
Andrew Book

Writing
Have students write about one key detail and Draw a Picture.
 DAY 2
Read Aloud and Shared Reading
Shared Reading- “The First Cars”
Annotate
Use book and have student annotate! WHOLE GROUP

Engage Thinking and Point Out Text Features: Captions

IF TIME: Draw a Picture of something that they enjoy doing at school.

AFTER LUNCH
Describe Key Ideas
Point out photographs and retell things they have learned from them. Why are
photo captions important?
Look at Pictures on Page 17
What is the most important idea in this photo?
When does the photo take place?
What can we learn from schools in the past by comparing photos?
Fill in Key Ideas Web

SCHOOLS IN THE FUTURE WILL USE ROBOTS

Sick students can Robots will take part Robots will have
take part in class in math games. cameras.
from home

WRITE A NARRATIVE
WHOLE GROUP
Remind students that they have learned about schools in the past, present, and future.
FIRST
NEXT
THEN
LAST

Model how to write the sentence, use capital letters, and ending the sentence
with a period. Encourage students to use Possessive Nouns.
 DAY 3

Read Aloud and Shared Reading

Shared Reading- “Horses to the Rescue”
Introduce Story
What is your prediction?

Connect story to the Unit/ Look at Photographs

AFTER LUNCH
“The Story of the White House” –Listen and Retell Story Events
Read Story
Point Out- people, places, and events
Maps and time lines help readers better understand and visualize information

Discuss with Partner

“I think a Key Event in the history of the White House is ______, because_______.”

Call on students to share ideas.

WRITE
Write Events in a Sequence- WHOLE GROUP
Display a BLANK KEY EVENTS CHART fill in together.
What happened first?

IF TIME: Independently
Write about a Key Event with 2/3 sentences that include a Possessive Noun?

Give a sentence frame for students.

 DAY 4
Read Aloud and Shared Reading
Shared Reading- “Horses to the Rescue”
Annotate!
Use book and have student annotate! WHOLE GROUP

AFTER LUNCH
Engage Thinking- Build Vocabulary
CONTEXT CLUES
Help them figure out the meaning of unfamiliar words.
Listen to the sentence: The students put their coats and hats in the closet.

Model
Look at the word COMPLETE in the second paragraph.
Then look at words: Improvements and Communicate PAGE 19

Use Text Features: TIME LINE

Point out Time Line in the story
Who can share why a time line might be helpful to have in some kinds of text?
What are some text features of a timeline?
Model- How do you Read a Time Line?
How do you know when an event happened?
Which direction do you read a Time Line?
Do you remember to look at photographs to help better understand the event?
Which technology came first?

Write a Time Line- WHOLE GROUP- Shared Writing

What will the first event in our time line be?

What date should we put next to that event?
Should we write the event in a complete sentence?
Can we include any Possessive Nouns?
Recall Possessive Nouns- who or what owns something.

Independently
Have students draw pictures that go with the events in the timeline.
 DAY 5
Read Aloud and Shared Reading
“The First Cars”
Point out the Word UNLIKE
This word has a PREFIX. Prefix are small groups of letters at are added at the
beginning or words to change their meaning.
Annotate?
Look for dates and Circle them.
Review Possessive Nouns---- Ford’s

AFTER LUNCH
Compare and Contrast Two Informational Texts
Compare= Finding Similarities
Contrast= Finding Differences
Turn to a partner and think about how both texts tell about history- THE PAST

Display a Comparison and Contrast Chart

FIRST- USE A THINK ALOUD MODEL

Guided Practice
Do both texts have information?
Are the main topics of the two texts the same? Why not?
What ideas can you find in both texts?

Do they have headings?

Do both texts use dates?
How does the authors organize information in “School Days” and “White House”

SCHOOL DAYS BOTH TEXT THE WHITE HOUSE STORY

Has NO illustrations Are about the past Has illustrations
No Time Line Include photographs Has a time line
that show the past
Photos have captions Do not use headings Photos do not have
captions.

Independent Writing
Have students use this as their writing frame.
In “School Days” ___________, but in “The Story of the White House”_______.
DIFFERETIATED INSTRUCTION
Use This Compare/Contrast Chart instead

SCHOOL DAYS WHITE HOUSE STORY

Illustrations

About the Past

Time Line

Photographs

Captions