Van Driesten- Grade One
Subject: ELA
General ELOs:
Students will listen,
speak, read, write,
view and represent to
comprehend
literature and other
texts in oral, print,
visual and multimedia
forms, and respond
personally, critically
and creatively.
Resources:
“The Reading
Strategies Book” &
“The Writing
Strategies Book” by
Jennifer Serravallo
Teachers Pay
Teachers
Specific ELOs:
1.1.1 Form tentative
understandings
2.1.1 Discern and analyze
context
2.1.2 Understand and
interpret content
4.2 Improve thoughtfulness,
effectiveness and correctness
of communication
4.2.1 Enhance thought and
understanding and support
and detail
5.2.1 Cooperate with others,
and contribute to group
processes
C.7.C. Details, accents and
outlines will enhance the
dominant area or thing
Narrative Writing Unit Timeline: March-April 2019
Key Vocabulary: FNMI Integration: Leader in Me:
Characters-inside/out Contact Sandra Infuse 7-Habits
side traits (wants, Lamouche to vocabulary into
needs, likes, dislikes, facilitate the Stone lessons, readings
strengths, House Game and classroom
weaknesses, physical (traditional Blackfoot discussions
description, etc.) storytelling game)
Setting
Problem Encourage students
Rising Action to construct stories
Solution that celebrate their
Conclusion culture
Juicy/Descriptive
words
Graphic Organizer
Peer Evaluation
Assessment Rubric
Edit/Revise (“When
you’re done you’ve
just begun”)
Final Copy
Publish
Learning Activities: Materials/Resources​: Evaluation Plan:
Lesson 1​: ​Character -”Zoom” book by Formative
Traits Robert Munsch Assessment:
Read “Zoom” by -Elements of students’ verbal
Robert Munsch Narrative Writing contributions in group
-have a group /Character Traits/ & work activity & Main
conversation about Main Character character traits page
the main character pages (Rockin
Lauretta: What are Resources)
her physical and -flip chart
personal
characteristics?
-students complete a
drawing to represent
what she looks like
E.10.1.2.A. A narrative can
be retold or interpreted
visually
Specific ELOs:
1.1.1 Form tentative
understandings
2.1.1 Discern and analyze
context
2.1.2 Understand and
interpret content
2.2.2 Relate elements,
devices and techniques to
created effects
4.2 Improve thoughtfulness,
effectiveness and correctness
of communication
4.2.1 Enhance thought and
understanding and support
and detail
5.2.1 Cooperate with others,
and contribute to group
processes
C.7.C. Details, accents and
outlines will enhance the
dominant area or thing
Specific Elos:
1.1.1 Form tentative
understandings
2.1.1 Discern and analyze
context
2.1.2 Understand and
interpret content
4.2 Improve thoughtfulness,
effectiveness and correctness
of communication
4.2.1 Enhance thought and
understanding and support
and detail
5.2.1 Cooperate with others,
and contribute to group
processes
and add words to
describe Lauretta’s
personality traits
alongside their
drawing
-invite students to
share their finished
products with the
class
Learning Activities: Materials/Resources: Evaluation Plan:
Lesson 2: Setting & - Every Cowgirl Formative
Juicy (Descriptive) Needs a Horse book Assessment: Student
Words - Using your 5 senses 5 Senses Setting
Read: “Every cowgirl to describe your Descriptors
needs a Horse” by setting (Close your (re-visit this lesson
Lynne Avril eyes and pretend with a graphic
-Where does this you’re in your setting: organizer)
story take place? what do you see,
Urban or Rural hear, feel, taste and
Setting? smell? Record your
-How does the author thoughts.
and illustrator use -Invite students to
words and pictures to share their juicy
enhance the story? descriptors with their
-Review character classmates
traits- Describe Nellie
Sue’s outside and
inside characteristics
Learning Activities: Materials/Resources: Evaluation Plan:
Lesson 3: “Oh Oh, Oh Formative
Problem/Climax Oh...Phew” (p. 175 Assessment: Did
“Misunderstood Writing Strategies by students understand
Shark” by Ame Serravallo). the story arc or
Dyckman -discuss the climax?
-discuss the problem importance of writing
of the main character a story with an “oh,
Why is the shark oh, oh, phew”
misunderstood? How problem sequence
does his problem get Resume Daily 5
worse and worse? routine till the end of
E.10.1.2.A. A narrative can
be retold or interpreted
visually
Specific ELOs:
1.1.1 Form tentative
understandings
2.1.1 Discern and analyze
context
2.1.2 Understand and
interpret content
2.2.2 Relate elements,
devices and techniques to
created effects
4.2 Improve thoughtfulness,
effectiveness and correctness
of communication
4.2.1 Enhance thought and
understanding and support
and detail
5.2.1 Cooperate with others,
and contribute to group
processes
C.7.C. Details, accents and
outlines will enhance the
dominant area or thing
How does his outside class
characteristics give -reinforce character
people the wrong traits, setting and
idea of his inside story arc during
characteristics? How guided reading
does his problem get intervals
better?
Learning Activities: Materials/Resources: Evaluation Plan:
Lesson 4:
Conclusions -Reading books Formative
-Reading Strategies Assessment: student
Read: “Clack Clack by Serravallo p. 178 participation in carpet
Moo: Cows that “End in the Moment” time discussion:
Type” by Doreen
Cronin or “First Day -writing pads for each Story recap​ (flip
Jitters” by Julie student (send home chart, Story Map:
Danneberg and challenge them whole-class activity):
to jot down any ideas What happens in the
-How important is it pertaining to Beginning, Middle
for authors to end characters, setting, and End of this story?
their story on the last rising action/
event that happened? problems and
possible solutions for
-Did the end of the their original story)
story surprise you?
-Tell me about a time
when you had jitters?
Continue Daily 5
routine
Specific ELOs:
1.1.1 Form tentative
understandings
1.2.1 Consider new
perspectives
1.2.2 Express preferences,
and expand interests
2.1.1 Discern and analyze
context
2.1.2 Understand and
interpret content
2.2.2 Relate elements,
devices and techniques to
created effects
3.2.1 Select, record and
organize information
4.1.4 Use production,
publication and presentation
strategies and technologies
consistent with context
4.2 Improve thoughtfulness,
effectiveness and correctness
of communication
4.2.1 Enhance thought and
understanding and support
and detail
4.2.2 Enhance organization
5.2.1 Cooperate with others,
and contribute to group
processes
Specific ELOs:
1.1.1 Form tentative
understandings
1.2.1 Consider new
perspectives
1.2.2 Express preferences,
and expand interests
2.1.1 Discern and analyze
context
2.1.2 Understand and
interpret content
2.2.2 Relate elements,
devices and techniques to
created effects
3.2.1 Select, record and
organize information
4.1.4 Use production,
publication and presentation
strategies and technologies
Learning Activities: Materials/Resources: Evaluation Plan:
Lesson 5​: ​5 Senses Find a dynamic Formative: Group
Graphic Organizers setting/ scene in a graphic organizer
(Visual and written book from your chair activity
prompts on bag
organizer) Summative:
Individual Individual 5 Senses
Whole class contributions to 5 Graphic Organizers
participation: What Senses graphic
can you imagine organizers
seeing, smelling,
tasting, feeling and Think/Pair/Share your
hearing in this story’s ideas with a partner
setting?
Read: “Pirate Pete”
by Nick Sharratt (with
the predictable
sequence of events)
-then let students
decide the story’s
course of events
-discussion to follow:
predictable vs
unpredictable events,
which is better for a
reading audience?
Learning Activities: Materials/Resources: Evaluation Plan:
Lesson 6:​ ​Writer’s
Workshop - 5 Senses Graphic Formative:
Demonstrate Organizer from
Traditional FNMI Lesson 6/ Writing Perusing through
Storytelling: Sandra Notepad ideas groups of students,
Lamouche- -Story Map offering suggestions
*The Stone House Worksheet
Game* -Pencils/erasers - Students set writing
-Students utilize their -Student writing goals for next writer’s
Story Map graphic folders workshop
organizer for creating -Sticky notes for
their own original teacher suggestions
story & student goal setting
consistent with context
4.2 Improve thoughtfulness,
effectiveness and correctness
of communication
4.2.1 Enhance thought and
understanding and support
and detail
4.2.2 Enhance organization
5.2.1 Cooperate with others,
and contribute to group
processes

Specific ELOs: Learning Activities: Materials/Resources: Evaluation Plan:

1.1.1 Form tentative Lesson 7: Begin -Story Map graphic Formative

understandings
1.2.1 Consider new
perspectives
1.2.2 Express preferences,
and expand interests
2.1.1 Discern and analyze
context
2.1.2 Understand and
interpret content
2.2.2 Relate elements,
devices and techniques to
created effects
3.2.1 Select, record and
organize information
4.1.4 Use production,
publication and presentation
strategies and technologies
consistent with context
4.2 Improve thoughtfulness,
effectiveness and correctness
of communication
4.2.1 Enhance thought and
understanding and support
and detail
4.2.2 Enhance organization
5.2.1 Cooperate with others,
and contribute to group
processes
Writing your First organizer Assessment:
Story -multiple writing
pages Perusing through
Whole class -pencils/erasers groups of students,
discussion: What are -desks organized in offering suggestions
the different ways an groups
author can begin a -student writing - Students set writing
story? (Once upon a folders goals for next writer’s
time, a loud noise, -sticky notes for workshop
one day…., etc.) teacher suggestions
& student goals
Introduce your
characters and
setting in the
beginning of your
story…..use juicy
words and character
traits
(extending students
can go on to the body
of their story)
Specific ELOs: Learning Activities: Materials/Resources: Evaluation Plan:

Lessons 8-10: Writing “The Writing Formative:

the Body/Middle of Strategies Book”-
Your Story Serravallo p. 176 Perusing through
(Beef up the Middle) groups of students,
Read: “Once Upon a offering suggestions
Time” by Nick -multiple writing - Are students using
Sharratt. pages juicy words?
-Story Map graphic -Is the progression of
-Discuss the ‘Rule of organizer the story making
3’- usually the “oh-oh, -pencils/erasers sense?
oh-oh, phew” part of -desks organized in
the story has three groups - Students set writing
items or progressive -student writing goals for next writer’s
problems before the folders workshop
“phew” moment -sticky notes for
teacher suggestions
& student goals

Specific ELOs: Learning Activities: Materials/Resources: Evaluation Plan:

Lesson 11-12: “The Writing Formative:

Developing the Strategies Book”- Assisting students in
End/Conclusion of Serravallo p.178 the conclusion of
Your Story (End in the Moment). their stories
-multiple writing Are the conclusions
pages exciting? Do they
-Story Map graphic make sense? What
organizer was the level of
-pencils/erasers teacher input
-desks organized in required for each
groups student?
-student writing
folders - Students set writing
-sticky notes for goals for next writer’s
teacher suggestions workshop
& student goals
Specific ELOs:
Specific ELOs:
1.1.2 Experiment with
language, image and
structure
1.2.1 Consider new
perspectives
1.2.2 Express preferences,
and expand interests
2.1.1 Discern and analyze
context
2.1.2 Understand and
interpret content
2.1.3 Engage prior knowledge
2.1.4 Use reference
strategies and reference
technologies
2.2 Understand and
appreciate textual forms,
elements and techniques
2.2.1 Relate form, structure
and medium to purpose,
audience and content
Learning Activities: Materials/Resources: Evaluation Plan:
Lessons 13-15: -Rough drafts of Formative:
Reading and student stories -Underline spelling
Revising Your Story: -Reading phones mistakes, circle
Discuss finishing -Pencils/eraser punctuation errors,
touches: “When -multiple copies of attend to finger
you’re done you’ve writing paper spacing issues
just begun” -Sticky notes -Direct students to
(Hammond). the word wall for
“The Writing spelling corrections
Strategies Book”-
Serravallo
-Adding emotion Students progress
(p.232) through the revisal
-Adding more phase until they get
pictures and words approval to write their
(p.212- 213) final draft.
-Adding Speech
Bubbles (p.214)
-Don’t overdo the
same techniques/
punctuation (p.332).
Read: “The Angry
Little Puffin” by
Timothy Young to
address all of these
techniques
Learning Activities: Materials/Resources: Evaluation Plan:
Lesson 16: Formative:
Peer-to-Peer - Peer-to-peer Perusing through
Evaluations: assessment sheets students, listening for
Whole class - Rough drafts of positive and
demonstration stories constructive feedback
regarding proper - Pencils/erasers -making sure all
peer-to-peer - Sticky notes stories are corrected
assessing and ready for the final
-Students pair up to draft phase
share their stories
with one another Summative:
-They offer positive Reading the written
verbal critiques & peer-to-peer
written suggestions to assessments (do
help enhance their they attend to the
2.2.2 Relate elements, partner’s work ‘Respect others and
devices and techniques to
created effects strengthen
2.3 Respond to a variety of community’ ELOs?)
print and nonprint texts
2.3.1 Connect self, text,
culture
3.1.1 Focus on purpose and
presentation form
3.2.1 Select, record and
organize information
4.1.1 Assess text creation
context
4.1.2 Consider and address
form, structure and medium
4.1.3 Develop content
4.1.4 Use production,
publication and presentation
strategies and technologies
consistent with context
4.2 Improve thoughtfulness,
effectiveness and correctness
of communication
4.2.1 Enhance thought and
understanding and support
and detail
4.2.2 Enhance organization
4.2.3 Consider and address
matters of choice
4.2.4 Edit text for matters of
correctness
5.1 Respect others and
strengthen community
5.1.1 Use language and
image to show respect and
consideration
5.1.2 Appreciate diversity of
expression, opinion and
perspective
5.1.3 Recognize
accomplishments and events
5.2 Work within a group
5.2.1 Cooperate with others,
and contribute to group
processes
5.2.2 Understand and
evaluate group processes
Specific ELOs:
2.2.2 Relate elements,
devices and techniques to
created effects
3.1.1 Focus on purpose and
presentation form
3.2.1 Select, record and
organize information
4.1.1 Assess text creation
context
4.1.2 Consider and address
form, structure and medium
4.1.4 Use production,
publication and presentation
strategies and technologies
consistent with context
4.2 Improve thoughtfulness,
effectiveness and correctness
of communication
4.2.1 Enhance thought and
understanding and support
and detail
4.2.2 Enhance organization
4.2.3 Consider and address
matters of choice
4.2.4 Edit text for matters of
correctness
Specific ELOs:
3.1.1 Focus on purpose and
presentation form
5.1.1 Use language and
image to show respect and
consideration
5.1.3 Recognize
accomplishments and events
5.1.2 Appreciate diversity of
expression, opinion and
perspective
5.2.1 Cooperate with others,
and contribute to group
processes
Learning Activities: Materials/Resources: Evaluation Plan:
Lessons 17-20:
Finalizing the Final - Corrected rough Summative: LRSD
Draft drafts Rubric: NY, B, P, E
-Students will use -pencils/erasers
multiple classes to -peer-to-peer Do the stories make
finish their good assessments sense? Is there
copies -good copy story attention to detail
-Remind students of writing paper (descriptive words,
rubric expectations -title page character traits,
-Upon completion of -Self-Assessment emotions, an exciting
their final draft and sheet plot? Are there
title page, students minimal spelling/
will self assess their punctuation errors?
stories Do the pictures
match the story? Is
* Mrs. V will publish there attention to
all stories in a Grade artistic detail?
One Narrative Writing
Booklet!
Learning Activities: Materials/Resources: Evaluation Plan:
Narrative Writing -Published grade one -Upload videos to
Celebration!!! storybook Fresh Start student
-Food, drinks, treats portfolios
Author’s Chair: -iPad for
Students will sit in a pictures/videos of
tall chair and read students reading
their original stories
to their classmates