l.1.4: determine or clarify the meaning of unknown and ... · l.1.4: determine or clarify the...

PS 143 First Grade Curriculum Mapping Date: May 7th - End of June

Last edited: 4.10.18

Title of Unit: Give and Take

‘Stores’ for unit suggested may do groups within the class

● Bookmarks

● book covers

● Handmade instruments

● Little notebooks/sketchbooks

● Pencil cases or t-shirt bags (use ziplock bags or old t-shirts)

Enduring Understanding:

People are both consumers and producers who provide goods and services.

Essential Questions:

1. What are goods and services?

2. What is a producer? What is a consumer?

3. What is a need? What is a want?

4. How are our needs and wants met?

5. How do the choices people make affect their decisions on what they need or

want?

Writing: Opinion

Culminating Presentation: Oral presentation of their opinion writing piece and finished

product. Students will explain their product and reasons why someone should buy it. This

will be the presentation part of the unit. Students will create an advertisement (optional)

with an opinion writing piece about a product. Students need to include a topic sentence, 3

reasons why someone should buy the product and a sense of closure. Students will provide

feedback to their peers using the ‘Audience Checklist’ previously used.

Social Studies Standards:

● 1.10 People make economic choices as producers and consumers of goods and

services.

○ 1.10a: Goods are consumable, tangible products; services are actions

performed by a person or group of people with a certain skill.

■ Students will identify examples of goods and services.

○ 1.10b: A producer makes goods or provides a service, while a consumer uses

or benefits from the goods or services.

■ Students will identify examples of producer and a consumer.

○ 1.10c: People and families work to earn money to purchase goods and services

that they need or want.

1

■ Students will examine how earning money through work is related to

the purchase of goods and services.

○ 1.10d: People make decisions about how to spend and save the money that

they earn.

■ Students will examine decisions that people make about spending and

saving money.

Reading Standards:

● Literature

○ RL.1.1: Ask and answer questions about key details in a text.

○ RL.1.2: Retell stories, including key details, and demonstrate understanding

of their central message or lesson.

○ RL.1.3: Describe characters, settings and major events in a story using key

details.

○ RL.1.7: Use illustrations and details in a story to describe its characters

settings or events.

○ RL.1.9: Compare and contrast the adventures and experiences of characters

in stories.

● Informational

○ RI.1.1: Ask and answer questions about key details in a text.

○ RI 1.4: Ask and answer questions to help determine or clarify the meaning of

words and phrases in a text.

○ RI 1.5: Know and use various text features (e.g., headings, tables of

contents, glossary, electronic menus, icons) to locate key facts or

information in a text.

○ RI.1.6: Distinguish between information provided by pictures or other

illustrations and information provided by words in a text.

Writing Standards:

● W.1.1 Write opinion pieces in which they introduce the topic or name the book they

are writing about, state an opinion, supply a reason for the opinion, and provide

some sense of closure.

● W.1.5 With guidance and support from adults, focus on a topic, respond to questions

and suggestions from peers, and add details to strengthen writing as needed.

● W.1.8 With guidance and support from adults, recall information from experiences

or gather information from provided sources to answer a question.

Language Standards

● L.1.1: Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking.

● L.1.2: Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

2

● L.1.4: Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on Grade 1 reading and content, choosing flexibility from an array of

strategies.

Listening and Speaking Standards

● SL.1.1: Participate in collaborative conversations with diverse partners about Grade

1 topics and texts with peers and adults in small and larger groups.

● SL.1.2: Ask and answer questions about key details in a text read aloud or

information presented orally or through other media.

● SL.1.3: Ask and answer questions about what a speaker says in order to gather

additional information or clarify something that is not understood.

● SL.1.6: Produce complete sentences when appropriate to task and situation.

3

Know by the end of the unit Dos (Actions for Students)

● Identify and define (Vocabulary

Word)

○ consumer

○ producer

○ goods

○ service

○ needs

○ wants

○ advertisement

● What is and how to be a

consumer?

● What is and how to be a producer?

● What is an advertisement?

● How to create an advertisement

that engages the buyer.

● How to visit a store and purchase

items?

● How to make decisions as a

producer?

● How to make decisions as a

consumer?

● How to plan and create a product?

● How to orally present what they

have learned?

● How to ask questions and respond

after listening to someone else?

● How to give peer feedback on oral

presentation?

● How to collaborate with peers

about their writing?

● How to ask and answer questions

about the meaning of the text?

● How to use context clues to

determine word meanings?

● How to write and advertisement

and opinion that explains their

products?

● How to purchase products from

classmates?

● Children will be able to identify

vocabulary words

○ consumer

○ producer

○ goods

○ service

○ needs

○ wants

○ advertisement

● Students will view related content by

looking at texts, pictures, and through

videos

● See below listed options for Read

Alouds

● PebbleGo: All About Money

○ https://pebblego.com/modules/

5/categories/5006

● BrainPop: Goods & Services, Needs &

Wants, Saving & Spending

○ https://jr.brainpop.com/search

/?keyword=Goods+and+Services

● Discovery Ed

○ Look at the Give & Take Unit in

the 1st grade folder

● Reading A to Z - Leveled Book - Some

Suggestions: Needs and Wants (Level F):

NECESIDADES Y DESEOS (Level F)

○ https://www.raz-plus.com/book

s/leveled-books/book/?id=95&l

ang=English

What I Want (Level C)

LO QUE QUIERO (Level C)

○ https://www.raz-plus.com/book

s/leveled-books/book/?id=1525

&lang=English

● Compare and contrast the adventures

and experiences of characters in

stories.

● Students will plan and create a

4

https://pebblego.com/modules/5/categories/5006

https://pebblego.com/modules/5/categories/5006

https://jr.brainpop.com/search/?keyword=Goods+and+Services

https://jr.brainpop.com/search/?keyword=Goods+and+Services

https://www.raz-plus.com/books/leveled-books/book/?id=95&lang=English






product (options):

○ Bookmarks

○ book covers

○ Handmade instruments

○ Little notebooks/sketchbooks

○ Pencil cases or tshirt bags

(use ziplock bags or old

t-shirts)

● Students will create an advertisement

for their product

● Students will use the writing process

to write two opinion pieces

○ Opinion Piece - Student Choice

○ Opinion Piece - Product

● Students will peer edit each other's

work

● Students will present their product.

● Students will give feedback to the

presenter (audience checklist).

● Visit other stores and purchase peers’

products (visit another classroom).

○ Teachers will print money (see

below)

5

Assessment Pieces:

Use new school wide On-Demand Performance Assessment Prompt, Teacher Rubric and

Student Checklist.

Formative/Summative

ON-DEMAND PERFORMANCE ASSESSMENT PROMPT (Pre & Post)

Opinion/Argument Writing

Say to students (rephrase as needed for your students):

Think of a topic or issue that you know and care about, an issue around which you have

strong feelings. Tomorrow, you will have forty-five minutes to write an opinion or

argument text in which you will write your opinion or claim and tell reasons why you feel

that way. When you do this, draw on everything you know about essays, persuasive

letters, and reviews. Please keep in mind that you’ll have forty-five minutes to complete

this, so you will need to plan, draft, revise, and edit in one sitting.

● For students in grades K–2, you will add:

○ “In your writing, make sure you:.

■ Name your opinion.

■ Give reasons and evidence to explain why you have that opinion.

■ Write an ending.”

Use the teaching rubrics to assess and score these pieces of on-demand writing.

Summative: Oral presentation of why they should buy their product (opinion writing

piece). Students will explain their product and why someone should buy it. This will be the

presentation part of the unit. Students will create an advertisement (optional) with their

opinion writing piece about a chosen product. Students need to include a topic sentence, 3

reasons why someone should buy the product and a sense of closure.

● Students will provide feedback to their peers using the ‘Audience Checklist’

previously used.

● Students will use a ‘Presenter Checklist’ to support their presentation.

Give and Take Assessment (Updated) on website. Social Studies assessment.

- Give students the picture and allow students to label (include a word bank).

6

Websites:

● Brainpop

○ Login username: ps143la password: learn

● PebbleGo

○ Login username: ps143 password: school

● Reading A - Z

○ Login username: agoldman8 password: ordan554

● Discovery Education

1. Go to www.discoveryeducation.com

2. Click LOGIN in the top right

3. On the login page, click ‘Passcode/Create new user’

4. Enter the following passcode for the school: 6377-FD40

5. Then select the ‘New User’ option and complete the appropriate information.

Read aloud books:

● Lemonade In Winter by Emily Jenkins and G. Brian Karas

● My Rows and Piles of Coins by Tololwa M. Mollel

● Goods and Services by Janeen R. Adil ( text Collection)

● Do I Need It? Or Do I Want It? By Jennifer S. Larson

● Jobs People Do by Thea Feldman

● Community Jobs by Margie Burton, Cathy French, and Tammy Jones

● My school community by Bobbie Kalman

● What are Goods and Services by Carolyn Andrews (only for visuals and the

page(s) that focus on Goods and Services)

● A Chair for My Mother by Vera B. Williams

○ Refer to PDF file on website

○ https://www.youtube.com/watch?v=E4Onfbx6v3g

● Community Needs by Jake Miller(in the social studies book collection)

Teacher will read different read alouds as needed.

Video(s):

● BrainPop Video:

https://jr.brainpop.com/socialstudis/economics/goodsandservices/

● You tube

● Look at Discovery Education site for suitable videos. (Some are YouTube)

● ReadWorks.org

● Reading A-Z

● PebbleGo

○ All about Money

○ Consumers and Producers

○ Social Studies → All about money

7

http://www.discoveryeducation.com/

https://www.youtube.com/watch?v=E4Onfbx6v3g

https://jr.brainpop.com/socialstudies/economics/goodsandservices/

LEARNING PLAN:

Day

What will be done:

Resources/Notes

1 Reading:

Social Studies Pre-assessment

Kick-off: Get students excited about what we will be

working on throughout this unit (i.e., project).

Can show students an actual commercial that they might

commonly see on T.V. such as a McDonalds, Skechers light

up.

Teach Vocabulary through the Frayer Model

Suggested Skill: Ask and answer questions to help

determine or clarify the meaning of words and phrases in

a text.

Vocabulary Words:

○ consumer

○ producer

○ goods

○ service

○ needs

○ wants

○ advertisement

Opinion Writing:

ON-DEMAND PERFORMANCE ASSESSMENT PROMPT (Pre)

Opinion/Argument Writing

Say to students (rephrase as needed for your students):

Think of a topic or issue that you know and care about, an

issue around which you have strong feelings. Tomorrow,

you will have forty-five minutes to write an opinion or

argument text in which you will write your opinion or claim

and tell reasons why you feel that way. When you do this,

draw on everything you know about essays, persuasive

letters, and reviews. Please keep in mind that you’ll have

forty-five minutes to complete this, so you will need to

plan, draft, revise, and edit in one sitting.


○ “In your writing, make sure you:


Reading:

Social Studies

Pre-assessment

Links to

commercials

Frayer Model

Video(s)

Read Alouds

Writing:

Pre Assessment

8

■ Give reasons and evidence to explain

why you have that opinion.


Use the teaching rubrics to assess and score these

pieces of on-demand writing.

2 Reading:

Topic: Teach Vocabulary through the Frayer Model



a text.

Teacher model: How to complete the Frayer model on

choice of vocabulary

Opinion Writing:

Topic: What do you know about opinion writing?

(Brainstorm Ideas)

Suggested Skill: Discuss parts of an opinion writing

piece. Introduce the Student Checklist. Use a sample

from the pre-assessment, pathways, or teacher made.

Reading:

Frayer Model

Video(s)

Read Alouds

Writing:

Introduce Student

Checklist

Opinion Writing

Anchor Chart

3 Reading:




a text.



Opinion Writing:

Topic: What do you know about opinion writing?

(Brainstorm Ideas)

Suggested Skill: Continue to discuss parts of an opinion

writing piece. Introduce the Student Checklist. Use a

sample from the pre-assessment, pathways, or teacher

made.

Reading:

Frayer Model

Video(s)

Read Alouds

Writing:

Continue student

Checklist

Opinion Writing

Anchor Chart

9

4 Reading:




a text.



Independent Activity: Students complete frayer model

for the vocabulary words.

Opinion Writing:

Topic: Opinion Writing

Suggested Skill: (Prewrite) Brainstorm topics to write

opinion pieces about.

Teacher Model: how to brainstorm topics

Independent Activity: Students will complete a graphic

organizer that has topics they want to write about.

Reading:

Frayer Model

Video(s)

Read alouds

Writing:

Shopkins, Legos,

Fidget Spinners,

Light-up Shoes

Graphic organizers

(e.g. web)

5 Reading:

Topic: What do you want to know about producers?

Suggested Skill: Generating questions and finding

answers.

Teacher Model: Teacher models how to ask questions.

Independent Activity: Write questions that you have.

To follow up watch a video or read a book to gather the

answers to the questions. Students could write the

answers they find on post-its and put next to the

question.

Opinion Writing:

Topic: Opinion writing

Suggested Skill: Choose topic and begin working on the

graphic organizer to supply reasons for their opinion

Teacher Model:Choose topic and model filling in graphic

organizer to give reasons for the opinion

Independent Activity: Students work on their graphic

organizer.

Reading:

Large charts to

list questions

Post its to jot

answers

T-chart (Q & A)

Read Alouds

books or videos

Writing:

Various graphic

organizers

(e.g, web, outline

of planning page,

picture box with

lines)

10

6 Reading:

Topic: What do you want to know about consumers?


answers.

Teacher Model: Teacher models how to ask questions.

Independent Activity: Write questions that you have.

To follow up watch a video or read a book to gather the

answers to the questions. Students could write the

answers they find on post-its and put next to the

question.

Opinion Writing:


Suggested Skill: Choose topic and finish working on the

graphic organizer to supply reasons for their opinion


organizer to give reasons for the opinion

Independent Activity: Students finish working on their

graphic organizer

Reading:

Large charts to

list questions

Post its to jot

answers

T-chart (Q & A)

Read Alouds

books or videos

Writing:

Various graphic

organizers

(e.g, web, outline

of planning page,

picture box with

lines)

7 Reading:

Topic: What are goods and services?


answers.

Teacher Model: With students, generate questions

and show how to locate how to find information about

goods and services in the texts. (May have to use the

index or other text features )

Independent Activity: Students will locate answers to

questions in texts, using the text feature of an Index

to help them.


Suggested Skill: How to write an introduction?

Teacher Model:Use opinion anchor chart (sentence

starters) to write introduction

Independent Activity: Students will generate their own

introduction

Reading:

Read aloud

Nonfiction books

Reading A-Z

books for

students

Writing:

Opinion Writing

Anchor Chart

Oreo or stoplight

11

8 Topic: What are needs and wants?


answers.

Teacher Model: With students, generate questions

and show how to locate how to find information about

goods and services in the texts. (May have to use the

index or other text features )

Independent Activity: Students will locate answers to

questions in texts, using the text feature of an Index

to help them.


Suggested Skill: How do I support my opinion with

reasons?

Teacher Model: Show how to come up with reasons to

support their opinion.

Independent Activity:Students will write reasons to

support their opinion

Reading:

Read aloud

Nonfiction books

Reading A-Z

books for

students

Writing:

Opinion Writing

Anchor Chart

Oreo or stoplight

9 *Reading will now focus on literature reading

Reading:

Topic: Identify story elements

Suggested Skill: Retelling story with character,

setting, problem and solution. (Stories have opinions in

them)

Teacher Model: Show how to retell, maybe use a story

map.

Independent Activity: Students will complete teacher

model of story map.



reasons?





Reading:

Story map(s)

Story Element

anchor chart

Retelling Anchor

Chart

Writing:

Opinion Writing

Anchor Chart

Oreo or stoplight

12

10 Reading:



setting, problem and solution. ( Stories have opinions in

them)


map.


model of story map.



reasons?





Reading:

Story map(s)

Story Element

anchor chart

Retelling Anchor

Chart

Writing:

Opinion Writing

Anchor Chart

Oreo or stoplight

11 Reading:




them)


map.


model of story map.


Suggested Skill: Provide a closing sentence

Teacher Model: Show how to write a closing sentence

Independent Activity:Students will write a closing

sentence

Reading:

Story map(s)

Story Element

anchor chart

Retelling Anchor

Chart

Writing:

Opinion Writing

Anchor Chart

Oreo or stoplight

13

12

Reading Topic: Retell Stories

Suggested Skill: Retell stories, including key details, and

demonstrate understanding of their central message or

lesson.

Teacher Model: Model retelling a story

Independent Activity: Students will retell their story


Suggested Skill: Revise

Teacher Model: Show how to revise using a student or

teacher created work

Independent Activity:Students will revise their

writing

Reading:

Read aloud

Nonfiction books

Reading A-Z

books for

students

Retell anchor chart

Retell Graphic

Organizer

Writing:

Opinion Writing

Anchor Chart for

revising

13 Reading Topic: Key Details



lesson.

Teacher Model: Model showing key details in a text.

Independent Activity: Students will identify key details

in a text on their reading level (non-reader and low

readers can work with a partner).


Suggested Skill: Editing

Teacher Model: Model how to edit a piece of student

or teacher created work

Independent Activity: Students will edit their own

work and or peer edit

Reading:

Key details

Graphic

Organizer and

Anchor Chart

Reading A-Z for

text options

Classroom Library

- Leveled Books

Writing:

Opinion Writing

Anchor Chart for

editing and peer

edit checklist

14

14 Reading Topic: Central Message



lesson.

Teacher Model: Model identifying the central message in

a text .

Independent Activity: Students will identify the central

message in a text on their reading level (non-reader and

low readers can work with a partner).


Suggested Skill: publishing

Teacher Model: Model how to publish a piece of

student or teacher created work

Independent Activity: Students will publish their own

work

Reading:

Central message

anchor chart and

graphic organizer

Writing:

Opinion Writing

Anchor Chart for

publishing

15 Reading: Pick another text




them)

Teacher Model: Show how to retell (use a story map.


model of story map)






work

Reading:

- Story map(s)

- Use different

texts

- Story Elements

Anchor chart

Writing:

Opinion Writing

Anchor Chart for

publishing

16 Reading:




them)


Reading:

- Different types

of story maps

- Use different

texts

- Story Elements

Anchor chart

15


model of story map)


Suggested Skill: Sharing

Teacher Model: Show students how to share with a

partner or triad. What are the ways we should speak and

listen to each other when presenting our work?

Independent Activity: Students will share their writing

pieces, can use audience checklist and presenter

checklist.

Writing:

Opinion Writing

anchor chart

Audience and

presenter

checklist

17 Reading:




them)



model of story map)








checklist.

Reading:

- Story map(s)

- Use different

texts

- Story Elements

Anchor chart

Writing:

Opinion Writing

anchor chart

Audience and

presenter

checklist

18

Reading:




them)



model of story map)

Reading:

- Story map(s)

- Use different

texts

- Story Elements

Anchor chart

16


Suggested Skill: brainstorming

Teacher Model: Elicit different ideas of what they

could make or produce for school? Suggested product

after students come up with ideas : ● Bookmarks

● Book cover

● Handmade instruments

● Little notebooks/sketchbooks

● Pencil cases or tshirt bags (use ziplock bags or

old t-shirts)

Independent activity: Students can choose which

product they would like to create

Writing:

Brainstorm bubble

map

19 Reading:




them)



model of story map)

Opinion Writing:


Suggested Skill: Choose a product they want to produce

(separate into groups of 5 students per

product-*depends on size of class) and begin working on

the graphic organizer to brainstorm possible reasons for

their product


organizer to give possible reasons for their product of

choice. What do they need it or want it for?

Independent Activity: Students work on their graphic

organizer.

Reading:

- Story Map(s)

- Use different

texts

- Story Elements

Anchor chart

Writing:

Opinion Writing

Anchor Chart

Brainstorm bubble

20 Reading:




them)

Reading:

- Story map(s)

- Use different

texts

17



model of story map)


Suggested Skill: How to write an introduction?

Teacher Model:Use opinion anchor chart (sentence

starters) to write introduction

Independent Activity: Students will generate their own

introduction

- Story Elements

Anchor chart

Writing:

Opinion Writing

Anchor Chart

Oreo or stoplight

21

Reading Topic: Compare and Contrast (within a book or

different books)

Suggested Skill: comparing characters

Teacher Model: Choose and compare two different

characters

Independent Activity: Students will compare two

different characters



reasons?





Reading:

Read aloud Fiction

books

Reading A-Z

books for

students

Venn diagram

Double bubble map

Writing:

Opinion Writing

Anchor Chart

Oreo or stoplight

22 Reading Topic: Compare and Contrast (within a book or

different books)

Suggested Skill: contrasting characters

Teacher Model: Choose and contrast two different

characters

Independent Activity: Students will contrast two

different characters

Reading:

Read aloud Fiction

books

Reading A-Z

books for

students

Venn diagram

Double bubble map

18



reasons?





Writing:

Opinion Writing

Anchor Chart

Oreo or stoplight

23 Reading: Revisit skills needed with different books

and/or begin creating the product



reasons?





Reading:

As needed

Writing:

Opinion Writing

Anchor Chart

Oreo or stoplight

24 Reading: Revisit skills needed with a different books



Suggested Skill: Provide a closing sentence

Teacher Model: Show how to write a closing sentence

Independent Activity:Students will write a closing

sentence

Reading:

As needed

Writing:

Opinion Writing

Anchor Chart

Oreo or stoplight



Reading: Key details G.O.

Reading A-Z for

text options

Classroom Library

- Leveled Books

19


Suggested Skill: Revise

Teacher Model: Show how to revise using a student or

teacher created work

Independent Activity:Students will revise their

writing

Writing:

Opinion Writing

Anchor Chart for

revising



Suggested Skill: Editing

Teacher Model: Model how to edit a piece of student

or teacher created work

Independent Activity: Students will edit their own

work and or peer edit

Reading: Central message

anchor chart and

graphic organizer

Writing:

Opinion Writing

Anchor Chart for

editing and peer

edit checklist

27 Reading Time:

Work on creating the product.






work

Reading:

Advertisement

(optional)

Writing:

Opinion Writing

Anchor Chart for

publishing

28 Reading Time:




Writing:

Opinion Writing

anchor chart

20






checklist.

Audience and

presenter

checklist

29 Reading Time:









checklist.

Writing:

Opinion Writing

anchor chart

Audience and

presenter

checklist

*As part of the culminating activity students and

classes can visit each others classes or shops.

Post assessments:

1- Give students a picture and allow students to label with

word bank (vocab words) and explain why.

2- Post Assessment of opinion writing

● Opinion/Argument Writing

● Say to students: Think of a topic or issue that you

know and care about, an issue around which you

have strong feelings. Tomorrow, you will have

forty-five minutes to write an opinion or argument

text in which you will write your opinion or claim

and tell reasons why you feel that way. When you

do this, draw on everything you know about essays,

persuasive letters, and reviews. Please keep in

mind that you’ll have forty-five minutes to

complete this, so you will need to plan, draft,

revise, and edit in one sitting.


21

○ “In your writing, make sure you:


■ Give reasons and evidence to explain

why you have that opinion.


Use the teaching rubrics to assess and score these

pieces of on-demand writing.

22

l.1.4: determine or clarify the meaning of unknown and ... · l.1.4: determine or clarify the...

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