Grade 1 Teacher’s Manual sample lesson Unit 4: Visualizing, Poetry and Fiction, Week 1 Did You See What I Saw? Poems About School by Kay Winters, illustrated by Martha Weston Written from a child’s perspective, these 24 poems describe highlights and lowlights of classroom life during the early school years. Grade 1 TEACHER’S MANUAL SAMPLE LESSON Thinking and Talking About Words © 2008 Developmental Studies Center Week Week 11 X Overview Did You See What I Saw? Poems about School by Kay Winters, illustrated by Martha Weston (Puffin, 2001) Poetry “The Balloon Man” by Dorothy Aldis Words Taught Words Reviewed glide arrive thrilling humorous bob neighborhood tug private public DO AHEAD UÑ Ñ äiÅÑÓÈÑåiiÂÈÑ" Ñ,iäiåÑ>`ÑV iVÓÑÓiÈiÑ°VÓÞÅiÑ V>Å`ÈÑ>`Ñå Å`ÑV>Å`È\Ñ]ѧí]ѧ§]ÑÛ§]Ñ>`ÑÛ̵Ñ-iÓÑ>È`iÑ>ÑwiåÑÞÓiÈÑ °iÅ `V>çÑ`ÞÅÑÓiÑåiiÑÓ ÑÅiäiåÑÓiÑå Å`ȵ UÑ/ÈÑåiiÑÓiÑÈÓÞ`iÓÈÑÞÈiÑ¿/]Ñ*>Å]Ñ->ÅiÀÑÓ ÑÈ>ÅiÑÓiÅÑ ÓµÑ9 ÞÑ>çÑåÈÑÓ ÑÅiäiåÑÓiÑ°Å Vi`ÞÅiÑw ÅÑ¿/]Ñ*>Å]Ñ ->ÅiÀÑ°Å ÅÑÓ Ñ>çѧµÑ²-iiÑÓiÑMaking Meaning Teacher’s Manual]Ñ 1ÓÑ}]Ñ7iiѧ]Ñ>çÑÛµ³ Å>`iÑ"iÑ Ñ 153 Week 11 Ongoing Review Week 11 " Ñ,iäiå Materials Words Reviewed t t arrive Arrive means “come to a place.” Pocket chart Word cards and picture cards 9, 10, 11, 21, 27 humorous Humorous means “funny.” neighborhood Your neighborhood is “the group of streets, houses, and stores near your home.” public Something public belongs to everyone. private Something private belongs just to one person or group, not to everyone. Teacher Note FINISH THE STORY For a fully written out example of the activity, see page 100. Review the Words and the Activity Review the pronunciation and meaning of each word. Review that you will tell a story and leave off the last word. Partners will decide which word on the chart makes the best ending for the story. 154Ñ Ñ >Ñi>®Ñ6 V>LÞ>Åç Week 11 Ongoing Review Begin by reading the following story aloud twice: t Robert and Michelle were walking by a beautiful garden. Michelle wanted to pick flowers from the garden. Robert told her, “The only people who can pick the flowers are the family that owns the .” garden. The garden is Ask: Q Which word is the best ending for the story? Why? Turn to your partner. (private) Teacher Note If the students struggle to answer the questions, reread the story PROMPT: “I think [private] is the best ending for the story because….” and repeat the questions. Have volunteers share their thinking. Retell the story, adding the word private at the end. Continue the Activity During the Week During the week, have partners finish the stories that follow the same way. Review the pronunciation and meaning of the words prior to the activity. t t t t Joanie was moving to a new home far away. She felt sad. She took a walk near her old house, looking for one last time at all the houses and stores. She said, “I’m going to really miss this .” (neighborhood) Julio asked Renee what her favorite place was. Renee said, “My favorite place is the library. Anyone can visit the library and borrow .” (public) books. That’s because the library is When Chiu-Lan got home from the circus, her father asked her what she saw there. She replied, “I saw a clown who stood on his head and sang silly songs. I laughed and laughed. That clown was .” (humorous) really Dave’s Aunt Lulu was coming to visit on the train. Dave went to the station to meet her. The train was four hours late. When it pulled into the station and Aunt Lulu climbed off, Dave hugged her. He said, “Thank goodness you finally got here! I thought you’d never .” (arrive) Å>`iÑ"iÑ Ñ 155 Week 11 Day 1 Day 1 Introduce Glide and Thrilling Materials t “Sliding Board” in Did You See What I Saw? Poems about School t t t Picture cards 41, 42 Chart paper A marker Words Taught glide (p. 14) Glide means “move smoothly and easily.” thrilling Thrilling means “very exciting.” INTRODUCE AND PRACTICE USING GLIDE Introduce and Define Glide Show “Sliding Board,” on page 14, and remind the students that they heard the poem earlier. Ask them to listen carefully as you read it again. Read the poem aloud, emphasizing the word glide. Explain that glide means “move smoothly and easily.” Move your fingers down the slide in the picture in a smooth motion and explain that the boy is not stopping and starting or bumping along. Instead, he is gliding, or moving smoothly and easily. Show picture card 41 and explain that it shows two ice skaters gliding, or moving smoothly and easily, across the ice. Have the students say glide. Write the word and display the card. 156Ñ Ñ >Ñi>®Ñ6 V>LÞ>Åç Week 11 Day 1 Picture and Discuss Animals Gliding Tell the students that some animals, such as snakes, glide or move smoothly and easily. Ask the students to close their eyes and picture a snake gliding through the grass. Explain that other animals, such as chickens, do not glide when they move. Chickens move with a jerky, start-and-stop motion. Ask the students to close their eyes and picture the way a chicken moves. You or student volunteers might act out how the various animals described in this activity move. Explain that you will ask the students to picture an animal in motion in their minds. Partners will decide whether the animal is gliding or not gliding and explain why they think so. Begin by asking the students to close their eyes and picture: t An eagle soaring through the air Use “Think, Pair, Share” to discuss: Q Is the eagle gliding or not gliding? Why? [pause] Open your eyes and turn to your partner. Have partners share their ideas with each other. PROMPT: “The eagle is [gliding/not gliding] because….” Have volunteers share their thinking. Have the students picture in their minds and discuss the following scenario the same way: t Q An elephant stomping through the jungle Teacher Note You might remind the students Is the elephant gliding or not gliding? Why? that they learned the word stomp earlier and that when you stomp, PROMPT: “The elephant is [gliding/not gliding] because….” you put a foot down hard or walk with heavy, loud footsteps. Have volunteers share their thinking. Review the pronunciation and meaning of the word. Å>`iÑ"iÑ Ñ 157 Week 11 Day 1 INTRODUCE AND PRACTICE USING THRILLING Introduce and Define Thrilling Show “Sliding Board,” on page 14, again and explain that the other word the students will learn today is thrilling. Explain that thrilling means “very exciting.” Point to the boy in the illustration and explain that going fast down the slide is thrilling, or very exciting, for him. Explain that you can tell that sliding is thrilling by the excited expression on his face. Show picture card 42 and explain that it shows a child going down a hill on a sled. Riding on the sled is thrilling, or very exciting, for her. Have the students say thrilling. Write the word and display the card. Talk About Thrilling Experiences Give examples of thrilling experiences you have had. (You might say, “When I was a child and I swung high up in a swing, it felt thrilling, or very exciting. Last weekend I was hiking and I saw a nest with baby birds in it. I watched the parent birds bringing food to the nest for their babies. It was thrilling.”) Use “Think, Pair, Share” to have the students discuss: Teacher Note Support struggling students Q When have you done something thrilling? Why was it thrilling? [pause] Turn to your partner. by asking questions such as, “When have you done something PROMPT: “When I [rode in an airplane], it was thrilling because….” by yourself/with your friends/ with your family that was very Have volunteers share their thinking. exciting?” and “When have you seen something that made you feel very excited?” 158Ñ Ñ >Ñi>®Ñ6 V>LÞ>Åç Review the pronunciation and meaning of the word. Week 11 Day 2 Day 2 Introduce Bob and Tug Words Taught bob (p. 165) Bob means “move up and down.” tug (p. 165) Tug means “give something a hard pull.” Materials t “The Balloon Man” (see page 165) t t t Picture cards 43, 44 Word chart from Day 1 A marker INTRODUCE AND PRACTICE USING BOB Briefly Review Glide and Thrilling Review the Day 1 words by having the students tell what they know about the words. Introduce and Define Bob Remind the students that they heard the poem “The Balloon Man” earlier. Ask them to listen carefully as you read the poem again. Read “The Balloon Man” aloud. Then reread the following lines, emphasizing the word bob: “He stands on corners while they bob/ And tug above his head—/Green balloons, and blue balloons/And yellow ones and red.” Tell the students that bob means “move up and down.” Remind them that the man is holding the balloons on strings. Explain that the balloons are bobbing, or moving up and down, in the air above his head. Make a bobbing motion with your hand to simulate the movement of the balloons. Å>`iÑ"iÑ Ñ 159 Week 11 Day 2 Show picture card 43 and explain that it shows a boat bobbing, or moving up and down, in the water. Have the students say bob. Write the word and display the card. Imagine and Discuss a Bobbing Bath Toy Ask the students to close their eyes and imagine: t You are taking a bath. A rubber duck is bobbing in the bath water. Use “Think, Pair, Share” to discuss: Q What do you see the rubber duck doing as it bobs? [pause] Open your eyes and turn to your partner. PROMPT: “When the rubber duck was bobbing in the water, I saw….” Have volunteers share their thinking. Invite a volunteer to move his or her hand to show the class how a bobbing rubber duck moves. Act Out Bobbing Our Heads Review that things such as balloons, boats, and rubber ducks bob. Explain that people’s heads also bob, for example when they are listening to music. Model bobbing your head as if you are listening to music. Then invite a volunteer to show the class what a bobbing head looks like. Ask: Q What did you see [Nate] doing when he bobbed his head? Turn to your partner. PROMPT: “When [Nate] bobbed his head, he….” Have volunteers share their thinking. 160Ñ Ñ >Ñi>®Ñ6 V>LÞ>Åç Week 11 Day 2 Have the students act out bobbing their heads while listening to music. Teacher Note If the students need more practice with the word bob, explain Review the pronunciation and meaning of the word. that people’s heads sometimes bob when they are riding in a bouncing bus. Model what a bobbing head on a bouncing bus INTRODUCE AND PRACTICE USING TUG might look like and then have the class act out the movement. Introduce and Define Tug Reread these lines from “The Balloon Man,” emphasizing the word tug: “He stands on corners while they bob/And tug above his head—”. Tell the students that tug means “give something a hard pull.” Explain that as the balloons are bobbing up and down, they are tugging, or pulling hard, at the end of the man’s string. Act out holding a string of balloons that are tugging to float away. Show picture card 44 and explain that it shows a child tugging, or giving a hard pull, on her father’s sleeve because she wants to get his attention. Act out tugging on someone’s sleeve. Have the students say tug. Write the word and display the card. Discuss and Act Out Tugging Tell the students that you are going to act out tugging on a door that is stuck. Ask them to watch carefully and notice what you are doing when you tug. Then act out tugging on the doorknob of a stuck door. Ask: Q What did you see me doing when I tugged on the door? Turn to your partner. PROMPT: “When [Mr. Jones] tugged on the door, [he]….” Å>`iÑ"iÑ Ñ 161 Week 11 Day 2 Have volunteers share their thinking. PROMPT: “When you tugged on the door, you….” Ask the students to close their eyes and imagine that they are flying a kite and tugging on the kite string. Then invite a volunteer to model tugging on a kite string. Discuss as a class: Q What did you see [Cheryl] doing when she tugged on the kite string? Have volunteers share their thinking. PROMPT: “When [Cheryl] tugged on the kite string, she….” Review the pronunciation and meaning of the word. 162Ñ Ñ >Ñi>®Ñ6 V>LÞ>Åç Week 11 Day 3 Day 3 Weekly Review Words Reviewed glide Glide means “move smoothly and easily.” Materials t Word chart from Days 1–2 thrilling Thrilling means “very exciting.” bob Bob means “move up and down.” tug Tug means “give something a hard pull.” REVIEW THE WORDS Briefly Review the Words Point to the word glide on the chart, pronounce it, and have the students pronounce it. Ask: Q What do you know about the word glide? Turn to your partner. Teacher Note If the students do not know the Have volunteers share their thinking. meaning of the word, tell them. In the same way, have the students discuss what they know about thrilling, bob, and tug. Å>`iÑ"iÑ Ñ 163 Week 11 Day 3 PRACTICE USING THE WORDS Answer “Would It Be Thrilling?” Questions Explain that you will ask some questions about the words. Partners will discuss the questions and then a few pairs will share their thinking with the class. Point to the words thrilling and tug and ask: Q Would it be thrilling if someone tugged on your ear? Why? Turn to your partner. PROMPT: “It [would/would not] be thrilling if someone tugged on my ear because….” Have a few pairs share their thinking. In the same way, discuss: [thrilling/glide] Q Would it be thrilling to glide down a water slide? Why? Turn to your partner. PROMPT: “It [would/would not] be thrilling to glide down a water slide because….” [thrilling/bob] Q Would it be thrilling to watch a piece of wood bobbing in the ocean? Why? Turn to your partner. PROMPT: “It [would/would not] be thrilling to watch a piece of wood bobbing in the ocean because….” 164Ñ Ñ >Ñi>®Ñ6 V>LÞ>Åç Week 11 Day 3 Poetry The Balloon Man by Dorothy Aldis "ÞÅÑL> Ñ>Ñ>ÈÑL> ȵÑÑ iÑ `ÈÑÓiÑ Ñ>ÑÈÓŵÑÑ iÑL åÈÑÈÑ ÅÑ>`Ñå>ÈÑ>L ÞÓÑÑ /Å ÞÑ°Þ``iÈ]ÑÑÓiÑȰŵ iÑÈÓ>`ÈÑ ÑV ÅiÅÈÑåiÑÓiçÑL LÑÑ `ÑÓÞÑ>L äiÑÈÑi>`qÑÑ ÅiiÑL> È]Ñ>`ÑLÞiÑL> ÈÑÑ `Ñçi åÑ iÈ]Ñ>`ÑÅi`µ iÑÓ>iÈÑ ÞÅÑ°iiÈÑ>`ÑÞÓiÈÑÑ /iÑÓå ÑåiÑV ÈiËÑ>`ÑÓiÑÑ iÑÓÞÅÈÑ>Å Þ`]Ñ>`Ñå>äiÈÑÈÑ>`]ÑÑ `ÑL åÈÑÈÑ ÅÑ>>µÑ Å>`iÑ"iÑ Ñ 165
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