Group: Amber Erhart, Kayli Nastos, Shannon Krebs, Kelli Doyle

Unit: 1st Grade - Elements of a story (Theme: Down on a Farm)

Monday: Making Connections
Time:

8:00-8:15

8:15-8:45

Activity

How:
What students do
What teacher does

Why:

CCSS or
Indiana State
Standard
addressed

Writing To:
Morning message:
The message will be about
someone going to a place
and we will focus on
review of capitalization of
sentences.

Teacher:
Creates morning message with capitalization
errors.
Students:
Go up to the morning message board and fix
the errors.

We chose to do this
because it will teach
students to identify
capitalization errors in a
sentence and it is a
review of remembering
what types of letters
have to be capitalized.

1.W.6.2a

Alphabet Chart:

The alphabet chart will be hung around the

room. Students will be able to look at the chart
in order to look at the difference between
capital letters and lowercase letters. They can
use this to correct the errors in the morning
message.

We chose to do this
because students will be
able to be better
familiarized with using
capital letters and how
they look.

1.W.6.2a

Reading To:
Read Aloud: You Read To
Me, Ill Read To You By:
Mary Ann Hoberman
Focus for Think Aloud:

Teacher:
Will pause to point out the capitalization of
names. When the teacher points out the
capitalization, the teacher will state that she
thinks it is the name of the person because the

This will allow students

to hear what the teacher
thinks about when
seeing capitalization
while reading.

1.W.6.2a

9:00-9:30

9:30-10:15

Capitalization of letters

words are capital and she knows that the first

letter of a name is capitalized.
Students:
Work on listening skills

Reading With:
Interactive Read Aloud:
Funny Farm By: Mark
Teague
Focus: Making text to self
connections

Teacher:
Reads Funny Farm aloud and pauses
throughout the story to ask students what
connections they have made to their lives.
Students:
Listen to the read aloud and make connections
to the story.

We chose to do this
because the students
will then see how to
make connections with a
story with some
guidance from the
teacher.

1.RL.4.2.

Teacher:
Works with phonemic awareness group
Students:
Read library book and put sticky notes on parts
that they make connections. Then choose a
partner to switch off reading a book from their
book bins and both make connections to the
story.

We chose to do this
because the students
will be able to have
practice with reading to
themselves and also
reading in small groups.
Also, this will give the
students a chance to
practice making
connections with the
story.

1.RL.4.2.

Teacher:
Has students share what is on their sticky
notes. Groups (C and D)
Students:
Shares what is on their sticky notes and tells

We chose to do this
because then the
teacher could easily see
how many connections
the students were able

Daily Five Groups:

1) Independent Reading:
-Read to Self

Conferring: during
independent reading time.

2) Phonemic Awareness:
-Read To Someone

the teacher how they connected to the text.

to make.

Teacher:
Models reading book to partner and picks out
words (pig, sheep, hen, etc.) then has student
substitute sounds to change the word (pen,
den, etc.). Then sets students off to do this with
partner giving them a list of words to look at
and practice changing the sound and meets
with conferencing students.
Students:
Watch modeling and then take turns reading
the story with a partner and changing the
sounds of words that are on their list.

We chose to do this
1.RF.3.3
because then the
students will listen to the
story closely and be able
to practice phonemic
awareness by changing
the letter sounds.

Shared Reading: Today is

Monday By: Eric Carle
Teacher: Reads the book aloud.
Students: Stand up when the teacher reads a
word with a capital letter.

10:15-10:45

Modeled writing:

Teacher brings in an example and puts it on the

projector modeling how she made a connection
with the story she is reading and wrote a
couple sentences about it. Modeling
capitalization at the beginning of sentences.

We chose to do this
because then the
1.RF.2.3.
students recognize when
capitalization is used
within a piece of writing
within a book.
We chose to do this
because the students
already have the
connections that they
made in their head and
they already discussed it
with their teacher, so this
will help them further
their learning on the

connections that they

made and prepare them
to start thinking about
their writing pieces.

10:45-11:00

Independent Writing:
Connections short story
(Also Writing with because
teacher will be writing as
students are writing.)

Teacher:
Walks around and helps students as needed.
Also, writes for a little bit while the students are
writing.
Students:
Students choose one of the connections that
they made from their book and write a short
story about it. They may add illustrations.

Shared Writing
11:00-11:20

11:20-11:45

Students share their writing progress with their

group mates.

Conferring:
Guided Writing
Focus: Connections

Teacher:
Meets with two tables (A and B) of students
and has them share a sentence of their writing.
The teacher will then guide them in their next
steps of making the connection further or their

We chose to do this
because the students
1.W.6.2a
will further think about
making connections and
this will help us see if the
students can make
connections on their
own.

We chose to do this
because then the
1.W.6.2a
students will be able to
share the work that they
just did and also hear
the connections that
their teacher made and
also the connections that
their peers made.
We chose to do this
because then the
teacher will be able to
see that the students
were able to make
connections and assist

1.W.6.2a

next step of adding details to their writing.

Students:
Share a sentence of their work with the teacher
and a small group of students.

from the beginning

where needed.

12:15-12:45

Word Work: Past Tense

Teacher: Will model writing using the past

tense. Will underline the root word and circle
the ending of the word.
Students: Will read the root word with the
teacher. Will read the word ending. Will read
the whole word together.

We chose to do this
because it is a great way
for students to
understand past tense.
This is also a great way
for students to
understand root words
and how endings can be
added to it. This will be
great practice for
students because they
are writing about
connections that they
HAVE made so they will
be using past tenses.

1.RF4.6

12:45-1:15

Technology :
Puppet Pals
-Listen to Reading

Teacher:
Tell students directions and walk around to see
if any students need help.
Students:
Will work with the app to briefly share the
connections they made from the read aloud
earlier.

We chose to do this
because it is a simple
app for the students to
use and it will make their
stories more fun and
more relatable because
they can use the
different animals they
connected to as
characters. They can

1.RL.4.2.

also share these videos

with the class.

1:15-1:45

Guided Reading:
Connections

Teacher: Will read the title A Couple of Boys

Have the Best Week Ever. Will introduce the
book as a book about friends visiting their
grandparents. Will do a picture walk and talk
about the meaningful connection she made
with one of the pictures. Will talk about how
her connections helped her to understand the
text. Will talk about how connections need to
be meaningful. Will ask students about the
connections that they make after the reading.
Students: Will read the book to themselves.
Will talk about the connections that they had to
the story.

We chose to do this
because making
connections is an
important aspect of
understanding text.
When we focus on
making connections in
guided reading, the
students have an
opportunity to see what
making connections
looks like as well as an
opportunity to practice
making connections.

1.RL.4.2.

Tuesday: Making Predictions

Time:

Activity

How:
What students do
What teacher does

Why:

CCSS or
Indiana
State
Standard
addressed

8:00-8:15

Writing To:
Morning message:
This message will be about a
story and it will be used for

Teacher:
Create a morning message just with a
personal story about the day.
Students:

We chose to do this
because then the students
can see that they can
relate to many different

1.RL.3.1

students to draw connections to

it.

Relate to the story by sharing some self

connections.

kinds of stories and have

more practice with text to
self connections.

Alphabet Chart:

The students will look at the Alphabet

Chart to find the letters of their first name.
They can use this then to connect to the
letters of their first names being
capitalized.

We chose to do this
because then the students
can remember that the first
letters of their names
should always be
capitalized.

8:15-8:45

Reading To:
Read Aloud:
What Do You Do With An Idea
by: Kobi Yamada
Focus for Think Aloud:
Making Predictions

Teacher:
Will read the book aloud to students
thinking aloud about what may come next
in the story. Modeling what a prediction to
the story would look like.
Students: Will listen to the story.

Students need to be
introduced to predictions
before they start making
their own predictions so
with this read aloud they
can see how predictions
are made.

1.RF.3.1

9:00-9:30

Reading With:
Interactive Read Aloud:
Blue Chicken By: Deborah
Freedman
Focus: Making predictions

Teacher:
Read book and then have students make
predictions as they read the story.
Students:
Listen to story and the make predictions.

We chose to do this
because it will give
students an opportunity to
practice making
predictions.

1.RL.2.4

Teacher:
Works with guided reading group.
Students:
Read independently and make predictions

We chose to do this
because students will have
an opportunity to practice
making predictions on their

1.RL.2.4

9:30-10:45

Daily Five Groups

1) Independent Reading:
-Read to Self

throughout their reading.

2) Phonemic Awareness
-Read To Someone
-Listen to Reading

Teacher:
Models to students again what they
practiced yesterday with picking out words
and changing their sounds (barn, blue,
etc.) (yarn, glue, etc.) then sets children
off to practice with partners with a list of
words.
Students:
Listen to story and and change the
sounds of words on their list. Students are
working on accuracy.

3) Guided Reading
Focus: Comprehension
Conferring: Teacher will work
with groups of students (A and
B) to make sure they are
understanding predictions and
comprehending the story.

Teacher:
Works with small group. Pauses the story
and summarizes what has happened so
far. Asks students to make a prediction.
Reads the rest of the text to find out.
Students:
Make predictions about the text and share
with the teacher. Share how their
predictions are the same or different than
what happened in the story.

own, but they could still ask

the teacher or each other
questions.

We chose to do this
because it will help
students recognize parts of
the word. This will help
students read more
accurately.

We chose to do this
because this will help the
students to make
predictions and then by
sharing their predictions it
can give other students
ideas about how to make
predictions.

Teacher: Will introduce changing her voice We chose to do this

1.RF.3.3

1.RL.2.4

10:45-11:15

11:15-12:15

12:15-12:45

12:45-1:15

Shared Reading:

Modeled writing:

based on the punctuation and will

introduce an action to go along with the
different types of punctuation.
Students: Will read Benny and Penny and
the Big No-No! along with the teacher and
do the actions as they read punctuation.
Teacher brings in an example and puts in
on the projector modeling how she made
a prediction with the story she is reading
and wrote a couple sentences about it.

Independent Writing

Teacher:
Works with guided writing group.
Students:
Add to their stories from the day before.
Thinking about details of the story.

Writing With:
Shared Writing

Teacher:
Works with guided writing group.
Students:
Partner up and read each others stories
from day before and predict what will
happen in each others stories.

Teacher:

because it helps students

to use fluency and
punctuation to make
meaning of the text.

K.W.6.2b

This will help students to

see how their teacher is
1.RL.2.4
making predictions and this
can give the students
strategies for making
predictions when they read
later.
This will give the students
another chance to add to
their stories and have them
make sense to a reader.
This will give the students
an opportunity to read each
other's work and it will give
them more practice with
making predictions.

We chose to do this so that

the teacher can make sure
that the students are

1.RL.2.4

Guided Writing Focus:

Capitalization
Conferring:Teacher
Conferences with students
about writing with a focus on
capitalization and asking
questions about where it is all
going next.

Meets with two tables (C and D) of

students and has them share a sentence
of their writing.
Students:
Share a sentence of their work with the
teacher and a small group of students.

staying on track with their

writing and to clear up any
questions that the students
may have had.

1:15-1:45

Word Work:

Teacher: Will model writing using the -ing

ending. Will underline the root word and
circle the ending of the word.
Students: Will read the root word with the
teacher. Will read the word ending. Will
read the whole word together.

This will help get the

students familiarized with
the -ing ending for words
and what it means.

1.RF4.6

1:45-2:15

Technology :

Teacher:
Walk around to make sure there are no
questions.
Students:
Go onto Puppet pals and add to their
stories.

This will help the students

expand their work that they
had been doing the day
before.

1.RL.4.2.

Wednesday: Characters
Time:

Activity

How:
What students do
What teacher does

Why:

CCSS or
Indiana State
Standard
addressed

8:00-8:15

Writing To:
Morning message

Teacher:
Write a sentence of a story
and have students predict
what will happen next.
Students:
Make predictions about the
story.

We chose to do this, so that the students

could review how to make predictions for a
story, like they learned the day before.

1.RL.2.4

8:15-8:45

Reading To:
Read Aloud
The Dot by: Peter H.
Reynolds

Teacher:
Read the story and ask
students to make
predictions.
Students:
Listen and make predictions
about the story.

We chose to do this, so that the students

could review how to make predictions for a
story, like they learned the day before.

1.RL.2.4

Focus for Think Aloud:

Predictions

Alphabet Chart:

The students will look at the

Alphabet Chart and the
teacher will pick out one
letter and then go around
the classroom and have the
students say one word that
starts with that letter.

This will give the students an opportunity to

practice using a specific letter and to truly
see how many words they can make that
start with that letter.

K.RF.2.2

8:45-9:30

9:30-10:45

Reading With:
Interactive Read Aloud:
Click, Clack, Moo Cows
That Type. by: Doreen
Cronin

Daily Five
1) Independent Reading:
-Read to Self

2) Phonemic Awareness
-Read To Someone
-Listen to Reading

Teacher:
Reads story and has
students focus on the
characters of the story.
Students:
Identify the characters of the
story.

We chose to do this because it will get the

students starting to see how to identify the
main characters of a story.

1.RL.2.3

Teacher:
Work with guided reading
groups.
Students:
Read independently and
focus on the characters in
their stories.

This will help the students to independently

work on picking out the characters in their
stories that they are reading.

1.RL.2.3

Teacher:
Gives students lists again
and models how to change
sounds of word to make new
words (Click, Moo, etc.)
(Pick, boo, etc.). Then sets
students off with partners to
read book and change
words sounds that are on
the list.

We chose to do this because it will help

students recognize parts of the word. This
will help students read more accurately.

1.RF.3.3

Students:
Listen to story and change
sounds of words on the lists.
3) Guided Reading
Focus:Comprehension
Conferring: Teacher will
work with groups of
students (C and D) to make
sure they are understanding
characters and
comprehending the story.

10:45-11:15

Shared Reading:
The Itsy Bitsy Spider Big
Book

Teacher:
Works with small group.
Pauses the story and
summarizes what has
happened so far. Asks
students to say the names
of the characters so far in
the story and to give a
description.
Students:
Think of the characters and
descriptions in the text and
share with the teacher.

Teacher:
Reads the book aloud.
Students:
Every time the spider does a
new action the students do
that action too.

Modeled Writing
11:15-12:15

Teacher brings in an
example and puts in on the
projector modeling how she
puts characters into her
stories.

We chose to do this so that the teacher can

make sure that the students are
understanding how to identify the
characters in the story.

We chose to do this because it will help the

students better identify the character and
the actions that they do throughout the
story.

1.RL.2.3

1.RL.2.3

This will help the students to better

recognize how to add characters to their
stories so that they make more sense. They
will also be able to see why including a
1.RL.2.3
character is important to the story.

Independent Writing
Teacher:
Works with guided writing
groups.
Students:
Work on their writing piece
from the past two days and
add characters, with names,
and details to their stories.

12:15-1:15

Writing With:
Shared Writing:

Guided Writing
Focus: Punctuation
Conferring:Teacher
Conferences with students
about writing with a focus
on punctuation and asking
questions about where it is
all going next.

Teacher:
Works with guided writing
groups.
Students:
Read writing pieces to each
other and pick out the
characters in each others
stories.

Teacher:
Meets with two tables (C
and D) of students and has
them share a sentence of
their writing.
Students:
Share a sentence of their
work with the teacher and a
small group of students.

This will give students a chance to look

over their writing by themselves and be
able to identify where they should add
characters to it on their own.

1.RL.2.3

We chose to do this because it will give the

students practice with continuing to identify
characters and it can also give students
ideas about how to add characters into their 1.W.6.2b
stories that they are writing too.

We chose to do this so that the teacher can

clear up any questions that the students
have about punctuation in their writing.

1:15-1:45

Word Work:

Teacher: Will model writing

We chose to do this because it will give
using the -er ending. Will
students more practice with this ending and
underline the root word and
it will also help them to understand what
circle the ending of the word. words means with this type of ending on it.
Students: Will read the root
word with the teacher. Will
read the word ending. Will
read the whole word
together.

1.RF.4.6

1:45-2:15

Technology : Puppet Pals

Teacher:
Walk around to make sure
there are no questions.
Students:
Go onto Puppet pals and
add to their stories.

1.RL.4.2.

We decided to have the students keep

adding to their videos because now they
could add more characters to them and
keep on building on what they have.

Thursday: Plot & Main Idea

Time:

Activity

How:
What students do
What teacher does

Why:

CCSS or Indiana State

Standard addressed

8-8:15

Writing To:
Morning message

Teacher:
Writes down character
names from day before
and has students describe
the characters.
Students:

We decided to do this to
review what we learned about
characters the day before.

1.RF.3.1

Describe the characters.

Alphabet Chart:

8:15-8:45

Reading To:
Read Aloud: Little Pea by:
Amy Krouse Rosenthal
Focus for Think Aloud:
Characters

8:45-9:30

Reading With:
Interactive Read Aloud: Pig
Has a Plan by: Ethan Long
Focus of read aloud: main
idea and plot

9:30-10:45

Daily Five

Teacher:
Have students choose a
letter on the alphabet chart
and then have them line
up in alphabetical order
according to the letter that
they chose.
Students:
Lineup in alphabetical
order.
Teacher:
Reads book aloud and
asks students to point out
the characters of the book.
Students:
Listen to reading and pick
out characters in the book.

We decided to do this because

students can practice using
1.RF.2.4
their names to line up in
alphabetical order.

We decided to do this because

then the students will have
1.RL.2.3
more practice with identifying
characters and recapping what
they learned the day before.

Teacher:
Reads book and has
students describe the main
idea and plot of the story.
Students:
Describe main idea and
plot of the story.

We chose to do this because

then the students will have
practice on picking out the
main idea of the story and also
the plot line of the story.

1.RL.2.3

Teacher:

We decided to do this so that

1.RL.2.3

1) Independent Reading:
-Read to Self

2) Phonemic Awareness
-Read To Someone
-Listen to Reading

3) Guided Reading:
Focus: Comprehension

Work with guided reading

groups.
Students:
Read independently and
focus on the main ideas
and plot of the story.

the students can have more

practice with picking out the
main idea of the story and the
plot on their own.

Teacher: Models how she

wants students to find their
own words in the book that
they can change the
sound of. Lets students
break off in small groups
or partners to work on
creating a list of words.
(Pig, Plan etc.) (Big, Plan,
etc.) Then teacher will
work with guided reading
group.
Students:
Take turns listening and
reading with group and
make a list of words that
they can change the
sound of and change the
sounds. Students are
working on their accuracy.

We chose to do this because it 1.RF.3.3

will help students recognize
parts of the word. This will
help students read more
accurately.

Teacher:

This can help students think

Conferring:
Teacher will work with
groups of students (E and F)
to make sure they are
understanding plot and main
idea and comprehending the
story.

10:45-11:15

Shared Reading: The True

Story of the 3 Little Pigs by:
Jon Scieszka

Works with small group.

Pauses the story and
summarizes what has
happened so far. Asks
students to say what is
happening in the story so
far.
Students:
Think of the plot and main
idea in the text and share
with the teacher.

about what is actually

happening in the story instead
of rushing through it. This will
help students make meaning
of the story.

Teacher: Read the story

and have students think
about parts where the
story changes. Ask
students to snap when the
story changes and then at
the end ask students for a
summary of the main idea
of the story.

This activity allows students to

practice with story changes
and think about plot as well as
the main idea, with the
guidance of the teacher to
help.

Teacher brings in the

sample writing piece from
the day before and asks
the students about what
the plot and main idea of
the story is. She
interactively comes to a

This activity can help students

because it allows them to see
how to conclude a story. This
is an important skill and can
help students as they learn to
stay on one topic in their
writing.

Modeled writing:
11:15-12:15

1.RL.2.3

conclusion with the

students.
Independent Writing:
12:15-1:15

Writing With:
Shared Writing

Guided Writing
Focus:
Conferring:

Students will finish up their

drafts of their stories.

This activity helps students to

work more with main idea and
plot. It also allows students to
take ownership of their
learning because they are in
charge of checking for the plot
and main idea.

1.W.3.2

Teacher:
Meets with guided writing
groups.
Student: Partner up with
their elbow partner for
peer review. During the
peer review students have
to list in a chart (provided)
the main idea and plot and
the characters. They also
have to revise any errors
they find.

This will help to pick out all of

the elements of each others
papers and it will help them
when they go back to revise
their papers too.

1.W.4

Teacher: Works with group

of students who are
struggling making
connections and

We chose to do this because

we want to make sure all of
our students are being
reached by our teaching.

predictions. (Group will be

formed from observation
throughout the week with
who needs more practice).

Thus, we are providing extra

support for students who need
it. This will prevent students
from falling behind their peers.

1:15-1:45

Word Work:

Teacher: Will model writing

using the -ar ending. Will
underline the root word
and circle the ending of
the word.
Students: Will read the
root word with the teacher.
Will read the word ending.
Will read the whole word
together.

We chose to do this because

it will give students more
practice with this ending and it
will also help them to
understand what words means
with this type of ending on it.

1.RF.4.6

1:45-2:15

Technology :

Teacher:
Walk around and see if
there are any questions.
Students:
Continue to work on the
Puppet pals stories.

We decided to have the

students keep adding to their
videos because now they
could add more characters to
them and keep on building on
what they have.

1.RL.4.2.

Friday: Setting
Time:

Activity

How:
What students do
What teacher does

Why:

CCSS or
Indiana State
Standard
addressed

8-8:15

Writing To:

Teacher:

We chose to do this so that

1.RL.2.3

Morning message

Writes down some events that occurred in

the Pig Has a Plan and has the students
put the events in order.
Students:
Put the events in order.

the students could have a

review of plot and main idea
from the day before.

Alphabet Chart:

Teacher:
Assign each student a letter and have
them draw a picture of a word that starts
with that letter.
Students:
Draw a picture to go along with their letter.

This will help students make

connections between words
that they know and their
letters. The picture can help
students because it shows
this connection in an
accessible visual format.

Reading To:
Read Aloud - Courage
Focus for Think Aloud:
Plot and Main idea

Teacher:
Reads book aloud and has students pick
out the main actions of the story.
Students:
Listen to story and listen for main ideas.

We chose to do this
because it allows students
to focus on the supporting
details of the story. This
allows us to expand on our
work with main ideas.

Reading With:
Interactive Read Aloud:
E-I-E-I-O How Old
MacDonald Got His Farm
by: Judy Sierra

Teacher:
Reads book and has students describe
the setting of the story.
Students:
Describe the setting of the story.

We chose to do this for a

quick introduction into
setting, so that the students
can start understanding how
to describe setting.

1.RL.2.3

Teacher:
Work with guided reading groups.
Students:
Read independently and focus on the

This will give students a

chance to work on their own
while reading, so that they
can find the setting of the

1.RL.2.3

8:15-8:45

8:45-9:30

9:30-10:45

Daily Five
1) Independent Reading:
-Read to Self

1.RF.2.4

2) Phonemic Awareness:
-Read To Someone
-Listen to Reading

3) Guided Reading
Focus:
Conferring:

Shared Reading: The

setting of the story.

story by themselves.

Teacher: Models how she wants students

to find their own words in the book that
they can change the sound of. Lets
students break off in small groups or
partners to work on creating a list of words
(Farm, sheep, cow). Then teacher will
work with guided reading group.
Students:
Take turns listening and reading with
group and make a list of words that they
can change the sound of and change the
sounds. Students are working on their
accuracy.

We chose to do this
because it will help students
recognize parts of the word.
This will help students read
more accurately.

Teacher works with group of students that

just are not understanding how to find the
setting of the story. She reads The Most
Magnificent Thing by: Ashley Spires and
has the students think about the setting of
the story.
Students: Listen to story and think about
the setting.

We chose to do this
because then the teacher
can check in with the
students to make sure they
are actually understanding
what the plot of the story is.

1.RF.3.3

10:45-11:15

Book with no pictures by:

B.J. Novak

Teacher: Read the story and have

students visualize what they think is
happening the story. Then students will
draw their predictions and imaginations.
Students: Will picture the setting of the
story and draw pictures of what they think
is happening.

This will give students a

recap of predictions and it
will also help them to
envision what a setting
looks like.

1.RL.2.4

Students will get their edits from their

partners back and they can make final
changes to stories and be ready to turn in
a final story.

This will give students a

final chance to fix their
writing and to make sure
that they have a setting in it.

1.W.4

Teacher: works with group of students for

a short time to practice more with plot and
main idea of stories. Teacher has short
writing examples from past years that
students work with to find main idea and
plot.

This activity allows students

to work on picturing the
setting and events that are
happening in the story with
guidance from their teacher.

1.RL.2.3

Independent Writing
11:15-12:30

Guided Writing
Focus:
Conferring:

12:30-1:15

Writing With:
Shared Writing
Modeled writing (Modeled writing will be
with the presentation part
because the teacher will
share her final story.)

Teacher: Will share her story that she has

been working on all week and have
students pick out one aspect of her story
(plot, main idea, character, or connection
made). All students will have an
opportunity to share their work with the
entire class and the class will have to pick

This allows all of the

students to share their work
and hear the work of all of
their peers as well as their
teacher. The students also
get extra practice on the

out one aspect of writing, that they have

been working on all week, from each story
after each presentation is finished.

different aspects of stories

that were talked about all
week.

1:15-1:45

Word Work:

Teacher: Will model writing using the -on

ending. Will underline the root word and
circle the ending of the word.
Students: Will read the root word with the
teacher. Will read the word ending. Will
read the whole word together.

We chose to do this
because it will give students
more practice with this
ending and it will also help
them to understand what
words means with this type
of ending on it.

1.RF.4.6

1:45-2:15

Technology :

Students will put their Puppet Pals work

from the week into iMovie and edit their
stories. Then they will share them with the
class.

We chose to do this
because it can show
students that revision can
happen in more just writing.
Thus, it will show them that
their revision skills in writing
can be applied to other
activities. In addition it will
provide an opportunity to
celebrate the students work
and learning.

1.W.4