Unit Goals – Stage 1 English Language Arts Keep Trying

Unit Goals – Stage 1  English Language Arts Keep Trying
English Language Arts
Keep Trying
Grade 1
Unit Goals – Stage 1
Unit Description: Students will learn that perseverance is the ability to keep trying. Students will learn through reading both literature and informational text that perseverance is a quality
possessed by almost all successful people and is necessary to accomplish goals. Students will describe characters, setting, and major events and determine the central message or lesson. Narrative
writing will be the focus throughout the unit.
CCR Anchor Standards
R.CCR.2 Determine central ideas or theme of a text and analyze their
development; summarize the key supporting details and ideas.
R.CCR.3 Analyze how and why individuals, events, and ideas develop
and interact over the course of a text.
R.CCR.6 Assess how point of view or purpose shapes the content and
style of a text.
R.CCR.7 Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words.
R.CCR.9 Analyze how two or more texts address similar themes or
topics in order to build knowledge or to compare the approaches the
authors take.
W.CCR.3 Write narratives to develop real or imagined experiences or
events using effective technique, well-chosen details, and wellstructured event sequences.
W.CCR.7 Conduct short as well as more sustained research projects
based on focused questions, demonstrating understanding of the
subject under investigation.
W.CCR.8 Gather relevant information from multiple print and digital
sources, assess the credibility of each source, and integrate the
information while avoiding plagiarism.
SL.CCR.1 Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
SL.CCR.4 Present information, findings, and supporting evidence such
that listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and audience.
L.CCR.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.CCR.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases by using context clues, analyzing
meaningful word parts, and consulting general and specialized
reference materials, as appropriate.
L.CCR.5 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
Transfer Goals
Students will be increasingly able to independently use their learning to…
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Read closely and analytically to comprehend a range of increasingly complex literary and informational text. (Claim 1)
Produce effective and well-grounded writing for a range of purposes and audiences. (Claim 2)
Employ effective speaking and listening skills for a range of purposes and audiences. (Claim 3)
Engage in research and inquiry to investigate topics, and to analyze, integrate, and present information. (Claim 4)
Making Meaning
UNDERSTANDINGS
Students will understand that…
ESSENTIAL QUESTIONS
Students will keep considering…
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1.
2.
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Worthwhile goals can very seldom be achieved without
effort and perseverance.
Characters’ traits, motivations, or feelings drive their
actions and contribute to the plot.
In order to determine a central message or lesson,
readers must first be able to retell the story and discuss
key details about characters, setting, and the events.
Types of reading materials share commonalities and
differences, and each has a specific purpose and
structure.
We experience things in our everyday lives that can be
recounted in a narrative.
3.
4.
5.
¿Qué se necesita para lograr una meta?
¿De qué manera muestra perseverancia este
personaje/persona?
¿Qué está tratando de decirme el autor?
¿De qué manera son similares los textos? ¿De qué manera
son diferentes?
¿Qué historia quiero contar?
Acquisition
Students will know…
Students will be skilled at (Do)
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Vocabulary: perseverance, persistence
Literary features of narrative: character, setting, events,
challenges, problem, solution
Features of a poem, folktale, fable, informational text
Plot, characterization, theme, message or lesson
Characterization includes appearance, behavior,
interests, thoughts, words, and feelings
Setting includes time and place
•
•
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Setting a personal goal and persevering to achieve it
Making connections between individuals, events, and from
one text to another
Determining the central message or lesson in a story, fable,
or folktale
Interpreting and evaluating a variety of literature and
informational text about perseverance
Listening and responding to questions about characters,
setting, and main events in stories about perseverance
Comparing characters that exhibit perseverance
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
English Language Arts
Keep Trying
Grade 1
Grade Level Standards – Stage 1
Reading
Writing
Speaking and Listening
Language
Literature
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.1.6 Identify who is telling the story at various points in a
text.
RL.1.7 Use illustrations and details in a story to describe its
characters, setting, or events.
RL.1.9 Compare and contrast the adventures and
experiences of characters in stories.
Informational
RI.1.2 Identify the main topic and retell key details of a text.
RI.1.3 Describe the connection between two individuals,
events, ideas, or pieces of information in a text.
RI.1.6 Distinguish between information provided by pictures
or other illustrations and information provided by the words
in a text.
RI.1.7 Use the illustrations and details in a text to describe
its key ideas.
RI.1.9 Identify basic similarities in and differences between
two texts on the same topic (e.g., in illustrations,
descriptions, or procedures.
NOTE: To teach the Foundational Reading Standards, refer
to the CCSS document, Scope and Sequence, and continue
to follow the Green Section of Open Court (Unit 7 lessons
6-15, and Unit 8 lessons 1-10).
Text Type
W.1.3 Write narratives, in
which they recount two or
more appropriately
sequenced events, include
some details regarding
what happened, use
temporal words or signal
event order, and provide
some sense of closure.
Comprehension and
Collaboration
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.
a. Follow agreed upon
rules for discussions
(e.g., listening to
others with care,
speaking one at a
time about the topics
and texts under
discussion).
Conventions of Standard English
L.1.1 Demonstrate command of the conventions
of standard English grammar and usage when
writing or speaking.
e. Use verbs to convey a sense of past,
present, and future.
i. Use frequently occurring prepositions
(e.g. during, beyond, toward)
Research to Build and
Present Knowledge
W.1.7 Participate in
shared research and
writing projects (e.g.
explore a number of
“how- to” books on a
given topic and use them
to write a sequence of
instructions).
W.1.8 With guidance and
support from adults,
recall information from
experiences or gather
information from
provided sources to
answer a question.
Presentation of Knowledge
and Ideas
SL.1.4 Describe people, places,
things, and events with
relevant details, expressing
ideas and feelings clearly.
SL.1.6 Produce complete
sentences when appropriate to
task and situation.
Vocabulary Acquisition and Use
L.1.4 Determine or clarify the meaning of
unknown and multiple meaning words and
phrases based on grade 1 reading content,
choosing flexibility from an array of strategies.
b. Identify frequently occurring root
words (e.g. look) and their inflectional
forms (e.g. looks, looked, looking)
L.1.5 With guidance and support from adults,
demonstrate understanding of word
relationships and nuances in word meanings.
c. Distinguish shades of meaning among
verbs differing in manner (look, peek,
glance, stare, glare, scowl) and
adjectives differing or choosing them
or by acting out the meanings.
L.1.6 Use words and phrases acquired through
conversations, reading and being read to, and
responding to texts, including using frequently
occurring conjunctions to signal simple
relationships.
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
English Language Arts
Keep Trying
Grade 1
Evidence of Learning – Stage 2
Evaluative Criteria (LBUSD Achievement Report Evidence)
See Performance Task Rubric (included in unit)
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Uses key details to identify main topics and retell stories
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Engages in collaborative conversations about grade level topics & texts
Uses grade-appropriate language & vocabulary
Spells simple words using common spelling patterns and more difficult
words phonetically
Applies grade level appropriate rules for capitalization and punctuation
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See CCSS-Aligned Opinion Writing Rubric
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Organizes and maintains focus to support purpose
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Uses appropriate details & precise language to develop the topic
•
Spells simple words using common spelling patterns & more difficult words
phonetically
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Applies grade level appropriate rules for capitalization & punctuation
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Evaluative Criteria (LBUSD Achievement Report Evidence)
Asks and answers questions about key details in a text
Uses key details to identify main topics and retell stories
Determines meaning of words and phrases in text
Identifies common types of text and text features
Makes connections between texts
Engages in collaborative conversations about grade level topics & texts
Uses grade-appropriate language & vocabulary
Organizes & maintains focus to support purpose
Uses appropriate details and precise language to develop the topic
Spells simple words using common spelling patterns & more difficult words
phonetically
Applies grade level appropriate rules for capitalization & punctuation
See CCSS-Aligned Collaborative Discussion Rubric
End of Unit Assessment Evidence
Performance Task
For this task, the teacher will read the story The Garden as students follow
along in their anthology. Students will work independently to complete a Tree
Map by drawing and/or writing the characters, setting, the problem, and at
least three things (events) that Toad did to try to solve his problem. Prior to
writing independently, students will discuss the prompt: What did Toad do to
try to get his garden to grow? Did it work?
Narrative Writing Task
Write about a time you worked really hard to get something you wanted or to
learn something new.
Other Evidence – may also be used formatively
Participation during Read-Alouds (reading and responding to text)
Listening and Learning Logs
Writing Journals
Anecdotal evidence during Collaborative Discussions
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
English Language Arts
Keep Trying
Grade 1
Learning Targets-Stage 3
Reading
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I can retell stories, including key details.(RL.1.2)
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I can demonstrate an understanding of the central
message or lesson. (RL.1.2)
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Writing
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I can write a narrative recounting
two or more sequenced events.
(W.1.3)
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I can follow classroom
rules for discussion.
(SL.1.1)
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I can write a narrative with details.
(W.1.3)
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I can describe people,
places, things, and events
with details. (SL.1.4)
•
I can use temporal words to signal
event order. (W.1.3)
I can produce complete
sentences. (SL.1.6)
I can describe characters, settings, and major
events in a story. (RL.1.3)
I can identify who is telling the story at various
points. (RL.1.6)
•
I can use illustrations and details in a story to
describe its characters, setting, or events. (RL.1.7)
•
I can compare the adventures and experiences of
characters in stories. (RL.1.9)
•
I can identify the main topic and retell key details.
(RI.1.2)
•
I can describe the connection between two
individuals, events, ideas, or pieces of information
in a text. (RI.1.3)
•
I can tell if information is found in pictures or in
text. (RI.1.6)
•
I can use illustrations and details in a text to
describe its key details. (RI.1.7)
•
I can identify how two texts are similar and
different. (RL.1.9)
Speaking and Listening
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I can include a closure to my writing.
(W.1.3)
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I can write a closing sentence.
(W.1.3)
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I can participate in research projects
with my classmates. (W.1.7)
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I can gather information from
provided resources. (W.1.8)
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Language
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I can use verbs to convey a sense of
past, present, and future. (L.1.1e)
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I can use prepositions in my writing
and when speaking. (L.1.1i)
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I can identify root words and their
inflectional forms. (L.1.4c)
•
I can distinguish the differences
among words that describe the same
action. (L.1.5.d)
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
English Language Arts
Keep Trying
Learning Plan –Stage 3
Grade 1
Instructional Sequence Overview
Days
Days 1-2
Day 3
Reading and Responding to Text
and Vocabulary Acquisition
Video: All About Perseverance: Mr. Stanley
The Itsy Bitsy Spider (OCR)
Poem : 74th Street (OCR)
Days 4-7
Men of Invention (Content Connections)
Day 8-9
Carver and Edison (Text Connections)
Days 10-11
The Way of the Ant (OCR)
Day 12-14
BAP: The Kite (OCR)
Day 15-16
The Hare and the Tortoise (OCR)
Day 17-18
The Fox and the Grapes (OCR)
Language Conventions and Narrative Writing
Language Conventions: Past, Present, Future Tense Verbs, Prepositions
Narrative Writing: Getting Ready for School
Language Conventions: Root Words
Narrative Writing: A Fun Day
Language Conventions: Past, Present, Future Tense Verbs
Narrative Writing: A Bad Day
Language Conventions: Past, Present, Future Tense Verbs
st
Narrative Writing: 1 Day of School
Language Conventions: Past, Present, Future Tense Verbs, Prepositions
Narrative Writing: Mini Lesson on Descriptive Language
Language Conventions: Past, Present, Future Tense Verbs
Narrative Writing: Day with a Friend
Language Conventions: Past, Present, Future Tense Verbs
Narrative Writing: Birthday Party
Language Conventions: Past, Present, Future Tense Verbs, Prepositions
Narrative Writing: Descriptive Language, Revise/Edit
Performance Task
Available
Resources
to
Support
and
Enhance
Instruction
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OCR Unit 7
Classroom Library Read Alouds related to
the theme
Foundational Reading
Skills
Do the following daily:
• OCR Green SectionUnit 7, lessons 6-15
Unit 8, lessons 1-10
• Phonological
Awareness Songs
• Small Group Instruction
• Workshop
• Fluency Passages
Writing Task
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WftB Narrative Binder
WftB Setting the Stage Binder-mini lessons to teach essential criteria
OCR Blue Section
FRSA
FRS Teacher Guide (located
on intranet)
Note: In addition to the texts listed above, it is very important to include daily read-alouds to expose students to the rich language of quality text. When choosing read alouds for this purpose, the
teacher should consider how the books will extend students’ understanding of the theme, build vocabulary and provide opportunities for thoughtful classroom discussions.
Suggestions:
Captain Bill Pinkney (BAP lesson from OCR, Unit 6)
How I Started a Clothing Line (Text Connections)
Prezi: Dr. Seuss http://prezi.com/3i3hze1rj7nv/dr-seuss-biography/
Prezi: Dr. Seuss Showed Perseverance http://prezi.com/ysnd1t_tcyjf/how-drseuss-showed-perseverance/
Oh, the Places You’ll Go, Dr. Seuss
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
English Language Arts
Vocabulary
waterspout, swoosh, flicked,
dew
Keep Trying
The Itsy, Bitsy, Spider (OCR)
Days 1-2
Grade 1
Theme Connections
The spider in the poem continues to climb despite the many obstacles it encounters.
Reader and Task Considerations
The Itsy, Bitsy Spider is a poem with rhyming verses. It is necessary to read the poem without stopping so the students can hear the flow and syntax. After reading
the poem several times, give the students an opportunity to practice reading on their own to build fluency.
Metas de Aprendizaje
• Puedo escuchar de cerca un
texto leído en voz alta.
(RF.1.4)
• Puedo describir personajes,
el escenario, y hechos
principales de la historia.
(RL.1.3)
Focus of Instruction: Reading and Responding to Text and Vocabulary Acquisition
First Read
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Reread for Comprehension
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• Puedo describir personas,
lugares, cosas y eventos
con detalles. (SL.1.4)
• Puedo usar ilustraciones y
detalles en una historia
para describir sus
personajes, ambiente, o
eventos. (RL.1.7)
Tell students that the theme for this unit is Keep Trying. There will be times in our lives that we cannot do something or struggle with learning something
new. When this happens it is important to keep trying and not give up. Another word for this is “perseverance”. We will read both literature and
informational text about characters and people who did not give up.
Read the poem The Itsy, Bitsy Spider in its entirety without stopping.
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Create a large Tree Map on butcher paper with the branches: character, setting, problem, major events.
¿Quién es personaje más importante en este poema? Add the character to the Map.
Tell students that setting includes when and where. Remind students that the illustrations as well as the words on the page will give clues about the
setting. Looking at page 12-13 and ask the students: ¿En dónde está la araña? ¿Encontraste la respuesta en el texto o en las ilustraciones? (text says:
“climbed up the water spout” and water spouts are outside, illustration shows grass, flowers, rainbow) ¿Cuádo está sucediendo esto? (during the day) ¿Qué
te ayuda en esta página para saber esto? (sun in the picture, text says “out came the sun”) Turn each page and discuss when and where the poem is
taking place and where that information is found (in the text or the illustration). Add setting to the Tree Map.
¿Qué problema sigue teniendo la araña? add To Tree Map
Tell students that readers can learn a lot about a character by his/her actions. ¿ C u á l e s s o n a l g u n a s d e l a s c o s a s q u e h i z o l a a r a ñ a p a r a
t e j e r s u t e l a r a ñ a ? Create a vertical Flow Map and add to Tree Map.
¿Qué te revela esto acerca de la araña? Con base a estas acciones, ¿Qué palabras puedes usar para describir a la araña? Create Bubble Map and add
to Tree Map.
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
English Language Arts
•Puedo describir a las
personas, lugares,
cosas y eventos con
detalles. (SL.1.4)
•Puedo seguir las reglas
de discusión del salón.
(SL.1.1)
Keep Trying
Write a sentence describing the spider and the reason why you chose this word. EX: The itsy, bitsy spider is
The following video is about perseverance. Tell the students “As you watch the video Mr. Stanley: All
About Perseverance, I want you to listen for some of the encouraging words that are used. We will
record these sayings in a Circle Map.”
http://www.schooltube.com/video/bc5185d4377f71eda901/All-About-Perseverance-Mr-Stanley-tells-storiesabout-sticking-with-it-and-having-perseverance
•
Create a Circle Map with the encouraging words from the video (See Circle Map). As the unit progresses,
record other sayings students learn or ones the students may come up with on their own. Below are
examples:
“We learn from our mistakes!”
“You are always in control of one thing...yourself!”
“If at first you don’t succeed, try again!”
“If it’s worth having, it’s worth working for!”
Focus of Instruction: Language Conventions and Narrative Writing
Language Conventions

• Puedo usar preposiciones
•
• Puedo identificar las
raíces de palabras y sus
formas de inflexión.
(L.1.4c)
.
•
para transmitir un
sentido de pasado,
presente y futuro. (L.1.1e)
al escribir y al hablar.
(L.1.1i)
because she
Video
Metas de Aprendizaje
• Puedo utilizar verbos
Grade 1
Listening and Learning Log
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•
•
Present, Past, Future Tenses
Review that verbs show action. Explain that a verb can tell what is happening now or in the past. Past
tense verbs tell about something that has already happened. The Itsy, Bitsy, Spider has many verbs written
in the past tense. Tell students that words written in past tense have an –ed at the end.
Have students look for the past tense verbs in the poem (climbed, washed, dried, flicked, jumped,
knocked, slipped, landed, and rested).
Create a Tree Map titled “verbs” with the branches “present” “past” and “future” as the branches. Explain
that the verb without the –ed is the root word.
Explain that verbs written in future tense have the word will. For example: I will climb the tree tomorrow.
Have students practice using all three tenses in sentences.
Prepositions
•
A preposition links nouns, pronouns and phrases to other words in a sentence. Prepositions give information about where and when. Some examples are:
at, above, over, below, beneath, on, in...
•
Using a stuffed animal or another object, place it somewhere in the classroom and have students describe where it is located using a preposition and a
complete sentence.
•
Write sentences on the board and have students identify the preposition.
The dog was in the garage.
The man is sitting under the tree. The
clock is hanging on the wall.

Reread The Itsy, Bitsy Spider and have student look for prepositions.
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
English Language Arts
• Puedo escribir una
narrativa contando dos o
más eventos en secuencia.
(W.1.3)
• Soy capaz de escribir una
narrativa con detalles.
(W.1.3)
Keep Trying
Grade 1
Recount Narrative (Getting Ready for School)
See WftB Narrative Binder pages 65-67)
• Create a Circle Map with the topic “Getting Ready for School”. Model 5 things you do to get ready for school. Have students recount what they do
before school.
• Create a Flow Map to model the sequencing of the events. Have students do the same.
• Model adding transition words to the top of each box in the Flow Map. Have students do the same.
• Model how to take the information off of the Flow Map one box at a time and write a sentence. Have the students do the same.
• Puedo utilizar palabras de
tiempo para señalar el
orden de los eventos.
(W.1.3)
• Puedo incluir una
conclusión en mi escritura.
(W.1.3)
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
English Language Arts
Keep Trying
Grade 1
The Its Bits Spider
I
Characters
I
I
when
I
during the day
• kept trying to
find a good spot
to spin her web
I
I
Problem
Setting
I
• waited for the sun to dry
the rain p. 13
• waited for the mouse to
go away, p. 17
• waited for the cat to fall
asleep,p. 19
I
I
where
I
• in the yard
• kitchen
• living room
• garden
• in a tree
I
• The
spider
wanted to
sp1n a
web but
kept
falling
I
Events
I
climbed water
spout
climbed kitchen
wall
climbed yellow
pail
climbed rocking
chair
climbed a
maple tree
•
\
.
climbed the
.,
maple tree again ·'t . :::·
and spun her web
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
English Language Arts
Vocabulary
flops, smacks
Keep Trying
74th Street (OCR)
Day 3
Grade 1
Theme Connections
Learning how to roller skate can be challenging. This poem addresses this challenge and shows that when you “keep trying” you will eventually accomplish
what you want.
Reader and Task Considerations
Reading poetry can sometimes be difficult at this age. Model reading the poem several times and then have the students choral read the poem, trying to
match your inflection.
Metas de Aprendizaje
• Puedo escuchar de cerca un
texto leído en voz alta. (RF.1.4)
Focus of Instruction: Reading and Responding to Text and Vocabulary Acquisition
First Read
•
•
•
Encourage the students to listen carefully and try to see, or picture in their minds, the action that the poet is describing.
Read the poem aloud twice in a voice that reflects the excitement and immediacy of the poem.
Choral read the poem with the students.
Reread for Comprehension
• Puedo describir personajes,
escenarios y grandes eventos en
una historia. (RL.1.3)
• Puedo usar ilustraciones y
detalles en una historia para
describir sus personajes, el
ambiente, o eventos. (RL.1.7)
•
•
•
•
•
Vocabulary Acquisition (Shades of Meaning)
•
• Puedo describir personas, lugares,
cosas y eventos con detalles.
(SL.1.4)
¿Qué está tratando de hacer la niña?
¿Cuántas veces hizo ella el intento hasta que tuvo éxito? ¿Qué evidencia ayuda a apoyar tu respuesta?
¿Qué palabras usarías para describir a la niña en el poema? (valiente, aventurero, fuerte, sin temor, retador). Create Bubble Map.
El autor utiliza la palabra “fiascos” en el cuarto renglón. ¿Qué te ayuda a darte cuenta lo que quiere decir la palabra “fiascos?”
¿Tuvo éxito la niña? ¿Cómo sabes?
•
•
Tell students that understanding different words and the different shades of meaning will help writers decide which word will best explain what they
are trying to describe.
th
Using the Bubble Map that described the little girl in 74 Street: All the words used to describe the girl are very similar in meaning (brave,
adventurous, bold, fearless, daring)
Have the students discuss how they would list these words from the least intense to the most intense “shades of meaning” and explain why.
• Puedo distinguir las diferencias
entre las palabras que describen
la misma acción. (L.K.5.d)
Collaborative Discussion (Small or Large Group)
•
• Puedo demostrar una
comprensión del mensaje central
o lección. (RL.1.2)
Building on the Theme
•
•
Long Beach Unified School District
¿Por qué piensas que este poema se incluyó en esta unidad “Sigue intentando”? ¿Qué piensas que el autor estaba tratando de comunicarte al leer este
poema?
¿Qué te gustaría lograr al final de la unidad? Give students time to think of something they are currently not able to do or something they need to
work on. Have the students set a goal that they would like to accomplish by the end of the unit and what they plan on doing to accomplish this goal.
(Examples could be learning how to ride your bike, passing a particular sight word list, learning how to tie shoes, being kind to others...).
Model for the students how to think about and write a personal goal. EX: I want to learn how to
.
10
2014-2015
English Language Arts
Keep Trying
Grade 1
Listening and Learning Log
•
Students will write a personal goal. At the end of the unit, students will be given an opportunity to write about a time they worked hard to learn
something or get something they wanted. They may want to choose this one. (Reading and Writing Performance Task)
Metas de Aprendizaje
• Puedo utilizar verbos para
transmitir un sentido del pasado,
presente y futuro. (L.1.1e)
•
• Puedo identificar las raíces de
Focus of Instruction: Language Conventions and Narrative Writing
Language Conventions
Root Words
th
•
The poem 74 Street has many verbs with an “s”. Have students identify the verbs in the poem (puts, stands, flops, sticks, falls, smacks, grabs, slides,
skins). Remind the students that the Root Words are words that can stand alone. Ask: What is the root word in each of these verbs?
•
You can add these verbs to the Verb Tense Tree Map under “present” tense.
palabras y sus formas de
inflexión. (L.1.1e)
• Soy capaz de escribir una narrativa Recount Narrative (A Fun Day)
contando dos o más eventos en
•
Create a Circle Map with the topic “Disneyland”. Model 4-5 things you did while you were at Disneyland. Have students choose a time they went to
secuencia. (W.1.3)
an amusement park or another place that was fun and have them do the same.
•
Create a Flow Map to model the sequencing of the events. Have students do the same.
• Soy capaz de escribir una narrativa
con detalles. (W.1.3)
• Puedo utilizar palabras de tiempo
para señalar el orden de eventos.
(W.1.3)
• Puedo incluir una conclusión a mi
escritura. (W.1.3)
• Puedo escribir una
oración de conclusión.
•
•
Model adding transition words to the top of each box in the Flow Map. Have students do the same.
Model how to take the information off of the Flow Map one box at a time and write a sentence. Remind students that NOT all the words they need to
write their stories will be in the Flow Map. They will have to add some words to make their sentences coherent. Have the students do the same.
Mini lessons
(logical sequence, use of adjectives, closing with a reaction)
Throughout the week, practice writing more recount narratives (first time you flew in an airplane, first time you tried something new...)
Long Beach Unified School District
11
2014-2015
English Language Arts
Vocabulary
cotton, inventions, inventor,
phonograph scientist, deaf
Keep Trying
Men of Invention (Content Connections)
Days 4-7
Grade 1
Theme Connection
The ability to persevere through long periods where you are not successful or feel that you don’t really know what you are doing is essential in order to reach a
goal.
Reader and Task Considerations
Imagining life without electricity, phones, soap can be difficult for young students. In order to be successful with understanding the significance of these
inventions, they will have to imagine how difficult life could be without them.
Focus of Instruction: Reading and Responding to Text and Vocabulary Acquisition
Metas de Aprendizaje
 Puedo escuchar de cerca un
texto leído en voz alta. (RF.1.4)
First Read
•
•
•
• Puedo usar ilustraciones y
detalles en un texto para
describir sus detalles clave.
(RI.1.7)
• Puedo identificar el tema
principal y volver a contar los
detalles clave. (RI.1.2)
Reread for Comprehension
•
•
•
•
•
•
•
•
•
•
Long Beach Unified School District
Begin a Circle Map divided into two sections and the word “inventors”
written in the small circle. Write the following questions in each: What do
inventors do? Who are some inventors? Tell students you want them to be
thinking about the answers to these questions as you reread the text.
Introduction
The author defines the word inventor by describing what they
do. De acuerdo al texto, ¿qué hacen los inventores? (make
new things, finds new ways to do things, solve problems). Add
this information to the Circle Map.
• Puedo decir si la información
se encuentra en las
imágenes o en el texto.
(RI.1.6)
• Puedo usar ilustraciones y
detalles en un texto para
describir sus detalles clave.
(RI.1.7)
Tell students that this is a biography. A biography is a factual retelling of another person’s life. The person may have lived long ago or in recent history, or
the person may still be alive today. Biographies can cover a person’s entire life, or just important parts of a person’s life.
Explain to students that a title of a book will sometimes tell the reader what the book is about. Read the title. This book is about inventors and their
contributions.
Read the text all the way through without stopping so students are able to hear the flow of the text and have time to develop a coherent understanding as
a whole.
The author states that there are three inventors but does not
name them in the text. Instead, the author decided to include
photographs of the inventors along with a label of their names.
¿Quiénes son los inventores de los que se habla en este texto?
Add the names to the Circle Map.
•
Create a Tree Map titled “Men of Invention” with the names of
the three inventors as branches.
Chapter 1
Tell students that the main idea is the most important point an author wants the reader to know. Sometimes the author states the main idea.
Other times, the reader must think about all the details in a text to figure out the main idea. What is the main idea of this chapter? (Thomas
Edison invented many things.) Add to Tree Map.
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English Language Arts
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Grade 1
Tell students that the key details support the main idea. ¿Cuáles son
algunos de los detalles clave que apoyan la idea principal en este
capítulo? Add the details under the Thomas Edison branch.
¿Qué es un fonógrafo? ¿Qué pista en el texto te ayuda a saber esto?
El autor indicó que el arduo trabajo e ideas de Edison cambiaron las vidas
de las personas. ¿De qué manera cambiaron las vidas de las personas?
 Puedo describir la conexión
entre dos personas, eventos,
ideas o información en un
texto. (RI.1.3)
•
Chapter 2
¿Cuál es la ideas principal de este capítulo?(Add to Tree Map)
¿Qué ideas claves apoyan la idea principal de este capítulo?(Add to
Tree Map)
¿Cómo cambiaron las vidas de las personas con el invento del
teléfono? Las citas te dicen lo que ves en las fotografías y te brindan
información que no se encuentra en el texto. ¿Qué te dice esta cita
y qué información puedes obtener de la fotografía?
•
Chapter 3
¿Cuál es la idea principal de este capítulo?(Add to Tree Map)
¿Cuáles ideas claves apoyan la idea principal de este capítulo?(Add to Tree Map)
¿De qué manera cambiaron las vidas de las personas con el invento de fabricar cosas hechas con plantas?
¿De qué manera son diferentes los inventos de George W. Carver, Thomas Edison y Alexander Graham Bell?
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Grade 1
Reread to Gather Evidence/Information and Respond to Text (Culminating Task)
• Puedo formar una opinión y
dar razones de apoyo.
(W.1.1)
• Puedo participar en
proyectos de investigación
con mis compañeros de
clase. (W.1.7)
• Puedo obtener información
de los recursos
proporcionados. (W.1.8)
Focus Question: En tu opinión, ¿Qué inventor ha tenido mayor impacto en la sociedad?
Test Drive (for teachers only). I think Thomas Edison has had the greatest impact on society. Thomas Edison invented an electric light bulb that would last a
really long time. If we didn’t have light in our homes we would have to use candles. Edison also invented the phonograph and the movie camera. Life today
would have been different if it wasn’t for Thomas Edison.
Information Gathering
•
•
•
Read the prompt to the students and have them decide which inventor had the greatest impact on society.
Give each student a copy of the typed chapter for their chosen inventor. (See pages 34-36)
Give each student time to highlight information in the text that supports their reasons prior to completing
their Multi Flow maps.
Oral Rehearsal (Remind students that oral rehearsal is different than a collaborative conversation.
This is their time to practice forming sentences orally prior to writing the sentences).
Place students in “like” inventor groups to share (orally rehearse) their Multi Flow maps and listen to other
students’ reasons.
Responding to Text
Students will answer the focus question. Encourage students to add details in their writing.
Focus of Instruction: Language Conventions and Narrative Writing
Metas de Aprendizaje
 Puedo utilizar verbos para
transmitir un sentido de
pasado, presente y futuro.
(L.1.1e)
Language Conventions
Verb Tense
•
The text Men of Invention is about inventors who lived long ago. Since it is written about the past, the verbs used in the text will be written in past tense.
Look for the verbs with an –ed. Add the words to the verbs Tree Map (burned, wanted, worked, invented, played, changed). Identify the root word, and
add the present, past, and future tense of the word to the map.
 Puedo identificar las raíces
de palabras y sus formas de
inflexión. (L.1.4c)
Long Beach Unified School District
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2014-2015
English Language Arts
Keep Trying
Grade 1
Recount Narrative (A Bad Day)
• Puedo escribir una
narración contando dos o
más eventos en secuencia.
(W.1.3)
•
•
Create a Circle Map with the topic “A Bad Day”. Model 4-5 things that happened to you that make it a bad day. Have students recount a time they had a bad day.
Create a Flow Map to model the sequencing of the events. Have students do the same.
• Soy capaz de escribir una
narrativa con detalles.
(W.1.3)
• Puedo utilizar palabras de
tiempo para señalar el fin
del evento. (W.1.3)
Model adding transition words to the top of each box in the Flow Map. Have students do the same.
•
Model how to take the information off of the Flow Map one box at a time and write a sentence. Remind students that NOT all the words they need to write their
stories will be in the Flow Map. They will have to add some words to make their sentences coherent.
• Puedo incluir una
conclusión en mi escritura.
(W.1.3)
• Puedo escribir una oración
de conclusión. (W.1.3)
Mini lessons
(logical sequence, use of adjectives, closing with a reaction)
Revise/Edit
Model for students how to edit their work for correct mechanics and revise for descriptive words, varied sentences and coherence.
Logical sequence of events
Closing Sentence
Transition Words
Details regarding what happened
Descriptive words
Complete Sentences with spelling, punctuation, and capitalization
Varied Sentences
Makes Sense
Throughout the week, practice writing more recount narratives (a sad day, a happy day, really busy day)
Long Beach Unified School District
15
2014-2015
English Language Arts
Keep Trying
Grade 1
a time you helped someone, a time someone helped you...)
Carver and Edison Two American Inventors (Text Connections)
Day 8-9
Vocabulary
laboratory, nature, eager
Theme Connection
This text addresses how hard work and perseverance were key factors in the successful inventions of George Washington Carver and Thomas Edison.
Reader and Task Considerations
Since you have six copies of this book, you may want to consider putting students into groups and follow along as you read. Another option would be to borrow
sets of books from other first grade teachers and each student could get their own copy.
Metas de Aprendizaje
• Puedo escuchar de cerca
un texto leído en voz
alta. (RF.1.4)
Focus of Instruction: Reading and Responding to Text and Vocabulary Acquisition
First Read
•
•
This particular biography is about George Washington Carver and Thomas Edison. Reading more than one text on a topic can give the reader more
information and a better understanding.
Read the text in its entirety. (If you borrowed copies from other teachers, have the students follow along as you read.)
Reread for Comprehension
•
• Puedo identificar si la
•
información se encuentra en las
imágenes o en el texto. (RI.1.6) •
• Puedo usar ilustraciones y
detalles en un texto para
describir sus detalles clave.
(RI.1.7)
• Puedo identificar cómo dos
textos son similares y
diferentes. (RL.1.9)
• Puedo describir la conexión
entre dos individuos, eventos,
ideas o información en un
texto. (RI.1.3)
•
•
•
•
•
•
•
•
Tell students that the photographs in text can add additional information. As you reread, ask students what information was found in pictures and what
information was found from the text.
Reread pages 2-9 and ask the following TDQ’s:
¿Qué leímos acerca de George Washington Carver que apoya lo que leímos acerca de él en Hombres de Invención?
¿Qué nueva información aprendimos de George Washington Carver? (Add this information to the Tree Map)
¿Cuáles son algunos de los retos que él pudo superar?
¿Qué mensaje quería compartir George Washington Carver con los demás? (Add “You can do it!” to the “Encouraging Words” Circle Map.)
Reread pages 10-16 and ask the following TDQ’s:
¿Cuáles son algunas de las frases célebres de Thomas Edison? “ Nunca te des por vencido hasta que logres lo que buscabas.” “Las buenas ideas son
una pequeña parte de ser inteligentes. Lo más importante de ser inteligentes es el trabajo arduo.” (También existe una frase de Thomas Edison
en el texto del libro Cómo empecé una empresa textil. En este texto se le cita diciendo: “La Genialidad es 1% inspiración y 99% perspiración.”) Add
these words to the “Words of Encouragement” Circle Map.
¿Qué leímos acerca de Thomas Edison que apoya lo que leímos acerca de él Hombres de Invención?
¿Qué información nueva aprendimos acerca de Thomas Edison?
George Washington Carver had a harder time than Thomas Edison. ¿Qué apoya esta declaración en el texto?
Listening and Learning log
¿Qué frase inspiradora te gusto más? Explica por qué piensas eso.
•
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English Language Arts
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Focus of Instruction: Language Conventions and Narrative Writing
Metas de Aprendizaje
• Puedo utilizar verbos para
transmitir sentido del
pasado, presente y futuro.
(L.1.1e)
• Puedo identificar las
raíces de palabras y sus
formas de inflexión.
(L.1.4c)
• Soy capaz de escribir una
narración contando dos o
más eventos en
secuencia. (W.1.3)
Grade 1
Language Conventions
Verb Tense
The text Carver and Edison Two American Inventors is about inventors who lived long ago. Since it is written about the past, the verbs used in the text will be
written in past tense. Look for the verbs with an –ed. Add the words to the verbs Tree Map (painted, enjoyed, learned, wanted, liked, moved, helped,
changed, and worked). Identify the root word, and add the present, past, and future tense of the word.
Recount Narrative (First Day of School)
•
Create a Circle Map with the topic “First day of school”. Model 4-5 things that happened on the first day of school. Have students recount their first day of
school.Create a Flow Map to model the sequencing of the events. Have students do the same.
• Soy capaz de escribir una
narrativa con detalles.
(W.1.3)
• Puedo utilizar palabras de
tiempo para señalar el fin
del evento. (W.1.3)
•
• Puedo incluir una
conclusión en mi
escritura. (W.1.3)
Mini lessons
(logical sequence, use of adjectives and descriptive language, closing with a reaction)
• Puedo escribir una
oración de conclusión.
(W.1.3)
Long Beach Unified School District
Model adding transition words to the top of each box in the Flow Map. Have students do the same.
Model how to take the information off of the Flow Map one box at a time and write a sentence. Have the students do the same.
Throughout the week, practice writing more recount narratives ((first time you flew in an airplane, first time you tried something new...)
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2014-2015
English Language Arts
Keep Trying
The Way of the Ant (OCR)
Day 10-11
Vocabulary
Theme Connection
gnarled, hurried, awhile, tumbled,
shading, fanlike, towering, dashed
Sometimes we can’t achieve what we set out to do, but if we keep trying we can still do a great deal.
Grade 1
Reader and Task Considerations
The sentences in The Way of the Ant are complex with many dependent and independent clauses that include adverb and adjectives phrases. This will make it
more difficult for students to read and comprehend. Students will benefit from rereading a particular page to practice reading these sentences fluently.
Focus of Instruction: Reading and Responding to Text and Vocabulary Acquisition
Metas de Aprendizaje
• Puedo escuchar de cerca un
First Read
texto leído en voz alta. (RF.1.4) •
•
•
• Puedo identificar si la
información se encuentra en
las imágenes o en el texto.
(RI.1.6)
• Puedo usar ilustraciones y
detalles en un texto para
describir sus detalles clave.
(RI.1.7)
Tell students that this reading selection is a fable – a short tale with a few characters (often animals). The purpose of a fable is to teach a lesson about how
people should think or act.
Tell students that being able to identify the major events and key details in a text will help them have a better understanding and enjoy the text more.
Teacher will read the text aloud with the students to model fluency and accuracy. Encourage all students to join in as they follow along in their
anthologies.
Reread for Comprehension
•
•
•
•
Create a large Tree Map on butcher paper with the branches: character, setting, problem, events. Remind students that the illustrations as well as the
words on the page will give clues about the character, setting, problem, and major events.
¿Quién es el personaje en esta fábula?
¿Cómo describirías al entorno? (dónde /cuándo)
¿Cuál es el problema en la historia?
Collaborative Group Work
• Puedo volver a contar historias, •
incluyendo detalles clave.
(RL.1.2)
•
Place students in groups of four to reread the text and create a Flow Map to sequence the things the ant did to try to reach as high as the sky. Bring the
class together and have the groups share their Flow Maps (add the major events to the class Tree Map)
Based on what the ant did in the story, what words can we use to describe him? What evidence supports your answer? Create Bubble Map
Once students have completed the Flow Map, have students practice retelling The Way of the Ant. You may want to give students the clip art (page 31) to
reenact the story.
• Puedo demostrar una
comprensión del mensaje
central o lección. (RL.1.2)
•
• Puedo describir personajes,
escenarios y grandes eventos
en una historia. (RL.1.3)
Collaborative Discussion
• Puedo describir personas,
lugares, cosas y eventos con
detalles. (SL.1.4)
Long Beach Unified School District
•
•
Remind students that fables are written to teach a lesson. Have students think about what they think the lesson is in this fable. Have students reread
pages 76-81 and jot down their ideas on paper.
Place students in groups to discuss the lesson of the fable.
Vocabulary Acquisition (Shades of Meaning)
•
Remind students that understanding how words are related, helps you become a better reader and writer. Some words are related because they mean
almost the same thing but differ in intensity (adjectives) or manner (verbs).
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English Language Arts
• Puedo distinguir las
diferencias entre las
palabras que describen la
misma acción. (L.K.5.d)
Keep Trying
•
•
•
•
•
Focus of Instruction: Language Conventions and Narrative Writing
Metas de Aprendizaje
• Puedo utilizar verbos para
transmitir un sentido del
pasado, presente y futuro.
(L.1.1e)
Grade 1
After reading The Way of the Ant, identify words in the text that can be used for discussing shades of meaning: enormous, raced, gnarled
Write the following words that are similar to the word enormous: big, gigantic, large, massive, giant, colossal. Be sure to point out that not all these words
are appropriate when describing something that may be large. Have students help you order the words above according to their intensity.
Have students help you write words that mean something similar to raced: ran, sprinted, jogged, dashed. Distinguish shades of meaning among these
verbs differing in manner. Encourage students to dialogue and possibly debate why the words should be ordered in a particular way.
Follow the same procedure for the word tired: sleepy, exhausted, weary
Consider making a Shades of Meaning Chart.
Language Conventions
Verb Tense
•
Look for the verbs with an –ed. Add the words to the verbs Tree Map (started, reached, looked, raced, stopped, tumbled, rushed, dashed, and surprised).
Identify the root word, and add the present, past, and future tense of the word.
• Puedo identificar las raíces
de palabras y sus formas de
inflexión. (L.1.4c)
• Puedo añadir detalles a
mi escritura. (W.1.5)
• Puedo escuchar a los
demás y hacer mi escritura
mejor. (W.1.5)
Long Beach Unified School District
Recount Narrative Writing
Mini lesson (Descriptive Language)
The Way of the Ant has wonderful descriptive language. Reread the story and discuss the adjectives and adjective phrases used and how they add to the story.
Prior to revising their own work, have students practice adding descriptive language to simple sentences.
Revise/Edit
•
Have students choose a narrative piece to revise/edit.
•
Model for students how to edit their work for correct mechanics and revise for descriptive words, varied sentences and coherence.
Logical sequence of events
Closing Sentence
Transition Words
Details regarding what happened
Descriptive words
Complete Sentences with spelling, punctuation, and capitalization
Varied Sentences
Makes Sense
19
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English Language Arts
Keep Trying
Grade 1
The Way of the Ant
I
I
•
•
I
Characters
Setting
I
I
I
Where
kept climbing even
after he got tired
he was surprised
to
see how hard he
worked, p. 79
I
outside
I
Problem
I
When
I
once
I
• the ant wanted
to climb as
high as the sky
I
Events
I
Ant climbed
a dandelion
.._
has a smile on
his face, p. 6667
wanted to climb
as high as the
blue sky, p. 66
•
a rose
he was happy
to have
climbed so
high, p.79
an oak tree
Ant climbed
a pine tree
Long Beach Unified School Distr ict
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'
2014-2015
English Language Arts
Keep Trying
Grade 1
BAP: The Kite (OCR)
Day 12-14
Vocabulary
Theme Connection
frog, toad, thud, kite, robins, meadow,
perhaps, wave, junk, “what a joke”
Encouraging words from others is helpful when trying to persevere.
Reader and Task Considerations
Encourage students to use expression and intonation as they read. This text does not specify that it takes place in a day, so it is important to engage the
students in a conversation about what evidence in the text supports that it takes place in a day.
Focus of Instruction: Reading and Responding to Text and Vocabulary Acquisition
Metas de Aprendizaje
•
•
Puedo escuchar de cerca un
texto leído en voz alta.
(RF.1.4
See BAP for standards
First Read
•
Reread for Comprehension
•
•
• Puedo volver a contar historias,
incluyendo detalles clave. (RL.1.2)
• Puedo describir personajes,
escenarios y grandes eventos en
una historia. (RL.1.3)
• Puedo identificar quién está
contando la historia en varios
puntos. (RL.1.6)
• Puedo participar en proyectos de
investigación con mis compañeros
de clase. (W.1.7)
• Puedo demostrar una comprensión
del mensaje o lección central.
(RL.1.2)
• Puedo obtener información de los
recursos proporcionados. (W.1.8)
Teacher will read the text aloud with the students to model fluency and accuracy. Encourage all students to join in as they follow along in their books.
Follow the REVISED BAP lesson located on the Intranet for a full list of text-dependent questions, vocabulary, and tasks.
As you go through the BAP lesson, create a Tree Map to record the Characters, Setting (when and when), Problem, and Major Events.
Reread to Gather Evidence/Information and Respond to Text (Culminating Task)
Focus Question: Frog and the robins were both giving Toad advice. What were the differences between the kinds of advice they were giving Toad? What
was the lesson the author wanted you to learn from reading this story?
Test Drive (for teachers only): Frog and the robins were giving Toad different kinds of advice when he was trying to fly his kite. The Robins were laughing
and saying things like “that kite won’t fly” and “you should give up”. Toad was helpful and said things like “Our kite will fly up and up” and “We need to
give it one more try.” The lesson in this story is that it is important to be encouraging
to others when they are trying to accomplish something.
Gathering Evidence
•
•
•
•
Read the focus question.
Create a Tree Map titled “What did the characters in The Kite say to Toad?
Reread the text with the students and together as a class, record the different
things the characters said. Point out that what characters say are in quotation
marks. You may want to add some of the things Toad said to the “Encouraging
Words” Circle Map.
Ask the students: So what does this tell us? (This can be the students opening
sentence of their answer.)
Collaborative Discussion (whole group or small group)
¿Qué desea el autor que aprendas al leer esta historia? Some things the students
may say: “We need to be encouraging to others when they are trying to do
something.” Or “It is not nice to tell others to give up.”
Responding to Text
• Puedo seguir las reglas del
salón de discusión. (SL.1.1)
Long Beach Unified School District
Give students an opportunity to respond to the focus question in their listening and learning log.
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English Language Arts
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Focus of Instruction: Language Conventions and Narrative Writing
Metas de Aprendizaje
Grade 1
• Puedo utilizar verbos para transmitir Language Conventions
Verb Tense
un sentido del pasado, presente y
•
Place students in groups of 3-4. Have each group choose a verb from the Verb Tense Tree Map. Groups will write sentences using the verb in the present, past, and
futuro. (L.1.1e)
future tense.
• Puedo identificar las raíces de
palabras y sus formas de
inflexión. (L.1.4c)
•
Workshop: Write past, present, and future tense verbs on index cards and have students sort them into categories by tense.
• Soy capaz de escribir una narrativa Recount Narrative (Day with a Friend)
contando dos o más eventos en
Create a Circle Map with the topic “day with a friend”. Model 4-5 things you did while playing with a friend. Have students recount a time they played with a friend.
secuencia. (W.1.3)
• Create a Flow Map to model the sequencing of the events. Have students do the same.
• Soy capaz de escribir una narrativa
con detalles. (W.1.3)
• Puedo utilizar palabras de tiempo
para señalar el orden del evento.
(W.1.3)
• Puedo escribir una oración de
conclusión. (W.1.3)
• Puedo añadir detalles a mi
escritura. (W.1.5)
•
Model adding transition words to the top of each box in the Flow Map. Have students do the same.
Model how to take the information off of the Flow Map one box at a time and write a sentence. Have the students do the same.
If your students are ready, model how to combine two boxes of the Flow Map into one sentence using the word “and”.
Your students should also be attempting to add details to their writing. Model orally rehearsing using descriptive language or if your students need a visual, you may
want to add details under each box.
Throughout the week, practice writing more recount narratives (flying a kite, going on a bike ride)
Mini lessons (logical sequence, use of adjectives and descriptive language, closing with a reaction)
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Grade 1
The Kite
I
I
Characters
I
Setting
I
Where
I
• the meadow
gave toad
advice on how
to fly the kite
I
I
Problem
I
W hen
I
• The kite
I
wouldn't fly
• one day
I
Events
I
Toad ran as fast as
he could with the
kite.
"'
said things
like "we need
one more try."
Toad waved the
kite over his head.
Toad waved the kite
over his head and
jump ed up and down.
laughed at
Frog
said things
like "give up"
Toad waved the kite
over his head, jump ed
up and down, and
shouted up kite up."
• Toad
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English Language Arts
Vocabulary
hare, tortoise, pace, plodding
Keep Trying
The Hare and the Tortoise (OCR)
Days 15-16
Grade 1
Theme Connection
This Aesop fable illustrates the importance of hard work and perseverance. It helps children to understand that talent isn’t enough to achieve success.
Effort and persistence are required as well.
Reader and Task Considerations
Students may benefit from being reminded that a fable is a type of folktale that typically is a short story with animals as characters and often convey a
moral or a lesson. The lesson or moral can be interpreted differently among readers.
Focus of Instruction: Reading and Responding to Text and Vocabulary Acquisition
Metas de Aprendizaje
•
Puedo escuchar de cerca un texto
leído en voz alta. (RF.1.4
• Puedo describir personajes y
el ambiente en una historia. (RL.1.3)
First Read
•
•
Reread for Comprehension
•
Remind students that we can learn a lot about characters by what they say and do. Reread pages 92-93. ¿Qué cosas dijo la liebre?
¿Qué cosas dijo la tortuga?
•
•
•
•
De acuerdo a lo que cada uno dijo, ¿Cómo describirías a cada personaje?
• Puedo identificar quién está
contando la historia en varios puntos.
(RL.1.6)
• Puedo usar ilustraciones y detalles en
una historia para describir sus
personajes, ambiente, o eventos.
(RL.1.7)
Tell students that reading this fable will provide another opportunity to learn about characters that keep trying.
Teacher will read the text aloud with the students to model fluency and accuracy. Encourage all students to join in as they follow along in their
books.
¿Cuál es la diferencia más importante entre las maneras en que la tortuga y la liebre actuaron durante la carrera?
¿Cómo describirías el ambiente? ¿Encontraste eso en el texto o en las ilustraciones?
¿De qué manera es la Tortuga similar a los otros personajes de los que hemos leído en toda esta unidad? (la araña, la hormiga, la rana)
• Puedo comparar las aventuras y
experiencias de los personajes en
las historias. (RL.1.9)
•
Puedo volver a contar historias,
incluyendo detalles clave. (RL.1.2)
•
Puedo describir personas, lugares,
cosas y eventos con detalles. (SL.1.4)
•
Puedo obtener información de los
recursos proporcionados. (W.1.8)
•
•
Puedo seguir las reglas de discusión
del salón. (SL.1.1)
Puedo mostrar un entendimiento del
mensaje o lección central. (RL.1.2)
Reread to Gather Evidence/Information and Respond to Text (Culminating Task)
Focus Question: What happened in this fable? Retell the story in your own words and include the lesson of the fable.
Test Drive (for teachers only): The Tortoise and the Hare is a fable. In
the beginning, the tortoise bet the hare that he could beat him in a race.
They raced and as the tortoise kept plodding along, the hare decided to
rest. In the end, the tortoise won the race. The lesson here is that
sometimes it takes more than just talent to succeed.
Gathering Evidence
•
•
Read the focus question.
Create a Flow Map to sequence what happened in the beginning,
the middle, and the end. This can be done as independently, small
groups, or as a whole group.
Collaborative Discussion
Referring to their Flow Maps and what happened throughout the fable, have the students engage in a discussion about the lesson of the fable. Tell
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English Language Arts
•
Puedo escribir palabras que
no conozco leyéndolas en
voz alta. (L.1.2e)
Keep Trying
Grade 1
students that the lesson is what the reader gets out of the story and the lessons may differ from one another. After the discussion, add the lesson to the
Flow Map. Below are some examples:
You can still be successful by working slowly.
It takes more than talent to succeed.
Success takes effort and perseverance.
Responding to Text
Give students an opportunity to respond to the focus question in their listening and learning logs
Learning Targets
• Puedo escribir una narrativa
contando dos o más eventos en
secuencia. (W.1.3)
Focus of Instruction: Language Conventions and Narrative Writing
Recount Narrative (A Birthday Party)
•
Create a Circle Map with the topic “A birthday party”. Model 4-5 things that happened at the party. Have students do the same.
Create a Flow Map to model the sequencing of the events. Have students do the same.
• Soy capaz de escribir una narrativa
con detalles. (W.1.3)
• Puedo utilizar palabras de tiempo
para señalar el fin del evento.
(W.1.3)
• Puedo incluir una frase de
conclusión. (W.1.3) n
•
Model adding transition words to the top of each box in the Flow Map. Have students do the same.
Model how to take the information off of the Flow Map one box at a time and write a sentence. Have the students do the same.
If your students are ready, model how to combine two boxes of the Flow Map into one sentence using the word “and”.
Your students should also be attempting to add details to their writing. Model orally rehearsing using descriptive language or if your students need
a visual, you may want to add details under each box.
Mini lessons
(logical sequence, use of adjectives and descriptive language, closing with a reaction)
Throughout the week, practice writing more recount narratives , (a special holiday party, a family reunion)
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English Language Arts
Keep Trying
The Fox and the Grapes (OCR)
Days 17-18
Vocabulary
Theme Connection
vine, sour, ripe
If you stop trying, you won’t get what you want.
Grade 1
Reader and Task Considerations
This unit has been typically about people and characters who have reached or accomplished their goals. This fable is a little different because the fox does not.
A good time to address this issue will be when you complete the Bubble Map when describing the fox in the beginning of the story compared to the end.
Focus of Instruction: Reading and Responding to Text and Vocabulary Acquisition
Metas de Aprendizaje
•
Puedo escuchar de cerca un
texto leído en voz alta.
(RF.1.4)
First Read
•
•
• Puedo describir los
personajes en una historia
describiendo sus
sentimientos, acciones, y lo
que dicen. (RL.1.3)
• Puedo describir el entorno
Tell students that this reading selection is a fable – a short tale with a few characters (often animals). The purpose of a fable is to teach a lesson about how
people should think or act.
Read The Fox and the Grapes all the way through as students follow along in their own anthology. Encourage all students to join in and read along with you
on subsequent reads.
Reread for Comprehension
¿Cómo describirías el ambiente? ¿Qué te hace pensar eso? (fotos o
texto)
Remind students that we can learn a lot about characters by what they
say, do, and how they feel. ¿Cómo se sintió el zorro? ¿Qué cosas
hizo el zorro? ¿Qué cosas dijo el zorro?
de una historia. (RL.1.3)
• Puedo identificar quién está Vocabulary Acquisition (Shades of Meaning)
•
Remind students that understanding how words are related, helps you
contando la historia en
become a better reader and writer. Some words are related because they
varios puntos. (RL.1.6)
mean almost the same thing but differ in intensity (adjectives) or manner
• Puedo distinguir las
(verbs).
diferencias entre las
•
After reading The Fox and the Grapes, identify the word tasty as a word that
palabras que describen la
can be used for discussing shades of meaning.
misma acción. (L.K.5.d)
•
Write the following words that are similar to the word tasty: delicious, good, yummy, delectable. Be sure to point out that not all these words are
• Puedo usar ilustraciones
appropriate when describing something that may be tasty. Have students help you order the words above according to their intensity.
y los detalles de una
•
Have students write a sentence for each. (Point out that if you were to write a sentence about broccoli, you may not use the word delectable. However,
historia para describir sus
delectable would probably be a good word to describe a nice sweet dessert).
personajes, entorno, o
eventos. (RL.1.7)
• Puedo demostrar una
comprensión del
mensaje central o
lección. (RL.1.2)
Collaborative Discussion
Referring to their Flow Maps and what happened throughout the fable, have the students engage in a discussion about the lesson of the fable. Tell students
that the lesson is what the reader gets out of the story and may differ from one another. Below are some examples:
Don’t give up.
-- If you stop trying, you won’t get what you want. -If you don’t reach your goal, don’t put the blame on someone or something
Building on the Theme
Revisit your teacher goal and share whether you accomplished your goal and what steps you took to try to reach it.
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English Language Arts
• Puedo volver a contar historias,
incluyendo detalles clave.
(RL.1.2)
• Puedo describir personajes en
una historia. (RL.1.3)
Keep Trying
Focus Question: How does the fox change from the beginning of the story to the end?
Test Drive (for teachers only): In the beginning of the story, the fox was hot and thirsty. He wanted the juicy grapes and he was determined to get them. At the
end of the story, he was still hot and thirsty because he couldn’t reach the grapes. This made him mad and so he said things like “I don’t like sour grapes.”
Gathering Evidence
•
• Puedo escribir palabras que no •
conozco haciendo sonar a cabo.
• Puedo escribir las palabras que
no conozco pronunciando en
voz alta los sonidos de dichas
palabras. (L.1.2e)
• Puedo obtener información de
los recursos proporcionados.
(W.1.8)
Grade 1
Reread to Gather Evidence/Information and Respond to Text
Read the focus question.
Create two Bubble Maps to describe fox in the beginning of the story and at the end.
Oral Rehearsal (Remind students that oral rehearsal is different than a collaborative
conversation. This is their time to practice forming sentences orally prior to writing the
sentences).
Give students time to orally rehearse their sentences prior to writing.
Responding to Text
Students will respond to the focus question in their listening and learning logs.
Focus of Instruction: Language Conventions and Narrative Writing
Metas de Aprendizaje
Recount Narrative (Mini lesson)
•Puedo añadir detalles a
mi escritura. (W.1.5)
•Puedo escuchar a los
demás y hacer mi escritura
mejor. (W.1.5)
Long Beach Unified School District
•
Point out the descriptive language in The Fox and the Grapes. Discuss each sentence and how the added description helps you visualize what is happening
and have a better understanding of how the fox is feeling.
One day a fox was running down a dusty road.
He was hot and thirsty.
The grapes were large and ripe and juicy.
They looked very tasty to the hot, thirsty fox.
•
Give students a simple sentence similar to the ones written below and have them try to write a more descriptive sentence using adjectives.
The dog ran.
The boy jumped.
She ate the apple.
Revise/Edit
Model for students how to edit their work for correct mechanics and revise for descriptive words, varied sentences and coherence.
Logical sequence of events
Closing Sentence
Transition Words
Details regarding what happened
Descriptive words
Complete Sentences with spelling, punctuation, and capitalization
Varied Sentences
Makes Sense
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English Language Arts
Keep Trying
Grade 1
End of Unit Performance Task
Days 19-20
Teacher Instructions
For this task, the teacher will read the story The Garden as students follow along in their anthology. Students will work independently to complete a Tree Map by drawing and/or writing the
characters, setting, the problem, and at least three things (events) that Toad did to try to solve his problem. Prior to writing independently, students will discuss the prompt: ¿Qué hizo Sapo para
tratar de conseguir que su jardín creciera? ¿Funcionó?
Test Drive (for teachers only): Toad worked hard to try to get his garden to grow. First, he yelled at the seeds. Then, he read them stories. When that didn’t work, he sang songs and played
music. Toad’s garden did grow but it wasn’t because of what he did. All Toad had to do was be patient because it takes time for seeds to start growing.
Day One
Teacher Input:
“A lo largo de esta unidad, leemos acerca de muchos personajes diferentes que mostraron la perseverancia para lograr una meta. Hemos descrito entornos, los problemas y los grandes eventos.
También hemos discutido la moraleja o lección para aprender de cada historia / cuento popular. Vamos a leer el cuento "El Jardín". Mientras leo, quiero que lo siguan y presten mucha atención a
quiénes son los personajes, dónde y cuándo tiene lugar la historia, cuál es el problema, y lo qué hace el personaje (eventos) para tratar de llegar a su meta. Después de la lectura, ustedes completarán
el mapa de árbol como los que hemos estado haciendo a lo largo de la unidad.”
st
1 Read: Read the book all the way through without stopping. Reread if necessary.
Students will work independently to complete the Tree Map similar to the ones made throughout the unit, including a Bubble Map to describe the characters and a Flow Map under the
events.
Students in groups will share their maps and discuss/describe the characters, setting, problem, and events. Students may add to/change their maps accordingly.
Day Two:
Collaborative Discussion: In groups, students will discuss the prompt: ¿Qué hizo le dijo Sapo para tratar hacer de conseguir que su jardín crezca? ¿Funcionó?
After the collaborative
discussion, students will answer the question independently in their Listening and Learning logs.
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Keep Trying
Achievement Level Subsets (Reading, Speaking and Listening, Writing)
Uses key details to identify
main topics and retell
stories. (RL.1.2, RL.1.3)
Engages in collaborative
conversations about grade
level topics and texts
(SL.1.1)
Uses grade-appropriate
language and vocabulary
(L.1.6, SL.1.6)
4
Accurately retells the story
of The Garden, and
identifies character,
setting, and major events.
Effectively engages in a
discussion about The
Garden, building on others’
ideas and expressing their
own clearly.
3
Retells the story of The
Garden, and identifies
character, setting, and
major events.
Engages in a discussion
about The Garden and
shares ideas.
2
With prompting and
support, retells the story of
The Garden, including
character, setting, and
major events.
Participates in a discussion
about The Garden,
attempting to ask
questions and listens to
others some of the time.
Accurately and
purposefully demonstrates
a strong command of the
unit vocabulary (character,
setting, problem, events,
accomplish, goal,
persistence, perseverance,
etc.) and speaks in
complete sentences.
Demonstrates a general
command of the unit
vocabulary (character,
setting, problem, events,
accomplish, goal,
persistence, perseverance,
etc.) and speaks in
complete sentences.
Demonstrates a partial
command of the unit
vocabulary and speaks in
phrases.
1
Retells with additional
prompting and support,
but lacks details.
Contributes minimally to
the discussion about The
Garden or may be off task.
Long Beach Unified School District
Demonstrates a minimal
command of the unit
vocabulary.
29
Grade 1
Spells simple words using
common spelling patterns
and more difficult words
phonetically (L.1.2d,
L.1.2e).
Spells words with common
grade-level spelling
patterns correctly and
spells more difficult words
phonetically so that words
are decipherable to the
reader.
Applies grade level
appropriate rules for
capitalization and
punctuation (L.1.2a,
L.1.2b)
Effectively and consistently
uses grade-level
appropriate rules for
capitalization and
punctuation.
Spells most words with
common grade-level
spelling patterns correctly
and other words
phonetically so that most
words are decipherable to
the reader.
Makes a few errors in
capitalization and
punctuation.
Makes many spelling errors
but most words are still
decipherable.
Makes frequent errors in
capitalization and
punctuation or
inconsistently applies rules
for capitalization and
punctuation.
Makes spelling errors that
interfere with readability.
Capitalization and
punctuation are minimal or
absent.
2014-2015
English Language Arts
Keep Trying
Narrative Writing Task
Day 20
Grade 1
Teacher Instructions
This writing task follows the WftB Writing for Narrative
Teacher directions to students for writing: (These are reminders you can give students before they write. Feel free to modify the instructions to say what you
normally do.)
"Hoy vas a escribir acerca de una ocasión en que tú trabajaste mucho para conseguir algo que querías o para aprender algo nuevo. Es posible que quieras escribir
sobre la meta que estableciste en el comienzo de esta u otra unidad. En tu ensayo, asegúrate de incluir adjetivos y frases descriptivas. Cuando tú escribas tu
relato, asegúrate de comenzar tus oraciones con una letra mayúscula, usa un punto al final y deja buenos espacios entre las palabras. Si llegas a una palabra que
no estás seguro de cómo se escribe, utiliza las tarjetas de sonidos para ayudarle. Brinda tu mejor esfuerzo".
Once students begin to write, do not prompt them or provide support. This is an assessment of what students can do independently.
Scoring:
Use the LBUSD Grade 1 CCSS Narrative Writing Rubric to assign a holistic proficiency level.
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English Language Arts
Score
4
Purpose and Organization
The narrative, real or imagined, is clearly focused:
Effectively establishes a setting and narrator and/or
characters
logical sequence of events from beginning to end
effective use of transitional words to signal event order
effective closing with a reaction
3
The narrative, real or imagined, is adequately focused:
•
•
•
•
2
includes setting and narrator and /or characters
adequate sequence of events from beginning to end
use of transitional words to signal event order
adequate closing
The narrative, real or imagined, is somewhat focused and
organized:
•
•
•
•
•
1
Keep Trying
CCSS Narrative Writing Rubric
Grade 1
may exclude either character or setting
uneven or inconsistent sequence of events
Elaboration
The narrative, real or imagined, provides thorough
and effective elaboration:
•
•
•
•
•
•
•
The narrative, real or imagined, demonstrates a strong command of
conventions :
forms complete simple and compound sentences with proper subject
verb agreement correctly
effective use of details to describe the
thoughts and feelings of characters that
advance the story
uses correct capitalization for the first word in a sentence the pronoun
“I”, dates, and names of people
effective use of sensory and concrete
language to describe characters, setting,
and/or events providing a sense of voice
includes details to elaborate on what
happened
spells words with common spelling patterns and frequently occurring
irregular words correctly and uses inventive spelling for all other words
that are decipherable by most readers
uses correct end punctuation
uses commas correctly in dates and to separate single words in a series
(if used)
The narrative, real or imagined, demonstrates an adequate command of
conventions:
forms complete simple sentences with proper subject verb agreement
most of the time
uses capitalization for the first word in a sentence the pronoun “I”,
dates, and names of people most of the time
spells words with common spelling patterns and frequently occurring
irregular words and uses inventive spelling for all other words that are
decipherable most of the time
uses end punctuation most of the time
uses commas in dates and to separate single words in a series (if used)
includes details to describe the thoughts
and/or feelings of characters
includes sensory and concrete language to
describe characters, setting, and/or events
The narrative, real or imagined, provides some
elaboration:
•
Conventions
effective use of details about what happened
The narrative, real or imagined, provides adequate
elaboration:
inconsistent or limited use of transitional words to signal
event order
uneven or limited use of details to elaborate
on what happened
The narrative, real or imagined, demonstrates a partial command of
conventions:
has many capitalization errors
spelling errors interfere with reading
inconsistent use of punctuation
limited use of details to describe characters
and or setting
closing, if present, may be weak or patterned
weak connection among ideas
The narrative, real or imagined, lacks focus and organization:
•
•
•
•
Grade 1
may be very brief, off topic, or include extraneous details
fails to narrate an event
The narrative, real or imagined, provides minimal
elaboration:
•
minimal or irrelevant details
may be confusing
The narrative, real or imagined, demonstrates a lack of command of
conventions by:
•
errors in capitalization, punctuation, and spelling are frequent and
meaning is often obscured
no transitional words
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English Language Arts
Keep Trying
Clip Art: The Itsy, Bitsy, Spider
Grade 1
The Way of the Ant
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English Language Arts
Long Beach Unified School District
Keep Trying
Frog and Toad
Grade 1
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English Language Arts
Keep Trying
Grade 1
Hombres de Inventos, Margaret
McNamara
Thomas Edison
1847-1931
Chapter 1
Si usted hubiera vivido hace más de 150 años, su casa no tendría luz
eléctrica. Algunos inventores habían hecho las bombillas eléctricas, pero se
habían quemado rápidamente.
Thomas Edison quería hacer mejores bombillas. Trabajó con mucho
empeño. Finalmente, en 1879 inventó una bombilla eléctrica que fue de
larga duración.
Thomas Edison inventó el fonógrafo. El fonógrafo tocaba grabaciones de
gente hablando o cantando. También inventó la cámara de cine.
Edison y sus ayudantes realizaron más de 1.000 nuevos inventos. Debido a
su arduo trabajo e ideas, la vida cotidiana de las personas cambió para
siempre.
subtítulos:
• Thomas Edison era un hombre joven cuando inventó el fonógrafo.
• Las ideas de Edison llevó a más inventos que dieron luz y la música en los
hogares de las personas.
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English Language Arts
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Grade 1
Hombres de Inventos, Margaret
McNamara
Alexander Graham Bell
1847-1922
Capítulo 2
Si usted vivió hace más de 125 años, usted no tendría un teléfono.
No se podría hablar con sus amigos o familiares a menos que
estuvieran todos en la misma habitación.
Alexander Graham Bell quería acercar a las personas. Él y su
ayudante trabajaron durante años para inventar el teléfono. A
causa de esta invención, la gente podía comunicarse a largas
distancias.
subtítulos:
• Hace mucho tiempo, la gente no tenía teléfonos.
• Bell trabajó con su asistente para inventar el primer teléfono en
1876.
• Alexander Graham Bell fue también un maestro para sordos o
personas que no podían oír. Su madre y su esposa eran sordas.
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Grade 1
Hombres de Invención, Margaret McNamara
George Washington Carver
1864-1943
Capítulo 3
A principios de la década de 1900, muchos agricultores en el sur
de Estados Unidos eran pobres. Estos agricultores cultivaban sólo
algodón. George Washington Carver quería que los agricultores
cultivaran diferentes plantas.
Carver enseñó a los agricultores a cultivar cacahuetes y patatas
dulces. Él inventó muchas nuevas maneras de utilizar estas
plantas. Debido a la obra de Carver, los agricultores de todo el Sur
tenían una vida mejor.
subtítulos:
• los agricultores del sur cultivaban sólo algodón.
• Carver inventó maneras de hacer la tinta, el jabón y el
pegamento de cacahuetes.
• Cuando George Washington Carver fue a la universidad,
primero estudió arte y la música. Luego estudió ciencia.
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