Unit Lesson Plan Time Period

First Grade Integrated Literacy Block

Title/Topic/Theme:

Unit Summary:

Learning Target (s) Comprehension Essential

Strategy Questions
MAIN Focus Learning Targets:
Visualizing/Mental Why do readers read?
Reading: Images How do readers
RI.1.1 I can ask and answer Questioning construct meaning?
questions about key details. I Inferring/Predicting
can read closely to determine Synthesizing
what the text says explicitly. Determining Importance
Monitor/clarify
Additional learning targets Analyze/Evaluate
imbedded in this lesson:
Comprehension Skill We Can

Writing: Correlation
W.1.2 I can name a topic and
supply at least three facts Questioning skills imbedded
about the topic. in this lesson:
W.1.8 I can use information Details
from experiences to answer Text and Graphic
questions. Features
Compare/Contrast
Speaking and Listening: Using Context
SL.1.1.b I can agree, disagree
or add onto what others say Analyzing, Evaluating,
when participating in a Synthesizing skills imbedded
conversation. in this lesson:
Main idea/detail
SL.1.1.c I can ask questions to Genre
clarify understanding of a topic Compare/Contrast
or text.
 Academic Feedback Visual Supports Materials

The teacher will provide -informative writing anchor Egyptian Mummies

verbal and written feedback chart Mummification Video via
on student generated work. -text features anchor chart QR link
Grouping -thinking maps for Graphic Organizer with
sequencing
visuals
-metacognition anchor
-shoulder partner on carpet Interactive Notebook
charts for question and
strategic partnering assigned Other non-fiction book
thinking stems
by teacher
-fiction/non-fiction anchor
-groups of 4 strategic
chart
partnering assigned by
-sentence frames
teacher
-KWL chart
-homogenous grouping based
on TLA level and
comprehension strategy
needs, small group guided
reading lessons and support
this genre
VOCABULARY
Tier 2 Tier 3
intelligence sarcophagus
ancient artificial
inform linen
preservation/preserved moisture
strands
shroud
ASSESSMENTS
Assessment
Students provide evidence of their proficiency.

Teachers should:
Assess knowledge/skills for each individual student.
Provide feedback in accordance with rubric and/or expectations for performance.

Students should:
Organize, interpret, analyze, synthesize, and evaluate information rather than reproduce it.
Pre-assessment on fiction vs. non-fiction text. The fiction vs. non-fiction
assessment was used to prepare the scope and sequence of this lesson.
Writing piece with rubric
 Mummification experiment and written reflection in which students connect their
learning to previously learned material using compare/contrast thinking map or
tree map student choice including a question making an argument Which
steps do you think would have been the most difficult? Why?
Interactive notebook
Students will be asked to choose 3 questions from KWL chart they wish to answer
as an additional assessment.
Cold read/multi format question/answer on slightly different text for skills.
One or more of these assessments will be placed in a student portfolio to monitor
student progression towards mastery as these are year-long skills.
READING (Whole Group)

Instructional Progression over time of unit with suggested

breakdown for daily teaching.
Day 1

Day 2

Day 3

Day 4

Day 5

Day 6

Day 7

Day 8

Day 9

Day 10

WRITING
Notes: