Monday 

Lesson Plan for Grade 1, Language Arts 

Prepared by Mrs. Stone 

Task 1 Thumbs Up or Down “The Lunch Box” 

For this task, scholars will need to read the short passage, cut out the statement boxes, choose 
an answer and glue it down on the correct side of the chart. The main things that are 
questioned are comprehension items such as characters, settings, problems and solutions 
from the passage. Thumbs Up means that the statement box is TRUE, it can be proven, or it is 
a good positive item. Thumbs down means that the statement box is FALSE (not true) or it is a 
negative item from the text. Scholars can reread the passage multiple times as needed to sort 
and prove evidence successfully. Feel free to ‘mark up’ the text by highlighting, underlining 
or circling key details and evidence.  

If you are unable to print, that does not mean your scholar cannot complete the task. Just 
simply read the passage, fold a sheet of paper in half (hotdog style) to make a T-chart for 
Thumbs Up/Thumbs Down. You can read each statement box one at a time to your scholar or 
if they are able let them read it to you. Have your scholar orally explain which side of the 
chart that statement box goes and give evidence from the passage to prove why it goes there. 
You can write the statement in the T-chart for your child as they tell you orally, or you can 
have them write the statement onto the paper themselves. Some of the statements can be 
shortened and condensed to help make writing it a little bit developmentally appropriate. 
Each task can be modified to best fit your scholar and how they work best.  

Task 2 Who’s Right? “Oh No!” 

To complete this task, scholars will only need a crayon. If you are unable to print out 
documents, your scholar will also need a sheet of paper, pencil as well as a crayon. This task 
can be completed in any color, just make sure if using markers that the color is not SO dark 
that you can no longer see the words printed inside of the box they are coloring. Scholars 
will first need to read the passage at least two times through. After reading the passage, read 
each one of the 7 Story Questions one at a time. Both Mark and Sally are answering each one 
of the questions. Your scholar's job is to decide and prove who is answering each question 
correctly with the best answer possible. After making the choice of who has the best answer, 
scholars will take their chosen coloring tool and color in the box that gives the very best 
answer to that question.  

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Task 3 Read, Then Decide “Bingo’s Bath” 
To complete this task scholars will need 2 crayons red and green (or two of their choice). 
Scholars will read the short passage two times all the way through before moving to the 
questions. There are 15 statements underneath the passage that scholars have to identify as 
yes (true) or no (false). If your scholar is unable to read the passage or statements on their 
own, it is okay for you to read it aloud to them. Make sure that your scholar answers orally 
and colors each box with the corresponding colored crayon. Go back and forth in the story to 
identify key details and strong evidence to back each answer. You can underline, highlight or 
circle any of the information used to solve and prove whether the statement is true or false. 
Always prove and have evidence for every answer.  

Those who do not print the lesson plans and documents, just number each of the statement 
boxes 1-15. Each statement that is identified as yes (true), write the word ‘yes’ beside the 
number and color the space beside the number green. If the statement is identified as no 
(false), then color the space red and write the word ‘no’. OR write the word ‘yes’ or ‘no’ in the 
corresponding crayon color in the space beside the number.  

Task 4 Flipping For The Story Elements “Fixing Things” 

To complete this task (if printed), your scholar will need a pencil, colored writing tool 
(colored pencil, marker, or crayon) of their choice and a pair of scissors. If your scholar is 
unable to read the passage on their own, it is okay for you to read it aloud to them. The whole 
school year we have spent a lot of time on story retelling. When retelling a story, we must 
always identify the main characters, the setting/s, problem and solution and sometimes 
events. We also always try to make a connection with the book/story that we read. Just like 
before, be sure to read the short passage all the way through 2 times. On the second time 
reading, scholars can pause throughout if they find key details/ information that they need to 
answer the questions. Scholars need to use their colored writing utensil to underline, 
highlight or circle where in the text they found evidence and needed information/details. 
Fold the paper long ways down the solid black line to lay the question boxes on the backside 
of the paper. Use the scissors to cut on the dotted lines. By cutting the dotted lines, you should 
create a foldable flap. Scholars will write the answers to the retell parts underneath the 
corresponding flap.  

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