Tuesday 

Lesson Plan for Grade 1, Language Arts 

Prepared by Mrs. Stone 
 

Task 1 Thumbs Up or Down “Jen’s Sick Day” 

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.  

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Task 2 Who’s Right? “The Robot” 
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.  

Task 3 Read, Then Decide “Roller Coaster Ride” 

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.  

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Task 4 Matching Up Story Elements “Who Did It?” 
To complete this task, scholars will need a pair of scissors, a glue stick and a small pack of 
crayons, markers or colored pencils. This activity is similar to the ‘Retell’ foldable from 
yesterday. The main difference is instead of using words to write out the retell components, 
the pieces are pictures. Scholars will read the short passage twice all the way through. On 
the second pass, pause as needed to underline, highlight or circle key details and any other 
important information needed to answer. Each one of the 6 pictures will match up to the 
retelling elements. After reading, cut out the answer boxes from the bottom of the sheet. 
Look at each needed element one at a time and glue the correct image to the corresponding 
space on the activity sheet.  

As an extension to this activity, have scholars flip the paper over to the back and number 1-6. 
In complete sentences scholars should write out each one of the retelling elements. For 
example “The setting of the story is outside at a park.” Make sure there are strong details in 
each answer and it is explained thoroughly. Writing ‘outside’ as a setting is not acceptable.  

If you do not print the lesson plans, just number the boxes 1-6 and write the number to the 
corresponding box on a separate sheet of paper. For example the first element is the ‘setting’. 
In the story the characters met at the park for a picnic. So beside 1). Your scholar will write 5 
because the 5th picture is an image of a park.   

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