Friendship

__** Approx. Time: 10 Days **__ __** Big Idea **__ : Personal and Philosophical __ - Children need to believe in their own self-worth and to feel that they have control over the things that happen to them. Children need to look inward and focus on self-image and self-esteem. They need to reflect on self and life, and on their beliefs and values and those of their society.
 * ELA: Planning Chart (Grade One) __Template for Sept.-Nov.__ **
 * Unit: Friendship_____ **

** Key Vocabulary: ** Self, beliefs, self-esteem, choices

Who am I? What does it mean to be me? Who am I as a person? What choices are right for meHow do I want others to see me?
 * Questions for Deeper Understanding: **

What “power” do I have to cause or promote change?

Make a friendship web as a class-What makes a good friend?
 * Introduction Activity **



(These are for Term 1) ||  ||   || (View and comprehend the explicit messages, feelings, and features in a variety of visual and multi-media texts (including pictures, photos, simple graphs, diagrams pictographs, icons, andillustrations) || Similarities and Differences
 * Day || Outcomes || Topic || Evidence of Learning || Activities and Strategies || Resources ||
 * || These are the outcomes for the end of grade one from the ELA curriculum guide for Grade One. || Friendship || Refer to the attached Page for more specific information on the I can statements.
 * 1-10 || ** CR1.2 **

Bullying || ** Sept.-Nov. ** ** I can tell some things that are happening when I look closely. **

** I can tell my favourite part of the _. **

** I can think about what I saw. **

** I can see __and so I know__. ** || **__Activities:__** 1.Read the book. Discuss how friends are the same and different. 2.Classroom scavenger hunt(each box has a picture or written discription of student characteristics: ie: eye color, glasses, etc. Do independently or with reading buddies

1 Discussion

**__Strategies:__** Discussion Develop strategies/steps to take if being bullied. “What to do?” Directed-Viewing Activity || __Book__: __Rosie and Micheal__-Judith Viorst

Create a 5x5 grid with characteristics

__Book:__ __Oliver Button is a Sissy-__ Tommy Depaola __Nobody knew what to do-__Becky Ray McCain __Video__: Bully Dance || Listen to and comprehend a variety of texts (including a book read aloud, a person speaking, and directions) to retell the sequence and key points (who, what, when, where, why, and how) || What friends do together || ** Sept.-Nov. ** ** I can tell what happened in the __.__ **
 * 1-10 || ** CR1.3 **

__ ** I can follow directions by myself ** __**___.__**

__ ** I can be a good listener. ** __

__ ** I can think about how I listen, with some help from my teacher. ** __

__ ** I can listen for ** __**_ in the story.**

** I can understand what means. **

** I can hear the first sound in a word ** || **__Activities:__** 2 Listen to tape or another friendship book.

**__Strategies:__** Tune in, Questions, Listen, Review

Listen Think Pair Share || __Book__ __Frog and Toad__ || Read and comprehend grade appropriate texts (incld. narratives, informational texts, scripts, and poems) by relating the sequence (beginning, middle, and end) the key points (who, what, when, where, why) and the problems and solutions ||  || ** Sept.-Nov. ** ** I can tell what the story is about. **
 * 1-10 || ** CR1.4 **

** I can look at the pictures and sound out the first letter to learn what the word is. ** ** I can read a sentence. ** ** I can use my eyes or my fingers to track a word. **

** I can think about what I read. **

** I can read to find out. **

** I can read 25 words by myself. **

** I can say most of the alphabet letter names. ** ** I can say most of the alphabet letter sounds. ** ** I can sound out some words. **

** I can read all of the words in my reading level books. **

** I can track the words with my eyes or my fingers. ** || **__Activities:__** 1 Highlight the who, what, where, when and why in the poem.

**__Strategies:__** Modelled Shared Guided Literature circle Paired reading || __Friendship Poems and Songs__: “Circle of Friends” || Represent key ideas and events, in a logical sequence and with detail, in different ways (including dramatization, pictures, sounds, physical movement, charts, models, and drawings) || What friends do together || ** Sept.-Nov. ** ** I can draw what I know. **
 * 1-10 || ** CC1.2 **
 * 1-10 || ** CC1.2 **

** I can follow some steps to draw what I know. **

** I can talk about what I drew. **

** I can tell about why I made it that way. **

** I can show what I have learned by ___.__ ** || **Activities:** __ 1 Friendship knots __

__ Draw __ __ Model __ __ Act __ __ Talk __ || Website __ []: unit/litlinks.htm __ || Speak clearly and audibly about ideas, experiences, preferences, questions, and conclusions in a logical sequence, using expression and dramatization when appropriate || Sharing || ** Sept.-Nov. ** ** I can talk about what I know. **
 * Strategies:**
 * 1-10 || ** CC1.3 **

** I can ask for something I need. **

** I can take turns. **

** I can answer questions. **

** I can think about what I am saying. **

** I can think about how I spoke. **

** I can tell things in order most of the time. **

** I can tell things in “describing” words. **

** I can speak so others can hear me clearly. ** || **Activities:** 1 teacher model how to share 2 group students into groups of 3 and assign “Build one structure with everyone participating and use all the blocks in your station.

**Strategies:** Talking Circles Group Talk Alone Talk Partner Talk Small Group Talk Tell About || Book We Share Everything__- Robert Munsch__

__ Blocks __ || Write and share stories and short informational texts about familiar events and experiences in a minimum of five sentences || Similarities and Differences || ** Sept.-Nov. ** ** I can show what I know with pictures and words. **
 * 1-10 || ** CC1.4 **

** I can copy some words. ** ** I can think about what I have written. **

** I can copy a sentence. ** ** I can choose a word to use in the blank space. **

** I can choose a word from a list. **

** I can sound out the beginning and ending sounds in my words. ** ** I can sound out some middle sounds in my words. ** ** I can print ___ some letters properly that I have learned.__ ** __ ** I can print most lower case letters properly. ** __ || **Activities:** __ Create a class book __

__ Modelled Writing __ __ Shared Writing __ __ Guided Writing __ __ Pattern Writing __ __ Writing Frames __ || **I like....** Ilike___but__ likes Thing name . thing || Identify, with teacher guidance, what good viewers, listeners, readers, representers, speakers, and writers do || 5 Things a good friend can do || ** Sept.-Nov. ** ** I can talk about what I can do. **
 * Strategies:**
 * 1-10 || ** AR1.1 **

** I can tell what I need to know. ** || 1 draw/write 5 things your friend can do and make it into a book 2 present your books with your partner || __Book:__ Create book with partner with cover to read “A good friend can....” by _ Each page to represent 1 thing your friend likes to do. || Set and monitor, in consultation with the teacher, goals for more effective viewing, listening, reading, representing, speaking and writing experiences || Puppet Show || ** Sept.-Nov. ** ** I can make a goal. **
 * 1-10 || ** AR1.2 **

** I can tell if I reached my goal. ** || 1 Practice and later present to class a puppet show with partner, role playing friendship characteristics taught. || Puppets- hand made: socks, craft sticks, paper bags etc. ||