FirstGrade:Metacognition&theCaldecottAwardUnit Week1

OBJECTIVE: The learner will review "Gold Star Readers" and begin the Metacognition unit. The learner will focus on the metacognition skill of "noticing" while reading Young Cam Jansen and the Ice Skate Mystery. (The six skills are noticing, wondering, picturing, connecting, predicting, and figuring out.) LESSON PRESENTATION ANTICIPATORY SET: -Review behavior -Show students the New Year's display (each week two new series or authors will be featured, one for the lower grades and one for the higher grades, this week's lower grade series is Young Cam Jansen.) -Review Gold Star readers and their location -Explain "noticing" and a "mystery", tell students they will need to notice "clues" to try and solve the mystery -Students must "notice" the illustrations too, have students practice with the front page activity before reading. (They look at the picture and must answers questions about it after the picture has been taken out of sight.) INSTRUCTIONAL STRATEGIES: -Read Young Cam Jansen and the Ice Skate Mystery, discuss. Clues? --If time, have students review book parts using index cards with sight words on them. The teacher points to part of a book, students hold up the correct site word index card. (If no time, this will be used another week.) CLOSURE: -Book checkout ASSESSMENT: Student responses to teacher questions MATERIALS/TECHNOLOGY: Young Cam Jansen Index cards

STANDARDS
CCSSLA.1.CCSS.ELALiteracy.RL.1.7[GradeLevelStandard]Useillustrationsanddetailsinastorytodescribeits characters,setting,orevents. CCSSLA.1.CCSS.ELALiteracy.RL.1.1[GradeLevelStandard]Askandanswerquestionsaboutkeydetailsinatext. AASLStandardsforthe21stCenturyLearner4.1.1Read,view,andlistenforpleasureandpersonalgrowth.

Week2

OBJECTIVE: The learner will be introduced to the Caldecott Medal while reading A Sick Day for Amos McGee by Phillip C. Stead. The learner will focus on the metacognition skill of "noticing" by looking closely at the illustrations & discussing them. (The six skills are noticing, wondering, picturing, connecting, predicting, and figuring out.)
(CaldecottAnnouncementswilloccurJan.27,sountilthenwewillbefocusingonCaldecottbooks.)

LESSON PRESENTATION

ANTICIPATORY SET: -Review behavior -Explain that certain books get awards, show students the Caldecott Medal and explain why a book gets the award. Review concept of "illustrator".

INSTRUCTIONAL STRATEGIES: -Read A Sick Day for Amos McGee. Pausing to discuss key illustrations. -Tell me about the illustrations? What did you like about them? What made them special or different? -Explain how the illustrations were created (woodblock). -Show student's Erin Stead video clip about how she creates her woodblock prints. CLOSURE: -Book checkout -Students will be able to create their own "woodblock" prints using foam & ink pads.

ASSESSMENT: student response

MATERIALS/TECHNOLOGY: A Sick Day for Amos McGee "woodblock" print supplies

STANDARDS
CCSSLA.1.CCSS.ELALiteracy.RL.1.7[GradeLevelStandard]Useillustrationsanddetailsinastorytodescribeits characters,setting,orevents. CCSSLA.1.CCSS.ELALiteracy.RL.1.1[GradeLevelStandard]Askandanswerquestionsaboutkeydetailsinatext. AASLStandardsforthe21stCenturyLearner4.1.1Read,view,andlistenforpleasureandpersonalgrowth NJCCCSAR.K2.1.1.2.D.1[CumulativeProgressIndicator]Identifythebasicelementsofartandprinciplesofdesignin diversetypesofartwork.

Week3

OBJECTIVE: The learner will review the Caldecott Medal while reading Joseph Had a Little Overcoat by Simms Taback. The learner will review the metacognition skill of "noticing" and will be introduced to "predicting" by looking closely at the illustrations. (The six skills of metacognition are noticing, wondering, picturing, connecting, predicting, and figuring out.) (Caldecott Announcements will occur Jan. 27, so until then we will be focusing on Caldecott books.) LESSON PRESENTATION ANTICIPATORY SET: -Review behavior -Remind students about "Books for Skoob" contest -Show students the Caldecott Medal, what is is? Why does a book get the Caldecott? -Explain predicting. INSTRUCTIONAL STRATEGIES: -Read Joseph Had a Little Overcoat. Pausing to discuss key illustrations & to predict his next piece of clothing. -Tell me about the illustrations? What did you like about them? What made them special or different? -Explain how the illustrations were created (watercolor, gouache, pencil, ink, collage, and diecuts). -Show student's Raul Malo's Video clip of "I Had a Little Overcoat" (the folk song the book is based upon) which includes pictures from the book. CLOSURE:

-Book checkout -Students will be able to create their own overcoats using collage techniques and crayons.

ASSESSMENT: student response MATERIALS/TECHNOLOGY: Joseph had a Little Overcoat overcoat collage supplies STANDARDS
CCSSLA.1.CCSS.ELALiteracy.RL.1.7[GradeLevelStandard]Useillustrationsanddetailsinastorytodescribeits characters,setting,orevents. CCSSLA.1.CCSS.ELALiteracy.RL.1.1[GradeLevelStandard]Askandanswerquestionsaboutkeydetailsinatext. AASLStandardsforthe21stCenturyLearner4.1.1Read,view,andlistenforpleasureandpersonalgrowth NJCCCSAR.K2.1.1.2.D.1[CumulativeProgressIndicator]Identifythebasicelementsofartandprinciplesofdesignin diversetypesofartwork.

Week4

OBJECTIVE: The learner will review the Caldecott Medal while reading Blackout by John Rocco. The learner will review the metacognition skills of "noticing" & "predicting" by looking closely at the illustrations. The learner will be introduced to "connecting" by finishing connection statements. (The six skills of metacognition are noticing, wondering, picturing, connecting, predicting, and figuring out.) (Caldecott Announcements will occur Jan. 27, so until then we will be focusing on Caldecott books.) LESSON PRESENTATION ANTICIPATORY SET: -Review behavior -What is the Caldecott medal? -Show students the Caldecott Medal from last week's book and the Caldecott Medal from this week's book. What is the difference? (One is gold, one is silver.) Explain the difference between Caldecott winning books & Caldecott Honor Books.

-Review noticing & predicting. INSTRUCTIONAL STRATEGIES: -Looking at the cover, what do you predict this story will be about? -Read Blackout. Pausing to discuss key illustrations. -Tell me about the illustrations? What did you like about them? What made them special or different? (comic book panels on some pages,cartoon style, dark colors for the blackout, light & shadow, etc.) - Introduce "connecting". Have students connect by finishing the statement "This story reminds me of when I..." or "This makes me think about..." CLOSURE: -Book checkout -Students will be able to create their own starry scene from Blackout using a dark paper base & light crayons. ASSESSMENT: student response MATERIALS/TECHNOLOGY: Blackout Starry scene supplies STANDARDS
CCSSLA.1.CCSS.ELALiteracy.RL.1.7[GradeLevelStandard]Useillustrationsanddetailsinastorytodescribeits characters,setting,orevents. CCSSLA.1.CCSS.ELALiteracy.RL.1.1[GradeLevelStandard]Askandanswerquestionsaboutkeydetailsinatext. AASLStandardsforthe21stCenturyLearner4.1.1Read,view,andlistenforpleasureandpersonalgrowth NJCCCSAR.K2.1.1.2.D.1[CumulativeProgressIndicator]Identifythebasicelementsofartandprinciplesofdesignin diversetypesofartwork.

Week5

OBJECTIVE: The learner will review the Caldecott Medal and the metacognition skills of noticing, predicting, and connecting by reading the book Extra Yarn by Mac Barnett. The learner will be introduced to the skill of "wondering".

LESSON PRESENTATION

ANTICIPATORYSET:

- Review Behavior -Show Caldecott (on screen b/c book cover does not have it)-- what is it called? What is it given for? Difference b/t silver & gold? -Review skills previously learned, explain "wondering". -Show students cover, what do they wonder? What do they want to know? INSTRUCTIONAL STRATEGIES: -Read Extra Yarn, pausing to notice & predict at key points. -Connect: This reminds me of... -Discuss illustrations, what did you like? etc. Explain to students that the pictures were created digitally using a computer.

CLOSURE: -Students will get to make "yarn hearts" -Book checkout

ASSESSMENT: student response MATERIALS/TECHNOLOGY: Extra Yarn Yarn Hearts supplies

STANDARDS
CCSSLA.1.CCSS.ELALiteracy.RL.1.7[GradeLevelStandard]Useillustrationsanddetailsinastorytodescribeits characters,setting,orevents. CCSSLA.1.CCSS.ELALiteracy.RL.1.1[GradeLevelStandard]Askandanswerquestionsaboutkeydetailsinatext. AASLStandardsforthe21stCenturyLearner4.1.1Read,view,andlistenforpleasureandpersonalgrowth NJCCCSAR.K2.1.1.2.D.1[CumulativeProgressIndicator]Identifythebasicelementsofartandprinciplesofdesignin diversetypesofartwork.

Week6

OBJECTIVE: The learner will review the metacognition skills of noticing, wondering, predicting, and connecting by reading the book The Gruffalo by Julia Donaldson. The learner will be introduced to "picturing".

LESSON PRESENTATION

ANTICIPATORY SET: -Review behavior - Review skills learned, introduce picturing. -Explain to students why to books is covered (students will need to picture parts of the story in their mind before I reveal them) -Tell students the title of the book, The Gruffalo. Any wonder statements?
INSTRUCTIONALSTRATEGIES:

-Read 1/2 of The Gruffalo. Pausing to picture the gruffalo in our minds. Go back and reveal gruffalo bit by bit by removing the papers. Does it match the picture in your head? -Predict what will happen in 2nd half of the story. -Read the rest of The Gruffalo. -Connections?
CLOSURE:

-Students have the option to color a gruffalo. -Book Checkout

ASSESSMENT: -Student response

MATERIALS/TECHNOLOGY:

The Gruffalo (covered) Gruffalo coloring

STANDARDS
CCSSLA.1.CCSS.ELALiteracy.RL.1.7[GradeLevelStandard]Useillustrationsanddetailsinastorytodescribeits characters,setting,orevents. CCSSLA.1.CCSS.ELALiteracy.RL.1.1[GradeLevelStandard]Askandanswerquestionsaboutkeydetailsinatext. AASLStandardsforthe21stCenturyLearner4.1.1Read,view,andlistenforpleasureandpersonalgrowth

Week7

OBJECTIVE: The learner will review the metacognition skills of noticing, wondering, predicting, picturing, and connecting by reading the book Bogart & Vinnie by Audrey Vernick. The learner

will be introduced to "figuring out" through this story as well. If there is time, the learner will practice these skills by reading ABC Animal Riddles.

LESSON PRESENTATION ANTICIPATORY SET: -Review behavior -Review previous skills on the board. Introduce figuring out (solving a problem or figuring out an answer) - Introduce today's book. Show students the book we are reading today, any "I wonder" statements? -What do you notice about the rhino & dog's faces? How do they look like they feel? INSTRUCTIONAL STRATEGIES: -Read until Vinnie runs into the zoo. Predictions? -How does Hap try to lure Vinnie away, what do you notice? Figure out: Hap has a problem, Vinnie won't follow him. How else could Hap try to get a dog to follow him? -Pause when family shows up, predictions? Share your thoughts w/ your neighbor. -Picture: Why are the neighbors unhappy, imagine in your mind what would it be like to live next to those animals? What would you see? Hear? Smell? -Connections? CLOSURE: -If there is time: Riddles are a great way to try and use your "figuring out" skills. Share some ABC animal riddles & encourage students to take out riddle books. Give students the option of solving/reading riddles together after book checkout. -Book Checkout ASSESSMENT: -Student response MATERIALS/TECHNOLOGY: Bogart & Vinnie ABC Animal Riddles Riddle books

STANDARDS
CCSSLA.1.CCSS.ELALiteracy.RL.1.7[GradeLevelStandard]Useillustrationsanddetailsinastorytodescribeits characters,setting,orevents.

 CCSSLA.1.CCSS.ELALiteracy.RL.1.1[GradeLevelStandard]Askandanswerquestionsaboutkeydetailsinatext. AASLStandardsforthe21stCenturyLearner4.1.1Read,view,andlistenforpleasureandpersonalgrowth