Reading+Literary+Nonfiction+and+Writing+Expository+and+Procedural+Texts

=Unit Objective:= This unit will provide opportunities for students to read and understand literary nonfiction by determining whether a story is true or fantasy and explain why. For example, //The Dish Ran Away With the Spoon// is fantasy and that __Meadowlands: A Wetlands Survival Story__ is true.

Students will have opportunities to respond to texts and support their understanding with text evidence. Students will write brief compositions on topics of interest or write personal experiences.

2A – Identify contributions of historical figures. (Martin Luther King, Jr.) 2B – Identify historical figures
 * Social Studies:**


 * Teaching Notes **
 * #|Reading literary nonfiction in #|first grade is quite different than it is at upper levels. Students are not specifically reading biographies and autobiographies. The first grade TEKS require students to determine if a story is a true story or a fantasy story. Teachers can help students understand that fantasy stories have make believe characters and plots and that true stories are based on true “characters” (people) and plots. To impact meaning, students should experience true and fantasy in all venues including Media Literacy. **

=Essential Questions:=
 * How does a reader know whether a story is true or fantasy?
 * How do readers determine what elements make a story a fantasy?
 * How do readers determine the facts that make a story true?
 * How does understanding the purpose of a text help to enhance comprehension?
 * How does establishing a purpose of a text guide a reader to a desired outcome?
 * What kinds of connections can a reader make with a text?
 * Why do connections help a reader to understand a text with more depth?
 * Why do authors include pictures to help understand a text?
 * How can readers use text evidence to make inferences?
 * What inspires a writer’s ideas?
 * Why is it important to practice orally before writing ideas down?
 * How does a writer decide who their audience is?
 * How do we write in response to text?

=Required Lessons:= As a shared writing, the teacher will write to explain (expository) The teacher will use details or examples to support her explanation. The purpose of this shared writing is to expose students to writing to explain (expository) in order to support STAAR writing. For more ideas, see Moodle -> ELA Resource folder -> Writing folder -> possibilities for Shared Writing.

=Vocabulary:=

1.6 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (B) determine the meaning of **compound words** using knowledge of the meaning of their individual component words (e.g., lunchtime);
 * (C) determine what words mean from how they are used in a sentence, either heard or read; **

=Weekly Pacing:= __**Week 1:**__ The focus for this week is on reading and determining if stories are fantasy stories or true stories (contrasting the two), review story plot; teacher will #|continue to model and support reader response both orally and through brief written comments and how to provide evidence from the text that was read aloud or shared; students can write brief comments as they read independently as reader response. Teacher will model and students will write brief compositions on topics of interest or write personal narratives.
 * Reading ** –
 * Writing ** –

__**Week 2:**__ Continue determining whether stories are true or fantasy, include understanding story plot; the textbook resources in the Journeys book and Book Flix may be helpful for this type of comparison; students write brief comments as they read; the teacher will model using text and picture evidence to make inferences and draw conclusions with both types of stories. Teacher will model and students will write brief compositions on topics of interest or write personal narratives; students will need to publish and share a piece.
 * Reading ** –
 * Writing ** –

Please click on the link below for a book list.

=Mini Lessons, Craftivities, Ideas, and Resources:=

__//Mini-Lesson Ideas//__

 * Elements make a story true
 * Elements make a story a fantasy
 * Text evidence to support why a text is true or fantasy
 * Gaining information from media
 * Purposes of media such as informing and entertaining
 * Techniques used in media such as movements and sounds to impact meaning
 * Establish a purpose for reading to enhance comprehension
 * Making connections to understand the characters and the stories better


 * Master copies for activities are in LA bucket in unit folder.

You can focus on various presidents for upcoming President's Day. =__Presidents:__= =George Washington=

It took NO time to cut out the hats {steps below} and the kids used construction paper to make the eyes, nose, & mouth. The art piece to this little project was really pretty quick! For the hat… Cut a 12x4 piece of blue construction paper

Fold in half {bring the left side over to the right}

Cut off the right side bottom corner {diagonally} and cut an upside-down triangle on the top.

Now open it up and VOILA! George Dubya’s hat :)

=Abraham Lincoln=

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Suggested read aloud and accompanying writing piece about being honest located in LA bucket.

Please check LA bucket for more writing activities for this unit, including a fantasy story about snowmen coming to life!


 * Journeys:**
 * A Cupcake Party (Book 1.2, p. 158) paired with At the Bakery (Book 1.2, p. 182)
 * The Big Trip (Book 1.4, p. 56) paired with Lewis and Clark’s Big Trip (Book 1.4, p. 86)