Lesson 1:

Reading/Writing Workshop model

Where am I going?
Title of Lesson: Day 1: Introduction to Space
Targeted grade level: First Grade
Essential Question: What is a solar system?
One lesson objective based on the CCTS:
[Link].1.2
Ask and answer questions about key details in a text read aloud or information presented orally
or through other media.
How will I get there?
Materials:
-Copies of Our Solar System booklet
-Book: Space
-KWL chart
-Notebook/folder for materials (KWL, notes, etc.)
Lesson initiation (hook): Explain the overview of the unit. We are going to learn about the solar
system, write our own non-fiction book, go to the Planetarium, and make astronaut dessert!
Lesson development:
a. Think aloud/write aloud or shared/interactive writing modeling:
Introduce KWL chart: think in your heads: what do I know about space,
and what questions do I have? Write them down on your own KWL chart.
Come up with at least two questions, and two statements.
b. The reading: Space
c. The writing: Share ideas from KWL chart for whole group shared KWL
on the smart board.
How will I know when my students have arrived?
Daily assessment of learningAssessment: Pre-Assessment: They will have their own KWL as
well as the whole group KWL.
Differentiation strategies
o Gifted learners: The KWL chart may be a place for the higher students to write more
facts/questions.

o Learner differences: Allow space for Hamish at his table; check and adjust for Ronan, Dylan
and Cooper. Pay close attention to Jonathan and Ameahs ability to spell. Teachers may need to
assist with this. Create a KWL with lines for kids who need guidance with neat handwriting.
Additional considerations: Students will be sitting on the carpet for an extended period of time.
Be sure to keep an eye on attention levels, check and adjusts, motor breaks. Consider having the
students fill out the KWL at their seats and then come back.
Two Cautions This is the first time I am doing a kwl chart with the students. They might get
excited and start shouting out. Review carpet expectations, etc. Have the teachers helper call on
students so you can type/write
Lesson 2:
Reading/Writing Workshop model
Where am I going?
Title of Lesson: Day 2-3: Example Writing: Sun
Targeted grade level: First Grade
Essential Question: What is the importance of the sun?
One lesson objective based on the CCTS:
[Link].1.2
Ask and answer questions about key details in a text read aloud or information presented orally
or through other media.
[Link]-LITERACY.W.1.7
Participate in shared research and writing projects (e.g./ explore a number of how-to books on
a given topic and use them to write a sequence of instructions).
How will I get there?
Materials:
-Copies of Our Solar System booklet
-Book: Sun
-Planet Research Report for note taking
-Smartboard for example note-taking
Lesson initiation (hook): Video of the sun
Lesson development:
a. Think aloud/write aloud or shared/interactive writing modeling:
Take notes on the important facts about the sun--model good
note-taking and explain why certain facts are note-worthy.

b. The reading: Sun

c. The writing: There will be three different choices for final writing
pieces. During this lesson, the students and I will be responsible for
making model rubrics for each type of writing. Once we have our
models and our notes, the students can pick a type of writing to
practice.
How will I know when my students have arrived?
Daily assessment of learningAssessment: Checking in, making sure students are following the
level three rubric.
Differentiation strategies
o Gifted learners: Students who finish early can continue on and work on another type of
writing.
o Learner differences: Allow space for Hamish at his table; check and adjust for Ronan, Dylan
and Cooper. Provide a graphic organizer for students who may need that. Jonathan and Ameah
can sit at table 5 with Mrs. LeSieur to help them keep them on task while you manage the class
Additional considerations: Students will be sitting on the carpet for an extended period of time.
Be sure to keep an eye on attention levels, check and adjusts, motor breaks. Look for a space
gonoodle.
Two Cautions This is the first trial piece for the writing portion of this unit. Many students
may need some extra time to get organized.
Lesson 3:
Reading/Writing Workshop model
Where am I going?
Title of Lesson: Planets: Day 4-12
Targeted grade level: First Grade
Essential Question: What planets are in the solar system? How is each planet unique?
One lesson objective based on the CCTS:
[Link].1.2
Ask and answer questions about key details in a text read aloud or information presented orally
or through other media.
[Link]-LITERACY.W.1.7

Participate in shared research and writing projects (e.g./ explore a number of how-to books on
a given topic and use them to write a sequence of instructions).
How will I get there?
Materials:
-Copies of Our Solar System booklet
-Planet research report paper (note-taking)
-Book: MVEMJSUNP (My Very Excellent Mother Just Served Us Nachos) Read books in order
of the planets from the sun (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune)
-Three writing templates: picture and labels, paragraph, how-to format (facts)
-File folders to collect student work
Lesson initiation (hook): Read aloud and present websites to show what planets look like
Lesson development:
a. Think aloud/write aloud or shared/interactive writing modeling:
What are the important things about this planet that I just read? What is
crucial to put in my writing? Keep track of these on the whiteboard.
b. The reading: Read aloud planet book: do the note-taking with the
students.
c. The writing: Three different ways to write: model level three
examples with the students. After examples are given, give students
time to write their own. Each student needs to choose a type of writing.
All types of writing need to be used for the book. Use a file folder to
collect
each students writing.
How will I know when my students have arrived?
Daily assessment of learningAssessment: Regular check-ins, use of rubric for grading final
piece (level 3).
Differentiation strategies
o Gifted learners: If speedy workers are done, allow them to try out the different types of
writing for the planet that was covered that day. These students can feel free to add more facts,
color, add more to the picture
o Learner differences: Allow space for Hamish at his table; check and adjust for Ronan, Dylan
and Cooper. If needed, provide a graphic organizer for writers who are struggling to get their
thoughts down.
Additional considerations: Students will be sitting on the carpet for an extended period of time.
Be sure to keep an eye on attention levels, check and adjusts, motor breaks.

Two Cautions Students might need extra time to work on their writing. Students should be
writing at level 3. You may want to use quiet time as a time to finish writing and allow them to
read space books. Maybe have a basket of space books and rotate tables each day.
Lesson 4:
Reading/Writing Workshop model
Where am I going?
Title of Lesson: Gallery Walk
Targeted grade level: First Grade
Essential Question: What planets are in the solar system? How is each planet unique?
One lesson objective based on the CCTS:
[Link].1.2
Ask and answer questions about key details in a text read aloud or information presented orally
or through other media.
[Link]-LITERACY.W.1.7
Participate in shared research and writing projects (e.g./ explore a number of how-to books on
a given topic and use them to write a sequence of instructions).
How will I get there?
Materials:
-Final pieces of writing put into their final booklet
-Markers
-Chart paper
-KWL
-(Ask Mrs. Mears for planetarium)
Lesson initiation (hook): We are turning our classroom into a space museum! We get to share the
main ideas we have learned about each planet. We will walk around and write one fact on each
piece of chart paper.
Lesson development:
a. Think aloud/write aloud or shared/interactive writing modeling:
Model the gallery walk with facts about the sun. Model behavior, walking
quietly, etc.
b. The reading: There will not be a read aloud.
c. The writing: Writing the facts.
How will I know when my students have arrived?

Daily assessment of learningAssessment: Address the pre-assessment KWL chart. What did
they learn? Have the students write on their own chart, then share for the whole group KWL. Do
a think-pair-share and then have them rotate to share with a few other kids that way the kids that
will not share have a voice. Try to make an inside/outside circle and they rotate around for the
next partner.
Differentiation strategies
o Gifted learners: If speedy workers are done, allow them to revisit each planet and write more
facts.
o Learner differences: Allow space for Hamish at his table; check and adjust for Ronan, Dylan
and Cooper. Give time for students to select their favorite facts.
Additional considerations: Students will be sitting on the carpet for an extended period of time.
Be sure to keep an eye on attention levels, check and adjusts, motor breaks.
Two Cautions Students might rush through this. Remind them to take their time, and add more
than one fact if they can. Invite other classes/administration to come in for the experience.
Lesson 5:
Reading/Writing Workshop model
Where am I going?
Title of Lesson: How-To: Astronaut Dessert
Targeted grade level: First Grade
Essential Question: How can your make astronaut dessert? Can you provide detail to describe the
steps to make this?
One lesson objective based on the CCTS:
[Link].1.2
Ask and answer questions about key details in a text read aloud or information presented orally
or through other media.
[Link]-LITERACY.W.1.7
Participate in shared research and writing projects (e.g./ explore a number of how-to books on
a given topic and use them to write a sequence of instructions).
How will I get there?
Materials:
-Milk

-Instant pudding mix

-Measuring cups
-Ziplock bags
-Parent helpers
-How-to paper
Lesson initiation (hook): Since we now know all about space, we are going to create our own
astronaut dessert, and after we have created our meal, you are going to write about it!
Lesson development:
a. Think aloud/write aloud or shared/interactive writing modeling:
After making the dessert, use our prior examples to create a how-to.
Refresh their memories: what is a level three how-to?
b. The reading: There will not be a read aloud.
c. The writing: Writing the how-to.
How will I know when my students have arrived?
Daily assessment of learningAssessment: Final writing piece.
Differentiation strategies
o Gifted learners: Buddy up with a student so they can be a student leader, they can think-pairshare with this buddy- that you create partnerships for. Maybe for this lesson they sit at the same
table and then for the actual writing they all go back to their tables
o Learner differences: Allow space for Hamish at his table; check and adjust for Ronan,
Dylan and Cooper.
Additional considerations: This is a different setting for the students, so keep checking and
adjusting. They may be a little excited and need time after writing to complete the writing
Two Cautions Students might rush through this. Remind them to take their time, and add more
than one fact if they can. Remind them to use the word wall for transition words.