K-12 Teaching and Learning From the UNC School of Education

Important Announcement about Online Courses and LEARN NC.

Important Message about LEARN NC

LEARN NC is evaluating its role in the current online education environment as it relates directly to the mission of UNC-Chapel Hill School of Education (UNC-CH SOE). We plan to look at our ability to facilitate the transmission of the best research coming out of UNC-CH SOE and other campus partners to support classroom teachers across North Carolina. We will begin by evaluating our existing faculty and student involvement with various NC public schools to determine what might be useful to share with you.

Don’t worry! The lesson plans, articles, and textbooks you use and love aren’t going away. They are simply being moved into the new LEARN NC Digital Archive. While we are moving away from a focus on publishing, we know it’s important that educators have access to these kinds of resources. These resources will be preserved on our website for the foreseeable future. That said, we’re directing our resources into our newest efforts, so we won’t be adding to the archive or updating its contents. This means that as the North Carolina Standard Course of Study changes in the future, we won’t be re-aligning resources. Our full-text and tag searches should make it possible for you to find exactly what you need, regardless of standards alignment.

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Learning outcomes

Students will:

  • envision the opportunities that could be theirs in the future.
  • demonstrate listening comprehension of reading material that is above grade level.
  • complete an idea in written form demonstrating knowledge of invented and conventional spelling.
  • revise drafts and create a final drafts.

Teacher planning

Time required for lesson

120 Minutes

Materials/resources

  • Book by Dr. Seuss: Oh, The Places You’ll Go!
  • Story Paper (lined at the bottom, opened at the top for illustrations)
  • Chalk or dry erase board
  • Pencils
  • Crayons

Pre-activities

We celebrate Dr. Seuss’s Birthday complete with birthday cake baked ourselves and party hats “Cat in the Hat” style, and begin with some background information on the author.

Activities

  1. Read Oh, the Places You’ll Go!.
  2. Discuss “places to go” and encourage children to think beyond the everyday places. (i.e. college, Europe, New York, medical school, etc.)
  3. Teacher will write a dictated brainstormed list of places by students on the board (separating proper nouns and common nouns).
  4. Students will copy “Oh, the places I will go! I will go…” from the board and then continue independently to write where they would like to go. Example from my class (already edited):
    “Oh, the places I will go! I will go to the hospital because I want to be a nurse. I want to help people.”
  5. Students will peer edit and turn in their rough drafts to the teacher for final editing.
  6. Return papers to students edited and ready for final drafts.
  7. Students will copy final drafts and illustrate their sentences.
  8. Create a class book entitled Oh, The Places We Will Go!
  9. Share the book with the class, and then allow other teachers to read it to their classes for “Read Across America” or Dr. Seuss’ Birthday, March 2nd.

Assessment

  • Students will self-assess in the editing process using the following questions:
    • Can I read the words that I wrote?
    • Does it make sense?
    • Did I use capital letters and an end mark?
    • Is this my best work?
  • Students will be assessed by their peers in the peer-editing. Peers will also use a set of questions:
    • Did my friend use the right sounds to make his words?
    • Does it make sense to me?
    • Does it have capital letters and end marks?
  • Teacher will have opportunities to assess in brainstorming, final editing conference with student, and in finished product graded on a 1-4 rubric.
  1. There was an attempt made to meet the objective.
  2. The writing shows a complete thought but lacks detail; the writing is phonetically spelled but lacks some sound components; an attempt may have been made to punctuate but is not consistent.
  3. Writing shows good effort from the student; the objective is met; each sentence begins with a capital letter and has an appropriate end mark; the spelling is phonetically correct and frequently spelled words are spelled correctly; it makes sense and has good sentence structure.
  4. All of number 3 is present but the student has exceeded expectations by adding specific details and descriptive words; sentences are elaborated.

Supplemental information

Comments

This is definitely an activity that needs to be done in the second half of the first grade year when students are more capable of independent writing.

  • Common Core State Standards
    • English Language Arts (2010)
      • Language

        • Grade 1
          • 1.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 1.L.1.1 Print all upper- and lowercase letters. 1.L.1.2 Use common, proper, and possessive nouns. 1.L.1.3 Use singular and plural nouns with matching...
        • Writing

          • 1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

North Carolina curriculum alignment

English Language Arts (2004)

Grade 1

  • Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed.
    • Objective 2.02: Demonstrate familiarity with a variety of texts (storybooks, short chapter books, newspapers, telephone books, and everyday print such as signs and labels, poems, word plays using alliteration and rhyme, skits and short plays).
  • Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.
    • Objective 3.01: Elaborate on how information and events connect to life experiences.
  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.01: Select and use new vocabulary and language structures in both speech and writing contexts (e.g., oral retelling using exclamatory phrases to accent an idea or event).
    • Objective 4.06: Compose a variety of products (e.g., stories, journal entries, letters, response logs, simple poems, oral retellings).