
OEU 1B
OEU:
Grade:
1st Grade
Overarching Enduring
Understanding 1 Collaborative, self-directed
learners read and respond
widely and deeply to foster
a deeper understanding of
the human experience.
(meaningful connections)
Inquiry Module:
Module B:
Me, You, and the Teacher Too!
Task Title:

Act it Out
1. Inquiry Module Standards
(Desired knowledge, skills, understandings that will be demonstrated through task)
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ELA Focus Standards:
RL.1.1
Ask and answer questions about key details in a text.
RL.1.4
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.
W.1.3
Write narratives in which they recount two or more appropriately sequenced events, include
some details regarding what happened, use temporal words to signal event order, and provide
some sense of closure.
SL.1.1
Participate in collaborative conversations with diverse partners about grade 1 topics and texts
with peers and adults in small and larger groups.
a.
b.
c.
Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one
at a time about the topics and texts under discussion).
Build on others’ talk in conversations by responding to the comments of others through
multiple exchanges.
Ask questions to clear up any confusion about the topics and texts under discussion.
SL.1.6
Produce complete sentences when appropriate to task and situation. (See grade 1 Language
standards 1 and 3 on page 26 for specific expectations.)
L.1.1
Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
Print all upper- and lowercase letters.
Use common, proper, and possessive nouns.
Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We
hop).
Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their,
anyone, everything).
Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home;
Today I walk home; Tomorrow I will walk home).
Use frequently occurring adjectives.
Use frequently occurring conjunctions (e.g., and, but, or, so, because).
Use determiners (e.g., articles, demonstratives).
Use frequently occurring prepositions (e.g., during, beyond, toward).
Produce and expand complete simple and compound declarative, interrogative, imperative,
and exclamatory sentences in response to prompts.
L.1.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
a.
b.
c.
d.
e.
Capitalize dates and names of people.
Use end punctuation for sentences.
Use commas in dates and to separate single words in a series.
Use conventional spelling for words with common spelling patterns and for frequently
occurring irregular words.
Spell untaught words phonetically, drawing on phonemic awareness and spelling
conventions.
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ELA Reading Foundational Skills Standards:
RF.1.1
Demonstrate understanding of the organization and basic features of print.
a.
Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending
punctuation).
RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a.
b.
c.
d.
Distinguish long from short vowel sounds in spoken single-syllable words.
Orally produce single-syllable words by blending sounds (phonemes), including consonant
blends.
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken singlesyllable words.
Segment spoken single-syllable words into their complete sequence of individual sounds
(phonemes).
RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding words.
a.
b.
c.
d.
e.
f.
g.
Know the spelling-sound correspondences for common consonant digraphs (two letters
that represent one sound).
Decode regularly spelled one-syllable words.
Know final -e and common vowel team conventions for representing long vowel sounds.
Use knowledge that every syllable must have a vowel sound to determine the number of
syllables in a printed word.
Decode two-syllable words following basic patterns by breaking the words into syllables.
Read words with inflectional endings.
Recognize and read grade-appropriate irregularly spelled words.
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ELA Transfer/Application Standards:
W.1.5
With guidance and support from adults, focus on a topic, respond to questions and suggestions
from peers, and add details to strengthen writing as needed.
L.1.6
Use words and phrases acquired through conversations, reading and being read to, and
responding to texts, including using frequently occurring conjunctions to signal simple
relationships (e.g., because).
2. TASK DESCRIPTION-2a-2e
(short narrative paragraph description)

How do we use reading and writing to enrich our lives? How do authors' use words and phrases
in stories, poems and songs appeal to my senses? How do I share my thoughts and feelings
about my life with others? After reading and exploring a variety of texts about family, friends,
and feelings students will, in small groups, choose from of a list of teacher generated conflict
scenarios and act out appropriate and inappropriate responses for the entire class. Students will
respond to performances by writing a short narrative following teacher checklist.
3. TASK SPECIFICS-3a-3c

3a. Task Choice
Scenario, presentation, performance to review
3b. Student Groupings
Individual, small group or partner
3c. Task Sequence
The student will...
Read and listen to a variety of texts on friends, feelings, and appropriate school behaviors.
o
Demonstrate how to read a variety of texts including realistic fiction, songs, poems, and
jump rope chants
o Demonstrate that text can represent a variety of cultures
o Demonstrate that text that can reflect meaningful events in students’ lives and can
appeal to ones senses
o Demonstrate how students can see themselves in literature
o Think aloud how to ask and answer questions about key details in text
o Think aloud how to use illustrations and details in a story to describe story elements
(character, setting, and events
Performance
o
o
o
o
o
Select a scenario based on teacher generated list (bullying, injury, lying, responsibility,
etc.)
Students brainstorm appropriate and inappropriate responses using simple graphic
organizer
o Model how to participate in collaborative discussions with diverse partners following
agreed-upon rules
o Model how to build on others’ comments
o Model how to ask questions to clear up confusion
Students practice acting out one appropriate and inappropriate response from
brainstorming activity
Students perform scenarios for entire class
While students are performing they will be reviewed by 3-4 students in the classroom
Peer Response
o
Students will respond to one performance with a short narrative and illustration
o Students choose either appropriate or inappropriate scenario to respond to.
o Students identify characters, setting, problem, and feelings from scenario using
graphic organizer.
o Students draw illustration and write short narrative of a time they
behaved appropriately or inappropriately in a situation ensuring to include how they
felt using feelings from anchor chart/display in classroom.
 Demonstrate how to create narrative texts representing sequenced events
from own lives
 Demonstrate how to use temporal words
 Demonstrate how to provide a sense of closure
o Students use appropriate sentence structure and phonics.
 Demonstrate how to print all upper and lower case letters
 Demonstrate how to use simple relationships through the use of conjunctions
(because)
 Demonstrate how to use print concepts when reading and writing (sentence
features)
o Demonstrate how to capitalize dates and names of people
o Demonstrate how to use end punctuation
o Demonstrate how to use phonetic spelling
Demonstrate phonemic awareness (spoken words, syllables, and sounds)
o Model how to distinguish long/short vowel sounds
o Model how to orally produce single syllable words by blending sounds
(phonemes) including consonant blends
o Model how to isolate and produce initial, medial vowel, and final sounds
(spoken single syllable)
o Model how to segment spoken single syllable words in their complete
sequence of individual sounds (phonemes)
Students have "no excuse" for sight words and phonetically spelled words
4. TASK PURPOSE AND AUDIENCE

4a. Purpose
This task provides students with the opportunity to collaborate with their peers to demonstrate
their knowledge and intuition regarding appropriate feelings and responses to scenarios.
Students will be using performance, narratives, and illustrations to demonstrate their
understanding of feelings and story elements.
4b. Audience
Classmates and teacher
5. RESOURCES/MATERIALS NEEDED FOR TASK

o
o
o
o
o
Teacher generated list of scenarios
Anchor chart/display of feelings students can use in performance and response
Story elements graphic organizer
Model Text
 The Relatives Came
 Alexander and the Terrible, Horrible, No Good, Very Bad Day
 Grandfather's Journey
 The Stray Dog
 Owl Moon
Anthology One - All Together Now
 My Best Friend
 I Am Six
 Ten Dogs in the Window
 Charles Tiger
6. ASSESSMENT

6a. Self-Monitoring Methods
insert text here
6b. Rubric for Quality
insert text here