Language Arts Unit:
Mapping Our Worlds: Dreams and Reality
Core Literary Text: The Wonderful Wizard of Oz
Core Informational Text: Me on the Map
Supporting Texts:
Fairy Tales - various
Optional: How to Make an Apple Pie and See the World
Optional: Bringing the Rain to Kapiti Plain
Social Studies textbook
Reading Literature Standards:
RL 1: Ask and answer questions
about key details in a text.
RL 2: Retell stories, including key
details, and demonstrate
understanding of their central
message or lesson.
RL 3: Describe characters,
settings, and major events in a
story using key details.
Reading Informational Text
Standards:
RI 1: Ask and answer questions
about key details in a text.
RI 2: Identify the main topic and
retell key details of a text.
RI 3: Describe the connection
between two individuals, events,
ideas, or pieces of information in
a text.
Timeframe: 9 weeks
Grade: 1
Materials:

Story Sack with picture cards related to the story: witch’s hat, silver shoes, yellow
brick, wand, straw, oil can, lion, etc.

Chart paper, paper for character maps

Model of a yellow brick road on butcher paper

Green objects to decorate the room in green for week 4

Small paper bags or envelopes for individual story sacks

Index cards or paper for character cards
Writing Standards:
W 1: Write opinion pieces in which they introduce the
topic or name the book they are writing about, state an
opinion, supply a reason for the opinion, and provide some
sense of closure.
W 2: Write informative/explanatory texts in which they
name a topic, supply some facts about the topic, and
provide some sense of closure.
W 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.
Essential Questions:
RL 1: How do we identify the most important information in a story?
RL 2: What types of words describe where and how? …what and why?
RL 3: What are the elements of a story? How do we identify the most important
information in a story?
RI 1: How do we identify the most important information in a non-fiction text?
RI 2: How do we identify the main idea?
RI 3: How can different settings and/or events be related?
Other Standards:
RL 4, 5, 6
RI 4, 5
W7
SL 2, 4 , 5, 6
L2
W 1: How do I state an opinion?
W 2: How do authors provide information?
W 3: How do authors create stories?
Summative Assessments:
RL 1 and RI1: Teacher observation of students asking and answering questions throughout the unit.
RL 2, 3: Students use character and setting cards to retell an event from The Wizard of Oz. (Students can respond either written or orally) WEEK 6
RI 2 and 3: What is this book, Me on the Map, mostly about? What are the important details in the text? WEEK 8
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adapted from CCGPS
revised 5-27-14
WEEK 1
Learning Targets:
RL 3: Identify main characters orally, telling Who and describing their actions
and feelings.
RL 3: Describe the setting by telling Where orally.
Standards:
RL 1: Ask and answer questions about key details in a text.
RL 3: Describe characters, settings, and major events in a story using key details.
Two main tasks for week 1 of school:

Assessments

Background Building of Character and Setting





Review character and setting from kindergarten
Read one or more fairy tales to review character and setting.
Fairy tales can include, but are not limited to: “Little Red Riding Hood,” “Three Little Pigs,” “Goldilocks and the Three Bears,” “Peter Pan”
o Who are the main characters?
o What is the setting?
Teacher may want to model a four square writing focusing on character.
Papa Bear
Mama Bear
As a class, brainstorm character traits and chart them.
 Discuss what those traits look like. For example, brave means they did something that
was difficult because it was scary to do.
 Teachers use appendix D - Character Traits as a resource to build vocabulary.
Baby Bear
The Three Bears
Goldilocks
Teacher Background: To prepare for character and setting activities for the Wizard of Oz, you will need to create an ongoing character/setting chart. For example:
Dorothy with Kansas. You will also need a character map and character card for each main character.
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adapted from CCGPS
revised 5-27-14
WEEK 2
Learning Targets:
RL 1: Answer What and When questions about stories and key events.
RL 1: Answer Why questions about characters’ actions.
RL 3: Identify main characters orally and in writing, telling Who and describing
their actions and feelings.
RL 3: Describe the setting by telling Where orally and in writing.
W 1: Students orally complete sentence frames: I think ___ because ____.
Standards:
RL 1: Ask and answer questions about key details in a text.
RL 3: Describe characters, settings, and major events in a story using key details.
W 1: Write opinion pieces in which they introduce the topic or name the book
they are writing about, state an opinion, supply a reason for the opinion, and
provide some sense of closure.
Tasks: (These tasks can be completed in any order that the teacher feels would best fit their students).

Ask students to share their ideas about stories (literary texts) by creating a class chart titled “Stories have _____. Use a morning message format to record
each student’s dictated responses. Model appropriate printing with appropriate letter formation/spacing. Let students reread their responses to the class.

Once students have all responded, guide students to find common answers and create a Story Map anchor chart including, at a minimum:
 characters (who),
 setting (where), and
 sequence of events (what/when).

A Story Sack is a way to bring the story to life for the students and create a literary experience that is hands-on, focused on the key details, and fun! For this
story, you may use any bag, but a colorful, “magical” bag is the best to create the mood for the story. Items that could be included in the bag are character
cards and pictures: see Appendix B
 Tell students you are going to share some secret items about a new story that will give some clues about the story’s characters, settings, and events.
 Using the Story Sack, pull out one item at a time and have students identify the item and discuss which story element they think it relates to.
 You may choose to use this time to also focus on the vocabulary and/or spelling of the item names by creating labels or using a chart to list them.
 Some students may begin to identify with the story, so be prepared to either encourage this revelation or suggest keeping it a secret.
 These items can be used for reference throughout the reading of the text.

Once all items are revealed, share the title, author, and background of the book, including that it is a member of the fairy tale genre. When sharing this
information, model the appropriate punctuation/capitalization for writing titles and authors.

Refer to the other fairy tales read last week. Generate ideas about what fairy tales are and what makes them more than just a story.

Create a “What is a Fairy Tale?” anchor chart. Be sure to include the following:
 Make-believe or fantasy stories with magic and enchantment
 Once upon a time…
 Characters often include royalty, but always include good vs. evil (wicked)
 Stories passed down through generations

Introduce Who, What, Where, When, and Why as important question words, connecting them to the story elements of character, setting, and events as they
arise in the story. Examples:
 Who are the characters?
 Where is the story taking place?
 What did ________ do?
 When did ___________ ?
 Why did _________ want to see the wizard?

Create a Story Map (sample in Appendix B) or a character chart and a setting chart to use with The Wonderful Wizard of Oz.
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
 For the Story Map, you can make a new one for each setting to show the characters in each setting.
 For the character and setting charts, you can keep adding to them.
Read Pages 9-18 of The Wonderful Wizard of Oz.



Students Think-Pair-Share several question/answer combinations about the setting, characters and events. These can be shared aloud or monitored by
the teacher.
Make a character map for Dorothy using traits from the brainstorming chart.
 Students create a character map also.
 With each trait, ask the students how that character exhibits that trait. The goal is for the students to use evidence from the story to support their
thinking. For instance, if a child says that Dorothy was brave, the teacher would ask, “How do you know Dorothy is brave?” or “What did Dorothy
do that makes you say she was brave?”
 Model responses for them, emphasizing the use of because. “I think Dorothy is __________ because ____________.” W1
Students create a character card.
 Using 5x7 index cards or half sheets of paper, students draw a picture of Dorothy and write Dorothy’s name on one card.
 Students draw the setting in the background.
 You may choose to save this task toward the end of the book or start it now and add to it throughout.
 The character cards can be saved for retelling events in the story.
 Optional: Students can decorate small paper bags or envelopes to create a Story Sack to hold their cards. “My Story Sack by ________”
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adapted from CCGPS
revised 5-27-14
WEEK 3
Learning targets:
RL 1: Use Who, What, When & Where to ask and answer questions about
characters, setting, and major events orally and in writing, using sentence stems
and question stems
RL 2: Use descriptions to retell stories including key details & sequence words
with sentence frames orally and in writing
RL 3: Describe a characters’ physical appearance orally and in writing; describe
a character’s actions orally and in writing; describe the setting by telling When
and Where orally and in writing
W 1: Students orally complete sentence frames: I think ___ because ____.
Standards:
RL 1: Ask and answer questions about key details in a text.
RL 2: Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
RL 3: Describe characters, settings, and major events in a story using key details.
W 1: Write opinion pieces in which they introduce the topic or name the book they
are writing about, state an opinion, supply a reason for the opinion, and provide
some sense of closure.
Tasks:

Read Page 19-28 (Scarecrow)

As each character is introduced:
o Make a character card for each character with a picture and name of the character and the setting.
o Students also create a character card.
 Make a character map for each character using traits from the brainstorming chart.
o Students create a character map also. With each trait, ask the students how that character exhibits that trait. The goal is for the students to
use evidence from the story to support their opinion. Model responses for them, emphasizing the use of because.
“I think the scarecrow is __________ because __________. (see Appendix B)
 Optional – Create a 4-square for the story. RL3
o Add to it as each main character is introduced. Each box has a character and the setting where the character was introduced.
o Or you might display a blank 4-square to post the character cards as characters are introduced.

Read Pages 29 to the middle of page 34 (Tin Woodman and Lion)
 Who are the characters in the story?
 What is the setting of the story?
 What is each character’s problem in the story?

Continue to make a character map for each character using traits from the brainstorming chart.
 Students create a character map also.
 With each trait, ask the students how that character exhibits that trait. The goal is for the students to use evidence from the story to support their
opinion. I think ______________ because _______________. W1
 Create a character card for _________.

After all characters are introduced, use the character cards to sequence the introduction of characters. RL2
 Using ordinal numbers for sequencing during a shared writing: First, Dorothy found the scarecrow, etc.
 Students can write the numbers on the cards: 1 for Dorothy, 2 for Scarecrow, etc.
 Introduce other temporal words such as next, then, last, afterwards, and finally.
 With a partner, students use their character cards to retell this part of the story.
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
Optional: Display a yellow brick road.
 Remind students that all the characters are following the same path to see the wizard, but each character travels differently.
 Discuss the ways someone can walk.
 As students suggest verbs, chart them in present tense. Use examples from the story as well.
 The verb chart can have two columns – one for present tense and one for past tense. Discuss how verbs are made into past tense by adding –ed.
 Each student chooses a verb from the verb chart to write sentences about how the characters traveled through the setting.
CFA: Pick a character and the setting he/she belongs in.
 Students must write the character’s name and draw a picture of the character.
 Student writes the name of the setting and draws a picture of the setting that matches the character.
 Student completes the sentence frame: ___________ lives in __________.
 See Appendix A for sample.
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adapted from CCGPS
revised 5-27-14
WEEK 4
Learning targets:
RL 1: Use Who, What, When & Where to ask and answer questions about
characters, setting, and major events orally and in writing, using sentence stems
and question stems
RL 3: Describe a characters’ physical appearance orally and in writing; describe
a character’s actions orally and in writing; describe the setting by telling When
and Where orally and in writing
Standards:
RL 1: Ask and answer questions about key details in a text.
RL 3: Describe characters, settings, and major events in a story using key details.
Tasks:

Read from the middle of Page 34 through page 41.
 Add this new setting to the Setting Chart. (Poppy Field)
 Students create setting cards. (They can add them to their Story Sacks.)

GREEN DAY:
 Cover tables with green butcher paper. Decorate the room with items cut out of green construction paper.
 Write EMERALD = GREEN on chart paper.
 Brainstorm a list of words that name the color green. (jade, celery, olive)
Read Pages 42-50. (Emerald City)
 Add this new setting to the Setting Chart. (Emerald City)
 Students can use a green crayon to draw the green items they hear.
 After reading the chapters, ask students what they drew. Chart the items in categories, but do not label the categories. Once the chart is completed,
ask the students to label the categories.
 Remind students that reaching the Emerald City is not the end of the journey. Model how to state a prediction: I think ______________ because
_______________.
 Students create setting cards. (They can add them to their Story Sacks.)
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
Read Pages 51-59. (Wicked Witch)
Make a character map for the Wicked Witch using traits from the brainstorming chart.
 Students create a character map also.
 With each trait, ask the students how that character exhibits that trait. The goal is for the students to use evidence from the story to support their
opinion. I think ______________ because _______________.
 Create a character card for the Wicked Witch.
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adapted from CCGPS
revised 5-27-14
WEEK 5
Learning targets:
RL 1: Use Who, What, When & Where to ask and answer questions about
characters, setting, and major events orally and in writing, using sentence stems
and question stems
RL 2: Use descriptions to retell stories including key details & sequence words
with sentence frames orally and in writing
RL 3: Describe a characters’ physical appearance orally and in writing; describe
a character’s actions orally and in writing; describe the setting by telling When
and Where orally and in writing
Standards:
RL 1: Ask and answer questions about key details in a text.
RL 2: Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
RL 3: Describe characters, settings, and major events in a story using key details.
Tasks:
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
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
Read Pages 60 to the 6th Paragraph on Page 64 (Winged Monkeys)
 Who are the characters in this part of the story?
 What is the setting of this part of the story?
 What is the problem the characters are facing now?
Students use character cards to retell events from the story with a partner.
 Students write sentences to describe the events. RL 2
o Provide sentence frames as necessary. First, ______ Next, ______ Then, ______ Last, ______
Read from the last paragraph on page 64 through page78 (Wizard)
Make a character map for the Wizard using traits from the brainstorming chart.
 Students create a character map also.
 With each trait, ask the students how that character exhibits that trait. The goal is for the students to use evidence from the story to support their
opinion.
 Create a character card for the Wizard.
Students use character cards to retell events from the story. RL 2

CFA on Character Traits – Using a sentence frame and words from the map, students choose one or more characters to write sentences supported by a reason
from the story: _________ is _____________ because ________________.
Example: Dorothy is helpful because she lets other characters come with her to see the wizard.
This is to assess whether they are ready for the next activity.

On the back of each of their character cards, students write two sentences using words from the character maps and the sentence frame. (Those students who
were unable to do this on the CFA will work with the teacher to complete this while the other children work independently.) This activity can continue over
several days by completing two cards per day rather than all at once.
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adapted from CCGPS
revised 5-27-14
WEEK 6
Learning targets:
RL 1: Use Who, What, When & Where to ask and answer questions about
characters, setting, and major events orally and in writing, using sentence
stems and question stems
RL 2: Use descriptions to retell stories including key details & sequence words
with sentence frames orally and in writing
RL 3: Describe a characters’ physical appearance orally and in writing;
describe a character’s actions orally and in writing; describe the setting by
telling When and Where orally and in writing
Standards:
RL 1: Ask and answer questions about key details in a text.
RL 2: Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
RL 3: Describe characters, settings, and major events in a story using key details.
Tasks:

Read Pages 79-83 (balloon launch)
 Who are the characters in this part of the story?
 What is the setting of this part of the story?
 What is the problem the characters are facing now?
 Students use character cards to retell events from the story with a partner.
 Students write sentences to describe the events. RL 2

Read Pages 84-91 (the journey to find Glinda the Good Witch)
 Who are the characters in this part of the story?
 What is the setting of this part of the story?
 What are the problems the characters are facing now?
 Students use character cards to retell events from the story with a partner.
 Students write sentences to describe the events. RL 2

Create a problem/solution chart. Discuss each character’s main problem. They encountered many challenges on their journey, but each had one main problem
to solve.
Character
Problem
Solution
Dorothy
Wants to go home to Kansas
Scarecrow
Wants a brain
Tin Woodman
Wants a heart
Lion
Want courage

Read Pages 92-94 (Home again)
 Who are the characters in this part of the story?
 What is the setting of this part of the story?
 How did each character solve his/her problem? Complete the problem/solution chart.
Summative Assessment: (RL 2, 3) Students use character and setting cards to retell an event from The Wizard of Oz. (Students can respond either written or
orally)

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adapted from CCGPS
revised 5-27-14
WEEK 7
Learning targets:
W3: Complete a flow map or other graphic organizer in which they draw pictures
and write sentences using temporal words for events in sequence (sentence frames
used when necessary)
Standards:
W 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.
Tasks: Narrative Writing




Go back to the “What is a Fairy Tale?” anchor chart created earlier in the unit.
 Review the elements of a fairy tale with the students and use examples from The Wonderful Wizard of Oz to assess understanding.
 Refer to the fairy tales read during Week 1 and give examples of elements from each of those as well.
o Little Red Riding Hood
o The Three Little Pigs
o Goldilocks and the Three Bears
o Peter Pan
Use a blank Story Map with a beginning, middle, and end.
 Retell a few of the fairy tales orally using the Story Map.
 Remind students of the beginning and ending fairy tale words (Once upon a Time and Happily Ever After), but ask what happened in the middle.
 Use a story map with a larger middle section to highlight the point that
STORY MAP
the events in the middle of the story include many of the key details.
Characters
Setting
Choose one fairy tale to read.
 Students confirm it is a fairy tale by giving examples from the
story to describe the fairy tale elements.
Beginning
 Guide students to complete a Story Map based on that story.
Students will create their own fairy tale.
 Students complete a story map.
o Three characters and a setting.
o Provide sentence stems for Beginning, Middle, and End
 Once upon a time…
 First, …
 Next, …
 Then, …
 They all lived happily ever after.
10
Middle
End
adapted from CCGPS
revised 5-27-14
WEEK 8
RI 1: Ask and answer questions about key details in a text.
RI 2: Identify the main topic and retell key details of a text.
RI 3: Describe the connection between two individuals, events, ideas, or pieces of
information in a text.
W 2: Write informative/explanatory texts in which they name a topic, supply some
facts about the topic, and provide some sense of closure.
Learning Targets:
RI 1: Answer questions about key details in informational text.
RI 2: Identify the main topic and retell key details of a text.
RI 3: Describe the connection between two pieces of information in a text.
W 2: Complete a 4-square or other graphic organizer with sentence frames to
plan out an informative/expository piece where they introduce the topic, write
about two key details, and write a concluding sentence.
Tasks:
Social Studies textbook
 Introduce the book.
 Review from Kindergarten: fiction vs. non-fiction
FICTION
Not real
Story Talk
Read to enjoy
Read in order
Beginning, Middle, End
Characters
Setting

NONFICTION
Real
Fact talk
Read to learn
Read in any order
Information or directions
Bold print
Photographs with captions
Compare the social studies book to the stories already read.

Introduce maps and globes p. 26-27

Lesson 4, pages 28-35
 Vocabulary – state, country, continent
 Add city to page 34, between neighborhood and state.
Me on the Map
 Create a pocket chart kit for Me on the Map by copying pictures from the book and labeling index cards with the locations in the book (e.g. room, city, and
continent). Ask students to match the picture with the correct label. Then, ask students to work together to guess the sequence of the book.

Once students have it correct or are at a point where they are not making any progress, stop and read the book aloud. After the read-aloud, ask students if they
would like to correct the sequence. Discuss the correct sequence of smallest to biggest locations and how each is within the next.
 What we can learn about from this text?
 What is this book mostly about? How do you know?
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 What are the important details about _____in the text?

Continue using the text in guided reading groups to assess.
 Summative Assessment: (RI 2, 3) What is this book mostly about? What are the important details in the text?

Students will create their own “My Book of Maps” by making several maps related to their own place on the map. Review examples from Me on the Map,
including a map of their room, a map of their state, or a map of the world.
 Introduce the frame sentence: This is me on a map of my ______________. Provide several examples of maps for the students (city, state, country,
etc.). Have students select a map and then orally share the frame sentence with the correct ending.
 Each day, guide students to create a couple pages of My Book of Maps. Provide them an appropriate map, which they will color and glue on the
page. Then students will write the appropriate frame sentence and add a second detail sentence of their own.
 Once each page is complete, students will create a My Book of Maps cover page and a paper doll of themselves. This paper doll should be attached
with a string and housed in a pocket. When the book is complete, the attached paper doll can “travel” to each page while the student reads the book to
a peer.
 A final page can be added to the back that includes a world map with continents and oceans labeled by the student to address the SS standards
attached to this text.
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WEEK 9
W2: Complete a 4-square or other graphic organizer with sentence frames to plan
out an informative/expository piece where they introduce the topic, write about
two key details, and write a concluding sentence
W 2: Write informative/explanatory texts in which they name a topic, supply
some facts about the topic, and provide some sense of closure.
Wrap up week
Optional Tasks:
 Get together a discovery basket with pictures of several of the ingredients from the book (e.g. cinnamon stick, wheat, apple, sugar cane) and a world map. (see
Appendix B) Before reading, allow students to explore the items and make predictions about the text.
 Read aloud How to Make an Apple Pie and See the World. After reading, ask students to compare their predictions with the story. Discuss what makes this
story similar to the texts we’ve read already (not reality, dreamer character, lands around the world) and different (real places, could be a real person, real
ingredients to make a real dish). This text bridges the gap between the fantasy and the reality while still focusing on narrative mentor text.
 Informative/explanatory writing:
 Discuss what a recipe is.
 Read other texts showing how food is made. (see Appendix D)
 Choose a food to make. Teacher models making the food as students provide directions. The goal is for students to understand the need for precise
directions, rather than just general statements. For example, when making a peanut butter sandwich, students often say, “Put the peanut butter on the
bread.” At this point, the teacher would place the jar of peanut butter on top of the loaf of bread. Guide the students to give more details in their
directions. *This lesson could also be done making an ice cream sundae, bologna and cheese sandwich, or lemonade if there are children with nut
allergies in your classroom.*
 As a class, use a 4-square or other graphic organizer to write the recipe. (see Appendix B)
 Practice a few more recipes.
 Demonstrate a recipe, real or pantomimed.
o List ingredients and tools used.
o Demonstrate making the recipe using temporal words.
o Create a 4-square with sentence frames as indicated in Appendix B.
 Students think of their own recipe to write.
o Students write the recipes on a 4-square.
o Teacher helps students edit.
o Students write their recipes on lined paper.
o Recipes may be combined into a class cookbook. Optional: Copy recipes by reducing them to two per page. Copy enough for the class to
create cookbooks as a present for their families. (see Appendix D)
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