Tuesday 

Lesson Plan for Grade 1, Language Arts 

Prepared by Mrs. Stone 
 

Task 1 The Climb 

By using the same Read, Think, Talk, Write process, scholars will ask and answer questions 
about the nonfiction text “The Climb”. Scholars should use ‘close reader habits’ to underline 
and identify ‘key details’ in the passage. The details that should be underlined are the parts 
that answer the simple who, what, when, where, and why questions that are directly stated 
in the passage. After reading and underlining the key details of the passage, scholars should 
answer the 2 multiple choice ‘Think” questions.  

Talk: Scholar and parent (helper) should think of a how or why question about the passage 
“The Climb”. Then, together they should go back into the story to find the answer to each one 
of the questions. Together, discuss why it is important. After talking about the questions, 
scholars can move on to the ‘write’ section. 

This write is considered a short response. Scholars should write on a blank sheet of paper or 
any free space below to write. Reread this sentence from the story: ​“I was about to give up, 
when a light flashed back”. ​Your scholar should use the sentence to help write a question. 
The question should be able to be answered with the given sentence. Then, help your scholar 
choose another sentence from the passage to write another question based on that sentence. 
The chosen sentence should be able to answer the question.  

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Task 2 Thick & Thin T-Chart 

If able to print, your scholar will need scissors, glue, and a pencil. Scholars will cut 
out the question boxes from the bottom of the T-chart paper. Scholars will read each 
one of the 9 questions one at a time, think about it and sort it to the correct side of the 
chart. Scholars should identify whether the question is thick or thin. If the question is 
fairly easily answered by looking at the picture, then it is going to be a ‘thin’ question. 
If it is something that takes a lot of thinking and digging into the image, text or 
passage then it is a “thick” question. Thick questions are meant to help dig deeper 
and give a clearer understanding.  

If you are unable to print, your scholar can still complete the activity by numbering 
each question one through nine and writing the number that matches on the correct 
side of the chart.  

Task 3 Whales 
Scholars will need 6 different colored crayons to complete this task: red, orange, green, 
yellow, blue and purple. You do not have to print to be able to complete the different tasks. 
The passage can be read directly from this plan and the key details and facts can be written 
or transferred to a clean sheet of paper. Scholars can just copy the sentence and color it with 
the corresponding color or write the sentence using the colored crayon. First, scholars will 
read the nonfiction passage “Whales” all the way through twice. The first time should just be 
a simple, strong read. The second time will be a close read. A close read is where you work 
your way through the passage one sentence or part at a time. By close reading, it should be 
much easier to identify the following parts.  

Use the​ RED​ crayon to highlight and identify who studies whales. Use the ​ORANGE​ crayon to 
highlight what a whale eats. Use​ YELLOW​ to identify in the passage where a whale lives. 
With a ​GREEN​ ​crayon find when a whale can breathe. Using a ​BLUE ​crayon, highlight how 
big a whale can get. Last but not least, with a ​PURPLE​ crayon, find the fact about a killer 
whale in the passage.  

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Task 4 Question or Sentence Sort 

In this task, scholars will have to determine between a question and a sentence 
(statement). What makes a question a question? Yes, it has a question mark, but what 
else makes it a question? A statement or sentence is just a basic fact or opinion. It 
does not have to have an answer. A question is used to test someone's knowledge or 
ask for some sort of information. 

First, cut out the 9 sentence and question boxes from the bottom of the Graphic 
Organizer. Next, read each one, one at a time and decide whether it is a sentence or a 
question. How do you know? Once your scholar has explained why they chose a 
sentence or question, they can glue it directly onto the T-Chart on the correct side.  

If you are unable to print, your scholar can still complete the activity by numbering 
each question one through nine and writing the number that matches on the correct 
side of the chart.  

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