*I can describe how authors use knowledge of the sun, moon, and stars to create a story.
*I can use my knowledge and observations about the sun, moon, and stars to write a story to share.

*I can plan and write a narrative to share with others.
*Illustrate Narrative Focusing on the Sky in the Setting on Day 8

Success Criteria:
*I can ask and answer questions.
*I can compare and contrast the adventures and experiences of characters in stories including written details and illustrations.
*I can use evidence from the text.
*I can illustrate my narrative by including the sky in my illustration. 
*I can add details to my narrative illustration.
Standards:
*1.RL.IKI.9 Compare and contrast the adventures and experiences of characters in stories including written details and illustrations when developmentally appropriate. 

*1.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 1st grade topics and texts.

*1.SL.CC.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
*1.W.TTP.3 With prompting and support, write narratives recounting an event, including some details to describe actions, thoughts, and feelings; use time order words to signal event order and provide some sense of closure.
Vocabulary:  urban, suburban, rural

Materials:
*Vocabulary Cards, Book from Narrative Mentor Text Suggestions, Narrative Mentor Text Questions, Personal Narrative Anchor Chart, Anchor Chart Paper for Daily Modeling of Narrative Process, Narrative Illustration Paper

*I can describe how authors use knowledge of the sun, moon, and stars to create a story.
*I can use my knowledge and observations about the sun, moon, and stars to write a story to share.

*I can share my narrative with others.
*Present Narrative Writing on Day 9

Success Criteria:
*I can ask and answer questions.
*I can compare and contrast the adventures and experiences of characters in stories including written details and illustrations.
*I can use evidence from the text.
*I can present my writing to others with a clear, strong voice.
Standards:
*1.RL.IKI.9 Compare and contrast the adventures and experiences of characters in stories including written details and illustrations when developmentally appropriate. 

*1.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 1st grade topics and texts.

*1.SL.CC.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
*1.W.TTP.3 With prompting and support, write narratives recounting an event, including some details to describe actions, thoughts, and feelings; use time order words to signal event order and provide some sense of closure.
Vocabulary:  urban, suburban, rural

Materials:
*Vocabulary Cards, Book from Narrative Mentor Text Suggestions, Narrative Mentor Text Questions, Personal Narrative Anchor Chart, Final Copy of Student Narratives

*I can describe how authors use knowledge of the sun, moon, and stars to create a story.
*I can use my knowledge and observations about the sun, moon, and stars to write a story to share.

*I can plan and write a narrative to share with others.
*Revise, Edit, and Rewrite on Day 7

Success Criteria:
*I can ask and answer questions.
*I can compare and contrast the adventures and experiences of characters in stories including written details and illustrations.
*I can use evidence from the text.
*I can revise, edit, and rewrite my narrative.
*I can include details to describe actions, thoughts, and feelings.
*I can use time-order words to signal event order.
*I can add details using adjectives.
*I can use COPS.
Standards:
*1.RL.IKI.9 Compare and contrast the adventures and experiences of characters in stories including written details and illustrations when developmentally appropriate. 

*1.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 1st grade topics and texts.

*1.SL.CC.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
*1.W.TTP.3 With prompting and support, write narratives recounting an event, including some details to describe actions, thoughts, and feelings; use time order words to signal event order and provide some sense of closure.
Vocabulary:  urban, suburban, rural
Notes: 

Materials:
*Passage/Questions for CASE Practice, Vocabulary Cards, Book from Narrative Mentor Text Suggestions, Narrative Mentor Text Questions, Personal Narrative Anchor Chart, Anchor Chart Paper for Daily Modeling of Narrative Process, Student Narrative Booklets

*I can plan and write a narrative to share with others.
*Write Conclusion Sentence and Revise/Edit on Day 6

Success Criteria:
*I can ask and answer questions.
*I can compare and contrast the adventures and experiences of characters in stories including written details and illustrations.
*I can use evidence from the text.
*I can write a conclusion sentence and revise/edit my writing.
*I can include details to describe actions, thoughts, and feelings.
*I can use time-order words to signal event order.
*I can use COPS.
Standards:
*1.RL.IKI.9 Compare and contrast the adventures and experiences of characters in stories including written details and illustrations when developmentally appropriate. 

*1.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 1st grade topics and texts.

*1.SL.CC.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
*1.W.TTP.3 With prompting and support, write narratives recounting an event, including some details to describe actions, thoughts, and feelings; use time order words to signal event order and provide some sense of closure.
Vocabulary:  urban, suburban, rural
Notes: 

Materials:
*Passage/Questions for CASE Practice, Vocabulary Cards, Book from Narrative Mentor Text Suggestions, Narrative Mentor Text Questions, Personal Narrative Anchor Chart, Anchor Chart Paper for Daily Modeling of Narrative Process, Student Narrative Booklets

*The students will tell how finding 10 more and 10 less is like and how it is different from finding one more and one less. 

* The students will use connecting cubes, digit cards, or a 120 chart to show how only the tens place changes when 10 is added to or subtracted from a number.             

  

*The students will tell how finding 10 more and 10 less is like and how it is different from finding one more and one less. 

* The students will use connecting cubes, digit cards, or a 120 chart to show how only the tens place changes when 10 is added to or subtracted from a number.             

  

*The students will tell how finding 10 more and 10 less is like and how it is different from finding one more and one less. 

* The students will use connecting cubes, digit cards, or a 120 chart to show how only the tens place changes when 10 is added to or subtracted from a number.             

  

*The students will tell how finding 10 more and 10 less is like and how it is different from finding one more and one less. 

* The students will use connecting cubes, digit cards, or a 120 chart to show how only the tens place changes when 10 is added to or subtracted from a number.