Unit Plan 36 (Grade 1 ELA): Publishing Celebration & Reflection

Focus: Polished portfolio; short author shares; language for effect

Grade Level: 1

Subject Area: English Language Arts (Writing • Speaking/Listening • Language)

Total Unit Duration: 5 sessions (one week), 45–60 minutes per session

I. Introduction

Writers celebrate the year by polishing a mini-portfolio, publishing with simple digital tools, and delivering a short author share. This week, students select 2–3 favorite pieces (narrative, informative, opinion), add language for effect (precise verbs, feeling words, sound words), prepare a visual, and present a clear, complete-sentence talk to classmates and families.

II. Objectives and Standards

Learning Objectives — Students will be able to…

1. Produce/publish writing with guidance using a digital tool (class slide/page, photo capture, or simple typing) and collaborate with peers to assemble a class showcase (W.1.6).
2. Describe their writing and process in a brief, organized author share with relevant details and audible voice; add visuals to support meaning (SL.1.4–SL.1.5).
3. Speak in complete sentences during presentations and Q&A (SL.1.6).
4. Use language for effect—precise verbs, adjectives, feeling/sound words, and simple comparison/temporal words—to strengthen clarity and style (L.1.3).

Standards Alignment — CCSS Grade 1

• W.1.6 With guidance and support, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
• SL.1.4–SL.1.6 Describe people/places/events with relevant details; add drawings/visuals; produce complete sentences.
• L.1.3 Use knowledge of language when writing/speaking; choose words/phrases for effect (e.g., precise verbs, feeling words, temporal/spatial words).

Success Criteria — student language

• I can publish 2–3 pieces using a slide/page with my name, title, and picture.
• I can add/replace words to make my writing sound strong and clear.
• I can give a 30–45 second author talk with complete sentences and a visual.
• I can listen politely and ask/answer one question about a classmate’s work.

III. Materials and Resources

Mentor & Student Texts — teacher acquires/curates

• Student writing folders (narrative, informative, opinion samples from the year).
• 1–2 mentor pages showing author notes, dedications, or “about the author” blurbs.

Tools & Displays

• Anchor charts: “Portfolio Parts: Title • Best Pieces (2–3) • Author Note • Visual,” “Language for Effect: precise verbs • feeling words • sound words • first/next/finally,” “Author’s Chair Norms,” “Presentation Voice: clear • paced • eye contact.”
• Organizers: Portfolio Checklist, Piece Selection Card (why I chose it), Author Note Template (“This piece shows… I revised by…”), Effect Language Bookmark (verbs/feelings/sounds/temporal words), Presentation Planner (hook • 2 details • closing), Audience Ticket (one glow + one question).
• Simple digital tool for publishing (class slideshow/doc, camera/tablet for photos, document camera/printer), labels, display stands.

Preparation — before Session 1

• Decide where final work will live (printed gallery or class slide deck).
• Set up shared digital template (student name, piece title, image box, 1–2 typed lines).
• Gather highlighters/markers for quick revisions and effect-language swaps.

IV. Lesson Procedure

Each session follows: Mini-Lesson → Guided Practice → Independent/Partner Practice → Share → Exit Ticket

Session 1: Curate the Portfolio (W.1.6)

• Mini-Lesson (10–12 min): Model choosing 2–3 pieces that show growth across genres. Think aloud with the Portfolio Checklist and Piece Selection Card (reasons: clear ideas, strong words, neatness).
• Guided (10 min): Sort 4 sample pieces as a class; select 2 and explain why (relevance + quality).
• Independent (15–20 min): Students choose their pieces, complete Piece Selection Cards, and paper-clip sets.
• Share (5–7 min): “I picked ___ because ___.”
• Exit Ticket: Check ✓ two boxes on the Portfolio Checklist.

Session 2: Language for Effect—Quick Revisions (L.1.3; W.1.6)

• Mini-Lesson (8–10 min): Use the Effect Language Bookmark to swap plain words for precise/feeling/sound words; add one temporal word (first/next/finally). Model a 2-minute “spark pass” on one page.
• Guided (10 min): As a class, revise 3 sentences (e.g., went → raced, was sad → felt gloomy, add whoosh!).
• Independent (15–20 min): Students make 3 small swaps across chosen pieces and underline them; write a 1–2 sentence Author Note naming one revision.
• Share (5–7 min): “I changed ___ to ___ to make it sound ___.”
• Exit Ticket: Star your strongest new word.

Session 3: Publish with a Digital Tool (W.1.6; SL.1.5)

• Mini-Lesson (8–10 min): Demonstrate the class slide/page template: add name, piece title, photo/scan, and one typed line from the Author Note.
• Guided (10 min): Publish the teacher model slide together.
• Independent (15–20 min): Students photograph/scan a page (with help), place it on their slide, and type/dictate their Author Note line; add a small drawing/icon if printing only.
• Share (5–7 min): Preview a few slides on the screen.
• Exit Ticket: Check ✓ “My slide/page has title + image + note.”

Session 4: Rehearse the Author Share (SL.1.4–SL.1.6)

• Mini-Lesson (10–12 min): Teach Presentation Planner:
  • Hook: “Hi, I’m _. This is my piece ****.”
  • Two details (what it’s about; one revision you made for effect).
  • Closing: “Thank you. Any questions?” Model voice/pace/eye contact; practice one complete-sentence share.
• Guided (10 min): Fishbowl a partner rehearsal; audience uses Audience Ticket (one glow + one question).
• Independent (15–20 min): Students rehearse in trios; each student asks one question after a peer’s share.
• Share (5–7 min): 2–3 volunteers present to the class.
• Exit Ticket: Check ✓ “I used complete sentences in my rehearsal.”

Session 5: Publishing Celebration & Reflection (Assessment) (W.1.6; SL.1.4–SL.1.6; L.1.3)

• Warm-Up (5 min): Review chant: “Publish • Present • Celebrate!”
• Task (25–30 min):
  1. Gallery/Slide Show: Display portfolios (printed or digital).
  2. Author Shares: Each student presents 30–45 seconds with visual support.
  3. Q&A: Audience asks one appropriate question; presenter answers in complete sentences.
  4. Reflection: Students complete a One-Thing-I’m-Proud-Of card (name one effect word used).
• Share (5–7 min): Whole-class cheer; recognize growth across genres.
• Exit Ticket: Turn in Audience Ticket (one glow for a peer).

V. Differentiation and Accommodations

Advanced Learners

• Add a tiny “About the Author” blurb to the slide/page.
• Include a because/so sentence in the Author Note to explain revisions.
• Present two pieces (30–45 sec each) or compare two versions (“before/after”).

Targeted Support

• Provide highlighted choices for effect words; sentence frames for the share:
  • “My piece is about ___. I changed ___ to ___ so it sounds ___.”
• Adult/peer scribe for Author Note; student selects words and reads.

Multilingual Learners

• Bilingual/visual word bank: publish, title, author, revise, sounds, feelings, first/next/finally.
• Allow L1 rehearsal; present in English using frames; gesture for first/next/finally.
• Echo-read Presentation Planner; choral practice of opening/closing.

IEP/504 & Accessibility

• Large-print slide template; high-contrast visuals; document camera for sharing without moving.
• Reduced goal: 1 published piece + 1–2 sentence share.
• Option to audio-record the share; play during the celebration.

VI. Assessment and Evaluation

Formative Assessment — Daily

• Portfolio Checklists and Piece Selection Cards (W.1.6).
• Effect-language swaps underlined in drafts; Author Notes (L.1.3).
• Presentation Planners and rehearsal observations (SL.1.4–SL.1.6).

Summative Snapshot — Celebration Day; 0–2 per criterion, total 10

1. Digital/Published Product (W.1.6)
   • 2: Slide/page includes name, title, image, note; created with guidance.
   • 1: Missing one element or heavy support.
   • 0: Not evident.
2. Oral Description (SL.1.4)
   • 2: Describes piece with relevant details; audible and organized.
   • 1: Some details; uneven audibility/organization.
   • 0: Not evident.
3. Visual Support (SL.1.5)
   • 2: Visual clearly supports meaning (photo/scan/drawing).
   • 1: Visual present but loosely connected.
   • 0: No visual.
4. Complete Sentences & Interaction (SL.1.6)
   • 2: Uses complete sentences; asks/answers one question appropriately.
   • 1: Partial sentences or minimal interaction.
   • 0: Not evident.
5. Language for Effect (L.1.3)
   • 2: Purposeful word choices (precise/feeling/sound/temporal words) named in Author Note or share.
   • 1: Some stronger words, not clearly explained.
   • 0: No evidence.

Feedback Protocol

• One glow (“Your precise verb ‘dashed’ made the action exciting!”) and one grow (“Add a closing sentence to your share.”).
• Micro-goals: swap one plain word for a stronger one; speak in two full sentences; point at your visual while explaining.

VII. Reflection and Extension

Reflection Prompts

• “Which word swap made your writing sound stronger?”
• “What did you do to make your voice clear during your share?”
• “What piece shows your biggest growth—why?”

Extensions

• Class Anthology: Export slides to a printable booklet or share a read-only link with families.
• Peer Podcast: Record 15-second author statements; compile as a class audio.
• Next-Year Letter: Write a one-sentence tip to future first-grade authors (“Use first/next to guide readers!”).

Standards Trace — When Each Standard Is Taught/Assessed

• W.1.6 taught Sessions 1 & 3; assessed Session 5 Criterion 1.
• SL.1.4–SL.1.5 taught Sessions 3–4; assessed Session 5 Criteria 2–3.
• SL.1.6 taught Session 4; assessed Session 5 Criterion 4.
• L.1.3 taught Session 2; assessed Session 5 Criterion 5.