Jennifer Doering

Grade Level: 1

I.
Academic Content Standards
RL 1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the
senses.
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. 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).
b. Build on others talk in conversations by responding to the comments of others through
multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under discussion.
II.
Unit of Study
This unit will introduce students to the feelings that can be evoked by and written about in
literature as well as how other senses can be stimulated by words. It will include students
learning to discuss their feelings with one another in a respectful manner.
III.

Academic Learning Goals (outcome(s)/objective(s))

1. TLW identify words that suggest feelings or emotions in the story.
2. TLW identify aspects of the story that stimulate the senses of sound, touch, smell, sight, or
taste.
3. TLW discuss the story with a partner and respond to their comments.

IV.

Implementation
1. Introduction to Lesson + Motivation
Are you ready to meet my friend Ruby? Shes not the prettiest duckling, but I love her a lot. I
was like her when I was your age and I loved reading this book. I still do. So Im really
excited to share it with you today. Ruby really likes to stop and look and listen to the things
around her. So we are going to be like Ruby when we read this book. I want you to really
listen for words that make sounds or pictures in your head, or maybe even things you can
taste or feel, even things you feel inside. Be a detective and find at least one time where you
used one of your senses or you felt an emotion like the characters. After the story, were
going to share what we found with our reading partners. Are you ready?
2. Instructional Strategies
1. TTW introduce This Way, Ruby! to the students with the introduction.
2. TTW read the story with great enthusiasm, stopping occasionally to ask students questions,
check comprehension, and model reading strategies.
a. On the cover of the book, TTW question, whos the author and whos the illustrator?
and look on the title page or back of the book to determine it for the students.
b. After the page with Splash!, TTW ask students if they have used any of their senses
yet, to remind them of the assignment.

c. After the page with the storm cloud, TTW ask students How do you think Ruby feels?
Talk with your neighbor. TLW discuss with a partner for 30 seconds. Then, TTW ask
3 students to share their ideas. TTW continue with the story, saying, Lets see if
anything changes.
d. After the page with the water lilies, TTW ask students if they can think of any senses
Ruby can use. TTW call on 2 students.
e. At the end of the story, TTW ask students how Rubys feelings changed. TTW let them
think for a few seconds, then ask 3 students to share.
3. TTW ask students to put their detective caps on and remember a sense or feeling that they
experienced in the story. TTW tell students that they will share that sense or feeling with
their reading partner, then come up with another sense or feeling from the story together.
TLW get into their reading partners and discuss the story.
3. Closure
1. TTW call the students back together and call on 5 pairs to share their answers.
2. TTW ask students to think about how they would feel if they were Ruby in the story.
Grouping Strategies:
Whole: The students will listen to the story as a whole group.
Partner/Small Group: The student will discuss questions in partners.
Independent: The students will think about their answers independently.
Differentiated Instruction:
1. Advanced student: TTW group advanced students together as reading partners and ask
them to think of both a sense and a feeling that was used in the story during their
discussion.
2. ELL student: TTW remind the ELL student of what the five senses are before the story and
pair them with a student who is somewhat strong, at least not a struggling student.
V.

Assessment
1. TTW listen to students answers to the questions asked during the story.
2. TTW circulate while students are discussing the senses and feelings they experienced
during the story and listen to students responses.

VI.

Materials
This Way, Ruby! By Jonathan Emmett and Rebecca Harry, ISBN 978-0-439-87992-7