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This includes all of the activities listed in the first grade common core ELA unit 1 for the book "How to Make an Apple Pie and See the World."
Instruction (3-4 DAYS):
• Get together a discovery basket with several of the ingredients from the book (e.g. cinnamon stick, wheat, apple, sugar cane) and a world map. 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 from Unit 1 (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.
• Provide the frame sentence: She took __________ to ____________ to get _____________. Ask students what types of words should fit in the blanks based on the story. They should come up with transportation (noun), location (proper noun), and ingredient (noun). Guide students to use the sentence to retell orally a detail from the story. Then place the key nouns in a 3-column chart. Complete this until there are no more suggestions.
• Reread the story and have students check to make sure all details are on the chart. While creating the chart, you may want to address the common vs. proper noun rule introduced in the first half of the unit.
• Have students create their own 3-column chart. Each student should title their chart with a “dish” they would like to create. (This can be real or made up. It is not the accuracy of the recipe that matters.) Then, students need to list at least 5 ingredients in the far right column, 5 places to get those ingredients in the middle, and 5 ways to get to those places on the left.
• Students will use this chart to write a story about how they traveled to collect their ingredients for their dish. While students may use the frame sentences as the body of the story, encourage them to change the sentences a little each time by adding temporal words or vivid verbs.
• Once they have written the body of the story, reread the beginning and ending of the text and guide students to use creative beginnings and endings through peer and teacher conferences. Celebrate and share the great examples of creativity.