Hastings Leslie Stage3

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Hastings Leslie Stage3

  1. 1. Leslie Hastings FRIT 7430: Instructional Design Stage 3, Understanding by Design Fall 2009
  2. 2. Title of Unit Animal Babies in Grade Level Kindergarten Grasslands Book by: Jennifer Schofield Standard: ELAKR6 The student gains meaning from orally presented text. The student a. Listens to and reads a variety of literary (e.g., short stories, poems) and informational texts and materials to gain knowledge and for pleasure. b. Makes predictions from pictures and titles. c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolution) of a read-aloud text. d. Begins to distinguish fact from fiction in a read-aloud text. e. Retells familiar events and stories to include beginning, middle, and end. f. Uses prior knowledge, graphic features (illustrations), and graphic organizers to understand text. g. Connects life experiences to read-aloud text. h. Retells important facts in the student’s own words. SKL2 Students will compare the similarities and differences in groups of organisms. a. Explain the similarities and differences in animals (color, size, appearance, etc.). c. Recognize the similarities and differences between a parent and a baby. d. Match pictures of animal parents and their offspring explaining your reasoning (for example: dog/puppy; cat/kitten; cow/calf; duck/ducklings, etc.). Understandings: (Reading/Comprehension) • Books can provide information to gain knowledge and can be read for pleasure. • Predictions can be made from looking at pictures and reading the title of the selected text. o Students will interpret pictures in the story to predict what will happen next. • Every text contains narrative elements: o There is a beginning, middle, and end. o Setting is where the story takes place.
  3. 3. o Characters are the people or animals in the book (who the book is about). o Events take place in a specific order. • Fiction books are imaginary, not based on facts. • Non-Fiction books are based on facts. • Distinguishing realism from fantasy enhances comprehension. • Relating personal experience to a story enhances comprehension. • People have different values, cultures, and beliefs. • Sequence is the order of story events. • Graphic features can help distinguish how two or more things are alike or different. • The main character is who the story is mostly about. • No matter how big or small a person is, everyone is important and has something to contribute. • The decisions and actions of characters reveal their personalities. • You can work with other classmates to answer questions. (empathy) • We enjoy and learn from fact and fiction stories. o Students will empathize with students from different cultures that do not have books to read for fun or education. (Science) • Parent animals and baby animals have similarities and differences. • Some animal babies look like their parents. • Some animal babies change as they grow older. • Similarities and differences vary among animals. Essential Questions: Overarching Questions: Topical Questions: • What makes a good story? • Who lives in grasslands? • How can thinking about what • How are grassland babies we know and do help us and parents alike? understand a story? • How are grassland babies • How can words help us know and parents different? what something looks like? • What is a grassland • How do you know if a story is environment? real or make-believe? • What is the setting of • Why do we need to know what Animal Babies in happens first, next, and last in a Grasslands? story? • Who are the characters in • How can pictures help us know Animal Babies in how things are alike or Grasslands? different? • What can we learn from
  4. 4. • How can knowing where a the selected text? story takes place and when it • What are the parts of a takes place help us understand book? it? • Is Animal Babies in • What predictions can I make Grasslands fact or fiction? about the text? • What new information • How is my life like what about animals did I learn? happened in the story? • How did Animal Babies in Grasslands relate to your life? • How can you use what you already know about animals? • How can graphic organizers help us understand the story? Stage 3: Plan Learning Experiences (Note: WHERETO components are listed below and incorporated in the three weeks of instruction) Where, Why, and What – What are we doing? Why are we learning? The goal of the unit is for students to use prior knowledge and learned knowledge to show their understanding of the Georgia Performance Standards related to the following concepts and skills: making predictions, understanding literally & informational texts, narrative elements of a story, distinguish between fact and fiction, using graphic organizers, and identify similarities and differences between organisms. As a result of completing the requirements of the unit, students will be able to answer the essential questions listed in stage 1. In order to inform students of the expectations/goals of each assignment (journals, graphic organizers, and new article), the students will receive the rubrics for the assignments before they begin the task and the teacher to go over the rubric in detail and discuss its requirements. As a result of completing this unit, students will gain a better understanding of the literally elements of a book, reading is fun, and similarities and differences among baby animals and their mothers. Before the first day of the unit, the students will complete a pre- assessment. The pre-assessment will include information about literally elements and characteristics of animals. The teacher will analyze the
  5. 5. results of the pre-assessment to tailor direct instruction to meet the needs of each learner. Hook and Hold – Keeping Student Interest On the first day of the unit, students will be asked to describe the job of a news reporter. Once all job characteristics and roles are described, the students will share stories about what news reporters report. Students will discuss how a news reporter must collect information before they complete an article. Students will watch a brief clip showing a news reporter reporting a story. A news article from the local newspaper will also be displayed. Students will then learn that they are going to assume the role of a news reporter and develop a news article about grassland animals. Providing students with opportunities to use technology, research using books, and providing small group instruction each day of the unit will ensure that student interest is maintained throughout the duration of the unit. Equip Throughout the unit, direct instruction and group instruction will be used to help insure that all students understand the concepts of reading, literally elements in a book and characteristics of organism. Students must understand these concepts to fully complete the assignment. Rethink, Revise, and Rework As students complete the unit, they will gain a better understanding of literally elements (fact or fiction, reading to gain knowledge, setting, characters, main idea, etc…). Students will also gain a better understanding and be able to describe similarities and differences among different animals. The journal topic prompts (shown in stage 2) will encourage students to use prior knowledge and learned knowledge to answer the question. Students will also be encouraged to rethink about books they have read in the past and determine if they have a better understanding about the book. Students will also be able to revise and rework their news article throughout week 3. This is a learning process for kindergartners and will require a lot of rethinking, revising and reworking. The students will have ample opportunities to do these things during the unit. When completing each task, students will receive teacher feedback and will be given opportunities to make corrections and revise their work. Evaluate – Students Reflecting on Their Learning The four journal topics (shown in stage 2) will allow learners to reflect upon
  6. 6. their learning experiences and help them evaluate their understanding of the standards covered in the unit. The students will also participate in many discussions. During the discussions students will be able to self-evaluate their learning. Tailor – Meeting the Needs of all Learners To meet the needs of the students with learning disabilities in class, the following accommodations will be made as needed and as appropriate for individual students: • Small group direct instruction will be tailored to each student’s abilities and prior knowledge (based on the pre-assessment results) • Activities may be simplified by the teacher or led by the teacher • Instructions will be read aloud • Students will be given extra time to complete tasks and answer questions • Students will be given frequent breaks during instruction allowing them to move around • Instructions and information will be restated and reworded • Instructions for tasks will be broken down into short steps with a limited number of steps given at one time • Tasks will be modeled and students will be given the opportunity to practice tasks through guided practice • Students will be frequently assessed for understanding • Desired learning outcomes will be identified and communicated to students in words they can understand • Models will be available for students to use to complete parts of the assignment To meet the needs of advanced learners, the following accommodations will be made as needed and as appropriate for individual students: • Students who finish their assignments and journals early can study books on animals and grasslands. • There will also be activities available for students to do. Ex. puzzles, matching cards, photos of grasslands and animals. Gardner’s “Entry Points” can also be used to tailor instruction to meet each learner’s intelligence profile. Throughout the “Organize” component of the unit, entry points are identified. Organize – The Sequence of Learning Notes: Prior to Day One of the Unit, the pre-assessment (attached as a separate document) will be administered.
  7. 7. Each lesson is designed for 25-30 minutes of instructional time. Week 1
  8. 8. Day of Unit One Technology Smartboard Used Standard ELAKR6 & SKL2 Addressed Essential How can pictures help us know how things are Question alike or different? Who lives in grasslands? How are grassland babies and parents alike? How are grassland babies and parents different? Entry Points for Narrational and Foundational Today’s Activities Procedures 1. Explanation of class rules and procedures. 2. Students will be told about the project and daily assignments see “Hook” above for details about this part of the lesson. 3. Teacher will display photos of grasslands and animals on the smartboard. Students will participate in a discussion describing the different characteristics of the photos. 4. Students will answer questions that will activate prior knowledge. Questions will relate to animals that live in the wild. • What animals do you see in the zoo? • Would any of those animals live in your home? • Where do those animals live? 5. Students will complete daily self-assessment guide (see in stage 2) Assessment Teacher Observation (Student involvement and participation in discussions) Day of Unit Two Technology Smartboard Used Standard ELAKR6 & SKL2 Addressed Essential What predictions can I make about the text? Questions Entry Points for Narrational, Foundational, Aesthetic, Today’s Experimental Activities Procedures 1. The front cover of the book Animal Babies in
  9. 9. Week 2
  10. 10. Day of Unit Six Technology Smartboard Used Standard ELAKR6 & SKL2 Addressed Essential How do you know if a story is real or make- Questions believe? Is Animal Babies in Grasslands fact or fiction? What can we learn from the selected text? Entry Points for Narrational, Foundational, Aesthetic, Today’s Experimental Activities Procedures 1. Review book, Animal Babies in Grasslands. Students will participate in a discussion reviewing main idea, parts of a story and making predictions. 2. Students will view photos of animals on the smartboard. Students will learn and discover how to determine if something is real or make-believe. 3. Students will assist in completing a graphic organizer listing all the facts they learned from the book. 4. Students will discover that Animal Babies in Grasslands is an informational book. 5. Students will complete Journal entry 3 (see in stage 2) in small groups. 6. Students will complete daily self-assessment guide (see in stage 2) Assessment Teacher observation/journal entry 3/student self- assessment Guide Day of Unit Seven Technology Smartboard, Internet Used Standard ELAKR6 & SKL2 Addressed Essential What is a grassland environment? Questions What is the setting of Animal Babies in Grasslands? Entry Points for Narrational, Foundational, Experimental, and Today’s Logical-Quantitative Activities Procedures 1. Introduce and review setting of a story.
  11. 11. Week 3
  12. 12. Day of Unit Eleven Technology Smartboard Used Standard ELAKR6 & SKL2 Addressed Essential What makes a good story? Question How can thinking about what we know and do help us understand a story? How can you use what you already know about animals? Entry Points for Aesthetic, Narrational, Foundational, and Today’s Experimental Activities Procedures 1. Students will participate in discussion on the elements that make a good book. 2. Students will use book to retell the story describing the setting, characters and parts of a story. 3. Following teacher created directions, students will work on their news article. 4. Students will interview classmates about the book. Students will be encouraged to ask questions relating to what others thought about the book. Students will complete daily self-assessment guide (see in stage 2) Assessment Teacher Observation/Daily self-assessment guide Day of Unit Twelve Technology Smartboard Used Standard ELAKR6 & SKL2 Addressed Essential What new information about animals did I learn? Question How can graphic organizers help us understand the story? Entry Points for Aesthetic, Narrational, Foundational, and Today’s Experimental Activities Procedures 1. Use graphic organizers to review literally elements. 2. Start a discussion on what makes a good book.
  13. 13. Notes to the Instructor • WHERETO is explained and described at the beginning of stage three. All the elements of WHERETO are provided with details and are implemented during the three week unit. Pre-assessment is included in this section to determine knowledge and skills on the standards. • All standards are used during the unit. Many of the standards are used everyday and throughout the 3 weeks. • Technology is used almost daily. The smartboard allows students to participate in completing graphic organizers. The internet is also used to help complete news article. • Plan for differentiated instruction is explained at the beginning of stage three. (0 Points) (2-3 Points) (4-5 Points) Your Score 1 Does not clearly Codes some Clearly codes each . communicate learning activities activity with WHERETO WHERETO for with WHERETO learning activities Includes a pretest to check for prerequisite skills Fails to provide a and knowledge. pretest for learners.
  14. 14. 2 Alignment is not There is evidence Alignment is clearly . demonstrated of alignment demonstrated between between some of between instructional instructional the instructional strategies, standards, strategies, strategies, and understandings of standards, and standards, and the unit. understandings of understandings of the unit. the unit. Matches all essential questions, understandings, skills, and knowledge with a corresponding instructional strategy. 3 Instruction has Utilizes Gardner’s Utilizes Gardner’s . one global starting strategy to provide strategy to provide point for all different “Entry different “Entry learners. Points.” Points” to meet the needs of all types of No evidence of an Evidence of an intelligences. attempt at attempt at differentiation differentiation Clear plan for exists differentiation 4 Fails to provide Provides Provides numerous . opportunities for opportunities for opportunities for students to students to students to RETHINK RETHINK ideas, RETHINK big big ideas, REFLECT on REFLECT, and to ideas, REFLECT on progress, and to REVISE work. progress, and REVISE work. REVISE their work. 5 (0 Points) (1 Points) (3 Points) . Does not indicate Includes the use of Includes the use of the use of technology technology in a technology in a meaningful way. meaningful way “Off the shelf” resources are properly referenced
  15. 15. 6 (0 Points) (1 Points) (2 Points) . Assignment is not Assignment Assignment is organized somewhat organized organized Assignment Assignment Instructions not Most assignment Instructions followed followed instructions followed No errors in grammar Several errors in or form that distracted grammar and A few errors in the reader. form, which grammar and form distracted the which distracted reader the reader Your Total Score /25

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