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. 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. • 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. 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. 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. Each lesson is designed for 25-30 minutes of instructional time.
Week 1
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
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.
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. 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. 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. 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
