L witteman s3-revised pdf

FRIT 7430: UbD Stage 3 Assignment
Lisa Witteman
FRIT 7430: Instructional Design”
“Stage 3, Understanding by Design”
Fall 2012

Title of Unit Understanding
Key Elements of
Literature
Grade Level K-1 AU Self-
Contained
Standard: ELACCKRL3 and ELACC1RL7
Understandings:
 All story elements tell the authors story and explain the main idea (Explanation).
 Locating illustrations before and during the story (utilizing context clues) helps us to
become great readers (Interpretation and Application).
 Reading from beginning to end helps us emotionally engage with the characters as we travel
with them from start to finish (Analyze, and Empathy).
 Reading is an active process; it is the key to knowledge and to understanding our
world and ourselves (Self Knowledge).
Related Misconceptions:
Students focus on the individual story elements and do not connect to the author’s purpose
(i.e., The main character must be the main idea, right?)
Essential Questions:
Overarching Questions:
ELACCKRL3 Essential Questions:
What do the pictures tell me about the story?
Who is in the story?
How do I remember all of the important
details?
If I don't remember, what can I do?
ELACC1RL7 Essential Questions:
How will picture walking help me to look for
important information from the authors?
How do I identify key words?
How will looking for key words help me to
look for important information from the
authors?
Topical Questions:
Integrating both standards
Who is on the cover of the book?
What did the character do at the beginning of
the story?
What character did we meet first?
What character came next?
Who was the last character?
How did you observe characters emotions?
Visually or Auditorally?
Can you describe the emotions you observed?
What happened at the end of the story?
How did the events of the story and the

How can drawing detailed characters and
settings, help me to retell and describe the
whole story?
characters emotions make you feel; before,
during and after the read aloud?
What do you think the author moral and /or
message was in the story?
Stage 3: Plan Learning Experiences
Week 1 Introduce/Review Story Elements –What Are They?
“Today we are starting a new reading unit that will build upon what we have worked really
hard on so far this year in our reading groups.” (W)
Activator: “Today we are going to begin talking about the elements of a story. The
elements of a story are all the things that a reader must keep in his or her head as they
are reading.” Before we start, under your chair is a quick sheet. All you need to do is
circle the picture that you think is the right answer: Listen - # 1 circle a picture of a story, #
2 circle the picture of a character, #3 circle the picture of a setting, and # 4 circle the
picture of a event. (W, O) *** Pre Assessment
Direct Instruction: “Today I am going to show you all the things I keep in my head while I
am reading. I want you to listen carefully to the types of things I am thinking about. When I
am following the words in the book like this (pointing to words on interactive board) I am
reading. When I stop the book on the board, I am thinking aloud for you the thoughts that
are in my head (I will read a couple pages thinking aloud about the characters, setting and
events).(H,O)
“Let’s talk about the kinds of things you noticed me thinking about. I was thinking about
who was in the story. I was thinking about where the story was happening, and I was
thinking about what was going on in the story. These are things that great readers keep in
their head as they are reading. They are called story elements.” (W,E,O)
Participatory: “Now I am going to continue reading aloud again, and I want you to think
about the same kinds of things I was thinking about. Pay attention to your thinking so you
can share with your partner what you were thinking about.”
“Now turn to your neighbor and talk about what the pictures and words made you think
about.” Share with partners and draw or write your thoughts on a sticky note. After
sharing, have a group discussion about what you heard the students talking about,
focusing on comments about story elements. Complete a story elements chart with
students using their dictations/drawings or words.(E,R,E-2, T,O)
Summarizer: “Today when you are reading, I want you to be a reader who notices and
thinks about who is in the story, where they are and what is going on in story (E,R,E-2,O)
* Kindergarteners and non-verbal students will point to (identify), illustrate or
dictate appropriate story elements during reading group and conferencing.
* First Graders will illustrate and/or write appropriate story elements in a graphic

organizer during reading group and conferencing.
Identifying and Naming Story Elements (Make Chart)
STORY ELEMENTS
Who?· Where?· What? Chart to make for this lesson.
Activator: “Yesterday we started talking about all the things that great readers have to
keep in their heads as they read – like who is in the story, where they are and what they
are doing, and we said that those were story elements.”
“Today we are going to think about those again, but today we are going to name those
elements. ‘Who is in the story’ are the characters. ‘Where the story is happening’ is the
setting. ‘What is going on in the story’ is called the events in the story.” (W,H,O,E,R)
Direct Instruction: “Today I am going to read aloud and do some thinking aloud for you
so we can think about the story elements again. As I am reading, I want you to pay
attention to the “who, or the characters, the where, or the setting, and the what, or the
events in the story.” Read and think aloud, noticing the story elements (who, where, and
what) and name those elements as characters, setting and events. Write the proper
names of elements to the chart that was created prior to this lesson. Pre-made cards of
the character, setting and problem from the book can be used in the lesson and tape them
on the chart – this will make the chart more accessible to children after the lesson.
(W,O,E,R)
Participatory: “Now I am going to read more in our book, and I want you to use your
great listener skills to focus on the characters, the setting and the events in the story.
When I ask you to look at your story element cards, I want you and your partner to take
turns telling the “who, what, where’s” (the characters, setting and events in the story). *
Remember you can use the chart we made if you get stuck. Read and share. After talking
with partners, have a group discussion naming the characters, setting and problem of the
story. (W,O,E,R, E-2)
Summarizer: “Today when you are reading in your tubs, I want you and your partner to
talk about the story elements in your books – the characters, the setting and the events in
the story.” (W,O,E,R, E-2)
STORY ELEMENTS Who? – the characters
Activator: “We have been thinking about story elements for several days and thinking
about all of them in our books.” (H,W,O,R)
Direct Instruction: “Today we are going to spend some time talking about the characters,

or the “who”, in our books. When we talk about the characters in our books, we have to
use the characters’ names. A reader cannot just say ‘he’ or ‘she’ or ‘they’ when they are
talking about their characters because someone might not know who you are talking
about. So, when we talk about our characters, we must use their names. We have already
talked about this a little bit in our earlier work.” “Let’s look at the book we read before. I am
going to read a couple of pages, and I want you to pay close attention to the characters. I
am going to think about the characters as I am reading. When I am done reading, I am
going to share with you my thinking about the characters (read and then think aloud about
the characters using the characters’ names).” “Did you notice how I used the characters’
names when I was talking about them?” (H,W,O,R, E)
Participatory: “I am going to read the beginning of this book we have NOT read before,
and I want you to pay close attention to the characters. When I give you the signal I want
you to turn to your neighbor and talk about what you noticed about the new characters.
Make sure to use the characters’ names when you talk to your partner.” (W,O,E,R, E-2)
Summarizer: “When you are reading your books today, look for the characters in your
book, and when you talk about your books with your tub group members, make sure you
use the characters’ names.” (W,O,E,R, E-2)
Character Story Element – Identify the “Who” in the Story utilizing text that does not
use character names such as Big Pumpkin and the little old lady who wasn’t afraid of
anything
Activator: “Yesterday we spent time thinking about the names of the characters in our
books. We also talked about how great readers use the characters’ names when they are
talking about the characters in their books.” (H,W,O,R, E)
Direct Instruction: “Today we are going to continue to talk about the characters in our
books. Sometimes the characters may not have names. When we read a book without
character names we still cannot just say he, she, or they when talking about the
characters. We must name the characters in another way.” “I am going to read aloud and
do some thinking aloud for you so we can name the characters in the book. As I am
reading, I want you to pay attention to what I name the characters in the book (the witch,
the vampire etc.).” (W,O,E,R, E-2)
Participatory: “Now I am going to read more in our book, and I want you to pay attention
to the characters in the book. When I ask you to turn to your partner, I want you to use
your character cards and talk to your partner about the characters in the book. Be sure to
name the characters.” (After reading have the students share). Set a timer for partners
talk. When timer rings, have a group discussion naming the characters.

Summarizer: “Today when you are in your reading groups, I want you or your
partner to talk/illustrate/write about the characters in the book.” (W,O,E,R, E-2)
Character Story Element–Identify Main Character
Activator: “Yesterday we talked about how great readers use the characters’ names
when they are talking about the characters in their books.” (W)
Direct Instruction: “Today we are going to continue to talk about the characters in our
books. Many books have more than one character. Sometimes, when you have more than
one character in your book, one or two of the characters in the story are more important
than the others. These important characters are called the main characters. The main
characters are the characters that the book is mostly about. The main characters are on
almost every page.”
“Today I want us to think about Big Pumpkin, which we have already read. I think that The
witch is the main character because she is important to the story and is on every page.
That is how I know she is the main characters.” (W,O,E,R, E-2)
Participatory: “Now I want us to think about The Little Old Lady who wasn’t afraid of
anything, which we have already read. I want you to turn to your partner and talk about
who the main character is and how you know that. Remember the main character is who
the book is mostly about and who is on almost every page.” Let children turn and share.
“As I was listening to you talk with your partner, I was glad to hear that you decided that
the little old lady was the main character because she is who the story is mostly about.”
(W,O,E,R)
Summarizer: “Today when you are reading, I want you to think about who the main
characters are in your books. Remember, the main character is who the book is mostly
about. The main character is on almost every page.” (W,O,E,R, E-2)
Week 2 STORY ELEMENTS Who? – the characters, Where? – the setting What? –
problem/solution (events of the story)

Character Story Element – Character Theory with Evidence
Activator: “Last week we talked about the main characters in our books and how we
knew they were the main characters.”(W,O,E)
Direct Instruction: “Today we are going to talk about what kind of person our main
character is.” “I am going to use my voice and face for you how I think about my
characters as I am reading. Let’s think about this book that we have already read “Where
the Wild Things Are”. Think about Max. Remember when I used a grumpy voice for Max
and scrunched up my nose. When I looked up, you were scrunching your nose too. That
is how I want you to think about your characters. I want you to think about what kind of
person they are and why you think that.” (W,O,E,R, E-2)
Participatory: “Now let’s think about Big Pumpkin. Using your character card, I want you
to turn to your partner and think about what kind of character you think the witch is and
why.” As students share their opinions, engage with them by employing informal
observations while listening and make encouraging comments like, “I heard some partners
say that the witch was grumpy because she always kicked the pumpkin.” (W,O,E,R, E-2)
Summarizer: “Today when you are reading, I want you to think about the kind of person
your character is and how you know that.” (W,O,E,R, E-2)
Setting Story Element – Identify the “Where” in the Story
Activator: “For the last several days we have been talking about the characters in our
books.” (W,E, R, O)
Direct Instruction: “Today we are going to begin talking about the setting In our books.
Let’s look at our chart. Remember, the setting is where our story is happening.” “As I go
for a picture walk through our story, I am going to point to the clues and pictures that will
help you to recognize the setting, or the where, in my book.” As I story and / or picture
walk through the pages, I will ask students to think about where the story is happening.
Reemphasize to look at cover, pictures and think aloud what the setting could be (read the
text and identify the setting in the text). (W,O,E,R, E-2)
Participatory: “Let’s think about the book we read yesterday and try to figure out the
setting of this book. Turn to your partner and talk about the setting in our book from
yesterday.” As a whole group, ask first grade students how they were able to remember
the settings from the previous day, record responses. (W,O,E,R)
Summarizer: “Today when you are reading your books, look for the setting in your
book. We will share where the setting is in our books when we come back together

after reading time. (W,O,E,R, E-2)
Setting - Story Element - Identify With Evidence
Activator: “Yesterday we talked about how great readers think about the setting in their
books.” (W,O,E,R)
Direct Instruction: “Today we are going to talk about setting again. Remember that
setting is where the story happens. When great readers talk about setting, they need to
think about how they know that is the setting. In reading, we call these clues.” “I am going
to “Think Aloud” for you about setting and how I know that is the setting. Let’s look at Caps
for Sale. I know the setting is the country because the story said it was the country and I
can see trees and lots of open space. Did you notice how I looked for matching pictures
and words to show the setting? My proof is called the evidence.” (H,W,O,R, E.E-2)
Participatory:: “Now let’s think about Why Mosquitoes Buzz in People’s Ears. Think
about the setting for this story and which pictures and words let you know it is the setting.”
As a group discuss the setting and give evidence of how you knew the setting. The
children will tell you from the pictures. Then say “Let’s read this page and see if we can
find proof for that in the words.” Read. “Yes, the words said…In the Jungle” (W,O,R, E)
Summarizer: “Today when you are reading, notice the setting of your book and
explore/match words to pictures to connect that they tell you this is the setting.”
Events in Logical Sequence - Identify the “What” in Story (H,W,O,R, E.E-2)
Events in Logical Sequence
Activator “Yesterday we talked about the setting in our books. Remember
the setting is where the story happens.” (W,O,R, E)
Direct Instruction: “Today we are going to talk about the important things
that happen in our books. We call what happens in the story the events
of the story.” “Today I am going to model for you how to recognize the events
in your books. Yesterday we read, Why Mosquitoes Buzz in People’s Ears (retell/illustrate
for students an event that happened at beginning, middle and end). ” (H, W, O, R, E.)

Participatory:: “Today we are going to re-read, The Big Pumpkin, and I want you to focus
and tune your listening ears to what happens at the beginning, middle and end. When we
are done with the book, you are going to turn to your partner and share and sequence
event cards.” (W, O, R, E.)
Summarizer: “Today when you are reading your books pay attention to what happens at
the beginning, middle and end in your book.”
Events in Logical Sequence - Identify
Activator: “Yesterday we talked about how great readers have to pay attention to the
events of the stories they are reading.” (W,R,E -2)
Direct Instruction: “Today we are going to talk about the important events in books
again. When we think about the events in a story, we must think about them in the order
that they happen in the story.” “Let’s revisit Goldilocks and the Three Bears. When I am
thinking about this story, I have to think about the events in the order that they happened
in the story. It wouldn’t make sense to talk about Goldilocks breaking baby bear chair, if
she hasn’t come into the house yet.
When we talk about the events in the story, we have to think about them in the order that
they happened.” (WHER)
Participatory: “Now I want you to think back to The Three Billy Goats Gruff. Sequence
your event cards and take turns putting them in order with your partner as you discuss the
events in the story in the order that they happened.” (I will give students time to share,
while observing and documenting responses and card order). The students will then
come back to circle for group discussion and share the sequence of events. (WER)
Summarizer: “Today when you are reading and you are thinking and talking about your
books, make sure you are thinking and talking about the events in sequence.” (WER)
Week 3 Problem - Story Element - (What is a Problem?)
Putting it all together - retelling

Activator: “We have been talking about story elements like characters and setting.”
(W)
Direct Instruction: “Today we are going to talk about the problem in the books we read.”
“We are going to go back and look at the chart we made last week. We are going to focus
on the events of the story. Part of the events of a story is the problem of the story. Let’s
look at the story we read together yesterday. In this book the problem is the goats need to
cross the bridge to eat grass or missing food, and broken furniture.” (H,W,O,R, E.)
Participatory:: “Today I am going to reread Chrysanthemum. As I am reading, listen for
the problem in this book so you can talk to your partner about it.” “Now turn to your
partner and talk about the problem in this story.”Why was Chrysanthemum happy in the
beginning, but sad in the middle of the story? How did she feel at the end of the story?
(W,O,R, E.E-2)
Summarizer: “Today when you are reading your books, think about the problem in those
books.” (O,R,.E-2)
Retell Using All Story Elements
Activator: “Remember when we read The Three Billy Goats Gruff?”(H)
Direct Instruction: “Today we are going to talk about how great readers use story
elements (characters, setting and events) together to give a good retelling. “I am going to
use The Three Billy Goats Gruff to show you how a great reader uses story elements
working together to give a good retelling.” (W, O, R, E.)
Active Engagement: “Last week we read Big Pumpkin. Using your organizers and/or
cards, I want you to turn to your partner and work together to retell the story using the
story elements: characters (who), setting (where) and the events (what happened).
Students will retell read aloud book with their partner. (H,W, O, R, E.)
Summarizer: “Today when you are reading your books, use the story elements and work
together to retell your story.” (W, O, R, E.)

Putting Prior/ Present Knowledge to Work – Jeopardy - Day 1
Activator: “For the past several weeks, we have been great readers learning, talking,
identifying, illustrating and writing about how an author uses story elements (characters,
settings and events) to create the stories we read.” (H,W,O,R, E)
Direct Instruction: I activate the whiteboard that is pre-programmed for Jeopardy from
Promethean Planet, and it announces, “Welcome to Jeopardy! I put on my “game show
host jacket”, grab a play microphone, and hit the name randomizer. The board
announces, “Our first contestant is _______.”(W,O,)
Participatory: The engaged student comes forward (hopefully- I have run into resistance)
, and views and selects a familiar book title they will answer story element questions.
Under the book title, the student then selects a time amount (2 minutes, 4 minutes, 6
minutes and 8 minutes) they want for a preferred item (computer, iPad, DSi, toy, etc.,).
Once they have chosen a title they have to play the whole column. The game board will
now record their selections and collect data. The selections are designed to meet the
different developmental needs of my students (i.e., first graders will listen to the question,
answer verbally.. Kindergarteners/non-verbal students will be given verbal and visual
prompts in a multiple choice format and will be allowed to point or dictate what element is
the answer. (W,O,R, E.) Summative Assessment
Summarizer: Open free choice reading centers to allow the contestants their preferred
item time. (W)
Repeat activity for remaining students. Prior contestants can choose to start work on their
summative assessment interactive graphic organizer with paraprofessionals as proctors or
take part in the game audience (they would have had participation experience the prior
day). (H,W,O,R, E.E-2)
Summarizer: Prior to receiving their reward time, all students must complete a summative
assessment. First graders will have a picture/word card sheet that contains their Jeopardy
Title selection. They will either cut and paste the cards
Into the graphic organizer or write down each element answer. Kindergarteners/non-verbal
students will be given prepared Jeopardy Title story element cards, in a field of three, and
(with prompts and assistance) will be allowed to either glue, point or dictate where the
card should be placed on the story element graphic organizer. After completion, free
reading centers will be re-opened and those students who did not have their preferred
item time will be allowed to utilize it now. (W,O,R, E.E-2)
Repeat Day 2 Lesson Plans and conference with students on
their completed assessments. Have students fill out and /or

complete self assessment/reflections. (see Stage 2)
Notes to the Instructor
Gardner’s strategy to provide different “Entry Points”
* Spatial – illustration and written expression
* Linguistic – expressing verbal and written thoughts to partner, teacher and group
* Logical-mathematical – sequencing character cards in graphic organizer
* Bodily-kinesthetic – using interactive board/cards to answer questions
* Musical – repetitive pattern books, nursery rhymes
* Interpersonal – partner and group work
* Intrapersonal – reflective exercises in summarizers
* Naturalistic – organic connection from text setting to personal experience (planting
pumpkin seeds)

Stage 3 Scoring Rubric
(0 Points) (3 Points) (5 Points) Your
Score
1. Does not clearly
communicate
WHERETO for learning
activities
Fails to provide a pretest
for learners.
Codes some learning
activities with
WHERETO
Clearly codes each activity
with WHERETO
Includes a pretest to check for
prerequisite skills and
knowledge.
2. Alignment is not
demonstrated between
instructional strategies,
standards, and
understandings of the
unit.
There is evidence of
alignment between some
of the instructional
strategies, standards, and
understandings of the
unit.
Alignment is clearly
demonstrated between
instructional strategies,
standards, and
understandings of the unit.
Matches all essential
questions, understandings,
skills, and knowledge with a
corresponding instructional
strategy.
3. Instruction has one
global starting point for
all learners.
No evidence of an
attempt at
differentiation
Utilizes Gardner’s
strategy to provide
different “Entry Points.”
Evidence of an attempt at
differentiation exists, but
differentiation is not
illustrated using labeling.
Utilizes Gardner’s strategy to
provide different “Entry
Points” to meet the needs of
all types of intelligences.
Clearly labels the parts of
the plan that illustrate
differentiation
4. Fails to provide
opportunities for
students to RETHINK
ideas, REFLECT, and to
REVISE work.
Provides opportunities
for students to RETHINK
big ideas, REFLECT on
progress, and REVISE
their work.
Provides numerous
opportunities for students to
RETHINK big ideas, REFLECT
on progress, and to REVISE
work.
5. Does not indicate the use
of technology in a
meaningful way
Includes the use of
technology
Includes the use of technology
in a meaningful way.
“Off the shelf” resources are
properly referenced

6. Assignment is not
organized
Assignment Instructions
not followed
Several errors in
grammar and form,
which distracted the
reader
Assignment somewhat
organized
Most assignment
instructions followed
A few errors in grammar
and form which
distracted the reader
Assignment is organized
Assignment Instructions
followed
No errors in grammar or form
that distracted the reader.
Your Total Score /30

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