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Using backward design model

The document outlines a 1st grade unit plan focused on classifying nocturnal animals, utilizing the backward design model to align instruction with state standards and enhance language learning for students, particularly English language learners (ELLs). It incorporates three learning theories—Skinner's reinforcement, Vygotsky's environmental learning, and Bloom's taxonomy—highlighting the importance of scaffolding and individualized support for diverse learners. The unit includes a structured four-day lesson plan, with modifications to accommodate ELLs and enhance engagement through various activities and resources.

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Amnah Albuloushi Megan Evangeliste Vanessa Steiner Gretchen Tucci USING BACKWARD DESIGN MODEL GDIT 705 DR. JOSEPH KUSH DECEMBER 12TH, 2013
TABLE OF CONTENTS Overview Rationale Learner Profiles Modifications Unit Plan Standards Welcome Day 1 Day 2 Day 3 Day 4 Extra Activities Extra Resources References
 Unit Topic: Classifying Nocturnal Animals  Focus: Quantifying Adjectives  Classroom Demographics: Grade 1; 22 students; 3 ELLs  Method: Backwards Design ABOUT OUR FINAL PROJECT
RATIONALE (1 OF 2) The group chose the Backward Design Model because of the primary need to meet state grade-level standards. Specifically, the nocturnal animals unit was created for two purposes: to integrate content knowledge with language objectives and to meet Pennsylvania Department of Education standards. The unit was developed in order to provide a context for teaching and learning grammar, integrating content knowledge with language objectives for the 1st grade classroom. The Backward Design Model, developed by Jay McTighe and Grant Wiggins, was chosen for this unit because of our commitment to focus on learner outcomes and the desired results of instruction. This model requires educators to align the curriculum with content standards and benchmarks that will be compared to on the state and national level. Additionally, we chose it because many surrounding area school districts are currently following this model. In our experience, many educators feel that when following this model, teachers are “teaching to the test,” but we found it to be a useful way to develop, plan, and implement our instruction. The Backward Design Model requires that educators first develop goals and then work backwards to determine evidence and plan instruction. For instance, first we identified our long term goals (i.e. big ideas/essential questions) and then decided how we will show this in an assessment and designed a rubric, then structured the four days of activities and delivered the instruction. This is exactly what we as a group wanted to accomplish in our nocturnal animals unit. The nocturnal animals unit was created to integrate content knowledge with language objectives, which in turn will afford the students to meet the state grade-level standards. The unit was developed by initially establishing a goal, whereby the lessons provide a context for teaching and learning grammar and integrating content knowledge with language objectives.
RATIONALE (2 OF 2)
This project has incorporated concepts from three important learning theories to reinforce the backward design model. The three theories are the Skinner's Theory of learning, the Vygotskian Approach and Bloom's Taxonomy of Learning Domains. Skinner’s theory posts that behaviors are learned through a process of reinforcements by rewards and punishments. In this project, Skinner’s theory can be effectively applied by the teacher in such a way that when a pupil does something good, the teacher makes good comments. For example, if a pupil correctly identified nocturnal animals from a list presented on You Tube , the teacher can give the pupil good marks to prove that the pupil’s behavior is desirable and worth repeating (Leonard, 2002). Vygotsky’s theory of learning states that since young children are unable to use mental tools in learning, their learning is largely controlled by the environment in which they learn. Therefore, pupils in lower grades should be presented with familiar objects during the learning process. In this project, pupils are presented with images and pictures of nocturnal animals (Wink, 2002). In addition , tracing words on cards illustrates one way in which Vygotsky’ s theory can be used in this project to help pupils understand the meaning of nocturnal animals. For Vygotsky, the most effective learning occurs when new concepts and skills are taught on the edge of emergence or in the Zone of Proximal Development. This enables children to make progress in their development. In this project, children are given some form of assistance (scaffolding) in reading books on the internet to help them to bring new skills to the Zone of Proximal Development. Bloom’s Taxonomy of Learning identified three domains of educational l activities, which can help learners understand new concepts. The three domains are cognitive (mental skills), affective (growth in emotional connection) and psychomotor (physical and manual skills). In this project, the affective domain is evidenced by use of YouTube videos in class. This domain is useful in that it extends learning from mere memorization to complex cognitive structures (Leonard, 2002). LEARNING THEORIES
 22 students in the 1st grade classroom  20 of those students completed the Kindergarten program at the current school, 2 were transfer students  3 students in the class are English Language Learners  Classroom environment: 1 teacher, 1 teacher’s aide that supports ESL students (teacher’s aide is half day during Language Arts period) LEARNER PROFILE/CLASSROOM ENVIRONMENT (1 OF 4)
3 students in the class are English Language Learners: ---Leonidas (Leo) is a native French and Japanese speaker; dad is French/mom is Japanese  Leo was part of the Kindergarten program at the current school and was tested and entered the ESL program at beginner level - was part of the pull-out program run by the ESL specialist - transferred to intermediate level during mid-year of his Kindergarten year - still is needing extra support and is pulled out for 2 periods a day twice a week with the ESL Specialist, but learns in the mainstream classroom for the majority of the week ---Sophia is a native German and Japanese speaker; dad is German/mom is Japanese  Sophia was a transfer student this year and had been exposed to English in her past school in the Early Childhood program - was tested and entered the ESL program at the intermediate level - still is needing extra support and is pulled our for 2 periods twice a week with the ESL Specialist, but learns in the mainstream classroom with her peers ---Nina is a native Dutch speaker; both parents are Dutch  Nina’s family immigrated to the US when Nina was five-years-old - she entered Kindergarten mid-year at the current school - was tested and entered the ESL program at beginner level - was part of the pull-out program run by the ESL specialist - continues in 1st grade at the beginner level - is pulled out for 5 periods three times a week with the ESL Specialist, but learns in the mainstream classroom with her peers LEARNERS’ PROFILES (2 OF 4)
 19 native English speaking students: ---Gaius entered the school in Kindergarten –  Gaius has fine-motor dif ficulty and works with an Occupational Therapist that visits the classroom 1 period once a week - has dif ficulty with letter and number formation and cutting - needs additional one on one when cutting - letters and numbers at times need explanation (teacher will call Gaius over to explain what he wrote it letters are dif ficult to read) ---Gunnar entered the school in Kindergarten –  Gunnar is a typically developing student - enjoys making artwork and kinesthetic activities ---Matthew entered the school in Kindergarten –  Matthew has fine-motor dif ficulty and works with an Occupational Therapist that visits the classroom 1 period once a week - has dif ficulty with letter and number formation - works with an out of school tutor as well on fine-motor development - letters and numbers at times need explanation (teacher will call Matthew over to explain what he wrote it letters are dif ficult to read) ---Nadia entered the school in Kindergarten –  Nadia is a typically developing student - has exceptional reading abilities, reads on the 4 th grade level ---Tanvi entered the school in Kindergarten –  Tanvi is a typically developing student - speaks two languages at home (English and Hindi) ---Alexia entered the school in Kindergarten –  Alexia is a typically developing student – is adjusting currently to her family’s new baby at home – enjoys drawing and activities with self -expression ---Carter entered the school in Kindergarten –  Carter is a typically developing student – enjoys interactive, kinesthetic activities ---Davis entered the school in Kindergarten –  Davis has speech and language delays - works with a Speech Language Pathologist in the classroom for 1 period once a week; also works with the teacher’s aide during Language Arts periods - has dif ficulty with sentence formation orally - no dif ficulty with writing sentences - needs extra time to answer questions aloud and share ideas LEARNERS’ PROFILES (3 OF 4)
---H e n r y entered the school in Kindergarten (K.) –  Henry is a typical ly developing student – is currently on a behavior chart to keep his body under control during learning times – has difficul ty focusing during instruction and transitio n ing from one activity to the next ---S t e v e n entered the school in K. –  Steven is a typical ly developing student – is very active and interested in sports – enjoys interacti v e, kinesthet i c activit i es ---K a t h l e e n entered the school in K. –  Kathleen is a typical ly developing student – enjoys drawing, fine -moto r activit i es/sh ow i ng creativi ty – difficul ty focusing at times during instruction ---E l l a entered the school in K. –  Ella was adopted as a baby, has some developmen ta l delays - has difficul ty processing and making inferences in the classroom - is given extra time to answer questions and share ideas - is given extra time on written work ---C i a r a entered the school in K. –  Ciara is a typically developin g student – dad is from Ireland and the family takes frequent trips, causing Ciara to miss weeks of school – parents are supportive in completi ng work outside of school --L e n n a entered the school in K. –  Lenna is a typically developi ng student – enjoys interacti v e, kinesthet i c activit i es ---B r i g g s entered the school in K. –  Briggs is a typically developin g student – has some anxiety about unexpected situations – responds well when given time warnings and reminders ahead of time ---J u l i e t t e entered the school in K. –  Juliette is a typically developi ng student – very artistic and enjoys showing her creativi ty – loves reading, reads on a 3r d grade level ---J o s i e entered the school in K. –  Josie is a typically developing student – very creative, enjoys fine -motor activit ies – enjoys reading and is trying to master site words ---I v y entered the school in K. –  Ivy is a typically developi ng student - speaks two languages at home (English and Korean) – enjoys reading, reads on a 4th grade level ---D a v i d is transfer student, entered the school in October of 1 st grade – David is a typically developin g student – has severe food allergies to turkey, chicken, and peanuts –  is very athletic and enjoys kinesthet ic activi t ies LEARNERS’ PROFILES (4 OF 4)
The three ELLs in the 1st grade classroom were assessed and placed in the district’s pull-out program for English as a Second Language (ESL). Based on the learner profiles, their current language levels, as well as the amount of time spent with the ESL Specialist, are stated below:  Leonidas: intermediate/advanced level; 2 periods a day twice a week with the ESL Specialist  Sophia: intermediate/advanced level; 2 periods twice a week with the ESL Specialist  Nina: beginner level; 5 periods three times a week with the ESL Specialist In the 1st grade classroom, our three ELLs are supported during Language Arts instruction by our teacher’s aide Ms. Galvin. Ms. Galvin works closely with the classroom teachers and ESL Specialist to plan differentiated instruction and support in the classroom for ELLs. Ms. Galvin supports the students in the following ways:  gives students individualized attention to help explain directions more slowly and clearly  encourages the students to stay on task with the group  gives the students more time during assessments by sitting with the students until they have finished  encourages conversation during learning time in her small group, helping to facilitate interactions when the students need help finding words/expressing their ideas MODIFICATIONS FOR ENGLISH LANGUAGE LEARNERS (1 OF 2)
 To help further clarify instruction, the classroom teachers:  model the activity for all of the students, helping the ELLs to see what they will do in action (i.e., teacher will model tracing words on the Smart Board for the students during Day 1)  provide recorded presentations for students to watch again from the classroom website (captions are included in these presentations to add textual reference for ELLs)  facilitate all classroom conversations, discussions, and activities, working with the ELLs Language Arts group throughout instruction.  Note: During Language Arts, ELLs are encouraged to use their native language to English dictionaries when completing writing activities, and will sometimes use their dictionaries during conversation, when necessary. The ESL Specialist provides support for Language Arts instruction by doing activities and lesson based on the classroom curriculum during pull-out periods. MODIFICATIONS FOR ENGLISH LANGUAGE LEARNERS (2 OF 2)
UNIT PLAN (1 OF 3) Backward Design: Nocturnal Animals Unit
UNIT PLAN (2 OF 3) Backward Design: Nocturnal Animals Unit
UNIT PLAN (3 OF 3) Backward Design: Nocturnal Animals Unit
State National STANDARDS
Pennsylvania Department of Education Standards Subject Area - 1: Reading, Writing, Speaking, and Listening Standard Area - 1.1: Reading Independently Grade Level - 1.1.1: GRADE 1  1.1.1.B: Use word recognition techniques:  Demonstrate phonological awareness through phoneme manipulation.  Demonstrate knowledge of letter sound correspondence (alphabetic principle) to decode and encode words.  1.1.1.C: Use increasingly robust vocabulary in oral and written language.  1.1.1.D: Demonstrate listening and reading comprehension / understanding before reading, during reading, and after reading through strategies such as think aloud, retelling, summarizing, connecting to prior knowledge and non-linguistic representations STATE STANDARDS (1 OF 2)
STATE STANDARDS (2 OF 2) Standard Area - 1.5: Quality of Writing Grade Level - 1.5.1: GRADE 1  1.5.1.F: Use grade appropriate conventions of language when writing and editing.  Spell common, frequently used words correctly.  Use capital letters correctly.  Punctuate correctly.  Begin to use correct grammar and sentence formation. Standard Area - 1.6: Speaking and Listening Grade Level - 1.6.1: GRADE 1  1.6.1.A: Listen actively and respond to others in small and large group situations with appropriate questions and ideas Subject Area - 3: Science and Technology and Engineering Education  3.1.1.A1: Categorize living and nonliving things by external characteristics.  3.1.1.A9: Distinguish between scientific fact and opinion.  Ask questions about objects, organisms, and event.
 Language Arts: (Reading Evaluation Strategies)  Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).  Science: (Life Science)  As a result of activities in grades K-4, all students should develop understanding of *The characteristics of organisms *Life cycles of organisms *Organisms and environments NATIONAL STANDARDS
Welcome 1st Grade! We are so glad you are visiting our online classroom! Please review each day’s instruction, extra links, and fun quizzes. Please fill out the permission form on the next side before beginning. Click on the below to get to the next slide! Have fun and enjoy! Best wishes and happy learning, Mrs. Albuloushi, Ms. Evangeliste, Ms. Steiner, and Mrs. Tucci
Permission form
Day 1 Lesson Plan Power Point Book Handouts/Examples Homework / Assessment Tools Day 2 Lesson Plan Power Point Emergent Reader Handouts Homework / Assessment Tools Day 3 Lesson Plan Power Point Handouts Homework Assessment Tools Day 4 Lesson Plan Power Point Assessment Tools Assessment Rubric Extra Activities • Sorting • Crafts Extra Resources • Videos • Songs • Websites References • Text • Picture
Day 1: Introduction Lesson Plan PowerPoint Little Owl’s Night Handouts/Examples Homework/Assessment Tools Ready for Day 2?
Day 1: Backward Design Plan (1 of 3)
Day 1: Backward Design Plan (2 of 3)
Day 1: Lesson Plan (3 of 3) Lesson Plan/Day 1 Activities: 1) Read the text Little Owl’s Night by Divya Srinivasan on the Smart Board [http://www.wegivebooks.org/books/little-owls-night]. 2) Ask the students to identify the animals in story that were awake at night. Complete a picture walk through the story to remind students of the animals. *If students are unable to identify the names of animals, help them with the name and/or allow students to discuss in their L1. 3) Keep a list of these animals on the white board under the heading “nocturnal” [see Resource 1]. 4) Present the term nocturnal [see Resource 1]. 5) By turning off the lights, invite students to be active (fly, skip, etc.) when reading “nocturnal animals are awake at night.” 6) By turning back on the lights, invite students to pretend to sleep when reading “nocturnal animals sleep during the day.” 7) Review the remaining characteristics, as well as special adaptations. Give this sheet to students as a handout [see Resource 1]. 8) Read aloud the character tracing cards on Smart Board [see Resource 2]. 9) Invite students to volunteer to come to the Smart Board and trace one word. 10) Explain homework: Give students individual tracing cards to trace and practice reading [see Resource 2 homework]. Explain that they will trace the words and practice reading the words, possibly to their parents/siblings. 11) Allow students to begin working on homework before the period ends. Answer any questions that arise.
Day 1: Power Point Click on the owl below and follow along with the PowerPoint to begin learning about Nocturnal Animals!
M S . A L B U L O U S H I D A Y 1 D E C E M B E R 2 0 1 3 Classifying Nocturnal Animals
Day 1: Nocturnal Animals  Think of three animals you see around your houses…  Hold up three fingers when you’ve thought of the three animals.
Day 1: Nocturnal Animals  Share with the class one of the animals you have seen around your house.  When have you seen the animal… During the day or at night?
Nocturnal Animals  Essential questions:  Which animals come out at night?  What does being nocturnal mean for animals?
Day 1: Nocturnal Animals  Little Owl’s Night by Divya Srinivasan Little Owl’s Night
Day 1: Nocturnal Animals  Name some animals you saw in the book The Little Owl  What did you notice about them?
Day 1: Nocturnal Animals What would you do?  If you were a nocturnal animal…  Lights are turned off…  Lights are turned on…
Day 1: Nocturnal Animals  Click to listen to the sound of a bat at night!
Day 1: Nocturnal Animals Volunteers to trace!
Day 1: Nocturnal Animals Volunteers to trace!
Day 1: Nocturnal Animals Volunteers to trace!
Day 1: Nocturnal Animals Head Start on Homework!  Remember to trace the words and practice reading the words, possibly to parents/siblings!  Need to review?  Any questions?
Day 1: Nocturnal Animals  Email Ms. Albuloushi at a.m.albuloushi@gmail.com
GREAT JOB!  Click HERE to go to the resources, materials, and homework for Day 1!  Click HERE to go on to Day 2!  Click HERE to go back to the table of contents page!
Day 1: Book  Little Owl's Night by Divya Srinivasan  [http://www.wegivebook s.org/books/little-owls- night]
Day 1: Handouts (1 of 2) Resource 1
Day 1: Examples (2 of 2) Resource 2
Day 1: Homework (1 of 2) Resource 2 Homework
Day 1: Assessment Tools (2 of 2) Participation Points
Day 2 – Sentence Building Lesson Plan Power Point Emergent Reader Handouts Homework / Assessment Tools Ready for Day 3?
Day 2: Backward Design Plan (1 of 3)
Day 2: Backward Design Plan (2 of 3)
Day 2: Lesson Plan (3 of 3) Lesson Plan/Day 2 Activities: 1) Split the students into small groups of four to work as a team. 2) Allow students to review homework (tracing cards) in their teams. Ask students to read their words to their team. Check student work for tracing and reading practice [see Homework Points]. 3) Read emergent reader story to students on the Smart Board to review characteristics of nocturnal animals [see Emergent Reader].[http://www.kidssoup.com/member/product_info.php?pattern=1&products_id =7065] 4) Show and read the sentences on the white board that give information from the texts [see Resource 3]. 5) Explain the activity to the group: Sentences will be taped on the board with missing parts. Students will be given parts of the sentence to determine where it could fit. 6) Take off the nouns (highlighted green) and give to students to place in the sentences. 7) Read aloud with students to check for accuracy. Adjust any sentences that need to be corrected. 8) Take off all quantifiers and give to the teams to match. 9) Have students match the appropriate quantifier with the sentences. 10) Read aloud with students to check for accuracy. Adjust any sentences that need to be corrected. 11) Give students the handout of the sentences used [see Resource 3 homework]. 12) Explain homework: Ask students to illustrate three sentences used in class on the handout provided. The students will rewrite the sentence and draw the picture [See Resource 3 homework]. 13) Allow students to begin working on homework before the period ends. Answer any questions that arise.
Day 2: Power Point Click below to discover more fun facts about nocturnal animals and also begin building your sentences! Have fun!
M S . S T E I N E R D A Y 2 D E C E M B E R 2 0 1 3 Classifying Nocturnal Animals
Day 2: Sentence Building Small group time! Leo Sophia Nina Davis + Ms. Galvin Lenna Briggs Juliette Josie Steven Kathleen Ciara David Ivy Henry Gaius Matthew Gunnar Ella Nadia Tanvi Alexia Carter
Day 2: Sentence Building Small group time!  Share your homework  Review tracing cards  Read words to your team Work together and take turns 
Day 2: Sentence Building Emergent Reader Book
Day 2: Sentence Building
Day 2: Sentence Building Sentence Building Activity  Look at the sentences taped to the board What is wrong with the sentences?  Some parts are missing! We have to work together to fix the sentences!
Day 2: Sentence Building The words highlighted in green are NOUNS * remember nouns are a person, place, or thing Who wants to volunteer to put the nouns in the right sentences?
Day 2: Sentence Building Read aloud to check the sentences
Day 2: Sentence Building The words highlighted in yellow are QUANTIFIERS * Remember quantifiers modify the noun, tell us the quantity or number of something, and give us more information  Now let’s see how we do with the quantifiers!
Day 2: Sentence Building Read aloud to check the sentences
Day 2: Sentence Building Homework Time!
Day 2: Sentence Building
Day 2: Sentence Building Head Start on Homework! Remember to:  use capital letters at the beginning of each sentence!  use periods at the end of each sentence!  make sure your picture matches your sentences Questions?
GREAT JOB!  Click HERE to go to the resources, materials, and homework for Day 2!  Click HERE to go on to Day 3!  Click HERE to go back to the table of contents page!
Emergent Reader Emergent Reader Book
Day 2: Handouts Resource 3
Day 2: Homework (1 of 3) Resource 3 Homework
Day 2: Assessment Tools (2 of 3)
Day 2: Assessment Tools (3 of 3)
Day 3 – Quantifying Adjectives Lesson Plan Power Point Handouts Homework Assessment Tools Ready for Day 4?
Day 3: Backward Design Plan (1 of 3)
Day 3: Backward Design Plan (2 of 3)
Day 3: Lesson Plan (3 of 3) Lesson Plan/Day 3 Activities: 1) Ask students to return to their teams from yesterday. 2) Allow students to show their homework in their teams. Ask students to read their sentences and show illustrations to the group. Check student work [see Homework Points]. 3) Revisit the sentences on the whiteboard [see Resource 3]. Ask for students to volunteer to read each sentence. 4) Explain that all words in yellow are “quantifiers” or quantifying adjectives. Show that quantifiers modify the noun, and tell us the quantity or number of something which gives us more information. Some quantifiers make the noun singular, some make the noun plural. 5) Present a chart for Quantifiers, Nouns, and Rest of the sentence [see Resource 4]. 6) Give students sentences and ask them to place the parts of the sentences in the appropriate categories. 7) Show students how quantifiers modify the nouns. The quantifiers all, many, some, most, both, and few modify the noun to make it plural. The quantifiers every and each modify the noun to make it singular. 8) Take down the rest of the sentence (highlighted blue) category. 9) Change the chart [see Resource 5]. 10) Ask students to answer the question plural or singular? 11) Using the Smart Board pen, ask students to volunteer to write P for plural or S for singular. 12) Explain homework: Give students handouts with chart showing the missing quantifier [see Resource 4 homework]. Show students the key that they will use to determine which quantifier to add to the sentence. For example, all modifies plural nouns, so the sentence “All nocturnal animals are awake at night” is written. Remind students to use capital letters for the beginning of the sentence. 13) Allow students to begin working on homework before the period ends. Answer any questions that arise.
Day 3: Welcome!  Click on the owl below to begin learning for Day 3!  Click to listen to Ms. Evangeliste present the Power Point on YouTube!
M S . E V A N G E L I S T E D A Y 3 D E C E M B E R 2 0 1 3 Classifying Nocturnal Animals
Day 3: Nocturnal Animals and Quantifiers SMALL GROUP SHARE! Share homework:  Read sentences  Show illustrations
Leo Sophia Nina Davis + Ms. Galvin Gaius Matthew Gunnar Ella Nadia Tanvi Alexia Carter Steven Kathleen Ciara Lenna Briggs Juliette Josie David Ivy Henry Day 3: Nocturnal Animals and Quantifiers Reminder of SMALL GROUPS!
Day 3: Nocturnal Animals and Quantifiers Volunteer Readers:
Day 3: Nocturnal Animals and Quantifiers Volunteer Readers:
Day 3: Nocturnal Animals and Quantifiers  Quantifiers:  “quantifying adjectives”  modify the noun  tell us the quantity or number of something  gives us more information
Day 3: Nocturnal Animals and Quantifiers Small Group Practice!
Day 3: Nocturnal Animals and Quantifiers  The quantifiers all, many, some, most, both, and few modify plural nouns.  The quantifiers every and each modify singular nouns. Some quantifiers modify plural nouns, some modify singular nouns!
Day 3: Nocturnal Animals and Quantifiers P Small Group Practice!
Day 3: Nocturnal Animals and Quantifiers Homework!
Day 3: Nocturnal Animals and Quantifiers Head Start on Homework!  Remember to:  use capital letters at the beginning of each sentence!  use periods at the end of each sentence!  Need to review?  Any questions?
Day 3: Nocturnal Animals and Quantifiers  Email Ms. Evangeliste at meganevangeliste@stedmunds.net
Day 3: Nocturnal Animals and Quantifiers See you tomorrow!
GREAT JOB!  Click HERE to go to the resources, materials, and homework for Day 3!  Click HERE to go on to Day 4!  Click HERE to go back to the welcome page!
Day 3: Handouts (1 of 3) Resource 3
Day 3: Handouts (3 of 3) Resource 5
Day 3: Handouts (2 of 3) Resource 4
Day 3: Homework Resource 4 Homework
Day 3: Assessment Tools (1 of 2)
Day 3: Assessment Tools (2 of 2) Participation Points
Day 4: Show What You Know (Assessment) Lesson Plan Power Point Assessment Tools Assessment Rubric
Day 4: Backward Design Model (1 of 3)
Day 4: Backward Design Model (2 of 3)
Day 4: Lesson Plan Lesson Plan/Day 4 Activities: 1) Ask students to return to their teams from the days prior. 2) Give students time in their teams to discuss the homework. Allow them to check answers by reading their sentences aloud. Check student work [see Homework Points]. 3) Go over the sentences in the whole group to check for understanding, allowing students to ask questions if necessary. 4) Explain to students that they will now complete a “Show What You Know!” [see Assessment]. 5) Leaving examples of quantifiers on the board, ask students to write three sentences about nocturnal animals. They are welcome to pick any three quantifiers and write sentences about nocturnal animals. 6) Students will be given time to complete their sentence writing. When they are finished, they will turn it in and be asked to look at books in the classroom library quietly while others finish. 7) Give students a five minute warning to let them know that their time is almost up. 8) Collect all work and use rubric for grading required elements, mechanics, and grammar.
Day 4: Power Point  Today is our final day of the unit! Click on the below to begin the presentation.
Nocturnal Animals and Quantifiers Essential questions: Which animals come out at night? What does being nocturnal mean for animals? M R S . T U C C I D A Y 4 D E C E M B E R 2 0 1 3
ASSIGNED GROUPS Leo, Sophia, Nina, and Davis +Ms. Galvin Lenna, Briggs, Juliette, Josie Gaius, Matthew, Gunnar, Ella Steven, Kathleen, Ciara Nadia, Tanvi, Alexia, Carter David, Ivy, Henry  REMINDER:  Break into your groups to review assigned homework Day 4: Nocturnal Animals and Quantifiers
Day 4: Nocturnal Animals and Quantifiers Large Group Share:  Volunteers to read sentences aloud  Are there any questions from last night’s homework?
Day 4: Nocturnal Animals and Quantifiers Every Many Some Most Each Both All Few Show What You Know! Directions: Refer to the list of quantifiers in the yellow box. Write three sentences about nocturnal animals on Show What You Know sheet. *Remember to include one quantifier per sentence! Review the rubric here.
Day 4: Nocturnal Animals and Quantifiers Let’s review the rubric before you begin! Time to Show What You Know!
Day 4: Nocturnal Animals and Quantifiers  Directions: Refer to the list of quantifiers in the yellow box. Write three sentences about nocturnal animals on Show What You Know sheet.  Remember to include one quantifier per sentence! Every Many Some Most Each Both All Few
Day 4: Nocturnal Animals and Quantifiers 5 MINUTE WARNING! Remember: Check your work for accuracy! YOU’RE ALMOST AT THE FINISH LINE!
Day 4: Nocturnal Animals and Quantifiers *Look at books quietly in the library • When you’re finished, you can: *Access computers in the library to look at nocturnal animals website
GREAT JOB!  Click HERE to go to the resources, materials, and homework for Day 4!  Click HERE to read about what we will do tomorrow!  Click HERE to go back to the contents page and discover fun activities and resources!
Day 4: Nocturnal Animals and Quantifiers Great job class! I will grade your Show What You Know writing tonight! Tomorrow, we will:  go over the rubric from Show What You Know in our teacher-student meetings!  complete exit slips about your learning before moving on to our next unit about Diurnal Animals Click here to complete the Exit Slip!
Day 4: Assessment Tools Homework Points
Day 4: Assessment (1 of 2) Assessment
Day 4: Exit Slip (2 of 2) The most important thing I learned today was….. I still need help with….. I would like to learn more about…..
Day 4: Rubric Rubric
Extra Activities Sorting Crafts
Sorting nocturnal & Diurnal Animals Have fun at home while practicing sorting these animals into either nocturnal or diurnal!
Crafts: Make your own bat!  Have fun creating your own BAT with these simple materials!  Black paper plate  Googly eyes  Black foam or felt  White paper  Glue  Scissors  Always ask an adult to help you find all of the materials and also to help you create your bat!  Have fun!
Extra Resources
Videos  Vocabulary building about nocturnal animals:  http://www.youtube.com/watch?v=yfNiIF3NWCM  Wild Detectives: Night Owls  http://video.nationalgeographic.com/video/kids/animals-pets-kids/wild-detectives-kids/wd- ep2-owls/  Wild Detectives: Night Vision (Adaptations)  http://video.nationalgeographic.com/video/kids/animals-pets-kids/wild-detectives-kids/wd- ep8-owlsight/  Wild Detectives: Hanging out with Bats  http://video.nationalgeographic.com/video/kids/animals-pets-kids/wild-detectives-kids/wd- ep9-bats/  Sesame Street: Nocturnal Animals  http://www.youtube.com/watch?v=O7TKOCvcum8&list=PLD89183520D905433
Songs  Song about echolocation (bats):  http://www.youtube.com/watch?v=Hr- Y2Tt8gFE&list=PLD89183520D905433  Song about Nocturnal/Diurnal Animals:  http://www.youtube.com/watch?v=s7okKyl7C34&list=PLD89 183520D905433  Nocturnal Animal Song:  http://www.youtube.com/watch?v=LSPxgxUea14&list=PLD8 9183520D905433
Websites  Scholastic Interactive  http://images.scholastic.co.uk/assets/a/21/6f/nocturnal-animals-int-6610.swf  Scholastic Listen and Read: Nocturnal Animal Noises  http://teacher.scholastic.com/commclub/owls_activity2/  Scholastic Listen and Read: Strangest Night Animals  http://teacher.scholastic.com/commclub/strangest_night_animals_activity/page-2.htm  BBC Learning Zone Nocturnal Animals  http://www.bbc.co.uk/learningzone/clips/nocturnal-animals/12649.html  BBC Learning Zone Adaptations:  http://www.bbc.co.uk/learningzone/clips/different-adaptations-between-nocturnal-and- diurnal-animals/12644.html  Scholastic Printables  http://sni.scholastic.com/SN2/10_04_12_SN2/Printables
References (1 of 2)  Leonard, D. (2002). Learning theories, A to Z. Westport, Conn: Oryx Press.  Wink, J. (2002). A vision of Vygotsky. Boston: Allyn and Bacon.  Backwards Design Template. Adapted/formatted from Understanding by Design by Grant Wiggins and Jay McTighe. Retrieved from https://duquesne.blackboard.com/bbcswebdav/pid- 884308-dt-content-rid-3711292_1/courses/ED- GDIT-715-GILT-512-55-201410/template.pdf
Picture References (2 of 2) • Photograph of bat. Retrieved from http://en.wikipedia.org/wiki/Bat • Photograph of beaver. Retrieved from http://en.wikipedia.org/wiki/Beaver • Photograph of cricket. Retrieved from http://fineartamerica.com/featured/cricket-bug-thiago-keniti.html • Photograph of firefly. Retrieved from http://beneficialbugs.org/bugs/Firefly/boreal_firefly.htm • Photograph of fox. Retrieved from http://animals.nationalgeographic.com/animals/mammals/red-fox/ • Photograph of frog. Retrieved from http://altertranslations.com/aa-photo/articles/using_flash.html • Photograph of long eared jerboa. Retrieved from http://www.factzoo.com/mammal/jerboa-long-legged-desert-rodent.html • Photograph of moth. Retrieved from http://www.museum.state.il.us/ismdepts/zoology/lepidoptera/gallery.html?RollID=roll02&FrameID=Manduca_Sexta_M oth%253Droll02%2526FrameID%253DManduca_Sexta_Moth%3B600%3B370 • Photograph of owl. Retrieved from http://usadultliteracy.wordpress.com/category/idioms-2/page/2/ • Photograph of owl eyes. Retrieved from http://commons.wikimedia.org/wiki/File:Owl_Eyes_%284572888238%29.jpg • Photograph of snail. Retrieved from http://www.snail-world.com/Snail-Facts.html • Photograph of turtle. Retrieved from http://srelherp.uga.edu/turtles/steodo.htm

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Using backward design model

  • 1.
  • 2.
    TABLE OF CONTENTS Overview Rationale LearnerProfiles Modifications Unit Plan Standards Welcome Day 1 Day 2 Day 3 Day 4 Extra Activities Extra Resources References
  • 3.
     Unit Topic:Classifying Nocturnal Animals  Focus: Quantifying Adjectives  Classroom Demographics: Grade 1; 22 students; 3 ELLs  Method: Backwards Design ABOUT OUR FINAL PROJECT
  • 4.
    RATIONALE (1 OF2) The group chose the Backward Design Model because of the primary need to meet state grade-level standards. Specifically, the nocturnal animals unit was created for two purposes: to integrate content knowledge with language objectives and to meet Pennsylvania Department of Education standards. The unit was developed in order to provide a context for teaching and learning grammar, integrating content knowledge with language objectives for the 1st grade classroom. The Backward Design Model, developed by Jay McTighe and Grant Wiggins, was chosen for this unit because of our commitment to focus on learner outcomes and the desired results of instruction. This model requires educators to align the curriculum with content standards and benchmarks that will be compared to on the state and national level. Additionally, we chose it because many surrounding area school districts are currently following this model. In our experience, many educators feel that when following this model, teachers are “teaching to the test,” but we found it to be a useful way to develop, plan, and implement our instruction. The Backward Design Model requires that educators first develop goals and then work backwards to determine evidence and plan instruction. For instance, first we identified our long term goals (i.e. big ideas/essential questions) and then decided how we will show this in an assessment and designed a rubric, then structured the four days of activities and delivered the instruction. This is exactly what we as a group wanted to accomplish in our nocturnal animals unit. The nocturnal animals unit was created to integrate content knowledge with language objectives, which in turn will afford the students to meet the state grade-level standards. The unit was developed by initially establishing a goal, whereby the lessons provide a context for teaching and learning grammar and integrating content knowledge with language objectives.
  • 5.
  • 6.
    This project hasincorporated concepts from three important learning theories to reinforce the backward design model. The three theories are the Skinner's Theory of learning, the Vygotskian Approach and Bloom's Taxonomy of Learning Domains. Skinner’s theory posts that behaviors are learned through a process of reinforcements by rewards and punishments. In this project, Skinner’s theory can be effectively applied by the teacher in such a way that when a pupil does something good, the teacher makes good comments. For example, if a pupil correctly identified nocturnal animals from a list presented on You Tube , the teacher can give the pupil good marks to prove that the pupil’s behavior is desirable and worth repeating (Leonard, 2002). Vygotsky’s theory of learning states that since young children are unable to use mental tools in learning, their learning is largely controlled by the environment in which they learn. Therefore, pupils in lower grades should be presented with familiar objects during the learning process. In this project, pupils are presented with images and pictures of nocturnal animals (Wink, 2002). In addition , tracing words on cards illustrates one way in which Vygotsky’ s theory can be used in this project to help pupils understand the meaning of nocturnal animals. For Vygotsky, the most effective learning occurs when new concepts and skills are taught on the edge of emergence or in the Zone of Proximal Development. This enables children to make progress in their development. In this project, children are given some form of assistance (scaffolding) in reading books on the internet to help them to bring new skills to the Zone of Proximal Development. Bloom’s Taxonomy of Learning identified three domains of educational l activities, which can help learners understand new concepts. The three domains are cognitive (mental skills), affective (growth in emotional connection) and psychomotor (physical and manual skills). In this project, the affective domain is evidenced by use of YouTube videos in class. This domain is useful in that it extends learning from mere memorization to complex cognitive structures (Leonard, 2002). LEARNING THEORIES
  • 7.
     22 studentsin the 1st grade classroom  20 of those students completed the Kindergarten program at the current school, 2 were transfer students  3 students in the class are English Language Learners  Classroom environment: 1 teacher, 1 teacher’s aide that supports ESL students (teacher’s aide is half day during Language Arts period) LEARNER PROFILE/CLASSROOM ENVIRONMENT (1 OF 4)
  • 8.
    3 students inthe class are English Language Learners: ---Leonidas (Leo) is a native French and Japanese speaker; dad is French/mom is Japanese  Leo was part of the Kindergarten program at the current school and was tested and entered the ESL program at beginner level - was part of the pull-out program run by the ESL specialist - transferred to intermediate level during mid-year of his Kindergarten year - still is needing extra support and is pulled out for 2 periods a day twice a week with the ESL Specialist, but learns in the mainstream classroom for the majority of the week ---Sophia is a native German and Japanese speaker; dad is German/mom is Japanese  Sophia was a transfer student this year and had been exposed to English in her past school in the Early Childhood program - was tested and entered the ESL program at the intermediate level - still is needing extra support and is pulled our for 2 periods twice a week with the ESL Specialist, but learns in the mainstream classroom with her peers ---Nina is a native Dutch speaker; both parents are Dutch  Nina’s family immigrated to the US when Nina was five-years-old - she entered Kindergarten mid-year at the current school - was tested and entered the ESL program at beginner level - was part of the pull-out program run by the ESL specialist - continues in 1st grade at the beginner level - is pulled out for 5 periods three times a week with the ESL Specialist, but learns in the mainstream classroom with her peers LEARNERS’ PROFILES (2 OF 4)
  • 9.
     19 nativeEnglish speaking students: ---Gaius entered the school in Kindergarten –  Gaius has fine-motor dif ficulty and works with an Occupational Therapist that visits the classroom 1 period once a week - has dif ficulty with letter and number formation and cutting - needs additional one on one when cutting - letters and numbers at times need explanation (teacher will call Gaius over to explain what he wrote it letters are dif ficult to read) ---Gunnar entered the school in Kindergarten –  Gunnar is a typically developing student - enjoys making artwork and kinesthetic activities ---Matthew entered the school in Kindergarten –  Matthew has fine-motor dif ficulty and works with an Occupational Therapist that visits the classroom 1 period once a week - has dif ficulty with letter and number formation - works with an out of school tutor as well on fine-motor development - letters and numbers at times need explanation (teacher will call Matthew over to explain what he wrote it letters are dif ficult to read) ---Nadia entered the school in Kindergarten –  Nadia is a typically developing student - has exceptional reading abilities, reads on the 4 th grade level ---Tanvi entered the school in Kindergarten –  Tanvi is a typically developing student - speaks two languages at home (English and Hindi) ---Alexia entered the school in Kindergarten –  Alexia is a typically developing student – is adjusting currently to her family’s new baby at home – enjoys drawing and activities with self -expression ---Carter entered the school in Kindergarten –  Carter is a typically developing student – enjoys interactive, kinesthetic activities ---Davis entered the school in Kindergarten –  Davis has speech and language delays - works with a Speech Language Pathologist in the classroom for 1 period once a week; also works with the teacher’s aide during Language Arts periods - has dif ficulty with sentence formation orally - no dif ficulty with writing sentences - needs extra time to answer questions aloud and share ideas LEARNERS’ PROFILES (3 OF 4)
  • 10.
    ---H e nr y entered the school in Kindergarten (K.) –  Henry is a typical ly developing student – is currently on a behavior chart to keep his body under control during learning times – has difficul ty focusing during instruction and transitio n ing from one activity to the next ---S t e v e n entered the school in K. –  Steven is a typical ly developing student – is very active and interested in sports – enjoys interacti v e, kinesthet i c activit i es ---K a t h l e e n entered the school in K. –  Kathleen is a typical ly developing student – enjoys drawing, fine -moto r activit i es/sh ow i ng creativi ty – difficul ty focusing at times during instruction ---E l l a entered the school in K. –  Ella was adopted as a baby, has some developmen ta l delays - has difficul ty processing and making inferences in the classroom - is given extra time to answer questions and share ideas - is given extra time on written work ---C i a r a entered the school in K. –  Ciara is a typically developin g student – dad is from Ireland and the family takes frequent trips, causing Ciara to miss weeks of school – parents are supportive in completi ng work outside of school --L e n n a entered the school in K. –  Lenna is a typically developi ng student – enjoys interacti v e, kinesthet i c activit i es ---B r i g g s entered the school in K. –  Briggs is a typically developin g student – has some anxiety about unexpected situations – responds well when given time warnings and reminders ahead of time ---J u l i e t t e entered the school in K. –  Juliette is a typically developi ng student – very artistic and enjoys showing her creativi ty – loves reading, reads on a 3r d grade level ---J o s i e entered the school in K. –  Josie is a typically developing student – very creative, enjoys fine -motor activit ies – enjoys reading and is trying to master site words ---I v y entered the school in K. –  Ivy is a typically developi ng student - speaks two languages at home (English and Korean) – enjoys reading, reads on a 4th grade level ---D a v i d is transfer student, entered the school in October of 1 st grade – David is a typically developin g student – has severe food allergies to turkey, chicken, and peanuts –  is very athletic and enjoys kinesthet ic activi t ies LEARNERS’ PROFILES (4 OF 4)
  • 11.
    The three ELLsin the 1st grade classroom were assessed and placed in the district’s pull-out program for English as a Second Language (ESL). Based on the learner profiles, their current language levels, as well as the amount of time spent with the ESL Specialist, are stated below:  Leonidas: intermediate/advanced level; 2 periods a day twice a week with the ESL Specialist  Sophia: intermediate/advanced level; 2 periods twice a week with the ESL Specialist  Nina: beginner level; 5 periods three times a week with the ESL Specialist In the 1st grade classroom, our three ELLs are supported during Language Arts instruction by our teacher’s aide Ms. Galvin. Ms. Galvin works closely with the classroom teachers and ESL Specialist to plan differentiated instruction and support in the classroom for ELLs. Ms. Galvin supports the students in the following ways:  gives students individualized attention to help explain directions more slowly and clearly  encourages the students to stay on task with the group  gives the students more time during assessments by sitting with the students until they have finished  encourages conversation during learning time in her small group, helping to facilitate interactions when the students need help finding words/expressing their ideas MODIFICATIONS FOR ENGLISH LANGUAGE LEARNERS (1 OF 2)
  • 12.
     To helpfurther clarify instruction, the classroom teachers:  model the activity for all of the students, helping the ELLs to see what they will do in action (i.e., teacher will model tracing words on the Smart Board for the students during Day 1)  provide recorded presentations for students to watch again from the classroom website (captions are included in these presentations to add textual reference for ELLs)  facilitate all classroom conversations, discussions, and activities, working with the ELLs Language Arts group throughout instruction.  Note: During Language Arts, ELLs are encouraged to use their native language to English dictionaries when completing writing activities, and will sometimes use their dictionaries during conversation, when necessary. The ESL Specialist provides support for Language Arts instruction by doing activities and lesson based on the classroom curriculum during pull-out periods. MODIFICATIONS FOR ENGLISH LANGUAGE LEARNERS (2 OF 2)
  • 13.
    UNIT PLAN (1OF 3) Backward Design: Nocturnal Animals Unit
  • 14.
    UNIT PLAN (2OF 3) Backward Design: Nocturnal Animals Unit
  • 15.
    UNIT PLAN (3OF 3) Backward Design: Nocturnal Animals Unit
  • 16.
  • 17.
    Pennsylvania Department ofEducation Standards Subject Area - 1: Reading, Writing, Speaking, and Listening Standard Area - 1.1: Reading Independently Grade Level - 1.1.1: GRADE 1  1.1.1.B: Use word recognition techniques:  Demonstrate phonological awareness through phoneme manipulation.  Demonstrate knowledge of letter sound correspondence (alphabetic principle) to decode and encode words.  1.1.1.C: Use increasingly robust vocabulary in oral and written language.  1.1.1.D: Demonstrate listening and reading comprehension / understanding before reading, during reading, and after reading through strategies such as think aloud, retelling, summarizing, connecting to prior knowledge and non-linguistic representations STATE STANDARDS (1 OF 2)
  • 18.
    STATE STANDARDS (2OF 2) Standard Area - 1.5: Quality of Writing Grade Level - 1.5.1: GRADE 1  1.5.1.F: Use grade appropriate conventions of language when writing and editing.  Spell common, frequently used words correctly.  Use capital letters correctly.  Punctuate correctly.  Begin to use correct grammar and sentence formation. Standard Area - 1.6: Speaking and Listening Grade Level - 1.6.1: GRADE 1  1.6.1.A: Listen actively and respond to others in small and large group situations with appropriate questions and ideas Subject Area - 3: Science and Technology and Engineering Education  3.1.1.A1: Categorize living and nonliving things by external characteristics.  3.1.1.A9: Distinguish between scientific fact and opinion.  Ask questions about objects, organisms, and event.
  • 19.
     Language Arts: (ReadingEvaluation Strategies)  Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).  Science: (Life Science)  As a result of activities in grades K-4, all students should develop understanding of *The characteristics of organisms *Life cycles of organisms *Organisms and environments NATIONAL STANDARDS
  • 20.
    Welcome 1st Grade! Weare so glad you are visiting our online classroom! Please review each day’s instruction, extra links, and fun quizzes. Please fill out the permission form on the next side before beginning. Click on the below to get to the next slide! Have fun and enjoy! Best wishes and happy learning, Mrs. Albuloushi, Ms. Evangeliste, Ms. Steiner, and Mrs. Tucci
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  • 22.
    Day 1 Lesson Plan PowerPoint Book Handouts/Examples Homework / Assessment Tools Day 2 Lesson Plan Power Point Emergent Reader Handouts Homework / Assessment Tools Day 3 Lesson Plan Power Point Handouts Homework Assessment Tools Day 4 Lesson Plan Power Point Assessment Tools Assessment Rubric Extra Activities • Sorting • Crafts Extra Resources • Videos • Songs • Websites References • Text • Picture
  • 23.
    Day 1: Introduction LessonPlan PowerPoint Little Owl’s Night Handouts/Examples Homework/Assessment Tools Ready for Day 2?
  • 24.
    Day 1: BackwardDesign Plan (1 of 3)
  • 25.
    Day 1: BackwardDesign Plan (2 of 3)
  • 26.
    Day 1: LessonPlan (3 of 3) Lesson Plan/Day 1 Activities: 1) Read the text Little Owl’s Night by Divya Srinivasan on the Smart Board [http://www.wegivebooks.org/books/little-owls-night]. 2) Ask the students to identify the animals in story that were awake at night. Complete a picture walk through the story to remind students of the animals. *If students are unable to identify the names of animals, help them with the name and/or allow students to discuss in their L1. 3) Keep a list of these animals on the white board under the heading “nocturnal” [see Resource 1]. 4) Present the term nocturnal [see Resource 1]. 5) By turning off the lights, invite students to be active (fly, skip, etc.) when reading “nocturnal animals are awake at night.” 6) By turning back on the lights, invite students to pretend to sleep when reading “nocturnal animals sleep during the day.” 7) Review the remaining characteristics, as well as special adaptations. Give this sheet to students as a handout [see Resource 1]. 8) Read aloud the character tracing cards on Smart Board [see Resource 2]. 9) Invite students to volunteer to come to the Smart Board and trace one word. 10) Explain homework: Give students individual tracing cards to trace and practice reading [see Resource 2 homework]. Explain that they will trace the words and practice reading the words, possibly to their parents/siblings. 11) Allow students to begin working on homework before the period ends. Answer any questions that arise.
  • 27.
    Day 1: PowerPoint Click on the owl below and follow along with the PowerPoint to begin learning about Nocturnal Animals!
  • 28.
    M S .A L B U L O U S H I D A Y 1 D E C E M B E R 2 0 1 3 Classifying Nocturnal Animals
  • 29.
    Day 1: NocturnalAnimals  Think of three animals you see around your houses…  Hold up three fingers when you’ve thought of the three animals.
  • 30.
    Day 1: NocturnalAnimals  Share with the class one of the animals you have seen around your house.  When have you seen the animal… During the day or at night?
  • 31.
    Nocturnal Animals  Essentialquestions:  Which animals come out at night?  What does being nocturnal mean for animals?
  • 32.
    Day 1: NocturnalAnimals  Little Owl’s Night by Divya Srinivasan Little Owl’s Night
  • 33.
    Day 1: NocturnalAnimals  Name some animals you saw in the book The Little Owl  What did you notice about them?
  • 34.
    Day 1: NocturnalAnimals What would you do?  If you were a nocturnal animal…  Lights are turned off…  Lights are turned on…
  • 35.
    Day 1: NocturnalAnimals  Click to listen to the sound of a bat at night!
  • 36.
    Day 1: NocturnalAnimals Volunteers to trace!
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    Day 1: NocturnalAnimals Volunteers to trace!
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    Day 1: NocturnalAnimals Volunteers to trace!
  • 39.
    Day 1: NocturnalAnimals Head Start on Homework!  Remember to trace the words and practice reading the words, possibly to parents/siblings!  Need to review?  Any questions?
  • 40.
    Day 1: NocturnalAnimals  Email Ms. Albuloushi at a.m.albuloushi@gmail.com
  • 41.
    GREAT JOB!  ClickHERE to go to the resources, materials, and homework for Day 1!  Click HERE to go on to Day 2!  Click HERE to go back to the table of contents page!
  • 42.
    Day 1: Book Little Owl's Night by Divya Srinivasan  [http://www.wegivebook s.org/books/little-owls- night]
  • 43.
    Day 1: Handouts(1 of 2) Resource 1
  • 44.
    Day 1: Examples(2 of 2) Resource 2
  • 45.
    Day 1: Homework(1 of 2) Resource 2 Homework
  • 46.
    Day 1: AssessmentTools (2 of 2) Participation Points
  • 47.
    Day 2 –Sentence Building Lesson Plan Power Point Emergent Reader Handouts Homework / Assessment Tools Ready for Day 3?
  • 48.
    Day 2: BackwardDesign Plan (1 of 3)
  • 49.
    Day 2: BackwardDesign Plan (2 of 3)
  • 50.
    Day 2: LessonPlan (3 of 3) Lesson Plan/Day 2 Activities: 1) Split the students into small groups of four to work as a team. 2) Allow students to review homework (tracing cards) in their teams. Ask students to read their words to their team. Check student work for tracing and reading practice [see Homework Points]. 3) Read emergent reader story to students on the Smart Board to review characteristics of nocturnal animals [see Emergent Reader].[http://www.kidssoup.com/member/product_info.php?pattern=1&products_id =7065] 4) Show and read the sentences on the white board that give information from the texts [see Resource 3]. 5) Explain the activity to the group: Sentences will be taped on the board with missing parts. Students will be given parts of the sentence to determine where it could fit. 6) Take off the nouns (highlighted green) and give to students to place in the sentences. 7) Read aloud with students to check for accuracy. Adjust any sentences that need to be corrected. 8) Take off all quantifiers and give to the teams to match. 9) Have students match the appropriate quantifier with the sentences. 10) Read aloud with students to check for accuracy. Adjust any sentences that need to be corrected. 11) Give students the handout of the sentences used [see Resource 3 homework]. 12) Explain homework: Ask students to illustrate three sentences used in class on the handout provided. The students will rewrite the sentence and draw the picture [See Resource 3 homework]. 13) Allow students to begin working on homework before the period ends. Answer any questions that arise.
  • 51.
    Day 2: PowerPoint Click below to discover more fun facts about nocturnal animals and also begin building your sentences! Have fun!
  • 52.
    M S .S T E I N E R D A Y 2 D E C E M B E R 2 0 1 3 Classifying Nocturnal Animals
  • 53.
    Day 2: SentenceBuilding Small group time! Leo Sophia Nina Davis + Ms. Galvin Lenna Briggs Juliette Josie Steven Kathleen Ciara David Ivy Henry Gaius Matthew Gunnar Ella Nadia Tanvi Alexia Carter
  • 54.
    Day 2: SentenceBuilding Small group time!  Share your homework  Review tracing cards  Read words to your team Work together and take turns 
  • 55.
    Day 2: SentenceBuilding Emergent Reader Book
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  • 57.
    Day 2: SentenceBuilding Sentence Building Activity  Look at the sentences taped to the board What is wrong with the sentences?  Some parts are missing! We have to work together to fix the sentences!
  • 58.
    Day 2: SentenceBuilding The words highlighted in green are NOUNS * remember nouns are a person, place, or thing Who wants to volunteer to put the nouns in the right sentences?
  • 59.
    Day 2: SentenceBuilding Read aloud to check the sentences
  • 60.
    Day 2: SentenceBuilding The words highlighted in yellow are QUANTIFIERS * Remember quantifiers modify the noun, tell us the quantity or number of something, and give us more information  Now let’s see how we do with the quantifiers!
  • 61.
    Day 2: SentenceBuilding Read aloud to check the sentences
  • 62.
    Day 2: SentenceBuilding Homework Time!
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  • 64.
    Day 2: SentenceBuilding Head Start on Homework! Remember to:  use capital letters at the beginning of each sentence!  use periods at the end of each sentence!  make sure your picture matches your sentences Questions?
  • 65.
    GREAT JOB!  ClickHERE to go to the resources, materials, and homework for Day 2!  Click HERE to go on to Day 3!  Click HERE to go back to the table of contents page!
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  • 68.
    Day 2: Homework(1 of 3) Resource 3 Homework
  • 69.
    Day 2: AssessmentTools (2 of 3)
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    Day 2: AssessmentTools (3 of 3)
  • 71.
    Day 3 –Quantifying Adjectives Lesson Plan Power Point Handouts Homework Assessment Tools Ready for Day 4?
  • 72.
    Day 3: BackwardDesign Plan (1 of 3)
  • 73.
    Day 3: BackwardDesign Plan (2 of 3)
  • 74.
    Day 3: LessonPlan (3 of 3) Lesson Plan/Day 3 Activities: 1) Ask students to return to their teams from yesterday. 2) Allow students to show their homework in their teams. Ask students to read their sentences and show illustrations to the group. Check student work [see Homework Points]. 3) Revisit the sentences on the whiteboard [see Resource 3]. Ask for students to volunteer to read each sentence. 4) Explain that all words in yellow are “quantifiers” or quantifying adjectives. Show that quantifiers modify the noun, and tell us the quantity or number of something which gives us more information. Some quantifiers make the noun singular, some make the noun plural. 5) Present a chart for Quantifiers, Nouns, and Rest of the sentence [see Resource 4]. 6) Give students sentences and ask them to place the parts of the sentences in the appropriate categories. 7) Show students how quantifiers modify the nouns. The quantifiers all, many, some, most, both, and few modify the noun to make it plural. The quantifiers every and each modify the noun to make it singular. 8) Take down the rest of the sentence (highlighted blue) category. 9) Change the chart [see Resource 5]. 10) Ask students to answer the question plural or singular? 11) Using the Smart Board pen, ask students to volunteer to write P for plural or S for singular. 12) Explain homework: Give students handouts with chart showing the missing quantifier [see Resource 4 homework]. Show students the key that they will use to determine which quantifier to add to the sentence. For example, all modifies plural nouns, so the sentence “All nocturnal animals are awake at night” is written. Remind students to use capital letters for the beginning of the sentence. 13) Allow students to begin working on homework before the period ends. Answer any questions that arise.
  • 75.
    Day 3: Welcome! Click on the owl below to begin learning for Day 3!  Click to listen to Ms. Evangeliste present the Power Point on YouTube!
  • 76.
    M S .E V A N G E L I S T E D A Y 3 D E C E M B E R 2 0 1 3 Classifying Nocturnal Animals
  • 77.
    Day 3: NocturnalAnimals and Quantifiers SMALL GROUP SHARE! Share homework:  Read sentences  Show illustrations
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    Day 3: NocturnalAnimals and Quantifiers Volunteer Readers:
  • 80.
    Day 3: NocturnalAnimals and Quantifiers Volunteer Readers:
  • 81.
    Day 3: NocturnalAnimals and Quantifiers  Quantifiers:  “quantifying adjectives”  modify the noun  tell us the quantity or number of something  gives us more information
  • 82.
    Day 3: NocturnalAnimals and Quantifiers Small Group Practice!
  • 83.
    Day 3: NocturnalAnimals and Quantifiers  The quantifiers all, many, some, most, both, and few modify plural nouns.  The quantifiers every and each modify singular nouns. Some quantifiers modify plural nouns, some modify singular nouns!
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    Day 3: NocturnalAnimals and Quantifiers P Small Group Practice!
  • 85.
    Day 3: NocturnalAnimals and Quantifiers Homework!
  • 86.
    Day 3: NocturnalAnimals and Quantifiers Head Start on Homework!  Remember to:  use capital letters at the beginning of each sentence!  use periods at the end of each sentence!  Need to review?  Any questions?
  • 87.
    Day 3: NocturnalAnimals and Quantifiers  Email Ms. Evangeliste at meganevangeliste@stedmunds.net
  • 88.
    Day 3: NocturnalAnimals and Quantifiers See you tomorrow!
  • 89.
    GREAT JOB!  ClickHERE to go to the resources, materials, and homework for Day 3!  Click HERE to go on to Day 4!  Click HERE to go back to the welcome page!
  • 90.
    Day 3: Handouts(1 of 3) Resource 3
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    Day 3: Handouts(3 of 3) Resource 5
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    Day 3: Handouts(2 of 3) Resource 4
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  • 94.
    Day 3: AssessmentTools (1 of 2)
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    Day 3: AssessmentTools (2 of 2) Participation Points
  • 96.
    Day 4: ShowWhat You Know (Assessment) Lesson Plan Power Point Assessment Tools Assessment Rubric
  • 97.
    Day 4: BackwardDesign Model (1 of 3)
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    Day 4: BackwardDesign Model (2 of 3)
  • 99.
    Day 4: LessonPlan Lesson Plan/Day 4 Activities: 1) Ask students to return to their teams from the days prior. 2) Give students time in their teams to discuss the homework. Allow them to check answers by reading their sentences aloud. Check student work [see Homework Points]. 3) Go over the sentences in the whole group to check for understanding, allowing students to ask questions if necessary. 4) Explain to students that they will now complete a “Show What You Know!” [see Assessment]. 5) Leaving examples of quantifiers on the board, ask students to write three sentences about nocturnal animals. They are welcome to pick any three quantifiers and write sentences about nocturnal animals. 6) Students will be given time to complete their sentence writing. When they are finished, they will turn it in and be asked to look at books in the classroom library quietly while others finish. 7) Give students a five minute warning to let them know that their time is almost up. 8) Collect all work and use rubric for grading required elements, mechanics, and grammar.
  • 100.
    Day 4: PowerPoint  Today is our final day of the unit! Click on the below to begin the presentation.
  • 101.
    Nocturnal Animals andQuantifiers Essential questions: Which animals come out at night? What does being nocturnal mean for animals? M R S . T U C C I D A Y 4 D E C E M B E R 2 0 1 3
  • 102.
    ASSIGNED GROUPS Leo, Sophia, Nina,and Davis +Ms. Galvin Lenna, Briggs, Juliette, Josie Gaius, Matthew, Gunnar, Ella Steven, Kathleen, Ciara Nadia, Tanvi, Alexia, Carter David, Ivy, Henry  REMINDER:  Break into your groups to review assigned homework Day 4: Nocturnal Animals and Quantifiers
  • 103.
    Day 4: NocturnalAnimals and Quantifiers Large Group Share:  Volunteers to read sentences aloud  Are there any questions from last night’s homework?
  • 104.
    Day 4: NocturnalAnimals and Quantifiers Every Many Some Most Each Both All Few Show What You Know! Directions: Refer to the list of quantifiers in the yellow box. Write three sentences about nocturnal animals on Show What You Know sheet. *Remember to include one quantifier per sentence! Review the rubric here.
  • 105.
    Day 4: NocturnalAnimals and Quantifiers Let’s review the rubric before you begin! Time to Show What You Know!
  • 106.
    Day 4: NocturnalAnimals and Quantifiers  Directions: Refer to the list of quantifiers in the yellow box. Write three sentences about nocturnal animals on Show What You Know sheet.  Remember to include one quantifier per sentence! Every Many Some Most Each Both All Few
  • 107.
    Day 4: NocturnalAnimals and Quantifiers 5 MINUTE WARNING! Remember: Check your work for accuracy! YOU’RE ALMOST AT THE FINISH LINE!
  • 108.
    Day 4: NocturnalAnimals and Quantifiers *Look at books quietly in the library • When you’re finished, you can: *Access computers in the library to look at nocturnal animals website
  • 109.
    GREAT JOB!  ClickHERE to go to the resources, materials, and homework for Day 4!  Click HERE to read about what we will do tomorrow!  Click HERE to go back to the contents page and discover fun activities and resources!
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    Day 4: NocturnalAnimals and Quantifiers Great job class! I will grade your Show What You Know writing tonight! Tomorrow, we will:  go over the rubric from Show What You Know in our teacher-student meetings!  complete exit slips about your learning before moving on to our next unit about Diurnal Animals Click here to complete the Exit Slip!
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    Day 4: AssessmentTools Homework Points
  • 112.
    Day 4: Assessment(1 of 2) Assessment
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    Day 4: ExitSlip (2 of 2) The most important thing I learned today was….. I still need help with….. I would like to learn more about…..
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    Sorting nocturnal &Diurnal Animals Have fun at home while practicing sorting these animals into either nocturnal or diurnal!
  • 117.
    Crafts: Make yourown bat!  Have fun creating your own BAT with these simple materials!  Black paper plate  Googly eyes  Black foam or felt  White paper  Glue  Scissors  Always ask an adult to help you find all of the materials and also to help you create your bat!  Have fun!
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    Videos  Vocabulary buildingabout nocturnal animals:  http://www.youtube.com/watch?v=yfNiIF3NWCM  Wild Detectives: Night Owls  http://video.nationalgeographic.com/video/kids/animals-pets-kids/wild-detectives-kids/wd- ep2-owls/  Wild Detectives: Night Vision (Adaptations)  http://video.nationalgeographic.com/video/kids/animals-pets-kids/wild-detectives-kids/wd- ep8-owlsight/  Wild Detectives: Hanging out with Bats  http://video.nationalgeographic.com/video/kids/animals-pets-kids/wild-detectives-kids/wd- ep9-bats/  Sesame Street: Nocturnal Animals  http://www.youtube.com/watch?v=O7TKOCvcum8&list=PLD89183520D905433
  • 120.
    Songs  Song aboutecholocation (bats):  http://www.youtube.com/watch?v=Hr- Y2Tt8gFE&list=PLD89183520D905433  Song about Nocturnal/Diurnal Animals:  http://www.youtube.com/watch?v=s7okKyl7C34&list=PLD89 183520D905433  Nocturnal Animal Song:  http://www.youtube.com/watch?v=LSPxgxUea14&list=PLD8 9183520D905433
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    Websites  Scholastic Interactive http://images.scholastic.co.uk/assets/a/21/6f/nocturnal-animals-int-6610.swf  Scholastic Listen and Read: Nocturnal Animal Noises  http://teacher.scholastic.com/commclub/owls_activity2/  Scholastic Listen and Read: Strangest Night Animals  http://teacher.scholastic.com/commclub/strangest_night_animals_activity/page-2.htm  BBC Learning Zone Nocturnal Animals  http://www.bbc.co.uk/learningzone/clips/nocturnal-animals/12649.html  BBC Learning Zone Adaptations:  http://www.bbc.co.uk/learningzone/clips/different-adaptations-between-nocturnal-and- diurnal-animals/12644.html  Scholastic Printables  http://sni.scholastic.com/SN2/10_04_12_SN2/Printables
  • 122.
    References (1 of2)  Leonard, D. (2002). Learning theories, A to Z. Westport, Conn: Oryx Press.  Wink, J. (2002). A vision of Vygotsky. Boston: Allyn and Bacon.  Backwards Design Template. Adapted/formatted from Understanding by Design by Grant Wiggins and Jay McTighe. Retrieved from https://duquesne.blackboard.com/bbcswebdav/pid- 884308-dt-content-rid-3711292_1/courses/ED- GDIT-715-GILT-512-55-201410/template.pdf
  • 123.
    Picture References (2of 2) • Photograph of bat. Retrieved from http://en.wikipedia.org/wiki/Bat • Photograph of beaver. Retrieved from http://en.wikipedia.org/wiki/Beaver • Photograph of cricket. Retrieved from http://fineartamerica.com/featured/cricket-bug-thiago-keniti.html • Photograph of firefly. Retrieved from http://beneficialbugs.org/bugs/Firefly/boreal_firefly.htm • Photograph of fox. Retrieved from http://animals.nationalgeographic.com/animals/mammals/red-fox/ • Photograph of frog. Retrieved from http://altertranslations.com/aa-photo/articles/using_flash.html • Photograph of long eared jerboa. Retrieved from http://www.factzoo.com/mammal/jerboa-long-legged-desert-rodent.html • Photograph of moth. Retrieved from http://www.museum.state.il.us/ismdepts/zoology/lepidoptera/gallery.html?RollID=roll02&FrameID=Manduca_Sexta_M oth%253Droll02%2526FrameID%253DManduca_Sexta_Moth%3B600%3B370 • Photograph of owl. Retrieved from http://usadultliteracy.wordpress.com/category/idioms-2/page/2/ • Photograph of owl eyes. Retrieved from http://commons.wikimedia.org/wiki/File:Owl_Eyes_%284572888238%29.jpg • Photograph of snail. Retrieved from http://www.snail-world.com/Snail-Facts.html • Photograph of turtle. Retrieved from http://srelherp.uga.edu/turtles/steodo.htm