Hastings Leslie Stage3

Leslie Hastings

FRIT 7430: Instructional Design

Stage 3, Understanding by Design

Fall 2009

Title of Unit Animal Babies in Grasslands

Book by: Jennifer Schofield

Grade Level Kindergarten

Standard:ELAKR6 The student gains meaning from orally presented text. The student

a. Listens to and reads a variety of literary (e.g., short stories, poems) and informational texts and materials to gain knowledge and for pleasure.b. Makes predictions from pictures and titles.c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolution) of a read-aloud text.d. Begins to distinguish fact from fiction in a read-aloud text.e. Retells familiar events and stories to include beginning, middle, and end.f. Uses prior knowledge, graphic features (illustrations), and graphic organizers to understand text.g. Connects life experiences to read-aloud text.h. Retells important facts in the student’s own words.

SKL2 Students will compare the similarities and differences in groups of organisms.

a. Explain the similarities and differences in animals (color, size, appearance, etc.).c. Recognize the similarities and differences between a parent and a baby.d. Match pictures of animal parents and their offspring explaining your reasoning (for example: dog/puppy; cat/kitten; cow/calf; duck/ducklings, etc.).

Understandings:(Reading/Comprehension)

Books can provide information to gain knowledge and can be read for pleasure. Predictions can be made from looking at pictures and reading the title of the selected text.

o Students will interpret pictures in the story to predict what will happen next. Every text contains narrative elements:

o There is a beginning, middle, and end.o Setting is where the story takes place.o Characters are the people or animals in the book (who the book is about).o Events take place in a specific order.

Fiction books are imaginary, not based on facts. Non-Fiction books are based on facts. Distinguishing realism from fantasy enhances comprehension. Relating personal experience to a story enhances comprehension. People have different values, cultures, and beliefs. Sequence is the order of story events. Graphic features can help distinguish how two or more things are alike or different. The main character is who the story is mostly about. No matter how big or small a person is, everyone is important and has something to

contribute. The decisions and actions of characters reveal their personalities. You can work with other classmates to answer questions. (empathy) We enjoy and learn from fact and fiction stories.

o Students will empathize with students from different cultures that do not have books to read for fun or education.

(Science) Parent animals and baby animals have similarities and differences. Some animal babies look like their parents. Some animal babies change as they grow older. Similarities and differences vary among animals.

Essential Questions:Overarching Questions:

What makes a good story? How can thinking about what we know

and do help us understand a story? How can words help us know what

something looks like? How do you know if a story is real or

make-believe? Why do we need to know what happens

first, next, and last in a story? How can pictures help us know how

things are alike or different? How can knowing where a story takes

place and when it takes place help us understand it?

What predictions can I make about the text?

How is my life like what happened in the story?

Topical Questions: Who lives in grasslands? How are grassland babies and

parents alike? How are grassland babies and

parents different? What is a grassland environment? What is the setting of Animal

Babies in Grasslands? Who are the characters in Animal

Babies in Grasslands? What can we learn from the

selected text? What are the parts of a book? Is Animal Babies in Grasslands fact

or fiction? What new information about

animals did I learn? How did Animal Babies in

Grasslands relate to your life? How can you use what you already

know about animals? How can graphic organizers help us

understand the story?

Stage 3: Plan Learning Experiences(Note: WHERETO components are listed below and incorporated in the three weeks of instruction)

Where, Why, and What – What are we doing? Why are we learning?The goal of the unit is for students to use prior knowledge and learned knowledge to show their

understanding of the Georgia Performance Standards related to the following concepts and skills: making predictions, understanding literally & informational texts, narrative elements of a story, distinguish between fact and fiction, using graphic organizers, and identify similarities and differences between organisms. As a result of completing the requirements of the unit, students will be able to answer the essential questions listed in stage 1.

In order to inform students of the expectations/goals of each assignment (journals, graphic organizers, and new article), the students will receive the rubrics for the assignments before they begin the task and the teacher to go over the rubric in detail and discuss its requirements.As a result of completing this unit, students will gain a better understanding of the literally elements of a book, reading is fun, and similarities and differences among baby animals and their mothers.

Before the first day of the unit, the students will complete a pre-assessment. The pre-assessment will include information about literally elements and characteristics of animals. The teacher will analyze the results of the pre-assessment to tailor direct instruction to meet the needs of each learner.

Hook and Hold – Keeping Student InterestOn the first day of the unit, students will be asked to describe the job of a news reporter. Once all job characteristics and roles are described, the students will share stories about what news reporters report. Students will discuss how a news reporter must collect information before they complete an article. Students will watch a brief clip showing a news reporter reporting a story. A news article from the local newspaper will also be displayed. Students will then learn that they are going to assume the role of a news reporter and develop a news article about grassland animals.

Providing students with opportunities to use technology, research using books, and providing small group instruction each day of the unit will ensure that student interest is maintained throughout the duration of the unit.

Equip Throughout the unit, direct instruction and group instruction will be used to help insure that all students understand the concepts of reading, literally elements in a book and characteristics of organism. Students must understand these concepts to fully complete the assignment.

Rethink, Revise, and ReworkAs students complete the unit, they will gain a better understanding of literally elements (fact or fiction, reading to gain knowledge, setting, characters, main idea, etc…). Students will also gain a better understanding and be able to describe similarities and differences among different animals.

The journal topic prompts (shown in stage 2) will encourage students to use prior knowledge and learned knowledge to answer the question. Students will also be encouraged to rethink about books they have read in the past and determine if they have a better understanding about the book. Students will also be able to revise and rework their news article throughout week 3. This is a learning process for kindergartners and will require a lot of rethinking, revising and reworking. The students will have ample opportunities to do these things during the unit.

When completing each task, students will receive teacher feedback and will be given opportunities to

make corrections and revise their work.

Evaluate – Students Reflecting on Their LearningThe four journal topics (shown in stage 2) will allow learners to reflect upon their learning experiences and help them evaluate their understanding of the standards covered in the unit. The students will also participate in many discussions. During the discussions students will be able to self-evaluate their learning.

Tailor – Meeting the Needs of all LearnersTo meet the needs of the students with learning disabilities in class, the following accommodations will be made as needed and as appropriate for individual students:

Small group direct instruction will be tailored to each student’s abilities and prior knowledge (based on the pre-assessment results)

Activities may be simplified by the teacher or led by the teacher Instructions will be read aloud Students will be given extra time to complete tasks and answer questions Students will be given frequent breaks during instruction allowing them to move around Instructions and information will be restated and reworded Instructions for tasks will be broken down into short steps with a limited number of steps

given at one time Tasks will be modeled and students will be given the opportunity to practice tasks through

guided practice Students will be frequently assessed for understanding Desired learning outcomes will be identified and communicated to students in words they can

understand Models will be available for students to use to complete parts of the assignment

To meet the needs of advanced learners, the following accommodations will be made as needed and as appropriate for individual students:

Students who finish their assignments and journals early can study books on animals and grasslands.

There will also be activities available for students to do. Ex. puzzles, matching cards, photos of grasslands and animals.

Gardner’s “Entry Points” can also be used to tailor instruction to meet each learner’s intelligence profile. Throughout the “Organize” component of the unit, entry points are identified.

Organize – The Sequence of Learning

Notes: Prior to Day One of the Unit, the pre-assessment (attached as a separate document) will be administered. Each lesson is designed for 25-30 minutes of instructional time.

Week 1

Day of Unit OneTechnology Used SmartboardStandard Addressed ELAKR6 & SKL2Essential Question How can pictures help us know how things are alike or different?

Who lives in grasslands?How are grassland babies and parents alike?How are grassland babies and parents different?

Entry Points for Today’s Activities

Narrational and Foundational

Procedures 1. Explanation of class rules and procedures.2. Students will be told about the project and daily assignments

see “Hook” above for details about this part of the lesson.3. Teacher will display photos of grasslands and animals on the

smartboard. Students will participate in a discussion describing the different characteristics of the photos.

4. Students will answer questions that will activate prior knowledge. Questions will relate to animals that live in the wild.

What animals do you see in the zoo? Would any of those animals live in your home? Where do those animals live?

5. Students will complete daily self-assessment guide (see in stage 2)

Assessment Teacher Observation (Student involvement and participation in discussions)

Day of Unit TwoTechnology Used SmartboardStandard Addressed ELAKR6 & SKL2Essential Questions What predictions can I make about the text?


Narrational, Foundational, Aesthetic, Experimental

Procedures 1. The front cover of the book Animal Babies in Grasslands will be displayed. Students will describe the pictures they see on the front cover. Teacher will read the title of the book and talk about how the title can help us understand what the book is about.

2. Teacher will lead a discussion on making predictions including what is a prediction? Students will be given the opportunity to share their predictions.

3. Student will complete prediction worksheet and journal entry 1.

4. Students will complete daily self-assessment guide (see in

stage 2)Assessment Teacher Observation, Student Work Samples, Journal entry 1

Day of Unit ThreeTechnology Used Smartboard and InternetStandard Addressed ELAKR6 & SKL2Essential Questions What can we learn from the selected text?

What predictions can I make about the text?Entry Points for Today’s Activities


Procedures 1. Whole group: Six photos and words will be displayed on the smartboard (calf, cub, joey, grassland, pup, and foal). Teacher will introduce the six new vocabulary words for the 3 week lesson. The students will learn the words throughout the duration of the lesson.

2. Students will listen to the story, Animal Babies in Grasslands. Students will be encouraged to listen for the vocabulary words.

3. After listening to the story students will receive their prediction worksheet from day two. Review what a prediction is.

4. Students will self assess their predictions by coloring in the happy face or sad face. Students will discover if their predictions were correct.

5. Students will share their predictions with classmates. 6. Students will complete daily self-assessment guide (see in

stage 2)Assessment Teacher Observation, Student Work

Day of Unit FourTechnology Used SmartboardStandard Addressed ELAKR6 & SKL2Essential Questions How can knowing where a story takes place and when it takes

place help us understand it?How can graphic organizers help us understand the story?



Procedures 1. Students will listen to Animal Babies in Grasslands. Students will be encouraged to pay close attention to details in the story.

2. Teacher will introduce “Main Idea” encouraging students to think of the big idea. This idea is the most important thing the author wants to talk about.

3. Small group instruction: Student will be put in groups of four. As a group students will complete a drawing illustrating what

they think the main idea is.4. Students will assist in completing a graphic organizer (word

web) on Animal Babies and main ideas. Students will use their drawings to help complete the graphic organizer.

5. Students will relate main idea to everyday life answering these questions.

What is the main reason you go to school? (The most important reason you go to school is to learn to read, write and do math).


Assessment Teacher Observation, Student Reflections (see rubric in Stage2)

Day of Unit FiveTechnology Used SmartboardStandard Addressed ELAKR6 & SKL2Essential Questions Why do we need to know what happens first, next, and last in a

story?What are the parts of a book?



Procedures 1. Review main idea. Introduce beginning, middle and end (three parts of a story).

2. Use book and illustrations to retell the story. Have students retell story. Encourage students to use the words first, next and last to retell the story.

3. Students will complete Journal entry 2 (see in stage 2).4. Students will complete daily self-assessment guide (see in

stage 2)Assessment Teacher Observation, Student Self-Assessment (see rubric in

Stage 2)/Journal entry 2.

Week 2

Day of Unit SixTechnology Used SmartboardStandard Addressed ELAKR6 & SKL2Essential Questions How do you know if a story is real or make-believe?

Is Animal Babies in Grasslands fact or fiction?What can we learn from the selected text?



Procedures 1. Review book, Animal Babies in Grasslands. Students will participate in a discussion reviewing main idea, parts of a story and making predictions.

2. Students will view photos of animals on the smartboard. Students will learn and discover how to determine if something is real or make-believe.

3. Students will assist in completing a graphic organizer listing all the facts they learned from the book.

4. Students will discover that Animal Babies in Grasslands is an informational book.

5. Students will complete Journal entry 3 (see in stage 2) in small groups.


Assessment Teacher observation/journal entry 3/student self-assessment Guide

Day of Unit Seven Technology Used Smartboard, InternetStandard Addressed ELAKR6 & SKL2Essential Questions What is a grassland environment?

What is the setting of Animal Babies in Grasslands?Entry Points for Today’s Activities

Narrational, Foundational, Experimental, and Logical-Quantitative

Procedures 1. Introduce and review setting of a story.2. Students will use prior knowledge and learned information to

describe the setting of Animal Babies in Grasslands.3. Using the internet the students will view a map of the world.

Teacher will identify areas that are grasslands.4. Students will interact with classmates to complete flipchart

on identifying the setting of the story. The book will be used to help students with activity.

5. Students will illustrate the setting of Animal Babies in Grasslands (will later be used for news article)


Assessment Teacher observation, student work, student self-assessment

Day of Unit Eight Technology Used SmartboardStandard Addressed ELAKR6 & SKL2Essential Question How are grassland babies and parents alike?

How are grassland babies and parents different?How can pictures help us know how things are alike or different?How can words help us know what something looks like?



Procedures 1. Whole group: Re-read Animal Babies in Grasslands. Tell students to pay close attention to the animals in the story.

2. Use the illustrations in the book to discuss the characteristics of each animal. Students will participate in a discussion on how the baby animal is alike and different from the mother.

3. Students will work in small groups to discover similarities and differences among babies and their mothers. Students will use photos of animals to complete the task.

4. After small group activity students will use smartboard to match photos of animal babies to their mothers.

5. Students will complete journal 4 (see in stage 2).6. Students will complete daily self-assessment guide (see in

stage 2)Assessment Teacher Observation, Student Work Sample: Journal entry 4

Day of Unit Nine Technology Used SmartboardStandard Addressed ELAKR6 & SKL2Essential Question What is a grassland environment?Entry Points for Today’s Activities


Procedures 1. Students will take a trip to the media center to collect more information on grasslands and animals.

2. In the media center students will work with partners to collect books.

3. Students will assist in completing a chart on the smartboard. The chart will include new information they collected from the media center.

4. Review grassland environment and characteristics of grassland babies and their mothers.


Assessment Teacher observation, self-assessment guide

Day of Unit Ten Technology Used SmartboardStandard Addressed ELAKR6 & SKL2Essential Questions What new information about animals did I learn?

How did Animal Babies in Grasslands relate to your life?How can you use what you already know about animals?



Procedures 1. Students will work with teacher to find photos of grassland

animals on the internet. 2. Review “hook” (see above). Go over news article rubric (see

in stage 2). Make sure students understand guidelines and goals.

3. Students will begin working on news article.4. Students will complete daily self-assessment guide (see in

stage 2)Assessment Teacher Observation, news article (rubric shown in Stage 2)

Week 3

Day of Unit Eleven Technology Used SmartboardStandard Addressed ELAKR6 & SKL2Essential Question What makes a good story?

How can thinking about what we know and do help us understand a story?How can you use what you already know about animals?


Aesthetic, Narrational, Foundational, and Experimental

Procedures 1. Students will participate in discussion on the elements that make a good book.

2. Students will use book to retell the story describing the setting, characters and parts of a story.

3. Following teacher created directions, students will work on their news article.

4. Students will interview classmates about the book. Students will be encouraged to ask questions relating to what others thought about the book.

Students will complete daily self-assessment guide (see in stage 2)

Assessment Teacher Observation/Daily self-assessment guide

Day of Unit Twelve Technology Used SmartboardStandard Addressed ELAKR6 & SKL2Essential Question What new information about animals did I learn?

How can graphic organizers help us understand the story?Entry Points for Today’s Activities


Procedures 1. Use graphic organizers to review literally elements.2. Start a discussion on what makes a good book.3. Review “hook” with students and guidelines for news article.

4. Following teacher created directions, students will work on their new article with teacher direction.


Alternate Activity for early finishers – Use books to look up more information on grasslands.

Assessment Teacher Observation

Day of Unit Thirteen Technology Used SmartboardStandard Addressed ELAKR6 & SKL2Essential Question What new information about animals did I learn?Entry Points for Today’s Activities


Procedures 1. List of facts /knowledge learned from the book will be displayed on the smartboard.

2. Students will record/copy facts from the smartboard to their news article.

3. Following teacher created directions, students will work on their news article. Throughout the process of assignment students will be encouraged to rethink, revise and rework any parts of the news article.


Alternate Activity for early finishers – Work on coloring pictures for their article.

Assessment Teacher Observation

Day of Unit Fourteen Technology Used SmartboardStandard Addressed ELAKR6 & SKL2Essential Question What new information about animals did I learn?Entry Points for Today’s Activities

Aesthetic, Narrational, and Experimental

Procedures 1. Review literally elements learned from week one & week two.2. Following teacher created directions, students will finish

their news article on Animal Babies in Grasslands.3. Students who have completed their news article may present

them to the class.4. Students will complete daily self-assessment guide (see in

stage 2)Assessment Teacher Observation, Student Reflection (rubric shown in Stage

2)

Day of Unit Fifteen Technology Used SmartboardStandard Addressed ELAKR6 & SKL2Essential Question What new information about animals did I learn?Entry Points for Today’s Activities


Procedures 1. Review rubric with students. Make sure all components are addressed.

2. Students will share their news article with the class. 3. Students will complete daily self-assessment guide (see in

stage 2)4.

Assessment Teacher Observation, Notes to the Instructor

WHERETO is explained and described at the beginning of stage three. All the elements of WHERETO are provided with details and are implemented during the three week unit. Pre-assessment is included in this section to determine knowledge and skills on the standards.

All standards are used during the unit. Many of the standards are used everyday and throughout the 3 weeks.

Technology is used almost daily. The smartboard allows students to participate in completing graphic organizers. The internet is also used to help complete news article.

Plan for differentiated instruction is explained at the beginning of stage three.

(0 Points) (2-3 Points) (4-5 Points) Your Score

1. Does not clearly 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

Utilizes Gardner’s strategy to provide different “Entry Points” to meet the needs of all types of intelligences.

Clear plan for 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.(0 Points) (1 Points) (3 Points)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.(0 Points) (1 Points) (2 Points)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 /25

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Hastings Leslie Stage3