The KUD Lesson Plan #1

NAME

CLASSROOM INFORMATION

Content Literature

Grade level 1

UNIT OVERVIEW

Unit Title The Ugly Duckling

Unit Summary The students in the first grade have most probably come across the “The Ugly Duckling” before at the beginning of their education. The students have, however, not tried to put the events that happen in the story in a particular order. It is important to get the young readers to match various forms of illustration in the text and arrange them in the right order. The students at this point will learn how to retell a story through proper sequencing of images and text. The lesson will begin by gathering the students together and displaying the title [page of the story. Then the students will be asked to explain how they know the story and what they might remember from when they last interacted with the text. At the same time, the students will be told that they will be using words and pictures to bring the story together on their owner. The teacher will point to the students on the board and remind them that a picture in a book such as the one they are studying is referred to as an illustration. The students are also told that the illustrations in the book are in line with the story and are arranged in a particular order. There will be a definition of words and explanation to the students on how illustrations help in the story. The students will have Ugly Duckling story cards sheet which they will use as the teacher reads the story again. It is important for the teacher to watch and ensure that the students are pointing to the right picture. At the end of these exercises the students will be tasked on arranging illustrations as per the story on their own.

BUILDING A FOUNDATION

Standards (the goal of the lesson; Common Core or State Standards)

CCSS.ELA-LITERACY.RI.2.1 Ask and answer questions: who, what, where, when, why, and how to demonstrate understanding of key details in a text.

CCSS.ELA-LITERACY.RI.2.2 Identify the main topic of a text as well as the focus of specific paragraphs within the text.

CCSS.ELA-LITERACY.RI.2.3  Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

KUD Objectives (identify and explain what students will K- know; U- understand; D- be able to do after the unit is taught)

K- students will know how what illustrations are, how to organize them according to the text, and how to sequentially arrange events in a story.

U- students will understand illustrations and what they are about. The students will also understand why illustrations are important in a story.

D- The students will have charts to practice what they have learned in class. At the same time, they will work together with teachers and their friends on this task. The students will only complete worksheets and exercises on what has been covered in class. The students will take a test at the end of the week to know how they have understood the concepts.

Assessment Plan

Formative Assessments

There are various formative assessments that will be carried out during the course of the class. The first one is to call on every student when reading the story. Every student should be able to describe something which they have seen in the illustrations during the reading. At the same time, the students will be requested to describe the action and the characters as they are reading them in the class. If the student is focusing on the wrong details, it is important to prompt them to say what they are seeing happen in the illustration. At the same time, the teacher should ensure that one is checking the students who are hesitant in pointing at the pictures. When some students are struggling, one needs to slow down and give them the opportunity to identify the right illustration before moving forward. It is also critical to sit down with the struggling students making an observation at the same time identifying any areas that they may have in common in terms of difficulty. The teacher should also take note of students who might require further instruction.

Summative Assessments

The students will go through a daily assessment to arrange various sequences of illustrations based on various books that are led in class. Each student should complete their daily tasks to enable the teacher to identify the level of understanding. At the end of the week, there will be a final assessment with 10 written questions on illustrations. The teacher will be looking for the most accurate answers. A score of more than 6 will show that students understood the unit while one below that is an indication that it was not taught effectively.

Procedures and Activities

Procedures

Teachers should point to pictures as one reads the story to them again.

Every student will have cards sheets from the Ugly Duckling story.

The students will be informed that the pictures are mixed up. The students will be instructed to give thought to the words that are being read and point to those pictures that are matching the words.

The teacher reads the story aloud and there is a pause after every main event. It is important to observe that students are placing their fingers on the right pictures during the reading.

INTEGRATION OF TECHNOLOGY TO ENHANCE INSTRUCTION

Technology Integration

One of the technologies to be used in the class is smart boards. The smart board will be used to ensure that the readings are taking place on a board that all students can see and which is interactive. The smart board will make things such as highlighting of important words easy. There will also be tablets used to access the various illustrations during the summative assessment. The students will be given enough time on the various illustrations to enhance their understanding.

Materials and Resources Required for the Unit

Smart Board

Tablets

Printed Charts

Worksheets.

Sequencing boxes

Labeled graphic organizer.

Colored pencils.

Scissors

Story cards

The Ugly Duckling interactive story

Glue sticks.