Unit Plan Template

Unit Plan that Incorporates the Use of Thinking Tools

Author
First and Last Name=	Ka= ren Reinert
School Name	= Herington Elementary School
School District	USD 487
= School City, State	He= rington, Ks
Classroom Informati= on
Subject Area
Reading
Grade Level(s)<= /p>
Fi= rst Grade
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Unit Title
Tr= easures
Unit Summary
As a six week plan, first graders will discuss treasures that are valuable or important to us, the different treasures t= hat people have, and treasures that can be found in strange places. This unit= is in conjunction with the Scott Foresman First Grade reading series. The Children will brainstorm, gather information, organize information, use graphic sources, practice and present information to the small Title 1 Reading group.. Additionall= y as a group we will write and read sentences strips that answer the unit questi= ons and Essential question.

Habits of Learning Taxonomy <= /span>
Knowledge: identify and assess prior knowledge<= /font> Application :Comprehend and Integrate concepts in different stori= es read Analysis :Extension of Knowledge and use of common reasoning skills, discuss, compare and contra= st Synthesis: Compare their ideas with other students, make generalizations
Standards
St= andard 1-The student reads and comprehends text across the curriculum. Benchmark 1: The student uses skills in alpha= betics to construct meaning from text. Benchmark 2: The student reads fluently.= Benchmark 3: The student expands vocabulary.<= o:p> Benchmark 4: The student comprehends a variet= y of text( narrative, expository,technical, and persuasive).= St= andard 2-The student responds to a variety of text. Benchmark 1: The student uses literary concep= ts to interpret and respond to text. Benchmark 2: The student understands the significance of literature and its contributions to various cultures.
Learning Objectives
Ea= ch week the students will read with their regular classroom teacher, the sto= ry that is in their reading textbook. When they come to the Title 1 Reading room they will read the below level story that correlates with that story. It reflects and compliments the = same skills that they are studying in their regular classroom. Then they will demonstrate the h= igher level thinking skills listed below. Week 1—Brainstorm—Children will think about the treasures they have. They will choose= the treasure that interests them most and that they care the most about.= We= ek 2—Gather Information—Children research where the treasure came from and what makes it a treasure. We= ek 3—Organize information—Children put their information in the following order: What my tr= easure is: Where it came from: What it means to me. We= ek 4—Use Graphic Sources—Children find in a (catalog or magazine= ) or create by drawing or photographing a picture of their treasure. We= ek 5—Practice—Children practice giving their presentation to a partner. The partner should listen carefully and tell the presenter something they liked about the presentation. We= ek 6—Present—Children present their information about their treasure, including the picture to the class. Write and read sentences that re= flect what each child in the group treasures.
Curriculum-Framing Questions	Essential Question
Wh= at do we Treasure?
Unit Questions
We= ek 1-- How can a surprise be a treasure? We= ek 2—What treasures can we create? We= ek 3—What treasures can we find in the earth?= We= ek 4—How can we share special days? We= ek 5—What treasures can we share at home? We= ek 6—What treasures can we share with neighbors?
Content Questions
Week 1-Read in classroom :Mama’s Birthday Present Title 1—Below level reader: A Party for Pedro<= /font> SKILLS: Drawing conclusions—work sheet-cause and effect= *Phonemic Awareness:* substitute initial Phonemes Phonics: long a, ai, ay, possessives, comparative endings –dge /j/ High frequency words= : oh, before, goodbye Vocabulary:= Words from oth= er languages *Fluency*: Expression/intonation Question: *Oh, surprises can be fun! Have you ever been surprised?&nbs= p; How can a surprise be a treasure?* _____________________________________________= _______________________________________ Week 2Read in classroom: The Dot Title 1—Below level reader: Reach for your Dreams SKILLS: *Phonemic Awareness:* substitute initial Phonemes= Phonics: long e: ea, inflected endings Theme of the story –The “big idea” of the story. Graphic Organizer—Story map of this book. High Frequency Words: colors, drew, over, sign, draw, great, show Vocabulary: Descriptive words= <= /o:p> *Fluency:* Accuracy/&nb= sp; Appropriate Rate= Question:= Some people enjoy drawing. I lik= e to paint. What would you like = to do? What treasures can you create? ____________________________________________________= ________________________________ Week 3- Read in classroom Mister Bones: Dinosaur Hunter= Title 1—Below level reader: Dinosaur Bones Don’t Rot SKILLS: *Phonemic Awareness:* substitute initial Phonemes= Phonics:&nb= sp; Long o, oa, ow= and three-letter blends Author’s purpose—<= /b>What do you think the author wants us to know. High Frequency Words:—high frequency words—found, mouth, look, once, wild Vocabulary:= Synonyms<= /o:p> *Fluency:* Attend to Punctuation Question: Great treasures can be everywhere. They can be dif= ferent colors and shapes. Turn ove= r a rock. Dig in the ground. Wh= at treasures can we find in the earth? ____________________________________________= ________________________________________ Week 4— Read in classroom The Lady in the = Moon Title 1—Below level reader: The Moon Festival SKILLS:&nbs= p; *Phonemic Awareness:* substitute initial Phonemes= Phonics: Long I, ie ,igh, and kn/n and wr= /r Character, Story, Plot Realism/F= antasy *High Frequency Words:* above, laugh, touch, eight, moon *Vocabulary:* Homophones *Fluency:* Accuracy,Rate, and Expression *Question:* *It’s nice to share special = days with others. ONCE I T= OOK MY SISTER TO A FESTIVAL. We fo= und good things to eat. How can= we share special days?* _____________________________________________= _____________________________________ Week 5— Read in classroom Peter’s Ch= air Title 1—Below level reader: A Good Big Brother SKILLS: *Phonemic Awareness:* segment and count syllables= *Phonics:* Compound words, vowels ew,ue,ui High Frequency Words= : picture, room. Thought, remember, stood *Vocabulary*: Use glossery *Fluency:* Attend to Punctuation *Question:* What treasures can we share at home?<= /b> Week 6— Read in classroom Henry and Mudge = and Mrs. Hopper’s House Title 1—Below level reader: Does a Babysitter Know What to Do= ? SKILLS: *Phonemic Awareness:* segment and count syllables *Phonics:* Suffixes –ly, -ful, vowels in moon High Frequency Words: told, because, across, only, shoes, dance, open= Vocabulary: Antonyms *Fluency:* Express Characterization *Question: What treasures can we share with neighbors?***=

= Student Assessment Plan

Assessment Summary

Student participation will be assessed each week through teacher observation. If the objective is met they will receive a sticker .

Assessment Timeline

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Before Project Work Begins = ; While Students Work on Projects After Project Work Ends

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&midd= ot; &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = The students will brainstorm things that they treasure in their lives. Teacher will prompt them with th= e unit questions. A list of ideas = will be composed by the group. Fill in group graphic organizer with the 6 unit questions. Students are not graded in Title= 1 Reading. They will chose a treasure, tell= where it came from and what it means to them.&= nbsp; Treasures will be listed on the computer. Each child will rank the “treasures” by meaning to them personally. Number one will be the most impo= rtant and the others ranked in descending order.

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Visual = Ranking Elements = (Complete this section if this tool will be used in the unit)<= /font>

Visual Ranking Project Name: What do you Treasure Most?

Li= st the treasures that the small group has chosen. Have each child do a visual rank= ing of what order they personally treasure these ideas.=

Project Description (For the Visu= al Ranking workspace)

In a small group, we will discuss what is valuable or important to each us, treasures we have or treasures found.We will use these answeres to answer= the question: What do we treasu= re?

Prompt: What Do You Think?

Look at the list of treasures here. Place them in order s= o that the top treasure is the one you treasure the most. Then, put the others in order so= that the treasure you value the least is the last one on the list.<= /span>

Sorting List (For the Visu= al Ranking workspace)<= /font>