Module 2 Assignment by vymIR8ke

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									                                   Module 2 Assignment
                            A Unit Plan for a Diverse Classroom
                                    Patricia Brockway
                                    November 1, 2004


         The purpose of this unit plan is to prepare my preschool students for a preschool
comprehension MLPP evaluation entitled the Sulzby Storybook Assessment. This
assessment primarily evaluates a preschool child’s ability to demonstrate basic
comprehension skills by correctly re-telling a story in proper sequence. In order to
prepare a preschool child for this evaluation, he/she must be exposed to a rhythmic, age-
appropriate story that introduces the idea of repetition. The child must be exposed to the
story in a variety of ways over a period of time, in this case five days, before evaluating.
The evaluation consists of the child orally retelling the story to the teacher in a secluded
one-on-one setting. The teacher listens for both important story elements and the
demonstration of sequencing skills. He/she then uses the Sulzby criteria as a basis for
assigning a “retelling level” for the preschooler. The book I have chosen for this unit is
“Duck on a Bike”, written by David Shannon. This humorous story consists of a duck
that decides to proudly ride a bike around a farm, visiting nine different farm animals,
each of which has something humorous to say to the duck. The book ends with all nine
farm animals deciding to ride bikes themselves. The Sulzby evaluation tool is quite
useful, but it also has its downfalls, particularly the fact that the children are almost over-
exposed to the chosen text and can easily become unmotivated. The challenge is the
motivation piece…a teacher must be creative in how they present the book and it must be
presented in different formats in order to keep their attention.
         This unit plan is for both my a.m. and my p.m. four year-old preschool classes,
both of which consist of sixteen children. In my morning class, I have “Connor”.
“Connor” is currently being evaluated for placement in the autistic classroom in my early
childhood building. He demonstrates many characteristics of a mildly autistic child,
including lack of social skills, fixations on inanimate objects, and obsessive-compulsive
behaviors. Although an official diagnosis does not exist at this point, I have been notified
that “Connor” will most definitely begin to receive special education services within the
next month. Although Connor displays these behaviors, he demonstrates a strong
attention span and participates in all group activities. When classroom activities move
towards “choice” or free play, “Connor” is not able to make decisions that “move” him
around the room, and limits himself to only the writing center. Because of this, I have a
daily free-choice plan that hangs on my wall, which “Connor” uses to direct himself from
activity to activity. This has proved to be a successful tool for him. During any activity
in this unit plan that takes place during a free choice period, “Connor” will be on a plan
system that directs him to all of the “have-to’s” and choices he has in order to complete
the activities.
         My afternoon class also consists of sixteen children, one of which has been
diagnosed as having a language processing deficiency. “Michael” struggles with
attention, eye contact, transitions, and simple directions. He is not able to follow more
than one direction at a time and often cries because of frustration. Because of these
characteristics, “Michael” requires repetition of directions, much one-on-one within the



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classroom, and a great deal of attention due to the fact that he will often walk out of the
classroom, walk off of the playground, etc.
         Both of my classes are very attentive, fun loving and easy to motivate. I run an
extremely scheduled classroom with few transitions. We use a variety of learning tools
such as music, drama, and art to express ourselves. I use a behavior management system
called “Kelso’s Choice” within my classroom, which proves to be quite effective for their
classroom social skills.
         Before introducing my unit plan, I would like to discuss how the unit will meet
the needs of all learners in my classroom. All of my lessons are designed to be accessible
to students with disabilities. I utilized the Universal Design Principles to guide me
through the planning of my lessons. Principle #1 of equitable use will be met due to the
fact that all of my students will not only be able to complete the activities I planned, but
will also find the activities extremely appealing. Principle #2, or the idea of flexibility,
will be utilized due to the fact that I will take a preschooler’s learning pace into
consideration when carrying out my lessons. My lessons will also be simple and intuitive
(Principle #3). The activities I have planned are non-complex and will provide
instruction that accommodates children of various literacy and language skill levels. As
with all lessons I carry out in my classroom, prompting and feedback will be prominent.
The idea of perceptile information (Principle #4) will be covered as these lessons call for
much redundancy, but redundancy will be approached by using different modes of
learning (audio, visual, music, art, etc.). Lastly, Principle #7, or size and shape for
approach and use, will be taken into consideration by providing adequate space within the
classroom for all activities, including assistive devices such as a listening center, video
presentation, and dramatic area.
         In addition to the Universal Design Principles, I have also taken many of the
Concepts of General Principles of Effective Teaching into consideration when
planning this unit. Before this unit begins full-force, I plan on priming their background
knowledge…what do they know about farms? Have they ever been to a farm? Do
animals talk? Can they ride bikes? Etc. In order to keep my students on task, they will
be kept busy, therefore hopefully leading to less behavioral problems during the
activities. Transitions will be far and few between and directions will be kept clear and
simple. Students will be actively participating in their learning and I will be constantly
monitoring their understanding. Because this particular unit consists of a great deal of
review and repetition, I made sure that my students were provided the opportunity to
transfer their knowledge within different modes of learning (listening, drama, video, felt
play, etc.). Different types of grouping will be presented, such as large group, small
group, and pairing. I will model constantly and help them to verbally rehearse the story
over and over during the week, but in different ways. Mediated scaffolding will be
provided, and assistance will fade out as they gain knowledge of the story elements.
         I have also taken into consideration the Concepts of Differentiated Instruction.
Be assured that the socio-emotional, behavioral, and physical aspects of my classroom
have been previously analyzed. My positive attitude about inclusion in prevalent, my
students have a positive attitude about acceptance, my students have strong peer
relationship skills, rules are clear and consistent, motivation is high due to the fun
atmosphere of the classroom, classroom schedules are consistent, students enjoy working
in groups, and the physical layout of my classroom is that of a typical preschool



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classroom. I have a strong relationship with the autistic special education teacher and she
assists me when needed. Because I am required to fulfill MLPP requirements, I searched
for a motivating, fun book for this evaluation. This is my second year using this book
and I am excited to perfect it even more this year. My students will be kept on task and
involved, and therefore, will be able to concentrate on the activities. I will motivate them
by tapping into their previous knowledge banks regarding farms and we will talk about
what makes this book so exciting. Within this unit, tasks will be kept short and we will
have daily review of the previous day’s activities. Groups will vary according to size,
members, and levels of members. For those requiring fewer distractions, group work will
be moved from the classroom and into the hallway. Instructions will be kept simple and
slow and I will use praise and immediate feedback with all of my students.
        Lastly, Assistive Technology devices will be utilized. These students have
already been exposed to two computer programs developed by Sunburst, Inc. to assist
them in story sequencing: Mike Mulligan and his Steam shovel, and the Polar Express.
This unit calls for the use of both audio and visual tapes, tape recorders/headphones,
flannel board activities, and the use of daily schedules, especially for “Connor”.
        Before introducing this lesson, I feel the need to familiarize you with my
classroom routine. Because I have these students only 2 ½ hours a week, three days a
week, my classroom is usually set up on Monday with a theme and that same theme
continues throughout the entire week. Therefore, you will notice in this unit that free
choice activities are often the same throughout the week. This is typical of an early
childhood classroom because it offers the children several opportunities and chances to
experience the free choice activities over a three-day period, with free time often only
being approximately forty-five minutes. I should also add here that within a preschool
classroom, most evaluations are informal. By this I mean, there is a great deal of
observing and note-taking. You will notice that much of what I evaluate on a daily basis
is informal.


                                        DAY ONE

Instructional Goal: Introduce “Duck on a Bike” to my students and motivate them to
take the book a “step further” with an art activity. My overall goal is to motivate them to
want “more” of this book!

Materials Needed: “Old McDonald” song, various farm books, farm animal stuffed
animals, toy farm, “Duck on a Bike” book and tape, tape recorders, headphones, ten pre-
made poster board animals, paint, free choice student charts, Mike Mulligan and the
Steam Shovel computer game

Outline of Activities:
1. Classroom must be set up with the farm theme…farm stuffed animals, toy farm, farm
books in the library, etc. This will continue throughout the week.
2. During whole group, talk with the students about farms. Ask questions such as if they
have ever been to a farm. What did they see there? Can animals talk? How do they
communicate with each other? Etc.



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3. Introduce “Duck on a Bike” and talk about book awareness ideas…where is the title?
Who is the author? By looking at the cover, what kind of book do they think this might
be? What do they think it is about? Etc.
4. Read the book to the children, using dramatic voices. Allow the children to “pitch in”
once they pick up on the rhythm of the book.
5. Expect laughter and excitement! Would they like to hear this book again?
6. Talk to them about tomorrow’s “play” and how we need to prepare our “props”.
Tables are pre-set with paints and brushes. Break children up into groups of 3 or 4 and
assign them animals to paint. Either my aide or myself will be assigned to the groups
with “Connor” and “Michael”
7. Bring children back to whole group, talk about why this book was funny. Explain that
they will hear this book several times over the next few days.
8. During “choice time”, children will have the responsibility to visit the listening center
to listen to “Duck on a Bike” one more time that day. Children will check this off on
their daily “have-to” chart. The listening center is designed for a total of four children
with four sets of headphones. “Connor’s” daily free choice schedule must have this as a
“have-to”. “Michael” must be monitored in order to make sure he also visits this area
and understands how to work the tape recorder buttons. Also set up for free choice time
is “Mike Mulligan and the Steam Shovel” computer game, offered as a choice activity
and monitored by a parent.

Daily Evaluation: Today the daily evaluation will consist primarily of monitoring their
excitement regarding the book according to their responses. I will ask each of them to tell
me what their favorite animal is in the story. I will also check their “have-to’s charts” to
make sure they visited the listening center…this will show me how motivated they were
to hear the story again.


                                        DAY TWO

Instructional Goals: Today I plan to reinforce the rhythm and pattern of the book by
exposing them to the big book version of the text. I would also like the children to
demonstrate their understanding of the story by taking part in a dramatization of the text.

Materials Needed: Big Book, book and tape, tape recorder, headphones, flannel story
pieces, poster board animals, free choice charts, “Mike Mulligan and the Steam Shovel”
computer game

Outline of Activities:
1. Room has been previously set up for a large group dramatic time. Farm books are in
the library, the toy farm is set up, the flannel board is ready with story animals, etc.
2. Review yesterday…what book did we read? What was it about? Take a book walk
and talk about each page and what happened to the duck. Read the big book version and
allow children to take part in the reading and rhythm of the story.
3. Review yesterday’s art project…what did we make? Do you remember why we made
it?



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4. Using the poster board animals, rotate groups of children through dramatizing the
story. Help them review the story orally and assist the children in a re-telling of the
story. Give feedback and encouragement as the children participate and demonstrate for
them if necessary. For children who may not want to participate, motivate them by
personally pairing up with them and walking them through an important part of the story.
“Michael” may show motivation, but may be confused with the directions, he must be
walked through step by step to get a “feel” for the story.
5. In a large group, explain free choice options today and the fact that the flannel board
version of the story is a “have-to” today, but the audio version may be a choice to visit.
Make sure “Connor” has the flannel board as a “have-to” on his chart and “Michael”
must be monitored for what he chooses to participate in for today, repeat directions for
him if necessary. Also set up for free choice time is “Mike Mulligan and the Steam
Shovel” computer game, offered as a choice activity and monitored by a parent.

6. Monitor who visits the listening center as a choice today…this may determine
motivation.

Daily Evaluation: Watching the children throughout the dramatization process will
determine if they understand the rhythm and repetition of the text. It will also show me if
they are beginning to understand the sequence of events within the story. “Connor” will
more than likely do fine with this activity, but “Michael’s” understanding must be
constantly monitored as an evaluation tool. Did he participate? Was he reading along
with the class? Did he seem to be motivated by the activity? I will monitor the flannel
board and the “have-to” charts to make sure all children visited the flannel version of the
story. I would also like to monitor the listening center and use this as a tool to determine
their motivation…did they want to hear the story again if they had the choice? Check to
make sure both “Connor” and “Michael” made the proper choices.


                                      DAY THREE

Instructional Goals: Today I will re-expose the children to “Duck on a Bike” with the
big book version, the dramatization of the story, the videotaping of their dramatizations,
and once again, the audio and flannel board versions during free choice period. I will
once again monitor their understanding of the rhythm and patterns within the text and
evaluate their comprehension of both with a small group activity consisting of organizing
text story event cards.

Materials Needed: Big book, poster board animals, video camera, tape and book,
listening center, flannel pieces, 3 sets of text story event cards, “Mike Mulligan and the
Steam Shovel” computer game

Outline of Activities:
1. Motivate them once again to listen to the big book version of the text. Remember to
continue to dramatic voices during the reading. Allow the children to read along.




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2. Once again, allow the children to take part in the dramatization of the story, using the
poster board animals…walk children through the steps if necessary, particularly
“Michael”. My aide will videotape the children as they perform. Explain to the children
that they will be able to watch themselves on video tomorrow!
3. Break children up into three groups. I take one, my aide another, and a parent helper
takes the third. “Connor” and “Michael” are in my group. Explain to the children that as
a group, they will use the story event cards to put the “story back together again”. Work
with the children on properly sequencing the story, allowing them to utilize the book
itself if needed for review purposes. If any child is distracted, consider moving groups to
different areas of the building (i.e. hallway).
4. In a large group, explain today’s free choice options: flannel board story, “Mike
Mulligan and the Steam Shovel” computer game (parent assistance), farm animal toys,
various farm books, etc (mid week they often need reviewing as to what is open in the
classroom for choice time). Today’s “have-to” is the listening center version of the story.
Have Connor utilize his free choice chart, making sure he understands this and make sure
Michael visits this area and receives instructions once again as to how to work the tape
recorder.
5. When free choice is over, bring the children back to whole group and teach them the
song I’ve created entitled “Duck on a Bike” which is to the tune of “Old McDonald”.
See if they can guess what animals come next in the song (according to the sequence of
the text).

Daily Evaluation: I want to make sure I’m not “losing” the children in the repetition of
the activities. Did everyone hear the audio version once again for his or her “have-to”?
Observe them during the dramatic version. Was this easier for them this time? Did they
need less intervention? Was the audience actively participating in the retelling of the
events? How did “Michael” do with this? Did he participate on his own or did he need
my assistance? Did “Connor” utilize his chart successfully today? Within small group,
were the three groups able to successfully retell the story with their story event cards?
After introducing the song, were the children able to “pick up” on the rhythm of the song
and how the words coincided with the story?


                                       DAY FOUR

Instructional Goals: My goals for today include the children utilizing small text
versions and pointer sticks to follow along with the text with a partner. We will also use
copies of yesterday’s event cards to make individual “Duck on a Bike” books for the
children to take home and read to their parents.

Materials Needed: big book, 8 small text versions, pointer sticks, 16 copies of story
event cards, listening center, tape and book, video version of story, flannel version,
“Polar Express” computer game for story sequencing practice




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Outline of Activities:
1. Motivate the children by telling them that today they will be able to read little versions
of the Duck book. Pair the children up according to ability. Try to pair academically
weaker children with a partner who is stronger. “Connor” may be paired with another
child, but “Michael” must be paired with me. This will give me a better idea of where he
is in the realm of things with this whole unit.
2. Demonstrate with the big book version how to follow along left-to-right with my large
magic pointer stick. Give the children small versions of my sticks (craft sticks). Tell
them these are magic pointers that will help them “read” their books. Allow them time to
work with a partner on “re-telling” the story to each other. After a while, pair Michael up
with another group and walk around and “listen in” on how the children are doing with
left-to-right progression, page turning, order of events, etc.
3. Allow them the opportunity to read to one more person by re-pairing them up with a
partner of choice, assisting those who may need help with this task.
4. Bring children back together to watch themselves on video!
5. Explain today’s project. Today they will work on their own to make a small book
version of the Duck book with story events cards. Children will cut them out, place them
in order, and create a book! Monitor as they work and assist those who may need it. They
will take these home and share with their parents (parents will have a note explaining this
in their child’s mailbox). This is meant to be a school-home connection and hence, yet
another practice for the retelling evaluation.
6. In a large group, explain today’s free choice activities. Their “have-to” is to watch the
video once again in the library area (a matter of a few minutes). Another “have-to” is to
retell the story to a friend using the flannel board. Choices today are the listening area
version and the Polar Express computer program (with a parent helper). “Connor” must
understand his free choice chart and “Michael” may need some assistance with what
choices are available.

Daily Evaluation: By the fourth day, some children may be getting “bored” with this
book. Observe this. Am I continuing to motivate them to participate in the activities?
How did the retelling in pairs go? Look for left-to-right, page turning, event retelling.
Was “Michael” able to do this with me? If not, look at more practice for him. What
were the final outcomes of the individually created books? How much assistance did
they need with this? Observe the flannel board “have-to”. Were the children actively
engaged with a partner? Were they successful in their retellings? By now I should know
who is not going to “get this” and who may need more assistance with overall story
sequencing. I can use this to determine my re-teaching goals.


                                        DAY FIVE

Instructional Goals: Today we will celebrate a weeklong exposure to “Duck on a
Bike.” In order to do this, we will share our play with another preschool class. My goal
is for the children to have one last chance to “play around” with the text and have fun
with it before they sit down tomorrow and re-tell it to me one-on-one.




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Materials Needed: big book, small books, poster board animals, large viewing area,
flannel pieces, listening center, book and tape, “Polar Express” computer game

Outline of Activities:
1. Explain to the children that today marks the last day of our “Duck on a Bike” unit and
in order to celebrate this, we will be putting on a play for the class next door.
2. Allow children to volunteer for this, encouraging all, but accepting that not all may be
interested in standing in front of another group.
3. Practice and then perform for the other class. Also, share our song version!
4. In large group, talk about today’s “have-to”, to listen to the audio version of the story
one last time. Choices will be to listen to a friend read a small version of the story to
them, flannel board, practice story sequencing with a parent at the computer area. Today
is the last day farm animals, etc. will be out. Make sure “Connor” knows his choices and
“Michael” is directed as to where he needs to go.

Daily Evaluation: Today I was looking for the children to enjoy performing and
showing off their story. I am not worried about who was not interested in performing in
front of a strange audience, but applaud those who did! Make sure all children
participated in their “have-to” and observe those willing to share small books at free
choice. Look for enjoyment levels and motivational levels today. Watch for any
disinterest.


                                          DAY 6

Today is evaluation day. Each child will participate in the Sulzby Storybook Assessment
by joining me on an individual basis out in the hallway. Each child will orally “re-tell”
the “Duck on a Bike” story and I will be evaluating them according to the criteria and
recording their scores in their MLPP records. I will be looking for story progression,
book awareness skills, and retelling ability. This process will take place once again at the
end of the school year with yet another text. Although the Sulzby assessment is quite
effective as an assessment tool for preschool aged children, it does not take into
consideration that not all children are able to demonstrate comprehension abilities orally.
A child may not be able to orally retell a story, but might be able to properly order picture
representations of a text correctly. If at this point of the unit, “Michael” does not show an
understanding of this process, utilizing story event cards to show an order of events and a
basic understanding of story progression is possible, but this unfortunately is not
considered official “MLPP” evaluating by the state. I will, however, use this for my own
evaluation purposes, continue to teach and demonstrate oral retelling, and would look for
growth in this area by the end of the school year. If the MLPP evaluation process took
special needs into consideration, various evaluation tools and procedures would be
acceptable to show individual growth over time in the area of literacy.




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