Book Study Title: A Bad Case of Stripes by David Shannon Course: Literacy Grade Level: Kindergarten Approximate Unit Length: 2-3 days Unit/Course Designer: Reading Specialists Brief Summary of Book Camilla Cream will not eat lima beans, even though she loves them. She is worried about what the kids will think of her. She develops a condition where she turns into whatever is being discussed. Will Camilla return to normal? Will she eat her lima beans? Link to Show-Me Content Standards and Performance Goals Show-Me Content Standards: CA.2- reading and evaluating fiction, poetry, and drama. Show-Me Performance Goals: 2.3- exchange information, questions, and ideas while recognizing the perspectives of others. Stage 1—Desired Results Enduring Understandings: U Essential Questions: Q Books have themes and messages. How do we know what the theme/message is in this story? Always be yourself. Why is it important to always be yourself? Sometimes characters change their mind. How does Camilla feel at the beginning of the story? How does Camilla feel at the end of the story? Students will know K Students will be able to S K1-Ab-Print tells a story K1-Fb- Develop and apply with assistance K1-E- Develop vocabulary by listening to an prereading strategies to aid comprehension: discussing unknown words in storied. Preview text and picture. K1-Ib- Identify connections with assistance Vocabulary: fretting, contagious, bizarre, guru, between text ideas and own experiences. vanished K2-C- Use details from text to identify story elements in read alouds with assistance: a. main characters b. problems/events Stage 2—Assessment Evidence Performance Tasks: T (Include rubric) Stage 3—Learning Plan Learning Activities—Considered the WHERE elements L The WHERE portion of the template is designed to provide an overview of the unit flow and the major activities that will be part of the experience. This part of the template does not contain the detail of a daily lesson plan. A unit calendar that lays out the day-to-day flow of the unit and daily lesson plans can be found in stages 4 and 5. W What activity can you do to give students a sense of what the unit is all about? H How can you entice student interest and hold it throughout the unit? E What can you do to equip students with the skills and knowledge necessary and how can you help them experience and explore the key ideas? R What can you do to help students reflect, rethink, and revise their own understanding? E List three or four of the activities you will be using to assess students’ skills, knowledge, and understanding in addition to the performance task.
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