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					                       Unit Plan- 1st Grade Language Arts

Teacher Candidate: Isaac Mathews

Content: The King and the Gardner, a tale from India by Adrienne Betz

Step 1 – DESIRED RESULTS
A. Utah State Core Curriculum Standard

Standard IV, Objective 1, a-e: Phonics and Spelling Patterns.


B. Big Ideas/ Enduring Understanding

Developing the ability to communicate through written form (coding and decoding
meaning). Understanding that letters are used to represent sounds that come together to
make words and meaning.
Words come together to communicate ideas and things we know and feel!
C. Concepts: Students need to know how to…
a. identify and pronounce letters of the alphabet.
b. write letters of the alphabet.
c. accurately identify and pronounce sounds for consonants and consonant blends (e.g.,
br, st, fl).
d. identify and pronounce sounds for consonant digraphs (e.g., ch, sh, wh, th).
e. identify and pronounce sounds for short r-controlled vowels accurately in one syllable
words (e.g., ar, or, er).
f. identify and blend initial letter sounds with common vowel patterns to pronounce one-
syllable words (e.g., /g/…/oa/…/t/, goat).
g. identify sound patterns and apply knowledge for spelling words.
h. decode words by using letter patterns (vowels, consonants, and digraph blends).
D. Skills
Ability to identify, read, pronounce, write, and understand letters of the alphabet in
random order, consonant blends (e.g., br, st, fl), consonant digraphs (e.g., ch, wh, sh, th)
accurately in words, and patterns (e.g., vc, vcv, cvc, cvvc, cvcv, cvc-silent e).

E. Essential Questions/ Guiding Questions
1. How are letters used to communicate?
2. How are letters blended to pronounce words?
3. How do letters come together to make words?
4. Why is it important to know how to write words?
5. How will I use phonics and spelling skills in ‘real life’?
Step 2 – ASSESSMENT EVIDENCE
Standards based evidence aligned with ‘Big Ideas’ and concepts.

Assess by observing how students are identifying, pronouncing, and writing words in
journal and group activity.

Keep anecdotal record of students who may be struggling with the concepts.
Give students informal and formative assessments through guided questions.

 Rubric:           4- Excellent      3- Proficient      2- Fair ‘OK’      1- Needs
                                                                          Improvement
 Writing neatlyAll hand-       Most writing is Too much                   I can NOT read
               writing is neat free of         sloppy writing.            that! Time for
               and all words   sloppiness.                                more practice!
               are legible.
 Word and      Words are       Most words are Too many         None of the
 sound blend   identified and  identified and  words are not   words are
 pronunciation pronounced      pronounced      being           being blended/
               accurately and accurately.      pronounced      pronounced
               clearly.                        correctly.      correctly.
 Complete      100%            75%             50%             50 – 0%
Step 3 – INSTRUCTIONAL STRATEGIES & LEARNING ACTIVITIES

Discuss the lessons taught in the book after reading as a class: The King and the Gardner.
(explanation, perspective, and interpretation)

Student journal writing about the story (application, explanation)-
    What did the king learn from the gardener and the gardener’s daughter?
    What would you do if you were the king in the story?
    Why did the king’s advisors fail the king (what did they do wrong)?
    Who were the king’s true friends?

Collaborative learning as students pair up and write how they would end the story
differently. (self-knowledge, interpretation, empathy, and perspective)

Practice words on word chart for digraph practice as teams and identify where the
patterns were used in the story. (application)

Have students reenact the story and have each student give a little ‘speech’ on his or her
favorite character in the story and explain why. (empathy, self-knowledge, and
interpretation)
Sample of Word Chart referred to in Unit Plan:
(List of words used for unit spelling test)

                  Word Chart for Digraph Word Lessons


Words beginning with –th: thick, thanks, this, that, there, thin



Words ending with –th: Math, moth, path, Beth, with, sloth



Words beginning with –sh: shirt, shampoo, shell, she, shine, ship



Words ending with –sh: trash, splash, bash, mash, and clash



Words beginning with –ch: chat, chin, chair, cheek, cheer, China



Words ending with –ch: lunch, witch, punch, rich, such, itch, flinch



Words beginning with –wh: when, what, where, why, whip, whop

				
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posted:4/14/2011
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