calla group unit plan literature

8/13/2019 Calla Group Unit Plan Literature

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Calla Unit LessonCalla Unit LessonLiteratureLiterature

Author Study: Eric Carle Author Study: Eric Carle

By: Vita Guadagno, KristiBy: Vita Guadagno, Kristi SimonettiSimonetti,,

Raquel Estevez, and Kevin BranchRaquel Estevez, and Kevin Branch

Professor ValentineProfessor Valentine



Unit plan OutlineUnit plan Outline Unit Plan OutlineUnit Plan Outline

Sequencing (Literature)Sequencing (Literature) Using AUsing A Very Hungry Caterpillar Very Hungry Caterpillar by Eric Carle student willby Eric Carle student willbe able to sequence any set of events in the correct order.

be able to sequence any set of events in the correct order.

Word Problems (Math)Word Problems (Math) Students will use the bookStudents will use the book Rooster’s Off to See the WorldRooster’s Off to See the Worldby Eric Carle to create images and pictures to help them solve w

by Eric Carle to create images and pictures to help them solve word problems.ord problems.

Writing Patterns (Literature):Writing Patterns (Literature): Students will be able to write their ownStudents will be able to write their ownstories following Eric Carle's patterns in

stories following Eric Carle's patterns in Polar Bear, Polar B ear, What DoPolar Bear, Polar B ear, What DoYou Hear? You Hear? andand Brown Bear, Brown Bear What Do You See? Brown Bear, Brown Bear What Do You See? After reading

After reading

these stories the children can then write their own stories usinthese stories the children can then write their own stories using the same kinds ofg the same kinds ofpatterns. You may also wish to incorporate the other senses intopatterns. You may also wish to incorporate the other senses into the writing, too.the writing, too.Only your students' imaginations will set the limits to the possOnly your students' imaginations will set the limits to the possibilities of these stories.ibilities of these stories.One of our students wrote this delightful "senses" story.One of our students wrote this delightful "senses" story.

http://bookwizard.scholastic.com/tbw/viewWorkDetail.do/workId/3961/

























Unit Plan OutlineUnit Plan Outline Different HomesDifferent Homes (Social Studies): Student's will read(Social Studies): Student's will read Have You Seen My Cat? Have You Seen My Cat? ByBy

Eric Carle.Eric Carle. Students can find similarities and differences between each catStudents can find similarities and differences between each cat's region's regionand their own home.and their own home.

Telling Time Using A Clock (Math):Telling Time Using A Clock (Math): Students will be able to develop anStudents will be able to develop an

understanding of time.understanding of time. Using the bookUsing the book The Grouchy LadybugThe Grouchy Ladybug by Eric Carle have theby Eric Carle have the

students each make a small clock. The book lends itself to tellistudents each make a small clock. The book lends itself to telling time by the halfng time by the half

hour which is perfect for beginning to tell time.hour which is perfect for beginning to tell time.

Parts of a flower and how plants grow (Science): Students will lParts of a flower and how plants grow (Science): Students will listen toisten to The TinyThe Tiny

SeedSeed by Eric Carle to understand parts of a flower and how plants groby Eric Carle to understand parts of a flower and how plants grow.w.

Camouflage (Science): Students will readCamouflage (Science): Students will read The MixedThe Mixed--Up ChameleonUp Chameleon by Eric Carle toby Eric Carle to

learn and discover how and why animals use camouflage.learn and discover how and why animals use camouflage.







Unit Plan OutlineUnit Plan Outline Feelings (Social Studies):Feelings (Social Studies): Using the bookUsing the book A House for Hermit Crab A House for Hermit Crab students willstudents will

be able to identify feelings and be able to identify different f be able to identify feelings and be able to identify different f eelings in the correcteelings in the correctcontent.content.

Sequencing (Literature):Sequencing (Literature): Students listen to the story,Students listen to the story, The Grouchy LadybugThe Grouchy Ladybug bybyEric Carle, then participate in a whole group sequencing activitEric Carle, then participate in a whole group sequencing activity. They create ay. They create asequencing book that depicts the order of the characters from thsequencing book that depicts the order of the characters from the story.e story.

Story InvestigationStory Investigation: Students participate in shared readings of Eric Carle's books: Students participate in shared readings of Eric Carle's booksand investigate the art and story elements. They create a collagand investigate the art and story elements. They create a collage and answere and answerquestions.questions.

Personification (Literature)Personification (Literature): Students listen to a read aloud of Eric Carle's,: Students listen to a read aloud of Eric Carle's, TheThe Very Quiet Cricket Very Quiet Cricket. They identify personification in the story and complete an. They identify personification in the story and complete anassociated Web Quest. They write and illustrate a sequel to theassociated Web Quest. They write and illustrate a sequel to the story.story.

Friendship: (Social Studies)Friendship: (Social Studies) Students will listen to the story,Students will listen to the story, Do You Want to beDo You Want to beMy FriendMy Friend by Eric Carle to investigate characteristics of a good friend.by Eric Carle to investigate characteristics of a good friend.



Preparation for Eric Carle author study:Preparation for Eric Carle author study:

To begin our author study, Eric Carle books will be displayed arTo begin our author study, Eric Carle books will be displayed aroundound

the room. Students will be asked the question, “What is an authothe room. Students will be asked the question, “What is an author?” Asr?” As

a class we will discuss and brainstorm what an author is. Teachea class we will discuss and brainstorm what an author is. Teacher willr will

direct the students’ attention to the books around the room anddirect the students’ attention to the books around the room and informinformthe students that we will be doing an author study on Eric Carlethe students that we will be doing an author study on Eric Carle..

Together as a class we will develop a K Together as a class we will develop a K --WW--L chart about Eric Carle. ToL chart about Eric Carle. To

fill in the “L” part of our graphic organizer teacher will introfill in the “L” part of our graphic organizer teacher will introduceduce

students to the Eric Carle website where we will look for answerstudents to the Eric Carle website where we will look for answers tos toour questions.our questions.

After learning about the author, Eric Carle books will be used i After learning about the author, Eric Carle books will be used in ourn our

lessons to target the content areas,lessons to target the content areas, Literacy, Social Studies, MathLiteracy, Social Studies, Mathand Science.and Science.



Standards Standards

ESL Standard 1ESL Standard 1

Performance Indictors 1Performance Indictors 1--2,12,1--4,14,1--5,15,1--7, and 17, and 1--88


Performance Indicators 2Performance Indicators 2--2, 22, 2--5, 25, 2--9, and 29, and 2--1212

ESL Standard 4ESL Standard 4 Performance Indicators 4Performance Indicators 4--3, 43, 4--7, 47, 4--1010


ELA Standard 1ELA Standard 1

ELA Standard 2ELA Standard 2 ELA Standard 4ELA Standard 4

Social Studies Standard: Standard 5Social Studies Standard: Standard 5



Materials Materials Do You Want to be My Friend Do You Want to be My Friend by Eric Carleby Eric Carle

Chart paperChart paper

MarkersMarkers

TT--chartchart

Construction paper (to make flowers)Construction paper (to make flowers)

Writing paperWriting paper

PencilsPencils



Preparation Preparation

Content ObjectivesContent Objectives:: 1. Students will be able define characteristic.1. Students will be able define characteristic.

2. Students will be able to identify characteristics of a good f 2. Students will be able to identify characteristics of a good f riend.riend.

3. Students will be able to compare and contrast characteristics3. Students will be able to compare and contrast characteristics of a goodof a good

friend and a bad friend.friend and a bad friend.

Language Objectives:Language Objectives:

1. Students will participate in group and class discussions.1. Students will participate in group and class discussions.

Learning Strategy Objectives:Learning Strategy Objectives: 1. Students will be able to use advance organization for preview1. Students will be able to use advance organization for previewing maining main

idea and concepts of a text (picture walk and making predicationidea and concepts of a text (picture walk and making predications).s).

2. Students use cooperation to pool information and get feedback 2. Students use cooperation to pool information and get feedback ..

3. Students will use summarizing to make a mental, oral, or writ3. Students will use summarizing to make a mental, oral, or writtentensummary of information gained from listening or reading.summary of information gained from listening or reading.

4. Students will use taking notes (T4. Students will use taking notes (T--chart) to write down informationchart) to write down information..



Preparation Preparation Have a class discussion ask students “WhatHave a class discussion ask students “What

is a friend?”. Ask why is that person theiris a friend?”. Ask why is that person their

friend? Ask do you remember a time theyfriend? Ask do you remember a time theyever tried to become friends with someoneever tried to become friends with someone

or if someone has ever tried to becomeor if someone has ever tried to become

their friend? When? How could they tell?their friend? When? How could they tell?

What did they do? (Smile, ask to play, sayWhat did they do? (Smile, ask to play, say

something nice, sit by them, sharesomething nice, sit by them, share

something etc.)something etc.)



Presentation Presentation Name, explain, and model learning strategy taking notesName, explain, and model learning strategy taking notes

TT--ChartChart

Next introduce the word CharacteristicNext introduce the word Characteristic

Discuss what makes a good or bad friend (titles on TDiscuss what makes a good or bad friend (titles on T--

chart)chart)

Fill in one item on both sides of TFill in one item on both sides of T--chartchart Name, explain, and model learning strategy advanceName, explain, and model learning strategy advance

organizationorganization

Picture walk and making predicationsPicture walk and making predications Next read storyNext read story



Practice Practice Take picture walk with students and students will makeTake picture walk with students and students will make

predicationspredications

Teacher will list predicationsTeacher will list predications Teacher will read storyTeacher will read story

Class discussion about storyClass discussion about story

Name, explain and model learning strategy cooperationName, explain and model learning strategy cooperation

Students will work together to fill in TStudents will work together to fill in T--chartchart

Students will work together to make good friend flowersStudents will work together to make good friend flowers



Evaluation Evaluation

Name, explain and model learningName, explain and model learning

strategy summarizingstrategy summarizing

Students will draw a picture and write aStudents will draw a picture and write a

sentence or more about what they learnedsentence or more about what they learned

today.today.



Expansion Expansion

For homework students will write aboutFor homework students will write abouttheir first friend they made either beingtheir first friend they made either being

someone in their home country orsomeone in their home country or

someone they met on their first day ofsomeone they met on their first day ofschool in the U.S.school in the U.S.



SequencingSequencing

Grade: OneGrade: OneDemographics: IntermediateDemographics: Intermediate



StandardsStandardsNYS STANDARDSNYS STANDARDS

Standard 1:Standard 1: Objectives:Objectives:

select information appropriate to the purpose of their select information appropriate to the purpose of their

investigation and relate ideas from one text to another investigation and relate ideas from one text to another

select and use strategies they have been taught for note takingselect and use strategies they have been taught for note taking,,

organizing, and categorizing informationorganizing, and categorizing information

ask specific questions to clarify and extend meaningask specific questions to clarify and extend meaning

ESL STANDARDS (Performance Indicators) (intermediate)ESL STANDARDS (Performance Indicators) (intermediate) Standard 1Standard 1

Performance indicators: 1, 2, 6, 7, 9, 10, 12 & 16Performance indicators: 1, 2, 6, 7, 9, 10, 12 & 16

Standard 2Standard 2

Performance indicators: 2, 7, 8, 9, 11, &12Performance indicators: 2, 7, 8, 9, 11, &12 Standard 3Standard 3

Performance indicators: 5 & 7Performance indicators: 5 & 7



Language ObjectiveLanguage Objective Language Objectives:Language Objectives:

Listening:Listening: 1.1. Advance Organization Advance Organization

2.2. Listen for informationListen for information

ReadingReading

1.1. Understands Vocabulary (sequencing)Understands Vocabulary (sequencing)

2.2. Understands basic sequence of beginning middle and endUnderstands basic sequence of beginning middle and end

3.3. Identify/find information from book ( sequencing on the board)Identify/find information from book ( sequencing on the board)

SpeakingSpeaking

1.1. Participate in group discussions and performanceParticipate in group discussions and performance

2.2. Ask questions for clarification Ask questions for clarification WritingWriting

1.1. Answer Questions Answer Questions



Content ObjectivesContent ObjectivesContent ObjectivesContent Objectives: by the end of the lesson:: by the end of the lesson:

students will be able to sequence any set ofstudents will be able to sequence any set ofevents in the correct orderevents in the correct order

students will be learn the meaning of newstudents will be learn the meaning of newvocabulary wordsvocabulary words

students will listen for a purposestudents will listen for a purpose

students will use a graphic organizer to arrangestudents will use a graphic organizer to arrangestory eventsstory events

students will summarize story eventsstudents will summarize story events



MaterialsMaterialsMaterials:Materials:

ManipulativesManipulatives from the storyfrom the story The Very HungryThe Very HungryCaterpillarCaterpillar, the book, the book The Very HungryThe Very Hungry

CaterpillarCaterpillar

, sentence strips, hand outs, puzzles, sentence strips, hand outs, puzzles

of butterfly life cycle, photographs of people inof butterfly life cycle, photographs of people invarious stages of life, vocabulary words,various stages of life, vocabulary words,scissors, glue, crayons, pencils, compact disc ofscissors, glue, crayons, pencils, compact disc ofthe instrumental version of "Up on thethe instrumental version of "Up on theHousetop", poster with the butterfly version ofHousetop", poster with the butterfly version ofthis songthis song



Book VocabularyBook Vocabulary

CaterpillarCaterpillar CocoonCocoon

ButterflyButterfly ChrysalisChrysalis



PreparationPreparation PreparationPreparation

Introduce the idea of sequencing. Ask the children if they knowIntroduce the idea of sequencing. Ask the children if they know what it is orwhat it is orwhy it is important. Illicit that sequencing is the order of evewhy it is important. Illicit that sequencing is the order of events in a story ornts in a story orin our lives. Understanding the sequence helps us to comprehendin our lives. Understanding the sequence helps us to comprehend the storythe storyor situation. The awareness that events occurring in sequentialor situation. The awareness that events occurring in sequential order can beorder can berelated to each other helps to bring meaning to a story. Put uprelated to each other helps to bring meaning to a story. Put up the wordthe word"sequence" and show the class the pictures of the people in diff "sequence" and show the class the pictures of the people in diff erent lifeerent lifestages. Discuss that we are not born as older adults. First we astages. Discuss that we are not born as older adults. First we are babiesre babiesand then we become toddlers. The next stage is young adulthood aand then we become toddlers. The next stage is young adulthood andndfinally older adulthood. Put the pictures in the correct order afinally older adulthood. Put the pictures in the correct order as a class. Gives a class. Giveanother example about getting ready for school. We don't come toanother example about getting ready for school. We don't come to schoolschooland then wake up. We don't come to school in pajamas and then brand then wake up. We don't come to school in pajamas and then brush ourush our

teeth. There is a specific order in which we carry out our tasksteeth. There is a specific order in which we carry out our tasks. This is the. This is thesame idea when we read a book. Understanding the order of eventssame idea when we read a book. Understanding the order of events helpshelpsus understand the story.us understand the story.



PracticePractice PracticePractice

Bring students to the carpet. Read the story A Very Hungry CateBring students to the carpet. Read the story A Very Hungry Caterpillar by Eric Carl.rpillar by Eric Carl.Students will sequence the food the caterpillar eats.Students will sequence the food the caterpillar eats.

The order of actions is important because it helps us to organizThe order of actions is important because it helps us to organize the events thate the events thathappen in a story and in our lives. By understanding the connecthappen in a story and in our lives. By understanding the connection and order ofion and order ofevents we better understand the situation or story. I would intrevents we better understand the situation or story. I would introduce a song thatoduce a song thatgoes to the tune of "Up on the Housetop". We will listen to thegoes to the tune of "Up on the Housetop". We will listen to the compact disc and singcompact disc and sing

the song as well as 'read' the words. This song organizes the stthe song as well as 'read' the words. This song organizes the stages of the butterflyages of the butterflylife cycle. The lyrics are as follows:life cycle. The lyrics are as follows:

First comes a butterfly lays an egg First comes a butterfly lays an egg out comes a caterpillar with many legs out comes a caterpillar with many legs oh see the caterpillar spin and spin oh see the caterpillar spin and spin a little chrysalis to sleep in a little chrysalis to sleep in

ohoh oh oh oh oh look and see look and see ohoh oh oh oh oh look and see look and see out of the chrysalisout of the chrysalismy oh my my oh my out comes a pretty butterfly.out comes a pretty butterfly.



Practice ContinuedPractice Continued Independent/Group Practice: (according to developmental levelIndependent/Group Practice: (according to developmental level

differentiated instruction on practicing sequencing)differentiated instruction on practicing sequencing)

Four different activities will be available for students to pracFour different activities will be available for students to practice sequencingtice sequencingevents from the story. Working with a partner or small group wilevents from the story. Working with a partner or small group will bel beencouraged so that the students can think out loud and learn froencouraged so that the students can think out loud and learn from eachm eachother.other.

Activity 1 Activity 1:: Students will cut out the four main events from the story andStudents will cut out the four main events from the story andglue them in the correct order. They are asked to write a sentenglue them in the correct order. They are asked to write a sentence for eachce for eachpicture.picture.

Activity 2 Activity 2:: Students will cut sentences and put them in the correct orderStudents will cut sentences and put them in the correct orderand draw a picture.and draw a picture.

Activity 3: Activity 3: Higher functioning students will have a blank organizer and beHigher functioning students will have a blank organizer and beasked to draw the picture and write the sentences for picture.asked to draw the picture and write the sentences for picture.

When the students are finished they will be asked to read theirWhen the students are finished they will be asked to read their sentences tosentences toa peer for reciprocal teaching. Then several students will be asa peer for reciprocal teaching. Then several students will be asked to readked to readtheir sentences or show their pictures to the class. Modificatiotheir sentences or show their pictures to the class. Modifications for thens for thestruggling students include listening to the story with the book struggling students include listening to the story with the book in front ofin front ofthem. Braille version and tape would be available for the blindthem. Braille version and tape would be available for the blind student.student.



Evaluation & ExpansionEvaluation & Expansion EvaluationEvaluation

Students will create a three page picture book.Students will create a three page picture book.Drawing a picture of what they looked like as aDrawing a picture of what they looked like as ababy what they look like now and what theybaby what they look like now and what theythink they will look like as an adult.think they will look like as an adult.

ExpansionExpansion

Students will share their books with the class.Students will share their books with the class.The books should display them in sequenceThe books should display them in sequenceorder baby, now and in the future.order baby, now and in the future.



Assessment Assessment Assessment Assessment

Teachers are constantly assessing studentTeachers are constantly assessing studentlearning. The teacher would assess how thelearning. The teacher would assess how thestudents were able to answer questionsstudents were able to answer questions

regarding the events in the butterfly's life. Theregarding the events in the butterfly's life. Thehand outs that the students work on in class willhand outs that the students work on in class willalso give insight as to who seems to understandalso give insight as to who seems to understandthe concept of sequential order. Finally thethe concept of sequential order. Finally thehomework will further help measure whichhomework will further help measure whichstudents need help and who comprehends thisstudents need help and who comprehends thisconcept.concept.



MathMath

How Many in All?How Many in All?First GradeFirst Grade

ESL Level: IntermediateESL Level: Intermediate



Standards & ObjectivesStandards & Objectives New York State StandardNew York State Standard: Standard 3: Standard 3

ESL StandardsESL Standards: Standard 1, Standard 3: Standard 1, Standard 3

ESL Performance Indicators:ESL Performance Indicators: Standard 1:Standard 1:

1:5, 1:101:5, 1:10 Standard 3: 3:1, 3:4Standard 3: 3:1, 3:4

Content Objectives:Content Objectives: Students will solve mathStudents will solve mathword problems using pictures. Students willword problems using pictures. Students will

create addition word problems.create addition word problems.



Language ObjectivesLanguage Objectives

Language Objectives:Language Objectives: Students willStudents willanswer questions and ask for clarification.answer questions and ask for clarification.

Students will listen to a story and use theStudents will listen to a story and use the

information to solve a word problem.information to solve a word problem.Students will write their own mathStudents will write their own math

problems. Students will discuss their wordproblems. Students will discuss their wordproblems with the class.problems with the class.



Math Vocabulary & LearningMath Vocabulary & Learning

StrategiesStrategies

Math Vocabulary:Math Vocabulary: in all, how many,in all, how many,add, addition, all together, first, next, last add, addition, all together, first, next, last

Learning StrategiesLearning Strategies::

Metacognitive Strategy: SelectiveMetacognitive Strategy: Selective-- Attention, Self Assessment Attention, Self Assessment

Cognitive Strategy: Elaboration of PriorCognitive Strategy: Elaboration of PriorKnowledge, ImageryKnowledge, Imagery

Social/Affective Strategy: CooperationSocial/Affective Strategy: Cooperation



MaterialsMaterials

MaterialsMaterials:: Rooster’s Off to See the WorldRooster’s Off to See the Worldby Eric Carle, pencils, crayonsby Eric Carle, pencils, crayons



PresentationPresentation Presentation:Presentation: Teacher will read the story,Teacher will read the story, Rooster’s Off to See the WorldRooster’s Off to See the World

by Eric Carle. Before teacher begins reading she will ask the sby Eric Carle. Before teacher begins reading she will ask the students totudents topay attention to how many of each animal there are in the book.pay attention to how many of each animal there are in the book. After the After thestory is read teacher will present the problem,story is read teacher will present the problem,

The rooster took a long trip around the world. He liked the tri The rooster took a long trip around the world. He liked the tri p. p. How manyHow manyanimals were animals were there there all together all together ? ? Teacher will use the math problem solvingTeacher will use the math problem solvingsteps to model to the students how to solve the problem Teachesteps to model to the students how to solve the problem Teacher willr will

explain that we will be using the strategy of imagery, creatingexplain that we will be using the strategy of imagery, creating a picture, toa picture, tohelps us solve the problem.helps us solve the problem.

Understand the Problem:Understand the Problem: Teacher will draw a picture of the animalsTeacher will draw a picture of the animalsthat were in the book as they appeared in the story. Teacher withat were in the book as they appeared in the story. Teacher will askll askstudents to identify which animal came first, next, last and alsstudents to identify which animal came first, next, last and also identify howo identify how

many of each animal were in the book. As students identify themany of each animal were in the book. As students identify the animals inanimals inthe story teacher will draw a picture.the story teacher will draw a picture.



Presentation ContinuedPresentation Continued Find the Needed InformationFind the Needed Information: Teacher will model rereading the: Teacher will model rereading the

word problem for the student. Teacher will model underlining thword problem for the student. Teacher will model underlining theeneeded information (how many, all together).needed information (how many, all together).

Choose a Plan:Choose a Plan: Teacher will introduce the strategy of imagery andTeacher will introduce the strategy of imagery andmodel using imagery to help her solve the problem.model using imagery to help her solve the problem.

Solve the Problem:Solve the Problem: Teacher will refer back to the pictures thatTeacher will refer back to the pictures that

she drew and count how many animals she drew to solve theshe drew and count how many animals she drew to solve theproblem and write the number.problem and write the number.

Check the AnswerCheck the Answer: Teacher will demonstrate self : Teacher will demonstrate self --assessment byassessment byreferring back to the story to check answer.referring back to the story to check answer.

Teacher will explain to the students that they will be solving wTeacher will explain to the students that they will be solving wordordproblems using the math problem solving steps. Students will beproblems using the math problem solving steps. Students will beusing imagery to help them solve their problemusing imagery to help them solve their problem



PracticePractice

Practice:Practice: Students will begin by workingStudents will begin by workingindividually to solve math word problems.individually to solve math word problems.

Students will then work in groups toStudents will then work in groups to

check, discuss, and assess their work.check, discuss, and assess their work.



EvaluationEvaluation

EvaluationEvaluation: Word problems will be: Word problems will bedisplayed on board. As a class we willdisplayed on board. As a class we will

discuss our answers. Students will bediscuss our answers. Students will be

asked to come to the board and explainasked to come to the board and explainhow they solved the problem.how they solved the problem.



ExpansionExpansion

ExpansionExpansion

: Students will write a word: Students will write a word

problem using the animals that were inproblem using the animals that were in

the story (rooster, cats, frogs, turtles, fish)the story (rooster, cats, frogs, turtles, fish)



Planting LessonPlanting Lesson Unit lesson planUnit lesson plan

Language ArtsLanguage Arts

Author Study: Eric Carle Author Study: Eric Carle

Name: Kevin BranchName: Kevin Branch

Subject: ScienceSubject: Science

Grade Level : First GradeGrade Level : First Grade ESL Level: IntermediateESL Level: Intermediate



StandardsStandards English As Second Language Standards:English As Second Language Standards:

ESL Standard 1ESL Standard 1 ESL Standard 2ESL Standard 2



Performance IndicatorsPerformance Indicators

ESL Standard 1 Performance Indicators 1ESL Standard 1 Performance Indicators 1--1, 11, 1--2, 12, 1--5, 15, 1--8, and 18, and 1--1010

ESL Standard 2 Performance Indicators 2ESL Standard 2 Performance Indicators 2--2, 22, 2--4, and 24, and 2--77

ESL Standard 4 Performance Indicators 4ESL Standard 4 Performance Indicators 4--1, 41, 4--2, 42, 4--3, and 43, and 4--66

Science Standards 4Science Standards 4



Materials:Materials: The Tiny Seed by Eric CarleThe Tiny Seed by Eric Carle

SoilSoil GravelGravel

SeedsSeeds

Two clear plastic cups per studentTwo clear plastic cups per student Permanent markersPermanent markers

Response sheetResponse sheet

Observation logObservation log PaintPaint

Writing paperWriting paper



PresentationPresentation Presentation:Presentation:

Teacher will present vocabulary words : seed, sun, rain,Teacher will present vocabulary words : seed, sun, rain,air, earth, soil, roots, stems, leaves, flowers. Theseair, earth, soil, roots, stems, leaves, flowers. Thesewords will become the weekly spelling list.words will become the weekly spelling list.

Teacher will read the book The tiny Seed by Eric CarlTeacher will read the book The tiny Seed by Eric Carl Teacher will promote class discussion regarding bookTeacher will promote class discussion regarding book

and vocabulary words discussed.and vocabulary words discussed.

Teacher will introduce and present parts of a flower.Teacher will introduce and present parts of a flower. Teacher will model planting of seeds.Teacher will model planting of seeds.



PRACTICEPRACTICE

Next teacher will name, explain and modelNext teacher will name, explain and modellearning strategy cooperation. Working withlearning strategy cooperation. Working with

peers to complete a task, pool information, solvepeers to complete a task, pool information, solve

a problem and get feedback.a problem and get feedback. Students will get into groups and cooperativelyStudents will get into groups and cooperatively

to plant their seeds and record data regardingto plant their seeds and record data regarding

plant growth, which will be continuing activity asplant growth, which will be continuing activity as

plant grows students will record data.plant grows students will record data.



EVALUATIONEVALUATION Learning strategy summarizing making a mental, oral, orLearning strategy summarizing making a mental, oral, or

written summary of information gained from listeningwritten summary of information gained from listeningand/or reading.and/or reading.

Teacher will name strategy, explain and model.Teacher will name strategy, explain and model.

Students will draw a picture and write about what theyStudents will draw a picture and write about what theylearned today.learned today.

Evaluation: As a class we will create a mural of a flowerEvaluation: As a class we will create a mural of a flowerto identify the different parts using hand prints andto identify the different parts using hand prints andpaint. Class will be divided into groups, roots, stems,paint. Class will be divided into groups, roots, stems,petals, leaves.petals, leaves.



ExpansionExpansion Write a paragraph detailing steps involvedWrite a paragraph detailing steps involved

in the growth of a plant/flower.in the growth of a plant/flower.



Evaluation for Eric Carle author study:Evaluation for Eric Carle author study:

Throughout our author study a graffiti board will beThroughout our author study a graffiti board will be

displayed in the classroom. A graffiti board is a way for thedisplayed in the classroom. A graffiti board is a way for the

students to express what is on their mind. Students arestudents to express what is on their mind. Students aregiven a large piece of paper and are encouraged to writegiven a large piece of paper and are encouraged to write

their observations and reflections. Students may usetheir observations and reflections. Students may use

words or images. Throughout our author study the classwords or images. Throughout our author study the class

can refer to the graffiti board to write or draw about thingscan refer to the graffiti board to write or draw about things

that they have learned throughout the author study. Thethat they have learned throughout the author study. The

class can have discussions about the new words or imagesclass can have discussions about the new words or images

that are added to the graffiti board.that are added to the graffiti board.

E iE i



ExpansionExpansion

At the end of our author study the students will At the end of our author study the students will

become authors of their own. They will pick theirbecome authors of their own. They will pick their

favorite Eric Carle book and will have the choicefavorite Eric Carle book and will have the choiceto rewrite the book in their own author style orto rewrite the book in their own author style or

pick a book and change the ending.pick a book and change the ending.

calla group unit plan literature

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