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UOP Title:

Corduroy

 

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Author:

Diana Goos

Abstract:

A short summary of the the unit and its goals.

  This is a unit centered around the book Corduroy, by Don Freeman. It is written for First Grade, but could be adapted for other grade levels by altering some of the activities.

Invitation:

The curriculum question and project overview that the students will be addressing. – What is the curriculum challenge? How can I engage students in an interdisciplinary study of XXXXX? How can I provide opportunities for students to build their own knowledge on this topic?

10 pts.

Invitation is the essential question reflecting the teacher’s challenge in presenting the UOP. It references a concept or theme.

8 pts.

Invitation is concrete and narrowly focused. It consists of student tasks rather than an essential question.

6 pts

Invitation tells about the UOP rather than posing an essential question.

Who is Corduroy:

What is the problem Corduroy is facing?

How does he solve his problem?

What does the story teach us?

Situations:

The places where the activity will take place, and the amount and specific periods of time that the students will have to work on the activity

10 pts.

Situations are described in terms of location; time required per day, week, month, or year; duration; and physical environment or room set-up.

8 pts.

Situations are described in terms of location or time or duration. Few details are provided as to the physical environment.

6 pts

Situations are described in vague or general terms.

The majority of the activities will take place during 30 minute periods in the Title I Reading Lab. This unit will be used with a small group of 4 or 5 children who are pulled out of the first grade classroom for supplemental reading instruction. This unit is set up for 10 class periods.

Tasks:

The actions that the students will be asked to undertake. What is the assignment I will give my students? Is it of a project nature? How specific do I need to be? Is it structured around primary concepts and/or individual facts? Should I give them a minimum I expect in terms of content, yet not limit it to that? Have I used cognitive terms when framing the task ie: classify analyze, predict, and create? Is the task slightly different for each group giving them the opportunity to teach each other when they communicate their information?

10 pts.

Emphasis is on collaboration, inquiry, investigation of authentic tasks, problem solving, and activities requiring evaluation or synthesis on the part of the student. Tasks flow from a broad concept/theme.

8 pts.

Emphasis is on the student’s active involvement in the subject being studied. Minimal connection is made between the Tasks and an underlying concept/theme

6 pts

Emphasis in on traditional activities such as worksheets or drill on facts. There is no connection to a broad concept or underlying theme.

 

LESSON1::

Introduce the book to the class. Read the story. Discuss: Where is Corduroy? What happened to Corduroy? How does he feel?

Students will draw Corduroy and illustrated how he felt when the girl walked away. The students will write one or two sentences describing how they think Corduroy felt, to go along with their picture.

 

LESSON 2:

Review feelings that were discussed yesterday. Ask students to share how whether they have ever been lost in a store. How did it make them feel? Let them tell the class the situation that brought about those feelings, if they feel comfortable doing so.

Make a vocabulary sheet using Excell.. Take key words from the book and have the students work in teams of two to find pictures, preferably clip art, to match each word, then these can be put on an excel chart and duplicates made so that each student will have a copy .The following is a list of vocabulary works to use.:

bear

girl

overalls

eyes

store

bed

button

watchman

escalator

 

LESSON 3

Review vocabulary words from lesson 2.

Begin a list of where Corduroy looked for his button. Each child will choose a different place and illustrate it until all areas are included. These will be duplicated so that each child will have a copy.

 

LESSON 4

In this lesson the students will make a bear shape book. It will consist of a front cover a middle page with lines to write sentences, and a back cover. When you pick out your bear for the shape and size of the book, be sure it is not too detailed. All you have to have is a general shape of a bear. On the front cover the students will decorate the bear with wiggle eyes, string licorice for the mouth and magic marker to draw a nose. Any other features can be drawn in by the student and decorated as they wish. Show the students how to draw a simple pattern for the overalls on their bear. They are to color it the same way as in the book (green) and they will leave the button off. For the back cover, all they have to do is draw the back side of a bear and overalls. They need to also color this green. The bear should be brown on both covers…

The teacher sends a note home with the students asking parents to send a favorite bear to school with their child in two days (which would be a Mon.)

LESSON 5

If there are children who need to finish their bear book from yesterday, give them time at the beginning of the class to do so.

Today the children will dictate sentences about the story. The teacher will model writing them down on the board or on chart paper. Give each child a chance to contribute a sentence or two, depending on how many students are in the class. When everyone has had an opportunity to contribute, the teacher will read the sentences and the students will decide if they make sense in the story. . Each student will decide which of the sentences, if any, he or she wants to put in their own bear book.

LESSON 6

This is bear poetry day. Have lots of copies of poetry about bears in the room for the students to look at and read , if possible. The teacher should read many of the poems to the children as they pick out ones they particularly like. The children are encouraged to bring a favorite teddy bear to school today to share with the class. Notes went home two days ago explaining to the parents what we are doing and why we wanted the bears in school today.

The students will introduce their bears to the class. After everyone has been introduced the students will start on a poetry project. They are, with the teacher’s help, to come up with an original poem about their teddy bear It should tell something about their bear: what he likes to do, what he likes to eat, where he likes to sleep, what he does when he gets into trouble and what happens to him.

The students will type their poem on the computer, print it off and put it up in the room along with the teddy bear.

LESSON 7

Today the students will work on the computer at the following site: www.pbs.org/bookwormbunch/cordurayfun.htm The first thing they will do is the game. They will work in pairs and take turns trying to find Corduroy. After that they will again work in pairs to paint Corduroy. They can each paint their own picture and then it can be printed out for them. The last activity will be the drawing part of the website. Print off the grid, one for each student. Put the picture of Corduroy up on the computer so that everyone can see it. Let them work at their own pace to draw their picture on the grid. . The students will write a note to the cooks to ask permission to use the oven to bake their cookies.

 

LESSON 8

Today the children will practice their letter-writing skills. We will move our class into the computer lab, so that each child will have their own computer to email Don Freeman The first thing they will do is to go into Word and practice writing their letter. They have to use the correct letter form, correct spelling and grammar. We will spend most of the day writing and re-writing to get it correct. Once they get their letters the way they want them, we will send them in the mail. If we can find and e-mail address for Don Freeman then the students will send it by email.

LESSON 9

Children will make a recipe for Corduroy’s Buttons in preparation for the last lesson. (recipe follows) They will each get 4-5 buttons so that their Corduroy will never be without a button, even if he should lose one. These stay at school to be used with lesson 10.

Recipe for Corduroy’s Buttons

1 c. graham flour

1 c. whole wheat flour

½ tsp.. baking soda

1 tsp. cinnamon

¼ c. apple juice concentrate

¼ c. vegetable oil

1 banana, sliced

1 tsp vanilla

Mix the first 4 ingredients. Blend the remaining ingredients in a blender. Combine the two mixtures. Roll dough out on floured surface and cut into small circles. Use small bottle lid for the cutter. (pop bottle lid) Make holes for the buttons with toothpicks. Place circles on cookie sheet and bake approximately 5 minutes at 350 degrees. When they cool put in container and keep for the culminating activity tomorrow.

LESSON 10

Teacher will furnish rice krispie bars spread in a cookie sheet so it is about 1 to 1 ½ inches deep. Students will use a bear shaped cookie cutter to cut bear out of bars. The students will use candies and licorice to add facial features to their bear. When they are done with their bears, wrap in plastic wrap, along with extra buttons ,for them to take home. They will also take all of the projects they have made during the unit home to share with parents or guardians. These can be put into a booklet and bound in any way that is convenient (staples, yarn, raffia, bound with a regular binding machine, etc.)

Before they leave for the day and to end the unit, have everyone sit in a circle on the floor and listen to the story one more time.

Interactions:

The way the students will work, the ways the teacher will work with the students, and the ways the students will interact with others. Visualize your environment. How will I group the students? What criteria will I use? Will I assign them specific roles when they start the projects? Ie: researcher, summarizer, production specialists, etc. Will they rotate roles daily or maintain a particular role through the duration of the project? Will I need to do any direct instruction?)

10 pts.

Focus is on the learner’s needs; teacher acts as co-learner or facilitator. UOP provided details of students’ and teachers’ cooperative experiences and interactions. A variety of resources are used to reinforce concepts being taught.

8 pts.

Focus may be on either teacher or student interests. Teacher acts as facilitator, but direct instruction is central to most tasks or activities.

6 pts

Focus is on expository and directive teaching as opposed to student inquiry. Scope and sequence is linear and traditional.

Most of the unit will be taught in a small group situation. There are activities for individual and group settings. They will work on the computer in groups of two, except for the lesson when they write their letters to Don Freeman. For this lesson they will go into the computer lab and work individually. The teacher may want to use the big screen to model letter-writing . The teacher’s role will be both facilitator and instruction leader, depending on the activity.

Assessment:

The criteria by which the students' work will be evaluated. How can I provide opportunities for students to demonstrate their knowledge and teach others in the classroom? Should I consider an assessment checklist or rubric which I present to them up front before they begin? Should I consider the following areas: Technology, Content, Resources, Collaboration?

10 pts.

Assessment is authentic and is integrated throughout the UOP. Assessment includes a variety of strategies, e.g. portfolios, rubrics, peer review, performance tasks, or culminating projects

8 pts.

Assessment includes several different strategies. It may or may not be integrated throughout the UOP. Assessment may be project-based or more traditional in nature.

6 pts

Assessment consists of traditional evaluation methods such as true-false, multiple choice, or short answer questions

Do the faces match the feelings?

Do the pictures correctly illustrate the vocabulary words?

Did the children list all the places Corduroy looked for the button?

Do the pictures correctly illustrate the vocabulary words?

Did children put bear book together in correct order?

Was the letter written in correct form and with correct spelling?

Did cookies turn out?

Does Corduroy look like his picture in the book?.

The following site is a very good place to find rubrics for the various areas of this unit:: http://www.odyssey.on.cal/~elaine.coxon/rubrics.htm Was the letter written in correct form and with correct spelling

Tools

The materials that the students will use to approach their tasks. In order to accomplish your objectives, what resources will students use? How will I introduce tools? How much preparation do they need with the tools prior to the project? Will I introduce various tools in advance? Will I build tech experts in the various skills/tools needed to complete the project and then jigsaw them when I assign the groups for the project? How will I make sure students include traditional, non-tech resources as well?

10 pts.

Technology is an integral part of the Unit of Practice, and is seen as a tool to be used for authentic construction, communication, and problem-solving.

8 pts.

Technology reinforces the concept being studied, and may be integrated into isolated activities or tasks. Use of technology is not necessarily authentic or constructive

6 pts

Technology is an "add-on" or an after-thought. There is little or no connection between the technology being used and the concept being studied.

. They will be using the Interned The students will have access to the book, Corduroy, by Don Freeman. They will be using the Internet, the school’s Internet users policy, e-mail (if possible), miscellaneous clip art pictures, worksheets,(as the teacher deems necessary, for reinforcement of certain skills), various recipe ingredients and the means to measure them. The following URLs have a variety of many different activities to enhance this unit

: http://www.edupaperback.org/authorbios/Freeman_Don.html (A biography of Don Freeman.)

www.pbs.org/bookwormbunch/corduroyfun.htm http://www.graphicgreetings.com/teddybear.htm (This site has greeting cards and much more listed under Teddy Bear.)

http://www.graphicgreetings.com/printablesindex.htm (This site also has many things that can be used with teddy bear activities.)

http://www.geocities.com/Athens/Academy/8238/color.html (This site has many patterns and coloring sheets that can be used with this unit.) http://www.phillipsbrooks.pvt.k12.ca.us/students/2nd/bears.html (This site has many activities that involve bears, not just Corduroy, that could be adapted to this unit.)

http://www.Kidpix.com

www.quia.com

Project:

A description of student work produced and any other matters that another teacher should know to teach this unit.

 The students will produce a bear book for the purpose of writing sentences to convey feelings. They will use the Internet to produce vocabulary sheets to reinforce basic words from the story. They will produce an original poem about their own bear.

URL:

This is a space to include a URL that will provide more information on this Unit (your web page with rubrics, worksheets, examples, or more detailed lessons, etc…)

http://www.edupaperback.org/authorbios/Freeman_Don.html A biography of Don Freeman.

www.pbs.org/bookwormbunch/corduroyfun.htm

http://www.graphicgreetings.com/teddybear.htm This site has greeting cards and much more listed under Teddy Bear.

http://www.graphicgreetings.com/printablesindex.htm This site also has many things that can be used with teddy bear activities.

http://www.geocities.com/Athens/Academy/8238/color.html This site has many patterns and coloring sheets that can be used with this unit. http://www.phillipsbrooks.pvt.k12.ca.us/students/2nd/bears.html This site has many activities that involve bears, not just Corduroy, that could be adapted to this unit.

 

Standards:

How does this relate to my curriculum? Is this part of my curriculum objectives?

10 pts.

Correlates all UOP activities/goals to National or State standards. Tasks reflect curriculum objectives.

8 pts.

Correlates most UOP activities/goals to National or State standards. Tasks reflect curriculum objectives.

6 pts

Lists standards in general terms. No correlation to National or State standards.

 
 
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