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Author: |
Diana Goos |
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Abstract: |
A short summary of the the unit and its goals. |
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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. |
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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? |
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10 pts. |
Invitation is the essential question reflecting the teacher’s
challenge in presenting the UOP. It references a concept or theme. |
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8 pts. |
Invitation is concrete and narrowly focused. It consists of student
tasks rather than an essential question. |
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6 pts |
Invitation tells about the UOP rather than posing an essential
question. |
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Who is Corduroy:
What is the problem Corduroy is facing?
How does he solve his problem?
What does the story teach us? |
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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 |
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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. |
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8 pts. |
Situations are described in terms of location or time or duration. Few
details are provided as to the physical environment. |
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6 pts |
Situations are described in vague or general terms. |
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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. |
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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? |
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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. |
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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 |
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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. |
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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. |
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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?) |
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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. |
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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. |
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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.
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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? |
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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 |
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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. |
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6 pts |
Assessment consists of traditional evaluation methods such as
true-false, multiple choice, or short answer questions |
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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
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Tools
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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? |
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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. |
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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 |
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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. |
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. 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 |
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Project: |
A description of student work produced and any other matters that
another teacher should know to teach this unit. |
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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. |
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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…) |
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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.
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Standards: |
How does this relate to my curriculum? Is this part of my curriculum
objectives? |
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10 pts. |
Correlates all UOP activities/goals to National or State standards.
Tasks reflect curriculum objectives. |
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8 pts. |
Correlates most UOP activities/goals to National or State standards.
Tasks reflect curriculum objectives. |
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6 pts |
Lists standards in general terms. No correlation to National or State
standards. |
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