“land of ice” - mrs. potter's teaching...

“Land of Ice”

Unit Plan

Olivia Schreiber

Fall 2013

I. IntroductionA. Title

1. This unit will focus on the phonics “OR/ORE” sound, compound words, and the animals that live in the “Land of Ice.”

B. Grade Level1. This unit is intended for Mrs. Thompson’s first grade class at Cochranton

Elementary in Cochranton, PA.C. Duration

1. Five days, forty minute reading and phonics periods along with writing, grammar, vocabulary, and read aloud work as well. (See attached block plan for pacing)

D. Context1. This unit is to be taught during the second marking period of the 2013-2014

school year.2. This unit will take place one week after the school’s first report card comes out,

incorporating the eligible content that will be seen on the DIBELS testing and eventual PSSA testing in later grades.

II. ContentA. Goals

1. Through this unit, the students will create and spell words that contain the or/ore sound to teacher satisfaction.

2. Students will identify and recognize words that contain the or/ore sound to teacher satisfaction.

3. Students will identify and correctly create compound words out of simple words to teacher satisfaction.

4. Students will read weekly high frequency words in context with fluency and automaticity to teacher satisfaction. Given a choral reading by the class and modeling from the teacher, TSWBAT

5. The students will use reading and comprehension skills to retell the story to teacher satisfaction.

6. The students will compare and contrast details in several texts to teacher satisfaction.

7. The students will read aloud with fluency and expression to teacher satisfaction. 8. The students will practice working well with partners and the class as a whole.9. Students will actively participate in class assignments and experiments.

B. Concepts1. Students hear and apply the “or/ore” sound in context.2. Students create and break apart compound words.3. Students identify animals that live in the “Land of Ice.”4. Students compare and contrast texts and animals that live in the “Land of Ice.”

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5. Students ask questions related to the text and use picture cues to aid comprehension.

6. Students identify similarities and differences between two texts/characters/animals.

7. Students create meaning for weekly vocabulary words using connections/picture/aural prompting.

8. Students understand interviewing and what it looks like in a real-world context.9. Students identify and correctly use punctuation and capitalization for special

names and titles of people.C. Important Vocabulary

1. Nuzzled: If an animal nuzzled against you, it would be rubbing you with its face and nose

2. Pranced: If you pranced around, you would be walking in a bouncy, springy way, like a horse

3. Raging: when something is raging, it is happening in a strong or out-of-control way

4. Adapt: If an animal adapts to a place, it has body parts or ways of acting that help it live there

5. Intriguing: If you think that something is intriguing, you are curious about it and very interested in it

6. Inhabit: If you inhabit a place, you live there7. Blubber: fat under an animal’s skin8. Barbed: having sharp points that stick out (penguin tongue)9. Huddle: crowded together10. Regurgitate: to spit up partly eaten food, how baby penguins eat11. Porpoising: when penguins "pop' out of the water to breathe while swimming.

D. Skills1. Compare/Contrast2. Similarities/Differences3. Compound Words4. OR/ORE sound5. Interviewing6. Writing special names and titles of people7. Fluency/Phrasing while reading aloud

E. Standards1. PA CC.1.5.1.A: Participate in collaborative conversations with peers and adults

in small and larger groups. 2. PA 1.6.1.B: Use appropriate volume and clarity in individual or group situations.

Deliver brief oral presentations on a topic supported by visual aids

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3. PA 1.6.1.A: Listen actively and respond to others in small and large group situations with appropriate questions and ideas

4. PA CC.1.2.1.B: Ask and answer questions about key details in a text. 5. PA CC.1.2.1.I: Identify basic similarities in and differences between two texts on

the same topic.6. PA CC.1.3.1.H: Compare and contrast the adventures and experiences of

characters in stories. 7. PA 1.1.1.B: Use word recognition techniques: Demonstrate phonological

awareness through phoneme manipulation. 8. PA CC.1.1.1.C: Demonstrate understanding of spoken words, syllables, and

sounds (phonemes).9. PA CC.1.1.1.E: Read with accuracy and fluency to support comprehension.10. PA CC.1.2.1.A: Identify the main idea and retell key details of text.11. PA CC.1.2.1.B: Ask and answer questions about key details in a text. 12. PA CC.1.3.1.H: Compare and contrast the adventures and experiences of

characters in stories.13. PA 1.1.1.E: Demonstrate accuracy and automaticity in decoding and oral

reading of grade level text.14. PA CC.1.2.1.F: Ask and answer questions to help determine or clarify the

meaning of words and phrases in a text.15. PA 1.5.1.F: Use grade appropriate conventions of language when writing and

editing.16. PA 1.5.1.A: Identify and write about one specific topic.17. PA 1.5.1.B: Gather and organize information, incorporating details relevant to

the topic. 18. PA 1.5.1.C: Organize writing in a logical order.

III. Objectives (by subject)A. Morning Meeting

1. Given practice editing and reading sentences with special names of people and places, TSWBAT identify and correctly use capitalization and punctuation to show special titles of people.

2. Given direct instruction by the teacher and guided practice activities TSWBAT respond to and create their own interview questions when given a specific topic of information.

B. Read Alouds1. Given a read aloud by the teacher, TSWBAT correctly respond to questions

posed by the teacher to check for comprehension and identify key details from the text to teacher satisfaction.

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2. Given a read aloud by the teacher, TSWBAT correctly respond to questions posed by the teacher about comparing and contrasting to teacher satisfaction.

3. Given a read aloud by the teacher and questioning techniques used throughout the reading, TSWBAT correctly compare and contrast two given texts to teacher satisfaction.

C. Phonics1. Given direct instruction from the teacher as well as word building activities,

TSWBAT create and spell words that contain the or/ore sound to teacher satisfaction.

2. Given direct instruction by the teacher, TSWBAT identify and recognize words that contain the “or/ore” sound to teacher satisfaction.

3. Given a practice game and interactive activity, TSWBAT identify and correctly create compound words out of simple words to teacher satisfaction.

D. Reading1. Given direct instruction from the teacher and practice reading the high-

frequency words, TSWBAT read the high frequency words in context with fluency and automaticity to teacher satisfaction.

2. Given an in class reading of each text in the basal reader along with teacher prompting and questioning TSWBAT correctly retell the story to teacher satisfaction.

3. Given direct instruction from the teacher and practice comparing and contrasting two texts, TSWBAT correctly compare and contrast details in several texts to teacher satisfaction.

4. Given a choral reading by the class and modeling from the teacher, TSWBAT read aloud with fluency and expression to teacher satisfaction.

E. Vocabulary1. Given verbal cues and instruction from the teacher, TSWBAT define new

vocabulary words and correctly use them in sentences to teacher satisfaction.

F. Writing/Grammar1. Given practice editing and reading sentences with special names of people and

places, TSWBAT identify and correctly use capitalization and punctuation to show special titles of people.

2. Given direct instruction by the teacher and guided practice activities TSWBAT respond to and create their own interview questions when given a specific topic of information.

IV. Learning ExperiencesA. Day One

1. Morning Meeting (15 minutes)

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a. Question of the Day: Think of a bug you have seen. What color was it? What parts of its body helped it move?

b. Greeting: Double Handshake

2. Read Aloud (15 minutes)a. “Wild Horse Winter” & “Tacky the Penguin”b. Students will answer teacher prompted questions about the plot as well as

compare and contrast Tacky to his fellow penguins. What about the two is similar? What is different?

3. Phonics (40 minutes)a. Teacher will “warm up” the class by beginning with the phonemic awareness

activity for that day (T393) on the carpet.b. Teacher will introduce the “or/ore” sound to students by showing the class

the corn sound card and having them name the item in the picture (corn). (T394-395)

c. Teacher explains that most of the time when words that have the “or” sound in the middle of a word they are spelled o-r. But, if the “or” sound is heard at the end of the word, it is most likely spelled o-r-e.

d. Students repeat the sound several times as the teacher points to the card. e. Students practice listening for the “or” sound as the teacher reads various

words. Students stand if they hear the “or” sound, stay seated if not.f. Students then practice building “or” sound words as a class on the carpet

using a pocket chart.g. The teacher then teaches students an “or” sound song that is printed on a

poster. Students sing through it several times before teacher sends the class back to their seats.

h. At their seats, students who are in the advanced group work on an independent word building activity, while the rest of the class word builds orally with the teacher using individual white boards. (T396)

i. When finished, the students then complete WS p.30 to solidify their understanding of the new concept.

4. Reading (40 minutes)a. The teacher builds excitement for the story students will read in class that

day; “Sid Scores.” The teacher tells the students to do a picture walk through the story and try to figure out who the main character is, and what he/she will be doing in the story.

b. The teacher asks students to also be looking for “or” words in the story.c. Advanced students: These students will work at their own pace to read the

story and complete a story map that includes beginning/middle/end.

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d. Middle-level students: These students will work with the classroom teacher and answer comprehension questions throughout the reading as well as identify the beginning/middle/end of the story on a graphic organizer.

e. Low-level students: These students will listen to the story on a CD player twice and complete a modified graphic organizer that focuses on plot sequence.

f. Students will come together after reading and completing their respective retelling activity and review the beginning/middle/end of the story. (T403)

5. Vocabulary (20 minutes)a. Students gather at the carpet and teacher individually introduces each

vocabulary word for the week, using the definition straight from the text. (T405 & T441)

b. The teacher then shows the students the picture card that goes with each word and asks students how the picture relates to the definition of the word.

c. Students give answers and are praised or redirected by the teacher accordingly.

6. Writing/Grammar (25 minutes)a. Teacher writes sentences on the board that have a special name and title for

a person in each. The students are asked to identify the person named in each sentence. (T406)

b. Once the students have named the person in each sentence, the teacher goes through each, explaining that the name begins with a capital letter.

c. The teacher also explains that sometimes people have special titles that also get a capital letter and a period too.

d. Teacher uses Transparency LA21 to show students the special name and the title of each person in each sentence.

e. The teacher then shifts into writing by showing Transparency LA22. Teacher chooses one student to interview with the questions listed on the transparency. The teacher explains that an interview question is a question that helps someone know more about a person. (T407)

f. The teacher models writing in a writing workshop folder an interview question to a person with a special name and title.

g. Students are then asked to write an interview question to a person with a special name and title.

7. Adaptationsa. Extra Time

i. Students will have time to think of other surfaces to try at home or in the classroom to make additional predictions/inferences about surface temperature.

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ii. Students will watch the teacher do a demonstration involving making a in a jar— making predictions and inferences throughout the process.

b. Not Enough Timei. Teacher will complete the construction paper thermometer reading with

the whole class instead of having them do it in pairs.ii. Teacher will complete the blacktop/concrete steps on the experiment of

the lab with the whole class instead of letting them complete it in pairs.c. Student Problems

i. Teacher will break up partner pairs of students that are not working well together, and have each student complete the lab on their own.

ii. Teacher will have disruptive students pair up with the teacher, and complete the lab that way.

8. Evaluation/Reflectiona. Student Evaluation: How do I know that the behavioral objective was met?

- Students did well and were able to meet objectives in every subject today except perhaps grammar. This is a hard concept for them to grasp; I don’t think they quite understand the difference between a title and a name yet, but I think that will come with time. The students demonstrated understanding in their answers to questions as well as the connections they were able to draw throughout the day.

b. Teacher Evaluation: How did I demonstrate preparedness, classroom management, and engagement of learners? How did I demonstrate professionalism?- - All of the materials for my lesson were prepared ahead of time and I showed professionalism in my dress and speech. Although, I have definitely learned today that extra copies are a MUST! About 10 more than you need!

c. Other notes/Reflection:- The kiddos were a bit wiggly today, perhaps I will mix it up tomorrow and do a couple of brain breaks throughout the day to keep them on their toes and ready to learn!

B. Day Two1. Morning Meeting (15 minutes)

a. Question of the Day: What do you think it's like deep in the ocean? Why?b. Greeting: Spanish: Hola!

2. Read Aloud (15 minutes)a. “One Cool Friend”

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b. Students will answer teacher prompted questions about the plot as well as compare and contrast Eliot to his father. What about the two is similar? What is different?

c. How are Eliot and his penguin alike? How are they different?d. How are Eliot’s father and his turtle alike? How are they similar?


activity for that day (T409) on the carpet.b. Teacher will review the “or/ore” sound to students by showing the class the

corn sound card and having them name the item in the picture (corn). (T411)c. Teacher reviews the “or” sound using an interactive popcorn activity, in

which students come up to choose a kernel of popcorn that has a word written on it, based on the spelling and sound of the word students must decide if it can go in the popcorn tub (only or/ore words may go in). The class reads the word and decides using a thumbs up or down along with the student who pulled the kernel. Each student gets an opportunity to pull a kernel from the bag.

d. Students sing through the or song from the day before several times before teacher sends the class back to their seats.

e. At their seats, students who are in the advanced group work on an independent word ladder activity, while the rest of the class word builds orally with the teacher using individual white boards. (T410)

f. When finished, the students then complete WS p.32 to solidify their understanding of the new concept.

4. Reading (40 minutes)a. The teacher builds excitement for the story students will read in class that

day; “Land of Ice.” The teacher tells the students to do a picture walk through the story and try to figure out what this nonfiction story is about.

b. The teacher introduces students to the concept of comparing and contrasting various characters, things, and settings. (T413)

c. The teacher will review the word wall words for that week, reading them as a class, and then testing their speed for fun. Teacher points to the words faster and faster to challenge the students. (T414)

d. Advanced students: These students will work at their own pace to read the story and complete a Nonfiction Notepad WS.

e. Middle-level students: These students will work with the classroom teacher and answer comprehension questions throughout the reading as well as complete a WS that asks students to describe the “Land of Ice” in words.

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f. Low-level students: These students will listen to the story on a CD player twice and complete a modified graphic organizer that focuses on describing the “Land of Ice” in pictures.

5. Vocabulary (20 minutes)a. Students gather at the carpet and teacher individually reviews each

vocabulary word for the week, using the definition straight from the text. (T429)

b. The teacher reviews the words in different contexts and uses discussion as well as questioning to help students draw connections.

c. Students give answers to teacher questions and are praised or redirected by the teacher accordingly.

d. Students also draw connections to the words in their own lives; the teacher requires students to use the words in their responses.

6. Writing/Grammar (25 minutes)a. Teacher writes a rhyme on the board that has a special name and title for a

person. The students are to identify the name of the person as well as his title. (T430)

b. Once the students have named the person in the rhyme, the teacher goes through each, explaining that the name and the title begins with a capital letter.

c. Teacher uses a sentence frame to create various silly sentences containing a person with a special name and title.

d. The teacher then shifts into writing by reviewing what an interview question is and why it is used. (T431)

e. The teacher then models writing in a writing workshop folder an interview question that she would ask a story character.

f. Students are then asked to write an interview question to their favorite character in their writing workshop folder.






the lab with the whole class instead of letting them complete it in pairs.

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c. Student Problemsi. Teacher will break up partner pairs of students that are not working well

together, and have each student complete the lab on their own.ii. Teacher will have disruptive students pair up with the teacher, and

complete the lab that way.8. Evaluation/Reflection

a. Student Evaluation: How do I know that the behavioral objective was met?- The students were able to identify and recognize words that contain the ore/ore sound. Students were also able to listen and speak well during morning meeting, and participate correctly during reading today. The students were very engaged by the read aloud, and made some awesome connections to Tacky from yesterday!

b. Teacher Evaluation: How did I demonstrate preparedness, classroom management, and engagement of learners? How did I demonstrate professionalism?- All of my materials were in place and setup outside before the students got there. I described all directions for all activities in the classroom to lessen the amount of distractions. I demonstrated professionalism in my dress and in the way in which I interact with my students.

c. Other notes/Reflection:- Students were somewhat sluggish today, which was weird! I will definitely use the read aloud from today again—total hit! Leveling the reading groups is an interesting transition, but I think each week we get a little bit more comfortable with it. The students (especially the advanced) seem to be getting much more out of this time than before.

C. Day Three1. Morning Meeting (15 minutes)

a. Question of the Day: What do you like to do in the water? Why?b. Greeting: Skip Greeting

2. Read Aloud (15 minutes)a. “Polar Opposites”b. Students will answer teacher prompted questions about the plot as well as

compare and contrast Alex and Zina. What about the two is similar? What is different?

c. List three things Alex and Zina have in common.d. List three ways Alex and Zina are different.

3. Phonics (40 minutes)

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a. Teacher will “warm up” the class by beginning with the phonemic awareness activity for that day (T433) on the carpet.

b. Teacher will review the “or/ore” sound to students by showing the class the corn sound card and having them name the item in the picture (corn).

c. Students then practice building “or” sound words as a class on the carpet using index cards and a a pocket chart.

d. Students practice singing the or song a few times to solidify the sound in their heads.

e. At their seats, students are given a word sort according to ability level. Advanced students receive a picture-only sort, mid-level students receive cards with just the words, and the students who are below level receive cards with both pictures and words.

f. The students are tasked to put the cards in different categories based on sound, sight, first letter, etc. Students do this as an independent activity.

g. Students gather at the carpet with their clipboards and complete an “or hunt” in which they listen to a reading by the teacher, and write down as many “or” words that they can hear. The student who catches the most gets a special prize on Friday.

4. Reading (40 minutes)a. The teacher will review the word wall words for that week, reading them as a

class, and then testing their speed for fun. Teacher points to the words faster and faster to challenge the students. (T436)

b. The teacher introduces students to the concept of phrasing while they read and reviewing the types of punctuation that make readers pause. (T437)

c. Teacher also reviews the concept of comparing and contrasting by relating the students back to their read aloud. How were Alex and Zina alike? How were they different? (T438)

d. Students complete WS p. 34 in levels and once finished they partner read “Land of Ice” from the day before.

e. Once students have partner read the story again, they return to their seats and the class reads “My Father’s Feet” and compare/contrast it to the poem for the week as well as answer the comprehension questions. (T439)


vocabulary word for the week. (T441)b. The teacher reviews the words and interacts with word meanings to deepen

understanding of the words.c. Teacher uses picture cards and physical sues to help students remember the

meaning of words.

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d. Students give answers to teacher questions and are praised or redirected by the teacher accordingly.

6. Writing/Grammar (25 minutes)a. Teacher writes a note with incorrect capitalization and punctuation of

special names and titles on the board. The students are called up to make an edit to the note. (T442)

b. Once the students have edited the note, the teacher goes through each, explaining that the name and the title begins with a capital letter. The teacher also explains that titles need a period after the abbreviation.

c. The teacher then shifts into writing by asking the class to list various teachers or faculty members that they would like to interview. (T443)

d. Once the class has voted on which school person they would like to interview, the class creates as many interview questions as they can. The teacher will select the top five and then have a student interview the person the class selected.










- Students were able to categorize different or/ore words by sound and spelling, as well as use creative thinking to make even more unusual sorts. The students were able to create their own interview questions and identify people with special names and titles. The class participated well in morning meeting as well as read aloud; asking questions and making connections.

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b. Teacher Evaluation: How did I demonstrate preparedness, classroom management, and engagement of learners? How did I demonstrate professionalism?- All of the materials and copies I needed for my lesson were prepared ahead of time. I used varying classroom management styles to keep my students on their toes. I was professional in speech and in dress throughout the lesson.

c. Other notes/Reflection:- This class does a surprisingly great job of partner reading! I’m always amazed at how much I can trust them to do what they are told (for the most part). It’s great to have such a motivated bunch who love to please! The word sort was really difficult for some of my students, but it made them think which was great! Sometimes struggling is a good thing! It means they’re thinking!

D. Day Four1. Morning Meeting (15 minutes)

a. Question of the Day: What kind of pet do you have or want to have? Why is it special?

b. Greeting: Compliment Greeting2. Read Aloud (15 minutes)

a. “Penguin Chick”/”Penguins!”b. Students will answer teacher prompted questions about what they hear in

the reading as well as what they see in pictures. What are some different types of penguins? What is different about each kind?

c. How are all penguins alike?d. What are two interesting things you learned about penguins?


activity for that day (T393) on the carpet.b. Teacher briefly reviews the “or” sound with the class orally (T447)c. Teacher will introduce compound words to students by selecting two

students to come up and each hold one separate word on an index card. (each are one half of a compound word; ex. back and pack= backpack) (T446)

d. The students will turn to face the class one by one, as the class reads the first students’ word. Then that student turns around and the other shows his card.

e. Students flip back and forth a few times, then both show their cards side by side as the class reads the compound word. Repeat this pattern 5-6 times or until every student has had an opportunity to come to the front.

f. The teacher explains that compound words are two smaller words joined together to form a new word. Teacher models this process using more

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compound words broken into their two parts in a pocket chart. Students practice reading the small words, then the new compound word,

g. The teacher plays the “Compound Word Boogie” video on YouTube for students as they call out the individual and compound words interactively.

h. The teacher has students practice identifying compound words using Transparency R22.

i. Students then complete a compound word WS to show their comprehension of the phonics concept.



b. The teacher reviews phrasing while students read and reviews the types of punctuation that make readers pause. (T449) Students practice reading an excerpt of “Land of Ice” with their best fluency.

c. Teacher also reviews the concept of comparing and contrasting by relating the students back to their reading story. How are the animals in “Land of Ice” alike? How were they different? (T450)

d. Students partner retell “Land of Ice” using the puppets that they created for morning work.

e. Once the students have retold the story, they go back to their seats and the whole class fills in the word wall words on the story strip WS.


vocabulary word for the week. (T451)b. The teacher reviews the words in different contexts and uses discussion as

well as questioning to help students draw connections.c. The teacher uses prompting and scaffolding for students when necessary to

aid their answers to questions about the vocabulary words.d. Students give answers to teacher questions and are praised or redirected by

the teacher accordingly.6. Writing/Grammar (25 minutes)

a. Teacher briefly reviews special names and titles for people and asks students to list a few on their own. (T452)

b. The teacher then has students write these names on the board with the correct capitalization and punctuation.

c. The class then begins working on a penguin interviewing craft. (T453) The class follows step by step directions given by the teacher as she models the procedure.

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d. The students take the middle of their penguin and write a question they would ask a penguin in an interview. (Ex. Do you like eating fish? Why?)










- Students were able to create and identify compound words as well as words that contained the “or” sound. Students were able to read aloud the story in their reader with a partner fluently. Students were also able to draw connections to their vocabulary words. They struggled somewhat with following directions during the penguin craft, but all in all, they did well.

b. Teacher Evaluation: How did I demonstrate preparedness, classroom management, and engagement of learners? How did I demonstrate professionalism?- My lesson was prepared with all materials (although I still need to remember to ALWAYS have MORE copies on hand! This can cause a huge hiccup!) I managed the classroom well using various strategies (countdown, aural cues, etc.) and moved cards/moved students when I needed to. I was professional in dress and speech.

c. Other notes/Reflection:- This class LOVES music! The “Compound Word Boogie” was right up their alley! I must keep this in mind for future lessons with this class! The crafts were crazy to start, but they are really

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coming along nicely. This week I really feel like the students see me as an authority in the classroom, which is wonderful!

E. Day Five1. Morning Meeting (15 minutes)

a. Question of the Day: Imagine you have a pet. What is something silly it can do?

b. Greeting: Footshake2. Read Aloud (15 minutes)

a. “Penguin Post”b. Students will answer teacher prompted questions about the plot as well as

compare and contrast Milo to other penguin characters we have learned about this week. What about the two is similar? What is different?

c. What facts do we know about penguins that help us understand Milo’s penguin family and the egg?


activity for that day (T455) on the carpetb. Teacher then reviews the “or” sound with students, encouraging them to

each name a word that contains the “or” sound. (T457)c. Teacher reviews compound words by showing students the “Compound

Word Boogie” video again, and encourages them to make the compound word before the video does. (T456)

d. Teacher then reviews with class that two small words joined together form a compound word. The students then complete WS p.35 at their seats.

e. Teacher explains the headband game to students, in which they must walk around the room and write down the words on each classmate’s headband.

f. The students must then match the first half of a compound word to the other, according to the first word. (Ex. butter-----fly)



b. The teacher reviews phrasing while students read and reviews the types of punctuation that make readers pause. (T459) Teacher models how to read an excerpt of “Land of Ice” with best fluency. Students list some of the things the teacher id to read with fluency.

c. Teacher reviews the concept of comparing and contrasting by relating the students back to two of their read alouds. How are Tacky and Magellan similar? How are they different? (T460)

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d. Students complete their reading test individually, with the teacher reading the directions.

5. Vocabulary (20 minutes)a. Teacher briefly reviews each vocabulary word for the week. (T461)b. The teacher informally reviews the words in different contexts and uses

discussion as well as questioning to aid student understanding.c. The teacher uses prompting and scaffolding for students when necessary to

aid their answers to questions about the vocabulary words.d. Students give answers to teacher questions and are praised or redirected by

the teacher accordingly.e. The class takes a vocabulary test to showcase their mastery of these terms

throughout the week.6. Writing/Grammar (25 minutes)

a. Teacher briefly reviews special names and titles for people and asks students to list a few on their own. (T462)

b. The class completes the grammar section of their test.c. The class then completes their penguin interviewing craft. (T463) d. Once students have completed their craft, they are given the opportunity to

share their writing on the carpet. Students listen respectfully and speak about the question they asked and show their penguin.










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- The students were able to create words with the ”or” sound on their own, as well as compound words. Students were able to identify the key details and compare and contrast two characters or texts. The students were able to use and define vocabulary words in context.

b. Teacher Evaluation: How did I demonstrate preparedness, classroom management, and engagement of learners? How did I demonstrate professionalism?- All of my materials were in place and well prepared and I kept my class engaged and under control throughout. The students were excited, but did not misbehave or become too loud. I was professional in dress and speech throughout the course of my lesson.

c. Other notes/Reflection:- This was a crazy but fun week in first grade. The students loved Headbands, but struggled to complete the worksheet that went along with it. It was great to see them owning their learning and finding the answers for themselves. I will use this activity again, but perhaps not for this concept.

V. Evaluation Instruments and MethodsA. Formative Evaluation

1. Student preparedness and completion of assignments/homework2. Student participation in activities and demonstrations/experiments3. Observation of partner and independent work daily

B. Summative Evaluation1. Textbook test at the end of the unit (30 points)

VI. Evaluation of ObjectivesA. See evaluation sections of daily lessons

VII.Evaluation of Daily LessonsA. See evaluation sections of daily lessons

VIII. ResourcesA. Beck, Isabel L. Harcourt School Publishers StoryTown. Orlando, FL: Harcourt School

Publishers, 2009. N. pag. Print.B. Professors: Mrs. Dreves’ “How to Plan a Review Game” HandoutC. Pinterest: Various Activity Ideas http://www.pinterest.com/D. YouTube: Dr. Jean’s Compound Boogie http://www.youtube.com/E. Materials

1. Whole Unit (used throughout the ten days)a. StoryTown Readerb. StoryTown Adapted Worksheets (22 copies of each or 7 per level)

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http://www.pinterest.com/

c. Read Aloud Books:i. Tacky the Penguin by Helen Lesterii. One Cool Friend by Toni Buzzeoiii. Polar Opposites by Erik Brooksiv. Penguin Chick by Betty Tathamv. Penguin Post by Debi Gliori

d. Popsicle Sticks with class namese. Vocabulary Picture Cards

2. Day Onea. “ORE” Song Posterb. Chart Paperc. Markersd. Student White Boards/markers/eraserse. Story Map WS for Advanced students (7)f. WS p. 30 (14)g. Writing/Grammar Transparencyh. Writing Workshop Folder

3. Day Twoa. “ORE” Song Posterb. Chart Paperc. Markersd. Student White Boards/markers/eraserse. Word Ladder for Advanced students (7)f. WS p. 32 (14)g. PopcORn Tub and popcorn pieces (25)h. Four describing words worksheet (14)i. Nonfiction Notepad worksheet (7)j. Writing Workshop Folder

4. Day Threea. “OR/ORE” word sort cards, laminated (just words, 7)b. “OR/ORE” word sort cards, laminated (just pictures, 7)c. “OR/ORE” word sort cards, laminated (words/pictures, 7)d. “OR” Song Postere. “OR Hunt” WS (22)f. “OR Hunt” Teacher Storyg. WS p. 34 (22)h. White Board/marker/eraseri. WS p. 42 (22)

5. Day Foura. Transparency R22

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b. Compound Word Index Cardsc. Dr. Jean’s “Compound Word Boogie” (YouTube)d. Compound Word WS (22)e. Puppet WS (22)f. Popsicle Sticks (5 per student)g. Glueh. Story Strips (22)i. Penguin Craft Materials

i. Black Construction paperii. Orange Construction paperiii. 2 plastic eyeballsiv. Small paper platev. Black Crayonvi. Pencilvii. Scissors/Glue

6. Day Fivea. Dr. Jean’s “Compound Word Boogie” (YouTube)b. Headbands for each student with half of a compound word (24)c. Headbands WS (22)d. Reading/Phonics/Vocabulary/Grammar/Writing Textbook Test (22)

I. AppendixA. Teacher Materials

1. Unit Plan, Lessons, Block Plan2. Examples of completed projects/assignments3. Props/Activity Pieces/Games4. Assessment Answer Keys

B. Student Materials1. See attached

C. Sketches1. See attached

D. Assessment Tools1. See attached

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“land of ice” - mrs. potter's teaching...

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