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Unit Plan of Study



Bridget C. Lasorsa

University of Nevada, Las Vegas













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Classroom Context
I teach first grade at Goldfarb Elementary School. My school is in North East Las Vegas,
located in Area 2. My school has a high population of students who are learning English as a
second language. The demographics of my students consist mostly of Hispanic, with a small
percentage of Caucasian, Black, and Asian students.
At my school it is mandatory for all kindergarten through second grade students to learn
how to read through a program called Saxon Phonics. Saxon Phonics is taught whole group. I
also use the Trophies basal to help teach whole group and assess students on first grade skills. It
is also mandatory to teach small reading groups which is on students levels. I teach small group
reading through leveled Trophies stories, Saxon Phonics decodable books, Reading A-Z, and
other texts from the literacy room. We also have a program called 100 Book Challenge, where
students are building reading stamina. Students read 30 minutes a day at school, and are
encouraged to read 30 minutes a day at home. (Students are able to take home new books to read
on a daily basis).
In math, our program that I use to teach is called Envisions which is taught whole group.
(Supplemental material is used frequently). After our whole group math lesson, the students
practice independently, and also work in math centers to practice recently taught skills.
In writing, we do not have a program that is mandatory for us teachers to follow. This is
one of my favorite things to teach because we are allowed some freedom. During writing time is
when I am able to incorporate science and social studies. That is the main reason why I chose to
do my Mid-Term on a Science/Literacy Unit. I thought it would be an excellent way to
incorporate Science with Reading and Writing. I am also able to include multimodal elements!










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(Lesson Plan Format Adapted by Thomas W. Bean, John E. Readence, and R. Scott Baldwin)
(Bean, Readence & Baldwin, 2011)
Lesson Plan-Day 1
Week 1
Topic
Seeds and Plants
Goals and Objectives:
Students will be able to identify the different parts of a plant.
RI.1.1 Ask and answer questions about key details in a text.
RI.1.2 Identify the main topic and retell key details of a text.
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries,
electronic menus, icons) to locate key facts or information in a text.
RI.1.6 Distinguish between information provided by pictures or other illustrations and
information provided by the words in a text.
(1)4.1 Investigate and describe how plants have seeds that produce the same kind of
plant.
(1)4.2 Investigate, observe, and describe how plants grow and change through their life
cycles.
(1)4.3 Identify observable characteristics of plants.
Content Outline and Learning Activities:
Read picture book to students
Discuss the main idea and details in the book
Complete the K part (What I Know about seeds and plants) of the KWHL Chart
Complete the W part (What I Want to know about seeds and plants) of the KWLH
Chart
Resources and Materials
Picture Book: The Tiny Seed by Eric Carle
KWHL Chart
Evaluation Plan
Evaluation will be informal. Students will receive participation points. I will expect
students to participate during the read aloud. I will also expect students to give their
input on what they know about seeds and plants, and what they want to know about seeds
and plants.
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Lesson Plan-Day 2
Topic
Seeds and Plants
Goals and Objectives:
Students will be able to identify the different parts of a plant.
RI.1.1 Ask and answer questions about key details in a text.
RI.1.2 Identify the main topic and retell key details of a text.
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries,
electronic menus, icons) to locate key facts or information in a text.
RI.1.6 Distinguish between information provided by pictures or other illustrations and
information provided by the words in a text.
(1)4.1 Investigate and describe how plants have seeds that produce the same kind of
plant.
(1)4.2 Investigate, observe, and describe how plants grow and change through their life
cycles.
(1)4.3 Identify observable characteristics of plants.
Content Outline and Learning Activities
Bring in potted plant to help build background knowledge
Review what they know about seeds and plants
Read an informational book about seeds and plants
Teachers and students will fill in plant diagram together
Complete the L part (What I Learned about seeds and plants) of the KWHL Chart
(students will continue to fill out the KWHL chart throughout the Unit Study)
Resources and Materials
Plant
Informational Book: Green Plants: From Roots to Leaves by Louise and Richard
Spilsbury
Plant Diagram
KWLH Chart
Evaluation Plan
Evaluation will be informal. Students will receive participation points. I will expect
students to participate during the read aloud. I expect students to help with filling out the
diagram. I will also expect students to give their input on what they learned about seeds
and plants for todays lesson.
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Lesson Plan-Day 3
Topic
Seeds and Plants
Goals and Objectives:
Students will be able to identify the different parts of a plant.
RI.1.1 Ask and answer questions about key details in a text.
RI.1.2 Identify the main topic and retell key details of a text.
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries,
electronic menus, icons) to locate key facts or information in a text.
RI.1.6 Distinguish between information provided by pictures or other illustrations and
information provided by the words in a text.
(1)4.1 Investigate and describe how plants have seeds that produce the same kind of
plant.
(1)4.2 Investigate, observe, and describe how plants grow and change through their life
cycles.
(1)4.3 Identify observable characteristics of plants.
Content Outline and Learning Activities
Read an informational book about seeds and plants
Show students picture of plants and seeds to help with background knowledge
Show students video clips of seeds and plants to continue to help build background
knowledge
Review the parts of a plant by using teachers diagram
Students will construct a plant diagram using construction paper
Students will label the parts of a plant
Complete the L part (What I Learned about seeds and plants) of the KWHL Chart
(students will continue to fill out the KWHL chart throughout the Unit Study)
Resources and Materials
Informational Book: Dig and Sow: How Do Plants Grow? by Janice Lobb (Read Chapter
7, Where Do Plants Come From?, Read Chapter 8, How Do Seeds Grow?)
Pictures of seeds and plants
Video clips of seeds and plants
Plant Diagram
Construction paper for students individual diagrams
Labels to put on plant diagram
KWLH Chart
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Evaluation Plan
Students will be evaluated by their plant diagram. Students should have four basic parts
labeled. 1. Roots. 2. Stem. 3. Leaves. 4. Flower






















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Lesson Plan-Day 4
Topic
Seeds and Plants
Goals and Objectives:
Students will be able to identify the different parts of a plant.
RI.1.1 Ask and answer questions about key details in a text.
RI.1.2 Identify the main topic and retell key details of a text.
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries,
electronic menus, icons) to locate key facts or information in a text.
RI.1.6 Distinguish between information provided by pictures or other illustrations and
information provided by the words in a text.
(1)4.1 Investigate and describe how plants have seeds that produce the same kind of
plant.
(1)4.2 Investigate, observe, and describe how plants grow and change through their life
cycles.
(1)4.3 Identify observable characteristics of plants.
Content Outline and Learning Activities
Review what students have learned about the parts of a plant
Students can share and explain their diagrams with their classmates (informally)
Read an informational book about seeds and plants
Students will add to diagram what a plant needs to survive (rain, sunshine, soil, air)
Complete the L part (What I Learned about seeds and plants) of the KWHL Chart
(students will continue to fill out the KWHL chart throughout the Unit Study)
If time permits, students and teacher will work together to create a T-chart to compare
what plants need to grow and what people need to grow
Resources and Materials
Informational Book: Seeds, Stems, and Stamens: The Ways Plants Fit into their World by
Susan E. Goodman (Read Chapter Introduction, Read Chapter 3, Getting Sun, Read
Chapter 4 Getting Water and Nutrients)
Plant Diagram
Materials for students to illustrate (what a plant needs to survive)
KWLH Chart
T-Chart that compares plants and people

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Evaluation Plan
Students will be evaluated by their plant diagram. Students should already have the four
basic parts labeled. Students will also be evaluated on the additional labeling of the plant
diagram (what a plant needs to survive).





















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Lesson Plan-Day 5
Topic
Seeds and Plants
Goals and Objectives:
Students will be able to identify the different parts of a plant.
Students will be able to identify the different parts in a life cycle.
RI.1.1 Ask and answer questions about key details in a text.
RI.1.2 Identify the main topic and retell key details of a text.
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries,
electronic menus, icons) to locate key facts or information in a text.
RI.1.6 Distinguish between information provided by pictures or other illustrations and
information provided by the words in a text.
(1)4.1 Investigate and describe how plants have seeds that produce the same kind of
plant.
(1)4.2 Investigate, observe, and describe how plants grow and change through their life
cycles.
(1)4.3 Identify observable characteristics of plants.
Content Outline and Learning Activities
Review what students have learned about parts of a plant and what plants need to grow
Teacher will lead a discussion on life cycles (build background knowledge)
Read an informational book about seeds and plants
After listening to the text, students will help teacher fill in the life cycle of a plant
Students will then create their own life cycle of a plant
Students will share their life cycle of a plant diagram with their group members
I will have a few volunteers share their plant diagram whole group
Complete the L part (What I Learned about seeds and plants) of the KWHL Chart
(students will continue to fill out the KWHL chart throughout the Unit Study)
Resources and Materials
Informational Book: The Life Cycle of a Flower by Molly Aloian
Teachers Diagram of a life cycle
Individual diagrams for students to create a life cycle of a plant
Materials for students to illustrate (a life cycle of a plant)
KWLH Chart

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Evaluation Plan
Students will be evaluated by their life cycle of a plant.























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Lesson Plan-Day 1
Week 2
Topic
Seeds and Plants
Create a Life Cycle of a Plant (in a comic or graphic novel format)
Goals and Objectives:
Students will be able to identify the different parts of a plant.
Students will be able to identify the different parts in a life cycle.
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts
about the topic, and provide some sense of closure.
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries,
electronic menus, icons) to locate key facts or information in a text.
(1)4.1 Investigate and describe how plants have seeds that produce the same kind of
plant.
(1)4.2 Investigate, observe, and describe how plants grow and change through their life
cycles.
(1)4.3 Identify observable characteristics of plants.
Content Outline and Learning Activities
Review what students have learned about parts of a plant and what plants need to grow
Review what students know about life cycles
Read a graphic novel to the students (to show them the format that they will be using to
create their own graphic novel of a plant)
Have students Think-Pair-Share the parts of a life cycle
Resources and Materials
Teachers Diagram of a life cycle
Graphic Novel: Seed, Sprout, Fruit: An Apple Tree Life Cycle by Shannon Barefield and
Simon Smith
Evaluation Plan
Evaluation will be informal. Students will receive participation points. I will expect
students to participate during the read aloud. I will also expect students to give their
input on what they know about the life cycles of plants. Students will also be expected to
collaborate with their partner and classmates during the Think-Pair-Share activity.

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Lesson Plan-Day 2
Topic
Seeds and Plants
Create a Life Cycle of a Plant (in a comic or graphic novel format)
Goals and Objectives:
Students will be able to identify the different parts of a plant.
Students will be able to identify the different parts in a life cycle.
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts
about the topic, and provide some sense of closure.
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries,
electronic menus, icons) to locate key facts or information in a text.
(1)4.1 Investigate and describe how plants have seeds that produce the same kind of
plant.
(1)4.2 Investigate, observe, and describe how plants grow and change through their life
cycles.
(1)4.3 Identify observable characteristics of plants.
Content Outline and Learning Activities
Read a graphic novel to the students (to review format from previous day)
Show an example of a comic strip about the life cycle of plants (my own example)
Identify with students what my comic strip includes in it
As a class, create a comic strip
Resources and Materials
Graphic Novel: Manners Matter in the Classroom by Lori Ann Mortensen and Lisa Hunt
Teachers example of comic strip
Materials for class comic strip
Evaluation Plan
Evaluation will be informal. Students will receive participation points. I will expect
students to participate during the read aloud. I will expect students to work together to
create a class comic strip.



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Lesson Plan-Day 3
Topic
Seeds and Plants
Create a Life Cycle of a Plant (in a comic or graphic novel format)
Goals and Objectives:
Students will be able to identify the different parts of a plant.
Students will be able to identify the different parts in a life cycle.
Students will be able to create a comic strip or graphic novel.
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts
about the topic, and provide some sense of closure.
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries,
electronic menus, icons) to locate key facts or information in a text.
(1)4.1 Investigate and describe how plants have seeds that produce the same kind of
plant.
(1)4.2 Investigate, observe, and describe how plants grow and change through their life
cycles.
(1)4.3 Identify observable characteristics of plants.
Content Outline and Learning Activities
Read a graphic novel to the students (to review format)
Show students class comic strip that they made from the previous day
Have students review and identify the key parts in a comic strip
Students will create their own comic strip based on a plant life cycle
Before students start their comic strip, they will discuss their ideas with a partner
*They also have the option of creating a comic strip based on a life cycle of a chicken or
frog (since we have also learned all about these life cycles)
*They also have the option of creating a graphic novel (instead of a comic)
Resources and Materials
Graphic Novel: Water Goes Round: The Water Cycle by Robin Koontz and Chris
Davidson
Class example of comic strip
Materials for individual students comic strip or graphic novel


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Evaluation Plan
Evaluation will be informal. I will be checking to see that they have started their comic
strip or graphic novel. I will also be checking to make sure that their comic strip or
graphic novel is on topic.






















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Lesson Plan-Day 4
Topic
Seeds and Plants
Create a Life Cycle of a Plant (in a comic or graphic novel format)
Goals and Objectives:
Students will be able to identify the different parts in a life cycle.
Students will be able to create a comic strip or graphic novel.
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts
about the topic, and provide some sense of closure.
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries,
electronic menus, icons) to locate key facts or information in a text.
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1
topics and texts with peers and adults in small and larger groups.
SL.1.1b Build on others' talk in conversations by responding to the comments of others
through multiple exchanges.
SL.1.1c Ask questions to clear up any confusion about the topics and texts under
discussion.
SL.1.2 Ask and answer questions about key details in a text read aloud or information
presented orally or through other media.
Content Outline and Learning Activities
Read a graphic novel to the students (to review format)
Review expectations of assignment
Students will continue to create their own comic strip or graphic novel of life cycles
We will close the lesson by students sharing their comic strips or graphic novel (they will
share what they have completed)
Resources and Materials
Graphic Novel: Where Do the Birds Go?; A Migration Mystery by Rebecca Jean and
Katie McDee
Materials for individual students comic strip or graphic novel
Evaluation Plan
Evaluation will be informal. I will also be checking to make sure that their comic strip or
graphic novel is on topic. I will also be checking to see if their comic or graphic novel is
meeting all of the requirements for the assignment.
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Lesson Plan-Day 5
Topic
Seeds and Plants
Create a Life Cycle of a Plant (in a comic or graphic novel format)
Goals and Objectives:
Students will be able to identify the different parts in a life cycle.
Students will be able to create a comic strip or graphic novel.
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts
about the topic, and provide some sense of closure.
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries,
electronic menus, icons) to locate key facts or information in a text.
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1
topics and texts with peers and adults in small and larger groups.
SL.1.1b Build on others' talk in conversations by responding to the comments of others
through multiple exchanges.
SL.1.1c Ask questions to clear up any confusion about the topics and texts under
discussion.
SL.1.2 Ask and answer questions about key details in a text read aloud or information
presented orally or through other media.
Content Outline and Learning Activities
Read a graphic novel to the students (to review format)
Review expectations of assignment
Students will finish creating their own comic strip or graphic novel of life cycles
We will close the lesson by students sharing their comic strips or graphic novel
Complete the L part (What I Learned about seeds and plants) of the KWHL Chart
(students will continue to fill out the KWHL chart throughout the Unit Study)
Complete the H part (How will I find out my unanswered questions)
(The H part give students more opportunities for additional learning)
Students will share their final comics or graphic novels with the class
Resources and Materials
Graphic Novel: Eggs, Legs, Wings: A Butterfly Life Cycle by Shannon Barefield and
Simon Smith
KWLH Chart

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Evaluation Plan
I will evaluate students comics or graphic novels. You will find the rubric enclosed in
this Unit of Study.






















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Content and Objectives
Content and Objectives are integrated into the above lesson plan (pages 3-17).
Multimodal Elements and Teaching Strategies
Content and Objectives are integrated into the above lesson plan (pages 3-17).
Expected Outcomes and Performance Assessments
I expect that this unit can have the potential of being a year-long unit of learning. We
have briefly learned and discussed other life cycles such as the chicken and the frog. These life
cycles were introduced during our whole group lessons previously this year. The students also
reviewed and discussed life cycles during small reading groups; and they read about life cycles at
their individualized reading level. Later in the year students will learn other life cycles, an
example is the butterfly life cycle.
















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I thought I would end with some quotes from students who learned in a graphic novel classroom.
My whole life growing up Ive hated reading, but since I have been reading graphic novels I have finally found a
kind of book I actually enjoy reading. Craig
(Bakis, 2012, p.144)
Graphic Novel struck me as something new, fun, and exciting. This class was a breath of fresh air I loved that
we had a chance to come up with our own ideas and werent on a tight leash when it came to projects like designing
our own graphic novel. Thank you for creating this class and showing people that there is more than one way to
read book(s) and learn English! Liz
(Bakis, 2012, p.144)
I learned that the graphic medium has the power to change ones perspective completely about literature I now
know that written language is not the only way for an author to portray his or her perspective. Matt
(Bakis, 2012, p.146)

http://www.google.com/imgres?q=graphic+novels+for+kids&start=82&num=10&um=1&hl=en&biw=1366&bih=6
67&tbm=isch&tbnid=c1Q9F0ZwmM6R_M:&imgrefurl=http://aflyontheclassroomwall.com/2010/02/&docid=TTR
UCdcPTueB1M&imgurl=http://flyontheclassroomwall.files.wordpress.com/2010/02/image10347.jpg&w=1400&h=
1076&ei=inuHUNCUFsjs2gWBwYDwCg&zoom=1&iact=hc&vpx=1069&vpy=271&dur=35&hovh=197&hovw=2
56&tx=185&ty=93&sig=102390135849551968394&page=4&tbnh=129&tbnw=168&ndsp=35&ved=1t:429,r:68,s:2
0,i:208
Once I complete this unit I would like to ask my students for reflections on how they liked creating their own
comic or graphic novel.
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References
Bakis, M. (2012). The graphic novel classroom:powerful teaching and learning with images.
Thousand Oaks, CA: A SAGE Company.
Bean, T. W., Readence, J. E., & Baldwin, S. R. (2011).Content area literacy: An integrated
approach. (10 ed.). Dubuque IA: Kendall Hunt Publishing Company.