UNIT PLAN

Name: Shelby Cornelius Date: 10/12/2017

Subject/Content: Important Parts of a Book Grade Level: Kindergarten

Curriculum Standards Unit Goals

State Curriculum Standards Create goals that are observable
CCSS.ELA-LITERACY.RI.K.5: The students will be able to correctly
Identifying the front cover, back cover, and the identify and understand the importance
title page of a book. of the different parts of a book; the title,
CCSS.ELA-LITERACY.RI.K.6: pictures, pages, author, illustrator, front
With prompting and support, name the author cover, back cover, title page, and spine.
and illustrator of a story and define the role of The students will be able to identify the
each in telling the story. important roles of the author and
CCSS.ELA-LITERACY.RI.K.7: illustrator of a story.
With prompting and support, describe the The students will master what they have
relationship between illustrations and the text learned in the last two lessons in four
in which they appear. reading centers.
CCSS.ELA-LITERACY.RI.K.10:
Actively engage in group reading activities
with purpose and understanding.
Activities Planned
List and/or describe the daily activities planned for the unit.

Lesson One: The students will participate in multiple activities that require them to label a book.
The students will also participate in group reading with the teacher.

Lesson Two: The students will participate in a game of charades, creation of a short story with
words and illustration, class discussion, and group reading with the teacher.

Lesson Three: The students will review everything they learned in lesson one and two through
four reading centers. The reading centers include; guided reading with the teacher, labeling the
nine parts of a book with sticky notes, creating an illustration from a piece of text, and
independently reading a book of the students choice.
Assessment
Informal: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?
Lesson One: The students will assess the students comprehension as he/she walks around the
room during the guided reading activity. The teacher will also asses the students through group
discussion.

Lesson Two: The teacher will assess the students understanding by their abilities to role play
and identifying the role that is being acted out by their peers during charades. The teacher will
also assess the students understanding of the concept through peer discussion when creating
their story. Lastly, the teacher will assess students knowledge based on the students answers
when asked clarifying questions.
Lesson Three: The students will be assessed while they are participating in the groups by the
teacher assistant. The teacher assistant will be taking notes for the teacher. The students will
also be assessed through group discussion and during the students guided reading participation.
Formal: What evidence will you collect and how will it document student learning/mastery of lesson objective(s)?
Lesson One: The teacher will assess the students knowledge based on the number of parts
he/she get correct as they bring their picture book up to be checked.

Lesson Two: The teacher will assess the students knowledge based on the story he/she writes in
pairs, which will be taken up and graded based on a rubric.

Lesson Three: The students will be assessed on their slips of paper during the bell ringer, their
short stories in center four, and their sentence they write for homework following the guided
reading.
 LESSON PLAN TWO

Name: Shelby Cornelius Date: 10/10/2017

Lesson Title: Wild About Authors and Illustrators Grade/Level: Kindergarten

Curriculum Standards Focus Question/Big Idea/Goal
State Curriculum Standards What question(s), big idea(s), and/or goals drive your instruction?
CCSS.ELA-LITERACY.RI.K.6:
With prompting and support, name the author Central Focus: The students will be able to
and illustrator of a story and define the role of identify the important roles of the author
each in telling the story. and illustrator of a story.
CCSS.ELA-LITERACY.RI.K.7:
With prompting and support, describe the
relationship between illustrations and the text
in which they appear.
Lesson Objective(s)
Objectives are measureable.
Students will be able to identify an author and illustrator in a story.
Students will be able to correctly define the roles of an author and illustrator in a story.
Students will be able to distinguish the relationships between the author and the
illustrator.
With the help of a partner, the students will create their own story using both text and
pictures to tell the story.
Vocabulary/ Academic Language
What opportunities will you provide for students to practice content language/vocabulary and develop fluency?
Illustrator
Author
Text/Words
Pictures
Questions for higher order thinking and assessment
These cannot be answered by yes or no.
What are the roles of the author and illustrator in a story?
Why is it important that the pictures match the words in the story?
How do pictures help tell the story?
How does understanding the role of the author and illustrator, help the reader become
better readers?
Assessment/Evaluation

Informal: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give
feedback?
The teacher will assess the students understanding by their abilities to role play and
identify the role that is being acted out by their peers during charades.
The teacher will assess the students understanding of the concept through peer
discussion when creating their story.
The teacher will assess students knowledge based on the students answers when asked
clarifying questions.

Formal: What evidence will you collect and how will it document student learning/mastery of lesson objective(s)?
The story the students write in pairs, will be taken up and graded based on a rubric.
Materials
What do you need for this lesson?
Where the Wild Things Are by Maurice Sendak
Several familiar books
 Chart paper/markers
Prepared booklet
Crayons
Pencils
Rubric for paired story development
Construction paper
Display of a page from a story and labels
Bell Ringer
What will students do as they enter the classroom and get ready to start the lesson?
The teacher will have the students gather around the reading rug, where they will ask the
following opening questions:
Can anyone tell me what an Author does in a story?
Can anyone tell me what an illustrator does in a story?
What is the text of a story?
What is the pictures of a story?
The teacher will write down the students responses on a piece of construction paper titled,
What We Already Know.
Anticipatory Set
How will you engage student interest in the content of the lesson? Use knowledge of students academic, social, and cultural characteristics.
The teacher will have a large display of a page from a story taped on the white board. This
page will have both text and pictures on it. The teacher will hand out two labels to a well-
behaved student. One label will read, Author, and the other, Illustrator. As a class, the
students will collaborate and decided which one wrote the text and which one drew the
pictures. When the class has come up with a decision, the student with the labels will go paste
them on the display. The teacher will assist the discussion as needed.
Instruction
Provide specific details of lesson content and delivery. This could include step by step procedures, discovery, modeling (I Do), questions,
encouraging higher order thinking and problem solving, etc.
The teacher will begin by showing a picture from the book, Where the Wild Things Are by
Maurice Sendak, and ask the students, Who can tell what they think the monsters are doing
in this picture?. Following the students answers, the teacher will then ask, In a story, what
would help tell us what is going on in the picture?. The teacher will continue to ask until the
students understand that the picture needs words to describe what the monsters are doing.
Next, the teacher will tell the students to listen to him/her read a passage without seeing the
picture. After reading the passage, the teacher will ask the students, Can anyone describe the
picture they see in their minds just by listening to the words?. The teacher will listen to the
students responses and then show the students the picture. The class will then compare what
they originally pictured, to what they see. The teacher will then inform the class that they will
be learning the roles of the author and the illustrator. The teacher will then tell the class that
the authors purpose is to make the pictures come alive with words, and the illustrator makes
the words come alive with pictures. The teacher will continue to read, Where the Wilds Are. As
the teacher reads, the students will be instructed to focus on the words and the pictures, and
see the relationship between the two. The teacher will take breaks from reading every so often
and ask clarifying questions to keep students engaged. When the teacher is done reading,
he/she will ask some closing questions such as, What where some things you noticed about
the pictures and the words? Did the words and picture tell the same story? Could you have one
without the other?.

Guided and Independent Practice

This is the We Do and You Do section where students are encouraged to think critically. Provide specific details that demonstrate a
gradual release of responsibility from teacher to students.
Independent Practice: The teacher will start by asking the students, How does understanding
what an author and illustrator do help the reader become a better writer?.
Following that discussion, the students will pair up and be authors and illustrators of their
own stories. After the students are paired, the teacher will pass out the rubrics to assist the
students in their writing. The teacher will then pass out the pre-made booklets, crayons, and
pencils. After all the materials are passed out, the teacher will assign one person in each pair
to be the author and the other to be the illustrator. The students will have to work together to
come up with their own story. The teacher will have already pre-picked some story topics, just
in case some students cant figure out what to write about. While the students work, the
teacher will circulate the room and give any feedback needed.

Guided: The students will participate in a game of charades. The students will take turns
coming up to the front of the class. The teacher will then whisper in the students ear if he/she
are an author or an illustrator. The students will act out who they are, while the teacher calls
on raised hands to predict who the student is acting like. While the students are playing the
game, the teacher will ask clarifying questions such as, What clues tell you that they are an
author/illustrator? What did the actor do to tell you he/she was an author/illustrator?.

Closure
Verbalize or demonstrate learning or skill one more time. This may include stating future learning objectives.

Allow the paired students to share their stories to the class. While the students are sharing
their stories, the teacher will ask the following clarifying questions:
How did you know to draw that?
What words told you so?
How do you know you are the author or illustrator?
Do your words match tour pictures?
After all the students are done sharing their stories, the class will look back over the
construction paper they filled out during the bell ringer. The students will compare what they
wrote to what they have leaned.
Adaptations to Meet Individual Needs
How will you adapt the instruction to meet the needs of individual students?
If a student cant write independently, the student will dictate the story to the teacher
and add illustrations.
If a student is struggling during the game of charades, the teacher will pair the student
with someone who is grasping the concept.
As clarifying questions are being asked throughout the lesson, the teacher will keep
mental notes of any off the wall answers said by a student. The teacher will then make
sure to talk one on one with those students during independent work and give any
additional assistance if needed.
There will be a display of the words, Illustrator and Author, around the classrooms
for visual clues.
The display the students worked on in the anticipatory set will stay on the white board
throughout the lesson for visual clues as well.

Cross-curricular connections
State connections between the material covered and other content areas.
There is writing in this activity, as well as art.
 LESSON PLAN THREE

Name: Shelby Cornelius Date: 10/11/2017

Lesson Title: Review Reading Centers Grade/Level: Kindergarten

Curriculum Standards Focus Question/Big Idea/Goal
State Curriculum Standards What question(s), big idea(s), and/or goals drive your instruction?
CCSS.ELA-LITERACY.RI.K.5:
Identifying the front cover, back cover, and the Central Focus:
title page of a book. The students will master what they have
CCSS.ELA-LITERACY.RI.K.6: learned in the last two lessons in reading
With prompting and support, name the author centers.
and illustrator of a story and define the role of
each in telling the story.
CCSS.ELA-LITERACY.RI.K.7:
With prompting and support, describe the
relationship between illustrations and the text
in which they appear.
CCSS.ELA-LITERACY.RI.K.10:
Actively engage in group reading activities
with purpose and understanding.
Lesson Objective(s)
Objectives are measureable.
The students will be able to engage in group reading activities.
The students will be able to correctly identify parts of a book.
The students will be able to illustrate a piece of text.
The students will be able to read independently.
The students will be able to participate in guided reading with the teacher.
Vocabulary/ Academic Language
What opportunities will you provide for students to practice content language/vocabulary and develop fluency ?
Title
Pictures
Pages
Front Cover
Back Cover
Title Page
Spine
Illustrator
Author
Pictures
Text/Words
Questions for higher order thinking and assessment
These cannot be answered by yes or no.
Why is understanding the parts of a book important?
Why is understanding the roles of the author and illustrator important?
How can we use this knowledge to make us better readers?
Assessment/Evaluation

Informal: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?
The students will be assessed while they are participating in the groups by the teacher
assistant. The teacher assistant will be taking notes for the teacher.
The students will be assessed through group discussion.
 The student will be assessed on their guided reading participation.
Formal: What evidence will you collect and how will it document student learning/mastery of lesson objective(s)?\
The students will be assessed on their slips of paper during bell ringer
The students will be assessed on their short stories in center four.
The students will be assessed on their sentence they write for homework following the
guided reading.
Materials
What do you need for this lesson?
Popsicle stick terms and cup
Slips of paper for bell ringer
Off to Kindergarten by Tony Johnston
Sticky Notes
Word bank of terms
Mini white boards and dry erase markers
Pre-made short story booklets
Crayons
Color pencils
Three books for center two
Books at the reading carpet
Pencils
Bell Ringer
What will students do as they enter the classroom and get ready to start the lesson?
When the students enter the classroom, they will they will be handed a slip of paper from the
teacher. The teacher will then instruct the students to write down one thing they have learned
in the last two lessons. The teacher will walk around and in assist as needed. The students
will turn slips on for grade.
Anticipatory Set
How will you engage student interest in the content of the lesson? Use knowledge of students academic, social, and cultural characteristics.
The students will gather around the reading rug and review what they have learned in the
past to lessons. The teacher will have terms written on popsicle sticks in a cup. The terms will
include: Title, Pages, Front Cover, Back Cover, Title Page, Spine, Illustrator, Author, Pictures,
and Text/Words. The teacher will call on students to walk up and draw a popsicle stick out of
the cup. The student will then read their term to the class. If the student knows the definition,
he/she can tell the class. If he/she does not know the definition, he/she can ask a friend. The
will assist if needed, but will let the students be independent as much as possible. The class
will do this until all terms are drawn and reviewed.
Instruction
Provide specific details of lesson content and delivery. This could include step by step procedures, discovery, modeling (I Do), questions,
encouraging higher order thinking and problem solving, etc.
The teacher will divide the students up in groups of four and will assign each group to a
station/center. The teacher will then go through each station and explain what the students
will be doing. The teacher will give examples in each station and make sure all students
understand the instructions. There will be a teacher assistant who will be walking around and
assisting the three reading centers, while the teacher is conducting the guided reading center.
Guided and Independent Practice
This is the We Do and You Do section where students are encouraged to think critically. Provide specific details that demonstrate a
gradual release of responsibility from teacher to students.
Center One: The students will participate in guided reading with the teacher. The students
will be reading the story, Off to Kindergarten by Tony Johnston, Illustrated by Melissa Sweet.
The teacher will start the guided reading by asking the students, Just by looking at the front
cover, what do think this story will be about?. After the students respond, the teacher will
ask, Can anyone tell me the title of this book?. If the students cant read the title, the
teacher will ask someone to point to the title. The teacher will then read the title and ask the
students how they felt coming to Kindergarten. Next, the teacher will ask a student to point to
the author and another student to point to the illustrator. The teacher will then read the
authors and illustrators name and ask the students, Who wrote the words and who drew the
pictures?. After the students respond, the teacher will then ask the students to begin reading
out loud, while the teacher walks around observing the students and assisting them if needed.
The teacher will conclude this guided reading by asking some closing questions about what
the students read and then instruct the students to write one sentence about what they did on
their first day of kindergarten for homework. (Guided Practice)

Center Two: The teacher will have about three books laid out in the middle of the table. The
students are to work together and label as many of the books with sticky notes in the given
time. The students will have a word bank of the list of terms to assist them. If the students
need help writing any of the terms, the teacher assistant will help. The students will make
sure to take off the sticky notes at the end, so the books are ready for the next group. If the
students finish before the time runs out, the students will practice writing the terms on
individual mini white boards. The assistant teacher will hand out the white boards and
markers if needed. (Independent Practice)

Center Three: This center will be at the reading carpet. The students are to quickly and
quietly pick a book and read independently. (Independent Practice)

Center Four: The teacher will have a pre-made short story booklet with just words. Under the
words will be a blank space. The students will individually read the words and then draw a
picture in the blank spaces describing what they read. The crayons and color pencils will be in
a bucket in the middle of the desk. If they finish before the time is up, the students will share
their illustrations with their group members. The students will drop their stories in a basket
in the middle of the desk, where they will later be collected by the teacher and graded.
(Independent Practice)
Closure
Verbalize or demonstrate learning or skill one more time. This may include stating future learning objectives.
CLEAN UP. The class will work together to clean up the four stations/centers. After the
classroom is cleaned, the class will come back together at the reading rug, where the teacher
will ask the students to raise their hands and share with the class something they have
learned over the past three days. Finally, the students will get a trip to the treasure box for all
their hard work.
Adaptations to Meet Individual Needs
How will you adapt the instruction to meet the needs of individual students?
If a student cant write independently, the student will dictate their sentence to the
teacher the following day. (referring to the sentence about what they did on their first
day of kindergarten)
If students cant write independently, the student will just assist the other group
members during center two.
The teacher will inform the teacher assistant of poor readers and have he/she make
those students choose books on their reading level during independent reading.
Cross-curricular connections
State connections between the material covered and other content areas.
There is writing and art in this lesson.