Unit Overview
|Unit Overview |
|Title: |Goodnight moon and nighttime |
|Focus/Essential Questions |
|What do we do at nighttime or before bed? |
|Unit Summary |
|The unit begins with sound recognition in “hey diddle diddle” and moves on to Goodnight Moon before starting other nighttime topics like learning about |
|the moon and stars. |
|Subject Area(s): English, Art |
|Grade Level: K-1 beginning ESL |
|Standards: |
|Common Core |
|Reading 1, 2, 3, 4, 7, 10, 11, |
|Foundational Skills: 1, 2, 3 |
|Writing: 2, 5, 6, |
|Speaking and Listening: 1, 2, 4, 5, 6 |
|Language: 1, 4, 5, 6 |
|Content Area(s) |
|Art, language arts, creative writing |
|Learning Outcomes |
|Students will: |
|Review rhyming words and nursery rhymes through connections to the book Goodnight Moon |
|Discuss activities performed before bed, including saying “goodnight” |
|Learn key nighttime vocabulary |
|Review simple adjectives through use of a picture book. |
|Unit Scope and Sequence |
|Activate prior knowledge |
|Use Hey Diddle Diddle to lead into a unit on nighttime focused on the book Goodnight Moon |
|Learning Assessment | |
|Student participation will be informally evaluated | |
|Completed student books will be evaluated based on letter formation and sound coordination. Spelling will not be a factor. As long as the sounds can be | |
|said to form the correct word, students will not be penalized for invented spelling. | |
|Unit Implementation |
|Instructional Strategies |Grouping Options |Scaffolds |
|Step 1: Begin nighttime unit with a |.Whole group discussion |Review with song: |
|review of previous unit (rhymes) with| |Then have a choral reading of “Hey Diddle Diddle” |
|Hey Diddle Diddle | |Talk about the letters in certain words in “Hey Diddle Diddle.” What sound do you |
| | |hear in the middle of fiddle? The end of cat? How about the end of moon? |
|Step 2: What does bedtime mean? |Pair work for discussing |A warmup for the main unit. This will involve discussing what bedtime means. |
|Bedtime routine |“bedtime” |Brainstorm things you do before bed. Use TPR to demonstrate bedtime routine. |
|Introduce the book “Goodnight Moon” | |What does the title mean? |
| | |Picture walk, what might the story be about? |
|Step 3: Reading the story Goodnight |One large group for |Read book aloud. Point out items to help with vocabulary. Talk about the rhyming |
|Moon |listening to the story. |words, like in Hey Diddle Diddle. |
| | | |
| |Pairs for activity. Large |Vocabulary envelope activity, divide pictures into things they know well, things they |
| |group to compare results. |kind of know, and things they don't really know. As a group, go over the items in each|
| | |category, students may be asked to define words they “know” for other students in the |
| |Individuals for art project |class. |
| | | |
| | |Define any unknown words. |
| | | |
| | |Fun activity: students make a mobile of moon and stars |
|Step 4: Second reading of the book |Whole class |Read the book a second time. Students will have pictures of nouns from book and will |
| | |hold them up as it is named and say it with the instructor. |
| | | |
| | |Larger versions of the pictures will be used on a semantic wall map. Students will |
| | |construct it after the second time reading the book. |
| | | |
| | |Watch a video of the story or have a volunteer adult come in and read it |
| | |. |
|Step 5: |Individually |Students will draw a picture a picture of their room at home. They will begin |
|Begin writing project with | |labeling the items that they know. |
|preparation | | |
|Step 6: Revising/editing |Groups of 3 |Students will work in groups of 3 to help label items in all 3 of their drawn rooms. |
| | |They will work with picture dictionaries and worksheets on bedrooms. Other students |
| | |will provide input on how the items should be written by sounding it out together. |
|Step 7: Drafting |Individually |Students will make a draft on a worksheet with the phrase: In my ____ room, there |
| | |are... and then select three of the items. Afterward, students will fill out the |
| | |worksheet provided for them (organizing worksheet) with sentence starters and can |
| | |provide a brief sketch of an idea for the picture next to it. Alternately they could |
| | |cut pictures out of a Home and Gardens magazine. |
|Step 8: Moon and stars and publishing|Groups and pairs working on |Lesson on the sun, moon and stars. Activities will include drawing the moon and stars |
| |the sun, moon and stars. |each night at home. While these lessons are ongoing, students will also be given time|
| | |to work on their books. |
| |Individual work on their | |
| |published book. |Each book will start with the phrase “In the _____ room, there are... ” where the |
| | |_____ is supposed to be an adjective. It can be a color or size. This first page |
| | |will be Then the students will list their items on each consecutive page with a |
| | |drawing of the item. After at least 3 items, students will switch to saying |
| | |“Goodnight room” then “Goodnight ____” with each one being an item. The last picture |
| | |will be of the room again. |
|Accommodation Options |
|ELL / IP Students | |
|Highly-Capable Students | Can use higher level vocabulary in their story or provide more than 3 objects. |
|(or enrichment/ extension activity)| |
|Management/Organization Tips |
|Make sure students are involved in drawing pictures. Encourage even those shying away from the artistic aspects. |
|Approximate Time Needed (Example: 45 minutes, 4 hours, 1 year, etc.) |
|1 week, possibly 10 days |
|Prerequisite Skills |
|Basic letter recognition |
|Basic word recognition |
|Ability to form some letters properly in writing |
|Use of sounding it out techniques |
|Materials and Resources Required for Unit |
|Adopted Print Materials: book - “Goodnight Moon,” organizers for writing, paper for drawing, printouts of lyrics of “hey diddle diddle” nursery |
|rhyme/song, cards for identifying items, created worksheets, other applicable materials |
|Adopted and other Audio/Visual: websites listed, |
|Supplemental Resources (including Internet resources): websites for visuals and powerpoint to use for basis of description |
|Supplies: |
|Technology – Hardware (Click boxes of all equipment needed.) |
|Computer(s) | VCR |Projection System (if doing whole group instruction) |
| Printer | Video Camera | Camera |
| Digital Camera | Scanner | Video Conferencing |
| Television | Laser Disk | Other DVD |
|Technology – Software (Click boxes of all software needed.) |
|Microsoft Word | Microsoft Front Page | KidPix |
| Microsoft Excel |Microsoft Internet Explorer|Inspiration |
| Microsoft PowerPoint |SchoolKiT | Clicker 4 |
| Publisher | Encarta Reference | Image Blender/Photo Editor |
| |Materials | |
|Optional Technology Extensions | |
Rubric:
| |EXCEEDS EXPECTATIONS |MEETS EXPECTATIONS |PROGRESSING IN SKILLS |DOES NOT MEET EXPECTATIONS |
| |4 POINTS |3 POINTS |2 POINTS |1 POINT |
|Letters |All letters are properly |75% or better of letters |50% or less of the writing |Scribbles unrecognizable as|
| |formed and recognizable |are recognizable. |is recognizable |letters. |
|Phonetics in invented |All words are |The majority of the words |One or two of the words can|Undecipherable words. |
|spelling |distinguishable and some |are able to be |be sounded out. The others| |
| |are spelled correctly |distinguished by the |are indistinguishable | |
| | |teacher. | | |
|Topic in pictures and |Writing and pictures show |Writing is on topic and |Word selection is somewhat |Unable to distinguish words|
|writing |evidence of further topic |pictures are as well. |related to the topic of |and pictures lack topic. |
| |development. (Grouping, | |items in a bedroom, or are | |
| |sorting, types of objects, | |when combined with picture.| |
| |etc) | | | |
|Vocabulary |Uses many new vocabulary |Use some (3-5) new |Uses few (1-2) new words. |Uses no new vocabulary |
| |words (6+) including |nighttime words or | | |
| |adjectives and nighttime |adjectives. | | |
| |words | | | |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- overview of starbucks
- starbucks overview of the company
- overview of photosynthesis
- overview of photosynthesis quizlet
- activity overview of photosynthesis
- brief overview of starbucks
- overview of photosynthesis review worksheet
- overview of philosophers beliefs
- overview of photosynthesis 4.2 answers
- overview of photosynthesis worksheet
- brief overview of a meeting
- section 4.2 overview of photosynthesis