Wilson EDUC 353 Name: Michelle Joyce Target Grade Level: 1st grade Date: October 10th, 2013

Curriculum Topic: Literacy

UbD Lesson Plan Template Stage 1: Desired Outcome

Established Goals:

1.R.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. 1.W.3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure 1.SL.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. (NYS Common Core Standards)
Understandings: Students will understand that Essential Question(s):

Cause makes something happen and effect is something that happens in response to the cause. Cause and effect is represented in the book If You Give a Mouse a Cookie, when the mouse was given a cookie (cause), he wanted milk to go with it (effect). Details are important for discussing characters, objects and scenes in a book. The use of sequence of events, First Next and Last, while reading the book helps students discuss what has happened.

What is cause and effect? And how are they different? What are examples of cause and effect in the book, If You Give a Mouse a Cookie. Can you discuss using sequence of events on what happened in the story, If You Give a Mouse a Cookie? What will happen if you give a mouse a?

Students will know.

Students will be able to..

Cause: makes something happen. Effect: a change of something that happened. Cause and effect examples from the book, If You Give a Mouse a Cookie. Details and how to use cause and effect in their drawings and writings Sequence of events key terms: First, Next and Last.

Identify cause and effects events Draw and/or write pictures from the book with details Discuss the book using sequence of events using key terms Write their own version of, If You Give a Mouse a Cookie with a detailed drawing.

Stage 2: Assessment Evidence

Performance Tasks:

After the teacher reads the book, If You Give a Mouse a Cookie they will complete as assessment. When the students understand the book, they will be asked to write their own version of the book with a main character similar to the mouse, which will be themselves. Their story must include cause and effect actions similar to the book and the format will be given on the paper. The students must also draw a part from their writing using color and a lot of graphic details and color. The story has to be about themselves starting with, If you give ________a ______ he/she will insert students name here. The students must brainstorm their ideas with their partner before and the teacher will have a conference with the students to discuss their story ideas. These stories will be made into a book to share with the school and parents. The students will be assessed on their understanding of cause of effect through sequence of events and participation throughout the lesson. (See attached rubric).

Other Evidence: Pre-Assessment

These assessments will be completed the day before this lesson to understand the meaning of cause and effect. Students will complete a worksheet making their own cause and effects. Students will color in a cookie that has their name labeled on it, which will be displayed on the door. They will use the correct colors and details.

Stage 3: Learning Plan

Learning Activities:

(Students will have prior knowledge of cause and effect) This lesson is part of a Unit on the book, If You Give a Mouse a Cookie. The teacher will begin the lesson with asking the students, If you give a mouse a cookie, theyll want________________. Let the students answer as a class, the question, which should be cookie from the book. Ask the students to take get out the dry erase boards from the cubby and get erase-able markers and a tissue from the materials center. The teacher will direct the students to the carpet and present the book, If You Give a Mouse a Cookie, and analyze the cover of the front book and ask, What good details do you see on the front cover? The teacher will distribute cookies to the class before they start reading the book. (know of any allergies before hand.) Continue the discussion with, the teacher asking the students Who are the main characters of the story? and let the students raise their hands to answer. The teacher will go over to the smart board and have individual slides of pictures of the characters (mouse, and young boy) and have the students identify the details on what they are wearing or what color hair they have. The students might say that the mouse has big ears and whiskers with blue overalls. The teacher will ask more questions about the plot and make sure that during the discussion the students add important details such as, the correct colors of the objects including the cookie. Before reading the book, tell the directions to the students on what to do while reading, which will be: While we are reading, I want the class to draw the

effects from the cause in the book that we discussed yesterday, on your dry erase boards, you may also write the word with it too. Start to re-read the book, and read the title and author before. While reading, discuss with the students the pictures, but before turning the page to the first effect, direct the students again to draw and/or write the word on what they think will happen next including details.(Writing the word can be asked for excelled students). When the students are done ask who would like to share their drawing. The student can come up to the front of the room and point out the details that they put on their board. The first effect should be a cookie. Continue this process using sequence of events words, First, Next and Last, on what is going to happen. When the teacher is finished reading, the teacher will direct the students to discuss with their partners next to them what they think of the book and what was their favorite cause and effect. If they want they can write it on their dry erase board and read it to their partner to brainstorm. The teacher can ask some students to share what they discussed. Once the discussion is finished with the class, the teacher will have the students return to their seats and put the materials that they used back where they belong. The teacher will say to the students, First, I will show you a story I made similar to the book. The teacher will project the Template on the smart board and read what she wrote. If You give (see attached worksheets). Make sure a drawing is on the template. The teacher will ask the students if they liked the story. At the end of the presentation the teacher will say, Next you will be able to be a author of your own story similar to the If You Give a Mouse a Cookie, format. After you are done I will be making a classroom book of all of your stories. You will be able to show everyone that you are an author. I will hand out the

template draft worksheet so that you can begin. Remember that this story is going to be about yourselves. The teacher will hand out the draft worksheets for their assessment, which is creating their own version of, If You Give a Mouse a Cookie. (see attached worksheets). The students will be directed to brainstorm with their table partners on what they want to do. The teacher should move around the classroom to give ideas to students and help them out. This assessment needs to be about them. Example, If you give Ms. Michelle a dollar, shell want to go buy something. Tell the students that when they have their first sentence done, they should raise their hand and the teacher will direct them on what to do next and/or if they are ready to move on. She will give them a blank paper to re-write the sentence on their own in case the student makes mistakes on the template. o For excelled students they can do more than one sentence (see attached worksheets) Students can have more than one draft for the students who are struggling, but the teacher must correct the format before the student starts drawing. The drawing should be last and should have lots of color and details that is representing their writing. Students who are finished can present their stories to the class to show examples to students who may be struggling. The teacher will close the lesson with collecting their worksheet and saying to the students, Now we are almost finished creating our own book. We will have it finished for all of you to read! We learned that key details in a story help us figure out what will happen next in a story. The teacher will ask the students if they are excited and have them respond.

Resources
Itemized Attachments:

Teacher materials: Worksheets for finished writing projects (Print out extras for drafts) Template for Assessment Finished Draft Worksheet (Attached) Book: If You Give a Mouse a Cookie Smart board Student materials: Colored pencils or crayons Dry-erase boards and marker and tissue Pencils
Citations: Standards:

New York State Common Core Standards for English Language Arts and Literacy (2011). http://www.p12.nysed.gov/ciai/common_core_standards/pdfdo cs/p12_common_core_learning_standards_ela.pdf Rubistar Rubrics: RubiStar (2008). ALTEC at University of Kansas. http://rubistar.4teachers.org

(Draft)

Name:_______________________________________

Date:________________________

If You Give a Mouse a Cookie

If you give ___________________________a _____________________theyll want a ____________________________ to go with it.

Finished Draft

We Read, If You Give a Mouse a Cookie!

Rubrics (RubiStar 2008)

Assessment

Assessment Rubric 4 3 Student clearly Student understands the somewhat concept of cause understands the and effect concept of cause through and effect sequence of through events. sequence of events.

2 Student has little understanding of the concept of cause and effect through sequence of events.

1 Student does not show understandings of the concept of cause and effect through sequence of events.