Multiple Intelligences

Unit Plan Template

EDUC 522
Unit Title: Telling Time with The Grouchy Ladybug Teacher: Shirley Manglona
Grade Level: Grade One
Subject: Mathematics, Language Arts, Performing Art,
Science
Time Frame: Four weeks
Objective(s):
Students will be able to read and make
the time to the hour and half hour. They
will be able to determine which events
take longer or shorter than an hour or
minute and events that happen before or
after another event. Students will also
be able to journal write, write a friendly
letter, create a poem, and make artistic
creations using technology to assist them
in their products.
Intelligences:
Verbal
Interpersonal
Visual
Bodily
Intrapersonal
Musical
Naturalist
Logical
Technologies:
Paper
Pencil
Worksheet
White board
Dry erase markers
CD player
CD
Construction paper
Smart board
Projector screen
Google
Video camera
Magazines
Newspapers
Clip Art
Microsoft Word
Greeting cards
Projector screen
Document camera
Powerpoint
presentation
Post-it notes
www.funbrain.com
costumes
class clocks
Standards:
Content Standards Addressed
Mathematics
Number Sense
2.4 Count by 2s, 5s, and 10s to 100.
Measurement and Geometry
1.0 Students use direct comparison and nonstandard
units to describe the measurements of objects.
1.2 Tell time to the nearest half hour and relate time to
events (e.g., before/after, shorter/longer).
Statistics, Data Analysis, and Probability
1.0 Students organize, represent, and compare data
by category on simple graphs and charts:
1.1 Sort objects and data by common
attributes and describe the categories.
1.2 Represent and compare data (e.g.,
largest, smallest, most often, least often)
by using pictures, bar graphs, tally
charts, and picture graphs.
Microsoft word
Worksheets
Interactive learning
pad
Kindle
Projector screen
Class clocks
http://
www.teachertube.co
m/viewProfile.php?
user=
Tammy+Chmielews
ki
Class clocks
Projector
Microsoft Word
Classroom tools
Costumes
Digital/Analog
clocks
Manipulative
materials
Flip video camera
Paper plates
Pipe cleaners
Brads
Markers
Microsoft
Powerpoint
Worksheets- http://
www.webcrawler.c
om/webcrawler300/
ws/results/Web/
telling+time+w
orksheets/1/417/
TopNavigation/
2.0 Students sort objects and create and describe
patterns by numbers, shapes, sizes, rhythms, or
colors:
2.1 Describe, extend, and explain
ways to get to a next element in simple
repeating patterns (e.g., rhythmic,
numeric, color, and shape).
Mathematical Reasoning
1.2 Use tools, such as manipulatives or sketches, to
model problems.
2.0 Solve problems and justify reasoning.
2.1 Explain the reasoning used and
justify the procedures selected.
2.2 Make precise calculations and check
the validity of the results from the
context of the problem.
3.0 Note connections between one problem and another.
Language Arts
Reading
1.0 Word Analysis, Fluency, and Systematic
Vocabulary Development
Decoding and Word Recognition
1.11 Read common, irregular sight words [e.g.,
the, have, said, come, give, of].
1.16 Read aloud with fluency in a manner that
sounds like natural speech.
Relevance/
iq=true/zoom=off/
_iceUrlFlag=7?
_IceUrl=true&g
clid=COWh38L-
v6YCFQIBbAod02w
aHQ
Class voting machine
Journals
Digital portfolio
Richer Picture
Number chart
Clip Art
http://
www.abctooncenter.
com/abclrn/lrnt1.htm
Jar
http://www.online-
stopwatch.com/
online-countdown/
Classroom board
Smart boards
Big book
Online search engine
Printer
Art supplies
Picture book
Document camera
Projector screen
HyperStudio
email
PBS Kids
http://
www.youtube.com
/watch?
v=_SKxayr1_DA
Vocabulary and Concept Development
1.17 Classify grade-appropriate categories of words
(e.g., concrete collections of animals, foods, toys).
2.0 Reading Comprehension
Structural Features of Informational Materials
2.1 Identify text that uses sequence or other logical
order.
Comprehension and Analysis of Grade-Level-
Appropriate Text
2.2 Respond to who, what, when, where, and how
questions.
2.3 Follow one-step written instructions.
2.4 Use context to resolve ambiguities about word
and sentence meanings.
2.5 Confirm predictions about what will happen
next in a text by identifying key words (i.e., signpost
words).
2.6 Relate prior knowledge to textual information.
2.7 Retell the central ideas of simple expository or
narrative passages.
3.0 Literary Response and Analysis
Narrative Analysis of Grade-Level-Appropriate Text
3.1 Identify and describe the elements of plot,
setting, and character(s) in a story, as well as the story's
beginning, middle, and ending.
Writing
1.0 Writing Strategies
Organization and Focus
1.1 Select a focus when writing.
Poem-http://
www.hummingbirde
d.com/ladybugs.html
Chart paper
http://
www.youtube.com/
watch?v=FwVe-
D_NpFU&feature=re
lated
Recorder-
SimpleSound
Clip Art
Construction paper
Glue
Musical instruments
Video camera
Paper clocks
Online worksheet-
http://www.time-
for-time.com/
worksheets/
writehour.pdf
Projector screen
Document camera
CD
Notebooks
Spreadsheet
Judy class clock
White board
Smart boards
Google images/
internet search
engines
Construction paper
Glue
1.2 Use descriptive words when writing.
2.1 Write brief narratives (e.g., fictional,
autobiographical) describing an experience.
Listening and Speaking
1.0 Listening and Speaking Strategies
Comprehension
1.1 Listen attentively.
1.2 Ask questions for clarification and
understanding.
1.3 Give, restate, and follow simple two-step
directions.
Organization and Delivery of Oral Communication
1.4 Stay on the topic when speaking.
1.5 Use descriptive words when speaking about
people, places, things, and events.
2.1 Recite poems, rhymes, songs, and stories.
2.2 Retell stories using basic story grammar and
relating the sequence of story events by answering who,
what, when, where, why, and how questions.
2.3 Relate an important life event or personal
experience in a simple sequence.
2.4 Provide descriptions with careful attention to
sensory detail.
Physical Education
Movement Concepts
1.1 Demonstrate an awareness of personal space,
general space, and boundaries while moving in
different directions and at high, medium, and low
levels in space.
1.5 Demonstrate the difference between slow and
fast, heavy and light, and hard and soft while moving.
Rhythmic Skills
1.22 Create or imitate movement in response to rhythms
and music.
Performing Arts
Music
1.0 ARTISTIC PERCEPTION
1.1 Read, write, and perform simple patterns
of rhythm and pitch, using beat, rest, and
divided beat (two sounds on one beat).
2.0 CREATIVE EXPRESSION
2.1 Sing with accuracy in a developmentally
appropriate range.
2.2 Sing age-appropriate songs from
memory.
2.3 Play simple accompaniments on
classroom instruments.
2.4 Improvise simple rhythmic
accompaniments, using body percussion
or classroom instruments.
Theatre
1.0 ARTISTIC PERCEPTION
Development of Theatrical Skills
2.1 Demonstrate skills in pantomime,
tableau, and improvisation.
Creation/Invention in Theatre
2.2 Dramatize or improvise familiar simple
stories from classroom literature or life
experiences, incorporating plot
(beginning, middle, and end) and using a
tableau or a pantomime.
2.0 CREATIVE EXPRESSION
2.8 Create artwork based on observations of
actual objects and everyday scenes.
5.0 CONNECTIONS, RELATIONSHIPS,
APPLICATIONS
5.1 Clap out rhythmic patterns found in the
lyrics of music and use symbols to create visual
representations of the patterns.
Technology Standards Addressed
Communication and Collaboration
a. interact, collaborate, and publish with peers,
experts, or others employing a variety of digital
environments and media.
b. communicate information and ideas effectively
to multiple audiences using a variety of media
and formats.
c. contribute to project teams to produce original
works or solve problems.
Research and Information Fluency
b. locate, organize, analyze, evaluate, synthesize,
and ethically use information from a variety of
sources and media.
c. evaluate and select information sources and
digital tools based on the appropriateness to
specific tasks.
d. process data and report results.
Critical Thinking, Problem Solving, and Decision
Making
b. plan and manage activities to develop a solution
or complete a project.
c. collect and analyze data to identify solutions
and/or make informed decisions.
Digital Citizenship
d. exhibit leadership for digital citizenship.
Technology Operations and Concepts
a. understand and use technology systems.
Materials:
Week 1- Measurement of time: shorter than/longer than
Day 1-
Powerpoint
Computer
Projector screen
Big Book
Greeting cards
SMART board
Markers
Day 2-
Journals
Microsoft Excel
Intelligences:
v Visual, Interpersonal, Logical
v Visual, Interpersonal, Logical
v Visual, Verbal, Interpersonal
v Verbal, Visual, Interpersonal
v Interpersonal
v Visual
v Visual, Bodily
v Intrapersonal
v Intrapersonal, Logical
Computer
Projector Screen
Day 3-
ClipArt images
Construction Paper
Kindle
Day 4-
Projector screen
Google images
Flip video camera
Day 5-
Hyperstudio
Email/Internet
Computers/Computer Lab
Week 2- Measurement of time: before or after events
Day 1-
CD player/CD
Construction paper
Crayons
Day 2-
Journals
Green leaves
Real ladybugs in a jar
Digital timer
Projector Screen
Day 3-
Art supplies
Construction paper
Document camera
Projector Screen
Day 4-
v Visual, Interpersonal, Logical
v Visual, Verbal, Interpersonal
v Visual, Bodily, Logical
v Visual, Interpersonal, Bodily
v Visual, Verbal, Intrapersonal
v Visual, Verbal, Interpersonal
v Visual, Bodily
v Bodily, Intrapersonal, Verbal
v Logical, Intrapersonal, Visual
v Interpersonal
v Visual, Intrapersonal, Bodily, Logical
v Verbal, Interpersonal
v Visual, Logical, Bodily
v Visual, Intrapersonal
v Logical, Intrapersonal
v Naturalist, Bodily, Visual, Verbal
v Naturalist, Bodily, Visual, Verbal
v Logical, Visual
v Visual, Interpersonal, Verbal
v Visual, Bodily
v Visual, Logical, Bodily
v Visual, Verbal
v Visual, Interpersonal, Verbal


Worksheets
Computer games
Board games
Voting machine
Day 5-
Journals
Digital Portfolio
Richer Picture
Computer
Week 3- Telling time: to the nearest hour
Day 1-
Number chart
Clip Art bug images
Video online
Computer
Projector Screen
Day 2-
Powerpoint
Kindle
Projector Screen
Day 3-
Paper clocks
Online worksheet
Projector screen
Document camera
Day 4-
Funbrain website
Interactive learning pad
Costumes
Class clocks
Microsoft word worksheets
v Logical, Interpersonal, Intrapersonal
v Logical, Visual, Bodily, Intrapersonal
v Logical, Bodily, Interpersonal
v Intrapersonal, Bodily, Verbal


v Interpersonal
v Visual, Interpersonal
v Visual
v Visual, Logical, Verbal


v Logical, Bodily, Visual, Verbal
v Naturalist, Visual
v Verbal, Visual, Musical, Interpersonal
v Visual, Intrapersonal, Bodily, Logical
v Visual, Interpersonal, Verbal

v Interpersonal, Visual, Verbal
v Visual, Bodily, Verbal, Intrapersonal
v Visual, Verbal

v Logical, Bodily, Verbal
v Logical, Visual
v Visual, Interpersonal, Verbal
v Visual


v Logical, Visual, Intrapersonal
v Logical, Visual, Intrapersonal
v Interpersonal, Bodily
v Bodily, Visual
v Logical, Intrapersonal
Day 5-
Magazines/Newspapers
Microsoft Word ClipArt Images
Week 4- Telling time: to the nearest half-hour
Day 1-
CD/CD player
Hundreds chart
Musical instruments
Video camera
Day 2-
Projector screen
Class clocks
Computer game
Day 3-
TeacherTube
Google images
Internet search engines
Construction paper
Glue
Funbrain.com
Day 4-
Judy class clock
White board
SMART boards
Day 5-
Paper plates
Pipe cleaners
Brads
Markers


v Verbal, Visual, Bodily
v Visual, Interpersonal, Verbal



v Verbal, Musical
v Logical, Visual, Verbal
v Bodily, Musical, Interpersonal
v Bodily, Interpersonal, Verbal


v Verbal, Visual, Interpersonal
v Bodily, Verbal
v Logical, interpersonal, Visual


v Visual, Verbal
v Visual, Bodily, Intrapersonal
v Logical, Visual, Verbal
v Visual, Logical, Bodily
v Bodily, Logical
v Bodily, Logical

v Visual, Bodily, Verbal
v Visual, Verbal, Interpersonal
v Visual, Verbal, Interpersonal


v Bodily, Visual
v Bodily, Visual, Logical
v Bodily, Visual, Logical
v Visual, Intrapersonal
v Visual, Verbal
Microsoft powerpoint
Procedures:
Week 1- Measurement of time: shorter than/longer than
Day 1- The students will express their feelings about bugs in their journals, describing
everything they can about them. In groups, students will take turns recalling their
experiences with ladybugs. They will use blank greeting cards to list these experiences
and share it with their group. They will determine which member of their group had the
shortest experience and which one had the longest experience. They will display their
greeting card to the class using the document camera.
Day 2- The teacher will read aloud The Grouchy Ladybug using the teacher big picture
book. As the teacher says a time, the students must repeat the time and air draw the
number. The students will work with a partner on the internet online search looking for the
different bugs from the story that they recognize. They must print three different images
and write on their white boards which bug took the shortest time to look for and which
bug took the longest time to look for.
Day 3- Students will work in pairs and will have illustrations of animals and insects that
the grouchy ladybug wanted to fight printed from ClipArt. They will carry out a pattern
of the order of bugs the ladybug came across while listening to the story being retold
by the teacher using the Kindle projected on the screen. Their patterns will be glued to
construction paper. They will also have to find which bug the grouchy ladybug talked to
the shortest and which one she talked to the longest.
Day 4- Students will be set up into two teams. Each team must debate on activities that the
teacher displays on the projector screen from Google images about which activity takes
shorter or longer to do. They will be evaluated by their answers and videoed with the class
camera. Each student from each team will have to explain their answer after checking with
the other members of their team.
Day 5- Students will recreate another version of The Grouchy Ladybug with their table
group using different timeframes and different bugs and make it a digital picture book
using HyperStudio and email their finished product to the teacher. They must include
events that take shorter than 1 minute/longer than 1 minute and events that take shorter
than 1 hour/longer than 1 hour.
Week 2- Measurement of time: before or after events
Day 1- Students will listen to The Grouchy Ladybug on CD as they illustrate the story on
Intelligences:
Day1-
v Intrapersonal
v Interpersonal
v Visual
v Logical
v Verbal
Day2-
v Visual
v Interpersonal
v Bodily
Day3-
v Verbal
v Musical
v Interpersonal
v Logical
v Visual
Day4-
v Verbal
v Interpersonal
v Visual
v Bodily
Day5-
v Visual
v Interpersonal
Day1-
v Verbal
v Visual
construction paper. They will write the times being used in the story at the top. Students
will present a dramatized version of their illustrations as a group of four in front of the
class.
Day 2- The students will be split into two groups and will do an experiment using real-life
ladybugs in a jar with a few ladybugs inside. The groups will write down what the lady
bugs did before the students put in a green leaf and what they did after they put in the leaf
in their journals. They will have five minutes to observe the ladybugs. The teacher will
display the digital timer online projected on the board. They will make a before/after chart
using their Smart boards for the rest of the class to compare.
Day 3- The students will group up with another group to illustrate the different time
segments from the story, producing different 5x7 clocks using various art supplies. With
the images that the students printed and the time clocks they designed, they will organize
them by order of the story (which happened before/after) through a final picture book and
present it to the class with the document camera and projector screen.
Day 4- The students will work in learning centers that implement putting events in order.
Each center contains a worksheet and activity that they work on independently. After they
complete each center, they will use the class voting machine to state which center was
their favorite.
Day 5- The students will choose their favorite event of the story and write about it in their
journals, drawing pictures to support their choice. As a class, they will produce a class
digital portfolio, using Richer Picture, of the story putting all the events in order. The
students will do a self-evaluation in their journals.
Week 3- Telling time: to the nearest hour
Day 1- Students will watch a video online, singing along as they repeat what they hear.
The will use ClipArt bug images to place on their number chart when the teacher says a
specific time (2 oclock; bug goes on the number 2). They will work with their partner and
practice all the numbers 1-12.
Day 2- The class will choral read The Grouchy Ladybug from a powerpoint presentation.
Then the teacher will read aloud Game Time! by Stuart J. Murphy on the class Kindle.
As teacher reads, students will make their arms in the position of the hands on the clock as
they define the time, while the teacher demonstrates the actions.
Day 3- Each student will be given paper clocks to use to complete an online worksheet as
a whole class assignment as they practice telling time. Then, they will work in pairs with
their clocks to construct five different timeframes for each other to solve. They must share
their devised timeframes with the class as the teacher displays it on the projector screen
v Bodily
v Interpersonal
Day2-
v Naturalist
v Interpersonal
v Intrapersonal
v Logical
Day3-
v Visual
v Logical
v Verbal
v Interpersonal
Day4-
v Intrapersonal
v Visual
v Bodily
Day5-
v Intrapersonal
v Verbal
v Logical
v Visual
Day1-
v Musical
v Visual
v Naturalist
v Interpersonal
Day2-
v Visual
v Verbal
v Bodily
Day3-
v Logical
v Verbal
v Interpersonal
using the document camera for the rest of the class to solve.
Day 4- Students will be rotating through centers which they will practice learning about
telling time on the Funbrain website, dramatize the story with ladybug and other insect
costumes, use the class clocks to fill out a Microsoft word worksheet, and apply their
knowledge on counting by fives with a interactive learning pad. They must work in pairs,
taking turns of leader and helper.
Day 5- Create a poster about the times listed in The Grouchy Ladybug. Each student must
use magazines, newspapers, and ClipArt from Microsoft Word to design their posters.
They must explain their poster to the class through a presentation.
Week 4- Telling time: to the nearest half-hour
Day 1- Students will listen to a counting by 5s CD and sing along as the teacher points
to the hundreds chart. They will then work in groups and will use classroom musical
instruments as they assemble their own counting by 5s song. Each student will be assigned
to a specific bug character from The Grouchy Ladybug, as the teacher video records them
with the class camera.
Day 2- Students will work in pairs to identify which time is displayed correctly on the
projector screen by walking to the correct area in the classroom that has that specific time
displayed. (Left corner-12:30, Right corner-6:30). As the pairs do the walk-around, the
rest of the class will explain why they are correct or incorrect by using their class clocks
and standing when its correct or sitting when its incorrect. When their turn is over, they
will work with the same partner on a computer game, Learning Time with My Friend Kat
and barnyard friends, to help them identify telling time to the half hour.
Day 3- As a whole group, students will watch The Grouchy Ladybug on TeacherTube.
The students will create their own class clocks using printouts from Google images. They
must construct the clock using a clock face, clock hands, and numbers from different
internet search engines. They will use their created clocks to play a telling time to the
half hour game on FunBrain.com. Their composed clock will be pasted onto construction
paper and displayed in class for the students to decipher whose clock belongs to whom.
Day 4- Using the Judy class clock, the teacher will show a time. Then the teacher will
display three different answers on the white board. The students must select the correct
answer and write it on their Smart boards. They must decipher why the other two answers
are wrong and write it down on their Smart boards.
Day 5- Students will create a telling time book constructing it with paper plates, pipe
cleaners, brads, and markers. They will present their book to the class and manage the
correct times according to the different slides displayed on the powerpoint presentation
Day4-
v Intrapersonal
v Interpersonal
v Visual
v Bodily
v Verbal
Day5-
v Verbal
v Visual
Day1-
v Musical
v Visual
v Interpersonal
v Bodily
Day2-
v Bodily
v Naturalist
v Interpersonal
v Logical
Day3-
v Visual
v Logical
v Intrapersonal
Day4-
v Logical
v Bodily
Day5-
v Bodily
v Visual
provided by the teacher. v Intrapersonal
v Verbal
Product:
Paper clocks
Digital Portfolio of illustrations
Time book
Musical rendition of story
Time poster of events
Hyperstudio recreation of story
Intelligences:
Visual, Bodily
Visual, Verbal
Intrapersonal, Bodily
Musical, Interpersonal
Visual, Logical
Logical, Verbal, Visual
Assessment:
Each product will be graded as participation and completion.
Rubric:
http://www.rcampus.com/rubricshowc.cfm?code=D4CA64&nocache=1295838321347
Intelligences:
Visual
Bodily
Musical
Interpersonal
Intrapersonal
Verbal
Logical
Presentation Ideas and Notes: (optional) Technologies to be used: