Design Topic Fictional Text Subject(s) Reading Grade(s) Kindergarten Designer(s) Carly Assaid

Understanding by Design
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Unit Cover Page

Unit Title: Story Discovery: Comprehension of Fictional Text

Grade Levels: Kindergarten
Topic/Subject Areas: Story Elements/Comprehension (Reading)
Key Words: Setting, Characters, Main Events, Retelling
Designed By: Carly Assaid Time Frame: Three (3) weeks
School District: Regent University

School: Teacher Ed & IDS Dept.

Brief Summary of Unit (including curricular context and unit goals):

This unit will focus on the elements of fiction. Students will read various stories and learn about
setting, characters, and plot. The unit will consist of multiple learning activities that will help to
form the students understanding of these concepts. By the end of the unit, students should be able to
include these three elements in a retelling of any given story. In other words, students will be experts in
storytelling!

Unit design status:

X Completed template pages stages 1, 2, 3

X

Completed blueprint for each performance task

Directions to students and teacher

Materials and resources listed

x Suggested accommodations
Status:

x Suggested extensions

Initial draft (date: ___________)

Peer Reviewed

Content Reviewed

Completed rubrics

Revised draft (date: ____________)

Field Tested

Validated

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Anchored

Design Topic Fictional Text Subject(s) Reading Grade(s) Kindergarten Designer(s) Carly Assaid
STAGE 1 DESIRED RESULTS

Unit Title: Story Discovery: Comprehension of Fictional Text

Established Goals (cite specific VA SOL): (SOL Standard K.9)

The student will demonstrate comprehension of fictional texts.

The student will understand the meaning of setting, characters, and plot in regards to fictional
stories.

Understandings: Students will understand that

(Provide 3 to 5)
Fictional texts tell a story

Essential Questions:
(Provide 3 to 5)
Why do we need fictional texts?

Authors tell stories through words and illustrators

tell stories with pictures

What benefit does one gain from reading fictional

texts?

Fictional texts or stories convey meaning

What is the purpose of retelling familiar stories?

Comprehension of fictional texts requires relation

to their own experiences

How do fictional texts affect our everyday lives?

Students will know:

(Give at least 5)
The roles of the author and illustrator of a selected
fictional text

Students will be able to:

(List at least 5 skills)
Identify the characters, setting, and events of
various fictional texts

The relationship between the illustrations and a

storys text

Make predictions based on the illustrations and

text of a story

The definition of setting as it pertains to a story

(when and where a story takes place)

Ask and respond to questions about the content

of a fictional text

The role of the characters in a story

Use vocabulary from a story in group discussions

or retellings

The definition of plot and understand that there is

a sequence of events in every fictional story

Correctly sequence the events of a story

Extract meaning from a story by relating their own

personal experience to the text

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic Fictional Text Subject(s) Reading Grade(s) Kindergarten Designer(s) Carly Assaid
STAGE 2 ASSESSMENT EVIDENCE
Other Evidence:
(List 3 including MC quiz)

Performance Tasks:
(Briefly describe 1 to 3 authentic assessments)
Poppy and Puppets!- Students take on the role of
a puppeteer and create a puppet show for
students and teachers at a local school that retells
the story of Tightrope Poppy the High-Wire Pig.
This assignment will display the students
comprehension skills and understanding of the
elements of fiction.

Magazine Setting Creation- The teacher

provides a list of settings in which the children
can choose from. Students create their own
setting by cutting and pasting pictures from
magazines.

Slate Writing/Drawing(Formative)- Students

answer questions about the various characters in
the story, The Wizard of Oz, by writing or drawing
on slates.

Homework (Formative)- Story Sequencing

Worksheet (Students put the events of the story
Tightrope Poppy the High-Wire Pig in order from
the first event to the last).

Multiple-Choice Quiz (Summative)- Students will

be assessed on their knowledge of the unit and
their comprehension of the fictional story,
Tightrope Poppy the High-Wire Pig.

Student Self-Assessment and Reflection

(List at least 2)

Thumbs-Up self-assessment for Poppy and Puppets!

Thumbs-Up self-assessment for Magazine Setting Creation

*Students color the thumb that best represents their current state in the learning process.

STAGE 3 LEARNING PLAN

Summary of Learning Activities:
(list by number here and then complete the week-by-week planning calendar below using the same information)
1.

Begin the unit by playing a scene from the movie Frozen that relates to the topic of setting. {The song sung by Olaf the
snowman where he sings, Winters a good time to stay in and cuddle, but put me in summer and Ill be a[puddle]}
(Buck, Lee, and Del Vecho, 2013).
2. Pre-assess the students by reading the book, Corduroy by Don Freeman, and asking questions that pertain to the unit
topics (setting, characters, and plot). Draw popsicle sticks with each students name on them to make the questioning
process as fair as possible.
3. Introduce the objectives and goals for the unit. Explain to the students that they will be learning about the parts of a storysetting, characters, and plot.
4. Introduce essential questions and teach the students the definition of setting as it pertains to a story.
5. Show students the setting segment of the Elements of Fiction video/song (Mrs. Ts First Grade Class, 2011).
6. Re-read Corduroy and explain to students that the setting of the story is a department store and the action takes place
both in the daytime and at night. Students may not know what a department store is; however, they may understand that it
is like a store in the mall.
7. Have students complete Four-Square Setting drawings. Students are given a sheet of paper divided into four squares.
Each square contains Corduroy the bear and students must draw Corduroy in four different settings (ex. the beach, the
arctic, a park, a store). Do a model drawing for each setting and have students replicate it on their own paper (Teaching
Ace, 2014).
8. Play Setting BINGO as a way to familiarize students with other types of settings that can be found in storybooks.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
3

Design Topic Fictional Text Subject(s) Reading Grade(s) Kindergarten Designer(s) Carly Assaid

19.
20.
21.

Wednesday

22.
23.
24.

Monday

Tuesday

25.
26.

characters, and plot).

(Copy and Paste your Rubric on the last page)

Complete
Give students
a story
a multiplemap for Have each group perform
each
choice
of quiz
the three
basedbooks:
on the their puppet show in front
Corduroy,
elements The
of fiction
Wizard
found
of of the class. Complete the
Oz,
in and
Tightrope
Tightrope
Poppy
Poppy
the
rubric for each group.
theHigh-Wire
High-WirePig.
Pig.

18.

Thursday

17.

16.

15.

Explain to students the Hook

Read students
the book,by
Tightrope
playing Show
Havestudents
studentsthe
trace
plot
their Have
Explain
students
the directions
complete
for
definition of plot (the Poppy
a scene
the
from
High-Wire
the movie
Pig segment
hand and
of the
complete
Elements
the
thethe
comprehension
G.R.A.S.P.S.
events of a story, or the Frozen
by Sudipta
that relates
Bardhanto the of5-Finger
Fiction video/song
Retelling (Its assignment
wands activity
(Poppy
(Griffo,
and
action that takes place).
topic
Quallen.
of plot.
(Mrs.
My Ts
Blog
First
Yall,
Grade
2013). Puppets!),2013).
and give them
Class, 2011).
time to work in class.

Friday

12.
13.
14.

Explain to students that HookRead

students
the childrens
by playing
Show students the
Have students create
Provide simple
Continue having students
every story consists of aversion
scene of
from
The
the
Wizard
movieof characters segment of their own character map costumes/props for each present their character to
characters, or the
Frozen
Oz (digital
that relates
format)toand
the the Elements of Fiction
on one of the main
of the four main
the class. Have the class
people/animals that the topic
lead
ofstudents
characters.
in a
video/song (Mrs. Ts First
characters from The
characters. Have students
ask the character
story is about.
discussion about the
Grade Class, 2011).
Wizard of Oz (Read,
dress up as the character
questions.
characters.
Write, Sing: A
they chose for their
Kindergarten Story, 2011). character map and explain
what that character is like
to the class.

11.

Have
students
complete
Have
Re-read
students
Corduroy
create
and
their
Play
Setting
BINGO
as
a
Review
the
definition of
Pre-assess the students BeginIntroduce
the unit byessential
playing a Introduce the objectives
Setting
own setting
to students
by cutting
that way to familiarize students setting and have children
by reading the book,
scene
questions
from and
the movie
teach the Four-Square
and goals for the
unit. explain
drawings.
the
andsetting
pasting
ofpictures
the storyfrom
is a
with other types of
brainstorm their own list of
Corduroy by Don
Frozen
students
that the
relates
definition
to the of
department
appropriatestore
magazines.
and the
settings that can be
settings.
Freeman, and asking
setting
topic of
assetting.
it pertains to a
action
takes
place
both
in
found
in
storybooks.
questions that pertain to
story.
the daytime and at night.
the unit topics (setting,

10.

Have students create their own setting by cutting and pasting pictures from appropriate magazines. Give students a list
of settings to choose from.
Review the definition of setting and have students create their own list of possible settings. Students can write their
settings on the smart board or draw pictures.
Hook students by playing a scene from the movie Frozen that relates to the topic of characters. {The part of the movie
where Anna introduces herself, Kristoff, and Sven to Olaf} (Buck, Lee, and Del Vecho, 2013).
Explain to students that every story consists of characters, or the people/animals that the story is about.
Show students the characters segment of the Elements of Fiction video/song (Mrs. Ts First Grade Class, 2011).
Read the childrens picture book version of The Wizard of Oz, by Big Red Balloon Publishing, in digital form on a tablet.
Lead children in a discussion about the characters in the book. This story is great because there is a tight knit group of
memorable characters that include both animals and people.
With the help of the students, complete an example of a character map for the Wizard. Have students create their own
character map on one of the main characters from the The Wizard of Oz {Dorothy, Scarecrow, Tin Man, or Cowardly Lion}
(Read, Write, Sing: A Kindergarten Story, 2011).
Provide simple costumes/props for each of the four main characters. Have students dress up as the character
they chose for their character map and explain what that character is like to the class. It is best to have students
sit in a circle during the explanation time.
Hook students by playing a scene from the movie Frozen that relates to the topic of plot. {The part of the movie
where Anna is telling Kristoff why she needs to find her sister Elsa and why Arendelle is covered in ice and snow} (Buck,
Lee, and Del Vecho, 2013).
Explain to students the definition of plot (the events of a story, or the action that takes place). Introduce the
words: First, then, and finally. Tell students that these are the words they will be using to talk about the events of
a story, or the plot. Familiarize students with the term, retelling.
Show students the plot segment of the Elements of Fiction video/song (Mrs. Ts First Grade Class, 2011).
Read the book, Tightrope Poppy the High-Wire Pig by Sudipta Bardhan-Quallen.
Give each table, or team of students a set of comprehension wands. Each student in the group chooses a wand
and answers a question about the storys plot (Griffo, 2013).
Have students trace their hand and complete the 5-Finger Retelling. Explain to students that each of their
fingers represent a different element of fiction: Setting, characters, and three events (the plot). Students can write
or draw pictures in order to retell the story using the 5-finger formula (Its My Blog Yall, 2013).
Complete a story map for each of the three books: Corduroy, The Wizard of Oz, and Tightrope Poppy the
High-Wire Pig. Have each of the elements written on post-it notes and ask students to place the post-it notes
under the correct heading on the story map (The First Grade Parade, 2012).
Explain to students what they will be doing for their authentic assessment, or G.R.A.S.P.S. assignment (Poppy
and Puppets!) Give students time to work on the assignment with their tablemates. Provide the puppets and
other necessary materials.
Have each group perform their puppet show in front of the class. Complete the rubric for each group.
Conclude the fictional text unit by giving students a multiple-choice quiz based on the elements of fiction found
in Tightrope Poppy the High-Wire Pig.

9.

Stage 3 Plan Learning Experiences and Instruction

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic Fictional Text Subject(s) Reading Grade(s) Kindergarten Designer(s) Carly Assaid

Consider the WHERETO elements. You must include enough instruction for 15 lessons. If you require more
instructional days, copy and paste the calendar template onto an additional page below. Do not exceed 6 weeks.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic Fictional Text Subject(s) Reading Grade(s) Kindergarten Designer(s) Carly Assaid
Fantastic!
3

Almost There!
2

Needs Some
Work
1

I made each puppet

a different character
from the story. One
puppet was Poppy
the pig, one puppet
was Poppys mom,
and one puppet was
Zig E. Zailey
(the ringmaster).
I used the right
setting (a circus tent
with a high-wire)
when performing the
puppet show.
I retold the story in
the right order from
the beginning to the
end. I used the
words: First, then,
and finally.

Poppy and Puppets! Project Rubric

*Circle the faces that align with the students work.

References
Bardhan-Quallen, S. (2006). Tightrope poppy the high-wire pig. New York: Sterling Publishing.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic Fictional Text Subject(s) Reading Grade(s) Kindergarten Designer(s) Carly Assaid
Big Red Balloon. (2013). The wizard of oz: A childrens picture book [Kindle version]. Retrieved from
http://www.amazon.com/Wizard-Picture-Book-Children-Balloon-ebook/dp/B00BR70BZO
Del Vecho, P. (Producer), & Buck, C. and Lee, J. (Directors). (2013). Frozen [Motion picture]. United
States: Disney.
Freeman, D. (1968). Corduroy. New York: Viking Press.
Griffo, M. (2013, June 16). Story elements for kindergarten and comprehension wands! [Blog post].
Retrieved from http://applesandabcs.blogspot.com/2013/06/story-elements-for-kindergartenand.html
Its My Blog Yall. (2013, June 2). Teacher stuff: Its chart day!! [Blog post]. Retrieved from
http://itsmyblogyall.wordpress.com/tag/reading-workshop/
Mrs. Ts First Grade Class. (2011, October 23). Parts of a story [Blog post]. Retrieved from
http://mrstsfirstgradeclass-jill.blogspot.com/2011/10/parts-of-story.html
Read, Write, Sing: A Kindergarten Story. (2011, September 16). Character study [Blog post]. Retrieved
from httpp://read-write-sing.blogspot.com/2011/09/character-study.html
Teaching Ace. (2014). Teaching setting through drawing [Blog post]. Retrieved from
http://www.teachingace.com/teaching-setting-through-drawing/
The First Grade Parade. (2012, March 27). Follow the yellow brick road retelling [Blog post]. Retrieved
from http://thefirstgradeparade.blogspot.ca/2012/03/follow-yellow-brick-road-

retelling.html?

m=1

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic Fictional Text Subject(s) Reading Grade(s) Kindergarten Designer(s) Carly Assaid

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)