Wilson EDUC 353/318 Name: Nicole Dzikas__________________ Target Grade Level: _____First_________ Date: __October 6, 2013___________________ Curriculum Topic:

Literacy, The Lorax by Dr. Seuss___

UbD Lesson Plan Template Stage 1: Desired Outcome

Established Goals: CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

Understandings: Illustrations or images are found in some stories, but not in all. Details enhance stories and make them more interesting. Illustrations and details work together to provide readers with information about characters, setting, and events in a story.

Essential Question(s): What can the illustrations in a story tell us about the characters, setting, or events? What are details? How can we use details from a story to describe characters, setting, or events?

Students will know. Illustrations are images and pictures in a story. Details are specific pieces of information provided about characters, setting, and events in a story. Illustrations and details in a story help readers understand the story.

Students will be able to.. Identify illustrations, characters, setting, and events in a story. Describe characters, setting, and events from a story using illustrations and details from the story.

Stage 2: Assessment Evidence

Performance Task: Students will be broken up into four groups and assigned a character (the Lorax or the Once-ler), the setting (the Land of the Lorax), or an event (the destruction of the Truffula Trees) from the story, The Lorax by Dr. Seuss. Each group must use illustrations and details from the story to describe their assigned character, setting, or event. Each description must contain five points, each supported by an illustration or detail from the story. Each group will write their description on a poster, decorate it accordingly, and present it to the class. Other Evidence: Entrance slip asking students what they know about illustrations, details from a story, and descriptions Quiz on using illustrations and details in a story to describe the story elements Story map

Stage 3: Learning Plan

Learning Activities: Ask students to tell you about a friend of theirs urging them to tell you what the friend looks like, how he/she acts, what he/she likes to do, etc. to get students thinking about description. Give basic definitions of illustrations and details and explain how readers use them to describe elements in a story. Introduce The Lorax by Dr. Seuss by showing students the cover of the book. Ask students to describe the Lorax based on the illustration on the cover. Read aloud The Lorax with the class, pausing at appropriate times to point out illustrations and details provided in the story.

After the read-aloud is complete, engage students in a grand conversation about The Lorax asking questions about characters, setting, and events from the story that require students to consider illustrations and story details in order to answer the questions. Explain the Performance Task to students and place them into four different groups (the Lorax, the Onceler, the Land of the Lorax, and the destruction of the Truffula Trees). Students will be given class time to discuss their character, setting, or event with their group members and to prepare their descriptions and posters. Each group will present their poster to the class. To conclude the lesson, restate how readers use illustrations and details to describe story elements and summarize and clarify the points made during the students descriptions about The Lorax. Students will be asked to fill out a story map for homework in which they must list and describe the characters, setting, problem, and solution in The Lorax. Students will be given a quiz on using illustrations and details in a story to describe the story elements within a week of the lesson. Materials: The Lorax by Dr. Seuss, poster boards, markers, entrance slip, story map, quiz, rubric Differentiation: During the read-aloud, use directionality to benefit ESL and struggling students. Allow gifted students to read aloud certain pages to the class. For the Performance Task, ESL students and struggling students can be paired in groups with gifted students and work with them to describe their given story element. For the story map assignment for homework, ESL students will be asked to only fill out the character and setting sections. Gifted students will be asked to fill out each section of the story map using three illustrations and/or details to support their descriptions.

Resources
Itemized Attachments: Rubric for Performance Task (Poster): Category Required Elements 4 The poster includes all required elements as well as additional
information

3 All required elements are included on the poster.

2 All but 1 of the required elements are included on the poster. 3 accurate facts are displayed on the poster. Student can
accurately

1 Several required elements were missing.

Content Accuracy

. 5 accurate facts are displayed on the poster. Student can

accurately

4 accurate facts are displayed on the poster. Student can

accurately

Knowledge Gained

Less than 3 accurate facts are displayed on the poster. Student appears to have
insufficient knowledge

answer all questions related to facts in the poster and

processes

answer most questions related to facts in the poster and

processes

used to create the poster.

answer about 75% of questions related to facts in the poster and

processes

about the facts or

processes

used in the poster.

used to create the poster. The poster is attractive in terms of design, layout and neatness.

Attractive- The ness poster is exception -ally attractive in terms of design, layout,

used to create the poster. The poster is

acceptably

attractive though it may be a bit messy.

The poster is distractin gly messy or very poorly designed. It is not

and neatness RubiStar

attractive.

Story Map:

Quiz:

The Umbrella on a Log

One day a mother duck and her little ducks went for a swim. Look there is an umbrella on a log, said one of the little ducks. We can go there and sit under it, said the other little duck. No. Dont go there! said the mother duck. That log is an alligator who wants to eat usfor a snack!

http://clarkness.com/ 1. Using the illustration at the beginning of the story, describe what the ducks look like, making at least 2 points. 2. Using details from the story, describe what happens after the ducks see an umbrella on a log.

Citations:

New York State Education Department. (2013). Common Core Learning Standards: C&I: P-12: NYSED. C&I: Curriculum and Instruction. State Education Department. Retrieved October 6, 2013, from http://www.p12.nysed.gov/ciai/common_core_standard s/

Rubric. Retrieved from http://rubistar.4teachers.org/ Story Map. Retrieved from http://layersoflearning.com/ The Umbrella on a Log. Retrieved from http://clarkness.com/