Reading Enrichment Unit

Title of Unit
Were different, Were the
same
Grade Level
K
Curriculum Area
English, Language Arts,
Reading
Time Frame
30 mins for 3 days
Developed By
Mariah Crew
Identify Desired Results (Stage 1)
Content Standards
ELACCKRL4: Ask and answer questions about unknown words in a text.
Understandings I Can Statment
Overarching Understanding
Students will understand that..
-How we are alike and different






I can ask and answer questions about
unknown words in a text.
Knowledge
Students will know
Skills
Students will be able to
- character
-the front cover
- the back cover
- title
- author
- illustrator












- Identify the different parts of a book

Reflect through art work
- How we are alike and different
Assessment Evidence (Stage 2)
Performance Task Description
Goal Students will be able to identify ways that we can be alike and different.
Role Students roles will be that of reflective listeners.
Audience K students
Situation Student will come to the Media Center for a literature lesson
Product/Performance Venn diagram

Standards ELACCKRL4: Ask and answer questions about unknown words in a text.
Learning Plan (Stage 3)
Where are your students headed? Where
have they been? How will you make sure
the students know where they are going?
The students have had the book Were different, Were the same
read to them previously. They are familiar with the main theme of
the book.
How will you hook students at the
beginning of the unit?
-Students will identify the parts of a book
What events will help students experience
and explore the big idea and questions in
the unit? How will you equip them with
needed skills and knowledge?
- Read aloud the book
- Discuss the vocabulary words

How will you cause students to reflect and
rethink? How will you guide them in
rehearsing, revising, and refining their
work?
Students will discuss the books theme with each other and the
teacher

How will you help students to exhibit and
self-evaluate their growing skills,
knowledge, and understanding throughout
the unit?
Through guided discussion, students will reflect on ways that we are
alike and different
How will you tailor and otherwise
personalize the learning plan to optimize
the engagement and effectiveness of ALL
students, without compromising the goals
of the unit?
Each student will tell one way that we are alike and one way that we
are different.
How will you organize and sequence the
learning activities to optimize the
engagement and achievement of ALL
students?
Activities will be broken into three segments.
1. Hook and introduction
2. Reading and discussion
3. Recall & Reflection through use of a venn diagram
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum
Development ISBN # 0-87120-313-8 (ppk)