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Thematic Unit Plan 2020
Bowie State University
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Thematic Unit Plan Butterflys are Amazing Insects SPED 615 Tiffany Smith Spring 2020 Graduate Special Education Reading Lesson Plan 1 students what going to teach, teach it to them, then ask them to say, show, or apply what Unit: Butterflies Subject: Reading Lesson Title: A Life Grade Level: 3rd Estimated Duration time of the Lesson: 2 Days Maryland Content Standard(s) addressed in Lesson: RL.3 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.3 Describe how characters in a story respond to major events and challenges. Teaching Designate appropriate Questioning Independent Reading Interpretation of Graphics (maps, graphs, cartoons, Concept Attainment X Cooperative Learning Time required: 90 minutes X Materials: (List of all materials that will be needed for the lesson) Various pasta shapes Ziploc bags Construction paper Lifecycle articles and Questionnaire Elmo projector Dry erase markers Houdini the Amazing Caterpillar book Janet Pedersen Crayons and markers Post it notes Butterfly garden picture X Roundtable X Jigsaw X Pairs X Project Integration of Technology Print alternatives, i., Use of Audio X Interactive Student Formal Writing Informal Writing X Organizers X X Think Aloud Reciprocal Teaching X Group Activities Simulation Use of Video Clip Lecture pause X Different purposes for 2. Read aloud the article to students, stopping to add the title of each stage onto a class anchor chart. 3. Have students divide into four equal groups. Label each group with a stage in the butterfly life egg, larva, pupa, and butterfly. Have students go to separate locations of the class. 4. Each group is responsible for rereading their part of the story and texts annotate the passage. After reading discuss your stage with your group members. Students should pull key details of their stage and write it on their section of the Lifecycle paper. Students should prepare a short presentation of their stage for the class. Two statins with audiobook of the article. 5. After about 15 minutes of discussion have the students come back as a class to share their findings. Students should put one group members completed paper on the Elmo projector while sharing. 6. As groups share, students should complete unfilled sections on their organizer of Instruction X Universal Design for Learning CLOSURE: Students should then complete the article questionnaire. Students can work independently or with a partner. Blue Group (ELL) will come to U shape table to work with the teacher. Specially Designed Instruction (SDI) levels of performance Goal and Objective from IEP: The Goal: When using decoding skills and oral written practice of reading an instructional 3rd grade level text, with teacher prompts in small group, John will write 5 simple sentences to describe the main idea and details using graphic organizers, and sentence frames with accuracy in 3 out of 5 trials based on the Assessments and teacher observation the annual Review The Objective: the end of Fourth Quarter, when given graphic organizers, flashcards with instructional level words, John will read a passage and respond to questions writing words or simple sentences in a small group setting with accuracy in 3 out of 5 trials as measured the county administered assessment. X Goals and Objectives Considerations X Aids and Services Mini Lesson: Struggling readers will come to u shape table with questionnaire. Putting material on the Elmo projector for all students to see information, we will complete odd questions as a group. Give students extra time to work on presentations if necessary. Allow students to use notes while completing the questionnaire. Use of vocabulary cards with pictures to assist with information. Give students time to draw pictures in notes. Data Collection Tool: Notes graphic organizer, and of details. Demonstration of Mastery: X Exit Ticket Assignment: Article Questionaire Partner work Assessment who do not finish the questionaire or are struggling, will be pulled for small group the following day. LESSON PLAN REFLECTION: Were students able to construct the diagram from the bag of pastas? How long did students take to prepare presentations? Were students referring to notes while completing the questionnaire? Were students using text annotation strategies within the group? What types of questions were being raised during the group discussions? Were students able to connect Houdini the caterpillar to the butterfly lifecycle? First Stage detail detail Fourth Stage Second Stage detail detail detail detail Third Stage detail detail Graduate Special Education Reading Lesson Plan 2 students what going to teach, teach it to them, then ask them to say, show, or apply what Unit: Butterflies Subject: Reading Lesson Title: Grade Level: 3rd Estimated Duration time of the Lesson: 2 Days Maryland Content Standard(s) addressed in Lesson: RL.3 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.3 Describe how characters in a story respond to major events and challenges. Teaching Designate appropriate X Scaffolded Questioning Independent Reading Interpretation of Graphics (maps, graphs, cartoons, Concept Attainment Cooperative Learning Time required: 90 minutes per session X Materials: (List of all materials that will be needed for the lesson) Various pasta shapes Ziploc bags Construction paper Lifecycle articles and Questionnaire Elmo projector Dry erase markers Houdini the Amazing Caterpillar book Janet Pedersen Crayons and markers Post it notes Butterfly garden picture Roundtable Jigsaw Pairs Project X Integration of Technology Print alternatives, i., Use of Audio Interactive Student Formal Writing Informal Writing X Organizers X X Think Aloud Reciprocal Teaching X Group Activities Simulation Use of Video Clip Lecture pause X Different purposes for Connections of Prior Knowledge: Anticipation Differentiation Design for Learning .. a review of previous knowledge learned in class or in the and a connection to what will be learned in this lesson. Remind students of Houdini, the read aloud from yesterday. Share a few student predictions from yesterday. Begin reading the story from page 19 to the end. As you read ask students to put up with their fingers when Houdini does something they seen a caterpillar do in life. Allow students to think pair share to see if their predictions were correct. (Differentiate Content, Product, Process) Tiered assignments X Flexible grouping Learning centers X Curriculum compacting Varying questions Independent Projects Brain Compatible Instruction X Cultural Context Multiple Intelligences Learning Modalities Engagement: (Anticipatory Set, Motivation) .. a to focus attention and excite them to learn. X Visual X Auditory Create a pasta diagram of the life cycle of a Butterfly. Use farfalle past X as the butterfly, a bean as the egg, corkscrew pasta as a caterpillar, General Accommodations to Access and shells as the chrysalis. Precut circles for the students to make the Curriculum craft with. This should be complete as a homework assignment. A Ziploc bag with materials can be sent home. Students can be creative the skill level and substitute materials if desired. X Adapt the number of items X Adapt materials Provide learning strategy Provide access X Increase personal assistance Direct Instruction, Student Practice, and Closure 1. Explain to students that activity is to write a short story from the perspective of a caterpillar. Story should be written as if they are telling a fellow insect how he plans on changing into a butterfly. I Do, We Do and You Do X Guided practice Practice to Peer Practice X Demonstration of Mastery: Exit Ticket Formative Assessment 1. Completed questionnaire 2. Craft of a Butterfly life cycle 3. Completed Life Cycle of a Butterfly Story LESSON PLAN REFLECTION: Were students able to construct the diagram from the bag of pastas? How long did students take to prepare presentations? Were students referring to notes while completing the questionnaire? Were students using text annotation strategies within the group? What types of questions were being raised during the group discussions? Were students able to connect Houdini the caterpillar to the butterfly lifecycle? Expectations Understanding of the life cycle Writing, Spelling and Grammar Picture Inquiry Developing 1 Exemplary 3 Correctly can identify the life stages of a Can correctly say the stages of butterfly based on the Can correctly say the names life and gets at least 2 of the read aloud and article. of the stages of life. stages of life in the correct Student can also put order. each stage of life in the correct order. Correctly creates Correctly creates written sentences, along with sentences. Provides good Correctly creates written sentences. Handwriting is spacing along with sentence neat and legible writing, correct spelling and writing rules. (Capitals at produced but needs improvement. beginning of sentences, periods correct sentence writing rules. at the end. Correctly creates picture Correctly creates picture based on knowledge from Correctly creates picture that that corresponds to book as well as from corresponds to written work written work and uses at pictures from power point. and uses at least 4 colors to least 5 colors to create create picture. Uses at least 3 colors to picture. create picture. Students can copy ideas that Students can creatively they have read about in think about questions Student can answer basic book as well as answer unique that the teacher poses, questions that pertain to the questions from the teacher such as what a butterfly life cycle. is thinking while in the that might not be unique chrysalis thoughts. Sample of Butterfly Lifecycle Craft Accomplished 2 Graduate Special Education Reading Lesson Plan 3 students what going to teach, teach it to them, then ask them to say, show, or apply what Unit: Butterflies Subject: Reading Lesson Title: Hungry Catepillar and Acting Grade Level: Third Estimated Duration time of the Lesson: 2 days Maryland Content Standard(s) addressed in Lesson: 3 Write texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Teaching Designate appropriate X Scaffolded Questioning Independent Reading Interpretation of Graphics (maps, graphs, cartoons, Concept Attainment Time required: 90 minutes X Cooperative Learning Materials: (List of all materials that will be needed for the lesson) Chromebook for each student. The Very Hungry Caterpillar book Eric Carle Biography worksheet Roundtable Jigsaw Pairs Project Integration of Technology X Print alternatives, i., Use of Audio Interactive Student X Formal Writing Informal Writing Organizers Aloud X Reciprocal Teaching Group Activities Simulation X Use of Video Clip Lecture pause Different purposes for the Pacific region build a cocoon instead. 3. Have students choose an important person to compare the butterfly to. Write down student responses. 4. Give time in the computer lab to research the life and biography. In our Google Classroom, posted links to video biographies of important people you may be interested in using. 5. Pass out the biography worksheets for students to guide notes. a. What is the name? b. When were they born? c. Childhood? Midlife? Adulthood? d. What were some of the accomplishments? e. Educational experiences? f. Why are they famous? g. Major changes in their life. 6. After ample research time have students write a profile of their important person. Students should write about the life, from birth through childhood to adulthood, and describe any major changes in the life. of Instruction X Universal Design for Learning CLOSURE: Remind students that a biography can tell about the life cycle of a person! Have students type their biographies on the computer in Google Docs. Specially Designed Instruction (SDI) levels of performance Goal and Objective from IEP: The Goal: When using decoding skills and oral written practice of reading an instructional 3rd grade level text, with teacher prompts in small group, John will write 5 simple sentences to describe the main idea and details using graphic organizers, and sentence frames with accuracy in 3 out of 5 trials based on the Assessments and teacher observation the annual Review Objective: the end of Fourth Quarter, when using decodable instructional level text in small group, using a word bank and sentence frames, John will read a passage and respond to questions writing words or simple sentences in a small group setting with accuracy in 3 out of 5 trials as measured the DRA, and classroom based observations. Mini Lesson: Allow students extended time wherever needed. Check to see where students are on their biography comparison. Select 4 pictures for each stage in their persons life: child, adult, middle, and late. Discuss what their life was like at each stage. Help students create a graphic organizer to jot down notes on their persons life changes. Have students work on questions from profile sheet in any order. Research can be done in the library also for tech support. If necessary a specific person can be designated to help students. Allow students to work in pairs on research if doing the same person. Print guideline for profile assignment. X Goals and Objectives X Special Considerations X Aids and Services Data Collection Tool: Biography in book talk. Questions, notes, X Exit Ticket Demonstration of Mastery: Assessment 1. Biography comparison notes 2. Profile biography LESSON PLAN REFLECTION: What were students able to retain from the lifecycle of a butterfly? Were students able to complete research alone? How much support was needed to use the computers to type biographies? How many students felt comfortable presenting? Could students independently write a paragraph? Biography Rubric 5 Display: Student has a large picture of their person and has used it as a magazine cover for their report. This person has also dressed up like their character. Page 1 and 2 tell all about the birth place and birth date. Pages 3 and 4 tell one paragraph (5 sentences) about this childhood and their family. Pages tell about this adult life and the things that have made them an important character in history in about 5 sentences. The final pages tell one paragraph (5 sentences) about this person doing the job they do and how successful they were at their job. 4 3 2 1 Display: Student has a small picture of their person as a visual for their report. Display: Student has a drawing of their person as a visual for their report. Display: Student has a sketch of their person as a visual for their report Display: Student has no picture or visual for their report. Pages 1 and 2 tell about the birth place and birth date. Pages 1 and 2 tell about the birth place. Pages 1 and 2 tell about the birth date. Pages 1 and 2 have no information about the birth date or birth place. Pages 3 and 4 tell four sentences about this person as a child. Pages 3 and 4 tell three sentences about this person as a child Pages 3 and 4 tell two sentences about this person as a child. Pages 3 and 4 have no information about this person as a child. Pages tell four sentences about this person as an adult. Pages tell three sentences about this person as an adult. Pages tell two sentences about this person as an adult. Pages have no information about this adult life. The final pages tell four sentences about this job and life. The final pages tell three sentences about this life. The final pages tell two sentences about this life. There are no final pages. Connections of Prior Knowledge: Anticipation Differentiation Design for Learning .. a review of previous knowledge learned in class or in the and a connection to what will be learned in this lesson. Students will devise monarch migration routes, learning what monarchs might encounter during the fall and spring migrations. Ask students to turn and talk about what the word migration could mean. Explain what migration is to the class. (Differentiate Content, Product, Process) X Tiered assignments X Flexible grouping Learning centers Curriculum compacting X Varying questions Independent Projects Brain Compatible Instruction Cultural Context Multiple Intelligences Engagement: (Anticipatory Set, Motivation) .. a to focus attention and excite them to learn. Describe the migratory cycle, highlighting the states that they travel through. Read the story An Extraordinary life: The Story of a Monarch Butterfly Laurence Pringle. Read the story on the Elmo Projector to show migration photos to students throughout the book. Learning Modalities X Visual X Auditory General Accommodations to Access Curriculum the skill level Adapt the number of items Adapt materials X Provide learning strategy X Provide access Increase personal assistance Direct Instruction, Student Practice, and Closure 1. Map the route. Devise a hypothetical route that a monarch might travel (e.: MN, IA, MO, AR, TX, MEX for the fall migration) and have students circle cities or places that the monarch might pass on a large wall map. 2. Draw lines connecting these locations to show the route the I Do, We Do and You Do X Guided practice Practice X Peer to Peer Practice monarch followed. 3. Tell students that the distance traveled each day varies a lot, but that they can go up to 100 km or more on a good day 4. Get into a circle around the class for a discussion of the book. Discuss the following questions: What are some of the dangers that monarchs can face along their route? How can weather affect the journey? How far does a monarch travel from our state (or a northern state) to Mexico? Will it travel the same distance each day? Why? How long will the journey take? Can you imagine how difficult such a journey might be for so small an animal? 5. Tell students that they will design a route for a single monarch butterfly to take to Mexico. They can use the route discussed in part one, or make up another one. 6. Take students to the library to research in books their route. 7. Have students first locate where their monarchs will start and end the journey. 8. As a class, discuss the route monarchs will take on their way to Mexico and have students locate the states through which the monarchs will travel on the wall map. 9. Have students brainstorm about sights and obstacles the monarchs might encounter along the way and list these on a chart. 10. Have students design a route for their butterflies. They may devise one route as a class or each student may design own route. Have them list each state and country through which the butterfly will travel. 11. Have students look at picture books about each state or province that is on their list, including Mexico, looking for the following: Typical sights and landmarks (corn fields, cities, St. Louis Arch, etc...) Plants and animals typically found in that state Geographical features (lakes, rivers, forests, mountains) X Small Group Practice of Instruction x Universal Design for Learning CLOSURE: Have students draw and label their route on to a map. Give students time to write a paragraph describing their route. This should be written in the form of directions for someone to follow the route. Specially Designed Instruction (SDI) levels of performance Goal and Objective from IEP: The Goal: When using decoding skills and oral written practice of reading an instructional 3rd grade level text, with teacher prompts in small group, John will write 5 simple sentences to describe the main idea and details using graphic organizers, and sentence frames with accuracy in 3 out of 5 trials based on the Assessments and teacher observation the annual Review Objective: the end of Fourth Quarter, when using decodable instructional level text in small group, using a word bank and sentence frames, John will read a passage and respond to questions writing words X Goals and Objectives Considerations X Aids and Services Elmo Projector Journals for everyone in your class. Coloring supplies Butterfly Kit (purchases prior to lesson at EarthBirthdayStore Laptop with internet access Book Butterfly House Life cycle Booklet Printouts Roundtable x Jigsaw Pairs x Project x Integration of Technology Print alternatives, i., Etext x Use of Audio Interactive Student Formal Writing _x__ Informal Writing x Organizers x Think Aloud Reciprocal Teaching x Group Activities Simulation x Use of Video Clip Lecture pause Different purposes for Connections __ of Prior Knowledge: Anticipation Differentiation Design for Learning .. a review of previous knowledge learned in class or in the and a connection to what will be learned in this lesson. (Differentiate Content, Product, Process) The teacher will be able to assess each student as she observes the students during small group observation time. The butterfly journal will also be graded on completion and use of terminology in note taking. Tiered assignments x Flexible grouping Learning centers x Curriculum compacting x Varying questions Independent Projects Brain Compatible Instruction Cultural Context Multiple Intelligences Learning Modalities Engagement: (Anticipatory Set, Motivation) .. a to focus attention and excite them to learn. Teacher should begin passing out Butterfly journals to each child. This can be completed in science notebooks or a separate journal. Begin displaying pictures of caterpillars and butterflies. Ask students how they would describe this picture. Call on students with a special butterfly wand to keep students focused on each response. Keep record of the descriptions on the Elmo projector, as record responses in their Butterfly journal. Probe students with questions as necessary. How do caterpillars grow? How does the caterpillar change into a butterfly? X Visual X Auditory X General Accommodations to Access Curriculum X Adapt the skill level Adapt the number of items x Adapt materials x Provide learning strategy Provide access x Increase personal assistance Direct Instruction, Student Practice, and Closure 1. Read Butterfly House Eve Bunting, to the class. As soon as the story is finished, look back through the book and ask children to think about how the caterpillar changes in the story. 2. Explain that butterflies go through a growing process during which their appearance changes drastically. Share slideshow 3. Ask students to list (or draw) in their Butterfly flied journal the ways in which the changed during the course of the story. Encourage them to use these terms: egg, larva or caterpillar pupa, chrysalis, or cocoon, adult butterfly. 4. Inform students that you will be observing a caterpillar right in the classroom. Students will make daily observations of the development of the butterflies in their field focusing on the butterflies: size, color, shape, activity, diet. A classroom job of Keeper will need to be added to the classroom management routine. I Do, We Do and You Do practice x Group Practice to Peer Practice x Small Group Practice of Instruction x Universal Design for Learning
Thematic Unit Plan 2020
Course: Diagnosis In Sped (SPED 405)
University: Bowie State University
