Barbara Reid: Author / Illustrator Study

Rubrics, Notebook Files and Student samples can be found in the T Drive:

T:\Smartboard\English_Language_Arts\Grade 2\UbD units\Barbara Reid

Title of Unit / Barbara Reid Author / Illustrator Study / Grade Level / 2
Curriculum Area / ELA / Arts Ed / Time Frame / 4-6 weeks
Developed By / ELA Context / Personal and Philosophical
Theme: Getting to Know You
School
Identify Desired Results (Stage 1)
Content Standards –Curricular Outcomes
ELA
Comprehend and Respond:
CR2.3 Listen and retell (with support from the text) the key literal and inferential ideas (messages) and important details heard in small- and large-group activities, and follow oral directions and demonstrations.
Compose and Create:
CC2.2 Use a variety of ways to represent understanding and to communicate ideas, procedures, stories, and feelings in a clear manner with essential details.
Assess and Reflect:
AR2.1 Reflect on and assess their viewing, listening, reading, speaking, writing, and other representing experiences and strategies by participating in discussions and relating work to a set of criteria (e.g., “What did I learn?”).
ARTS Ed
Visual Art:
Creates art for a specific purpose
Become familiar with visual art and artists
Essential Questions / Enduring Understandings
Open-ended questions that stimulate thought and inquiry linked to the content of the enduring understanding. / What do you want students to understand & be able to use several years from now?
How can stories help me learn about me?
What can I do to become a better at viewing, listening, speaking, and representing.
- What does a good listener listen for?
- What does a good viewer look for?
- What do good speakers sound like?
- What does good representing look like? / Students should make connections to stories and relate them to their own lives.
Misconception
Unit Question (ELA context) / (Optional)
Personal and philosophical context gives students opportunities to explore their identity and their self-concept. Fostering the learning spirit inside each student comes from the heart and mind connection that is revealed through each student’s reflection on personal feelings, self-image, influential life forces, ideas, belief systems, values, and ways of knowing.
Who am I, what is my place, and where am I going?
What does the future hold for me?
Knowledge
Students will know… / Skills
Students will be able to…
AR2.1
b. Reflect, with guidance, on own strategies (“What do I do well? How could I be better?”).
d. Explain strategies used and why they were used.
CC2.2
c. Understand and apply the appropriate cues and conventions (pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other) to construct and communicate meaning when using other forms of representing.
d. Follow a model to communicate ideas and information about a topic.
CR2.3
i. Recall several ideas about a topic presented or discussed in class. / AR2.1
a. Reflect, with guidance, on viewing, listening, reading, representing, speaking, and writing by explaining what is effective or what they like in a text.
c. Use a range of strategies (e.g., unfamiliar word – rereads the sentence, uses picture cues, uses initial letter cues, breaks word into parts) when something does not make sense.
e. Review own work and set goals to improve it (e.g., check for missing words in writing).
CC2.2
a.  Design a visual representation (e.g., a picture, puppetry, a chart, a model, physical movement, a concrete graph, a pictographic, a demonstration, an advertisement for a toy) to demonstrate understanding.
b. Select and use task-relevant before, during, and after strategies when using other forms of representing to communicate meaning.
e. Consider and choose appropriate text form (e.g., a play, a model, a diagram) to represent ideas and stories.
f. Combine illustrations and written text (e.g., captions, labels) to express ideas, feelings, and information.
h. Construct three-dimensional objects to clarify ideas and understanding. (Make your own dice)
i. Create dramatizations to express ideas and understanding (act out the part that shows a certain character trait.)
CR2.3
a. Listen and demonstrate comprehension by retelling key points (who, what, where, when, and why) in grade-appropriate literary and informational texts including First Nations and Métis resources.
b. Select and use task-relevant before, during, and after strategies to construct meaning when listening.
d. Listen to and follow independently a series of related directions or instructions related to class activities.
h. Listen courteously during discussions and while working in pairs and small groups to share ideas, obtain information, solve problems, and ask and respond to relevant questions.
Assessment Evidence (Stage 2)
Performance Task Description
The performance task describes the learning activity in “story” form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding in a real life situation. Describe your performance task scenario below: / Helpful tips for writing a performance task.
Tribute to Barbara Reid: Portraits in Plastercine
Your goal is to compare yourself to a character in one of the Barbara Reid’s books we have studied.
You will be looking at the character’s personality traits and make connections to yourself. As an artist, you have been asked to create a plasticine portrait of yourselves with the character from Barbara Reid’s book that you have made a personal connection with. Your art work will be added to our class gallery. You will also create a short paragraph that explains the connection you made to the character you have chosen. Give us evidence from the story and class disscussion’s that made you believe that the character you choose had that trait. You will present your art work to your fellow artists and explain the connection that you have made to the character. Your art work will be sent to Barbara Reid’s student gallery on her website (hopefully, it will be published.)
When choosing your character and writing your explanation, ask yourself:
What character trait does the character in the story share with me?
Such as:
honesty, courage, love, respect, compassionate, cooperative, creative, dependable, determined, fairness, enthusiastic, generous, kindness, leadership, loyalty, patience, perseverance, responsibility, and trustworthy
How did this story help me learn about myself?
Which strategies that I have been practicing have helped me to improve my viewing and representing skills during this project?
The notebook file provided offers a sample paragraph for the students and a project checklist.
Strategies We Are Focusing on:
These will be posted on a bulletin board and referred to often before, during, and after lessons.
Good Viewers do:
Before:
1.  Predicting: (Guessing)
Ø  Using the pictures, title, text I predict this story will be about….
2.  Set Purpose: (Why are we looking at this?)
Ø  I am viewing this to learn more about…?
During:
1.  Connect and Construct Meaning: (Making Meaning)
Ø  I can relate to this character because…
2.  Note Key Ideas and what Supports Them: (Important Ideas / Proof)
Ø  The big idea is….here’s why I think so…
After:
1.  Respond Personally (giving support from text): (My thoughts)
Ø  This reminds me of…
2.  Recall, Paraphrase, Summarize, and Synthesize: (Main Idea)
Ø  The overall message was…
Good Representers do:
Before:
1.  Consider Prompts(RAFTS) or Find a Topic and Activate Prior Knowledge: (I know)
Ø  What do I know about the topic?
Ø  What message do I need to communicate
Ø  What is my role or point of view?
During:
1.  Confer with others: (Ask Others)
Ø  What suggestions for improvements do they have?
After:
1.  Share Final Product, Reflect and Consider Feedback, and Celebrate Learning: (What I’ve learned)
Ø  What worked well?
Ø  What would I try next time?
Ø  What lessons have I learned from the experience?
Good Writers do:
During: Use the C.O.P.S strategy to improve their writing. (Use the checklist provided)
VERY IMPORTANT:
1.  Create an exemplar paragraph including the plastercine illustration to show your students before they begin their performance task.
2.  Give the students a checklist to complete (instead of the rubric) so that the students self assess to ensure they have completed their entire project.
3.  When the project is complete have the students reflect and assess their own use of the viewing, listening, writing, and representing strategies that were worked on throughout this unit. / Goal:
What should students accomplish by completing this task?
Role:
What role (perspective) will your students be taking?
Audience:
Who is the relevant audience?
Situation:
The context or challenge provided to the student.
Product/Performance:
What product/performance will the student create?
Standards
(Create the rubric for the Performance Task)
BLOOMS TAXONOMY:
REMEMBERING: Can the students recall or remember the information?
UNDERSTANDING: Can the students explain ideas or concepts?
APPLYING: Can the students use the information in a new way?
ANALYZING: Can the students distinguish between the different parts?
EVALUATING: Can the students justify a stand or decision?
CREATING: Can the students create new product or point of view? / Digital Taxonomy for Bloom:
KNOWLEDGE: Highlighting, bookmarking, social networking, searching, googling
COMPREHENSION: Advanced searches, blog journaling, twittering, commenting
APPLICATION: Running, loading, playing, operating, hacking, uploading, sharing, editing
ANALYSIS: Mashing, linking, tagging, validating, cracking, reverse-engineering
SYNTHESIS: Programming, filming, animating, blogging, wiki-ing, publishing, podcasting, video casting
EVALUATION: Blog commenting, reviewing, posting, moderating, collaborating, networking, posting moderating
Standards Rubric
The standards rubric should identify how student understanding will be measured.
Please attach rubric to unit plan.
Other Assessment Evidence: (Formative and summative assessments used throughout the unit to arrive at the outcomes.)
Conversation / Observation / Product
Journal Entries
Discussions
Exit Cards (to get the kids to verbalize what they are doing with the different strategies.) / COPS Peer Revision Checklist
Outcome Based Observation Checklist / Rubrics
Project Completion Checklist
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?
We will post the viewing and representing strategies that we will be focusing on during this unit of study.
Each Notebook file will include a page that states the essential questions.
We will introduce the final performance task early in the unit.
We will post our COPS and RAFTS strategies in the classroom.
How will you hook students at the beginning of the unit? (motivational set)
Go to the site below and watch:
http://www.scholastic.ca/authors/reid_b/
1. Barbara Reid – Talks about the making of Perfect Snow
2. Book Trailer of Perfect Snow
3. Read Barbara Reid biography
4. Visit her website. http://www.barbarareid.ca/biography.html
Tell them we are learning about Barbara Reid the author / illustrator this month.
What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you equip them with needed skills and knowledge? How will you organize and sequence the learning activities to optimize the engagement and achievement of all students?
On-Going Journal Entries:
After studying each book give the students the opportunity to make connection to the characters and their traits in the stories by writing a journal entry explaining one personal connection they made to the character and their trait.
Lesson 1 CR2.3
The Perfect Snow: Day 1 Viewing & Listening
Before:
Predicting: (Guessing) Viewing
Ø  After viewing the Book trailer have the student complete this sentence stem in their ELA Book.
Ø  I wonder if… (Make Thought Bubble Graphic Organizer)
Ø  Using the View, Pause, Predict, and Think Aloud view the pictures in the book. (You will pause after a few pages to make your predictions. Teacher may want to model their prediction / think aloud.)
During:
Connect and Construct Meaning: (Making Meaning) Viewing & Listening
Ø  Read the book pausing to get kids to complete the following sentence stem.
Ø  I can relate to this character because… (On the SMART Board – SMART ideas)
After:
Respond Personally (giving support from text): (My thoughts) Viewing & Listening
Ø  Have the students complete this sentence stem… (orally)
Ø  This reminds me of…
Lesson 2 CR2.3
The Perfect Snow: Day 2 Viewing & Listening
Before:
1.  Set Purpose: (Why are we looking at this?)
Ø  I am viewing / listening to this to learn more about characters and their character traits?
Ø  I am viewing / listening to help me summarize the story.
During:
1.  Note Key Ideas and what Supports Them: (Important Ideas / Proof) As you are reading through the story, pause and have the students orally discuss the following sentence stems.
Ø  The big idea is….here’s why I think so…
After:
1.  Recall, Paraphrase, Summarize, and Synthesize: (Main Idea)
Ø  Complete the Story Summary / Character Trait Chart
Ø  The overall message was… (When discussing the Summary)
Lesson 3 CC 2.2, AR 2.1
The Perfect Snow: Day 3 Representing (RAFTS)
Letter writing from 2 perspectives about snow forts / snow ball fights…representing.
Before: Show the kids the cover of the book Perfect Snow. Have a student summarize the main idea of the story.
1.  Consider Prompts(RAFTS)
Ø  Ask the students: “Have you ever written a letter?”
Ø  We are going to write letters using a strategy called RAFTS.
Option 2:
Ø  R: Role – You are a snowfort builder
Ø  A: Audience – Snowfort wrecker
Ø  F: Form - letter
Ø  T: Topic – Explaining why they shouldn’t have wrecked your snowfort.
Ø  S: Strong Verb – You are trying to get the kids respect your snowfort.
Option 1:
Ø  R: Role – You are a snowfort wrecker
Ø  A: Audience – Snowfort builder
Ø  F: Form - letter
Ø  T: Topic – Apologizing for wrecking the snowfort.
Ø  S: Strong Verb – You regret wrecking their fort.
During:
1.  Confer with others: (Ask Others)
Ø  What suggestions for improvements do they have for your letter?
Ø  The students will use C.O.P.S to revise their own letter. THEN
Ø  The students will use C.O.P.S. to revise their peer’s letter.
Ø  C – Capitalization
Ø  O – Organization (errors in handwriting, spacing and margin errors, have it included a heading and title if necessarily.)
Ø  P – Punctuation
Ø  S - Spelling
After:
1.  Share Final Product, Reflect and Consider Feedback, and Celebrate Learning: (What I’ve learned)
Ø  Have the students read their letter to a partner.