Unit Lesson Plan Language Arts Author Study: Eric Carle
Unit Lesson Plan Language Arts Author Study: Eric Carle
Unit Lesson Plan Language Arts Author Study: Eric Carle
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Calla <strong>Unit</strong> <strong>Lesson</strong><br />
Literature<br />
<strong>Author</strong> <strong>Study</strong>: <strong>Eric</strong> <strong>Carle</strong><br />
By: Vita Guadagno, Kristi Simonetti, Simonetti<br />
Raquel Estevez, and Kevin Branch<br />
Professor Valentine
�� <strong>Unit</strong> <strong>Plan</strong> Outline<br />
<strong>Unit</strong> plan Outline<br />
�� Sequencing (Literature) Using A Very Hungry Caterpillar by <strong>Eric</strong> <strong>Carle</strong> student will<br />
be able to sequence any set of events in the correct order.<br />
�� Word Problems (Math) Students will use the book Rooster’s Off to See the World<br />
by <strong>Eric</strong> <strong>Carle</strong> to create images and pictures to help them solve word word<br />
problems.<br />
�� Writing Patterns (Literature): Students will be able to write their own<br />
stories following <strong>Eric</strong> <strong>Carle</strong>'s patterns in Polar Polar Bear, Bear, Polar Polar Bear, Bear, What What Do Do<br />
You You Hear? Hear? and Brown Brown Bear, Bear, Brown Brown Bear Bear What What Do Do You You See? See? After reading<br />
these stories the children can then write their own stories using using<br />
the same kinds of<br />
patterns. You may also wish to incorporate the other senses into the writing, too.<br />
Only your students' imaginations will set the limits to the possibilities possibilities<br />
of these stories.<br />
One of our students wrote this delightful "senses" story.
<strong>Unit</strong> <strong>Plan</strong> Outline<br />
�� Different Homes (Social Studies): Student's will read Have Have You You Seen Seen My My Cat? Cat? By By<br />
<strong>Eric</strong> <strong>Eric</strong> <strong>Carle</strong>. <strong>Carle</strong>. Students can find similarities and differences between each cat's cat's<br />
region<br />
and their own home.<br />
�� Telling Time Using A Clock (Math): Students will be able to develop an<br />
understanding of time. Using the book The Grouchy Ladybug by <strong>Eric</strong> <strong>Carle</strong> have the<br />
students each make a small clock. The book lends itself to telling telling<br />
time by the half<br />
hour which is perfect for beginning to tell time.<br />
�� Parts of a flower and how plants grow (Science): Students will listen listen<br />
to The Tiny<br />
Seed by <strong>Eric</strong> <strong>Carle</strong> to understand parts of a flower and how plants grow. grow.<br />
�� Camouflage (Science): Students will read The Mixed-Up Mixed Up Chameleon by <strong>Eric</strong> <strong>Carle</strong> to<br />
learn and discover how and why animals use camouflage.
<strong>Unit</strong> <strong>Plan</strong> Outline<br />
�� Feelings (Social Studies): Using the book A House for Hermit Crab students will<br />
be able to identify feelings and be able to identify different feelings feelings<br />
in the correct<br />
content.<br />
�� Sequencing (Literature): Students listen to the story, The Grouchy Ladybug by<br />
<strong>Eric</strong> <strong>Carle</strong>, then participate in a whole group sequencing activity. activity.<br />
They create a<br />
sequencing book that depicts the order of the characters from the the<br />
story.<br />
�� Story Investigation: Investigation:<br />
Students participate in shared readings of <strong>Eric</strong> <strong>Carle</strong>'s books<br />
and investigate the art and story elements. They create a collage collage<br />
and answer<br />
questions.<br />
�� Personification (Literature): (Literature) : Students listen to a read aloud of <strong>Eric</strong> <strong>Carle</strong>'s, The<br />
Very Quiet Cricket. Cricket.<br />
They identify personification in the story and complete an<br />
associated Web Quest. They write and illustrate a sequel to the story.<br />
��<br />
Friendship: (Social Studies) Students will listen to the story, Do You Want to be<br />
My Friend by <strong>Eric</strong> <strong>Carle</strong> to investigate characteristics of a good friend.
Preparation for <strong>Eric</strong> <strong>Carle</strong> author study:<br />
To begin our author study, <strong>Eric</strong> <strong>Carle</strong> books will be displayed around around<br />
the room. Students will be asked the question, “What is an author?” author?”<br />
As<br />
a class we will discuss and brainstorm what an author is. Teacher Teacher<br />
will<br />
direct the students’ attention to the books around the room and inform<br />
the students that we will be doing an author study on <strong>Eric</strong> <strong>Carle</strong>. <strong>Carle</strong>.<br />
Together as a class we will develop a K-W-L K L chart about <strong>Eric</strong> <strong>Carle</strong>. To<br />
fill in the “L” part of our graphic organizer teacher will introduce introduce<br />
students to the <strong>Eric</strong> <strong>Carle</strong> website where we will look for answers answers<br />
to<br />
our questions.<br />
After learning about the author, <strong>Eric</strong> <strong>Carle</strong> books will be used in in<br />
our<br />
lessons to target the content areas, Literacy, Social Studies, Math<br />
and Science.
Subject: Social Studies<br />
First Grade<br />
ESL Level Intermediate<br />
<strong>Lesson</strong> Title: Friendship
Standards<br />
�� ESL Standard 1<br />
�� Performance Indictors 1-2,1 1 2,1-4,1 4,1-5,1 5,1-7, 7, and 1-8 1<br />
�� ESL Standard 2<br />
�� Performance Indicators 2-2, 2 2, 2-5, 2 5, 2-9, 2 9, and 2-12 2 12<br />
�� ESL Standard 4<br />
ESL Standard 4<br />
�� Performance Indicators 4-3, 4 3, 4-7, 4 7, 4-10 4 10<br />
�� ESL Standard 5<br />
�� ELA Standard 1<br />
�� ELA Standard 2<br />
�� ELA Standard 4<br />
�� Social Studies Standard: Standard 5
Materials Materials<br />
�� Do Do You You Want Want to to be be My My Friend Friend by <strong>Eric</strong> <strong>Carle</strong><br />
�� Chart paper<br />
�� Markers<br />
�� T-chart chart<br />
�� Construction paper (to make flowers)<br />
�� Writing paper<br />
�� Pencils
Preparation<br />
Preparation<br />
�� Content Objectives: Objectives<br />
�� 1. Students will be able define characteristic.<br />
�� 2. Students will be able to identify characteristics of a good friend. friend.<br />
�� 3. Students will be able to compare and contrast characteristics of a good<br />
friend and a bad friend.<br />
�� <strong>Language</strong> Objectives:<br />
�� 1. Students will participate in group and class discussions.<br />
�� Learning Strategy Objectives:<br />
�� 1. Students will be able to use advance organization for previewing previewing<br />
main<br />
idea and concepts of a text (picture walk and making predications).<br />
predications).<br />
�� 2. Students use cooperation to pool information and get feedback. feedback<br />
�� 3. Students will use summarizing to make a mental, oral, or written written<br />
summary of information gained from listening or reading.<br />
�� 4. Students will use taking notes (T-chart) (T chart) to write down information.<br />
information
Preparation<br />
Preparation<br />
Have a class discussion ask students “What<br />
is a friend?”. Ask why is that person their<br />
friend? Ask do you remember a time they<br />
ever tried to become friends with someone<br />
or if someone has ever tried to become<br />
their friend? When? How could they tell?<br />
What did they do? (Smile, ask to play, say<br />
something nice, sit by them, share<br />
something etc.)
Presentation<br />
�� Name, explain, and model learning strategy taking notes<br />
�� T-Chart Chart<br />
�� Next introduce the word Characteristic<br />
�� Discuss what makes a good or bad friend (titles on T-<br />
chart)<br />
�� Fill in one item on both sides of T-chart T chart<br />
�� Name, explain, and model learning strategy advance<br />
organization<br />
�� Picture walk and making predications<br />
�� Next read story
Practice<br />
�� Take picture walk with students and students will make<br />
predications<br />
�� Teacher will list predications<br />
�� Teacher will read story<br />
�� Class discussion about story<br />
�� Name, explain and model learning strategy cooperation<br />
�� Students will work together to fill in T-chart T chart<br />
�� Students will work together to make good friend flowers
Evaluation<br />
Evaluation<br />
�� Name, explain and model learning<br />
strategy summarizing<br />
�� Students will draw a picture and write a<br />
sentence or more about what they learned<br />
today.
Expansion<br />
Expansion<br />
�� For homework students will write about<br />
their first friend they made either being<br />
someone in their home country or<br />
someone they met on their first day of<br />
school in the U.S.
Sequencing<br />
Grade: One<br />
Demographics: Intermediate
Standards<br />
NYS STANDARDS<br />
�� Standard 1:<br />
�� Objectives:<br />
�� select information appropriate to the purpose of their<br />
�� investigation and relate ideas from one text to another<br />
�� select and use strategies they have been taught for note taking, taking<br />
�� organizing, and categorizing information<br />
�� ask specific questions to clarify and extend meaning<br />
ESL STANDARDS (Performance Indicators) (intermediate)<br />
�� Standard 1<br />
�� Performance indicators: 1, 2, 6, 7, 9, 10, 12 & 16<br />
�� Standard 2<br />
�� Performance indicators: 2, 7, 8, 9, 11, &12<br />
�� Standard 3<br />
�� Performance indicators: 5 & 7
<strong>Language</strong> Objective<br />
�� <strong>Language</strong> Objectives:<br />
�� Listening:<br />
�� 1. Advance Organization<br />
�� 2. Listen for information<br />
�� Reading<br />
�� 1. Understands Vocabulary (sequencing)<br />
�� 2. Understands basic sequence of beginning middle and end<br />
�� 3. Identify/find information from book ( sequencing on the board)<br />
�� Speaking<br />
�� 1. Participate in group discussions and performance<br />
�� 2. Ask questions for clarification<br />
�� Writing<br />
�� 1. Answer Questions
Content Objectives<br />
Content Objectives: Objectives:<br />
by the end of the lesson:<br />
�� students will be able to sequence any set of<br />
events in the correct order<br />
�� students will be learn the meaning of new<br />
vocabulary words<br />
�� students will listen for a purpose<br />
�� students will use a graphic organizer to arrange<br />
story events<br />
�� students will summarize story events
Materials<br />
Materials:<br />
�� Manipulatives from the story The Very Hungry<br />
Caterpillar, Caterpillar,<br />
the book The Very Hungry<br />
Caterpillar, Caterpillar,<br />
sentence strips, hand outs, puzzles<br />
of butterfly life cycle, photographs of people in<br />
various stages of life, vocabulary words,<br />
scissors, glue, crayons, pencils, compact disc of<br />
the instrumental version of "Up on the<br />
Housetop", poster with the butterfly version of<br />
this song
�� Caterpillar<br />
�� Cocoon<br />
�� Butterfly<br />
�� Chrysalis<br />
Book Vocabulary
Preparation<br />
�� Preparation<br />
�� Introduce the idea of sequencing. Ask the children if they know what it is or<br />
why it is important. Illicit that sequencing is the order of events events<br />
in a story or<br />
in our lives. Understanding the sequence helps us to comprehend the story<br />
or situation. The awareness that events occurring in sequential order can be<br />
related to each other helps to bring meaning to a story. Put up the word<br />
"sequence" and show the class the pictures of the people in different different<br />
life<br />
stages. Discuss that we are not born as older adults. First we are are<br />
babies<br />
and then we become toddlers. The next stage is young adulthood and and<br />
finally older adulthood. Put the pictures in the correct order as as<br />
a class. Give<br />
another example about getting ready for school. We don't come to school<br />
and then wake up. We don't come to school in pajamas and then brush brush<br />
our<br />
teeth. There is a specific order in which we carry out our tasks. tasks.<br />
This is the<br />
same idea when we read a book. Understanding the order of events helps<br />
us understand the story.
Practice<br />
�� Practice<br />
�� Bring students to the carpet. Read the story A Very Hungry Caterpillar Caterpillar<br />
by <strong>Eric</strong> Carl.<br />
Students will sequence the food the caterpillar eats.<br />
�� The order of actions is important because it helps us to organize organize<br />
the events that<br />
happen in a story and in our lives. By understanding the connection connection<br />
and order of<br />
events we better understand the situation or story. I would introduce introduce<br />
a song that<br />
goes to the tune of "Up on the Housetop". We will listen to the compact disc and sing<br />
the song as well as 'read' the words. This song organizes the stages stages<br />
of the butterfly<br />
life cycle. The lyrics are as follows:<br />
�� First First comes comes a a butterfly butterfly lays lays an an egg egg<br />
out out comes comes a a caterpillar caterpillar with with many many legs legs<br />
oh oh see see the the caterpillar caterpillar spin spin and and spin spin<br />
a a little little chrysalis chrysalis to to sleep sleep in in<br />
oh oh oh oh oh oh look look and and see see<br />
oh oh oh oh oh oh look look and and see see<br />
out out of of the the chrysalis chrysalis<br />
my my oh oh my my<br />
out out comes comes a a pretty pretty butterfly.<br />
butterfly.
Practice Continued<br />
�� Independent/Group Practice: (according to developmental level<br />
differentiated instruction on practicing sequencing)<br />
�� Four different activities will be available for students to practice practice<br />
sequencing<br />
events from the story. Working with a partner or small group will will<br />
be<br />
encouraged so that the students can think out loud and learn from from<br />
each<br />
other.<br />
�� Activity 1: 1 Students will cut out the four main events from the story and<br />
glue them in the correct order. They are asked to write a sentence sentence<br />
for each<br />
picture.<br />
�� Activity 2: 2 Students will cut sentences and put them in the correct order<br />
and draw a picture.<br />
�� Activity 3: Higher functioning students will have a blank organizer and be<br />
asked to draw the picture and write the sentences for picture.<br />
�� When the students are finished they will be asked to read their sentences to<br />
a peer for reciprocal teaching. Then several students will be asked asked<br />
to read<br />
their sentences or show their pictures to the class. Modifications Modifications<br />
for the<br />
struggling students include listening to the story with the book in front of<br />
them. Braille version and tape would be available for the blind student.
Evaluation & Expansion<br />
�� Evaluation<br />
�� Students will create a three page picture book.<br />
Drawing a picture of what they looked like as a<br />
baby what they look like now and what they<br />
think they will look like as an adult.<br />
�� Expansion<br />
�� Students will share their books with the class.<br />
The books should display them in sequence<br />
order baby, now and in the future.
Assessment<br />
�� Assessment<br />
�� Teachers are constantly assessing student<br />
learning. The teacher would assess how the<br />
students were able to answer questions<br />
regarding the events in the butterfly's life. The<br />
hand outs that the students work on in class will<br />
also give insight as to who seems to understand<br />
the concept of sequential order. Finally the<br />
homework will further help measure which<br />
students need help and who comprehends this<br />
concept.
Math<br />
How Many in All?<br />
First Grade<br />
ESL Level: Intermediate
Standards & Objectives<br />
�� New York State Standard: Standard:<br />
Standard 3<br />
�� ESL Standards: Standards:<br />
Standard 1, Standard 3<br />
�� ESL Performance Indicators: Standard 1:<br />
1:5, 1:10<br />
�� Standard 3: 3:1, 3:4<br />
�� Content Objectives: Students will solve math<br />
word problems using pictures. Students will<br />
create addition word problems.
<strong>Language</strong> Objectives<br />
�� <strong>Language</strong> Objectives: Students will<br />
answer questions and ask for clarification.<br />
Students will listen to a story and use the<br />
information to solve a word problem.<br />
Students will write their own math<br />
problems. Students will discuss their word<br />
problems with the class.
Math Vocabulary & Learning<br />
Strategies<br />
�� Math Math Vocabulary: Vocabulary: in in all, all, how how many, many,<br />
add, add, addition, addition, all all together, together, first, first, next, next, last last<br />
�� Learning Strategies:<br />
Strategies<br />
�� Metacognitive Strategy: Selective- Selective<br />
Attention, Self Assessment<br />
�� Cognitive Strategy: Elaboration of Prior<br />
Knowledge, Imagery<br />
�� Social/Affective Strategy: Cooperation
�� Materials<br />
Materials<br />
Materials: : Rooster’s Off to See the World<br />
by <strong>Eric</strong> <strong>Carle</strong>, pencils, crayons
�� Preparation:<br />
Preparation<br />
Preparation: Have the students listen to a recording of<br />
a rooster. Teacher will ask if they recognize the sound<br />
then will display a picture of a rooster. Ask students if<br />
they have ever seen a rooster before and ask how many<br />
roosters they saw in all. Teacher will ask students if the<br />
students have seen any other animals around the<br />
rooster. Teacher will begin her book introduction to<br />
Rooster’s Off to See the World. World.<br />
Teacher will explain that<br />
in this story the rooster finds many other animals. At<br />
the end of the story we are going to find out how many<br />
animals in all are in the book.
Presentation<br />
�� Presentation: Teacher will read the story, Rooster’s Off to See the World<br />
by <strong>Eric</strong> <strong>Carle</strong>. Before teacher begins reading she will ask the students students<br />
to<br />
pay attention to how many of each animal there are in the book. After the<br />
story is read teacher will present the problem,<br />
�� The The rooster rooster took took a a long long trip trip around around the the world. world. He He liked liked the the trip. trip.<br />
How How many many<br />
animals animals were were there there all all together?? together Teacher will use the math problem solving<br />
steps to model to the students how to solve the problem Teacher Teacher<br />
will<br />
explain that we will be using the strategy of imagery, creating a picture, to<br />
helps us solve the problem.<br />
�� Understand the Problem: Teacher will draw a picture of the animals<br />
that were in the book as they appeared in the story. Teacher will will<br />
ask<br />
students to identify which animal came first, next, last and also also<br />
identify how<br />
many of each animal were in the book. As students identify the animals in<br />
the story teacher will draw a picture.
Presentation Continued<br />
�� Find the Needed Information: Information:<br />
Teacher will model rereading the<br />
word problem for the student. Teacher will model underlining the the<br />
needed information (how many, all together).<br />
�� Choose a <strong>Plan</strong>: Teacher will introduce the strategy of imagery and<br />
model using imagery to help her solve the problem.<br />
�� Solve the Problem: Teacher will refer back to the pictures that<br />
she drew and count how many animals she drew to solve the<br />
problem and write the number.<br />
�� Check the Answer: Answer:<br />
Teacher will demonstrate self-assessment self assessment by<br />
referring back to the story to check answer.<br />
�� Teacher will explain to the students that they will be solving word word<br />
problems using the math problem solving steps. Students will be<br />
using imagery to help them solve their problem
�� Practice:<br />
Practice<br />
Practice: Students will begin by working<br />
individually to solve math word problems.<br />
Students will then work in groups to<br />
check, discuss, and assess their work.
�� Evaluation<br />
Evaluation<br />
Evaluation: : Word problems will be<br />
displayed on board. As a class we will<br />
discuss our answers. Students will be<br />
asked to come to the board and explain<br />
how they solved the problem.
�� Expansion<br />
Expansion<br />
Expansion: : Students will write a word<br />
problem using the animals that were in<br />
the story (rooster, cats, frogs, turtles, fish)
<strong>Plan</strong>ting <strong>Lesson</strong><br />
�� <strong>Unit</strong> lesson plan<br />
�� <strong>Language</strong> <strong>Arts</strong><br />
�� <strong>Author</strong> <strong>Study</strong>: <strong>Eric</strong> <strong>Carle</strong><br />
�� Name: Kevin Branch<br />
�� Subject: Science<br />
�� Grade Level : First Grade<br />
�� ESL Level: Intermediate
Standards<br />
�� English As Second <strong>Language</strong> Standards:<br />
�� ESL Standard 1<br />
�� ESL Standard 2<br />
�� ESL Standard 4<br />
�� ESL Standard 5<br />
�� Performance Indicators<br />
�� ESL Standard 1 Performance Indicators 1-1, 1 1, 1-2, 1 2, 1-5, 1 5, 1-8, 1 8, and 1-10 1 10<br />
�� ESL Standard 2 Performance Indicators 2-2, 2 2, 2-4, 2 4, and 2-7 2<br />
�� ESL Standard 4 Performance Indicators 4-1, 4 1, 4-2, 4 2, 4-3, 4 3, and 4-6 4<br />
�� Science Standards 4
Materials:<br />
�� The Tiny Seed by <strong>Eric</strong> <strong>Carle</strong><br />
�� Soil<br />
�� Gravel<br />
�� Seeds<br />
�� Two clear plastic cups per student<br />
�� Permanent markers<br />
�� Response sheet<br />
�� Observation log<br />
�� Paint<br />
�� Writing paper
Objectives<br />
�� Content Objectives:<br />
�� Students will be able to understand that most plants develop from from<br />
seeds.<br />
�� Students will be able to learn what plants need to begin and to sustain life.<br />
�� Students will be able to identify the parts of the plant and know know<br />
how each<br />
part benefits the plant.<br />
�� <strong>Language</strong> Objective:<br />
�� Students will be able to collect and record data.<br />
�� Learning Strategy Objectives:<br />
�� Students will be able to self asses: Judging how well one has accomplished<br />
accomplished<br />
a learning task.<br />
�� Students will be able to summarize to make a mental, oral, or written written<br />
summary of information gained from listening or reading a story.<br />
�� Students will be able to use cooperation to pool information and get<br />
feedback.
Preparation<br />
�� Show picture of a flower garden. Then elicit<br />
from students what do you see?<br />
( Flowers ) What do you Know about flowers?<br />
Where have you seen flowers? How do flowers<br />
grow?
Presentation<br />
�� Presentation:<br />
�� Teacher will present vocabulary words : seed, sun, rain,<br />
air, earth, soil, roots, stems, leaves, flowers. These<br />
words will become the weekly spelling list.<br />
�� Teacher will read the book The tiny Seed by <strong>Eric</strong> Carl<br />
�� Teacher will promote class discussion regarding book<br />
and vocabulary words discussed.<br />
�� Teacher will introduce and present parts of a flower.<br />
�� Teacher will model planting of seeds.
PRACTICE<br />
�� Next teacher will name, explain and model<br />
learning strategy cooperation. Working with<br />
peers to complete a task, pool information, solve<br />
a problem and get feedback.<br />
�� Students will get into groups and cooperatively<br />
to plant their seeds and record data regarding<br />
plant growth, which will be continuing activity as<br />
plant grows students will record data.
EVALUATION<br />
�� Learning strategy summarizing making a mental, oral, or<br />
written summary of information gained from listening<br />
and/or reading.<br />
�� Teacher will name strategy, explain and model.<br />
�� Students will draw a picture and write about what they<br />
learned today.<br />
�� Evaluation: As a class we will create a mural of a flower<br />
to identify the different parts using hand prints and<br />
paint. Class will be divided into groups, roots, stems,<br />
petals, leaves.
Expansion<br />
�� Write a paragraph detailing steps involved<br />
in the growth of a plant/flower.
Evaluation for <strong>Eric</strong> <strong>Carle</strong> author study:<br />
Throughout our author study a graffiti board will be<br />
displayed in the classroom. A graffiti board is a way for the<br />
students to express what is on their mind. Students are<br />
given a large piece of paper and are encouraged to write<br />
their observations and reflections. Students may use<br />
words or images. Throughout our author study the class<br />
can refer to the graffiti board to write or draw about things<br />
that they have learned throughout the author study. The<br />
class can have discussions about the new words or images<br />
that are added to the graffiti board.
Expansion<br />
�� At the end of our author study the students will<br />
become authors of their own. They will pick their<br />
favorite <strong>Eric</strong> <strong>Carle</strong> book and will have the choice<br />
to rewrite the book in their own author style or<br />
pick a book and change the ending.
<strong>Eric</strong> <strong>Carle</strong> Website<br />
�� http://www.eric-carle.com/home.html<br />
http://www.eric carle.com/home.html