Unit Lesson Plan Language Arts Author Study: Eric Carle

Calla Unit Lesson
Literature
Author Study: Eric Carle
By: Vita Guadagno, Kristi Simonetti, Simonetti
Raquel Estevez, and Kevin Branch
Professor Valentine

�� Unit Plan Outline
Unit plan Outline
�� Sequencing (Literature) Using A Very Hungry Caterpillar by Eric Carle student will
be able to sequence any set of events in the correct order.
�� Word Problems (Math) Students will use the book Rooster’s Off to See the World
by Eric Carle to create images and pictures to help them solve word word
problems.
�� Writing Patterns (Literature): Students will be able to write their own
stories following Eric Carle's patterns in Polar Polar Bear, Bear, Polar Polar Bear, Bear, What What Do Do
You You Hear? Hear? and Brown Brown Bear, Bear, Brown Brown Bear Bear What What Do Do You You See? See? After reading
these stories the children can then write their own stories using using
the same kinds of
patterns. You may also wish to incorporate the other senses into the writing, too.
Only your students' imaginations will set the limits to the possibilities possibilities
of these stories.
One of our students wrote this delightful "senses" story.

Unit Plan Outline
�� Different Homes (Social Studies): Student's will read Have Have You You Seen Seen My My Cat? Cat? By By
Eric Eric Carle. Carle. Students can find similarities and differences between each cat's cat's
region
and their own home.
�� Telling Time Using A Clock (Math): Students will be able to develop an
understanding of time. Using the book The Grouchy Ladybug by Eric Carle have the
students each make a small clock. The book lends itself to telling telling
time by the half
hour which is perfect for beginning to tell time.
�� Parts of a flower and how plants grow (Science): Students will listen listen
to The Tiny
Seed by Eric Carle to understand parts of a flower and how plants grow. grow.
�� Camouflage (Science): Students will read The Mixed-Up Mixed Up Chameleon by Eric Carle to
learn and discover how and why animals use camouflage.

Unit Plan Outline
�� Feelings (Social Studies): Using the book A House for Hermit Crab students will
be able to identify feelings and be able to identify different feelings feelings
in the correct
content.
�� Sequencing (Literature): Students listen to the story, The Grouchy Ladybug by
Eric Carle, then participate in a whole group sequencing activity. activity.
They create a
sequencing book that depicts the order of the characters from the the
story.
�� Story Investigation: Investigation:
Students participate in shared readings of Eric Carle's books
and investigate the art and story elements. They create a collage collage
and answer
questions.
�� Personification (Literature): (Literature) : Students listen to a read aloud of Eric Carle's, The
Very Quiet Cricket. Cricket.
They identify personification in the story and complete an
associated Web Quest. They write and illustrate a sequel to the story.
��
Friendship: (Social Studies) Students will listen to the story, Do You Want to be
My Friend by Eric Carle to investigate characteristics of a good friend.

Preparation for Eric Carle author study:
To begin our author study, Eric Carle books will be displayed around around
the room. Students will be asked the question, “What is an author?” author?”
As
a class we will discuss and brainstorm what an author is. Teacher Teacher
will
direct the students’ attention to the books around the room and inform
the students that we will be doing an author study on Eric Carle. Carle.
Together as a class we will develop a K-W-L K L chart about Eric Carle. To
fill in the “L” part of our graphic organizer teacher will introduce introduce
students to the Eric Carle website where we will look for answers answers
to
our questions.
After learning about the author, Eric Carle books will be used in in
our
lessons to target the content areas, Literacy, Social Studies, Math
and Science.

Subject: Social Studies
First Grade
ESL Level Intermediate
Lesson Title: Friendship

Standards
�� ESL Standard 1
�� Performance Indictors 1-2,1 1 2,1-4,1 4,1-5,1 5,1-7, 7, and 1-8 1
�� ESL Standard 2
�� Performance Indicators 2-2, 2 2, 2-5, 2 5, 2-9, 2 9, and 2-12 2 12
�� ESL Standard 4
ESL Standard 4
�� Performance Indicators 4-3, 4 3, 4-7, 4 7, 4-10 4 10
�� ESL Standard 5
�� ELA Standard 1
�� ELA Standard 2
�� ELA Standard 4
�� Social Studies Standard: Standard 5

Materials Materials
�� Do Do You You Want Want to to be be My My Friend Friend by Eric Carle
�� Chart paper
�� Markers
�� T-chart chart
�� Construction paper (to make flowers)
�� Writing paper
�� Pencils

Preparation
Preparation
�� Content Objectives: Objectives
�� 1. Students will be able define characteristic.
�� 2. Students will be able to identify characteristics of a good friend. friend.
�� 3. Students will be able to compare and contrast characteristics of a good
friend and a bad friend.
�� Language Objectives:
�� 1. Students will participate in group and class discussions.
�� Learning Strategy Objectives:
�� 1. Students will be able to use advance organization for previewing previewing
main
idea and concepts of a text (picture walk and making predications).
predications).
�� 2. Students use cooperation to pool information and get feedback. feedback
�� 3. Students will use summarizing to make a mental, oral, or written written
summary of information gained from listening or reading.
�� 4. Students will use taking notes (T-chart) (T chart) to write down information.
information

Preparation
Preparation
Have a class discussion ask students “What
is a friend?”. Ask why is that person their
friend? Ask do you remember a time they
ever tried to become friends with someone
or if someone has ever tried to become
their friend? When? How could they tell?
What did they do? (Smile, ask to play, say
something nice, sit by them, share
something etc.)

Presentation
�� Name, explain, and model learning strategy taking notes
�� T-Chart Chart
�� Next introduce the word Characteristic
�� Discuss what makes a good or bad friend (titles on T-
chart)
�� Fill in one item on both sides of T-chart T chart
�� Name, explain, and model learning strategy advance
organization
�� Picture walk and making predications
�� Next read story

Practice
�� Take picture walk with students and students will make
predications
�� Teacher will list predications
�� Teacher will read story
�� Class discussion about story
�� Name, explain and model learning strategy cooperation
�� Students will work together to fill in T-chart T chart
�� Students will work together to make good friend flowers

Evaluation
Evaluation
�� Name, explain and model learning
strategy summarizing
�� Students will draw a picture and write a
sentence or more about what they learned
today.

Expansion
Expansion
�� For homework students will write about
their first friend they made either being
someone in their home country or
someone they met on their first day of
school in the U.S.

Sequencing
Grade: One
Demographics: Intermediate

Standards
NYS STANDARDS
�� Standard 1:
�� Objectives:
�� select information appropriate to the purpose of their
�� investigation and relate ideas from one text to another
�� select and use strategies they have been taught for note taking, taking
�� organizing, and categorizing information
�� ask specific questions to clarify and extend meaning
ESL STANDARDS (Performance Indicators) (intermediate)
�� Standard 1
�� Performance indicators: 1, 2, 6, 7, 9, 10, 12 & 16
�� Standard 2
�� Performance indicators: 2, 7, 8, 9, 11, &12
�� Standard 3
�� Performance indicators: 5 & 7

Language Objective
�� Language Objectives:
�� Listening:
�� 1. Advance Organization
�� 2. Listen for information
�� Reading
�� 1. Understands Vocabulary (sequencing)
�� 2. Understands basic sequence of beginning middle and end
�� 3. Identify/find information from book ( sequencing on the board)
�� Speaking
�� 1. Participate in group discussions and performance
�� 2. Ask questions for clarification
�� Writing
�� 1. Answer Questions

Content Objectives
Content Objectives: Objectives:
by the end of the lesson:
�� students will be able to sequence any set of
events in the correct order
�� students will be learn the meaning of new
vocabulary words
�� students will listen for a purpose
�� students will use a graphic organizer to arrange
story events
�� students will summarize story events

Materials
Materials:
�� Manipulatives from the story The Very Hungry
Caterpillar, Caterpillar,
the book The Very Hungry
Caterpillar, Caterpillar,
sentence strips, hand outs, puzzles
of butterfly life cycle, photographs of people in
various stages of life, vocabulary words,
scissors, glue, crayons, pencils, compact disc of
the instrumental version of "Up on the
Housetop", poster with the butterfly version of
this song

�� Caterpillar
�� Cocoon
�� Butterfly
�� Chrysalis
Book Vocabulary

Preparation
�� Preparation
�� Introduce the idea of sequencing. Ask the children if they know what it is or
why it is important. Illicit that sequencing is the order of events events
in a story or
in our lives. Understanding the sequence helps us to comprehend the story
or situation. The awareness that events occurring in sequential order can be
related to each other helps to bring meaning to a story. Put up the word
"sequence" and show the class the pictures of the people in different different
life
stages. Discuss that we are not born as older adults. First we are are
babies
and then we become toddlers. The next stage is young adulthood and and
finally older adulthood. Put the pictures in the correct order as as
a class. Give
another example about getting ready for school. We don't come to school
and then wake up. We don't come to school in pajamas and then brush brush
our
teeth. There is a specific order in which we carry out our tasks. tasks.
This is the
same idea when we read a book. Understanding the order of events helps
us understand the story.

Practice
�� Practice
�� Bring students to the carpet. Read the story A Very Hungry Caterpillar Caterpillar
by Eric Carl.
Students will sequence the food the caterpillar eats.
�� The order of actions is important because it helps us to organize organize
the events that
happen in a story and in our lives. By understanding the connection connection
and order of
events we better understand the situation or story. I would introduce introduce
a song that
goes to the tune of "Up on the Housetop". We will listen to the compact disc and sing
the song as well as 'read' the words. This song organizes the stages stages
of the butterfly
life cycle. The lyrics are as follows:
�� First First comes comes a a butterfly butterfly lays lays an an egg egg
out out comes comes a a caterpillar caterpillar with with many many legs legs
oh oh see see the the caterpillar caterpillar spin spin and and spin spin
a a little little chrysalis chrysalis to to sleep sleep in in
oh oh oh oh oh oh look look and and see see
oh oh oh oh oh oh look look and and see see
out out of of the the chrysalis chrysalis
my my oh oh my my
out out comes comes a a pretty pretty butterfly.
butterfly.

Practice Continued
�� Independent/Group Practice: (according to developmental level
differentiated instruction on practicing sequencing)
�� Four different activities will be available for students to practice practice
sequencing
events from the story. Working with a partner or small group will will
be
encouraged so that the students can think out loud and learn from from
each
other.
�� Activity 1: 1 Students will cut out the four main events from the story and
glue them in the correct order. They are asked to write a sentence sentence
for each
picture.
�� Activity 2: 2 Students will cut sentences and put them in the correct order
and draw a picture.
�� Activity 3: Higher functioning students will have a blank organizer and be
asked to draw the picture and write the sentences for picture.
�� When the students are finished they will be asked to read their sentences to
a peer for reciprocal teaching. Then several students will be asked asked
to read
their sentences or show their pictures to the class. Modifications Modifications
for the
struggling students include listening to the story with the book in front of
them. Braille version and tape would be available for the blind student.

Evaluation & Expansion
�� Evaluation
�� Students will create a three page picture book.
Drawing a picture of what they looked like as a
baby what they look like now and what they
think they will look like as an adult.
�� Expansion
�� Students will share their books with the class.
The books should display them in sequence
order baby, now and in the future.

Assessment
�� Assessment
�� Teachers are constantly assessing student
learning. The teacher would assess how the
students were able to answer questions
regarding the events in the butterfly's life. The
hand outs that the students work on in class will
also give insight as to who seems to understand
the concept of sequential order. Finally the
homework will further help measure which
students need help and who comprehends this
concept.

Math
How Many in All?
First Grade
ESL Level: Intermediate

Standards & Objectives
�� New York State Standard: Standard:
Standard 3
�� ESL Standards: Standards:
Standard 1, Standard 3
�� ESL Performance Indicators: Standard 1:
1:5, 1:10
�� Standard 3: 3:1, 3:4
�� Content Objectives: Students will solve math
word problems using pictures. Students will
create addition word problems.

Language Objectives
�� Language Objectives: Students will
answer questions and ask for clarification.
Students will listen to a story and use the
information to solve a word problem.
Students will write their own math
problems. Students will discuss their word
problems with the class.

Math Vocabulary & Learning
Strategies
�� Math Math Vocabulary: Vocabulary: in in all, all, how how many, many,
add, add, addition, addition, all all together, together, first, first, next, next, last last
�� Learning Strategies:
Strategies
�� Metacognitive Strategy: Selective- Selective
Attention, Self Assessment
�� Cognitive Strategy: Elaboration of Prior
Knowledge, Imagery
�� Social/Affective Strategy: Cooperation

�� Materials
Materials
Materials: : Rooster’s Off to See the World
by Eric Carle, pencils, crayons

�� Preparation:
Preparation
Preparation: Have the students listen to a recording of
a rooster. Teacher will ask if they recognize the sound
then will display a picture of a rooster. Ask students if
they have ever seen a rooster before and ask how many
roosters they saw in all. Teacher will ask students if the
students have seen any other animals around the
rooster. Teacher will begin her book introduction to
Rooster’s Off to See the World. World.
Teacher will explain that
in this story the rooster finds many other animals. At
the end of the story we are going to find out how many
animals in all are in the book.

Presentation
�� Presentation: Teacher will read the story, Rooster’s Off to See the World
by Eric Carle. Before teacher begins reading she will ask the students students
to
pay attention to how many of each animal there are in the book. After the
story is read teacher will present the problem,
�� 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.
How How many many
animals animals were were there there all all together?? together Teacher will use the math problem solving
steps to model to the students how to solve the problem Teacher Teacher
will
explain that we will be using the strategy of imagery, creating a picture, to
helps us solve the problem.
�� Understand the Problem: Teacher will draw a picture of the animals
that were in the book as they appeared in the story. Teacher will will
ask
students to identify which animal came first, next, last and also also
identify how
many of each animal were in the book. As students identify the animals in
the story teacher will draw a picture.

Presentation Continued
�� Find the Needed Information: Information:
Teacher will model rereading the
word problem for the student. Teacher will model underlining the the
needed information (how many, all together).
�� Choose a Plan: Teacher will introduce the strategy of imagery and
model using imagery to help her solve the problem.
�� Solve the Problem: Teacher will refer back to the pictures that
she drew and count how many animals she drew to solve the
problem and write the number.
�� Check the Answer: Answer:
Teacher will demonstrate self-assessment self assessment by
referring back to the story to check answer.
�� Teacher will explain to the students that they will be solving word word
problems using the math problem solving steps. Students will be
using imagery to help them solve their problem

�� Practice:
Practice
Practice: Students will begin by working
individually to solve math word problems.
Students will then work in groups to
check, discuss, and assess their work.

�� Evaluation
Evaluation
Evaluation: : Word problems will be
displayed on board. As a class we will
discuss our answers. Students will be
asked to come to the board and explain
how they solved the problem.

�� Expansion
Expansion
Expansion: : Students will write a word
problem using the animals that were in
the story (rooster, cats, frogs, turtles, fish)

Planting Lesson
�� Unit lesson plan
�� Language Arts
�� Author Study: Eric Carle
�� Name: Kevin Branch
�� Subject: Science
�� Grade Level : First Grade
�� ESL Level: Intermediate

Standards
�� English As Second Language Standards:
�� ESL Standard 1
�� ESL Standard 2
�� ESL Standard 4
�� ESL Standard 5
�� Performance Indicators
�� 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
�� ESL Standard 2 Performance Indicators 2-2, 2 2, 2-4, 2 4, and 2-7 2
�� ESL Standard 4 Performance Indicators 4-1, 4 1, 4-2, 4 2, 4-3, 4 3, and 4-6 4
�� Science Standards 4

Materials:
�� The Tiny Seed by Eric Carle
�� Soil
�� Gravel
�� Seeds
�� Two clear plastic cups per student
�� Permanent markers
�� Response sheet
�� Observation log
�� Paint
�� Writing paper

Objectives
�� Content Objectives:
�� Students will be able to understand that most plants develop from from
seeds.
�� Students will be able to learn what plants need to begin and to sustain life.
�� Students will be able to identify the parts of the plant and know know
how each
part benefits the plant.
�� Language Objective:
�� Students will be able to collect and record data.
�� Learning Strategy Objectives:
�� Students will be able to self asses: Judging how well one has accomplished
accomplished
a learning task.
�� Students will be able to summarize to make a mental, oral, or written written
summary of information gained from listening or reading a story.
�� Students will be able to use cooperation to pool information and get
feedback.

Preparation
�� Show picture of a flower garden. Then elicit
from students what do you see?
( Flowers ) What do you Know about flowers?
Where have you seen flowers? How do flowers
grow?

Presentation
�� Presentation:
�� Teacher will present vocabulary words : seed, sun, rain,
air, earth, soil, roots, stems, leaves, flowers. These
words will become the weekly spelling list.
�� Teacher will read the book The tiny Seed by Eric Carl
�� Teacher will promote class discussion regarding book
and vocabulary words discussed.
�� Teacher will introduce and present parts of a flower.
�� Teacher will model planting of seeds.

PRACTICE
�� Next teacher will name, explain and model
learning strategy cooperation. Working with
peers to complete a task, pool information, solve
a problem and get feedback.
�� Students will get into groups and cooperatively
to plant their seeds and record data regarding
plant growth, which will be continuing activity as
plant grows students will record data.

EVALUATION
�� Learning strategy summarizing making a mental, oral, or
written summary of information gained from listening
and/or reading.
�� Teacher will name strategy, explain and model.
�� Students will draw a picture and write about what they
learned today.
�� Evaluation: As a class we will create a mural of a flower
to identify the different parts using hand prints and
paint. Class will be divided into groups, roots, stems,
petals, leaves.

Expansion
�� Write a paragraph detailing steps involved
in the growth of a plant/flower.

Evaluation for Eric Carle author study:
Throughout our author study a graffiti board will be
displayed in the classroom. A graffiti board is a way for the
students to express what is on their mind. Students are
given a large piece of paper and are encouraged to write
their observations and reflections. Students may use
words or images. Throughout our author study the class
can refer to the graffiti board to write or draw about things
that they have learned throughout the author study. The
class can have discussions about the new words or images
that are added to the graffiti board.

Expansion
�� At the end of our author study the students will
become authors of their own. They will pick their
favorite Eric Carle book and will have the choice
to rewrite the book in their own author style or
pick a book and change the ending.

Eric Carle Website
�� http://www.eric-carle.com/home.html
http://www.eric carle.com/home.html