Prior To Beginning Work On This Assignment Review The Kud Un
Prior To Beginning Work On This Assignment Review Thekud Unit Plan Te
Prior to beginning work on this assignment, review the KUD Unit Plan Template. Use your responses from Discussions 1 and 2 to complete the KUD Unit Plan Template. Your discussion responses focused on a first-grade elementary literature unit centered around the book "The Ugly Duckling," aligned with specific state standards: CCSS.ELA-LITERACY.RI.2.1, CCSS.ELA-LITERACY.RI.2.2, and CCSS.ELA-LITERACY.RI.2.3. The template is an outline that summarizes the unit's overall structure, not a detailed lesson plan. It should include a unit summary, KUD lesson objectives, assessment plan, procedures and activities, technology integration, and required materials/resources. The assignment requires a 2-4 page, double-spaced, APA-formatted paper with a separate title page, including the title, your name, course info, instructor, and submission date. Below is an example demonstrating how to complete this assignment effectively.
Paper For Above instruction
Example KUD Unit Plan for First Grade Literature Unit: "The Ugly Duckling"
Unit Summary
This unit introduces first-grade students to the classic story "The Ugly Duckling" through engaging reading and comprehension activities. The goal is to develop students’ ability to ask and answer questions about key details, identify main ideas, and understand sequences of events within a text. The unit emphasizes comprehension strategies aligned with Common Core Standards CCSS.ELA-LITERACY.RI.2.1, RI.2.2, and RI.2.3, while fostering critical thinking and discussion skills. Students will explore themes of self-acceptance and growth, connecting the story to personal experiences and historical contexts of individual differences and resilience.
KUD Lesson Objectives
- Students will be able to ask and answer who, what, where, when, why, and how questions about "The Ugly Duckling."
- Students will identify the main topic and focus of specific paragraphs within the story.
- Students will describe the connection between the story’s events and broader themes of personal growth and acceptance.
- Students will demonstrate comprehension through discussion, drawing, and sequencing activities.
Assessment Plan
Assessment will include formative and summative strategies. Formative assessments involve observing student participation during question-and-answer sessions and group discussions. Summative assessments include a short quiz on story details, a sequencing activity where students arrange story events, and a reflective journal entry about the story’s themes. Rubrics will evaluate understanding of key details, question comprehension, and ability to connect story themes to personal experiences.
Procedures and Activities
- Introduce the story with a read-aloud, prompting students to make predictions based on the cover and title.
- Use questioning techniques to facilitate understanding: ask students to answer who, what, where, when, why, and how questions.
- Guide students through identifying the main topic and key paragraph focuses with graphic organizers.
- Engage students in a sequencing activity where they order story events using pictures and sentences.
- Facilitate a whole-class discussion connecting story themes to real-life situations about acceptance and diversity.
- Conclude with a reflection activity where students draw their favorite part of the story and write a sentence explaining why.
Technology Integration
Use digital storybooks and interactive whiteboard activities to enhance engagement. Students will participate in online quizzes related to the story and complete digital sequencing activities using learning apps. Additionally, students will create simple digital stories or reflections as a summative activity, integrating technology to support literacy skills.
Materials and Resources
Printed copies of "The Ugly Duckling," graphic organizers, sequencing cards, question prompts, iPads or computers with internet access, interactive whiteboard, digital storytelling tools, and art supplies for drawing activities.
Conclusion
This unit plan provides a cohesive outline to guide literacy instruction aligned with standards. Planning for diverse activities, assessments, and technology integration ensures a comprehensive approach to fostering reading comprehension and critical thinking skills in first-grade students.
References
- Common Core State Standards Initiative. (2010). English Language Arts Standards » Reading: Informational Text » Grade 2. https://www.corestandards.org/ELA-Literacy/RI/2/
- Tompkins, G. E. (2016). Literacy for the 21st Century: A Balanced Approach (7th ed.). Pearson.
- Cognia. (2020). Critical Thinking and Comprehension Strategies. https://www.cognia.org/
- Morrow, L. M., & Gambrell, L. B. (2019). Best Practices in Literacy Instruction (6th ed.). Guilford Press.
- National Reading Panel. (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. National Institute of Child Health and Human Development.
- Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
- Marzano, R. J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. ASCD.
- McTighe, J., & Wiggins, G. (2012). Understanding by Design (Expanded 2nd Edition). ASCD.
- Rupley, W. H., Blair, T., & Nichols, W. D. (2012). Critical Components of Classroom Reading Instruction: A Research Synthesis. Reading Teacher, 65(8), 572-580.
- Anderson, R. C., & Lonigan, C. J. (2019). Developing Early Literacy Skills: Strategies for Promoting Reading Success in Young Children. The Guilford Press.