Unit Plan 2015 Final

!
Thematic Unit Plan

Story Mapping
Kindergarten ELA and Social Studies
Jamey Flaccavento
EDS 553-50 HY
Methods of Teaching Students with Disabilities
Fall 2015
Flaccavento
!2
Table of Contents
I.
Literature Review..1-7
II.
Contextual Factors8-9
III.
Unit Template..10-11
IV.
Instructional Plan12
V.
Lesson Plans13-44
VI.
Data45-48
VII.
Reflection.49
VIII.
Discussion.50
IX.
References.51
X.
Appendix..52-54
Flaccavento
!3
I. Literature Review- Story Mapping

The ability to read in contemporary America is not only essential for scholars and professionals
but also proves necessary for everything from navigating streets to ordering lunch. Despite this
importance, students, especially those with learning disabilities, struggle with reading more than any other
subject. While many students are capable of decoding letters and words, they struggle to retain important
information. In this sense, it is essential for educators to look towards strategies to assist in student
reading comprehension. Comprehension, as defined by the National Reading Panel (2003), goes
beyond simply recognizing words and sentences on a page, but instead is the ability to make connections
and generate understanding from those words (Stagliano and Boon, 2009, 36). Story Mapping is a
researched-based comprehension strategy descended from the graphic organizer that guides readers
towards the important information embedded within text and presents it in an organized fashion. The
following will look into current literature pertaining to story mapping as a comprehension strategy,
particularly in the elementary special education classroom.
Stagliano and Boon (2009) studied the effectiveness of story mapping by working with three LD
students in the forth grade. A multiple-probe design approach was used over two months. The study was
conducted within the students school in a familiar resource room and became daily routine during reading
instruction time. Students were selected based on their learning disability, lack of story map usage,
resource room time, and attendance history. All three students baseline results were under 40% correct
but after training and intervention session reached 80-100%. Interestingly, the score remained in this
range for all students throughout the maintenance period as well, suggesting that the skill stays with
students. Ultimately, the authors found their study aligned with previous research, suggesting that, storymapping procedures are effective in increasing the reading comprehension of students with learning
disabilities (51).
Grunke, Wilbert, and Stegemann (2013), conducted a very similar study based in Germany. The
subjects here were from two different schools; fifth graders in a regular education facility and eighth
graders whom attended a school for students with learning disabilities. Despite the age difference in the
students, the reading levels were equal. All students were recognized as, having outstanding difficulties
Flaccavento
!4
in text comprehension despite an adequate ability to read fluently (53). The Interventions occurred within
the students regular school and were given in thirty minute intervals by a specifically trained graduate
student. Unlike the previous study, Grunke and colleagues used an AB multiple baseline design. Instead
of waiting for baseline data to stabilize before employing intervention, researchers collected baseline data
for a set number of sessions for each student. Despite differences in location and method, this along with
that previously discussed, support story mapping as a powerful tool for both special and general
education students without regard to country.
Taylor, Alber, and Walker (2002) conducted a study which compared the effects of story mapping
to the other research based strategy of self-questioning. Just as the previous studies, a handful of upper
elementary students whom showed substantial difficulties with comprehension despite the ability to
decode, were analyzed before and after comprehension interventions. However, here an alternate
treatments design was used to compare the effects of the story mapping, self-questioning, and of
intervention on each students reading comprehension test performances (75). After thirty sessions in the
schools resource room, researchers found no significant difference between the effectiveness of story
mapping and self questioning. However, there was a significant difference between the scores received
during no intervention and those when the comprehension strategies were applied. This supports the idea
that direct instruction of reading strategies, especially that of story mapping, is an effective method that
employs lasting results.
Unlike her contemporaries, Li (2007), looked at story mapping, not as a comprehension strategy,
but rather a tool for writing organization. Resting on Andersons 1977 Schema theory, which emphasizes
linking previous knowledge structures (schema) with the learning of more material for effective learning ,
the author states that story maps can, provide a birds-eye view of the basic story structure and the
relationship between story elements (79). Li analyzed the interventions of 4th and 5th grade students
with reading related learning disabilities. Using a multiple-probe single-case experimental design, the
author found story mapping to be an effective tool for improving story writing in three of the four students
studied (88). Li ultimately concluded that story mapping is best used as a writing intervention when
combined with other research-based strategies.
Flaccavento
!5
While the studies discussed thus far have concentrated on students with learning disabilities, the
strategy of story mapping has been proven effective for all students. Babyak, Koorland, and Mathes
(2000), sought to find the specific effects on students with behavioral disorders (BD). The authors note
that BD differs from learning disabilities (LD). While, it has been suggested that the academic
performance of students with BD and learning disabilities (LD) is similar (239) there are distinct
differences between the two. Besides small intricacies and the distinction of BD, the study conducted was
similar to those previously described and yielded similar results. The most interesting result pertained to
the participants interest in the story maps. While BD students usually exhibit, a pervasive boredom and
apathy, students in this study, reported that they enjoyed story mapping activities (255) and found them
effective. Motivation is known to promote learning and this article suggests that story mapping can
provide that even in a demographic known for lacking it.
Arthaud and Goracke's (2006) study was unique in that it followed a classroom throughout the
year using universal story maps throughout all content areas. The 4th grade inclusion classroom was
provided with individualized scaffolding depending on the use of the map and subject at hand. The
authors noted that the consistent use of the strategy in various fashions allowed students to fully grasp
the concept and allowed them to, adapt the strategy into a format that fits their individual learning styles
and implement it in a manner that works for each of them (585). At the years end, this classroom
exhibited exemplary test scores, which was attributed to the use of story mapping and most likely due to
the individualized and extensive nature of its application.
Like Arthaud and Goracke, Jones and Thomas (2006) looked at story mapping through a cross
curricular lens. They used it as a tool to incorporate social studies in a curriculum dominated by ELA and
Math, like many American public schools. With the emphasis on school testing and content standards,
subjects such as Social Studies are being left to the weigh side. To combat this, the authors suggested
teaching the skill of story mapping and using it while reading social studies and other historical texts. This
way, educators are aligning lessons with mandated standards but are also teaching the often left out
history curriculum. Many of the skills that are taught and tested in reading and writing are the very
practices that students should be using, mastering, and leaning to apply automatically to content across
Flaccavento
!6
the curriculum (59). By employing the comprehension skills learned in ELA to other subjects, the concept
is being reinforced while including a content that otherwise may be lost.
As Jones and Thomas, Gandy(2006) focused on story mappings cross curricular benefits.
Gandy, however, in her article for the teachers notebook discussed the importance of map sense as a
whole. Here, the author noted that maps, are particularly helpful when the story describes a foreign or
imaginary land (267). While Gandy does not concentrate on story mapping as a comprehension practice,
it is clear through her work that the ability to map out concepts is imperative for learning, especially
abstract or new topics. The author also provides various tactics for teaching map skills through various
content areas.
Narkon and Wells (2013) states that, UDL is based on three major principles to reduce barriers
to learning: (a) providing multiple means of representation, (b) providing multiple means of action and
expression, and (c) providing multiple means of engagement (233). After analyzing the benefits of story
mapping, it is easy to see how this strategy fits in this design for learning. The authors also note how story
mapping relates to the Common Core Standard (2010), particularly, describe characters, settings, and
major events in a story using details (235).
Narkon and Wells (2013), connected story mapping and other comprehension strategies to UDL
(Universal Design for Learning). The authors are the first in this review to mention computer based story
mapping programs such as Kidspiration. Darken and Wells study took a similar methodical approach to
Arthaud and Goracke. The classroom discussed by Artaud and Goracke established such a familiarity
with story mapping that students were able to adjust and manipulate the tool to fit their own learning style
as well as the topic at hand. Programs such as Kidspiration provide a database of pre-made story maps
that students can access and use according to their taste and assignment, without the time required in
the previous study. .
Finally, this literature review will look at Mahdavi and Tensfeldts (2013), Untangling Reading
Comprehension Strategy Instruction: Assisting Struggling Readers in Primary Grades. Like most of the
articles researched, this promoted the direct teaching comprehension strategies such as story mapping.
Here however, Mahdavi and Tensfeldt concentrated on lower elementary grades where learning to read is
Flaccavento
!7
just beginning. All previously discussed researchers focused on students between 3rd and 5th grade
reading levels, despite age. During this stage of reading education, decoding skills are typically strong but
comprehension is still developing. Alternatively, Madavi and Tensfeldt conducted a literature review of
peer reviewed research regarding Kindergarten through third grade students whose comprehension and
decoding skills are still developing. While the study concluded that story mapping and other graphic
organizers were a successful tool for reading comprehension, even with the goal of analyzing younger
minds, only one article specifically mentioned students under grade three.
In conclusion, there is much research regarding story mapping as a successful reading
comprehension strategy, prewriting activity, and cross- curricular linker, the research regarding younger
students is limited. Story mapping is a comprehensive and proven method of summarizing and organizing
important portions of text. It can also be used as a prewriting activity to help organize students thoughts
and assist in including all of the components necessary. Story mapping can be used to integrate ELA into
other subjects that are often neglected and makes a great match for Universal Design for Teaching. All in
all, story mapping is a research based teaching strategy that is suggested for use in most classrooms.
The following unit plan will employ this strategy in an inclusion Kindergarten classroom as a means for
comprehension, story re-telling and cross- curricular connections.
Flaccavento
!8
II. Contextual Factors

State:
According to the New Jersey Department of Education website, the main goal of NJs public education is college and
career readiness. The state intends to prepare all students for their future in college and careers by enforcing high
standards, effective assessments such as the PARCC, and through effective educators. Recently, New Jersey
adopted new rigorous ELA and Math standards (common core state standards). Using these strategies, New Jersey
now boasts the highest high-school graduation rate in the nation1.
According to the United States Census Quick Facts, New Jersey has increased in population about 1.7% from
2010-2014 which is small compared to the 3.3% national average. 73% of New Jersey residence consider
themselves white, only slightly less than US as a whole while the Asian and Hispanic populations in New Jersey are
significantly higher than the rest of the US. The average house price in New Jersey is nearly twice the national
average. However, the poverty rate (11.1% vs. 14.8%) is lower and household income higher ($72,062 vs. $53,482).
New Jerseys High School graduates outnumber the national average with 88.4% compared to 86.3% as well as
36.4% receiving a bachelors degree compared to 29.3% for the US. New Jersey is also the most densely populated
of all states with 1,195.5 people per mile compared to the national average of 87.42.
Average Income
% White Alone
%Speak Other than English
% Bachelors degree
United States
$53482
77.4%
20.9%
29.3%
New Jersey
$72,062
59.3%
10.3%
36.4%
Monmouth
County
$85,605
84.7%
16.9%
42%
West Long
Branch
$82,067
90.6%
10.4%
41.3%
County/District:
Students from West Long Branch attend the same regional High School (Shore Regional High School) as those from
the surrounding towns(Monmouth Beach, Ocean Port and Sea Bright). There are many private/religious schools in
the area as well as competitive vocational schools that a portion of West Long Branch
students end up attending.According to the Shore Regional website, it has recently
risen in the rankings and has been a nationally recognized school. The Newsweek/
Daily Beast 2014 Top High School rankings has announced its rankings of more than
700 public, private, charter and magnet schools across the country, and Shore
Regional High School has come in at #288. Nearly 20,000 high schools of the
approximately 31,200 high schools in the United States submitted data to Newsweek
looking to be ranked4. West Long Branch School also belongs to the Monmouth
County Vocational School
District. The following schools
are available for the students to
attend should they be accepted:
Academy of Allied Health &
Science (AAHS) Biotechnology
High School (BTHS)
Communications High School
(CHS)High Technology High
School (HTHS).Marine Academy
of Science & Technology (MAST)5.
http://www.state.nj.us/education/programs.htm
http://quickfacts.census.gov/qfd/index.html
http://www.shoreregional.org/site/default.aspx?PageID=1
https://www.mcvsd.org
Flaccavento
!9
Community and School 6:

Geographic Location- Betty McElman Elementary School is a PreK-4th grade school attached to the towns
middle school in West Long Branch New Jersey. West Long Branch sits only about a mile and a half away
from the Atlantic Ocean shore line and is a suburban Monmouth County town.
Community Population7 - According to the 2014 census quick
facts, West Long Branch is home to 30,522 people, 51.9% of
which are white, 14.2% African American and 28.1% Latino.
40.9% of households stated they spoke a language other than
English. The poverty level is higher than NJ as a whole with
15.9% compared to 10.4% and an average household income of
$49,218 compared to $71,629.
School Population8- According to Start Class, Betty McElmon
Elementary School houses 237 students with a 10:1
student:teacher ratio. There are slightly more boys than girls
enrolled and less than 10% of students are eligible for free or reduced lunch.
Classroom/Students:
The classroom in which this unit plan takes place is one of three kindergartens in the school. The head teacher is a
twenty year veteran and well respected in the town. There is a Special Education teacher in the classroom for most of
the day as well as a classroom aide. The classroom is filled with resources, such as an abundant library and word
wall as well as Fundations and Making Meaning set ups. There are centers for a kitchen, art, writing and blocks.
The classroom is equipped with both a smart board and document camera and has 10 iPads. Out of the 20 students,
five are classified; all with specific learning disabilities except for one with limited sight. Specialists and basic skills
teachers pull students in need throughout the day and one period a week is dedicated to intervention time when a
basic skills teacher comes into the class and works with groups along side the teachers.
The classroom has its own emergency exit, child-sized bathroom, sink and fire extinguisher. The school practices fire
and lockdown drills on a regular basis. Although the school itself is not extremely diverse (see above chart), it is
supportive of diversity and teachers from a multicultural perspective. The school has and provides easy access to an
anti-bullying program equipped with its own Affirmative Action Officer and School Safety Team.
Family 9:
The school/district makes many efforts to connect with families and the community as a whole. The webpage shows
community connections through the PTA and BOE. Parents are invited to Back to School Night, Parent Visitation Day,
and many special events. The cooperating teacher involves family as often as possible. To do so, she sends home a
weekly newsletter, communicates with parents through email, phone and notes, and invites families in for special
occasions.
http://www.wlbschools.com/site/default.aspx?PageID=1
http://www.startclass.com
http://www.wlbschools.com/site/default.aspx?PageID=1
Flaccavento
!10
III. Unit Template
The NJASCD Common Core Standards Curriculum Project

Curriculum Design Components
Content Area:
English/Language Arts
Unit Plan Title:
Mapping the Story of Thanksgiving
Grade
Anchor Standard (ELA) or Domain (Math)

CCSS.ELA-Literacy.CCRA.R: College and Career Readiness Anchor Standards for Reading
CCSS.ELA-Literacy.CCRA.W: College and Career Readiness Anchor Standards for Writing
Overview/Rationale
This unit will take place across three different periods throughout the day: Reading/Writing, Centers, and Thematic
Units (where Social Studies is incorporated). Period two will be used for five days addressing the reading and writing
portions of the unit. Period three will encompass the entire unit through centers each day and period eight will be used to
study the social studies concepts of the unit two days of the week.
Standard(s)
CCSS.ELA-Literacy.R1.K1: With prompting and support, ask and answer questions about key details in a text.
CCSS.ELA-Literacy.R1.K7: With prompting and support, describe the relationship between illustrations and the
text in which they appear.
CCSS.ELA.Literacy.R1.K10: Actively engage in group reading activities with purpose and understanding.
CCSS.ELA-Literacy.W.K.2: Use a combination of drawing, dictation and writing to compose informative/
explanatory texts in which the name what they are writing about and supply some information about the topic.
CCSS.ELA-Literacy.W.K.5: With guidance and support from adults, respond to questions and suggestions from
peers and add details to strengthen writing as needed.
Technology Standard(s)
8.1.2.A.4: Demonstrate developmental
appropriate navigation skills in virtual
environments (i.e games, museums)
Interdisciplinary Standard(s)
6.1.P.A.3: Demonstrate appropriate behavior
when collaborating with others.
6.1.P.B.2: Identify, discuss, and role-play the
duties of a range of community.
6.1.P.D.2: Demonstrate an understanding of
family roles and traditions.
Essential Question(s)
How can important information from text be organized?

How can organizing thoughts help to re-tell and/or create a story?
What are some of the key points to remember about Thanksgiving and why it is celebrated?
Enduring Understandings
Story maps can be used in different ways to assist in organizing key points of text as well as in the writing
process.
Thanksgiving is celebrated to remember the bravery of and collaboration between the Pilgrims and Native
Americans.
Flaccavento
!11
In this unit plan, the following 21st Century themes and skills are addressed.
Indicate whether these skills are E-Encouraged, T-Taught, or
A-Assessed in this unit by marking E, T, A on the line before
the appropriate skill.
21 st Century Skills
Check all that apply.

21 st Century Themes
Global Awareness
Creativity and Innovation
Environmental Literacy
Critical Thinking and Problem Solving
Health Literacy
Communication
Civic Literacy
Collaboration
Financial, Economic, Business, and

Entrepreneurial Literacy
Student Learning Targets/Objectives
LO1:
LO2:
LO3:
LO4:
SWBAT recall key concepts of the story of Thanksgiving.

SWBAT apply their knowledge of the first Thanksgiving to creating a character.
SWBAT employ different types of story maps in order to organize information when reading.
SWBAT demonstrate their ability to work with peers and teachers.
Assessments
Pre: pre-test
Formative: observation and collection of center and lesson activities
Summative: post-test and presentation of character
Teaching and Learning Actions
Instructional Strategies
D
Activities
D
Experiences
D
Modeling
Centers
Sensory
Art
Repetition
Listening to stories
Write around the room
Sensory box
Cut& paste
Sorting
Charades
Making butter
Making cornbread
Acting out created character
Resources
Books (listed in lessons)

Teacher created resources (see appendix of lessons)
IPads or Tablets
Ingredients and means of making butter and corn bread
Craft supplies for costumes and activities
Suggested Time Frame:
One Week; 13 periods; 9 Lessons (see outline)D- Indicates differentiation at the Lesson Level.
NJASCD, 12 Centre Drive Monroe Township, NJ 08831
njascd.org
609-860-8991
fax 609-409-0946
Flaccavento
!12
IV. Unit Template

Monday
Tuesday
Wednesday
Thursday
Friday
Period 2
Lesson #1
Reading
Lesson #3
Writing
Lesson #5
Reading
Lesson #6
Writing
Lesson #8
Reading
Period 3
Lesson #2 Centers
Round 1
Lesson #2
Centers
Round 2
Lesson #2
Centers
Round 3
Lesson #2
Centers
Round 4
Lesson #2
Centers
Round 5
Period 8
Lesson #4
Social Studies
Lesson #7
Socia Studies
Party/
Presentations
Lesson 1
Lesson 2
Lesson 3
Lesson 4
LO1
LO2
LO3
LO4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
x
x
Lesson 9
x
x
Collaboration with Parents

In order to communicate with parents and colleagues, teacher will provide a Google Classroom account. For each unit, teacher will
post information about the topics at hand as well as resources for extra at home support. Teacher will also send home a newsletter
and offer a book barrow program in which parents can barrow books from the teacher that can reinforce concepts at hand. The
following is what would be seen on the google classroom page for this unit and as well as sent home in the newsletter.
Take your centers home!

Write around the room- Print out available through link to PDF
Print out the PDF and hide the cards around the room or house. Have your child take the
worksheet and match the pictures to those hidden and write what is on the card.
Sensory box
In our centers, we have sensory boxes with items in them. The students reach in and pick out an
item and match it to its beginning sound (this unit is t and p in corn cornels). You can do this at
home with any items or fill a plastic bag with hair gel and have students write words or letters with
their finger. Many great ideas for sensory activities in pinterest!
Listening to stories
In class we listened to Cliffords Thanksgiving. The following are links to listen to that and other
stories about Thanksgiving.
Twas the Night Before Thanksgiving by Dav Pickley https://www.youtube.com/watch?
v=f97nHzvSB4k
Franklins Thanksgiving by Paulette Bourgeois and Brenda Clark https://www.youtube.com/
watch?v=XS0i1uV1OQs
Videos
The Story of Thanksgiving - https://www.youtube.com/watch?v=faUYJ9fMiGg
They Were the Pilgrims: Song - https://www.youtube.com/watch?v=Kuz7GXb7QMU
Games
Clifford Sort https://www.youtube.com/watch?v=Kuz7GXb7QMU
PBS 3-2-1 Snack http://pbskids.org/lab/games/
Flaccavento
!13
Lesson Plans
Flaccavento
!14
Lesson #1
Monmouth University
School of Education
Department of Curriculum and Instruction
Teacher Candidates Name: Jamey Flaccavento
Grade Level/Subject: Kindergarten ELA
Unit Title: Mapping the Story of Thanksgiving
Lesson Title: Reading- Sequence
Duration: 30 minutes
I. Enduring Understandings:
Story maps can be used in different ways to assist in organizing key points of text as well as in the writing process.
II. Learner Outcomes:

LO3: SWBAT employ different types of story maps in order to organize information when reading.
LO4: SWBAT demonstrate their ability to work with peers and teachers.
III. Standards:
A.CCSS :
o
o
CCSS.ELA-Lit.R1.K1: With prompting and support, ask and answer questions about key details in a text.
CCSS.ELA-Lit.R1.K7: With prompting and support, describe the relationship between illustrations and the
CCSS.ELA.Lit.R1.K10: Actively engage in group reading activities with purpose and understanding.
o
B.NJPST
Standard Four - Instructional Planning & Strategies
Standard Five - Assessment
Standard Six - Learning Environment
Standard Seven - Special Needs
Standard Nine - Collaboration & Partnerships
Standard Eleven - Professional Responsibility
C. CEC
1.1. Systematically individualize instructional variables to maximize the learning outcomes of individuals with
exceptionalities
1.2. Identify and use evidence-based practices that are appropriate to their professional preparation and are most
effective in meeting the individual needs of individuals with exceptionalities.
1.3. Use periodic assessments to accurately measure the learning progress of individuals with exceptionalities,
and individualize instruction variables in response to assessment results.
3.3. Engage in the objective and systematic evaluation of themselves, colleagues, services, and programs for the
purpose of continuous improvement of professional performance.
4.4. Collaborate with both general and special education professional colleagues as well as other personnel
serving individuals with exceptionalities to improve outcomes for individuals with exceptionalities.
5.4. Provide timely, supportive, and collegial communications to paraeducators regarding tasks and expectations
6.3. Maintain communications among parents and professionals with appropriate respect for privacy,
confidentiality, and cultural diversity.
7.2. Actively support and engage in research intended to improve the learning outcomes of persons with
exceptional learning needs.
8.4. Maintain confidentiality of information except when information is released under specific conditions of written
consent that meet confidentiality requirements.
9.2. Advocate that special education professionals not be expected to accept non- educational support tasks
routinely.
Flaccavento
!15
IV. Essential Questions:

V. Procedures:
A. Launch: (5 mins)
With the students gathered on the rug, the teacher will draw a large KWL chart on chart paper.
The teacher will ask the students what they have learned so far about how to be a good reader.
This chart will be added to throughout the unit. Teacher will assist in filling out the K and some W
portions of the chart (see appendix 1). Teacher will explain that this week we will learn new ways
to be good reader through organizing what we learn. Ask students what they know about maps
and compare that to how a story map works.
B. Explore: (20 mins)
Teacher will remind students that while we read we are going to organize information in some
way to help us remember. Teacher will begin reading Little Critter: Just a Special Thanksgiving
Mercer Mayor. As it is read, the teacher will guide the students through filling in a story map
consisting of Characters, Setting, Problem, and Solution (Appendix 2). Once completed and
corrected, the teacher will guide the students through a review of their map. Then it will be
explained that this is just one way to map a story. How would you map this if I asked what
happened 1st, 2nd, third? Are there any other ways you can think of mapping this story? Teacher
will then read Countdown to Thanksgiving Jodi Huelin (which will be revisited in centers) and the
students will map this on a number line as a class (appendix 3).
C. Closure: (5 mins)
With students still on the rug, teacher will direct their attention back to the KWL chart. Is there
anything they would like to add to it, in any section? The teacher will then create a new chart.
This will be a list of ways to story map with three columns: Name, Picture, Book Used. This is
where the students will keep track of their story mapping strategies throughout the unit. Teacher
will add Characters, Setting, Problem, Solution, and Number Line examples here (appendix 4).
D. Assessments:
Teacher will conduct formative assessment through observation and the KWL charts. This will be
used as a informal pre-assessment in order to address what students know about story mapping.
VI. Accommodations & Modifications:
Sight Impairment: There is one student with limited sight. To accommodate this, she will be sat
in the front of the rug or room and all written information will be said verbally as well.
Other Learning Disabilities: There is a paraeducator in the room who will be instructed to sit
near a few and monitor all of the five students with IEPs. When necessary she will redirect their
attention and repeat information as needed. Teacher will also monitor attention and make sure
students are on task redirecting them when needed.
VII. Materials/Instructional Technology:
Chart Paper
Markers
Little Critter: Just as Special Thanksgiving Mercer Mayor
Countdown to ThanksgivingJodi Huelin
Flaccavento
!16
Appendix 1: KWL Chart
Flaccavento
!17
Appendix 2: Characters, Setting, Problem, Solution Map
Flaccavento
!18
Appendix 3: Number Line Map
Flaccavento
!19
Appendix 4: List of Story Maps
Flaccavento
!20
Lesson #2
Monmouth University
School of Education
Lesson Title: Centers
Duration: 30 minutes- 5 days
Story maps can be used in different ways to assist in organizing key points of text as well as in the writing process.
Thanksgiving is celebrated to remember the bravery of and collaboration between the Pilgrims and Native Americans.

LO1: SWBAT recall key concepts of the story of Thanksgiving.
LO2: SWBAT apply their knowledge of the first Thanksgiving to creating a character.
III. Standards:
A.CCSS
o CCSS.ELA-Lit.R1.K1: With prompting and support, ask and answer questions about key details in a text.
o CCSS.ELA-Lit.R1.K7: With prompting and support, describe the relationship between illustrations and the
o CCSS.ELA.Lit.R1.K10: Actively engage in group reading activities with purpose and understanding.
o CCSS.ELA-Lit.W.K.2: Use a combination of drawing, dictation and writing to compose informative/
o CCSS.ELA-Lit.W.K.5: With guidance and support from adults, respond to questions and suggestions from
peers and add details to strengthen writing as needed
B.NJPST
C. CEC
exceptionalities
routinely.
Flaccavento
!21

V. Procedures:
A. Launch (5 mins):
This lesson will be conducted for all five days of the week, each day students switching to a new
station. For launch time on day 1- the teacher will model each center. On days 2-5, teacher will
ask a student who was in each center the previous day to review what is to be done in each
center. On day 1, teacher will pull students one by one and give the pre-test and on day 5 she
will do the same with the post-test (appendix 1). On the other days the teacher will monitor the
stations.
Monday
Tuesday
Wednesday
Thursday
Friday
Listening
Group 1
Group 5
Group 4
Group 3
Group 2
Sensory
Group 2
Group 1
Group 5
Group 4
Group 3
iPads
Group 3
Group 2
Group 1
Group 5
Group 4
Cranberries
Group 4
Group 3
Group 2
Group 1
Group 5
Write around
the room
Group 5
Group 4
Group3
Group 2
Group 1
B. Explore (20mins):
Center 1: Listening
Students will listen to Cliffords Thanksgiving Visit Norman Bridwell. They will
then complete a review sheet on their opinions of the book (appendix 2)
Center 2: Sensory
Students will take turns reaching into a bin filled with corn cornels looking for
objects. The objects will start with either a t or p. When they find an object
they will remove it from the bin, say its name and beginning sound and place it in
the bucket labeled with that sound.
Center 3: IPads
Students will use IPads to play a sorting game (Tiny Hands Sorting 3). Practicing
sorting helps students prepare for using story maps where information will be
sorted. https://itunes.apple.com/us/app/tinyhands-sorting-3-educational/
id639384857?mt=8
Center 4: Counting Cranberries
Students will be given cranberries to count and sort according to directions listed
in sequence. The directions will be read by the paraeducator, teacher, or by
sound horn on an iPad (appendix 3)
Flaccavento
!22
Center 5: Write Around the Room

Students will use a clip board to walk around the room with a worksheet
(appendix 4). The worksheet will have pictures that correspond to cards placed
around the room. Students find the corresponding picture and write the number
of items they see.
C. Closure (5mins):
As closure, students will clean up their station and meet on the rug. Here the teacher will have
students explain what their favorite part of centers for that day were and announce where each
group will be the following day.
D. Assessments:
During this time on day 1 and 5 the teacher will give the pre and post test individually (appendix
1). Other assessments during centers will be formative in the form of checking and offering
students time to correct the worksheets involved in their center.
Fine Motor Skills: Activities such as the sensory center and cranberry counting can be difficult
for students of such a young age. They are implemented to assist in building these muscles but if
proven too difficult there are many assistive technologies provided.
Cliffords Thanksgiving Visit Norman Bridwell.
Review Worksheet (appendix 2)
Bin filled with corn cornels and objects
Turkey, Pilgrim, Taco, Tape, Tiger, Top, Pie, Pig, Pirate, Piano
Two tuperwares labeled t-top-/t/ and p-pan-/p/
IPads
App: Tiny Hands Sorting 3
Cranberries
Cups for sorting
Cranberry directions (appendix 3)
Write Around the Room Worksheet (appendix 4)
Write Around the Room Cards (appendix 4)
Flaccavento
!23
Appendix 1: Test and Rubric
Flaccavento
!24
Appendix 2: Listening Review Sheet
Flaccavento
!25
Appendix 3: Cranberry Directions
Flaccavento
!26
Appendix 4: Write Around the Room

Worksheet
Flaccavento
!27
Cards
1 turkey
2 televisions
4 cooks
3 pies
Flaccavento
!28
5 minute nap
6 holiday games
7 pots and pans
8 steps
Flaccavento
9 autumn flowers
10 family members
!29
Lesson #3
Monmouth University
School of Education
Lesson Title: Writing- Brainstorm
Story maps can be used in different ways to assist in organizing key points of text as well as in
the writing process.
III. Standards:
A.CCSS
o
o

CCSS.ELA-Literacy.W.K.5: With guidance and support from adults, respond to questions and suggestions
from peers and add details to strengthen writing as needed.
B.NJPST
C. CEC
exceptionalities
routinely.
Flaccavento
!30

V. Procedures:
A. Launch (10 mins):
Teacher will read Robin Hill School Happy Thanksgiving. Before starting, the teacher will tell
students that today they will be creating a character that has to do with Thanksgiving so to listen
carefully and look at the characters thinking about which one they think they would like to make
their own character.
B. Explore (15 mins)
Students will return to their desks and be given a pre-write mapping worksheet (appendix 1). The
teacher will explain that they will first name their character and get help from the teachers writing
what that character is. They will then draw a picture of their character and begin to describe it if
time allows.
C. Closure (5 mins)
As closure, students will meet back on the rug. The teacher will ask some to share what kind of
character they are creating. The teacher will then explain that once they brainstorm they will be
writing a sentence about their character and making a costume to wear while presenting their
sentence at the Thanksgiving Feist.
D. Assessments:
Teacher will formatively asses through pre-writing activity. With teacher assistance, students will
have opportunities to self correct.
Robin Hill School Happy Thanksgiving Margret McNamara
Pre-write mapping worksheet
Flaccavento
!31
Appendix 1: Pre-write Map
Flaccavento
!32
Lesson #4
Monmouth University
School of Education
Lesson Title: Social Studies: Story of Thanksgiving Part I
Thanksgiving is celebrated to remember the bravery of and collaboration between the Pilgrims
Native Americans.
and

III. Standards:
A.CCSS
o
o
o
o
o
CCSS.ELA-Lit.R1.K7: With prompting and support, describe the relationship between illustrations and the
CCSS.ELA.Lit.R1.K10: Actively engage in group reading activities with purpose and understanding.
CCSS.ELA-Lit.W.K.2: Use a combination of drawing, dictation and writing to compose informative/
CCSS.ELA-Lit.W.K.5: With guidance and support from adults, respond to questions and suggestions from
peers and add details to strengthen writing as needed
B.NJPST
C. CEC
exceptionalities
routinely.
Flaccavento
!33

V. Procedures:
A. Launch (5 mins):
Teacher will gather students on the rug and begin by asking them what they know about
Thanksgiving and why we celebrate it (given the pre-test results, teacher already has an idea of
what is known). Teacher will record answers on a piece of chart paper.
B. Explore (20 mins):
Teacher will read Pete the Cat: The First Thanksgiving by Kimberly and James Dean. Pete is a
recognizable character that students enjoy. In this story he is part of a school play which
described the first thanksgiving and how it came to be. During the reading, the teacher will place
cards in a time line (appendix 1). The cards coincide with the book and will be further explained
after the story is complete. Once completed the teacher will turn to the timeline. She will explain
that each card represents an important part of the story of Thanksgiving and will go over the
timeline by showing each card and reading the passage on the back (also appendix 1). During
this, the teacher should also explain which aspect of the story map this card belongs to (who what
where or when) Teacher will go on to explain that when telling a story there are some very
important parts that must be told or the listener will not be able to fully understand it. Teacher will
then separate the students into four groups on the carpet and give each group a piece of paper
labeled either who what where or when. The teacher will then go through the time line again and
the groups will decide whose paper it belongs on. Once complete, students will return to their
seats and complete a cut and paste worksheet to match the class example (appendix 2).
Students will be encouraged to get up and look at the group example for assistance.
C. Closure (5 mins):
When time is up some students may not be finished. Teacher will reassure them that there will be
more time to finish later. While students are cleaning their areas, the teacher will go over the
floor-sized story map on more time before cleaning it up.
D. Assessments:
Teacher will assess the students individual story maps and give them chances to correct until
complete.
Pete the Cat: The First Thanksgiving by Kimberly and James Dean
Chart Paper
Sequence Cards (appendix 1)
Worksheet (appendix 2)
Glue sticks
Crayons
Flaccavento
!34
Appendix 1: Sequence Cards
Pilgrims
1620
Mayflower
England
The New World
New Address:
1234 Main Street
Anytown, State ZIP
Plymouth Rock
Fall Harvest
Give Thanks
Last Thursday in
Native Americans
Share Food
November
Flaccavento
!35
Appendix 2: Worksheet (example of student work- color unavailable with pdf scan)
Flaccavento
!36
Lesson #5
Monmouth University
School of Education
Lesson Title: Reading- Pros and Cons

III. Standards:
A.CCSS
o
o
o
CCSS.ELA-Literacy.R1.K1: With prompting and support, ask and answer questions about key details in a
text.
CCSS.ELA-Literacy.R1.K7: With prompting and support, describe the relationship between illustrations and
the text in which they appear.
B.NJPST
C. CEC
exceptionalities
routinely.
Flaccavento
!37

V. Procedures:
A. Launch (5 mins):
Students will meet the teacher on the rug and revisit the KWL chart and Mapping chart from
lesson #1 and fill in what they have learned.
Teacher will read Who Will Carve the Turkey This Thanksgiving Jerry Pallotta and David
Biedrzycki once through without stopping. Then, teacher will explain that they are going to read
the story again but this time stopping to write a list of what happened and why (appendix 1).
Then, students will play charades but with the animals who were described carving the turkey.
Students will be given a partner and a copy of the page they are to act out. They will have a few
minutes to brainstorm and then present their skit for the class who will try to guess which they are
acting.
Revisit the KWL chart and Mapping chart from lesson #1 and fill in what they have learned.
D. Assessments:
Student will conduct formative assessments through observations during this lesson.
Previously made KWL chart
Previously made resource chart
Who Will Carve the Turkey This Thanksgiving Jerry Pallotta and David Biedrzycki
Charades cards
Copies of the book pages
Flaccavento
!38
Lesson #6
Monmouth University
School of Education
Lesson Title: Writing- Creating Characters

III. Standards:
A.CCSS
o
o

from peers and add details to strengthen writing as needed.
B.NJPST
C. CEC
exceptionalities
routinely.
Flaccavento
!39

V. Procedures:
A. Launch (5 mins):
To review what was done in the first writing lesson, students will meet on the rug and each take a
turn saying their characters name and what they are (turkey, pilgrim, native american etc). This
will also give the teacher a chance to write the name and type of character on each students
paper. The teacher will then give directions for the next part of the project.
Students will return to their seats with their brainstorm paper. They will complete the brain
storming process and work with teachers to write a sentence about their character. Teacher will
model I am a turkey named Ray with many colored feathers. Once the sentences are written
and corrected, students will use construction paper and pre-made hats to make themselves a
costume. If finished early, students will partner with a classmate and practice reciting their
sentence.
Teacher will remind students that they will have time to practice and finish up later in the day.
Students will clean up and those who have finished will read their sentence to the class.
D. Assessments:
Teacher will use formative assessments throughout the lesson observing students invented
spelling and ability to sound out words as well as how they are progressing with letter recognition
and general fine motor skills.
Fine Motor Skills: Activities with small objects, scissors, or crayons can be difficult
Students individual brainstorming sheets
Paper & art supplies
Pre-made hat foundations
Flaccavento
!40
Lesson #7
Monmouth University
School of Education
Lesson Title: Social Studies- The Story of Thanksgiving Part II
Thanksgiving is celebrated to remember the bravery of and collaboration between the Pilgrims
Native Americans.
and

III. Standards:
A.CCSS
o
o
o
o
o
from peers and add details to strengthen writing as needed
B.NJPST
C. CEC
exceptionalities
routinely.
Flaccavento
!41

V. Procedures:
A. Launch (5 mins):
Teacher will explain that at this time they will be collecting all of their work from the past unit and
finishing everything up. Students will finish their story maps of the story of Thanksgiving as well
as their characters and sentences. Students who finish will practice their sentences and decorate
the room. Throughout this time the class as a whole will be making butter which will be served
with corn bread at their first on Friday afternoon.
Students will complete activities mentioned above.
Students will line up and practice their sentence/character presentations. Teacher will use this
time to make corrections, find a line up etc.
D. Assessments:
Teacher will use rubric (appendix 1) to assess students final character creation project.
Crafts supplies
Heavy cream
Butter churner or tupperware (shake)
Flaccavento
!42
Appendix 1: Creating Characters Rubric

1
Brainstorm
made little to no attempt
attempted to created a
character but struggled with
process
attempted to create a
character and filled in all parts
of map
Sentence
attempted to create sentence

but struggled
created sentence with little

help from teacher
Costume
attempted to create but

struggled
completed with little help from

teacher
Presentation
attempted to create but

struggled
completed with little help from

teacher
Collaboration
attempted to collaborate but

struggled
worked well with others
Graded out of 12 points
Flaccavento
!43
Lesson #8
Monmouth University
School of Education
Lesson Title: Reading- Sequence

III. Standards:
A.CCSS
o
o
o
CCSS.ELA-Literacy.R1.K1: With prompting and support, ask and answer questions about key details in a
text.
B.NJPST
C. CEC
exceptionalities
routinely.
Flaccavento
!44

V. Procedures:
A. Launch (5 mins):
Teacher will gather the students on the rug and review the KWL and resource chart they have
previously made. Once new items are added, the teacher will explain that there is one more type
that we have not yet done and this is sequence. Teacher will guide students into comparing this to
a recipe.
Teacher will read Thundercake by Patricia Polacco. During the reading, students will assist
teacher in making a list of what the characters put in their cake. Once that is completed and
reviewed students will return to their seats. Teacher will then explain that they are going to follow
a recipe as well. Theirs will be for corn bread which they will enjoy at their feast later with the
homemade butter. Using boxes cornbread the recipe should only be four ingredients. Teacher
should have students each take a turn adding portions of the ingredients and stirring. (Teacher
can use school oven to bake or have some already made. Teacher should also finish stirring
completely later incase it was not done thoroughly.)
As closure, teacher will return students to the rug. They will take a final look at the KWL chart and
resource chart adding whatever they see fit.
D. Assessments:
Teacher will use the KWL chart and resource chart as an assessment for the class and her own
unit.
Thundercake by Patricia Polacco
Boxed corn bread mix and added ingredients
Cooking measurement tools
Bowl and mixing spoon
Baking pan
Flaccavento
!45
V. Data
Instructional Strategy:
The test to gather both the baseline and post intervention
data was simple in nature. The researcher simply pulled
students aside and asked them what they knew about
Thanksgiving. The analyzing of the answers is where the
complication lies. Given that this unit concentrate on both
ELA (story mapping skills) and Social Studies (the story of
the first thanksgiving), student responses were analyzed on
two fronts:
1. Did the students touch upon who, what, where and
when when giving the answer?
2. Did the students give an accurate response regarding
Thanksgiving?
The highest score a student could receive is a 4, which
required them to touch upon at least one correct answer to
all of who, what, where and when (list of current answers
found in rubric seen in lesson plan appendix and re-pictured
below). Students were given partial credit if they responded
with any answer that could be classified in one of the four
area for this shows higher level skill in story re-telling.
For the post test, students were asked the same question and assessed using the same rubric, however
the map made in the previous lesson was in view and available for students to refer to. Students who
received modifications were prompted towards the story map.
Flaccavento
!46
Data Collection and Demonstration:
Flaccavento
!47
Who
What
Where
When
Flaccavento
!48
Interpretation of Data:
Although the score increased post intervention, it was much less than expected. This could be for a few
reasons. To start, the setting of the assessment could have confused students. The assessment was
given in their classroom by a familiar teacher, however it was during centers when children are engaging
in dramatic play or other activities. For such young students, this shift could have them not thinking of the
past lessons. It was noted that some the students (notably those who scored lower) did not look at the
concept map when answering but looked back at their group in center time seemingly wanting to rejoin.
Also, the combination of the two aspects proved too difficult for most. While some students saw the
concept map and used it to provide all answers, some still narrated what they do on Thanksgiving instead
of referring to the lessons. This could also be attributed to their age. Only one student answered in
regards to the first thanksgiving during the pre test. She happened to be absent during the post test and
most likely would have received a perfect score post intervention. One student hit upon all of the story
mapping aspects in his post test but told a story of pirates (instead of pilgrims) with a few other mistakes.
All in all, with an increase in average score rounding to 0.73, the intervention was not as successful as
expected, however it did seem to promote learning. In this young of an age, students are being exposed
to most concepts for the first time and have so much to absorb throughout the day. The students who
were able to separate themselves from the other playing, see the question as related to the lesson, and
use the resource and their knowledge from the lesson to help, showed successful growth.
Flaccavento
!49
SECTION VI: REFLECTION

CEC Standard #1: Beginning special education professionals understand how exceptionalities may interact
with development and learning and use this knowledge to provide meaningful and challenging learning
experiences for individuals with exceptionalities.
Each students, especially those with exceptionalities, learns differently. It is the job of the special educator to develop
individual relationships with students so that they can find how they learn best. Teachers must also vary and
differentiate their instruction in order to reach children whom they might not know yet. Experience, flexibility, and
empathy are three characteristics necessary for achieving this standards I believe I possess. In order to improve in
this area I plan on staying well educated and well read on the laws and issues facing special education. In order to do
so I plan on attending workshops regarding specific programs such as Wilson and Touch Math as well as being a
member of the CEC (Council for Exception Children) and other organizations and scholarly journals regarding the
profession.
CEC Standard #2: Beginning special education professionals create safe, inclusive, culturally responsive
learning environments so that individuals with exceptionalities become active and effective learners and
develop emotional well-being, positive social interactions, and self-determination.
The following was written for my first Education course as an undergraduate student at Monmouth University in 2009
that I believe perfectly depicts my view on this standard: My mother is the most understanding woman I have ever
encountered. She managed to instill in me an innocence of sorts towards prejudice. Although I always knew the
magnitude of and hate behind it, ever since I can remember I have believed that discriminating thoughts are taught.
This gave me the ability early on to get to know people unfamiliar to me rather than to fear and judge them. As an
educator we must do our best to un-teach discrimination, or at the very least, not teach anymore. By accessing every
students self-determination and being culturally responsive in lessons as well as astute to students personal quirks,
educators can create a positive atmosphere in which unity and learning can thrive. In order to improve in this area I
plan on staying well read and well educated in the area of cultural diversity and self-determination in students. One
way I plan on doing so is communicating and collaborating with local teachers and families in whatever district I am
placed in order to grasp, and eventually incorporate, different cultural aspects of student family life.
CEC Standard #3: Beginning special education professionals use knowledge of general and specialized
curricula to individualize learning for individuals with exceptionalities.
Throughout my studies at Monmouth University, I have become well versed in NJ policies and practices as well as
individual school districts curricula for both general and special education. I have employed lessons that align with
state standards and connect to college and career readiness. In order to improve in this area, I plan on staying up to
date with local political issues regarding education, becoming an active member of my future districts union, monitor
board decisions and collaborate with other professionals within and outside my district as well as those I have made
contact with throughout my work at Monmouth.
CEC Standard #5: Beginning special education professionals select, adapt, and use a repertoire of evidencebased instructional strategies to advance learning of individuals with exceptionalities.
Throughout my study of elementary and special education at Monmouth University, I have researched and practiced
many evidence based strategies, such as story mapping expressed above. In order to incorporate them into my class
room, I intend on using the text assigned for this class to reference and research others often. In order to improve in
this area I plan on attending workshops and training programs regarding research based strategies and remaining
well read through scholarly journals in order to continue to build my rwepitware of skills and strategies for both
teaching and learning.
Flaccavento
!50
VII: DISCUSSION
Family:
Being a small community, the school does a significant job at involving families in learning. In order to
improve this, teachers could be more active online so that parents with difficult hours can still contribute to
their childs enrichment process. It was noted that some of the mothers do not join in activities because
they do not fully speak English and are embarrassed. If the school had a translator or another resource
for parents to feel more welcome despite a language barrier, more culturally diverse families would be
active in the school.
Collaboration:
This unit involved many people in West Long Branch School. The head teacher, co-teacher, and para
educator work together each day. Specials teachers, basic skills tutors, and specialists such as OT, PT
and Speech are available as a resource to teachers students and future teachers alike. Para educators
play a large part in the inclusive classroom. The key to a successful relationship with a para educator is
communication. It is important to have a time in the day, even if short, to discuss goals, problems, and
any changes.
Crisis Management:
To train for a fire or school intruder, the school performs drills once a month. For the fire drill, students and
staff exit from the closest door to a safe distance outside and wait for the signal that all is safe. For a
lockdown drill, every classroom lock is equipped with a magnet that is simply removed to lock the door
and the students gather in an area far from windows and doors and sit quietly until given the signal that all
is safe. In response to community wide crisis and severe weather, West Long Branch is no stranger to
taking action. During Hurricane Sandy many of the residences were directly effected. The school provided
shelter and food when needed and housed a neighboring school for the full school year of 2012.
Transition Plan:
The information addressed in this unit the students will use in many other places. The concept of story
mapping is a wonderful skill for any type of professional, even if an actual map is not used. Simply the
idea of separation and organization of important ideas in any text or story is a life long skill. In terms of the
lesson of Thanksgiving, this relates to students family and community lives. The students celebrate
Thanksgiving each year but seemingly do not know its purpose. By understanding why we celebrate it
allows students to appreciate the holiday more and be grateful for gifts all year round. For the few
students who may not celebrate Thanksgiving due to parents not being originally from the United States,
the Thanksgiving portion of the lesson assists in community relations. By learning about the holiday,
students are able to join in in school and communal celebrations without feeling outside the group. For
how to include parents in instruction of the unit and offer additional resources, please see pg. 11Collaboration with Parents.
Flaccavento
!51
References
Arthaud, T. J., & Goracke, T. (2006). Implementing a structured story web and outline strategy to assist struggling readers. The
Reading Teacher, 59(6), 581-586. doi:10.1598/RT.59.6.8
Babyak, A. E., Koorland, M., & Mathes, P. G. (2000). The effects of story mapping instruction on the reading comprehension of
students with behavioral disorders. Behavioral Disorders, 25(3), 239. Retrieved from http://bluehawk.monmouth.edu:
2048/?url=/docview/219674035?accountid=12532
Gandy, S. K. (2006). Mapping skills and activities with children's literature. The Journal of Geography, 105(6), 267-271. Retrieved
from http://bluehawk.monmouth.edu:2048/?url=/docview/216833456?accountid=12532
Grnke, M., Wilbert, J., & Stegemann, K. C. (2013). Analyzing the effects of story mapping on the reading comprehension of
children with low intellectual abilities. Learning Disabilities: A Contemporary Journal, 11(2), 51.
Jones, R., & Thomas, T. (n.d.). Leave No Discipline Behind. The Reading Teacher, 58-64.
Li, D. (2007). Story mapping and its effects on the writing fluency and word diversity of students with learning disabilities. Learning
Disabilities: A Contemporary Journal, 5(1), 77
Mahdavi, J., & Tensfeldt, L. (n.d.). Untangling Reading Comprehension Strategy Instruction: Assisting Struggling Readers in the
Primary Grades. Preventing School Failure: Alternative Education for Children and Youth, 77-92.
Narkon, D., & Wells, J. (n.d.). Improving Reading Comprehension for Elementary Students With Learning Disabilities: UDL
Enhanced Story Mapping. Preventing School Failure: Alternative Education for Children and Youth, 231-239.
Stagliano, C., & Boon, R. T. (2009). The effects of a story-mapping procedure to improve the comprehension skills of expository text
passages for elementary students with learning disabilities. Learning Disabilities: A Contemporary Journal, 7(2), 35.
Taylor, L. K., Alber, S. R., & Walker, D. W.. (2002). The Comparative Effects of a Modified Self-Questioning Strategy and Story
Mapping on the Reading Comprehension of Elementary Students with Learning Disabilities. Journal of Behavioral
Education, 11(2), 6987. Retrieved from http://www.jstor.org/stable/41824275
Flaccavento
!52
Appendix
Flaccavento
!53
Flaccavento
!54
Flaccavento

Unit Plan 2015 Final

Hochgeladen von

Dokumentinformationen

Originalbeschreibung:

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Unit Plan 2015 Final

Hochgeladen von

Copyright:

Verfügbare Formate

!

Thematic Unit Plan

I. Literature Review- Story Mapping

II. Contextual Factors

%Speak Other than English

Community and School 6:

III. Unit Template

The NJASCD Common Core Standards Curriculum Project

Unit Plan Title:

Mapping the Story of Thanksgiving

Anchor Standard (ELA) or Domain (Math)

How can important information from text be organized?

Check all that apply.

Creativity and Innovation

Critical Thinking and Problem Solving

Financial, Economic, Business, and

SWBAT recall key concepts of the story of Thanksgiving.

Books (listed in lessons)

Suggested Time Frame:

IV. Unit Template

Collaboration with Parents

Take your centers home!

II. Learner Outcomes:

IV. Essential Questions:

Appendix 1: KWL Chart

Appendix 2: Characters, Setting, Problem, Solution Map

Appendix 3: Number Line Map

Appendix 4: List of Story Maps

II. Learner Outcomes:

IV. Essential Questions:

Center 5: Write Around the Room

Appendix 1: Test and Rubric

Appendix 2: Listening Review Sheet

Appendix 3: Cranberry Directions

Appendix 4: Write Around the Room

7 pots and pans

CCSS.ELA-Literacy.W.K.2: Use a combination of drawing, dictation and writing to compose informative/

IV. Essential Questions:

Appendix 1: Pre-write Map

II. Learner Outcomes:

IV. Essential Questions:

Appendix 1: Sequence Cards

II. Learner Outcomes:

IV. Essential Questions:

II. Learner Outcomes:

CCSS.ELA-Literacy.W.K.2: Use a combination of drawing, dictation and writing to compose informative/

IV. Essential Questions:

II. Learner Outcomes:

IV. Essential Questions:

Appendix 1: Creating Characters Rubric

made little to no attempt

made little to no attempt

attempted to create sentence

created sentence with little

made little to no attempt

attempted to create but

completed with little help from

made little to no attempt

attempted to create but

completed with little help from

made little to no attempt

attempted to collaborate but