Teaching and Learning Roadmap Unit Plan Template Week 1-1
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Wilmington University *
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403
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Communications
Date
Feb 20, 2024
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Teaching and Learning Roadmap - Unit Plan Template
Lesson Title:
Subject/Topic Area: Key Ideas and Details
Goldilocks and the Three Bears Grade or Developmental Level: 3rd Context for Learning:
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What do students already know that is relevant to this activity, or what
skills do they already have, and how do you know it? Are the students
interested and ready to engage? What factors might enhance or impede
learning, and how will you address them?
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What is important to know about the target student(s) with an IEP?
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What is the student’s identified disability? Does the student have any
specific academic accommodations or modifications? What behavior
supports are necessary for the student to be successful? What do you
know about the student’s academic background, prior knowledge and
performance levels related to the content?
Students already know about fairy tales e.g. Cinderella, Snow White, Rapunzel, Sleeping Beauty and etc. The students will be able to use a graphic organizer to be able to reflect on Goldilocks and the Three Bears. Standards:
What Standard(s) will be addressed by this activity? Common Core? NGSS? Etc.
3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
CCSS.ELA-LITERACY.RF.3.4
Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-LITERACY.RF.3.4.A
Read grade-level text with purpose and understanding.
CCSS.ELA-LITERACY.RF.3.4.B
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
CCSS.ELA-LITERACY.RF.3.4.C
Use context to confirm or self-correct word recognition
and understanding, rereading as necessary.
CCSS.ELA-LITERACY.W.3.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear
event sequences.
CCSS.ELA-LITERACY.W.3.3.B
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response
of characters to situations. CCSS.ELA-LITERACY.W.3.2
Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
CCSS.ELA-LITERACY.W.3.2.A
Introduce a topic and group related information together; include Essential Question(s):
What open-ended questions will be used to stimulate student interest and thinking? Who was involved in the narrative? What issues did the primary character or characters have? Why was there a confrontation between the characters? When did the story's events take place? In what location did the story occur? How did the narrative come to a close? If you were goldilocks what would you have done? What is your favorite part
in the book? How many bears were in there in the story? What
happens when Goldilocks sits in the chairs? Which bear has the smallest bed? What happens after Goldilocks falls asleep? What is the lesson in this story? What ideas in the story show that this is the lesson? Activity Objectives/Goals:
Describe the activity’s objectives and desired outcomes in terms of what the students will know and be able to do at the conclusion of the activity. Objectives should be measurable, observable and aligned with your assessments.
Students will be able to consider
earlier knowledge and specifics from Goldilocks and the Three Bears. The story's main points and lesson will be remembered and understood by the students.
They will compare Goldilocks and the Three Bears with a fairy
tale story of their choice. Comprehension: Students will be able retell the story by either
doing an oral voice memo, google slides, draw the story or a book review. Measuring Success:
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Describe how you determined levels of relevant learner knowledge and skill before the activity, and how you will measure learning during and after the activity. (Pre-Assessment, Formative Assessment, Summative Assessment)
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How will your formative assessments allow the target student(s) to demonstrate mastery of the learning goals?
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How will you provide feedback to the target student(s)?
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How do your assessments align with the target student(s) communication, social and academic needs?
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Do you need to make any assessment accommodations for your target student(s)?
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What criteria will be used to determine if the target student(s) have met the learning goals?
Fluency formative assessment: The tallies on the white boards of how many times they have read the book. If they are reading in the whisper phones, being able to hear themselves and me being able to hear them do their fluency. Comprehension assessment: Students will be able to take a comprehension test where it asks the students whose porridge was too cold, who’s chair was too hard, whose bed did Goldilocks sleep in because it was just right for her, how many bears were there and etc. The test will not be too long, it will be 7 questions, the students will
get a decent amount of time in order to do the test. Writing assessment: Students will be able create their own ending towards Goldilocks and The Three Bears. It must be school appropriate; they will have 20 minutes to create their own ending.
Activity Structure:
How much time is anticipated for your students to complete this unit? Be as specific as possible and use standard time units (days or weeks). For each entry (day, week, etc.), describe how the activity will unfold from beginning to end, its timing and pacing, and how the activity will provide opportunities for deeper, higher-level thinking and learning (the top of Bloom’s taxonomy). How will you ensure that your target student(s) are engaged and participating?
The time that is anticipated for this lesson is 50 minutes. The introduction will last about five minutes where
I will begin the lesson by discussing stories. Among the possible questions are: Do you know of any tales involving talking animals and people? Which bear-
themed stories have you heard? How did the tale start? I will explain to the
students that they will be
reading to Goldilocks and
the Three Bears. They will be reminded to remember details from the story.
For the next 15 minutes,
I'll show them a KWL chart on the Smart Board
and explain that the letters K, W, and L represent for what they already know, desire to know, and have learned. Put an example of a KWL
chart up on the board. Pick a short tale about toys, socks, or apples that relates to the KWL chart's theme.
Tell students the story. I will ask students to give their replies once the story is over so I can finish the L column. Instructional Strategies/Differentiation:
Describe the research-based best practices that will be employed (or relevant
learning theories) and why they were selected. How will you DIFFERENTIATE INSTRUCTION
to maximize the learning of all
students by offering multiple ways to learn content or skills and to demonstrate that knowledge. There are three main instructional elements that you can adjust to meet the needs of your learners: CONTENT —the knowledge and skills students need to master; PROCESS
—the activities students use to master the content; and/or
PRODUCT
—the method students use to demonstrate learning. Examples of differentiating CONTENT:
Tiered lessons are a good way to differentiate content. In a tiered lesson students are exposed to a math concept at a level appropriate for their readiness.
Examples of differentiating PROCESS
: Provide resource materials at varied levels of readability and sophistication; Provide teacher-led mini-workshops on varied skills at varied levels of complexity to support student work; and use both like-readiness and mixed-readiness work groups. Examples of differentiating PRODUCT
: Read and write learners write a book report; visual learners create a graphic organizer of the story; auditory learners give an oral report; and kinesthetic learners build a diorama illustrating the story.
For the fluency, I will read it aloud with the students then where the students will be in pairs reading the book together and after reading the book they will work independently. There will be a choice board given to students and they will choose between book review, story map/comic strip, oral report summarizing the book, and then build a diorama. Reading and writing learners will do a book review where they will suggest to either read or not to read. Visual learners will have a choice drawing a story map or a comic strip of the
book. Auditory learners will create a google slide voice over of Goldilocks and the Three Bears. Kinesthetic learners will act out a scene with a partner or
act out the scene in front of me taking turns. For the comprehension, the students will put picture cards in
order by the sequence of events
that happened in Goldilocks and
the Three Bears, then the students will work in pairs orally
retelling the story. Students will be using repetitive phrases and using their own words. Once they have retold the story to each other then they will complete a retelling activity in their notebooks. Students will be able to compare two of the characters from the books; Goldilocks and the Three Bears, and Goldilocks and the Three Hares. They will be able to see what is the same or difference between these two
books. Once they have done that, they will go back into pairs
and orally retell the stories. For the writing, the students will
be able to write their own ending of Goldilocks and the Three Bears. They will be using their creativity and imagination to come up with a unique and exciting ending. Application:
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Describe the opportunities that will be provided for the students to apply the knowledge and/or practice the skills learned.
The students will read at a smooth pace and tally mark how
many times they have read on the white board. The students will put picture cards in order by the sequence of events that happened in Goldilocks and the Three Bears. The students will be able to use their own creativity and imagination to create their own ending. Accommodations/Adaptations/Technology:
Describe any alterations of environment, curriculum format, or equipment that allows individuals with disabilities to gain access to content and/or complete assigned tasks.
Students who have disabilities will have small picture cards of the book where they will try to sound out the words or tell me what is on the picture card. For example, there will be picture cards of goldilocks and the three bears, the porridge, the chairs, and the beds. There will also be pictures of the house and the path that goldilocks goes through. Personalized Learning:
Describe how you will personalize learning to accommodate differences in students’ learning styles, interests, culture, language etc., and what opportunities will be provided to help students assume more responsibility for
their own and others’ learning.
What specially designed instruction, or specific instructional needs are related to your target student(s)?
For multilanguage learners, there will be two sets of Goldilocks and the Three bears. One set will be in their first language and the other set will be in English. They will compare
and contrast the difference between the book in their language and the book in English. Resources/Materials Needed for the Lesson:
List the resources necessary for the activity’s success.
Goldilocks and the Three Bears
KWL charts
Venn Diagram worksheet
Pencils
Smart Board
Short story about a relatable
topic, such as apples, socks, or toys
White Boards
Whisper phones
Chrome Books
Picture Cards
Goldilocks and the Three Hares
Writing prompt Learning Environment:
Describe how you will create an appropriate learning environment for this activity (physical, emotional, aesthetic, social/interactional, leadership, sensory, etc.) that ensure a safe, inclusive, culturally responsive learning environment?
How will you support any behavioral needs of the targeted student(s) or other
students who have behavioral challenges?
I will give the students positive feedback. I will tell them to be respectful to their peers and everyone else. I will also tell them to listen carefully, and their eyes should be looking at the board. Extensions
Describe the activities that will enable students to apply their new knowledge
and skills in different ways and/or in unfamiliar situations.
This activity will be able to help the students strengthen their knowledge of reading. Follow-Up
Describe the intermittent reinforcement strategies that will deepen student thinking, interconnect concepts, and improve relevant skills, and when they will occur.
Fluency: Students will reread silently and independently. They
will be given 7 minutes. On a white board, the students will tally every time they finished rereading. After they finish rereading, the students will put up their whiteboards where I see how many times they have read the pages in the book. Comprehension: Students will have around 15-20 minutes in order to do their mini test where
they think back on the story when they read the questions. After they are done then they will put it in the assignment bin. Writing: Students will write their
own ending. They will be given 20 minutes. They will have a written prompt in front of them where they will be able to write their own ending. This will be able to help the students increase their writing and it will also be able to help me see where specifically the students are struggling in their writing. Additional Information
Identify anything else that you feel is important to include in this activity plan.
Some students might have some trouble being able to read the book independently because
some words might be hard for them to sound it out. For those students, I could pair them with another student that is willing to
help them out by trying to help them sound out the words.
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