Unit Design Template for Alignment of Learning Outcomes, Assessment and Instruction (Planning with the end in mind)

PETE THE CAT Title of Unit Alesha Bullee De#eloped $% Su !ect and "rade Le#el ELA Kindergarten

Stage & ' Identif% Desired (esults

Unit O#er#iew) Describe the theme or topic of the unit. Pete the *at "eneral Learning Outcomes What rele ant !eneral learning outcomes "ill this unit address# (must come from curriculum) +,Understand .orms and Techni/ues

Specific Learning Outcomes What rele ant specific outcomes "ill this unit address# (must be from curriculum)

2.1.2Comprehension Strategies Recognize and anticipate meaning from print, symbols, and images; revise understanding based on further information. 2.3.5 Create Original Texts Create original te ts !such as pictures, chants, story boards, dramatic play..." to communicate and demonstrate understanding of forms and techni#ues. 2.3.2 Techniques and Elements $evelop a sense of story through listening, reading, vie%ing, and retelling e periences.

*(IT0(IA $%ust be aligned to !L&s and 'L&s(

0nduring Understandings What understandings about the big ideas are desired# $"hat *ou "ant students to understand + be able to use se eral *ears from no"( What misunderstandings are predictable# Students will understand that... Communicating, reading viewing and telling stories can be done in different ways and can be fun 2nowledge) What .no"ledge "ill student ac,uire as a result of this unit# This content .no"ledge ma* come from the indicators/ or might also address pre-re,uisite .no"ledge that students "ill need for this unit. Students will !now... "ultiple ete the Cat stories along with their personal lessons, a cue card of fre#uent words from ete the Cat saves Christmas.

0ssential 1uestions What pro ocati e ,uestions "ill foster in,uir* into the content# $openended ,uestions that stimulate thought and in,uir* lin.ed to the content of the enduring understanding( Content specific. What are some ways that we can tell stories without writing them down? What does ete the Cat try to teach us in his stories? S3ills What s.ills "ill students ac,uire as a result of this unit# List the s.ills and0or beha iors that students "ill be able to e1hibit as a result of their "or. in this unit. These "ill come from the indicators. Students will be able to Create original te$ts, create a chant that is similar to one in the stories and dramatically play us a ete the cat story as a class. %e tell a story in proper order.

Stage + 4 Assessment 0#idence

Assessment AS5O.5.O( Learning (6ust e aligned with *riteria "LOs and SLOs) Ho" "ill assessment be used throughout the unit $C2EATE A3D ATTACH A''E''%E3T T&&L' 24B25C'0CHA2T'0TE%PLATE'0TE'T' T& 435T PLA3( Criteria assessments "ill be based on Assessment Tools Chec.list for formati e e aluations/ these tas.s "ill indicate "hether the child has met the !L&s specified in each acti it* %et 3ot *et based on Dramati6ing a boo. through bod* actions and participation. Chec.list %et 3ot 7et

Stage - 4 Learning Plan

Brief description of "hat teaching and learning e1periences "ill *ou use to8 achie e the outcomes in 'tage )8 allo" students to complete the assessment tas.s in 'tage 9# 9

Lesson Title

Lesson Acti#ities List the criteria used for the lesson and pro ide a brief description of the acti it* After 2eading 5 lo e m* White shoes/ Pete the Cat 2oc.in 5n m* school shoes / 5llustrate their o"n Pete The Cat stor* in a picture Thin. &f a chant that "ould go "ith their Picture: Pete the Cat "as "al.ing along and singing his song;.The* "ould then sho" their picture to the class and tell the class their chant. As a class "e "ould read Pete The Cat and his four !roo * buttons/ then act out the stor* together.

) Create Picture Pete 'tor* 9 Create Chant that goes "ith Picture < Dramati6e as a class Pete and his buttons = Pete the Cat 'a es Christmas Boo. > 2etelling stor* through pictures

Assessment Tools List assessment tools and describe ho" the* "ill be used Chec.list: E1ceeded/ met attempted no attempt Chec.list: e1ceeded/ met/ attempted/ no attempt for creating and presenting. %et 3ot *et for participation in Dramati6ing.

Learn to 2ead a condensed form of Pete the Cat 'a es Christmas. 4se the Cue Card and Color each "ord a different color/ then find those "ords inside *our boo. and color them the same color. 5 "ould ha e Pictures that represent the ma?or e ents in the stor* and on a long piece of paper the* "ould tell their fa orite stor* in order and glue it on in the right order.

Chec.list for "ords on cue cards did the* color the right "ords matching the colors on their cards. Chec.list: E1ceeded/ met attempted no attempt.

Adaptations and 6odifications

Alternate acti#ities and assessments for adaptations and modification $Brief description of alternate acti ities( Assessment Tools List assessment tools and describe ho" the* "ill be used

Adapted from8 Wiggins/ !rant and @. %cTighe. $9A)9(. &nderstanding by 'esign.

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Classroom 0articipation and $ramatization; 0ete the Cat and 1is four (roovy 2uttons -et .ot 3et