AshleyBelzer

April17,2014
LessonTitle:ReadEnemyPie
LessonDetails:Thislessonistoteachstudentsaboutthedifferentpartsofastory,and
helpthempickoutthesedifferentpartsanddescribethem.
ContentArea:ReadingandLiterature
GradeLevel:1
UBDStage1:IdentifyDesiredResults
PAStandards:
CC.1.3.1.A:Retellstories,includingkeydetails,anddemonstrateunderstandingoftheir
centralmessageorlesson.
CC.1.3.1.B:Askandanswerquestionsaboutkeydetailsinatext.
CC.1.3.1.C:Describecharacters,settings,andmajoreventsinastory,usingkeydetails.
CC.1.3.1.F:Identifywordsandphrasesinstoriesorpoemsthatsuggestfeelingsor
appealtothesenses.
CC.1.3.1.G:Useillustrationsanddetailsinastorytodescribecharacters,setting,or
events
ISTEStandards:
2.CommunicationandCollaboration:
Studentsusedigitalmediaandenvironmentstocommunicateandworkcollaboratively,
includingatadistance,tosupportindividuallearningandcontributetothelearningof
others.
b.Communicateinformationandideaseffectivelytomultipleaudiencesusingavariety
ofmediaandformats.
LearningObjectives:
Studentswillbeabletoidentifythemainelementsofastory.
Associatewordswithfeelingsandsenses.
EnduringUnderstandings:
Howtotellcorrectlyidentifypartsofthestory.
Howtoidentifywiththecharacterandmakepersonalconnections.
Howtoanswerquestionsaboutthedifferentpartsofthetext.
EssentialQuestions:
Whatisthethemeofthisstory?
Whatproblem(s)is/arethecharacter(s)facing?
Whatarethecharacterslike?
UBDStageII:DetermineAcceptableEvidence
Assessments:
Studentswillbeinformallyassessedontheirabilitytopickoutthecharacters,stetting,
plot,andthemefromthestory.Theinformalassessmentwillalsoassessiftheycan
shortlysummarizethestory.

Studentswillbeinformallyassessedontheirabilitytoprovidealessonthatacharacter
haslearnedduringthestory,andalsobeabletoexplainalessontheylearnedwhile
reading.

UBDStageIII:PlanlearningExperiencesandInstruction
MaterialsandResources:
Book:EnemyPiebyDerekMunson,IllustratedbyTaraCalahanKing
Conceptmap
Worksheet(2)
Kidspiration(TeachersIPad)
ProceduresandContent:
T:Introducethevocabulary,andshowashortvideothatexplainsthesetting,
theme,andotherelementsofliterature.
S:Askquestionsifneeded.
T:Passoutworksheetforvocabularywords.Thiswillbedoneforhomework.
T:Introducethebook,flipthroughthepagesandhavechildrenidentifywhats
goingoninthepictures.
S:Giveanswerstowhatisgoingoninpictures.
T:Readthestory
S:Listentoteacherread.
T:Finishstory,handoutworksheet,andpullupKidspirationconceptmap,talk
throughtheconceptmapwiththekidsandhavethemfillintheirowncopy.
S:Fillinworksheet
T:Askstudentsiftheyhaveanyquestions
S:Askquestionsifneeded
T:Answerquestions,talkabouthomework.
Homework:
Vocabularyworksheet
Identifythemeandlessonlearnedworksheet
Bothworksheetsaretobeturnedinthefollowingday,andsignedbytheparents.
Day2:
Lesson:EnemyPiereadingcontinued
Lessondetails:Studentsshouldbeabletoidentifythemes,characteristicsofcharacters,
setting,andplotofastory.Aformalassessmentwillbegiventodetermineifthestudents
canidentifytheseitems.
Contentarea:Readingandliterature
Gradelevel:1
UBDStage1:Identifydesiredresults:
Standards:

PAStandards:
CC.1.3.1.A:Retellstories,includingkeydetails,anddemonstrateunderstandingof
theircentralmessageorlesson.
CC.1.3.1.B:Askandanswerquestionsaboutkeydetailsinatext.
CC.1.3.1.C:Describecharacters,settings,andmajoreventsinastory,usingkey
details.
CC.1.3.1.F:Identifywordsandphrasesinstoriesorpoemsthatsuggestfeelingsor
appealtothesenses.
CC.1.3.1.G:Useillustrationsanddetailsinastorytodescribecharacters,setting,or
events
ISTEStandards:
2.CommunicationandCollaboration:
Studentsusedigitalmediaandenvironmentstocommunicateandworkcollaboratively,
includingatadistance,tosupportindividuallearningandcontributetothelearningof
others.
b.Communicateinformationandideaseffectivelytomultipleaudiencesusingavariety
ofmediaandformats.
LearningObjectives:
Studentswillbeabletoidentifythemainelementsofastory.
Studentswillbeabletofilloutaconceptmapontheirown.
EnduringUnderstandings:
Howtotellcorrectlyidentifypartsofthestory.
Howtoidentifywiththecharacterandmakepersonalconnections.
Howtoanswerquestionsaboutthedifferentpartsofthetext.
EssentialQuestions:
Whatisthethemeofthisstory?
Whatproblem(s)is/arethecharacter(s)facing?
Whatarethecharacterslike?
UBDStageII:DetermineAcceptableEvidence
Assessments:
Studentswillbeformallyassessedontheirabilitytopickthemaincharacterfroma
supportingone,aswellasthesetting(timeandplace).Theywillalsoneedtobeableto
pickoutthebeginning,middle,andendoftheplot,alongwiththetheme,andlesson
learnedfromthestory.
Studentswillbeinformallyassessedonplotandthemebyfillingoutaconceptmap.
UBDStageIII:PlanlearningExperiencesandInstruction
MaterialsandResources:
Book:EnemyPiebyDerekMunson,IllustratedbyTaraCalahanKing
Book:InLikeaLionOutLikeaLambByMarionDaneBauer
IllustratedbyEmilyArnoldMcully
Computerforyoutube

Homeworkfrompreviousnight
Conceptmap
Coloringsheet

ProceduresandContent:
T:Gooverhomeworkfromlastnight
S:Askquestionsabouthomework
T:Giveformalassessmentonthestory,willinclude:Theme,plot,characters,
setting,andidentifyingtheproblemthecharacterfaced,andvocabulary
S:Takeassessment
T:Collectassessmentandgrade.
T:Filleractivity
T:Whilegradingassessments,havestudentslistentoInLikeaLionoutLikeaLamb
andfilloutthemapontheirown,andgivethemacoloringsheettogoalongwiththe
lesson.
S:Listentostoryandfilloutconceptmap,turninwhendone,pickupcoloringsheet.
T:Returnassessments.
Homework:None