In the following document, I have attached a lesson that was developed based upon the Understanding by Design lesson

plan format. The lesson also featured elements of balanced literacy as the teacher modeled the procedure for the skill of prediction before the students practiced it themselves. At the end of the document was the reflection piece that I participated in after completion of the unit.

UbD- DI Unit Unit Title: Exploring African Lore Unit Focus- Kindergarten Reading- Prediction/comprehension skills Topics- Learning comprehension strategies based upon prediction skills and the book Anansi the Spider by Gerald McDermott. Summary- One of the earliest reading skills that students learn is about predicting what will happen next. The issue that students run into though is that at a young age, they dont understand what the word predict means. The purpose of this lesson is to go through a three day unit where the students will better understand what the meaning of the prediction is and how it is a useful strategy to comprehend a story. The book of choice for this unit ties to the students large group lessons where they have been working on a unit about the word culture. This book helps them learn about parts of the culture of Africa. Background of Students: The students who will be participating in this three day unit are from one of the teachers middle reading groups. No student in this group has an IEP Materials Needed: Book Anansi the Spider Individual Whiteboards and Markers Large Sheet of Paper

Stage 1: Identify Desired Results North Dakota Standards:

RL. 1: With prompting and support, ask and answer questions about key details in a text. RL. 2: With prompting and support, retell familiar stories, including key details. RL. 3: With prompting and support, identify characters, settings, and major events in a story RL. 10: Actively engage in group reading activities with purpose and understanding. Understandings: the students will understand: A prediction is a guess of what will happen A prediction doesnt need to be right The African culture has stories of how things came to be.

Essential Questions: What will happen next? What do you think is going to happen? What is does predict mean? Why did you make that prediction? How does the African culture view the creation of the moon?

Knowledge: Students will know: That predictions are guesses about what will happen. That a prediction can be wrong. How the African culture believes that the moon was placed in the sky.

Skills: Students will be able to: Make predictions about the story.

Draw a picture that represents prediction. Retell the key details of Anansi. Analyze whether their predictions were correct. Explain why they made their predictions.

Stage 2: Activities Day 1: Topic: Drawing Prediction Summary: In this introductive activity, the students will be working on their whiteboards to do two things. The first of these is to be able to write the word predict. Once the students have written the word, heard the teachers definition, and seen the teachers drawing of a prediction, they will also make a drawing so that they can put a visual to the word. The last thing the students will do during this time is make a drawing of a spider to make a connection with the book that will be introduced in the second activity. Materials: a whiteboard and marker for each student and teacher. Domains: Psychomotor, Cognitive Objectives: Students will be able to represent prediction in picture form.

Procedure: 1. Hook: Will ask the students if they like riddles and give them a few to solve.

2. Equip: This lesson will give students their own definition of the word predict so that they can attribute it to themselves and not just the teacher. 3. Revision: This allows for the students to realize that not everyone has the same definition of words and they can modify their own definition depending on how others define a word. 4. Evaluate: Students will be able to look at their picture and determine whether or not is make sense to them as a proper definition. 5. Tailored: This lesson is set up so that students are able to work with their motor skills when drawing and writing out the words and it is also set up so that the students can use their verbal skills to explain their picture. 6. Organized: We will begin with the teacher asking if the students like riddles. The teacher will read them two riddles to see if they can solve them (riddle one: I have hands but am not a person. I can count but cannot talk. What am I? answer: clock. Riddle two: I am black, white, orange and four feet tall. I have a beak but cannot fly. Who am I? answer: penguin). Then the teacher will begin by asking the students where they have heard the word predict. After listening to the experiences, the teacher will hand out the white boards. The teacher will write the word and have the students write it as well. Once the word is on the board, the teacher will draw a picture of what predict means to them and instruct them to do the same. The teacher will then ask students to share what they drew and assess their pictures. The last thing the students will be working on is drawing a spider to make an early connection to the story that will be read. Context of Use: This is being used to make an introduction into the word predict so that the students have a clear meaning of the word that is understandable to them. I can use formative assessment during this activity by taking note of which students are able to come up with a picture for the word as well as which students are having difficulties. With this information, I can work with the students who are

having problems during a different free reading period to help them better understand and model predictions for them. See section three for the rubric used to assess the students. Day 2: Topic: Practicing Predictions Summary: On the second day of activity, the students will be gathered around the teacher. The teacher will hold up the book and read the back. After this, they will ask the students what they think will happen. The teacher will write these down on a large sheet of paper and add their (teacher) predictions as well. They will then read up to the point where Anansi is eaten by the fish. As predictions are met, the teacher will check them off and bring it to the students attention. After reaching Anansi being eaten, the students will make a second set of predictions that will also be written down. The reading will continue until Anansai has to decide to which of his sons gets the moon. The teacher will ask who the students think will get the moon. The teacher will finish reading and go back over the predictions to see how the students did. Teacher will keep the predictions that were made to see how the students were able to retain the information for the next lesson. Materials: the book Anansi the Spider, sheet of paper to record predictions. Domains: Cognitive, affective (if the students make connections to the story and their experiences) Objectives: Students will be able to make predictions about the story. Students will be able to analyze their predictions. Students will be able to explain their predictions.

Procedures:

1. Hook: Students will be given another riddle. 2. Equip: This lesson gives students the opportunity to practice their prediction skills. 3. Revision: Students will have the option to see how many different kinds of predictions can be made and will allow for them to see ways they can use it themselves. 4. Evaluate: Students will be evaluating how the reasons behind the predictions that they make. 5. Tailored: 6. Organized: The lesson will start with the teacher bringing the group to the carpet where the teacher will have a writing pad and the book. The teacher will ask a few students what we did two days ago to make sure they retained the information about predicting followed by the teacher asking a new riddle. The teacher will then show the cover and read the back and ask the students to make some predictions. The teacher writes the predictions on the paper and then makes some of their own. The teacher will then read through the first section of the book and check off and predictions that are accurate. After stopping at the end of the first section (after Anansi gets eaten) the students will make more predictions. The teacher will continue like before and read the next section up to finding the moon and repeating the process of making predictions. The teacher will finish reading and see how the many predictions were correct and go over them again with the students. Context of Use: This can be used as a formative assessment to see if the students have a grasp on predicting and being able to realize that it might not always be right. To make an assessment, I can keep a sheet of paper by me during the lesson while the students are predicting where I can keep track of students reactions to their predictions being successful or not. See section three for the rubric used to assess the students on this section. Third Activity: Review of Anansi

Summary: The last activity in this mini unit is a review of the story to test the students comprehension of the story. To do this, the teacher will show the students a new list of the predictions that were made but without the stars for the ones that were correct. The teacher will then see if the students are able to remember which of the predictions were accurate and which of them were not. Materials: Sheet of predictions that were made. Domains: cognitive. Objectives: Students will be able to retell key details of Anansi Students will be able to identify which predictions were correct.

Procedures: 1. Hook: The hook to this activity is to show the students how I was able to organize their predictions on the sheet so they can see what they said on the previous lesson day. This is a good motivator because students at this age are somewhat egocentric and like to see their own things on display. 2. Equip: The main purpose of this activity is to work on the students being able to retain the information from a story. By reviewing their predictions, they are able to see an example of how a strategy can help them retain the information better than just reading the story without asking questions. 3. Revision: By seeing what types of predictions were false in this activity, the students can learn how to make more accurate predictions based upon story indicators. 4. Evaluate: Students will be evaluating the predictions to be able to retell the story in their own words.

5. Tailored: This lesson is tailored so that the students who have problems with their own reading can listen to the predictions instead of having to read it for themselves. For the assessment portion of this activity, the students will be assessed on their pictures being in a proper order and making sense as to retelling the story as well as being able to explain the pictures through personal communication to the teacher. 6. Organized: The lesson will start off with the teacher showing the class an unmarked chart of all the predictions that the students made. As a group, we will be going over the predictions to make sure that the students have retained the information about which ones were true and which were false. After the students have made it clear they know which of the predictions actually happened, the teacher will give the students the assessment. See section three for the assessment. Context: This last activity has a summative assessment attached into it so that the students are being assessed on their ability to retain the information based upon predictions that they had made. See section three for the assessment and rubric. Section 3: Assessments Assessment for Drawing Predictions: Form of Assessment: Formative assessment. During the teaching of the drawing a picture for a prediction, the teacher will be observing the students to make sure they understanding the concept. They will be assessed in three areas: o o o Writing the word properly Drawing a picture Explaining the picture

Students will either be given a plus or a minus in these three areas. Students with two minuses will be worked with individually if they choose read to self during Daily 5 to help them better understand.

Assessment for Practicing Predictions: Form of Assessment: Formative assessment As the teacher is asking for predictions, they will be checking the understanding of the students knowledge about predictions by observation. The students will be assessed in three areas: o o o Making a prediction Explaining why they made the prediction Level of frustration if the prediction they made is wrong.

Students will be given a plus or a minus in each of the areas. Like the previous assessment, students with two minuses will be worked with individually during read to self if they choose if for Daily 5.

Assessment for Review of Anansi: Form of Assessment: Summative assessment After reviewing the predictions, the teacher will hand the students each a sheet of paper with three blocks on it. In the first block, students need to retell a portion of the beginning section of the story in a picture. In the second block, students will need to draw a picture from the middle of the story. In the final block, students will be drawing a picture about the end of the story.

Reflection: The first activity was a pretty interesting adventure in adaption. Before I had started the lesson, my supervisor gave me some suggestions about a different hook that involved riddles and about how difficult drawing pictures of predictions would be. I still had time add this into my lesson before it started but I only added in the riddle and didnt really change my drawing plans. I started the lesson with the children answering the riddles and this worked out so much better than my initial plan. Once I handed out the whiteboards though was when I had the first problem: the dry erase markers I had tested before the lesson had somehow decided not to work! I switched the markers out and started following my plan. As it went on, it became apparent that Dr. Staiger was right and my drawing plans would not work. I changed the lesson by grabbing one of the students books and worked on making predictions and reviewing if the predictions were accurate. After this, I was added a new part into the lesson and worked with each child individually as they picked their own books to make predictions. I found that this was really effective as I was able to see who still needed more attention and re-teaching and who was able to understand the lesson. For the second of my lessons, I modified it again with the riddle as the hook to the previous lesson and asked for them to review for me what we had done during the previous lesson. They answered me and let me know that we worked on predictions so I was happy. I told them that wed be working on making more predictions during this lesson so they seemed excited. For this activity, I found a magnifying glass in my classroom so I decided to let them be detectives and make guesses about the story. This worked out well at the start as I was able to make it so that the students could only talk/make a prediction if they had the magnifying glass. By the end of the lesson though the magnifying glass became more of a distraction as the students just wanted to play with it and look through it.

The actual content portion of the lesson went well as the students did make predictions, but they werent exactly what I was expecting. I was hoping for more meaningful predictions about the content of the story in the beginning I showed the students the cover, but instead I was just given things about spiders and what they do. I could have fixed this if I had re-read the summary on the back of the book to make it seem as more of an emphasis instead of the spiders. What this lesson came down to was that I think I would have to re-teach about predictions again so that students would understand that the purpose of predictions is to make a smart guess about what is actually going to happen instead of just saying what they know about a character of the book. My last activity/lesson was the one that actually followed my lesson plan the best. The students cooperated and were able to follow my instructions about what they were supposed to do. They retold me the story and were able to recall which predictions actually happened and those that didnt. Content-wise, I couldnt be happier. Behavior was a little different story. One of the girls in the group was very apathetic to following my instructions at the start and didnt want to do anything. I asked her to reset and she refused that as well. Only after I asked her to take a formal reset did she finally listen to the instructions. After this, she was one of the best ones at doing the actions that I asked her to do. Overall, the three lessons worked well once I modified them on the fly. This was a great learning experience about how no matter what you have planned, you still might have to throw it out the window the moment you know the students arent successful with a task.

Drawing Predictions: Name Haylee Elizabeth Nathan Mya Writing the word Drawing the picture Explaining the picture

Practicing Predictions Name Making a Prediction Explaining prediction Frustration level when wrong Haylee Elizabeth Nathan Mya

Review of Anansi