Overview and Background: Unit: Hands Up

 Name:  Karen Spexarth

 

Cheney Elementary : Grades 1-2:

 

Title:

Hands Up!  A Sensory Model for Shared Literature

Topics:

Reading

Time Frame:

Daily for one month – 20 minutes

Start Date:

-

 

Other Designers:

 

Summary:
A one-to-one tutoring model to link

 

Print Materials Needed: 20 books on appropriate level

Resources: One pencil, one colored pencil and 20 Hand Graphic Organizers

 

Resource Attachments:

http://www.cheney268.com/Learning/Organizers/HandGraphicOrganizer.htm

Internet Resource Links:

 

Notes:

 

 

Stage 1: Identify Desired Results

 

State:

Local

Title:

Communications

Standard(s):

CM 1.3  Uses organizational strategies: graphic organizers and summarizing to construct meaning

CM 1.3 Uses QAR strategies to understand text.

 

Understandings:

Predictions aids understanding

Authors and illustrators use the five senses to connect the reader to the literary experience of the text.

 

Essential Questions:

How do predictions help us understand?

How do authors and illustrators use the five senses to help us understand the text?

How can we use our five senses to predict and understand texts?

 

Knowledge and Skills:

K

How to use the Five Senses Graphic Organizer

 

S

Make predictions based on the five senses

 

Stage 2: Determine Acceptable Evidence

 

Assessment Summary:
Student will make predictions about a book based on first impressions and then revise the prediction as the reading progresses.

Student Directions:

A famous writer has asked you to check his book to be sure that it is good.  He wants you to be sure that he has included all five senses in the book.  First look at the outside of the book and make predictions about what might be included in the book for each of the five senses.  Then read the story.  When you are about half finished, stop and look at your predictions and make new predictions based on what you know now.  Finish reading the book and then search from one example of each sense and write it on the last line with a colored pencil.  Then look at each of the three predictions.  How correct were you?

Rubric:

 

Other assessment evidence to be collected:

 

 

Stage 3: Plan Learning Experiences and Instruction

 

Learning Activities:

1.        Each student will trace his/her hand on a piece of paper and label each finger with one of the five senses. 

2.        Discuss “predictions” and how they can help understand what is happening.

3.        Give the students a book.  They can look at the outside of the book but they cannot open the book.  On their paper, they should make a predication of one example of each of the five senses that might be found in the book and write each on a finger of the hand.

4.        Read the book. 

5.        The students should search the book for one example of each of the five senses that was actually used in the book.  Analyze the likenesses and differences between the first predication and the second response.  Brainstorm for other things that the author/illustrator could have used with the five senses.

6.        Repeat the above step several times until they have mastered the process.

7.        Repeat step 5 but have the students stop midway through the story and revise their first prediction based on the first half of the story.  Then continue with the process.