Understanding By Design Unit Template

Title of Unit
Curriculum Area
Developed By

Gingerbread Man
Reading
Etienne and Bonner

Grade Level
Time Frame

1st
4 days 12-14-15 ----- 12-18-15

Identify Desired Results (Stage 1)

Content Standards
LAFS.1.L.1.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LAFS.1.L.1.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
LAFS.1.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and
content, choosing flexibly from an array of strategies.
LAFS.1.L.3.5 With guidance and support from adults, demonstrate understanding, word relationships and nuances in word meanings.
LAFS.1.L.3.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including
using frequently occurring conjunctions to signal simple relationships
LAFS.1.RF.1.1 Demonstrate understanding of the organization and basic features of print.
LAFS.1.RF.2.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
LAFS.1.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
LAFS.1.RF.4.4 Read with sufficient accuracy and fluency to support comprehension.
LAFS.K12.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LAFS.K12.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
LAFS.K12.L.2.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices
for meaning or style, and to comprehend more fully when reading or listening
LAFS.K12.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
LAFS.K12.L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.
LAFS.K12.L.3.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary
knowledge when encountering an unknown term important to comprehension or expression.
LAFS.K12.R.1.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.

FL LACC.1.RI.1.1 - Ask and answer questions about key details in a text.

FL LACC.1.RF.2.2.a - Distinguish long from short vowel sounds in spoken single-syllable words.
FL LACC.1.RI.3.7 - Use the illustrations and details in a text to describe its key ideas.
FL LACC.1.RI.1 - Key Ideas and
FL LACC.1.RI.1.2 - Identify the main topic and retell key details of a text.
Details

Understandings
Overarching Understanding
Students will be talking and reading different renditions of the
Gingerbread Man.

Essential Questions
Overarching
What are the key differences in
each Gingerbread man story?

Topical

Students will be reading

and talking about the
Gingerbread Man.

Students will explain

how each story is
slightly different.

Students will be reviewing previously learned skills.

Related Misconceptions
Students may have difficulty understanding that one story can be
retold differently.

Knowledge

Skills

Students will know

Students will be able to

-How to contrast Vowel Sound, Phoneme Blending, Phoneme

Substitution, and Phoneme Segmentation.
-Comparing Text
-Make and Confirm prediction.
- plurals
- present-tense verbs
-The mechanics of capitalization and period.

- sequence
-plurals
- organization in writing
-understand how to use present-tense verbs
-blend their phonemes
-segment phones
-Sound out words with the long i and silent e sounds
-Understand Play text

Assessment Evidence (Stage 2)

Performance Task Description
Goal
Role
Audience
Situation
Product/Performan
ce
Standards

The goal is to understand the organization and basic features of print, making and confirming prediction and
decode regularly spelled words.
Researchers, Active participants
Teacher and classmates
Review Work Sheets

Other Evidence
Practice Pages

Learning Plan (Stage 3)

Where are your students headed? Where
have they been? How will you make sure
the students know where they are going?
How will you hook students at the
beginning of the unit?

This week students will focus on the following strategies and skill: make and answer
predictions, character, setting, events, comparing Text. Plurals

Students Will Watch the Cajun Cornbread Boy and the Gingerbread
Girl. The Gingerbread man
https://www.youtube.com/watch?v=-JN023PNPBw
https://www.youtube.com/watch?v=6dL-Hxms2Ng
https://www.youtube.com/watch?v=U89dkGrsYZY
https://www.youtube.com/watch?v=TSZiceeXaAA

What events will help students experience

and explore the big idea and questions in
the unit? How will you equip them with
needed skills and knowledge?
How will you cause students to reflect and
rethink? How will you guide them in
rehearsing, revising, and refining their
work?

Collaborative Conversations,

Students will reflect and rethink as I guide them through the following activities:
Day 1- Gingerbread Girl YouTube Videos
https://www.youtube.com/watch?v=6dL-Hxms2Ng
Before reading any stories, ask the children what they know about the classic
story, "The Gingerbread Man". ( Character, Plot, and Setting)

Gingerbread man Poem.

http://www.dltk-teach.com/rhymes/gingerbread/gingerbread_man_poem.htm

Coloring page
Reading Review Page (Contractions with not)
Reading Review Page (one and more than one)
Workshops
Day 2 Corn bread Boy YouTube Videos
https://www.youtube.com/watch?v=-JN023PNPBw
Discuss with the class how classic stories are modernized each generation.
(for example, stories are translated to film -- Disney's Snow White, Cinderella,
etc. Or classic characters are adopted by current authors.)

Word Search

Reading Review Page (whats the Setting)

First Grade Spelling Crossword
Venn diagram (Compare the Ginger bread man poem and Video of the ginger
bread Girl).
Workshop

Day 3- Gingerbread Baby YouTube Videos

https://www.youtube.com/watch?v=U89dkGrsYZY
Either as a group (white board) or individually, have the children prepare a

"Venn diagram" (two circles -- where they overlap, put things in the story that
are the same)
Have the students to list details from the story
Special plurals

Reading Review Page (who is a character?)

Day 4 Gingerbread Man YouTube Videos

https://www.youtube.com/watch?v=jv4k8b9b4G
Reading Review Page (Commas in a series)
Aesop
Yesterday
Fill in the Verb
How will you help students to exhibit and
self-evaluate their growing skills,
knowledge, and understanding throughout
the unit?
How will you tailor and otherwise
personalize the learning plan to optimize
the engagement and effectiveness of ALL
students, without compromising the goals
of the unit?
How will you organize and sequence the
learning activities to optimize the
engagement and achievement of ALL
students?

Teacher Conference, Collaborative Conversations, Small Group Instruction, Guided

Practice, Independent Practice
Small Group Instruction (Workshop)