Weekly Unit Plan

Introduction

My students will have a feel of a new book this week. The students will learn some new concepts besides learning how to read. To put it into perspective, they will learn how some words are read as well as how to effectively use a book. The week will see the students learn concepts through reading the specific book under consideration. In so doing, the students will learn sight words, their pronunciation especially when they spot the sight words that will be considered. It is expected that the students will be in a position to remember the words without giving it much thought. The week will bring in creativity which will be necessary in learning how to develop their own what do you see books. Creativity will be used to play around with colors, animals, various identifying objects and above all words.

Stage of Development of the Students

My students will mostly be around six years old and are at the preoperational stage of the Piaget’s Cognitive Developmental Theory. At this stage of growth, the students will have both good and bad days. As such, they will exhibit happiness or sadness and aggression at times depending on how they feel the day is taking them. At this stage, the students will be in a position to learn language. The students cannot manipulate information and they rarely understand logic and other people’s point of view. They are capable of being sensitive to others and can be mean or generous. They are in most cases affectionate and eager about school. The level of patience is at an all-time low and this makes them more demanding. Most of the kids in this category feel big and would not like being in the company of younger kids. At this age, they will in most cases be in pairs. They have lots of questions and it is appropriate if routines are explained to them. They often appreciate complements about their appearance and achievements.

Theory: Piaget’s Cognitive Developmental Theory

The theory looks at how a person’s thoughts and processes develop and how such thoughts influence the understanding of the world and also the individual’s interaction with the world (Fischer, 1980). The theory has various development stages which as outlined by Crain (2017) include, the sensorimotor stage which occurs between birth and 2 years, the preoperational stage, which occurs between 2 and 6 years, the concrete operational stage which occurs between 7 and 11 years, and the formal operational stage which lasts after 12 years to adulthood.  

Day 1

Lesson Plan

Subject: Language Arts

Grade: Kindergarten

Topic: What do you see?

Duration: 60 minutes

Goals/Objectives:	Be able to identify colors used in the story without the need of assistance. The students should be in a position to describe in verbal terms that different types of animals that featured in the story.
Standards Covered:	The student should depict the urge and interest in reading, book-handling skills and comprehension and response to text. A student should develop a sense of the story.
Materials:	The book Color the Rainbow. The main activity is knowing colors. It has been developed by Charlotte Mecklenburg Library.
Introduction:	I will introduce the students to the book and begin reading to the students.
Lesson Development:	I will ask students what color the object the monkey is having is. I will first tell them to identify as many colors they know and probably the ones on the rainbow. Ask the students what item they know and how they have used or know in real life.
Practice/ Checking for Understanding:	To check the understanding of the students, I will deliberately mention the wrong color and see if the students note and if they note, do they give the right one?
Closing:	This lesson will be important in making students familiar with the item, their colors and attempt to link the color with item in nature.
Personal Reflection:	It is my belief that this book will open the creativity and curiosity side of the children. They will want to explore items and attempt to link the items with natural phenomena. Making the link will give them satisfaction.

            To sink the lesson, I will have the students walk around class identifying items and saying what color they are. They will do so in a single file. I will at times mention the color of the item and wait for the students to confirm if it is correct or not. During their free time, I will expect them to form games that are similar to the class exercise.

Day 2

Lesson Plan

Subject: Language Arts

Grade: Kindergarten

Topic: Sight words

Duration: 60 minutes

Goals/Objectives:	The students at the end of the lesson will be able to note and identify sight words that feature in the book without help.  They will be in a position to sight and say the word.
Standards Covered:	High-frequency words that are common will be read by sight for instance, the, of, he, she, it, to, you, my, is, are, do, does
Materials:	Brown Bear, Brown Bear, What do you See? A book by Bill Martin, Jr.  Illustrator: Eric Carle Pointers for pointing items in the book.  Safety scissors Paper with sight words listed Glue Sticks Construction paper
Introduction:	Together with the student, we will read the book. In the process of reading, we will identify and point out the words under consideration.
Lesson Development:	The book is instrumental since it has a significant level of repetition of the sight words. Students will be allowed to navigate the book on their own trying to identify the words. I will help them in the process.
Practice/ Checking for Understanding:	The students will follow me and when I spot a word, I will expect them to match it with one of the words we are considering.
Closing:	The books and my input will be necessary in assisting the students to enhance their capability in identifying sight words.
Personal Reflection:	It is my belief that with the help of the book and my input, the students will develop the understanding and skill to identify and read out sight words.

            To let the lesson, sink in, I will allow the students to cut out the sight words from paper and paste the same on construction paper. This will be done in groups. Students will cut out the sight words and share them with their group members after reading them out loud. Grouping helps in creating an environment that allows the students step in and help each other. It also fosters team work. The construction paper with the sight words will be displayed in class.

Day 3

Lesson Plan

Subject: Language Arts

Grade: Kindergarten

Topic: Reviewing Components of a Book

Duration: 60 minutes

Goals/Objectives:	Student will be able to learn how to position a book in readiness for reading. They will learn that a book is read from left to right. They should be able to point the words they are reading. The students will identify the parts of a book which include the front and back measures, the title page, the spine, the author and the illustrators among other contributors of the book.
Standards Covered:	Understanding of the basic organization and basic features of a book. Read by following words from left to right and from page to the next. (Common Core State Standards Initiative, 2012)
Materials:	Brown Bear, Brown Bear, What do you See? A book by Bill Martin, Jr.  Illustrator: Eric Carle Crayons and other coloring material Pointer Safety scissors Construction paper in different colors.
Introduction:	We will use the book, Brown Bear, Brown Bear, What do you See?  again. This time, we will focus on the front part of the book. We will look out for information about the author and illustrator. We will learn how to position the book in readiness for reading.
Lesson Development:	Students will learn the basic components of what they need to note when they see a book. They will learn basic book positioning, and where to get information regarding the identity of a book. Flipping the pages will be learnt and emphasis will be placed on the need to avoid picking two pages at a time.
Practice/ Checking for Understanding:	I will tease the students to provide information how can one identify a book from the other. I will ask the students to position the book like they are ready to read it. I will further ask them to flip pages in the right way. To end it, I will ask them to attempt reading. They will be expected to read from left to right.
Closing:	The lesson will be important in helping the students make visual identification of books besides knowing how to position and read books.
Personal Reflection:	It is my opinion that the lesson will be important in helping students come to the realization that different books are products of different people. Knowing how to use books will go a long way to identifying how well they can utilize print material.

            I will place the students in groups and provide each group with identical books. They will then write the names of the author on the construction paper. They will then color the construction paper with the theme color of the identified book. 

Day 4

Lesson Plan

Subject: Language Arts

Grade: Kindergarten

Topic: Identifying objects and animals

Duration: 100 minutes

Goals/Objectives:	Students will be able to identify and differentiate different domestic objects and tools featured in the book.
Standards Covered:	Identification of characters, events in a story, and settings using support. (Common Core State Standards Initiative, 2012)
Materials:	No More Noisy Nights. A book by Holly L.Niner.  Illustrator: Guy Wolek. Small Pointers for use on the book  Material made by students on day 3 Sight words on posters made by students on day 2 Pictures on light paper featuring different objects, for instance, animals and toys. Safety scissors Crayons and other coloring material.
Introduction:	In togetherness with the students, we will review the book. Students will point out different domestic objects and tools in the book.
Lesson Development:	Students will point out different domestic objects and tools in the book and say them out verbally.
Practice/ Checking for Understanding:	I will have students identify some objects in the book and attempt to give different usages of the objects. I will also endeavor to know if the students have understood the order of the story. I will point out that the main Character-Jackson wants to go to bed in the morning. This should be disputed by the students since we sleep at night.
Closing:	The student will determine different objects and at least attempt to describe the use of the objects as they see it in their home.
Personal Reflection:	It is my belief that the students will find the book useful in identifying object and tools used in the domestic context. Creativity will be sparked by the book as they will learn how to manipulate how objects look like through coloring.

            Students will choose what they want to color individually. They will be expected to color at different items in manners that they deem fit. Cut outs of the paintings will be made and stuck on the construction paper to make a book. They will then follow it up with the sight words which will be written on the same page of the items that have been colored. The books will be used to showcase the skills of the students to other students and visitors such as parents.

Day 5    

Lesson Plan

Subject: Language Arts

Grade: Kindergarten

Topic: What do you see?

Duration: 60 minutes

Goals/Objectives:	Throughout the week, students have learnt new words and how to read books and also identifying different objects. This lesson will see them share the knowledge they have gained. Of the sight words, identifying and reading books, identifying objects and using different colors to display creativity.
Standards Covered:	Display interest in reading and book handling skills. Text comprehension. Develop a sense of story  (Missouri Early Learning Standards for Literacy, 2012)   High-frequency words that are common will be read by sight for instance, the, of, he, she, it, to, you, my, is, are, do, does Understanding of the basic organization and basic features of a book. Read by following words from left to right and from page to the next. Follow words from left to right, top to bottom, and page by page. Identification of characters, events in a story, and settings using support. Common Core State Standards Initiative, 2012)
Materials:	Brown Bear, Brown Bear, What do you See? A book by Bill Martin, Jr.  Illustrator: Eric Carle No More Noisy Nights. A book by Holly L.Niner.  Illustrator: Guy Wolek Small Pointers Books and materials that the students made in the week.
Introduction:	Together with the students, we will read the book, No More Noisy Nights aloud. Students will share their books that they have made.
Lesson Development:	Students will share their knowledge of what they have learned over the week of reading Brown Bear, Brown Bear with their parents and other visitors. They will be expected to share assist each other with positioning the books and also in flipping. All students should be at the same page.
Practice/ Checking for Understanding:	Monitor students as they are reading their stories and identify the objects, colors, and animals for their books.
Closing:	Using their own made books, students will point out the drawings and read them out loud for the parents and other visitors.
Personal Reflection:	Having parents in class is great motivator to the students. It makes them more focused in future and as such be motivated. They will be active in class and at home since they relate to these objects and the setting in which they find themselves in.

            It will be exhilarating to have parents in class to share in our new found knowledge. Each student will share their work with parents who will be going round the class. Parents will be encouraged to read the work of the students and compliment them. Below is a newsletter that would accompany the students and parents home.

May

Tom’s Class              

Dear Parent

This week in class we will be reading Color the Rainbow, Brown Bear, Brown Bear, What Do You See?  and No More Noisy Nights. We will learn new sight words, new objects, and how to use a book or print material

          To put it into perspective, parents will be allowed into the classroom and will be viewing important elements that the students have developed. Students will diplay their prowess by reading out their work. Parents will be required to motivate the students by complimenting them for their brilliant work.

          I encourage and challenge parents to read with their kids and am attaching links for this purpose. Answer as many questions as possible from the students as they are likely to ask a million questions at this stage. They are trying to understand their environment.

          I would like to invite you on Friday the 12^th of this month to our classroom to see and experience the different lessons we have been having. I hope I will see you all, it will be an honor.

Questions and concerns from parents will be gladly addressed.

Links for the Books are here below.

1. Book, Brown Bear, Brown Bear, What Do You See?- http://www.youtube.com/watch?v=9Ylskfqlh84
2. Color of the Rainbow – https://www.storyplace.org/story/color-rainbow
3. No More Noisy Nights- http://www.storylineonline.net/books/no-more-noisy-nights/

Teacher Katie

References

Crain, W. (2015). Piaget’s Cognitive-Developmental Theory. In Theories of development: Concepts and applications (pp. 132-170). Routledge.

Common Core State Standards Initiative.  (2012).  Kindergarten English Language Arts Standards.  Retrieved from the World Wide Web at http://www.corestandards.org/ELA-Literacy/RL/K

Fischer, K. W. (1980). A theory of cognitive development: The control and construction of hierarchies of skills. Psychological review, 87(6), 477.

Missouri Department of Elementary & Secondary Education.  (2012).  Missouri Early Learning Standards for Literacy.  Retrieved from the World Wide Web at http://dese.mo.gov/eel/el/PreK_Standards/documents/Literacyteacher.pdf