Title of Unit

Books

Grade Level Time Frame

Pre-K

Curriculum Literacy/ Language Area

6 days

Stage 1 Identify Desired Results

Content Standards: LD1a) Listens to and follows spoken directions LD1b) Responds to questions LD1d) Listens to stories read aloud and shows understanding through body language or by interacting appropriately.

Understandings
Students will understand that: -Students will understand how to handle books with proper care. -Students will understand the different types of books that can be found in the media center. Related Misconceptions: -Students will have trouble distinguishing between the different types of books.

Essential Questions
Overarching Questions: What is the proper way to care for books? What are the different types of books? Topical Questions: How can I keep books safe? How can I protect books? What makes fiction different from nonfiction? What makes a story a fairy tale?

Knowledge and Skills Knowledge

Students will know: -Key Terms: Nonfiction, fiction, folktales, fables, nursery rhymes, informational books -The proper way to place books on the shelf -The proper way to handle the books -The different types of books

Skills
Students will be able to: -Define key terms -Place books on the shelves -Handle the books properly -Identify the different types of books

Stage 2 - Evidence Performance Task(s)

Materials: -Internet: www.wordle.net -Matching Game Task: As a class, the students will come up with words about keeping books safe. The teacher will type those words into Wordle and print it to be displayed in the classroom. In small groups, the students will play a matching game where they will match the cover of a book that was read to the class to its type of book. Goal: The students will use book safety rules and types of books to make generalizations about books. Role: The students will take on the role of the leader and be in charge of his or her learning. Audience: The students will present the information to parents, teachers and other Pre-K students. Situation: The students challenge involves remembering the content of the books and applying it. Product Performance and Purpose: The students will match everything correctly and incorporate words correctly in order to make an appropriate wordle. Standards and Criteria for Success: The product must meet the standards of the following rubric.

Performance Task(s) Rubric(s)

Does not meet expectations Wordle Does not express an idea or does not contribute to the completion of the wordle Is not able to match books correctly without teachers assistance. Progressing towards expectations Has trouble expressing an idea and/or contributing to the completion of the wordle Able to match most books correctly with few errors. Meets expectations Clearly expresses idea and contributes to the completion of the wordle Able to match all books correctly with no errors.

Matching Game

Other Evidence
-Informal Observations: Daily Activities Understanding: Explanation: Students will answer the daily essential question and share explanations with classmates.

Week 1
Day 1 1. The teacher will introduce the topic of book safety to students before taking students to the media center. 2. In the media center, the media specialist will read Mr. Wiggles Book to the students. 3. The media specialist and students will discuss ways to keep books safe. 4. Each student will be given a card that will be placed in either the Yes-Always or No-Never box. The media specialist or teacher will read the prompt on the card to the student, and then the student will choose the appropriate box to place the card in. Day 2 5. The teacher will review the previous days activities and ask students to recall book safety tips. She will record these tips on chart paper. 6. The teacher will read What Happened to Marions Book? to the students. They will discuss and record more book safety tips.

7. Students will be given Marions Coloring Page and asked to identify the book safety issues, then color the page. 8. Each student will receive cut-outs of 2 book marks that they will color. Day 3 9. The teacher will introduce the different types of books in the media center through the slideshow at storybird.com. 10. The teacher will read a participation book and concept book to the class. 11. As a whole group, the class will begin to make a giant book to show the different types of books. The students will help design the cover page and pages 1-2. On each page the students will describe what the genre means to them and give examples from the books they read. Day 4 12. The students will take a look at the 2 books read on the previous day. They will brainstorm ideas about what makes the two books different and record them on chart paper. 13. The teacher will read a predictable book, wordless book and folktale/fable to the class. 14. As a whole group, the class will help design pages 3-5 of the giant book. On each page the students will describe what the genre means to them and give examples from the books they read. Day 5 15. The students will take a look at the books that they read on the previous 2 days. They will brainstorm ideas and write those ideas on the outline of their hand that is drawn on paper. 16. The teacher will read a poetry book, a nursery rhymes book and an alphabet book to the class. 17. As a whole group, the class will finish designing pages 6-8 of the giant book. The students will describe what the genre means to them and give examples from the books they read. Day 6 18. Each student will provide one word to be added to the class wordle. 19. Students will be placed in small groups to play the matching game.