Title
of Unit of Study: “We’re Creating Our Story!”
Central
Focus:
·
Serafini tells us on page 111 of the
text that, “Wordless picturebooks rely primarily on visual images in sequence
to tell a story.” Therefore, students will be challenged to not only come up
with a detailed story but also choose relevant pictures to go along with the
story they are telling. Students will be given a picture to tip off their ideas
to the story. It will be up to them to decide which directions the story will
take. Once we have come up with a solid story (with a beginning, middle, and
end) the students will then describe what they forsee as the pictures for each
portion of the story. Once the set of pictures is created, we will then retell
the story through our memory using the pictures as a guide. The multimodal
presentation will be created through “Storybird” and will be created in a whole
group.
The
Learning Objectives:
·
Students will be able to use “Super 7
Sentences” when creating and retelling the story.
·
Students will be able to use expressive,
appropriate, and descriptive vocabulary.
·
Students will be able to express their
ideas and opinions in a respectful and grammatically correct manner.
·
Students will be able to collaborate
with other students in a fair and respectful manner
·
Students will be able to sequence their
ideas appropriately.
The
Content and Common Core standards for Unit:
·
ELA.1.R.C1.1 ask and answer questions
about key details in a literary text. (CCSS RL.1.1)
·
ELA.1.R.C1.2 retell stories, including
key details and demonstrate understanding of their central message or lesson in
literary texts. (CCSS RL.1.2)
·
ELA.1.R.C1.3 describe characters,
settings and major events in a story, using key details in literary texts.
(CCSS RL.1.3)
·
ELA.1.R.C2.3 identify who is telling the
story at various points in a literary text. (CCSS RL.1.6)
·
ELA.1.SL.C13.1 participate in
collaborative conversations with diverse partners about grade 1 topics and
texts with peers and adults in small and larger groups
·
ELA.1.SL.C14.1 describe people, places,
things, and events with relevant details, expressing ideas and feelings
clearly. (CCSS SL.1.4)
·
ELA.1.SL.C14.2 add drawings or other visual
displays to descriptions when appropriate to clarify ideas, thoughts, and
feelings. (CCSS SL.1.5)
·
ELA.1.SL.C14.3 produce complete sentences when
appropriate to task and situation.
Launching
the Unit:
Students will be introduced to the unit by being
introduced initially to picturebooks. Below are the listed picturebooks I would
use to have the students become accustomed to what a picturebook is and how
they work. Students will at first be expected to listen and pay attention to
the stories and then will be asked to help tell the stories by making
inferences using the pictures.
5
Other Texts:
·
The Lion and the Mouse by Jerry Pinkney.
·
You Can't Take a Balloon into the
Metropolitan Museum by Jacqueline Weitzman.
·
Home by Jeannie Baker
·
Sidewalk Circus by Fleischman, Paul
·
Museum Trip by Barbara Lehman
These
texts will be used as examples of what a picturebook is and how it is used.
Lessons
and Learning Experiences: This unit will be a week long unit.
Day
One:
·
Students will be introduced to two
picturebooks. I will “read” two picturebooks to them and then I will explain
how a picturebook works.
Day
Two:
·
Students will discuss with teacher about
what a picturebook is. Then, I will read two more picturebooks to them. After
reading the picturebooks, we will discuss the difference between a picturebook
and a “regular” text filled children’s book.
Day
Three:
·
Students will help me read the fifth
picturebook. They will make inferences using the pictures to help decide the
story line of the book. I will explain to them that we will be creating our own
picturebook the next two days about coming back to school after the long summer
and joining a new class. I will encourage them to talk with mom and dad at home
that night about how they feel about being back at school and in a new class.
·
Homework: Parents will write down some
of their child’s ideas and feelings about being back at school and in a new
classroom.
Day
Four:
·
We will work as a class to put together
our ideas and feelings that were brainstormed at home the night before. Then,
we will put these ideas in chronological order to create a story.
Day
Five:
·
We will review our ideas that we put in
chronological order the day before. Then, we will work together to find
pictures that go along with our ideas to create a picturebook. Once the photos
are chosen, we will put our photos in order using “StoryBird” and create our
class picturebook. Students will then be broken up into groups to tell our
class storybook to me.
Culminating
Projects: The following is an example of the multimodal work
we will be creating.
Analysis Guide: (Found on page 115 of the Serafini text)
Approaching the
Wordless Picturebook:
·
Pick up the picturebook-student should
be able to flip through the picturebooks in the correct direction; reading from
front to back and holding the book the correct side up.
·
Study the cover. Are there pictures and
words or just pictures?
Reading
the Wordless Picturebook:
·
Again, reading the book from front to
back and holding the book right side up.
·
Vocalized story aligns with the pictures
presented in the book.
Analyzing
the Wordless Picturebook:
·
Look at the images; do they stay the
same or change throughout the book?
·
Do the picture sizes stay the same or
change throughout the book?
·
Do the story activities happen
throughout a day/week/month, etc.?
Porject
Rubric: Rubric
would be filled out for each student
|
Targeted
Analysis
|
1
(Very Little/Never)
|
2
(Some)
|
3
(Mostly)
|
4
(All of the time)
|
|
Student
participated in comparing storybook and regular text filled children’s book
|
|
|
|
|
|
Student
was able to discuss the differences between a picturebook and regular text
filled children’s book.
|
|
|
|
|
|
Student
was able to use super-seven sentences during discussion and inferences.
|
|
|
|
|
|
Student
was able to use expressive, appropriate, and grammatically correct vocabulary
|
|
|
|
|
|
Student
worked well with others
|
|
|
|
|
|
Student
was able to read picturebook correct; front to back
|
|
|
|
|
|
When
picking up the picturebook, the student held it right side up.
|
|
|
|
|
|
Student
could make inferences in how the picturebook was sequenced.
|
|
|
|
|
|
Student
could make inferences about how the pictures were created; small to large,
large to small, all the same size, etc.
|
|
|
|
|
|
Student
completed “Back to School” homework
|
|
|
|
|
|
Student
participated in the sequencing of class homework
|
|
|
|
|
|
Student
participated in the selection of class storybook pictures
|
|
|
|
|
|
Student
participated in the sequencing of the class storybook pictures
|
|
|
|
|
|
Student
was able to tell the class’s storybook
|
|
|
|
|
References:
http://wveis.k12.wv.us/Teach21/public/ng_cso/NG_CSO.cfm
Serafini, F. (2014). Reading the visual: An
introduction to teaching multimodal literacy. New York, NY: Teachers College
Press.
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