Name: Caitlin Hamilton

Grade Level: Kindergarten

School: Fairview STEM Elementary
1. Target Area: List the target area you have chosen for Collaborative Unit Teaching.
Foundational Skills for Writing
2. Core Practice: Describe the core practice you have chosen to work on during your unit
to enhance your own professional learning.

My core practice:
i. Scaffolding narrative/story writing with oral language

3. Common Core State Standards:

CCSS.ELA-LITERACY.W.K.3: Use a combination of drawing, dictating, and writing to
narrate a single event or several loosely linked events, tell about the events in the order in
which they occurred, and provide a reaction to what happened.

CCSS.ELA-LITERACY.W.K.8: With guidance and support from adults, recall

information from experiences or gather information from provided sources
to answer a question.

CCSS.ELA-LITERACY.SL.K.1: Participate in collaborative conversations with diverse

partners about kindergarten topics and texts with peers and adults in small and larger
groups.

CCSS.ELA-LITERACY.SL.K.1.A: Follow agreed-upon rules for discussions (e.g., listening to

others and taking turns speaking about the topics and texts under discussion).

CCSS.ELA-LITERACY.SL.K.1.B: Continue a conversation through multiple exchanges.

CCSS.ELA-LITERACY.SL.K.4: Describe familiar people, places, things, and events and,

with prompting and support, provide additional detail.

CCSS.ELA-LITERACY.SL.K.6: Speak audibly and express thoughts, feelings, and ideas

clearly.

CCSS.ELA-LITERACY.L.K.1: Demonstrate command of the conventions of standard

English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.K.1.F Produce and expand complete sentences in shared
language activities.

Rationale: When students begin telling stories, they learn about each other and become
members of a learning community. By creating a formal time for story telling, teachers
create opportunities to support young students storytelling and growth of oral language
skills.

4. Objectives: Your objectives should address the following characteristics and be

color-coded according to the three parts, and numbered so you can easily list
them in your summary:
o
o
o

narrating an

Performance: States what a learner is expected to be able to do

Conditions: Describes the conditions (situation) under which a student is able to
do or perform the task
Criterion: If possible, clarifies how well the student must perform the task in
order for the performance to be acceptable
1) Students will develop oral language skills when story telling in small
groups and demonstrate this by drawing three pictures and
oral story in sequence using details.

5. Differentiated Instruction: Consider the lesson sequence you have outlined and
consider where, when and how you could provide differentiated instruction by adjusting
the content, or processes or product(s) to accommodate the learning needs of the range
of learners in your classroom. Describe what you will do to provide differentiated
instruction in at least one area (content, processes or products), and explain how that
choice appropriately meets your students diverse learning needs.
o I plan to differentiate in the area of product. I have students of varying
comfort levels. Some students are very comfortable getting up in front of the
whole group and speaking or acting, while others have a hard time simply
talking to other children. So, when we are working on oral language skills I
am going to provide many opportunities for students to speak in whole-group
contexts, with partners, and then just individual thinking. This way, my
students have exposure to a few different forms of interaction and
participation. I am meeting where my students are at while also asking them
to reach out of their comfort zone and grow in a safe and gradual way.
6. Provide a Teaching Overview Chart of a two-week (or 10 day) lesson sequence that
will help your students meet your objectives for the unit. For each day you will decide on
a learning target (e.g., specific knowledge or skill they need to develop) that will help your
students work toward your overall unit objective(s). This is a tentative sketch of the
sequence of lessons in the unit that you will likely adjust once you begin to teach the unit
and formatively assess students progress. For each lesson on your planning chart,
include the following information (see p. 7 for format and download an electronic file with
the template from the course website):
o Date:
o Unit Objective (or brief summary):
o Learning Target for that days lesson to work toward the unit objective:
o Instructional Format: name the type of instruction you will provide (e.g., readaloud, a mini-lesson followed by small group activity; writing conference; guided
reading group):

Assessment and Criteria (this should align with your Assessment Plan, Part D):
List the formative and summative assessment(s) you will use to determine if your
students meet your objectives for the unit. In addition to planning how each days
lesson can provide formative assessment data, try to build in a summative
assessment around Day 5 so you can use that additional information to adjust
your plans for the remaining 5 days of your unit. Indicate the work samples you
will collect to analyze student learning during after teaching the unit. What will
students do during the lesson to provide evidence of learning? List what student
work would have in it to show their progress toward meeting the objective. Think
about what a model example would look like, including the criteria you will
specifically look for. How will you use that information to plan your next lesson?
Our summative assessment will be three page books created by each of
the students to be shared in small groups of 3-4 at the end of the unit.
The formative assessment that will be used in our unit is a series of
think-pair-shares where students can work on their story telling skills
based on the lesson we have given that day. I will come around and have
an anecdotal note taking sheet ready to write down the observations I
hear each day. I will be looking for the kinds of words students are using:
do they denote sequence? I will be looking for a logical flow of ideas. I
will be looking for the events they are talking about to be loosely
connected.
Teaching Notes: jot down topics, resources or tasks you want to make sure you
incorporate into your lesson as you develop your plans (e.g., introducing centers
that day, or making sure you provide an anchor chart on predictions). This is a
good place to note areas you want to focus on as you work to develop your core
practice.
Utilize comic creator by NCTE

Utilize music/lyrics as a form of text

Introducing hand anchor chart for remembering the flow of a story and
important parts
Anchor chart for words that denote sequence

Idea web showing how ideas/events connect to each other

Day 1

Day 2

Day 3

Day 4

Date: 11/5/15

Date:11/6/15

Date: 11/9/15

Date: 11/10/15

Unit Objective:
Unit Objective #1

Unit Objective:
Unit Objective #1

Unit Objective:
Unit Objective #1

Todays Learning Target:

Students begin telling
stories by telling about
something they know or do.

Unit Objective:
Unit Objective #1
Todays Learning Target:
Students understand the
actions of a story tellervoice, speaker and
listener.

Todays Learning Target:

Students will use sources
to generate ideas for
stories and understand the
importance of audience.

Todays Learning Target:

Students will choose, think
about, and share a
meaningful experience.

Instructional
Practices/Format:

Instructional
Practices/Forma

Instructional
Practices/Format:

Instructional
Practices/Format:

1. Read Aloud
2. Think- aloud/modeling of
why writers tell storieshitting big questions of
Why do we tell stories?
3. (I do) Teacher model of
oral story telling about
falcon Friday activity of
making construction paper
bats.
4. (We do) Tell a
collaborative story about
the Falcon Friday activity of
making construction paper
bats. (Focusing on making
sure there are details and
sequence)
5. (You do) Turn to a
partner and share story
6. Anchor Chart: Writers
tell stories about things
they know or do

1. Discussion of how
speaker, listener,
audience, and writer
connect
2. Think-aloud/modeling
(I do) of telling a story
about something the
teacher knows how to do
(MT helping me model)
3. (We do) Tell a story
about Falcon Friday bat
making.
4. (You do) Turn KNEE
TO KNEE to tell a story
to a partner about Falcon
Friday bat making.
5. Anchor Chart: Writers
tell stories about things
they know and do

Assessment:
Anecdotal records on what
kinds of details students
are including, where they
are starting with their
stories, and how they are
conceptualizing story.

Assessment:
Adding to anecdotal
records on how students
are using the skills they
have just learned. What
students need more
support? What students
seem to have grasped
these concepts? In what
ways are students
showing they understand
what it means to be a
listener and speaker?
Criteria:
Students are
demonstrating ability to
look at listener and speak
in clear voice.
Attempting to tell stories.

Criteria:
Students are attempting to
tell a story that is focused
on one topic- not jumping
all over the place

Teaching Notes:

Teaching Notes:

Read Aloud of Too Many

Toys
1.Whole Group discussion
of anchor chart Writers tell
stories about things they
know or do.
2. (I do) Teacher models
story telling of something
she knows about- Falcon
Friday bat making.. (MT
helps with modeling)
Emphasis on how
listeners behave and how
speakers craft stories for
their listener to be
interested
3. (We do) Work
collectively to be listeners
as each person tells part of
a story about our Falcon
Friday adding more details
to zoom into that moment.
4. (You do) Students tell a
story based on Falcon
Friday .
Assessment:
Listening to students ways
of forming stories and
responding to one another.

1. Read Aloud with

questions about how the
story focuses around a
central idea/experience.
2. (I do) Teacher models
picture drawing of stories
about Falcon Friday bat
making including details
told in days prior.
3. (We do) \Students help
teacher add details she
missed to drawings.
4. (You do)
Students tell me what
labels I can add to my
drawing to make it more
complete so our listeners
know what we are talking
about..

Criteria:
Students demonstrate
agreed upon behavior of
listeners and speakers.
Each person adds on a
new part of the story that
makes sense
chronologically.

Criteria:
Students are attempting to
tell a story about the
assigned topic or a
selected moment of their
own. Utilizing details about
a specific moment- staying
focused on a specific topic
and not drifting all over.
Teaching Notes:

Teaching Notes:

Assessment:
Listening to students ways
of forming stories and
responding to one another.

Day 6
Date:11/12/15

Day 7
Date: 11/13/15

Day 8
Date: 11/16/15

Day 9
Date: 11/17/15

Unit Objective:
Unit Objective #1

Unit Objective:
Unit Objective #1

Unit Objective:
Unit Objective #1

Todays Learning Target:

Students will think of story
idea and fit it into
beginning middle end
framework as well as
thinking about their
audience.
Instructional
Practices/Format:
1. Read Aloud and
discussion of beginning,
middle, and end
2. (I do) Utilize comic
creator to create three
panel comic while
discussing beginning,
middle, and end of story.
3. (We do) Together we
create a class comic strip
illustrating beginning,
middle, and end.
4. (I do) Students will then
start mapping out their
stories in three boxes.
The paper with boxes will
be labeled (beginning,
middle, end).

Todays Learning Target:

Students will think of story
idea and clarify characters
and setting

Todays Learning Target:

Students will begin drawing
three pictures for their stories.

Unit Objective:
Unit Objective #1
Todays Learning Target:
Students will continue
working on/finish three
pictures for their stories.

Instructional
Practices/Format:
1. Read Aloud and
discussion of who are the
characters and who are
the setting in the story.
2. (I do) Analyze who are
the characters and setting
in the comic we created
the day before
3. (We do) Together we
identify characters and
settings in each others
stories
4. (I do)
Students will draw out
characters and setting on
a separate piece of paper.
The paper will be labeled
Characters on the top
and then the bottom half
will be labeled Setting.
Assessment:
Noticing how students are
understanding characters
and settings by writing
down examples from
students in the classroom.

Instructional Practices/Format:
1. (I do) Demonstrate how we
can take pictures from smaller
boxes and include more detail
in them.
2. (We do) Students take their
first box picture representing
their beginning and create a
more detailed and therefore
complete version on a bigger
piece of paper dedicated to
that photo with guidance from
teacher.
3. (You do) Students work
independently on their pictures
and work on taking those
ideas of beginning, middle,
end from their sheet two days
ago and make them more
detailed.

Instructional
Practices/Format:
1. Students continue to
work on pictures and
finalize them for story
telling day tomorrow.

Assessment:
Observing how students are
drawing their stories

Assessment:
Observing how students
are drawing their stories

Criteria:
Students identify clear
characters and settings.

Criteria:
Students use
drawings/information from
three smaller boxes to create
larger illustrations of their
stories on pieces of paper.

Criteria:
Students draw pictures
that go along with their
story they have mapped
out.

Assessment:
Noticing how students are
understanding beginning,
middle, end framework by
writing down examples
from students in the
classroom.
Criteria:
Students beginnings,
middles, and ends make
sense chronologically.

Teaching Notes:

Teaching Notes:

Teaching Notes:

Teaching Notes: