Three Little Pigs Who are the three little pigs, and where do they live? Kindergarten EDLT 368 Thematic Unit Spring 2014 By: Jori Blazak

Content or Subject Area Thematic Questions Centers Activities Technology Integration (References, Software and/or Resources) Assessment and/or Rubric Scale Student ProductsNM Standards:ISTE/NETS Students ISTE/NETS Teachers MathematicsHow many houses does the wolf have to blow down? Which number goes with which house he blows down. How can we use the story of the three little pigs to reinforce telling the number of objects We will have one big group discussion, and then on the Smart board students will work together to complete quiz. Use smart board to read through the story so as to engage the students. Interacted during the story at least once will result in positive participation points. Written observations from the teacher to mark their progress will be placed in student’s file. Count to tell the number of objects CCSS.Math.Content. K.CC.B.4c CCSS.Math.Content. K.CC.B.4c Understand that each successive number name refers to a quantity that is one larger. CCSS.Math.Content. K.CC.B.5CCSS.Math.Content. K.CC.B.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. 2. Communication and collaboration. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats 1. Facilitate and inspire student learning and creativity. c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes. 2. Design and develop digital age learning experiences and assessments b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. English Language Arts What happened? Who is in the story? What are their houses made of? Students break up into groups, teachers will go to groups and help them write down the main ideas of the story. Main ideas are turned into picture format using Prezi. Students will then have to retell the story as a group just using the pictures. Does it make sense? Can the student retell a details of the story? Homework is with a parent’s help draw and write the main characters of the story Three Little Pigs. This is to asses if the children are retaining information, by seeing how much they remember when they go home. A visual representation of ideas shared in the Prezi and also a worksheet that will display content knowledge. Presentation of Knowledge and Ideas CCSS.ELA- Literacy.SL.K.4 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 CCSS.ELA- Literacy.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. 1. Creativity and innovation a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression 4. Promote and model digital citizenship and responsibility b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools ScienceHow can we analyze the effects of wind to pretend the best building materials? Students will be constructing their own houses using sticks, hay, and Legos. Each group will be given a different build material and asked to do their best to construct a house with the given materials. After house are build, as a class we will make prediction as to whose building are most likely to withstand the huff and puffs or the big bad wolf. Our hypotheses will be recorded. Then students will attempt to blow their houses in using their own air. Show YouTube video showing extreme effects of weather. om/watch?v=T7Y6j8 ypgCA A participation grade will be given to those who are active in the group discussion and construct a model home. Those who fail to participate will have a one on one discussion which they explain why they did not perform experiment. Student will have made a 3D model of what the pig’s homes would look like. K-4 Benchmark II: Use scientific thinking and knowledge and communicate findings. K 1. Communicate observations and answer questions about surroundings. K 1. Observe and describe the relative sizes and characteristics of objects (e.g., bigger, brighter, louder, smellier). 3: Research and information fluency a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media 2. Design and develop digital age learning experiences and assessments. c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning

Content or Subject Area Thematic Questions Centers (Activities) Technology Integration (References, Software and/or Resources Assessment and/or Rubric Scale Student Products or Portfolio NM StandardsISTE/NETS Students ISTE/NETS Teacher Social StudiesHow can I use my knowledge of the Three Little Pigs to recreate a similar story. In the computer lab students will create a story using story bird which they create their own story that shows clear progression. One page must include a sentence starting with “First,” “Then,” and “Finally.” Students will be using story bird which is an online program Students will be assessed on how well they understand and verbalize past and present event in their story. A completed story online that they can show their caregivers or work on more completely at home. K-4 Benchmark I- D—Skills: 1. Understand the concept of past and present Demonstrate the use of timelines in order to show events in relation to one another. 5. Digital citizenship a. Advocate and practice safe, legal, and responsible use of information and technology b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity 4. Promote and model digital citizenship and responsibility. b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information Theater ArtsWhat might the three little pigs looked and sounded like? How do you think the wolf should be portrayed? As a class, we will reread the story of the Three Little Pigs. Each student will take turns reading their “scripts” and acting out the play of the Three Little Pigs. There are no lines students will have their coloring pages as guides to where the story needs to go. I will go online and print out copies of the Three Little Pigs coloring book for student to color in at home. An oral assessment on their ability to articulate complete sentences and on abilities to create a character and fully commit to it. A full “script” to be filled out and colored at home. Standard 1: Learn and develop the essential skills and meet technical demands unique to dance, music, theatre/drama and visual arts. 1.Express various characters, ideas and emotions through gestures, movement and voice. 2.Speak and act within the full range of current abilities. 2. Communication and collaboration b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats 5. Digital citizenship b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity 2. Design and develop digital age learning experiences and assessments. c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats 4. Promote and model digital citizenship and responsibility b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources