Barbara Reid: Author / Illustrator Study
Rubrics, Notebook Files and Student samples can be found in the T Drive:
T:\Smartboard\English_Language_Arts\Grade 2\UbD units\Barbara Reid
Title of Unit
Barbara Reid Author /
Illustrator Study
ELA / Arts Ed
Curriculum Area
Developed By
Grade Level
2
Time Frame
ELA Context
4-6 weeks
Personal and Philosophical
Theme: Getting to Know You
School
Identify Desired Results (Stage 1)
Content Standards –Curricular Outcomes
ELA
Comprehend and Respond:
CR2.3 Listen and retell (with support from the text) the key literal and inferential ideas (messages) and important details heard in small- and
large-group activities, and follow oral directions and demonstrations.
Compose and Create:
CC2.2 Use a variety of ways to represent understanding and to communicate ideas, procedures, stories, and feelings in a clear manner with
essential details.
Assess and Reflect:
AR2.1 Reflect on and assess their viewing, listening, reading, speaking, writing, and other representing experiences and strategies by
participating in discussions and relating work to a set of criteria (e.g., “What did I learn?”).
ARTS Ed
Visual Art:
Creates art for a specific purpose
Become familiar with visual art and artists
Essential Questions
Open-ended questions that stimulate thought and inquiry linked to
the content of the enduring understanding.
How can stories help me learn about me?
Enduring Understandings
What do you want students to understand & be able to use several
years from now?
Students should make connections to stories and relate them to their own
lives.
What can I do to become a better at viewing, listening, speaking,
and representing.
- What does a good listener listen for?
- What does a good viewer look for?
- What do good speakers sound like?
- What does good representing look like?
Misconception
Unit Question (ELA context)
(Optional)
Personal and philosophical context gives students opportunities
to explore their identity and their self-concept. Fostering the
learning spirit inside each student comes from the heart and mind
connection that is revealed through each student’s reflection on
personal feelings, self-image, influential life forces, ideas, belief
systems, values, and ways of knowing.
Who am I, what is my place, and where am I going?
What does the future hold for me?
Knowledge
Skills
Students will know…
Students will be able to…
AR2.1
AR2.1
b. Reflect, with guidance, on own strategies (“What do I do well?
How could I be better?”).
a. Reflect, with guidance, on viewing, listening, reading,
representing, speaking, and writing by explaining what is
effective or what they like in a text.
d. Explain strategies used and why they were used.
CC2.2
c. Understand and apply the appropriate cues and conventions
(pragmatic, textual, syntactical, semantic/lexical/morphological,
graphophonic, and other) to construct and communicate
meaning when using other forms of representing.
d. Follow a model to communicate ideas and information about
a topic.
CR2.3
i. Recall several ideas about a topic presented or discussed in
class.
c. Use a range of strategies (e.g., unfamiliar word – rereads
the sentence, uses picture cues, uses initial letter cues,
breaks word into parts) when something does not make
sense.
e. Review own work and set goals to improve it (e.g.,
check for missing words in writing).
CC2.2
a. Design a visual representation (e.g., a picture,
puppetry, a chart, a model, physical movement, a
concrete graph, a pictographic, a demonstration, an
advertisement for a toy) to demonstrate understanding.
b. Select and use task-relevant before, during, and after
strategies when using other forms of representing to
communicate meaning.
e. Consider and choose appropriate text form (e.g., a play,
a model, a diagram) to represent ideas and stories.
f. Combine illustrations and written text (e.g., captions,
labels) to express ideas, feelings, and information.
h. Construct three-dimensional objects to clarify ideas and
understanding. (Make your own dice)
i. Create dramatizations to express ideas and
understanding (act out the part that shows a certain
character trait.)
CR2.3
a. Listen and demonstrate comprehension by retelling key
points (who, what, where, when, and why) in gradeappropriate literary and informational texts including First
Nations and Métis resources.
b. Select and use task-relevant before, during, and after
strategies to construct meaning when listening.
d. Listen to and follow independently a series of related
directions or instructions related to class activities.
h. Listen courteously during discussions and while working
in pairs and small groups to share ideas, obtain
information, solve problems, and ask and respond to
relevant questions.
Assessment Evidence (Stage 2)
Performance Task Description
The PERFORMANCE TASK describes the learning activity in “story” form. Typically, the P.T. describes a
scenario or situation that requires students to apply knowledge and skills to demonstrate their
understanding in a real life situation. Describe your performance task scenario below:
Tribute to Barbara Reid: Portraits in Plastercine
Your goal is to compare yourself to a character in one of the Barbara Reid’s books we have studied.
You will be looking at the character’s personality traits and make connections to yourself. As an artist,
you have been asked to create a plasticine portrait of yourselves with the character from Barbara
Reid’s book that you have made a personal connection with. Your art work will be added to our class
gallery. You will also create a short paragraph that explains the connection you made to the character
you have chosen. Give us evidence from the story and class disscussion’s that made you believe that
the character you choose had that trait. You will present your art work to your fellow artists and
explain the connection that you have made to the character. Your art work will be sent to Barbara
Reid’s student gallery on her website (hopefully, it will be published.)
When choosing your character and writing your explanation, ask yourself:
What character trait does the character in the story share with me?
Such as:
honesty, courage, love, respect, compassionate, cooperative, creative, dependable, determined, fairness, enthusiastic,
generous, kindness, leadership, loyalty, patience, perseverance, responsibility, and trustworthy
How did this story help me learn about myself?
Which strategies that I have been practicing have helped me to improve my viewing and
representing skills during this project?
The notebook file provided offers a sample paragraph for the students and a project
checklist.
Strategies We Are Focusing on:
These will be posted on a bulletin board and referred to often before, during, and after lessons.
Good Viewers do:
Before:
1. Predicting: (Guessing)
 Using the pictures, title, text I predict this story will be about….
2. Set Purpose: (Why are we looking at this?)
 I am viewing this to learn more about…?
During:
After:
1. Connect and Construct Meaning: (Making Meaning)
 I can relate to this character because…
2. Note Key Ideas and what Supports Them: (Important Ideas / Proof)
 The big idea is….here’s why I think so…
1. Respond Personally (giving support from text): (My thoughts)
 This reminds me of…
2. Recall, Paraphrase, Summarize, and Synthesize: (Main Idea)
 The overall message was…
Good Representers do:
Before:
1. Consider Prompts(RAFTS) or Find a Topic and Activate Prior Knowledge: (I know)
 What do I know about the topic?
 What message do I need to communicate
 What is my role or point of view?
Helpful tips for writing a
performance task.
Goal:
What should students
accomplish by completing
this task?
Role:
What role (perspective)
will your students be
taking?
Audience:
Who is the relevant
audience?
Situation:
The context or challenge
provided to the student.
Product/Performance:
What product/performance
will the student create?
Standards
(Create the rubric for the
Performance Task)
During:
1. Confer with others: (Ask Others)
 What suggestions for improvements do they have?
After:
1. Share Final Product, Reflect and Consider Feedback, and Celebrate Learning: (What I’ve
learned)
 What worked well?
 What would I try next time?
 What lessons have I learned from the experience?
Good Writers do:
During: Use the C.O.P.S strategy to improve their writing. (Use the checklist provided)
VERY IMPORTANT:
1. Create an exemplar paragraph including the plastercine illustration to show your students
before they begin their performance task.
2. Give the students a checklist to complete (instead of the rubric) so that the students self assess
to ensure they have completed their entire project.
3. When the project is complete have the students reflect and assess their own use of the
viewing, listening, writing, and representing strategies that were worked on throughout this
unit.
BLOOMS TAXONOMY:
REMEMBERING: Can the students recall or remember the information?
UNDERSTANDING: Can the students explain ideas or concepts?
APPLYING: Can the students use the information in a new way?
ANALYZING: Can the students distinguish between the different parts?
EVALUATING: Can the students justify a stand or decision?
CREATING: Can the students create new product or point of view?
Digital Taxonomy for Bloom:
KNOWLEDGE: Highlighting, bookmarking, social networking, searching, googling
COMPREHENSION: Advanced searches, blog journaling, twittering, commenting
APPLICATION: Running, loading, playing, operating, hacking, uploading, sharing, editing
ANALYSIS: Mashing, linking, tagging, validating, cracking, reverse-engineering
SYNTHESIS: Programming, filming, animating, blogging, wiki-ing, publishing, podcasting,
video casting
EVALUATION: Blog commenting, reviewing, posting, moderating, collaborating,
networking, posting moderating
Standards Rubric
The STANDARDS RUBRIC should identify how student understanding will be measured.
Please attach rubric to unit plan.
Other Assessment Evidence:
Conversation
Journal Entries
Discussions
Exit Cards (to get the kids to verbalize what they
are doing with the different strategies.)
(Formative and summative assessments used throughout the unit to arrive at the outcomes.)
Observation
COPS Peer Revision Checklist
Outcome Based Observation Checklist
Product
Rubrics
Project Completion Checklist
Learning Plan (Stage 3)
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
We will post the viewing and representing strategies that we will be focusing
on during this unit of study.
Each Notebook file will include a page that states the essential questions.
We will introduce the final performance task early in the unit.
We will post our COPS and RAFTS strategies in the classroom.
How will you hook students at the beginning of the unit? (motivational set)
Go to the site below and watch:
http://www.scholastic.ca/authors/reid_b/
1. Barbara Reid – Talks about the making of Perfect Snow
2. Book Trailer of Perfect Snow
3. Read Barbara Reid biography
4. Visit her website. http://www.barbarareid.ca/biography.html
Tell them we are learning about Barbara Reid the author / illustrator this month.
What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you
equip them with needed skills and knowledge? How will you organize and sequence the learning activities to optimize the engagement and
achievement of all students?
Time Frame
On-Going Journal Entries:
After studying each book give the students the opportunity to make connection to the characters and their traits in
the stories by writing a journal entry explaining one personal connection they made to the character and their trait.
Lesson 1 CR2.3
The Perfect Snow: Day 1 Viewing & Listening
Before:
Predicting: (Guessing) Viewing
 After viewing the Book trailer have the student complete this sentence stem in their ELA Book.
 I wonder if… (Make Thought Bubble Graphic Organizer)
 Using the View, Pause, Predict, and Think Aloud view the pictures in the book. (You will pause after a
few pages to make your predictions. Teacher may want to model their prediction / think aloud.)
During:
Connect and Construct Meaning: (Making Meaning) Viewing & Listening
 Read the book pausing to get kids to complete the following sentence stem.
 I can relate to this character because… (On the SMART Board – SMART ideas)
After:
Respond Personally (giving support from text): (My thoughts) Viewing & Listening
 Have the students complete this sentence stem… (orally)
 This reminds me of…
Lesson 2 CR2.3
The Perfect Snow: Day 2 Viewing & Listening
Before:
1. Set Purpose: (Why are we looking at this?)
 I am viewing / listening to this to learn more about characters and their character traits?
 I am viewing / listening to help me summarize the story.
During:
1. Note Key Ideas and what Supports Them: (Important Ideas / Proof) As you are reading through the
story, pause and have the students orally discuss the following sentence stems.
 The big idea is….here’s why I think so…
After:
1. Recall, Paraphrase, Summarize, and Synthesize: (Main Idea)
 Complete the Story Summary / Character Trait Chart
 The overall message was… (When discussing the Summary)
Lesson 3 CC 2.2, AR 2.1
The Perfect Snow: Day 3 Representing (RAFTS)
Letter writing from 2 perspectives about snow forts / snow ball fights…representing.
Before: Show the kids the cover of the book Perfect Snow. Have a student summarize the main idea of the story.
1. Consider Prompts(RAFTS)
 Ask the students: “Have you ever written a letter?”
 We are going to write letters using a strategy called RAFTS.
Option 2:
 R: Role – You are a snowfort builder
 A: Audience – Snowfort wrecker
 F: Form - letter
 T: Topic – Explaining why they shouldn’t have wrecked your snowfort.
 S: Strong Verb – You are trying to get the kids respect your snowfort.
Option 1:





R: Role – You are a snowfort wrecker
A: Audience – Snowfort builder
F: Form - letter
T: Topic – Apologizing for wrecking the snowfort.
S: Strong Verb – You regret wrecking their fort.
During:
1. Confer with others: (Ask Others)
 What suggestions for improvements do they have for your letter?
 The students will use C.O.P.S to revise their own letter. THEN
 The students will use C.O.P.S. to revise their peer’s letter.
 C – Capitalization
 O – Organization (errors in handwriting, spacing and margin errors, have it included a heading and
title if necessarily.)
 P – Punctuation
 S - Spelling
After:
1. Share Final Product, Reflect and Consider Feedback, and Celebrate Learning: (What I’ve learned)
 Have the students read their letter to a partner.
 When they are done sharing choose a couple to read to the class.
 In the students ELA book get them to reflect on their representing using these sentence stems:
 What worked well?
 What would I try next time?
 What lessons have I learned from the experience?
 Essential Question: How can stories help me learn about me?
Lesson 4 The Subway Mouse Day 1 : Viewing & Listening CR 2.3, AR 2.1
Before:
1. Predicting: (Guessing)
 Read the cover and flip through the story viewing the pictures.
 Using the pictures, title, text I predict this story will be about…. In your ELA notebook / journal. (The
notebook file has prediction sentence starters for us to use.)
 Discuss and record predictions.
During:
1. Make, Confirm and Adjust predictions:
 Read the story
 Draw connections between the student’s predictions and the actual story.
After:
1. Recall, Paraphrase, Summarize, and Synthesize: (Main Idea)
 Use the “Elements of a Story” Dice to complete the Story Summary / Character Trait Chart.
 (Make a dice.)
 Journal Reflection Question: How can I make good predictions?
Lesson 5 The Subway Mouse Day 2: Representing (Approx. 5 classes) CC 2.2, AR 2.1
Before: Introduce the project to the class and the care partners
1. Consider Prompts(RAFTS):
 R – You are a book trailer creator
 A – Kids your age that might want to read this book.
 F – Photostory book trailer
 T – You are going to create a book trailer summarizing the book The Subway Mouse without telling the
ending.
 S – You are going to persuade (convince) other kids to read this book.
During:
Review the book trailer Perfect Snow:
http://www.scholastic.ca/authors/reid_b/
1. Confer with others: (Ask Others – Care Partners)
 Re-read the story to your class and the care partners.
 Write the book trailer summary.
 The students will use C.O.P.S to revise their own summary.
 The care partners will use C.O.P.S. to revise their partner’s summary.
 Create Photostory with their care partner.
o Have the students draw their own pictures to go with the story. They need to draw the 3
most important pictures for their book Trailer.
o Take photo’s of each of the students drawings and save them in a file on the S Drive. Your
students can access these files.
o To set up your S drive go to the following:
 https://www2.srsd119.ca/onlinelearning/sdrive/sdrive.htm
After:
1. Share Final Product, Reflect and Consider Feedback, and Celebrate Learning: (What I’ve learned)
 We watch the video’s with the care partners.
 In our ELA books we will answer the following questions: (Create Graphic Organizer – Self Evaluation.)
 What worked well?
 What would I try next time?
 What lessons have I learned from the experience?
Lesson 6 Gifts: Viewing & Representing CR 2.3, CC 2.2
Before:
1. Predicting: (Guessing) Viewing
 Discuss your predictions with a partner.
 Using the pictures, title, text I predict this story will be about….
During:
After:
1. Connect and Construct Meaning: (Making Meaning) Viewing
 Read through the story and locate the places grandma visits on a globe.
 Discuss and complete our Character Trait / Story Summary Chart.
o What character traits do you think Grandma has?
o What character traits do you think the girl develops?
 I can relate to this because…
o Have you ever travelled?
o Where have you been?
o How did you get there?
o Did you bring home any souvenirs?
o Essential Question: How can stories help me learn about me?
1. Respond Personally (giving support from text): (My thoughts) Viewing
 Use Google Earth File provided to “fly” around the world with grandma to revisit all of the places
grandma went and see the souvenirs she brought back.
2. Find a Topic: Representing
 Which of the places that Grandma visited would you like to visit? Why? (Africa, Australia,
Mexico, Hawaii, The Arctic, India, Switzerland, China, and England)
 Students will respond orally.
 We will then make a class Gifts book.
 My ________________ went to ___________________ said, "What would you have
me bring?" "Just a _____________________ that's all I need."
 You must tell about a place you have been OR tell about Prince Albert (your
home)Your gift must be something that represents that place.
 Draw a picture to go with your sentence.
 Bind the pages together to create a class “Gifts” book. OR This could be made into a
photostory with the students each reading out their sentence.
2. Share Final Book Page OR Photostory: Representing
Lesson 7 Golden Goose: Viewing & Listening CR2.3, AR 2.1, CC 2.2
Before:
1. Set Purpose: (Why are we looking at this?)
 You are viewing this to learn more about the characters and their traits.
 While viewing keep in mind when we are finished you will retell the story using your own plasticine
characters.
 Essential Question: How can stories help me learn about me?
During:
1. Note Key Ideas and what Supports Them: (Important Ideas / Proof)
 While reading the story we will pause to record each character on our “Character Trait / Story
Summary Chart” and indicate their trait.
o The character is….their trait is … I think this because…
After:
1. Recall, Paraphrase, Summarize, and Synthesize: (Main Idea)
 The main idea of the story was… add this to the chart.
 Have the students create their assigned scene from the story using plasticine.(Art Class)
 Do a retell of the story using the characters the students have made.
 Take digital photos of each scene to create a photo story “claymation” retelling of the Golden
Goose.
 Choose a variety of students to do the retelling for the photo story. (Their voices are recorded
onto the photostory.)
2. Celebrate the Learning:
 Watch our photostory.
 You may want to share it on-line and / or invite another class to watch it with you.
Lesson 8 Performance Task CR 2.3, CC 2.2, AR 2.1
 Watch the Brain Pop Jr. video “Listening and Speaking to learn more about “What do good Speakers do?”
 The performance task project will be outlined in this notebook file.
How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work based on your
essential questions and enduring understandings?
*reflecting on their understanding: Exit Cards
*self and peer reflection, critique, practice, revising, editing: COPS
*response journals
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?
Students will reflect on the essential questions upon the completion of each book.
How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without
compromising the goals of the unit?
Student will be working with partners in some cases.
Students will respond orally for journal entries (teacher as scribe.)
Student revision process will be adjusted to focus on fewer items. (NOT all of
COPS each lesson.)
What resources will you use in the learning experiences to meet the outcomes?
Books:
The Subway Mouse
Written & Illustrated by Barbara Reid
Perfect Snow
Written & Illustrated by Barbara Reid
Gifts
Written by: Jo Ellen Bogart
Illustrated by: Barbara Reid
The Golden Goose
Written & Illustrated by: Barbara Reid
Software Required:
Photostory 3 for Windows
Google Earth
SMART Notebook
SMART ideas 5
Websites:
Scholastic:
http://www.scholastic.ca/authors/reid_b/
Barbara Reid’s Website:
http://www.barbarareid.ca/biography.html
Materials Required:
Plasticine!!!
Assess and Reflect (Stage 4)
Required Areas of Study:
Is there alignment between outcomes, performance assessment and learning experiences?
BAL’s:
Does my unit promote life long learning, encourage the development of self and community, and engage students?
CELS & CCC’s:
Do the learning experiences allow learners to use multiple literacies while constructing knowledge, demonstrating social
responsibility, and acting autonomously in their world?
Adaptive Dimension:
Have I made purposeful adjustments to the curriculum content (not outcomes), instructional practices, and/or the
learning environment to meet the learning needs of all my students?
Instructional Approaches:
Do I use a variety of teacher directed and student centered instructional approaches?
Student Evaluation:
Have I included formative and summative assessments reflective of student needs and interests based on curricular
outcomes?
Resource Based Learning:
Do the students have access to various resources on an ongoing basis?
FNM/I Content and Perspectives/Gender Equity/Multicultural Education:
Have I nurtured and promoted diversity while honoring each child’s identity?
Blueprint for Life:
Have I planned learning experiences in the unit that prepare students for a balanced life and/or work career?
Adapted from: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development.