UNIT PLAN TEMPLATEmappalexandreaervin.yolasite.com/resources/Unit overview lesson plans.pdfDetermining fact and opinion. Recognizing and comprehending figurative language. Making inferences

UNIT PLAN TEMPLATE

LOGISTICSTeacher Alexandrea ErvinGrade(s) Level(s): 2nd and 3rd Grade Core 1Title of Unit: We BelongLength of Unit : 2 Weeks

STATEMENT OF PURPOSE AND RATIONALE To understand that families come in different sizes and compositions, but members of all

families care for and help each other. To recognize the different kinds of groups to which people belong. To learn how rules and laws help people get along. To understand how students can get information from charts. To recognize that voting is the way people make decisions, in schools, communities,

families, or the country.

Students should know and understand that they belong in this world. EC students especially ECstudents need to know that they are important and have valid rights in school, at home with theirfamilies, and one day in the Country. EC students are in EC class for two reasons, IQ andadaptive behavior. These students need learn how rules and laws help people. These studentsneed to understand how they can get information off of simple charts. Also these students needto realize that there are different kinds of people around them, but all of these people belong andhave a place in this world.

Grade Second Social Studies Goal 2- The learner will evaluate relationships between peopleand their governments.

Objective 2.05- Identify examples of responsible citizen participation in society and socialenvironments.

Grade Third Social Studies Goal 2- The learner will analyze the multiple roles that individualsperform in families, workplaces, and communities.

Objective 2.02- Analyze similarities and differences among families in different times and indifferent places.

ESSENTIAL QUESTION(S) The learner will learn real life facts on how to live in society. The learner will explain the responsibilities of being a good citizen.

UNIT OVERVIEWPlan for Unit Integration(graphic organizer may be attached as separate document or inserted as digital image)

prerequisite teacher content knowledge(may be bullet points; include essential vocabulary)I would need to know what it means to be a good citizen. I would also need to know how tosurvive in society, so that I may present the information to my students as a real life experience.

Vocabulary: Family- A family is a father, mother, their children, and the people related to them. Group- People who do things together are a group. Rule- A direction telling us what to do is a rule. Law- A law is a rule that all people must follow. Vote- to vote is to choose something. President- The president is the leader of our country.

CONSIDERATIONS ABOUT THE LEARNERSPrior Knowledge- Students will need to have prior knowledge and an understanding ofvocabulary terms to understand this unit. Terms such as: Family- A family is a father, mother, their children, and the people related to them. Group- People who do things together are a group. Rule- A direction telling us what to do is a rule. Law- A law is a rule that all people must follow. Vote- to vote is to choose something. President- The president is the leader of our country.

Cultural expectations that are foundational to understand this unit are that of the United Statesstudents need to have a general understanding of how the United States society functions.

Unique learner characteristics-One student will need a scribe to write for her. If a scribe is notavailable questions will need to be directed at the student, and I will have to write for the studentwhile the others are working individually. Also these lessons will need to be basic; they willneed to have real world experiences and ideas infused in them. For these learners to be able tounderstand the material, hands on activities or demonstrations will need to be apart of eachlesson. Students will not be raising their hands during the lesson, so that they may learn fromeach other.

CONSIDERATIONS ABOUT THE LEARNING ENVIRONMENTPhysical Space- The class room is very spacious. These students need as much space aspossible so that they will not mess with each other, other student’s things, and so that they willhave no distractions will lessons are being taught.

Temporal Resources- This lesson will be 10 days long. It will include 10 lessons for 10 dayslasting 20-30 minutes long.

Learning Materials-N/A

Personnel Resources- N/A

Technological Resources-N/A

UNIT OVERVIEW AND TIMELINE

SpecificExpectations(Goals/Objectives)

Teaching andLearning Strategies

FormativeorSummativeAssessmentType-Strategy-tool

LearnerConsiderations

MaterialResources

Day1 Recognize thatFamilies come inmany sizes andcompositions.Understand that allfamilies are alikein some ways.

Discussion/questionsBig book read aloud

Formative Time/AnxietyReal worldexamplesBe repetitive

Big bookPaperpeopleglue

Day2 Recognize that afamily is a group.Recognize that inaddition tofamilies, there areother kinds ofgroups to whichpeople belong.

Discussion/questionsBig book read aloud


Big bookT-Shirts

Day3 Compare the waysin which peopleand things arealike.Contrast the waysin which peopleand things aredifferent.

Venn Diagram- willbe given to eachstudent.Big book read aloud


Big book6 coloringpagesconstructionpaperscissorsglue

Day4 Understand theneed for rules andlaws andparticipate in rulemaking.

Discussion/questionsBig book read aloudStudents will learnto follow rules/laws


Big bookWork Sheet

Day5 Understand thedifference betweenrules and laws.Conclude that thereare different rulesfor differentactivities.Identify a localauthority figure.

Discussion/questionsBig bookReview of day 4


Big book

Salem Lesson Plan Format

LESSON PLAN AUTHOR: Alexandrea Ervin

GRADE/CLASS: 2nd & 3rd Grade Core 1 SUBJECT AREA: Social Studies

UNIT TOPIC: We Belong DAY: 1

Desired learning outcome(s): Students will be able to recognize that families come in many sizes and compositions. Students will understand that all families are alike in some ways.

Essential question(s) from learning objective: How does your family help you?

NCSCOS goal and objective(s) assessed:

Grade Third Social Studies Goal 2: The Learner will analyze the multiple roles that individualsperform in families, workplaces, and communities.

Day6 Recognizeproblems peopleface in gettingalong.Determine ways toSolve theseproblems.

Discussion/questionsBig book read aloudRole play


Big bookWorksheet

Day7 Recognize a chartAnalyze the way inwhich charts.Displayinformation.

Discussion/questionsBig book read aloudMenus


Big book6 schoolmenusSentencestripsPBIS- Chart

Day8 Review own classrules/laws

Discussion/questionsStudents will fill in achart.


Class chart

Day9 Identify voting asthe way that groupsmake choices.

Discussion/questionsBig book read aloudClassroom election


Scrap paperShoe box

Day10 Demonstrate thedemocratic processthrough voting andelections.

Discussion/questions Summative Time/AnxietyReal worldexamplesBe repetitive

Test

Grade Third Social Studies Objective 2.02: Analyze similarities and differences, amongfamilies in different times and in different places.

Grade Second Social Studies Goal 3: The learner will analyze how individuals, families, andcommunities are alike and different.

Grade Second Social Studies Objective 3.02: Describe similarities and differences amongfamilies in different communities.

NCSCOS goal and objective(s) addressed:

Grade Third Language Arts Goal 2: The learner will apply strategies and skills to comprehendtext that is read, heard, and viewed.

Grade Third Language Arts Objective 2.02: Interact with the text before, during, and afterreading, listening, or viewing by:

Setting a purpose. Previewing the text. Making predictions. Asking questions. Locating information for specific purposes. Making connections. Using story structure and text organization to comprehend.

Grade Second Language Arts Goal 2: The learner will develop and apply strategies and skillsto comprehend text that is read, heard, and viewed.

Grade Second Language Arts Objective 2.01: Read and comprehend both narrative andexpository text appropriate for grade two by:

Determining purpose (reader's and authors). Making predictions. Asking questions. Locating information for specific reasons/purposes. Recognizing and applying text structure. Comprehending and evaluating author's decisions and word choice. Determining fact and opinion. Recognizing and comprehending figurative language. Making inferences and drawing conclusions.

Learner prior knowledge/ learner background experiences: Before beginning the lesson, theteacher must ensure that students have prior knowledge of vocabulary words such as: Family- A family is a group of people who are related, who care for and help each other,

and who do things together.The teacher must also know the students family history before starting this lesson.

Materials and resources needed:

Big book- My world: Adventures In Time and Place Cut out people Paper Glue sticks

Teaching strategiesDifferentiation strategies should be infused throughout. Differentiate for content, product,and process.

Anticipatory strategies (background knowledge): Before beginning the lesson I will introducestudents to the new unit topic. Students will also need to know the vocabulary words for thisunit. I will introduce students to the first term family. I will follow this introduction by tellingstudents about my family.

Instruction: I will begin the lesson by reading the big book story Family and Friends. Afterreading the story I will ask the students questions such as:

1. Tell me one way families are the same?2. Name some people in your family.

I will direct the first question to my high learner in the classroom. If he can not answer thequestion I will call on my middle and lower learner to answer the question. If the three studentscan not answer the question I will allow the rest of the class to answer the question.(Differentiation of Process). My lower learners and second graders will be called on to answerquestion 2. All students will speak.

Conclusion: I will conclude this lesson by giving the students cut outs of people, that they willcolor, construction paper, and glue sticks for students who do not have their own. Students willbe asked to make a picture of how big their families are including all siblings, grandparents, andparents. When students are finished with this project we will discuss how each student’s familiesare alike and different.

Assessment (utilize a blend of traditional and performance assessments): During the lesson,I will assess student understanding of the lesson, by observing students as they work to createtheir families. I will informally assess student understanding by listening to them as they answerquestions. I will use students work sample to assess how students understand the term family.

EC accommodations/modifications to strategies or assessments (refer to IEP’s or 504plans): I have a student who cannot write. Anything that she has to write during the lesson I willwrite for her. I will make her tell me if what I am writing is correct. During the lesson whenstudents paste their families on the construction paper, I will allow my middle learner to colorthe pictures and I will paste them on the construction paper for her. I will also write who eachpicture illustrates for my middle learner. No other modifications will be used for the high or lowstudent. The three students including the entire class are on the same levels, the lesson has beenmodified to accommodate each students needs.

Work Samples- High, Middle, and Low learners.

My high learner received a passing grade on this activity because he labeled his picturecorrectly, and he also displayed his family. This student understood the vocabulary termfamily and he displayed his knowledge in his work.

My middle learner received a passing grade on this activity because she labeled her picturecorrectly, and she also displayed her family. This student understood the vocabulary termfamily and she displayed her knowledge in her work.

My low learner received a passing grade on this activity because he labeled his picturecorrectly, and he also displayed his family. This student understood the vocabulary termfamily and he displayed his knowledge in his work.

Wrap-up and reflection by the students: After the lesson I will ask the students if they know

what the term family means. I will ask them if they enjoyed the lesson. If time allows I will ask

students to discuss what they learned about each others families.

Reflection by the teacher:After teaching my first lesson, I realized that the students really need real world examples

infused in the lesson. These students need instruction that they can touch, taste, see, hear, or

relate to. I felt that the lesson went very well. I wish I would have used a better example to

show students my family. Students asked me questions such as; do you have a dad? What about

grandparents? On the example of my family I only showed myself and my mom. However, I do

have a dad so I had to spend ten minutes explaining to my students that I have a dad, but he does

not live with me. To be more specific I had to explain this to my low learner. He understood,

but not well because his dad does not live with him either. My middle and high learners

proceeded to do the activity without asking questions. Overall the lesson went well and students

understood the objective, that families are alike and different. Students answered questions

thoroughly and thoughtfully.

To conclude at the end of the lesson students including my high, middle, and low

learning students, that they enjoyed the lesson activity, because they were able to learn about

their classmates families. Also they liked the lesson because they could compare and contrast

their families with their friends. Overall great, this first lesson in the unit We Belong was a great

lesson.





Desired learning outcome(s): Students will recognize that a family is a group.

Students will recognize that in addition to families, there are other kinds of groups towhich people belong.

Essential question(s) from learning objective: What are three different groups to whichpeople can belong?


Grade Third Social Studies Goal 2: The Learner will analyze the multiple roles that individualsperform in families, workplaces, and communities.

Grade Third Social Studies Objective 2.02: Analyze similarities and differences amongfamilies in different times and in different places.










Learner prior knowledge/ learner background experiences: Before beginning the lesson, theteacher must ensure that students have prior knowledge of vocabulary words such as: Groups- People who do things together make up a group. Groups can be big or small.

Materials and resources needed: Big book- My world: Adventures In Time and Place Cut out T-shirts to create class badges


Anticipatory strategies (background knowledge): To stimulate the students’ prior knowledgeof what a group is we will read the big book story People Together. I will read loudly andclearly so that they will be able to hear and see the story as I read it to them. (Process-differentiation).

Instruction: After reading the big book I will ask students questions such as:1. What are groups?2. Why do people work in groups?3. What groups are you apart of?

Question 1 will be asked to my middle learner. After she has answered the question it willbecome an open question for anyone of the students to answer. Question two will be directed tomy high learner. (Differentiation of Process). Question three will be asked to my low learningstudent. When the low learner has answered I will allow the class to tell me what groups they

are apart of. I will explain to the students that they are all a part of the same group at school.They are a part of room 201 and their teacher is Mrs. Motsinger.

Conclusion: To conclude the lesson, I will pass out to the students a T-shirt cut-out piece ofpaper, so that they may create classroom badges. Students will write their names, the classroomnumber and their teachers name on their badge. I will write the room number and teachers nameon the board. Students will decorate the rest of the T-shirt by drawing a group that they belongto.

Assessment (utilize a blend of traditional and performance assessments): During the lesson,I will informally assess student understanding of the lesson by observing them as they work ontheir badges. I will also be making mental notes as students answer questions. A check list willbe used to assess student understanding of groups by how each student decorates his or herbadge.Student Names Understands Almost Needs more

instruction1.High Yes2.Middle Yes3.Low Yes4.5.6.

EC accommodations/modifications to strategies or assessments (refer to IEP’s or 504plans): I have a student who cannot write. While the other students are working I will write forthe child, and ask her questions such as if I spelled certain words correctly. I will also have hercall out the letters that I should write on her badge. No other modifications will be used for thehigh or low student. The three students including the entire class are on the same levels, thelesson has been modified to accommodate each students needs.

High Learner-Packers badge- He received a passing grade because he chose a group andlabeled his T-shirt correctly.Middle Learner-Girl Scouts- She received a passing grade because she chose a group andlabeled her T-shirt correctly.Low Learner-Steelers- He received a passing grade because he chose a group and labeled his T-shirt correctly.

Wrap-up and reflection by the students: To wrap up the lesson I will ask students what the

term group means. I will ask them what group they belong to. I will also ask students if they

enjoyed the lesson. If time allows students will be asked to name their favorite part of the lesson,

and also what they disliked.

Reflection by the teacher:On day two students were excited to begin the new lesson. Students enjoyed reading the

story People Together. Students really enjoyed creating their badges. Some of my student’s

behavior was not the best. I had to stop in the middle of the lesson and tell them to stop talking

and to pay attention or they would not understand the lesson of the day. I had to move one

student away from the other students so that the class would focus on the lesson and not the

disrespectful student. I let the student sit in a time out in the back of the room for 5 minutes.

When I felt like he was ready to come back, I told him when he was ready to join his classmates

he could. He stayed in the back of the classroom for one minute longer and then returned to the

group. When he returned to the group he was on his best behavior. I did not have any problems

out of him or the other students. Students enjoyed working on their badges. They worked

quietly and diligently. My low learner asked me how to spell the word Steelers, and I put it on

the board for him. My middle learner can not write or draw so I asked her what group she

belonged to and what I should write on her badge. First she told me that she was in the Girl

Scouts. I asked her what she wanted me to draw and she stated a cookie. I asked her why she

wanted me to draw a cookie and she stated that her Girl Scout group sold cookies and that was

one of her favorite activity to do with her group. I also asked her how to spell all of the words

that the students were required to put on their badges. She spelled all the words and I wrote them

for her. My high learner did not need any help he worked quietly and made sure he had

everything on his badge the way I had asked him to. He also made sure his work looked the way

he wanted it too.

In conclusion today was a very interesting day. For the first time during a lesson a

student acted out. For the first time during a lesson I had to discipline a child while managing

the other students. The way that I handled the situation worked. Hopefully today’s incident will

be the last. Overall, after the incident the rest of the lesson was great. Students enjoyed the

lesson and even said that they liked learning about groups and creating their classroom badges.





Desired learning outcome(s): Students will compare the ways in which people and things are alike.

Students will contrast the ways in which people and things are different.

Essential question(s) from learning objective: How are your friends alike and different fromyou?


Grade Third Social Studies Goal 2: The learner will analyze the multiple roles that individualsperform in families, workplaces, and communities.

Grade Third Social Studies Objective 2.03: Describe similarities and differences amongcommunities in different times and in different places.


Grade Second Social Studies Objective 3.01: Compare similarities and differences betweenoneself and others.








Learner prior knowledge/ learner background experiences: Before beginning the lesson, theteacher must ensure that students have prior knowledge of vocabulary words such as: Alike-Things that are the same are alike. Different-Things that are not alike are different.

Materials and resources needed: Big book- My world: Adventures In Time and Place 6 Coloring pages

Construction paper Scissors Glue sticks


Anticipatory strategies (background knowledge): Before starting the lesson I will write thewords alike and different on the board. I will draw a picture of a soccer ball and a basketball. Iwill explain to the children how the two objects are alike and different.

Instruction: To begin the lesson I will read the big book story Finding Alike and Different.After reading the story I will ask students three questions such as:

1. How many people are in each group? (8)2. What are the children in each group wearing? (Yellow shirts, one group is wearing long

pants, the other shorts)3. Where are the children standing? (Dirt and grass)4. Name two ways the pictures are alike.5. Name two ways they are different.6. How can you tell if things are alike or different?

Students will use the big book to answer the questions. I will differentiate by means of processby asking question 4 and 5 to my high and middle learner. Question 6 I will call on my lowlearner to answer. When my low learner has answered, I will ask if anyone else has an answerto the question.

Conclusion: To conclude the lesson, students will be given coloring pages. Each student will begiven a coloring page with a different profession on it. (The professional coloring sheets include:2 Athletes, 2 Musicians, and 2 Doctors). I will pass the coloring sheets out face down telling thestudents not to turn them over until I give them permission to do so. When students flip theirpictures over, I will call out a profession and have the two students whose pictures correspondwith the profession to come to the front of the room and hold their pictures up. I will ask each ofthem to explain how their pictures are the alike and different. The same steps will be used withthe other two professions. For my middle learning student I will allow her to sit or stand at herdesk and hold her picture up. When students have finished telling how their pictures are alikeand different I will have them to color the pictures. After they have finished coloring, studentswill glue them on a piece of construction paper.

Assessment (utilize a blend of traditional and performance assessments): During the lesson,I will informally assess student understanding of the lesson by observing them as they describetheir pictures. I will assess also for student understanding of the terms alike and different. I willbe making mental notes on what each student says are alike and different about their pictures. Acheck list will be used to give me and insight on whether students understand or need extra helpwith the terms.

Student Names Understands Almost Needs moreinstruction

1.High Yes2.Middle Yes3.Low Yes4.5.6.

Work Sample-High, Middle, and low Learners in that order.

My high learner passed this assignment because when he discussed his picture hesuccessfully told what was alike and different about the picture compared to his partners.

My middle learner passed this assignment because when she discussed her picture shesuccessfully told what was alike and different about the picture compared to her partners.

My low learner passed this assignment because when he discussed his picture hesuccessfully told what was alike and different about the picture compared to his partners.

EC accommodations/modifications to strategies or assessments (refer to IEP’s or 504plans): No other modifications will be used for the high or low student. The three studentsincluding the entire class are on the same levels, the lesson has been modified to accommodateeach students needs. I will help my middle learner glue her picture onto her construction paper.

Wrap-up and reflection by the students: I will ask students what the terms alike and differentmean. I will go around the room and use class room objects. I will ask students how the objectsare alike and different. For example I will use two chairs that are located in the classroom. Onechair is red and the other is blue. One chair is big and the other is small. The chairs are alikebecause they are chairs, and they both have four legs. I will also ask students what they liked anddisliked about the lesson.

Reflection by the teacher:Today’s lesson the 3rd lesson of the unit was very nice. I had my second observation on

this day. Classroom management was the key to this lesson. Students were very focused and

enjoyed discussing how their pictures of professionals were alike and different. On this day I

had a problem with the same child from day 2. I did not get a chance to put him in a time out,

because my CT did it for me. I had to tell the student more than once that he should not be

talking. The student once again had to go to a time out. When he returned once again the lesson

went as planned and all of the students learned. My low learner loved his professional picture

because he was given his favorite football team. My high learner was upset because he also likes

football but he was given a picture of a doctor. He did not complain or cry about the picture that

he was given, but he stated that he wished he could have had a football picture. The next time I

teach this lesson I will try my best to pick professions that I know each of my students are

interested in, but not only that pictures that will relate and aid the lesson.

In conclusion, I could not have asked for a better observation or lesson to teach. The

students really responded to the different examples of alike and different. I repeated my self and

showed so many examples (real world) examples of the two terms that I know my students

understood the lesson of the day. As I have stated before these students need something that they

can touch, taste, see, and hear. I realized today that this statement is true. I asked my students at

the end of the lesson what they enjoyed the most, and what about the lesson did they learn. My

low learner answered first. He stated that he loved the lesson, because he liked the example that

I showed the class. He liked being apart of the lesson, because he was able to come to the front

of the class and talk about his picture. Finally he stated that he learned from the lesson what the

terms alike and different means. Overall if my low learner can state that he learned something,

and that he enjoyed the lesson, I believe and know that I did something right by teaching and

creating the lesson.




UNIT TOPIC: We Belong DAY: 4&5

Desired learning outcome(s): Students will understand the need for rules and laws and participate in rule making. Understand the difference between rules and laws. Conclude that there are different rules for different activities. Identify a local authority figure.

Essential question(s) from learning objective: How do rules and laws help people get along?


Grade Third Social Studies Goal 1: The learner will characterize qualities of good citizenshipby identifying people who made a difference in the community and other social environments.

Grade Third Social Studies Objective 1.05: Suggest responsible courses of action in givensituations and assess the consequences of irresponsible behavior.

Grade Second Social Studies Goal 2: The learner will evaluate relationships between peopleand their governments.

Grade Second Social Studies Objective 2.04: Evaluate rules and laws and suggest appropriateconsequences for noncompliance.








Learner prior knowledge/ learner background experiences: Before beginning the lesson, theteacher must ensure that students have prior knowledge of vocabulary words such as:

Rules-Rules tell us what to do, what we should not do, and rules help people get along. Laws- A law is a rule that all people must follow.

Materials and resources needed: Big book- My world: Adventures In Time and Place Worksheet-Following the rules


Anticipatory strategies (background knowledge): Before beginning the lesson I will askstudents what the terms Rules and Laws means.

Instruction: I will begin the lesson by reading the big book story Getting Along. I will askstudents questions after reading the big story book questions such as:

1. Look at the first set of pictures. Point to the child who is following the rules. What ruleis the child following? (Not running in the hall).

2. Look at the second set of pictures. Point to the child who is following the rules. Whatrule is the child following? What is the other child doing wrong? (Throwing trash into atrash basket; littering).

3. Look at the third set of pictures. What does the sign on the library wall say? Point to thechildren who are following the rules. What rules are they following? (Being quiet in thelibrary). This will end day four.

On day five we will continue reading the big book story, the section on laws. I will ask studentsquestions that pertain to laws such as:

4. What could happen if you didn’t wear a seat belt in a car? What could happen if youdidn’t wear a helmet when riding your bike?

5. How does not talking to strangers keep you safe?6. What are laws? Where can laws often be found?

Differentiation of process will be used when asking the students certain questions. My highlearner will be asked question 6. My middle learner will be asked question 3. And my lowlearner will be asked question 4. The rest of the questions will be open for any student to answer.

Conclusion: To conclude the lesson, I will give each student a worksheet entitled Following theRules. I will read the instructions with the students. After the instructions have been readstudents will work independently and complete the worksheet. I will write for my lower learner,or help her mark the answers that she chooses. After every one has finished, if time allows wewill go outside and play red light green light. I will explain the rules to the students beforestarting. The purpose of the game is to show students if they want to win they must listen. Wewill also play Simon Says. The purpose of Simon Says is to show students that they must listencarefully to rules. They must follow them or they will be out. In the game they may get asecond chance, but in life if they do not follow the rules and laws they may end up in jail, oreven seriously injured. On day 5 we will review day 4’s lesson. If we do not have time to playred light green light or Simon Says on day four we will play on day 5.

Assessment (utilize a blend of traditional and performance assessments): During the lesson,I will informally assess students by mentally noting student’s answers to questions and on theirunderstanding of the terms rules and laws. If we have time to play red light green light, I willassess how well students listen to the rules of the game. A checklist will be used to assessstudent understanding of the worksheet.


1. High Yes2. Middle Yes3. Low Yes4.5.6.

EC accommodations/modifications to strategies or assessments (refer to IEP’s or 504plans): I have a student who cannot write. During this lesson I will help her mark her answers.This student is my middle learner. No other modifications will be used for the high or lowstudent. The three students including the entire class are on the same levels, the lesson has beenmodified to accommodate each students needs.

Work Samples Day 4- High, Middle, and Low in that order.

My high learner passed this activity because he answered all of the questions correctly,telling me that he understood the vocabulary term.

My middle learner received an almost on this assignment because she missed one of thequestions on the worksheet.

My low learner passed this activity because he answered all of the questions correctly,telling me that he understood the vocabulary term.

Wrap-up and reflection by the students: I will ask students what the terms rules and lawsmean. I will ask students to discuss what they learned from playing red light green light andSimon Says. I will also ask students what they liked or disliked about the lesson.

Reflection by the teacher:Today was a very good day! To start the lesson I went over what I expect from the

students. I created a behavior chart and told the students that I would give tally marks to each

student for good behavior. I told the students that when they got ten marks I would write them a

den dollar. At Gibson elementary Den dollars mean a lot to the students because they can go to

the Den dollar store and buy cool things. The students loved this idea and I did not have any

behavior problems. The fact that I told the students exactly what I expected from them and they

respected my rules said a lot about my students and me. One thing that I would change about

today would be to shorten the lesson. Students became a little antsy during the reading today.

They did not act out; I believe that because I went over what I expected from them instead of

jumping straight into the lesson the students just became restless. However, when I noticed that

they were getting restless I did not prolong the lesson. I transitioned to a new part in the lesson

and gave the students their worksheet following the rules.

Today on day 5 we learned about the term law. Today was a very fun day. Students

loved the short lesson, but they loved the fact that we went outside and played a game that was

all about our lesson. Students did not want to go back to class. It was so hard for me to get the

students to go and wash their hands for lunch. They even wanted to play the game during recess.

During the game I all of the students got to be Simon and all of the students got to be the lead in

red light green light. Students learned what it meant to follow the rules and laws. A student got

to make their own rules up in red light green light and in Simon says they were the law. What

ever students said in Simon say the students had to do it. If the students were not listening and

messed up the “law” could say they were out. The game was fun, and student really learned

what the terms rules and laws mean.

In conclusion, today was a great day! I expect day 6 to be even better.





Desired learning outcome(s): Students will recognize problems people face in getting along. Students will determine ways to solve those problems.

Essential question(s) from learning objective: Do you think it is hard to get along with others?


Grade Third Social Studies Goal 1: The Learner will characterize qualities of good citizenshipby identifying people who made a difference in the community and other social environments.

Grade Third Social Studies Objective 1.01: Identify and demonstrate characteristics ofresponsible citizenship and explain how citizen participation can impact changes within acommunity.

Grade Second Social Studies Goal 1: The learner will identify and exhibit qualities ofresponsible citizenship in the classroom, school, and other social environments.









Learner prior knowledge/ learner background experiences: Before beginning the lesson, theteacher must ensure that students have prior knowledge of vocabulary words such as: Getting Along- To have a smooth relationship with someone.

Materials and resources needed: Big book- My world: Adventures In Time and Place Worksheet


Anticipatory strategies (background knowledge): Before beginning the lesson I will askstudents what it means to, “get along”, with another person.

Instruction: I will begin the lesson by reading the big book story Making Choices. Afterreading the story I will ask the students questions such as:

3. What is happening near the swings? How can this problem be solved?4. What is happening near the slide? What do you think the children should do?5. What is happening in the other two pictures? What could the children do instead to be

better citizens?

6. What problem have you seen on the playground at our school? How was it solved?I will direct the first question to my low learner, I will ask my middle learner to answer question3 and my high learner will answer question four. I will ask for volunteers to answer question 2.(Differentiation of Process).

Conclusion: I will conclude this lesson by giving students a worksheet. I will read the entireworksheet to the students. After I have finished reading the worksheet, I will have students workindependently to answer the questions. I will use a checklist to assess if students followed thedirections on the sheet. I will use the student’s answers to assess their understanding of the termgetting along. If time allows, students will do a role play of some of the images on theworksheet. Students will act out a conflict and a solution to the conflict. I will direct thestudents on what image they will be acting out, and also who will be acting out each image. Iwill choose who does what because my middle learner has trouble walking. I will ensure thatshe has a role where she is sitting, so that she will be able to participate.

Assessment (utilize a blend of traditional and performance assessments): During the lesson,I will assess student understanding of the vocabulary word getting along by assessing theirdrawings. I will assess students by listening to answers to questions. I will also assess studentunderstanding of the lesson by observing students during the role play activity.

EC accommodations/modifications to strategies or assessments (refer to IEP’s or 504plans): My middle learner cannot write. Anything that is to be written during, the lesson, I willwrite for her. During the role play I will ensure that she gets to sit down when it is her turn to actout a role. No other modifications will be used for the high or low student. The three studentsincluding the entire class are on the same levels, the lesson has been modified to accommodateeach students needs.

Work Sample-High, Middle, and Low Learners

My high learner answered all of the questions correctly demonstrating the he understoodthe vocabulary term for the lesson.

My middle learner answered all of the questions correctly demonstrating the sheunderstood the vocabulary term for the lesson.

My low learner answered all of the questions correctly demonstrating the he understoodthe vocabulary term for the lesson.

Wrap-up and reflection by the students: After the lesson I will ask the students what it meansto get along. I will ask students to talk about how they solved their conflicts during the role play.I will also ask students what they learned from the lesson and what they liked or disliked aboutthe lesson.

Reflection by the teacherToday has been an interesting day. I wrote my lesson plan, with only an idea of how the

students might respond to role play. Today was my first time trying a role play. I did not have a

bad experience, surprisingly. My middle learner can not walk that well so when it was her turn

to do a role play I allowed her to sit. My high learning student was a part of her role play. He

walked up to her and knocked her books off her desk. She got mad and called him back to her

desk. When he returned instead of “fighting him” or arguing with him, she polite said will you

please pick up my books that you knocked down. My high learner said “I’m sorry I did not

mean to knock your books down” he bent over and picked up her books. After this role play I

asked the students how they felt. Students stated that it was hard to get along with other people

when they do things to them, but it felt good to do the right thing and not fight because someone

did them wrong. I was surprised at how my students made the right choice when we role played.

The students could have chosen to fight or argue because their group members were doing mean

things to them during the role play. My students showed me that role play is one real world

activity that they can do to learn new material. It was fun for them because they were not sitting

in their desks listening to me lecture to them. The lesson was fun and engaging. All of the

students were involved.

In conclusion this lesson turned out to be one of the best that I have taught during this

unit. Behavior has continued to get better, with the aid of the behavior chart, and students seem

to understand and respect what I expect from them when I teach. As a young teach I do not mind

intellectual conversation or conversations about the lesson when it is appropriate. My students

are beginning to understand when it is alright to talk and when it is not. Not only are they

realizing when it is okay to talk, but they are not talking about irrelevant topics, but topics, ideas,

and messages from the lesson of the day.





Desired learning outcome(s): Students will be able to recognize a chart. Students will be able to analyze the way in which charts display information.

Essential question(s) from learning objective: How can you use a chart to gain information?


Grade Second Social Studies Goal 8: The Learner will recognize how technology is used athome, school, and in the community.

Grade Second Social Studies Objective 8.03: Interpret data on charts and graphs and makepredictions.








Grade First Language Arts Goal 5: The learner will apply grammar and language conventionsto communicate effectively.

Grade First Language Arts Objective 5.05:

Use basic capitalization and punctuation

First word in a sentence.

Proper names.

Period to end declarative sentence.

Question mark to end interrogative sentence.

Learner prior knowledge/ learner background experiences: Before beginning the lesson, theteacher must ensure that students have prior knowledge of vocabulary words such as: Chart- A chart shows things using words and pictures. The title tells you what the chart

is about.

Materials and resources needed: Big book- My world: Adventures In Time and Place 6 School lunch menus

Sentence strips PBIS- In the Cafeteria chart


Anticipatory strategies (background knowledge): Before beginning the lesson I will askstudents if they know what a chart is.

Instruction: I will begin the lesson by reading the big book story Using Charts. After readingthe story I will ask the students questions such as:

7. How many children will help?8. How will Sara help?9. Who will feed peter, the class rabbit?10. How can charts be helpful?

I will direct the fourth question to the high learners in the classroom, including all third graders.Questions 1-3 will be answered by low learners or high learners. I will call on low learners toanswer the questions, but if they need help I will allow a high learner to help the student.(Differentiation of Process).

Conclusion: I will conclude this lesson by giving each student a school lunch menu. Studentswill analyze the menu. We will discuss how the menu is a chart. I will tell students that we aregoing to create our own menu. I will assign each student a topic to draw. For instance, I willassign a student to draw a picture for the word lunch, another student will be assigned to draw apicture for the word drink, and another student will be assigned to draw picture of a dessert.Each student will draw one picture. When students have finished drawing, we will move to theback table in the class room. Students will be asked to glue their pictures under the correct sub-heading on the big construction paper. My middle learner can not write or draw so she willbe given the task of typing all the headings for the chart including the title. When we arefinished students will be given a PBIS cafeteria rules chart sheet. Students will use the PBISsheet to write sentences. My high and middle learner will write 3 sentences. My low learnerwill write 2. A rubric will be used to assess student writing.

Student name 3. Student wrote arule that can be usedin the cafeteria.

2. Student wrote arule, but was not arule for thecafeteria.

1. Student did notwrite a rule

1.High Yes2.Middle Yes3.Low Yes4.5.6.

Assessment (utilize a blend of traditional and performance assessments): During the lesson,I will assess student understanding of the vocabulary word chart, by assessing the group as theycreate a chart of a menu. I will assess students by listening to answers to questions. I will alsoassess student understanding of the lesson by listening to them as we discuss the school lunchmenu and on how they create our class lunch menu. Also a rubric will be used to assessstudents writing.

EC accommodations/modifications to strategies or assessments (refer to IEP’s or 504plans): I have a student who cannot write. Anything that is to be written during, the lesson, I willwrite it for her. I will make her tell me if what I am writing is correct. During this lesson shewill be assigned to type the class menu title on the computer. She will also type the sub-headings for our chart. The sub-headings include; lunch, drink, and dessert. She will beassigned to do this while the other students draw and color their pictures.

Work Samples -Chart menu, and Sentences- high, middle, and low

All three of my learners passed this activity because they successfully created a chart menu.

My high learner picked and wrote three sentences successfully.

My middle learner successfully picked and typed three sentences.

My low learner picked and wrote three sentences successfully even though he was onlyrequired to write two sentences.

Wrap-up and reflection by the students: After the lesson I will ask the students what is a chart.I will ask the students to name some charts in our classroom. I will also ask students what theyliked or disliked about the lesson and what they learned from the lesson.

Reflection by the teacher:Today I had another great day. I love teaching. My students stated that they totally loved

creating their own lunch menu. My middle learner stated that she liked being able to type all of

the sub-headings for the class menu. The other students stated that they loved looking at their

own school menu. My high learner stated that he did not know the lunch menu was a chart. He

stated that he just thought it was a “menu”. Today was a good day! Students loved reading the

story Using Charts. Students where able to look at the pictures in the story book and touch the

chart. Students did very well today when it came to looking at the chart and answering

questions. Today’s instruction was not long. I taught the main points, I repeated important

information, and answered questions. I did not linger over material that I may have thought the

students did not understand. When the lecture was finished, I transitioned the students to the

hands on part of the lesson. After teaching this unit for five days I have realized that the students

get antsy when the lecture is to long. When I say antsy I do not mean that they miss behave and

run around the class room, however they are not focused. Students tend to look around the room

or slouch in their seats or put their heads down. Students play in their desks or continuously take

out and put things inside their desks. When this happened today I told the students to stand up so

that we could stretch and refocus on the lesson. Instead of going back over the lesson material, I

transitioned the students into the next phase of the lesson. Student’s sentences turned out to be

great. Students did not complain when they were asked to create sentences using the PBIS

cafeteria rules chart. Students wrote their sentences and raised their hands for me to check their

work and give them feedback.

Today my low learner shined. He loves to draw and putting drawings into a chart to

show information was cool for him. Overall today was a great day, classroom management,

continues to get better, and my instincts on what to do and what to stay on when students get

antsy is getting stronger. The behavior chart is still a great success.





Desired learning outcome(s): Students will be able to create charts.

Essential question(s) from learning objective: Can you create a chart to use in our classroom?


Grade Second Social Studies Goal 8: The Learner will recognize how technology is used athome, school, and in the community.

Grade Second Social Studies Objective 8.03: Interpret data on charts and graphs and makepredictions.




Setting a purpose. Previewing the text. Making predictions. Asking questions. Locating information for specific purposes.

Making connections. Using story structure and text organization to comprehend.




Learner prior knowledge/ learner background experiences: Before beginning the lesson, theteacher must ensure that students have prior knowledge of vocabulary words such as: Chart- A chart shows things using words and pictures. The title tells you what the chart

is about.

Materials and resources needed: Chart

_________________________________


Anticipatory strategies (background knowledge): Before beginning the lesson I will reviewthe prior lesson with students.

Instruction: Students will be given blank chart paper to create a classroom chart. The chart willbe based off of classroom jobs and who does what job on that day. Before students begin tocreate there charts I will ask them if they know what the activity will be about by looking at theblank chart paper. Students will draw pictures to describe each job. For the lower learners andmy low learner I will write words on the board so that they will be able to write the wordscorrectly without becoming frustrated by not being able to spell certain words. My middlelearner will be allowed to type her chart on the computer. I will give my high learner little to nohelp on this activity. He will work independently.

Conclusion: This lesson will be concluded with one question. What is a chart?

Assessment (utilize a blend of traditional and performance assessments): During the lesson,I will assess student understanding of the vocabulary word chart, by assessing the worksheet. Iwill assess students by listening to answers to questions. I will also assess student understandingof the lesson by reviewing students charts a checklist will be used to assess studentunderstanding of the vocabulary term chart.


1. High Yes2. Middle Yes3. Low Yes4.5.6.

EC accommodations/modifications to strategies or assessments (refer to IEP’s or 504plans): My middle learner cannot write. Anything that is to be written during, the lesson, I willwrite it for her. During this lesson she will do her work on the computer. I will write theinformation from the classroom job chart down for her. She will have to create a form of a charton the computer. No other modifications will be used for the high or low student. The threestudents including the entire class are on the same levels, the lesson has been modified toaccommodate each students needs. I will help my middle learner glue her picture onto herconstruction paper.

Work Samples- High, Middle, and Low Learners

My high learner did a great job creating his chart.

My middle learner worked hard on her own to type out her chart.

My low learner did an amazing job making his chart and also decorating it.

Wrap-up and reflection by the students: After the lesson I will ask students to tell me what achart is. All of the students will answer this question. I will also ask the students to tell mewhat the liked or disliked about the lesson.

Reflection by the teacher:Today we continued our lesson on charts. This lesson did not include a reading selection

today. Before starting the activity I reviewed the lesson from the previous day. I re-read the

main parts of the story so that students would remember what charts are. Today the students

were amazed to find out that their helper list is a chart. After reviewing the lesson, I instructed

students to gather their things and move to the back of the classroom to a long table. While

students were moving to the table, I told my middle learner to go to the computer, that instead of

writing and drawing her chart, she would use the computer to create her helper chart. I gave her

the information that she needed, told her what she needed to do and she did it. On this day while

she was at the computer she did the best that she has yet. My high learner passed out the chart

paper while I helped my low learner. When I returned to the long table students were ready to

proceed. I gave the students their instructions and they work diligently. My low learner did not

understand what he was supposed to do at first. To help him I talked him through the process

and he understood. He was finished with his chart before anyone else in the class and he did it

correctly. Students talked about what they were going to draw for each word. One student

stated that he liked working at the long table with everyone because he felt like he was apart of a

team. He like being able to get out of his desk feeling like he was free do work independently,

but also he could still ask for help.

In conclusion today was a good day, because I was able to use a different area of the

room to instruct the students. Students responded well to the change, and classroom

management was present. Students really love getting tally marks and seeing everyone else’s

tally marks. It’s like a game, what student will be the best and get a Den dollar first. After the

first den dollar was given the game changed to, who can be the best and get the most Den

dollars.




UNIT TOPIC: We Belong DAY: 9&10

Desired learning outcome(s): Students will be able to identify voting as the way that groups make choices. Students will demonstrate the democratic process through voting and elections.

Essential question(s) from learning objective: How does your family help you?


Grade Third Social Studies Goal 1: The Learner will characterize qualities of good citizenshipby identifying people who made a difference in the community and other social environments.

Grade Third Social Studies Objective 1.03: Identify and explain the importance of civicresponsibility, including but not limited to, obeying laws and voting.

Grade Second Social Studies Goal 2: The learner will evaluate relationships between peopleand their governments.

Grade Second Social Studies Objective 2.02: Recognize and demonstrate examples of theelective process.


Grade Third Language Arts Goal 2: The learner will apply strategies and skills to comprehend

text that is read, heard, and viewed.






Learner prior knowledge/ learner background experiences: Before beginning the lesson, theteacher must ensure that students have prior knowledge of vocabulary words such as: Vote- To choose something. Citizens- A member of a country. Citizens of the United States vote for leaders President- Is a leader of a country. Our President is Barack Obama.

Materials and resources needed: Big book- My world: Adventures In Time and Place Shoe box Scrap paper Test


Anticipatory strategies (background knowledge): Before beginning the lesson I will introducestudents to the new vocabulary term vote and President. I will write each term on the whiteboard. Vote- to vote is to choose something.

President- The president is the leader of our country.

On day ten students will have a summative Vocabulary test to wrap up the unit. Students will

need to know al of the vocabulary terms from the unit.

Instruction: I will begin the lesson by reading the big book story Your Vote Counts. Afterreading the story I will ask the students questions such as:

11. Why do people vote?12. What kinds of things do you vote on at school and at home?

I will direct the first question to my high learner. My third graders will also be given theopportunity to answer question 1. I will call on certain people to answer the question.(Differentiation of Process). My middle and lower learner will be called on to answer question2.

Conclusion: I will conclude this lesson by giving the students three choices on a special activitythat they would like to do after completing the unit. Students will be given three choices of asnack they would like to eat on day ten. Students will use scrape paper as a ballot. Students willwrite their choices on the scrap paper and put their ballots into a voting box. On day ten studentswill be given a summative assessment. The assessment will be on vocabulary from the unit.Students will be given a paper with vocabulary words and pictures. Students will draw linesfrom the words to the picture that matches the word. My middle learner can not write so whilethe other students are working I will assist her and help her draw her lines from the words to thepictures that she chooses. After our test we will go outside and enjoy whatever treat the studentsvoted on the previous day.

Assessment (utilize a blend of traditional and performance assessments): During the lesson,I will assess student understanding of the lesson, by assessing student’s participation in voting. Iwill summative asses students on the unit by grading their tests.

EC accommodations/modifications to strategies or assessments (refer to IEP’s or 504plans): I have a student who cannot write. Anything that is to be written during, the lesson, I willwrite for her. I will make her tell me if what I am writing is correct. No other modificationswill be used for the high or low student. The three students including the entire class are on thesame levels, the lesson has been modified to accommodate each students needs. I will help mymiddle learner glue her picture onto her construction paper.

Work Sample- High, Middle, and Low learners

My high learner received a 100% on his test.

My middle learner received a 100% on her test.

My low learner received a 100% on her test.

Wrap-up and reflection by the students: After the test before we enjoy our treats on day 10 Iwill ask the students what their favorite day of the unit was. I will ask them what they learnedfrom the unit. Afterwards we will go outside and enjoy our treat.

Reflection by the teacher:Day 9 was a very interesting day students talked about the President of the United States.

All of the students knew who the President is and what he does. Today students learned the

benefits of voting for what they want. Students learned how to vote and how to keep their vote a

secret. I asked students if they liked voting and using a vote box. Students stated that voting like

that was fun because they could vote the way that they wanted to, with out being influenced by

their friends. Later on in the day students decided to vote again about what play ground they

would go to for recess. On today students voted to have popsicles for a treat. Not everyone

voted for popsicles. While I was reading the votes, students were so excited to see which choice

won. I even put the votes on the board and created a chart so students could visually see which

treat won. On day 10 we continued our lesson on voting and presidents. Today students were

excited because they knew they would get a treat during recess. All of my students made a 100

on the summative assessment. I was so happy with the way that they worked on the test. They

worked on their test independently and quietly. I had to help my middle learner mark her

answers. She pointed to the pictures that went with each word and she made a 100 also.

I thoroughly enjoyed teaching this unit. Teaching is something that I am very passionate

about. I love it, and teaching this unit solidified why I chose to teach as a profession.

Documents

UNIT PLAN TEMPLATEmappalexandreaervin.yolasite.com/resources/Unit overview lesson plans.pdfDetermining fact and opinion. Recognizing and comprehending figurative language. Making inferences