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THE ROBERT B. MILLER COLLEGEELIZABETH H. BINDA SCHOOL OF EDUCATION

UNIT PLAN TEMPLATE

Title of Unit: Living and Working Together in Families and in Schools

Content Area: Social Studies, Language Arts, and Math

Big Ideas: Everyone and Everything has a history

Keywords: PastPresentFutureTimelineGenerationsNarrative

Enduring Understandings: Students will understand that:

Everything has a past, present, and a future.There is a difference between a day, week, and a month.The national holidays represent an important part of America’s history.

Essential Questions:What does past mean?What does present mean?What does future mean?What is the difference between a day, a week, and a month?Why do we celebrate National holidays?

Common Core Standards and GLCE addressed by the Unit:1 – H2.0.1 Demonstrate chronological thinking by distinguishing among past, present, and future using family or school events.1 – H2.0.2 Use a calendar to distinguish among days, weeks, and months.1 – H2.0.3 Investigate a family history for at least two generations, identifying various members and their connections in order to tell a narrative about family life.1 – H2.0.4 Retell in sequence important ideas and details from stories about families or schools.1 – H2.0.5 Use historical records and artifacts (e.g., photos, diaries, oral histories, and videos) to draw possible conclusions about family or school life in the past.1 – H2.0.6 Compare life today with life in the past using the criteria of family, school, jobs, or communication.1 – H2.0.7 Identify the events or people celebrated during United States national holidays and why

we celebrate them (e.g., Independence Day, Constitution Day, Martin Luther King, Jr. Day; Presidents’ Day).N.ME.01.01 Count to 110 by 1’s, 2’s, 5’s, and 10’s, starting from any number in thesequence; count to 500 by 100’s and 10’s; use ordinals to identify position in a sequence, e.g., 1st, 2nd, 3rd.M.UN.01.04 Identify the different denominations of coins and bills.M.UN.01.05 Match one coin or bill of one denomination to an equivalent set of coins/bills of other denominations, e.g., 1 quarter = 2 dimes and 1 nickel.R.NT.01.03 identify problem/solution, sequence of events, and sense of story (beginning, middle, and end).

Unit Assessment:See Lesson 10

Lessons:Lesson 1 CalendarLesson 2 The Past, Present, and FutureLesson 3 Learning about TimelinesLesson 4 The TIMEline of my LifeLesson 5 Family HistoryLesson 6 Meet my FamilyLesson 7 School HistoryLesson 8 Life Today vs. Life in the PastLesson 9 Why We Have HolidayLesson 10 Unit Assessment

Resources:Lesson 1:

Calendar Numbers for slots on calendar Cards that say today is yesterday was tomorrow will be Number Cards and holder Straws and holder Coins and holder

Lesson 2: Chart Paper Marker Paper Pencil

Lesson 3:

Book- “Goldilocks and The Three Bears” Timeline pieces

String for timeline x2 Birthday cards

Lesson 4: Construction paper for timelines Black marker to draw lines down the middle Rulers Markers for pictures

Lesson 5: Pictures, diaries, or letters from home. (A letter will be sent out a week in

advance explain this lesson and the next lesson, telling the parent what the students’ needs if they can get it.)

Paper Pencils

Lesson 6: Pictures of their grandparents, parents, and themselves. (A letter will be sent

home explaining the lesson, so the parents can decide if they want their student using the pictures and if so which ones.)

Construction paper for book Pencils Markers Glue or tape

Lesson 7: Old pictures of the school Paper Pencils

Lesson 8: Book- “Little House on the Prairie” Chart paper to note differences and similarities Paper Pencil

Lesson 9: Book- “Happy Birthday, Martin Luther King, Jr.” Paper divided into four sections Pencils Crayons

Lesson 10: Paper Crayons Pencils

Differentiated Instruction:See individual lessons

Technology Integration:

Integration of the Arts:


LESSON PLAN FORMAT

Header Information Specific to Assignmenta) Calendar b) First gradec) Math and Social Studiesd) November 3, 2012e) 15-20 minutes a day. (this lesson is an everyday lesson)

Standards:1 – H2.0.2 Use a calendar to distinguish among days, weeks, and months.N.ME.01.01 Count to 110 by 1’s, 2’s, 5’s, and 10’s, starting from any number in thesequence; count to 500 by 100’s and 10’s; use ordinals to identify position in a sequence, e.g., 1st, 2nd, 3rd.M.UN.01.04 Identify the different denominations of coins and bills.M.UN.01.05 Match one coin or bill of one denomination to an equivalent set of coins/bills of other denominations, e.g., 1 quarter = 2 dimes and 1 nickel.

Unit Outcome:Students will understand that:


Lesson Outcomes:The learner will be able to identify the different days, weeks, and months. The learner will be able to count using the number of days occurred in the school year at the time of the lesson.The learner will be able to count coins in reference to the number of school days.

Rationale/Purpose for Lesson:The purpose of this lesson is to teach the students the difference between days, weeks, and months, as well as to practice their counting.

Assessment:There will be a different special helper every day to perform the different parts of the calendar lesson. There will also be an additional assessment where the students will get a calendar and they have to label the different sections. (I.E. month, day, week, year)

Resources/Materials Required: Calendar Numbers for slots on calendar

Cards that say today is yesterday was tomorrow will be Number Cards and holder Straws and holder Coins and holder

Introduction:The first time this lesson is taught will be by the teacher then a different student will do calendar every day.I would begin the lesson by asking the students who are sitting on the carpet in front of the calendar what they already know about days, weeks, and months to assess their previous knowledge and see where I need to go.

Procedures:1. Start with Calendar and ask the students what month it is. When you get the

correct answer put the month label in its location.2. Next ask them to tell you the days of the week and insert those labels into the

correct locations. (This will be the only time this step is done as the days of the week don’t change, make sure to explain that to the students.)

3. Then ask them what the number date is and insert that into the correct spot on the calendar. (Depending on when you start this lesson or your school year, you will have to enter the other dates as well.)

4. Next you will count the days of the school year by using straws. You will start with day one and put one straw in the holder. (When you have ten straws you will bind them together and then bind them again when you get 100 straws.)

5. Then ask the students how many ones there are. To get this answer they need to count the number of individual straws. Write this answer in the ones column.

6. Then after you get at least one bundle of tens you will have to ask the students how many tens there are. Write this answer in the tens column.

7. After that you will use coins to count the days of the year. You will use pennies until you get to 5 and then you will use nickels.

8. Then they will write the total value of the coins that they have.9. The next step is to cross off the number that is that day of school.10.Then you add that number to the number chart and count the days of the year.

You can either count by ones, fives, or tens depending on how many cards are up already.

Strategies for Differentiating Instruction:If a student struggles the class will be able to offer assistance. This lesson is really a whole class lesson led by a student.

Arts and Technology Integration (when appropriate):

Homework: (when appropriate)

Closure:For the closure the student of the day will pick a card with a student’s name to be next. They will count the number of letters in the student’s name and let them guess to see who it is. There isn’t much of a closure because this is an ongoing lesson. If the students pick up quickly and can do the calendar with little to no help then the objective has been achieved.

Evaluation and Reflection: (to be completed after the lesson has actually been taught)


LESSON PLAN FORMAT

Header Information Specific to Assignmenta) The Past, Present, and Futureb) First gradec) Social Studiesd) November 3, 2012e) 45 minutes

Standards:1 – H2.0.1 Demonstrate chronological thinking by distinguishing among past, present, and future using family or school events.



Lesson Outcomes:The learner will know the meaning and the difference of past, present, and future.

Rationale/Purpose for Lesson:The purpose of this lesson is to teach the students the meaning and the difference of past, present, and future by giving them examples that relate to their lives.

Assessment:Each student will have a paper divided into three columns. The columns will be labeled past, present, and future. Use the ideas they came up with from the activity to compile a word bank. They will use those words to fill out the chart.

Resources/Materials Required: Chart Paper Marker Paper Pencil

Introduction:This lesson will start during calendar time. Ask the students what they think the past means. After they give some ideas if no one gets the correct answer explain to them

that yesterday will always mean past. Then continue to ask about present/today and future/tomorrow.

Procedures:1. Create a 3 column chart and label each section past, present, and future.2. Next have the students give you ideas for things that fall under the past category.

(ideas could include: Kindergarten, birth, first day of school)3. Then get examples for the present. (first grade, their current ages, today)4. Finally get examples for the future. (2nd grade or higher, graduation, jobs.)

Strategies for Differentiating Instruction:This is a class lesson so there is no differentiated instruction.



Closure:Ask the students what they have learned about the past, present, and the future. If they aren’t making the connections lead them in the direction of saying, “the past has already happened, the present is happening right now, and the future is going to happen.”



LESSON PLAN FORMAT

Header Information Specific to Assignmenta) Learning About Timelinesb) First gradec) Social Studies and Language Artsd) November 3, 2012e) 45 minutes -possibly 2 days

Standards:1 – H2.0.4 Retell in sequence important ideas and details from stories about families or schools.R.NT.01.03 identify problem/solution, sequence of events, and sense of story (beginning, middle, and end).



Lesson Outcomes:The learner will be able to retell the story in sequence and add the events to the timeline.The learner will be able to create a birthday timeline as a class.

Rationale/Purpose for Lesson:The purpose of this lesson is to have the students retell the story in sequence to make sure they understand that the story has a beginning, middle, and end.

Assessment:The assessment for this lesson will be monitoring notes. If they are understanding how to retell in sequence and what the concept of a timeline is.

Resources/Materials Required: Book- “Goldilocks and The Three Bears” Timeline pieces String for timeline x2 Birthday cards

Introduction:

Explain to the students that they are going to be learning about timelines. If there is a timeline in your classroom show them so that they have an idea of what one looks like. Tell the students that a timeline places events in order of how they happened. Explain to them that as a class you are going to create a timeline using the book, “Goldilocks and the Three Bears.”

Procedures:1. After reading the book ask the students if they can retell the story in order of

events. 2. Pick one student to tell you the first thing that happened. When they give you the

answer clip the piece on to the string.3. Keep going until you have all the pieces on the timeline.4. If the students give you an idea that you don’t have a piece for, make sure to tell

them that was a good idea you didn’t think of and make note to add it later.5. Next tell the students they are going to make a birthday timeline.6. Pass out the birthday cards to the students that have their name and birthday on

them.7. This will also serve as a good review of the months of the year.8. Put a sign at the beginning of the timeline that says January and ask all the

students with birthdays in January to stand up.9. Next the students will have to figure out whose birthday is first. This will be a

review for their counting.10.Once they know whose is first, clip that day onto the timeline.11.Keep repeating until all the months are completed if there are no birthdays put up

a sign that says “No Birthdays”. You want to make sure that the month is still up there so it doesn’t confuse them. As well as if you have new students come throughout the year.

Strategies for Differentiating Instruction:This lesson is done as a class so there is no need for differentiated instruction.



Closure:Ask the students to share something that they learned about timelines. After you get some ideas explain to the students that they can also make timelines based off of their own lives. This will be a segue into tomorrow’s lesson.


Use these patterns as a reference for the pieces to go on the timeline.

Name_______________________

Birthday____________________


LESSON PLAN FORMAT

Header Information Specific to Assignmenta) The TIMEline of my life.b) First gradec) Social Studiesd) November 3, 2012e) 45 minutes

Standards:1 – H2.0.1 Demonstrate chronological thinking by distinguishing among past, present, and future using family or school events.



Lesson Outcomes:The learner will be able to create a timeline about their own lives.

Rationale/Purpose for Lesson:The purpose of this lesson is to review what they learned about timelines to create one based on their own lives.

Assessment:The timelines the students created will be used as a formative assessment.

Resources/Materials Required: Construction paper for timelines Black marker to draw lines down the middle Rulers Markers for pictures

Introduction:Review the timeline that they created for “Goldilocks and the Three Bears”. Explain to the students that they can also have a timeline of their lives. Show the students the timeline that you created based off of your life.

Procedures:1. Brainstorm ideas for them to use on their timeline. Make sure to explain to them

that some of the times in your timeline won’t be on theirs because that hasn’t happened to them yet.

2. Ideas they may have are: birth, lost first tooth, first day of school, started first grade.

3. Next pass out the construction paper that they will use.4. Instruct the students to use their ruler and the black marker to draw a line across

their paper.5. Students will label and draw pictures of the events they chose for their timeline.

Strategies for Differentiating Instruction:If the students get done early they can make a timeline for how they would like their future to be. For example they can pick a date for their graduation, job finding, etc.



Closure:Since people have had different lives we will go around the circle and share our timelines with the class.



LESSON PLAN FORMAT

Header Information Specific to Assignmenta) Family Historyb) First gradec) Social Studiesd) November 3, 2012e) 45 minutes

Standards:1 – H2.0.5 Use historical records and artifacts (e.g., photos, diaries, oral histories, and videos) to draw possible conclusions about family or school life in the past.1 – H2.0.3 Investigate a family history for at least two generations, identifying various members and their connections in order to tell a narrative about family life.



Lesson Outcomes:The learner will be able to use pictures, diaries, or letters to make conclusions about their family’s life.

Rationale/Purpose for Lesson:The purpose of this lesson is to have students looking at artifacts from their family history to make connections about their lives.

Assessment:The papers the students write will be used for the assessments.

Resources/Materials Required: Pictures, diaries, or letters from home. (A letter will be sent out a week in

advance explain this lesson and the next lesson, telling the parent what the students’ needs if they can get it.)

Paper Pencils

Introduction:

Students will bring in old pictures of their families to investigate. (Some of the pictures will be used for the next lesson.) If some students don’t have the artifacts then they can work with a partner. Share your family pictures with the students and make conclusions about what life was like. How do you think they felt, what where they doing, and what happened next.

Procedures:1. If the students are using the pictures as their artifacts then they will be trying to

figure out what they people in the picture are doing, how they are feeling and what happened next. Then they will write a narrative story to go along with the picture.

2. If the students are using the letters then they need to write a response to the person that sent the letter. They will need to make conclusions based off what the letter said to try and figure out what was going on, and how the people were feeling.

3. If the students are using a diary, then they need to make the next entry. They also will have to draw conclusions about what they think happened, how the people felt, and what’s going to come next.

Strategies for Differentiating Instruction:If the students are done early they can move on to one of the artifacts that they didn’t use.



Closure:The class will show what artifact they used and describe what they believed was happening and why they felt that way.



LESSON PLAN FORMAT

Header Information Specific to Assignmenta) Meet My Familyb) First gradec) Social Studies and Language Artsd) November 3, 2012e) 45 minutes

Standards:1 – H2.0.3 Investigate a family history for at least two generations, identifying various members and their connections in order to tell a narrative about family life.W.GN.01.03 write an informational piece that addresses a focus question (e.g., What is a family?) using descriptive, enumerative, or sequence patterns that may include headings, titles, labels, photographs, or illustrations to enhance the understanding of central ideas.



Lesson Outcomes:The learner will be able to write a personal narrative about their family including grandparents, parents, and themselves.

Rationale/Purpose for Lesson:The purpose of this lesson is for the student to see how the generations of their family are connected.

Assessment:The “Meet My Family” book will be used as the assessment for this lesson.

Resources/Materials Required: Pictures of their grandparents, parents, and themselves. (A letter will be sent

home explaining the lesson, so the parents can decide if they want their student using the pictures and if so which ones.)

Construction paper for book Pencils Markers Glue or tape

Introduction:The students will need pictures of their grandparents, parents, and themselves. If they are unable to bring in pictures then they can draw pictures of their family members. Explain to the students that they may have two sets of grandparents. One set is your dad’s parents and one set is your mom’s parents. Make sure to explain that it is ok if they don’t have that many grandparents. You have to be careful when doing this lesson if you have students that come from separated homes. Show the students your “My Family” book explain how you are related to each person.

Procedures:1) Either make a foldable for each student or have them make their own if you think

they are capable. 2) The first page will have a picture of the paternal grandparents. (Either together or

apart).3) Under the picture the student will write this is my grandpa his name is _____ he

is my dad’s dad. 4) Then under grandmas picture write, this is my grandma her name is____ she is

my dad’s mom.5) On the next page put the picture of dad.6) Then write this is my dad his name is ________.7) On the next page you will do the same as steps 2-4 but using the mom’s parents. 8) On the next page they will put a picture of their mom and write, this is my mom

her name is _______.9) Then on the last page they will put a picture of themselves and write, This is me,

my name is ______!!!

Strategies for Differentiating Instruction:This lesson will be page by page as a class so everyone understands. So because everyone will be working at the same pace there is no need for differentiated instruction.



Closure:Students will share their “My Family” books if they would like.



LESSON PLAN FORMAT

Header Information Specific to Assignmenta) School Historyb) First gradec) Social studiesd) November 3, 2012e) 45 minutes

Standards:1 – H2.0.5 Use historical records and artifacts (e.g., photos, diaries, oral histories, and videos) to draw possible conclusions about family or school life in the past.



Lesson Outcomes:The learner will be able to make conclusions about the schools past.

Rationale/Purpose for Lesson:The purpose of this lesson is to have students look at old pictures of their school and make conclusions about why things are different now.

Assessment:The students written paragraphs will be the assessment for this lesson

Resources/Materials Required: Old pictures of the school Paper Pencils

Introduction:Explain to the students that everyone and everything has a past, even their school. Show them a picture of the school and ask them what they notice is different and then why they think it is different.

Procedures:1) Students will work in partners to investigate the pictures.

2) Each student will write their own paragraph about what they think is different and why they believe that changed it.

3) For example the school used to be three stories and they rebuilt to a one story building. This could be because there weren’t enough students, or they needed to save money on bills.

Strategies for Differentiating Instruction:If the students are done early then they can choose a different picture.



Closure:The students will share their findings and the other students can also brainstorm different ideas for why it is different.



LESSON PLAN FORMAT

Header Information Specific to Assignmenta) Life Today vs. Life in the Past.b) First Gradec) Social Studiesd) November 3, 2012e) 45 minutes

Standards:1 – H2.0.6 Compare life today with life in the past using the criteria of family, school, jobs, or communication.



Lesson Outcomes:The learner will be able to compare life today with life in the past.

Rationale/Purpose for Lesson:The purpose of this lesson is to get students thinking about the past and what was different between the past and the present, as well as what was similar.

Assessment:The stories that the students wrote will be the assessment.

Resources/Materials Required: Book- “Little House on the Prairie” Chart paper to note differences and similarities Paper Pencil

Introduction:Prior to this lesson the teacher will read “Little House on the Prairie” to the class. As you read the book have the students give you ideas of things that are different or similar from the past to the present.

Procedures:

1) The students will pick one thing from the past that is different that they wish was still the same and why they wish that.

2) Then they will pick something that is the same and why they like that it is still the same.

3) Then pick something that is different and why they like that it is different.

Strategies for Differentiating Instruction:If they get done early they can draw a picture of what they believe life looked like based off of the book.



Closure:The students will pick one thing they wrote about and share it with the class.



LESSON PLAN FORMAT

Header Information Specific to Assignmenta) Why We Have Holidays.b) First gradec) Social Studiesd) November 3, 2012e) 45 minutes

Standards:1 – H2.0.7 Identify the events or people celebrated during United States national holidays and why we celebrate them (e.g., Independence Day, Constitution Day, Martin Luther King, Jr. Day; Presidents’ Day).



Lesson Outcomes:The learner will be able to identify that we celebrate certain holidays to celebrate the past.

Rationale/Purpose for Lesson:The purpose of this lesson is to teach the students about why we celebrate certain holidays, like the fourth of July, and Martin Luther King Jr. day.

Assessment:The pictures will be the assessment for this lesson.

Resources/Materials Required: Book- “Happy Birthday, Martin Luther King, Jr.” Paper divided into four sections Pencils Crayons

Introduction:Ask the students to give you examples of holidays their family celebrates. Make sure you let the students know that not everyone celebrates the same holidays so they need to keep an open mind of other student’s suggestions. After you get a list of ideas, pick the topic of birthdays. If a student’s hasn’t suggested that one try to get them to give

that idea. Explain to the student that we celebrate their birthdays because we are celebrating their birth which was a part of their past.

Procedures: Next explain to the students that we celebrate the Fourth of July because it is the

day of America’s birthday, and that the whole country celebrates it. Have the students draw a picture of a Fourth of July celebration in the top left

corner. Then in the top right corner have the students write, “We celebrate events of the

past.” Then read the students “Happy Birthday Martin Luther King, Jr.” Ask the students

if they know why Martin Luther King Jr. is important. Some students might know the answer if not you can give them a brief introduction to why he is famous.

Then tell the students that we celebrate Martin Luther King Jr. day because he is an important part of our past.

In the bottom left corner have the students draw a picture of Martin Luther King Jr. and in the bottom right corner have the students write, “We celebrate people of our past.”

Strategies for Differentiating Instruction:If the students get done early they can pick another holiday we celebrate. Have them draw a picture of the celebration and write why they think we celebrate it.



Closure:For a closure pick the next upcoming holiday and ask the students why they believe we celebrate the holiday.



LESSON PLAN FORMAT

Header Information Specific to Assignmenta) Unit Reviewb) First Gradec) Social Studiesd) November 6, 2012e) 45-60 minutes

Standards:1 – H2.0.1 Demonstrate chronological thinking by distinguishing among past, present, and future using family or school events.1 – H2.0.2 Use a calendar to distinguish among days, weeks, and months.1 – H2.0.3 Investigate a family history for at least two generations, identifying various members and their connections in order to tell a narrative about family life.1 – H2.0.4 Retell in sequence important ideas and details from stories about families or schools.1 – H2.0.5 Use historical records and artifacts (e.g., photos, diaries, oral histories, and videos) to draw possible conclusions about family or school life in the past.1 – H2.0.6 Compare life today with life in the past using the criteria of family, school, jobs, or communication.1 – H2.0.7 Identify the events or people celebrated during United States national holidays and whywe celebrate them (e.g., Independence Day, Constitution Day, Martin Luther King, Jr. Day; Presidents’ Day).N.ME.01.01 Count to 110 by 1’s, 2’s, 5’s, and 10’s, starting from any number in thesequence; count to 500 by 100’s and 10’s; use ordinals to identify position in a sequence, e.g., 1st, 2nd, 3rd.M.UN.01.04 Identify the different denominations of coins and bills.M.UN.01.05 Match one coin or bill of one denomination to an equivalent set of coins/bills of other denominations, e.g., 1 quarter = 2 dimes and 1 nickel.R.NT.01.03 identify problem/solution, sequence of events, and sense of story (beginning, middle, and end).RL.1.1 ask and answer questions about key details in a text.



Lesson Outcomes:The learner will recreate one of the projects we created but adding something differnet to it.

Rationale/Purpose for Lesson:The purpose of this lesson will be to see if the students have retained what they have learned about the different lessons.

Assessment:The created projects will be their assessments.

Resources/Materials Required: Paper Crayons Pencils

Introduction:Explain to the students that they are going to recreate one of the projects with the expansions listed below.

Procedures: They can read a book and make a timeline about the book They can add family members to their family book and tell how they are

connected. (I.E. aunts, uncles, cousins) They can use the school pictures they haven’t used to make more conclusions

about the schools past. They can choose another holiday that they didn’t already use and draw a picture

of the celebration as well as explain why we celebrate it.

Strategies for Differentiating Instruction:If they get done early they can choose another project to create.



Closure:The students will share something they learned that they think they will remember forever.


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