unit plan template - angelamaclean.weebly.com · web viewunderstanding of basic us symbols such...

Unit Plan Template

LOGISTICS

STATEMENT OF PURPOSE AND RATIONALETeaching 21st century learners how to be good citizens is of paramount importance in any society. Rules encourage fairness and and authority figures ensure that those rules are followed by everyone whether they be at home, in school, or in the community. Understanding the importance of rules and our obedience to them along with respecting the rights of others is part of making one a good citizen and it allows us to resolve conflicts much more easily. Good citizens are also aware of their National symbols and respect their country. This import unit incorporates the core values of the democratic, republican society in which we live. Teaching first grade students the importance of participating in their local school and community, in a variety of ways, is critical to their social development. How a child feels about being included in their school or community has a direct effect on their lifelong view of participating actively in society. This unit will incorporate experiential learning as much as possible. Experiencing good citizenship allows students to build good character traits such as compassion, honor, volunteerism, cooperation and the satisfaction of knowing they have done something good and valuable for society.

UNIT ESSENTIAL QUESTION(S)

What does it mean to be a good citizen?What are some characteristics of a good citizen?

Why is it important to follow rules and respect authority figures in our homes, schools, and communities?What is an “authority figure” and why do we need them in our homes, schools, and communities?

How can citizens work together to solve conflicts or problems in their schools and communities?What are some appropriate ways to solve conflicts in our homes, schools, and communities?

What are some important symbols of our country and why are they important?What is patriotism?

Teacher: MacLean, AngelaGrade(s) Level(s): First Grade Social StudiesTitle of Unit: Following Rules and Resolving ConflictsNCSCOS Standards: 1.C&G.1.1, 1.C&G.1.2, 1.C&G.1.3Length of Unit: 20 days

Prerequisite Teacher Content Knowledge (May be bullet points; include essential vocabulary)The teacher must be familiar with the following:

Governmental structure of local communities or towns including Kernersville and Walkertown Understanding of basic US symbols such as the bald eagle, flag, Statue of Liberty, White House,

Uncle Sam Understand basic ideas of good conflict resolution and constructive problem solving School rules Local goventment officials including mayor, city manager, town council, police chief, fire

marshall, school principal and assistant principal, school superintendant

The teacher must be familiar with the following vocabulary terms and concepts: Authority Citizen Conflict Fairness Patriotism Power Public issues Responsibility Rules Symbols Character Appropriate Symbols of the US Resolution Compassion Volunteerism

CONSIDERATIONS ABOUT THE LEARNERS

Prior KnowledgeStudents will need to have an understanding of living in a community and obeying simple rules. They should understand that they are members of a family, school, and community.

Unique Learner Characteristics (accommodation and differentiation):

Teacher will wear the assistive hearing device and use the overhead speakers so that hearing impaired students will have equal access to the curriculum.

Lower level learners will have opportunities to work in coooperative groups to complete assignments. They will also have opportunity to complete assignments at home with the help of a parent/guardian.

Advanced learners may understand that they are also citizens of the state of North Carolina as well as the United States of America. Advanced learners will have additional activities to complete if they finish early.

CONSIDERATIONS ABOUT THE LEARNING ENVIRONMENT

Physical Space: No additional space will be needed for implementation of this unit. We will make use of the classroom.

Temporal Resources: This unit will include 8 lesson plans covering a two week (10 day) period. Each lesson will last approximately 45 minutes per day.

Learning Materials: Students will use their Social Studies books, various reading books that the teacher will supply as well as handouts, video clips, handouts, and materials needed for constructing a small quilt.

Personnel Resources: We will consult the media specialist for reading and resource materials throughout our study. No additional personnel will be needed.

Technological Resources: Classroom computers will be used for research purposes as needed and for viewing video clips. We will also utilize the SmartBoard that is in the classroom.

UNIT TIMELINE

Lesson 1

Specific Expectations, Goals/Objectives: Students will be able to describe characteristics of a good citizen.

Teaching and Learning Strategies:

Engage: Chalkboard splash – what is a good citizen? Good citizens are/will/do chart Explore: Teacher read aloud, student conducted survey (what does it mean to be a good citizen?),

drawing picture. Teacher read aloud on Clara Barton (Red Cross). Explain: After survey about what is a good citizen, combine group answers and calculate

answers. Compare/contrast to their class. Elaborate: Writing prompt = I can be a good citizen by…… Evaluate: Formative assesment – allow students to draw a picture of themselves being a good

citizen using the flags.

Assessment (type, strategy, tool): Teacher will formatively assess student understanding by listening to group discussions and

guiding conversations if needed. At end of class, teacher will ask students to draw a picture of them being a good citizen and write

what it is they are doing on the lines (flag drawing). Teacher will observe students answers during chart activity, center activities and group

discussions

Learner Considerations: Lower level students will be in groups for the survey portion and will have the support of the

other group members to help them with the assignment. Lower level learners will not be required to write an explanation for what they are doing in their

flag picture – they can verbally tell the teacher what they are doing as a good citizen. Teacher will wear assistive devices to allow HI students to hear instruction. Advanced learners will be allowed to do additional enrichment activities including making books,

posters

Environmental Considerations: Students will be in classroom. When doing the survey, they will go to another first grade

classroom to interview students (with prior permission from the classroom teacher)

Material Resources: Books on famous American citizens who made a difference in their community will be available

in the reading center Chart paper – A Good Citizen is:, A Good Citizen will:, A Good Citizen doesn’t

Smartboard for chalkboard splash Survey sheet Flag activity for students to draw them being a good citizen Pictures and information about Forsyth Hospital NICU and babies in need Good citizen booklet Good citizens do/don’t tagboard cards and sort cards Good citizens memory game in math center Good citizens sentence sort in reading center

Other Resources:

Lesson 2

Specific Expectations, Goals/Objectives:

Students will be able to give reasons why we need different rules in different places.Students will be able to describe what it means to be responsible and give examples.Students will create illustrations of what it means to be respectful


Engage: Teacher will ask students questions to pre-assess their understanding of what rules are and why we need them. How rules help us be responsible, how responsibility shows good citizenship. Write responses on Smartboard using a graphic organizer. Students will be asked to give an example of a rule in various areas of the school.

Explore: KWL chart on what it means to “be responsible” and, KWL chart on what it means to show respect. Read aloud – Mary McLeod Bethune. How did Bethune show respect by being responsible.

Explain: Students will be arranged in small groups to act out scenes they are given on cards to demonstrate being responsible, following rules and showing respect. Classmates will try to determine which character trait the students are acting out and will tell why it is such.

Students will be asked to help complete a bubble graph on rules and laws.

Teacher will show slides on the need for rules and why we have them.

Student groups will create a poster about how responsibility helps people be good citizens – ie, taking care of places they live, recycling, picking up trash, walking their dog, spaying/neutering their pets, follwing rules, etc.

Elaborate: After brainstorming different responsibilities, students will illustrate a responsibility that they have at home, school or in the community. These pictures will be added to a classroom book “Good Citizens are Responsible” that will be read to them and then placed in the reading library to be read individually.

In large group, students will create a t-chart about respect. One column will be “Respect look like…” and the other column will be “Respect sounds like”

Children will design a chart to take home and keep track of things that they can recycle. Have students list the various things they can recycle. They will keep track of things they recycle for a week and check those things off the chart. After one week, the charts will be brought back into class and students will compare and tally what they recycled the most of, the least of, etc. Recycling things helps our earth.

Evaluate: Students will fill out a paper on what it means to be respectful including an illustration. Students will be given a worksheet on which they can list various ways in which they can show respect to a teacher, their mom, and their dad.

Assessment (type, strategy, tool):

Formative assessment will be carried out by teacher during large group discussions as well as listening to and monitoring small group discussions, theatrical demos. Teacher can also assess understanding from the illustrations that students create. Teacher will also give students a card with a rule on it. Students may work with 1-2 other students to create a theatrical description of what would happen if the rule was not followed.

Learner Considerations: Advanced learners will have the opportunity to complete and acrostic poem using the word respect. They may complete a book about how to show respect or an illustration of a rule in various areas such as the playground, home, bus, cafeteria, hallway, etc. These illustrations can be made into a book. Advanced learners will be able to utilize additional activities in centers where they will work on expanding math, writing and reading skills. They may read more about the foster babies that need blankets or other supplies in the NICU.

Struggling learners will be grouped with other students for support and will be able to act out meanings as well as represent things pictorially. Struggling learners may play a game involving acting out what would happen if rules were not followed. They will be given cards with a rule on them and asked to act out what would happen if the rule was not followed as part of a formative assessment.

Environmental Considerations: Students and teacher will utilize the classroom.

Material Resources: Chart paper, Smartboard, various handouts and booklets for students to complete, article on Mary McLeod Bethune.

Other Resources:

Lesson 3


Students will be able to describe and illustrate ways in which citizens/students can work together to solve problems in the school and community.

Students will be able to describe and verbalize appropriate ways to solve problems at school and at home.

Students will be able to describe what fairness is and why it is important when solving problems.


Engage:Teacher will ask students how they can work together to solve problems or disputes. These responses will be recorded on the Smartboard. Teacher will guide students into a discussion about fairness and why it is needed when solving problems.

Explore:Teacher will read aloud a book on fairness “Kids Talk About Fairness”.

Explain:Students will get into small groups and discuss a time when they helped solve a problem. What did they do and was it necessary to be fair?

Elaborate: Students will write about a time that they felt they were treated unfairly. How did it make them feel? How could the problem have been solved fairly.

Evaluate:Students will be given various “problem cards”. They will work with their group members to come up with fair solutions and appropriate ways to handle the various problems.


Teacher will circulate among groups to listen for appropriate responses and/or to guide converstaions and correct misinterpretations. Teacher will listen for responses to the problem cards to ensure understanding of fairness and appropriate conflict resolution.

Learner Considerations:

Stuggling students will be grouped with classmates for support and to help build understanding. Struggling students will be allowed to illustrate much of their work through pictures or theatrical enactments.

Environmental Considerations: Teacher will use classroom.

Material Resources: Smartboard, chart paper, problem cards, books on fairness and problem solving.

Other Resources:

Lesson 4


Students will be able to classify various leaders in the home, school and community such as parents, mayor, police officers, principal, and teacher.


Engage: Teacher will ask students if they can list leaders in their home, community and school. Teacher will record answers on smartboard under colums for home, community and school.

Explore:

Teacher will play a short video on community leaders and their roles.

Students will discuss in groups how and why these people are leaders and how they lead in their various environments. Students will record their thoughts on worksheets.

Teacher will display books on various home, school and community leaders in the reading center for students to review during center or free time.

Explain:

Students will classify the leaders in terms of home, community or school leaders and why they are needed to lead in that capacity using a poster for each group.

Elaborate:

Students will select one leader and respond to a writing prompt such as: _________ is a leader in my ________. He/She is an important leader because…


Teacher will assess students through their writing and participation in group activities and on worksheets.

Learner Considerations:Struggling learners will have group support for completing assignments. On the writing assignment, they will be given a word bank and extra time to complete their writing. Teacher will also circulate among students and offer suggestions and support as needed.

Environmental Considerations: Teacher and students will be in the classroom.

Material Resources: Books about various leaders, video on community leaders, worksheet on leaders, poster boards, writing prompts, paper.

Other Resources:

Lesson 5


Students will be able to predict consequences that may result from responsible and irresponsible actions or decisions when following rules and laws.Students will explain why rules help maintain fairness.


Engage: Ask students to give you reasons why rules help maintain fairness. Record answers on Smartboard. Students will be asked about the rules at various places such as the classroom, bathroom, hallway, home, playground, bus, etc. Teacher will lead discussion about rules and laws and what happens if they are broken and why we have different rules for different places.

Explore:Have students work in pairs to write down a rule that they think is NOT fair.Next have them draw a picture about what could happen if that rule was not followed.Finally, have students write a sentence about why the rule really is fair.Talk about consequences and what they are. They can be good or bad.Read a book about the importance of following rules and laws.

Explain:

Have students think about the rule of taking turns at the water fountain and drinking one at a time. Ask students why the children must stand in a line and take turns. What might happen (what would a consequence be) if students did not follow this rule? Is this rule fair?

Elaborate:

Write about a time that you either broke a rule or followed a rule. How did it make you feel? Would you do anything differently the next time? What was the consequence for either following the rule or breaking the rule?

Evaluate: Working with a partner, read over your class rules. Choose two rules and talk about the consequences of following the rules and breaking the rules. When you are finished, get with another group and discuss your answers. Are your classroom rules fair? Why or why not?


Teacher will review student written responses. Teacher will circulate among groups and listen to student discussion and input.


Struggling learners will be grouped for support from other group members.

Advanced learners can consider additional classroom or school rules and write or illustrate the good or bad consequences of following these rules.


Material Resources: Paper, list of classroom rules, books on the importance of following rules, Smartboard.

Other Resources:

Lesson 6


Students will describe what voting rights are.Students will create a poll for their classroom regarding an issue that is important to them.Students will participate in a mock democratic vote about an issue that concerns them.


Engage:Teacher will put up a KWL chart about voting to pre assess student knowledge about voting and fairness and making decisions.

Explore:Teacher will ask students if they would like to take a vote on an issue that they care about and interpret the results after the vote. Students will brainstorm about the issues that they want to take a vote on.

Once an issue has been selected, students will work in groups to create poll questions.

Once the poll question(s) are created students will survey classmates to find out what their feeling are on the issue.Students will make a prediction about how the vote will turn out.

Explain:Once the polling is done, students will calculate and graph the results to find out how the majority of students felt on the issue. Students will also notice that people have various opinions on the issue and it might be necessary to inform them about other points of view.

Elaborate:

Students will work in groups (according to how they voted) to interpret what the results of the poll mean and to determine what changes need to be made (if any).

Evaluate:Students will discuss how they could have informed people more about the issue. Students will discuss whether or not more information would have changed the vote in their favor.


Teacher will circulate between groups to assess discussions and listen for appropriate questions, answers and to ensure that students remain on topic.

Teacher will have students respond to the following prompt. Allowing people to vote about issues is important because…..


Struggling learners will be grouped so that they can benefit from the discussion and offer input as they feel comfortable. They will also be allowed to draw a picture of why voting is important.

Advanced learners can create alternative poll questions to see if the results change with different questions.

Environmental Considerations: Teacher and students will be in the classroom

Material Resources:

Voting box, paper, voting ballots

Other Resources:

Lesson 7


Students will describe ways that good citizens volunteer to help in a school and community.Students will experience volunteerism through a service project for the NICU at Forsyth HospitalIdentify a need in your community and come up with ideas on how you can help address it.

Teaching and Learning Strategies:Engage: Teacher will have students help complete a KWL chart on volunteers/volunteerism to assess knowledge before presenting the topic.

Explore: Students will watch a video about the importance of volunteers after disasters, in hospitals, at humane societies and at homeless shelters and soup kitchens, meals on wheels.

Explain: After watching the video, students will create a list of various things they enjoy doing and brainstorm ways that they can use their talents in a volunteer capacity.

Elaborate:Teacher will talk to students about the opportunity to create a quilt for an infant that will be going into foster care upon leaving the hospital. If agreeable, teacher will pass out instructions on how each student, with parent help, will create a unique quilt square to help make the infant quilt.


Teacher will review the lists students create and their brainstorming about how to use their talents.


Struggling learners can have a group member record their talents and how they can use their talents to help others.

Environmental Considerations: Teacher and students will be in the classroom

Material Resources: Video clips of volunteers working in various situations, Smartboard, KWLchart, paper, quilt square patterns and pieces of material for students who need it.

Other Resources:

Lesson 8


Students will be able to describe several characteristics of a good citizen and explain why good citizens follow rules, vote, are responsible, volunteer, are leaders and are respectful and help solve problems.


Engage: Teacher will use this lesson to review all the characteristics and traits of good citizens that have been discussed over the past two weeks. Students can write their answers on a sticky note and place it on the white board.

Explore:After all students have had a chance to submit their answers on the white board, teacher will have students help to organize them into groups. Once they are organized into similar groups, teacher will have students create columns for each characteristic.

Explain:

Students will, again, write out what they think 2-3 characterstics of a good citizen means. They may alternatively draw a picture of what the characteristic means.

Elaborate:

After recording the meanings of the characteristics, students will get into their groups and take 2 characteristics to discuss. In groups, students will discuss what those characteristics mean and why they are important for good citizens to have/follow. A recorder will write down their responses and when all the groups are finished, they will share the characteristics they selected and why they are important for good citizens to have.

Evaluate:As the groups share the importance of the characteristics, the teacher will record the characteristics and their importance on a large “Good Citizens” poster. Students will be allowed to illustrate the good characteristics on the large poster and then sign their names at the bottom under the statement: I want to be a good citizen. This poster will then be displayed outside the classroom in the hallway for other classes, parents and students to enjoy.


Teacher will circulate to hear group participation and discussion. Teacher will review the group response sheets, poster illustrations and take note of student response during large group discussion.

Learner Considerations: Struggling students will be in groups to review the concepts of being a good citizen. They will be allowed to illustrate some of the characteristics of good citizens for their group.


Material Resources: Paper, large sheet of paper to create good citizen poster, white board, sticky notes

Other Resources:

The next day in this unit will be the summative assessment which I am still designing. It will consist of fill in the blank items, short answer and multiple choice questions.

OVERALL REFLECTION ABOUT THE UNIT (completed when you finish teaching the unit)

LESSON PLANS (Insert lesson plans here) Individual lesson plans should be inserted as separate, subsequent pages with page breaks inserted between individual lessons. Remember to include artifacts/individual reflections for each plan

UNIT OVERVIEW

Plan for Integration

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