UbD Lesson Plan - Weebly



|UbD Unit Plan |

|Title: |All About Me |Subject/Course: |Language Arts, math, social studies and health |

|Topic: |Thematic Study About Me |Grade: |Kindergarten to First|Designer: |Jodi Beaty |

| |

| |

|Stage 1 – Desired Results |

|Established Goals: |

| |

|What do first graders like to talk about when they come back to school? You probably guessed it. They like talking about themselves! So, why not start the year |

|off letting them do just that as you can get to know them, too! Help students celebrate their individuality and learn about likenesses and differences. This unit |

|builds those important beginning of the year skills and a sense of family in your classroom. Along with language arts, this thematic study integrates math, social|

|studies, and health. |

| |

|Common Core Standards: |

| |

|Reading Foundational: Phonics and Word Recognition: 1.RF.3 |

|Know and apply grade-level phonics and word analysis skills in decoding words. |

|a. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). |

|b. Decode regularly spelled one-syllable words. |

|c. Know final -e and common vowel team conventions for representing long vowel sounds. |

|d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. |

|e. Decode two-syllable words following basic patterns by breaking the words into syllables. |

|f. Read words with inflectional endings. |

|g. Recognize and read grade-appropriate irregularly spelled words. |

| |

|Reading Foundational: Fluency: 1.RF.4 |

|Read with sufficient accuracy and fluency to support comprehension. |

|a. Read grade-level text with purpose and understanding. |

|b. Read grade-level text orally with accuracy, appropriate rate, and expression. |

|c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. |

| |

|Writing: Text Types and Purposes: 1.W.1 |

|Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide |

|some sense of closure. |

| |

|Writing: Text Types and Purposes: 1.W.2 |

|Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. |

| |

|Speaking and Listening: Comprehension and Collaboration: 1.SL.1 |

|Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. |

|a. Follow agreed-upon rules for discussions (e.g., listening to others with care. speaking one at a time about the topics and texts under discussion). |

|b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. |

|c. Ask questions to clear up any confusion about the topics and texts under discussion. |

| |

|Language: Vocabulary Acquisition and Use: 1.L.6 |

|Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to |

|signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that). |

| |

|Number and Operations in Base Ten: Extend the counting sequence: 1.NBT.1 |

|Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. |

| |

|Measurement and Data: Describe and Compare Measureable Attributes: K.MD.2 |

|Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For |

|example, directly compare the heights of two children and describe one child as taller/shorter. |

| |

|Measurement and Data: Measure lengths indirectly and by iterating length units: 1.MD.2 |

|Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the|

|length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured |

|is spanned by a whole number of length units with no gaps or overlaps. |

| |

|Measurement and Data: Represent and interpret data: 1.MD.4 |

|Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, |

|and how many more or less are in one category than in another. |

| |

|HCPS III Standards: |

| |

|Social Studies: Historical Understanding: Change, Continuity and causality: Understand change and/or continuity and cause and/or effect in history: Chronological|

|Thinking: SS.K.1.1 |

|Explain changes and continuity over time, using calendars and simple timelines |

| |

|Health: Core Concepts: Understand concepts related to health promotion and disease prevention: Mental and Emotional Health: HE.K-2.1.1 |

|Describe appropriate ways to express feelings |

| |

|General Learner Outcomes (GLOs): |

| |

|Self-directed Learner (The ability to be responsible for one's own learning) |

|Community Contributor (The understanding that it is essential for human beings to work together) |

|Complex Thinker (The ability to demonstrate critical thinking and problem solving) |

|Quality Producer (The ability to recognize and produce quality performance and quality products) |

|Effective Communicator (The ability to communicate effectively) |

|Effective and Ethical User of Technology (The ability to use a variety of technologies effectively and ethically) |

| |

|Understandings: |Essential Questions: |

|Students will understand that… | |

| |What makes me special? |

|Having good classroom communication and manners are important. |Am I different from other people? |

|Every child is different and be able to respect these differences |How am I like other people? |

| |What is important about me? |

|Students will know…. |Students will be able to…. |

| | |

|The uniqueness of their name |Learn new vocabulary |

|Similarities and differences about their bodies |Use graphs and calendars |

| |Record keeping |

|Stage 2 – Assessment Evidence |

|Performance Task: |

| |

|Observe students usage of positive communication skills when expressing needs, wants, and feelings. For example: |

| |

|*A good manner is raising your hand before you speak. |

| |

|*A good manner would be to wait your turn in line. |

| |

|*Saying “thank you” when some lets you borrow a pencil is a good manner. |

| |

|*Saying “please” when you want something is a good manner. |

| |

|*Holding the door open for someone who has his or her hands full is a good manner. |

| |

|*Following directions is a good manner. |

| |

|*Not talking while the teacher is talking is a good manner. |

| |

|Teacher’s observation when students write in their journals about their names. |

| |

|See student uses prior knowledge, illustrations, and text to make predictions. Listen carefully for correct statements about what the students see. “Off the |

|wall,” comments that do not make sense will alert you to those having problems. |

| |

|Student demonstrates an understanding of measurement of lengths selecting appropriate units of measurement. |

| |

|Teacher observes the student using beginning letters (onsets) and patterns (rhymes) as visual cues for decoding. |

| |

|Student shows understanding of calendar time (days, weeks, months, years). |

| |

|Students' use of basic elements of phonetic analysis (for example, hears, segments, substitutes, and blends sounds in words) |

| |

|Teacher observes student writing informal writings |

| |

|Check for students' brainstorming ideas and staying on the topic while writing in journals |

|Key Criteria: to reflect Performance Tasks Examples: Rubric, Checklist, etc. |

| |

|Diagnostic Assessment: See attached sheets and / or file named: Diagnostic Assessment |

| |

|Summative Assessment 1 : See attached sheets and / or file named: Assessment 1 |

| |

|Summative Assessment 2 : See attached sheets and / or file named: Assessment 2 |

| |

|Standard |

|Exceeds |

|Satisfactory |

|Needs to Improve |

|Unsatisfactory |

| |

|1.RF.3 – Phonics and Word Recognition |

|Decode words with consonant blends and words with letter combinations, with fluency and accuracy |

|Decode words with consonant blends and words with letter combinations, with minimal difficulty and no significant errors  |

|Decode words with consonant blends and words with letter combinations, with difficulty and a few significant and/or many minor errors  |

| |

| |

|Decode words with consonant blends and words with letter combinations, with great difficulty and many significant errors  |

| |

|1.RF.4 – Fluency |

|Expressively read aloud with accuracy and at an appropriate rate while adhering to end punctuation  |

| |

|Read aloud with reasonable accuracy and at an appropriate rate while adhering to end punctuation  |

|Read aloud, with some accuracy, at a somewhat appropriate rate, and with some attention to end punctuation  |

|Read aloud, with minimal accuracy, at an inappropriate rate, and without adhering to end punctuation  |

| |

|1.W.1 – Text Types and Purposes |

|Insightfully focus on a single topic consistently throughout a piece of writing  |

| |

|Focus on a single topic in a piece of writing  |

|Focus on a topic throughout some parts of a piece of writing  |

|Do not focus on a topic throughout most of a piece of writing  |

| |

|1.W.2 – Text Types and Purposes |

|Add relevant descriptions and creative details to develop a topic |

|Add relevant, simple descriptions and details to develop a topic |

|Add simple descriptions and details that sometimes develop a topic |

| |

|Add vague or irrelevant descriptions and details that do not develop a topic |

| |

|1.SL.1 – Comprehension and Collaboration |

|Consistently use appropriate social conventions in various large and small group situations  |

|Usually use appropriate social conventions in various large and small group situations |

|Sometimes use appropriate social conventions in various large and small group situations |

| |

|Use inappropriate social conventions in various large and small group situations |

| |

|1.L.6 – Vocabulary Acquisition and Use |

|Use clear, appropriate, and creative speaking vocabulary to fit the situation and audience |

|Use clear and appropriate speaking vocabulary to fit the situation and audience |

|Use speaking vocabulary that is somewhat vague or awkward given the situation and audience  |

| |

|Use speaking vocabulary that is confusing or not appropriate for the purpose and audience |

| |

|K.MD.2 – Describe and Compare Measurable Attributes |

|Use and describe an appropriate method to compare and order objects according to length, weight, capacity, area, and volume, with accuracy  |

| |

|Compare and order objects according to length, weight, capacity, area, and volume, with no significant errors |

|Compare and order objects according to length, weight, capacity, area, and volume, with a few significant errors |

|Use an inappropriate method to compare and order objects according to length, weight, capacity, area, and volume |

| |

|1.NBT.1 – Extend the counting sequence |

|Count whole numbers up to 100 in a variety of ways and selectively use strategies depending on the situation  |

| |

|Count whole numbers up to 100 in a variety of ways, with no significant errors  |

|Count whole numbers up to 100 in a variety of ways, with a few significant errors |

|Have difficulty counting whole numbers up to 100 in a variety of ways |

| |

|1.MD.2 – Measure Lengths indirectly & by iterating length units |

|Carefully measure with multiple copies of standard or non-standard units of the same size (avoiding gaps and overlaps), with accuracy |

| |

|Measure with multiple copies of standard or non-standard units of the same size, with no significant errors |

|Measure with multiple copies of standard or non-standard units of the same size, with a few significant errors  |

|Measure with multiple copies of standard or non-standard units of the same size, with many significant errors |

| |

|1.MD.4 – Represent and interpret data |

|Identify appropriate measurement tools to measure length, capacity, and weight, and describe how the tools are used |

| |

|Identify appropriate measurement tools to measure length, capacity, and weight |

|Recognize which attribute (length, capacity, or weight) a measurement tool is designed to measure  |

|Have difficulty recognizing which attribute (length, capacity, or weight) a measurement tool is designed to measure |

| |

|SS.K.1.1 – Explain change and continuity over time, using calendars and simple timelines |

|Explain, with detail, change and continuity over time, using calendars and simple timelines  |

| |

|Explain change and continuity over time, using calendars and simple timelines |

|Recognize examples of change and continuity over time, using calendars and simple timelines  |

|Recognize calendars and simple timelines  |

| |

|HE.K-2.1.1 – Describe appropriate ways to express feelings |

|Describe, in great detail, appropriate ways to express feelings  |

| |

|Describe, in detail, appropriate ways to express feelings  |

|Describe, in some detail, appropriate ways to express feelings  |

|Describe, in minimal detail, appropriate ways to express feelings  |

| |

|Other Evidence |

| |

|What other evidence (quizzes, observations, homework, etc.) will be collected to determined whether or not the desired Results identified in Stage One have been |

|achieved? |

| |

|Teacher made test |

|Student work |

|Oral presentations |

|Self-Assessments |

|Props |

|Worksheets |

|Quizzes |

| |

|Stage 3 – Learning Plan |

|W = Where the unit is going and what is expected from the unit? |

| |

|Throughout this unit students will be performing several tasks and authentic assessments. They will be learning about themselves, not only their names but |

|also what makes them unique and different from other students. |

| |

|H = Hook all students and Hold their interest? By posing the following questions: |

| |

|· What makes you special? |

|· How am I different from other students? |

|· How am I the same from other students? |

|· I am important because … ? |

| |

|E = Equip students, help them Experience the key ideas and Explore the issues? |

| |

|Through multiple group discussions prompted by guiding questions, the teacher provides a framework for each lesson, but the open-ended nature of the unit |

|still allows for students to apply and interpret their understanding in their own unique way. |

| |

|R = Provide opportunities to Rethink and Revise their understandings and work? |

| |

|Students are required to record their thoughts, ideas and reflections through multiple journal entries throughout this unit. Moreover, the open-ended nature |

|of the unit allows students to share their understanding and interpretations through their completed artwork, lesson plans and journals. |

| |

|E = Allow students to Evaluate their work and its implications? |

| |

|The unit is designed to allow for students to summarize what they have learned. Students will be encouraged to be discerning in their observations and |

|understanding without fear of penalization. Student friendly assessments and rubric are included with this unit. |

| |

|T = be Tailored to the different needs, interests, and abilities of learners? |

| |

|This unit offers many types of leaning activities and allows the learner to participate according to their talents and interests. This allows the student |

|many different choices, infinite interpretations of authentic performance tasks, while allowing them to be evaluated using a common criteria. |

| |

|O = Be Organized to maximize initial and sustained engagement as well as effective learning? |

| |

|The unit is organized to flow naturally from one activity to the other as the students gain and transfer knowledge. The reflections back on the past days |

|activity will keep the students engaged and want to continue with the future lessons of the unit. |

| |

| |

| |

| |

| |

| |

| |

|Learning Activities |

| |

|Day 1 : Diagnostic Assessment |

| |

|Day 2 : Pass the Manners, Please |

|Students become aware of correct classroom communication and manners by reading the book, David Goes to School, and playing the Good Manners Pudding Game. |

|This is the first lesson in the All About Me Unit. |

| |

|Day 3 : Name Fame |

|In this lesson, students learn the uniqueness of their names by reading the book, Chrysanthemum, and completing other integrated math counting and graphing |

|activities. |

| |

|Day 4 : Mirror, Mirror |

|In this lesson students practice important beginning reading skills with poems and the big book, In the Mirror. They learn some new vocabulary about |

|themselves and they celebrate that their bodies are alike, but also different! |

| |

|Day 5 and 6: How Do I Measure Up? |

|In this lesson, students find out more about their bodies and what makes them different by tracing each their partners' bodies on butcher paper. They record |

|their heights and weights, and then compare them to the others in the class. |

| |

|Day 7 and 8 : Happy Birthday Class |

|Birthdays are important events in children’s lives. This lesson integrates graphing and the use of calendars with their special days. |

| |

|Summative Assessment 1 |

| |

|Day 9 : Blooming with Self-Confidence |

|Many children worry about not being able to do what other children can do. This lesson will help them understand and respect differences in readiness and |

|abilities, as they read the book Leo the Late Bloomer and make flowers of their own. |

| |

|Day 10 and 11 : I Like Me |

|This lesson celebrates the uniqueness of students and what they like about themselves. Students make collages and display them in the classroom |

| |

|Day 12 and 13 : The Important Thing |

|Student-made time capsules end the All About Me unit by displaying important things about individuals in class. |

| |

|Day 14 and 15 : Summative Assessment 2 |

| |

| |

| |

| |

| |

| |

| |

| |

|Resources |

| |

|Hawaii State Department of Education. (2005). Hawaii Content & Performance Standards III (HCPS III) Database. Retrieved May 11, 2013, from Hawaii State |

|Department of Education: |

|Hawaii State Department of Education. (2011). Hawaii Standards Database. Retrieved May 11, 2013, from Hawaii State Department of Education: |

| |

|Hawaii State Department of Education. (2013). General Learner Outcomes (GLOs) Rubrics. Retrieved May 11, 2013, from Hawaii State Department of Education: |

| |

|McTighe, J., & Wiggins, G. (2004). Udnerstanding by Design - Professional Development Workbook. Alexandria: Association for Supervision and Curriculum |

|Development (ASCD). |

|Neophytelin, L. (1999, June 26). All About Me Unit. Retrieved April 15, 2013, from : |

|Stiggins, R. J., & Chappuis, J. (2012). An introduction To Sutdent-Involved Assessment For Learning (Sixth ed.). Boston, MA: Pearson Education, Inc. |

|Wiggins, G., & McTighe, J. (2005). Understanding by Design (Expanded Second ed.). Alexandria, VA: Association for Supervision and Curriculum Development |

|(ASCD). |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download