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Common Core Interdisciplinary Unit Planning Template21st Century Interdisciplinary Themes Pilot dates: March 25 - May 17, 2013? Global Awareness ? Financial, Economic, Business, & Entrepreneurial Literacy ? Civic Literacy ? Health Literacy ? Environmental LiteracyGrade: 1st LA/SSInterdisciplinary Theme(s): Global Awareness Title of Unit: Celebrate CulturesRigor The What and How Enduring Understanding: People from many different cultures come together to build our diverse community.Considerations and Resources21st Century Themes and Skills(P21) 21st Century Learning Map21st Century Skills Student-friendly PosterDOK, Depth of Knowledge? Level 1: Recall & Reproduction 7%? Level 2: Skills & Concepts 12%? Level 3: Strategic Thinking 55%? Level 4: Extended Thinking 25%????Levels of DOK the lesson will target to demonstrate student understanding of the Big Idea, knowledge, skills, and processes. Hess Rigor MatrixDOK Info NYC DOK Chart Variations and StrategiesSPIRAL REVIEW: first four Reading standards for Literature and Informational (more likely to be tested)RTIELDGATEDifferentiation? Project G.L.A.D, Guided Language Acquisition Development? Concept mapping/graphic organizers (Thinking Maps, Inspiration, Timeliner)? UNRA(A)VEL Larry BellEssential Questions: Who and what makes up your community?What are customs and traditions?What are cultural celebrations? Essential Question 1: Who and what makes up your community?Students will master the following Standards:S.S.1.5 Students describe the human characteristics of familiar places and the varied backgrounds of American citizens and residents in those places.SL4 Describe people, places, things, and events with relevant details, expressing ideas, and feelings clearly.RIT10 With prompting and support, read info text that is appropriately complex for gr. 1.RL10 With prompting and support read prose and poetry of approximate complexity for grade 1.L2c Use commas in dates to separate single words in a seriesL4a Use sentence level context as a clue to the meaning of a word or a phraseL6 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 (because)W3 Write narratives in which they recount 2 or more sequences of events regarding what happened use transitional words to signal event order and provide some sense of closure.W5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers and add details to strengthen writing as needed.W6 With guidance and support from adults, use a variety of digital tools to produce and publish writing including in collaboration with peers.W8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.Essential Question 2:What are customs and traditions?Students will master the following Standards:S.S.1.5 Students describe the human characteristics of familiar places and the varied backgrounds of American citizens and residents in those places.SL4 Describe people, places, things, and events with relevant details, expressing ideas, and feelings clearly.RIT10 With prompting and support, read info text that is appropriately complex for gr. 1.RL10 With prompting and support read prose and poetry of approximate complexity for grade 1.L2c Use commas in dates to separate single words in a seriesL4a Use sentence level context as a clue to the meaning of a word or a phraseL6 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 (because)W3 Write narratives in which they recount 2 or more sequences of events regarding what happened use transitional words to signal event order and provide some sense of closure.W5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers and add details to strengthen writing as needed.W6 With guidance and support from adults, use a variety of digital tools to produce and publish writing including in collaboration with peers.W8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.Essential Question 3:What are cultural celebrations? Students will master the following Standards:S.S.1.5 Students describe the human characteristics of familiar places and the varied backgrounds of American citizens and residents in those places.SL4 Describe people, places, things, and events with relevant details, expressing ideas, and feelings clearly.RIT10 With prompting and support, read info text that is appropriately complex for gr. 1.RL10 With prompting and support read prose and poetry of approximate complexity for grade 1.L2c Use commas in dates to separate single words in a seriesL4a Use sentence level context as a clue to the meaning of a word or a phraseL6 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 (because)W3 Write narratives in which they recount 2 or more sequences of events regarding what happened use transitional words to signal event order and provide some sense of closure.W5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers and add details to strengthen writing as needed.W6 With guidance and support from adults, use a variety of digital tools to produce and publish writing including in collaboration with peers.W8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.Assessments (Tied to enduring understanding)Performance Task(s)/Products(s): (the following tasks are assessed on an ongoing basis, throughout the 6 weeks)Performance task for essential question 1Students will view “Learning About Customs” video, discuss the different customs, and complete the skills sheet. (SS Unit 5 page 60T1)Performance task for essential question 2Students will compare/contrast their families, communities, foods, places and customs by creating a portfolio and having group discussions.Performance task for essential question 3Write about a time you celebrated an event from your culture.SBAC Aligned Assessment: Key vocabulary terms, selected response (multiple choice) questions with increasing levels of DOK, constructed response questions, a multi-process performance task, ongoing embedded assessmentsRubrics:Rubric Performance Task 1Rubric Performance Task 2Rubric Performance Task 3Rubric 21st Century LearningAuthentic Performance Tasks? Written response? Project/presentation? Notebook Portfolio ? Digital Portfolio ? Other21st Century Skills Learning and Innovation? Communication and Collaboration: ask questions, build an effective team, organize group discussions, resolve conflicts, present effectively, present effectively, write effectively? Critical Thinking: identify problems, evaluate options, make decisions, synthesize information, justify arguments,? Creativity and Innovation: Imagine,brainstorm, invent, create, design Information, Media, and Technology? Information: Access, evaluate, use, and manage? Media: Analyze media, create media products? ICT (Information, Communications and Technology Literacy: Use and apply technology effectively o successfully function in a knowledge societyCollege, Workplace, and Life Skills? Flexibility and Adaptability: Adapt to change, be flexible? Initiative and Self-Direction: Looking at problems in a new way of thinking learning across subjects and disciplines ? Productivity and Accountability: Manage products, produce results? Leadership and Responsibility: Guide, lead, and be responsible to others? Cross-cultural and Social Skills: Interact and work effectively with others work effectively with othersWeeks-at-a-Glance3-6 Concept Lessons: Sequence of Tasks, Problems, or Activities Purpose: To develop specific concepts, designed to scaffold, outcome is a delicate (fragile) understanding. Week 1Intro to Unit – Build background, view cultural video, cultural read aloudsBring in realiaSend parent letter homeReview silent eCommas in datesContext clues for meaningRecount narrativeProse and poetry (HM Focus on Poetry Theme 5)SS Unit 5 LaunchWeek 2 Build background, view cultural video, cultural read alouds1st page of portfolio – My portrait (SS page 49T10)Review vowel pairsCommas in a seriesContext clues for meaningRecount narrativeSS Unit 5 Lesson 1Week 3Build background, view cultural video, cultural read alouds2nd page of portfolio – My family (SS page 49T10)Review dipthongs and digraphsConjunctionsRecount narrativeSS Unit 5 Lesson 2Week 4Build background, view cultural video, cultural read alouds3rd page of portfolio – My favorite foods (SS page 49T10)R controlledContext clues for meaningRecount narrativeSS Unit 5 Lesson 2Week 5Build background, view cultural video, cultural read alouds4th page of portfolio – My favorite place (SS page 49T10)Inflectional endingsContext clues for meaningRecount narrativeSS Unit 5 Lesson 3Week 6Build background, view cultural video, cultural read aloudsRecount narrative (Performance Task #3)Review troublesome vowelsContext clues for meaningSS Unit 5 Review/CulminationSuggested Online Resources LiteratureEverybody Cooks Rice by Norah DooleyUmbrella by Taro YashimaShoes, Shoes, Shoes by Ann MorrisCornrows by Camille YarbroughChildren Just Like Me: A Unique Celebration Around the World by Barnabas and Anabel KindersleyMy Diary From Here to There/Mi Diario de Aqui Hasta Alla by Amada Irma PerezAll in a Day by Mitsumasa AnnoPicnic in October by Eve BuntingGood Morning, City by Elaine MooreCatch that Goat! by Polly AlakijaLet’s Eat by Ana ZamoranoLots of Grandparents by Shelley RotnerWhoever You Are by Mem FoxMagic Tree House Series by Mary Pope Osborne (i.e. #43 Leprechaun in Late WinterClassic Starts: Around the World in 80 Days by H.G. Wells (abridged)Dim Sum for Everyone by Grace LinOutside My Door (song) in Avenues Language Songs Big Book21st Century Strategies, Resources, and Tools for Strategic and Extending Thinking? Flocabulary (Vocabulary Acquisition)? Search engines (KidRex) ? Literature-Teacher Vision, Reading Rockets? Primary Sources (text, graphic, audio, multimedia, & material culture)? Print sources (newspapers, journals, books, magazines, maps)? Graphics software (drawing, painting)? Photo editing (Picasso, Instagram, Adobe Elements/Photoshop)? Video editing (Movie Maker-PC; iPhoto/ iMovie- Mac)? Publishing & multimedia creation (clip art, video, sound, animations, Photo Story3)? Web authoring, blogging, word processing & layout program (WordPress, Eduplace, Edlio, Weebly)? Data collection, manipulation, & storage tools (spreadsheets, graphing, databases, digital cameras, surveys)? Presentation tools (software, PowerPoint, Prezi, iWork, Keynote -Mac)? Projection devices, Digital Document Cameras ? Digital Devices (Laptops, Smartboards, Mobi, iPad, iPhone, iPod, Android, Nook, Promethian Boards)Student/Group Reflection(s): Students reflect upon their learning target mastery and performance task(s)/project Student/Group Reflection(s) ? Individual evaluation ? Student-directed debrief? Teacher-directed debrief? Class discussion? Group rubric? Group evaluationAdapted from “Integrated Unit of Study Planning Considerations 6/20/2012, Unit of Study Curriculum Planning: Standards & Performance-Based Considerations, Orange County Department of Education, Dec – 2011, Partners for 21st Century Skills,Works Cited/Resources for Designing Units of StudyACSD County Department of Education | Office of Academic Content for 21st Century Skills “Crafting a Task” “21st Century is an era of great promise and great challenge. Advances in technology have improved many aspects of life. But war, climate change, hunger, and other problems persist. How can we work together to make a better world.” -Expert Space ................
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