INTEGRATED UNIT PLAN



Integrated Unit PlanKatherine BraxtonJune 8, 2014I. UNIT INFORMATIONSubject: The main subject of the unit is Social Studies.Grade/Topic: The unit is written for Kindergarten. The topic is Thanksgiving.State and National Standards addressed by the Unit:Georgia State Standards: SSKH1 The student will identify the purpose of national holidays and describe the people or events celebrated. d. Thanksgiving Day SSKH3 The student will correctly use words and phrases related to chronology and time to explain how things change. a. Now, long ago b. Before, afterSSKG1 The student will describe American culture by explaining diverse community and family celebrations and customs.SSKCG2 The student will retell stories that illustrate positive character traits and will explain how the people in the stories show the qualities of honesty, patriotism, loyalty, courtesy, respect, truth, pride, self-control, moderation, and accomplishment.National Standards:National Council for Social Studies (NCSS) Standards: I. CultureSocial studies programs should include experiences that provide for the study of culture and cultural diversity,so that the learner can Describe ways in which language, stories, folktales, music, and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture; Compare ways in which people from different cultures think about and deal with their physical environment and social conditions; Character Education Goals: The character education goals are:C1.5. Knowledge of Ethical Logic and Terms Students understand that the concepts of character and ethics refer to principles that establish standards of right and wrong; these standards define morality and prescribe how a good person should behave.C3.2 The Golden RuleStudents understand the universal Golden Rule (“do unto others as you would have them do unto you”) and apply it as a standard of respect. C4.1. Compliance: Doing What Is RequiredStudents accept responsibility to do what they are required to do by their parents, teachers, coaches, and other adults who have legitimate authority. Students also are careful to keep their own promises and commitments. Instructional Goals: The instructional goals are:1. Students will recognize seasonal changes in the environment, important people, and holidays in the fall.2. Students will develop an awareness of the Thanksgiving holiday past and present.3. Students will describe the importance of the first Thanksgiving.Instructional Objectives: The instructional objectives are:1. Given a blank map of the world, students will be able to identify Europe, North America, the Atlantic Ocean, and the route that the Pilgrims took to America. 2. Given a painting of the first Thanksgiving, students will make observations about its contents. 3. After listening to the story The Littlest Pilgrim, students will also be able to compare their lives to that of a pilgrim their age. Overview of the Learning Activities: The learning activities include:1. My Trip on the Mayflower – As a class we will read The Very First Thanksgiving highlighting the Pilgrims voyage to America. Students will then create their own Mayflower and write about what they would pack if they were taking a trip like the Pilgrims did. (Reading, Writing, Social Studies, Health, Art)2. Then and Now Pilgrims – As a class we will review The Littlest Pilgrim and take a picture walk through Celebrating Thanksgiving to review the life styles and habits of people long ago. We will create a Venn diagram of how people today and pilgrim children are alike and different. Children will then create their own then and now page as an assessment. (Social Studies, Reading, Writing)3. Thankful Turkeys – As a class we will discuss the meaning of the word thankful and things we are thankful for. Students will then create their own turkeys out of construction paper. On each feather the students will write something they are thankful for. (Reading, Writing, Social Studies, Math, Art)Learning Style Allowances: Learning style allowances include: 1. Below level visual learners will be given pictures of different items that would be acceptable to take on the Mayflower and some that are not. Instead of writing like the lesson suggests students will cut the pictures and glue items they would take with them.2. Above level auditory learners exceeded the concept of the then and now, I would have them write about what the Pilgrims of their same gender and what they did back then. Ex. “If I were a pilgrim boy I would have hunted turkeys and built houses.”3. On level kinesthetic learners will act out the play of the first thanksgiving as a class. The play shows the relationship and hardships between the Native Americans and the prehensive List of Necessary Resources and Materials Needed for Implementation of the Unit:1. Books – The Littlest Pilgrim, Celebrating Thanksgiving, The Very First Thanksgiving, etc.2. SMART Board capabilities – Lessons: Thanksgiving matching, Pilgrim Counting, etc.3. Art Supplies – construction paper, glue, crayons, paint, popsicle sticks, newspaper, etc.Description of how this Unit Provides Integration / Cross-Curricular Connections:1. Thanksgiving Senses is a science lessons that incorporates literacy and writing.2. Then and Now lesson is a social studies lesson comparing children then and now, it also contains a literacy component and art skills. 3. Candy Corn Math is an addition and subtraction lesson. It also incorporates health and art skills. Overview of Formative and Summative Assessments:1. Formative – Students will be assessed on their ability to describe the students from then and now, describing the similarities and differences between themselves and pilgrim children. 2. Formative – Students will be assessed on their ability to describe the items they would pack to take on the mayflower, if it was appropriate, fit a need, and related to an understanding of how people lived back then. 3. Pre and Post Summative will be given at the beginning of the unit and at the end to see the growth of the students knowledge about Thanksgiving. The assessment will be a word/picture match and fill in the blank of words and ideas from Thanksgiving. II. FIVE LESSON PLANS RELATED TO THE UNIT TOPICLesson Plan 1I. Subject and Grade Level: Reading, Writing, Social Studies, Health, Art / KindergartenII. Topic: Mayflower ConnectionsIII. Standards: SSKH1 The student will identify the purpose of national holidays and describe the people or events celebrated. d. Thanksgiving Day SSKH3 The student will correctly use words and phrases related to chronology and time to explain how things change. a. Now, long ago b. Before, after SSKG1 The student will describe American culture by explaining diverse community and family celebrations and customs.ELACCKRI1: With prompting and support, ask and answer questions about key details in a text. ELACCKRI3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. ELACCKW2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. HEK.1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.IV. Measurable Objectives:After listening to the book “The Very First Thanksgiving” the students will be able to constructed their own Mayflower and write about the items of importance that they would bring with them if they were taking a trip like the Pilgrims.V. Materials:Book – “The Very First Thanksgiving”Construction paper – red, blue, brown, white (One sheet of each for every student)Popsicle Stick (one for each student)Writing paperCrayonsPencilGlueVI. Character Education Principle:C1.5. Knowledge of Ethical Logic and Terms Students understand that the concepts of character and ethics refer to principles that establish standards of right and wrong; these standards define morality and prescribe how a good person should behave.VII. Set: Begin the lesson by asking, “What is the Mayflower?” “Why was the Mayflower important to Thanksgiving and the Pilgrims?”, “Why do you think the Pilgrims came to America?”. Then we will read excerpts from The Very First Thanksgiving highlighting the Pilgrims voyage to America. VIII. Instruction: As a small group we will discuss how the Pilgrims had to pack everything they owned to take with them to America on the Mayflower but since there was only so much room the Pilgrims could only pack their most important things. Some of the items Pilgrims would have packed would have been their clothes, bible, and food. Now I will ask the students to think about what the most important things to them would be that they would pack if they were sailing on the Mayflower. What do they think they will need for their trip? What will they need once they get to the new land?IX. Guided Practice:Next the students will each get a sheet of paper that says “If I were sailing on the Mayflower I would bring…” and instruct the students to write and illustrate 3-5 things that would important for them to pack if they were traveling on the Mayflower. X. Independent Practice:Next the students will construct their Mayflower ships and attach their writing to it.XI. Closure:Once all the students have finished we will share as a group each what is important to them to pack if they were traveling on the Mayflower.XII. Evaluation:Student’s work should be assessed according to the following rubric:321FeedbackIdeasVery Clear and on TopicSomewhat Clear and on TopicNot Clear or on TopicOrganizationVery Organized and on TopicSomewhat Organized and on TopicNot Organized or on TopicWord ChoiceVery Clear and on TopicSomewhat Clear and on TopicNot Clear or on TopicCreativityVery Creative and on TopicSomewhat Creative and on TopicNot Creative or on TopicLesson Plan 2I. Subject and Grade Level:Social Studies, Reading, Writing / KindergartenII. Topic:Then and Now PilgrimsIII. Standards:SSKH1 The student will identify the purpose of national holidays and describe the people or events celebrated. d. Thanksgiving Day SSKH3 The student will correctly use words and phrases related to chronology and time to explain how things change. a. Now, long ago b. Before, after SSKG1 The student will describe American culture by explaining diverse community and family celebrations and customs.ELACCKRI1: With prompting and support, ask and answer questions about key details in a text. ELACCKRI2: With prompting and support, identify the main topic and retell key details of a text. ELACCKRI3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. ELACCKW2: Use a combination of drawing, dictating, and writing to compose informative/explanatorytexts in which they name what they are writing about and supply some information about the topic. IV. Measureable Objectives:After listening to the story The Littlest Pilgrim, students will also be able to compare their lives to that of a pilgrim their age while distinguishing between the concepts of then and now.V. Materials:Books – “The Littlest Pilgrim” & “Celebrating Thanksgiving”Chart PaperMarkersPencils (One for each child)Diagram paperVI. Character Education Principle:C1.5. Knowledge of Ethical Logic and Terms Students understand that the concepts of character and ethics refer to principles that establish standards of right and wrong; these standards define morality and prescribe how a good person should behave.VII. Set: Begin the lesson by asking, “What is Thanksgiving about?” “What does Thanksgiving mean to your family?”, “How do you celebrate?”, “Why do we celebrate Thanksgiving?”, “How long ago do you think the first Thanksgiving was?”. Then we will review The Littlest Pilgrim that we read earlier this week and we will read Celebrating Thanksgiving to review the life styles and habits of people long ago.VIII. Instruction:As a group we will discuss how the Pilgrims came to America many, many years ago and so much in life has changed since then. We will discuss the differences in the lifestyle of people today opposed to lifestyles of people long ago.IX. Guided Practice:Next as a group we will come up with some ideas about boys and girls today, boys and girls long ago and some characteristics that they both hold. Using chart paper, create a Venn diagram of the similarities and differences between children long ago and today.X. Independent Practice:The students will return to their seats and using our ideas from the board students will create their own diagram highlighting these ideas and adding a few of their own.XI. Closure:Once all the students have finished we will share as a group new ideas that students have had and discuss how much has changed in our lives since then.XII. Evaluation:Student’s work should be assessed according to the following rubric:321FeedbackIdeasVery Clear and on TopicSomewhat Clear and on TopicNot Clear or on TopicOrganizationVery Organized and on TopicSomewhat Organized and on TopicNot Organized or on TopicWord ChoiceVery Clear and on TopicSomewhat Clear and on TopicNot Clear or on TopicCreativityVery Creative and on TopicSomewhat Creative and on TopicNot Creative or on TopicLesson Plan 3I. Subject and Grade Level: Writing and Math / KindergartenII. Topic: Candy Corn Addition, Word SentencesIII. Standards:SSKH1 The student will identify the purpose of national holidays and describe the people or events celebrated. d. Thanksgiving Day .4 Understand the relationship between numbers and quantities; connect counting to cardinality..6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies..7 Compare two numbers between 1 and 10 presented as written numerals.MCCK.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. MCCK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. MCCK.OA.3 Decompose numbers less than or equal to 5 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).IV. Measureable Objectives:Students will use the given manipulative to solve addition and subtraction problems up to 5 and write the corresponding number sentence. V. Materials:Corn stalk worksheetPencils (one for each student)Candy Corn (enough for each student to have 5)SMART BoardELMO projection cameraGlueCrayonsVI. Character Education Principle:C3.2 The Golden RuleStudents understand the universal Golden Rule (“do unto others as you would have them do unto you”) and apply it as a standard of respect. VII. Set: Each student will be given 5 pieces of candy corn and a worksheet. I will begin the lesson by asking, “How many of you have ever had corn?” Then explain that corn was one of the first things that the Native Americans shared with the pilgrims and was an important part of the first Thanksgiving. Ask the students, “How many pieces of candy corn are in front of you?” “If you wanted to share that candy with a friend how could you divide it or candy to share?”. VIII. Instruction:As a group we will discuss how many pieces of candy corn they have each been given. Using the projection camera and SMART board use your own candy corn and worksheet to work along with the students. The worksheet shows three corn stalks and I will ask the students to put all 5 in the far right stalk and draw a plus sign in between in between the 1st and 2nd stalk and an equal sign between the 2nd and 3rd stalk. Finally I will ask the students to move their candy and write the number 5 in the last stalk.IX. Guided Practice:Next I will walk the students a decomposition of the number 5 or their 5 pieces of candy by putting some candy in the first and some in the second. Next we will do another together.X. Independent Practice:Finally I will have the students create their own, glue their candy down and write the corresponding math sentence at the bottom of the page.XI. Closure:Once all the students have finished we will share a couple as a group each what of how you can “share” your candy corn.XII. Evaluation:Students will be assessed during and after the activity. The teacher will notice and use checklist of who understood the concept during instruction, who might need or help or who is ready to move on. Work will be collect for accuracy and understanding. Students who accurately represented the problem and write the number sentence correctly will receive a 3. If one mistake was made the student will get a 2. If more than one mistake was made the student will receive a 1.Lesson Plan 4I. Subject and Grade Level: Science, Reading, Writing / KindergartenII. Topic: Thanksgiving SensesIII. Standards:SSKH1 The student will identify the purpose of national holidays and describe the people or events celebrated. d. Thanksgiving Day SSKG1 The student will describe American culture by explaining diverse community and family celebrations and customs.SKP1. Students will describe objects in terms of the materials they are made of and their physical properties. a. Compare and sort materials of different composition (common materials include clay, cloth, paper, plastic, etc.). b. Use senses to classify common materials, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, texture, buoyancy, flexibility). ELACCKRI3: With prompting and support, describe the connection between two individuals, events,ideas, or pieces of information in a text. ELACCKW2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. IV. Measurable Objectives:After a class discussion, students will use their prior knowledge about the five senses and related it to Thanksgiving, making note of all the different senses we might use that day. V. Materials:Chart PaperMarkersScience JournalsPencils (One for each child)VI. Character Education Principle:C4.1. Compliance: Doing What Is RequiredStudents accept responsibility to do what they are required to do by their parents, teachers, coaches, and other adults who have legitimate authority. Students also are careful to keep their own promises and commitments. VII. Set: Begin the lesson by asking, “What do you usually do on Thanksgiving?” “Who do you see?”, “What do you and you family do?”. VIII. Instruction:As a small group we will discuss how we have different customs and traditions of Thanksgiving Day and we use our five senses in many ways that day. IX. Guided Practice:The students will recall their knowledge on their 5 senses from the previous week’s unit. I will ask if the students gave give any examples of this. I will mention we use our sense of taste, sight and touch when we eat or that we use hearing and sight when greeting family. Using chart paper, make a list of examples of ways we use our senses during Thanksgiving. At least two for each sense. X. Independent Practice:Next the students will each get out their journals and write a sentence with each sense. Project the sentence starters on the SMART board. (Ex. I use my sense of sight on Thanksgiving when I_____________.) XI. Closure:Once all the students have finished we will share as a group each entry of “how we use our senses on Thanksgiving Day”.XII. Evaluation:Teacher will collect journals and assess the students understanding of the assignment given along with the accuracy of the responses using this rubric.321FeedbackIdeasVery Clear and on TopicSomewhat Clear and on TopicNot Clear or on TopicOrganizationVery Organized and on TopicSomewhat Organized and on TopicNot Organized or on TopicWord ChoiceVery Clear and on TopicSomewhat Clear and on TopicNot Clear or on TopicCreativityVery Creative and on TopicSomewhat Creative and on TopicNot Creative or on TopicLesson Plan 5I. Subject and Grade Level: Social Studies, Math, Reading, Art / KindergartenII. Topic: Thankful TurkeysIII. Standards:SSKH1 The student will identify the purpose of national holidays and describe the people or events celebrated. Thanksgiving DayMKG3. Students will identify, create, extend, and transfer patterns from one representation to another using actions, objects, and geometric shapes. c. Create a pattern in a different context with attributes similar to a given pattern.ELACCKRF3: Know and apply grade level phonics and word analysis skills in decoding words.C. Read common high frequency words by sight. (e.g., the, of to, you, she, my, is, are, do, does).ELACCKL1: Demonstrate command of the conventions of standard English grammar usage when writing or speaking.a. print many upper and lowercase letters.VAKMC.2 Formulates personal responses. a. Generates visual images by manipulating art materials. b. Mentally recalls and produces visual images (e.g., people, places, animals, things, locations, events, actions) using a variety of art materials. VAKC.1 Applies information from other disciplines to enhance the understanding and production of artworks. Explores universal concepts (e.g., pattern, balance) and creates artworks inspired by ideas from literature, science, music, and/or math. IV. Measurable Objectives:During our class discussion students will brain storm ways they are thankful. Students will create their own thankful turkeys and writing 12 of the sight words that they know.V. Materials:Paper plates (2 for each student)Construction Paper: (one of each for every student) - One brown turkey head - Two yellow feet - One yellow beak - One red waddle - 12 feathers Googly eyes (2 for each student)Glue Pencil Black CrayonVI. Character Education Principle:C4.1. Compliance: Doing What Is RequiredStudents accept responsibility to do what they are required to do by their parents, teachers, coaches, and other adults who have legitimate authority. Students also are careful to keep their own promises and commitments. VII. Set: Introduce the topic by telling the students “Thanksgiving is a time to be thankful for many things you have in your life”. “What are some things you are thankful for?” VIII. Instruction:Using chart paper make a list of the things we are thankful for as a class. One thing students might not think of is the ability to go to school and learn. Remind them that pilgrim students did not go to school like we do today. Say “I am thankful for all I get to learn here at school”. “Being in Kindergarten you have the opportunity to learn so much and one of the things you have to learn is all of your Kindergarten sight words”.IX. Guided Practice:Step 1: Color and cut out “I am thankful I can read these words” worksheet. Follow the lineinsuring you have a circular shape.Step 2: Glue your cut out to the front of your yellow paper plate.Step 3: Gather one brown turkey head, two yellow feet, one yellow beak, one red waddle, and 12 feathers of your color choice.Step 4: Glue feet to the bottom end and then head to the top end of the back of the plate. Follow the example.Step 5: Add beak, waddle, and two googly eyes on the turkey head and secure with glue.Step 6: Glue the feathers to the back of the plate so they stick out the sides. Pay attention to colors and create a pattern like we have been practicing. (for example: red, blue, red,blue, green, green, yellow, green, green, yellow)Step 7: Write one sight word from our word wall on each feather with a black crayon. Take your time and use nice handwriting. You should have 12 sight word feathers total.X. Independent Practice: Once you have read all of your sight words to your two friends, place a sticker on the turkey sight word place of this week’s center chart.Please clean up all materials. Place all scraps in the recycling bin, close glue tightly, and make sure all remaining supplies are returned to the “Turkey Sight Word” box like you found them in the arts section.Place your turkeys on the drying rack to finish drying. If they are dry, place your finished turkey in the green tub for grading.XI. Closure: Share your turkey reading all of your words with two of your friends.XII. Evaluation:We will be using a checklist to assess the students work and be looking for proper spelling, correct sight words from our word wall, neat handwriting, and that all directions were followed correctly.III. ACCOMMODATION AND DIFFERENTIATION ALLOWANCES1. Students that have trouble with attention to larger group lessons, will have lessons tailored to a smaller group with instruction particularly differentiated to their learning levels. Teachers will take specific note at the needs of the students involved to acoomplish the goals of the lesson.2. Students that need extention exercises will have the opportunity to extended the Thankful turkey exercise by creating sentences with their sight words rather than just the sight words for an extra challend. 3. Students having an difficult tiem tring to comprehend with thanksgiving scenario with act out the play “the first thanksgiving” so they will see how the pilgrims and native americans lived. IV. RESOURCESCool Math - online cool math lessons, cool math games & apps, fun math activities, pre-algebra, algebra, precalculus. (n.d.). Cool Math - free online cool math lessons, cool math games & apps, fun math activities, pre-algebra, algebra, precalculus. Retrieved June 4, 2014, from Kindergarten Thanksgiving Worksheets and Printables. (n.d.). Kindergarten Thanksgiving Worksheets & Printables. Retrieved June 4, 2014, from Isoldi, K. K., & Dalton, S. (2012). Calories in the classroom: Celebration foods offered and consumed during classroom parties at an elementary school in a low-income, urban community. Childhood Obesity, 8(4), 378-83. doi: Raz-Kids Login | Raz-Kids. (n.d.). Kids Login | Raz-Kids. Retrieved June 4, 2014, from , J. A. (2013). Critical approaches to multicultural children's literature in the elementary classroom: Challenging pedagogies of silence. New England Reading Association Journal, 48(2), 43-51,88. Retrieved from , S. (2012). Independent Reading: Perspectives and Practices of Highly Effective Teachers. Reading Teacher, 66(3), 222-231. doi:10.1002/TRTR. - Teaching About the First Thanksgiving | . (n.d.). Scholastic Teachers. Retrieved June 4, 2014, from , S., Harward, S., Pierce, L., Peterson, N., Morrison, T., Korth, B., Shumway, J. (2012). Elementary teachers' perceptions of process writing. Literacy Research and Instruction, 51(4), 292-307. Retrieved from Steele, N. A. (2010). Three Characteristics of Effective Teachers. UPDATE: Applications Of Research In Music Education, 28(2), 71-78. doi:10.1177/8755123310361769Uribe-Florez, L. J., & Wilkins, J. L. M. (2010). Elementary school teachers' manipulative use. School Science and Mathematics, 110(7), 363+. Retrieved from ................
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