English Language Arts Curriculum
|ORANGE TOWNSHIP BOARD OF EDUCATION |
|Tyrone Tarver |
|President |
|Brenda Daughtry |
|Vice President |
|Members |
| Guadalupe Cabido | Derrick Henry | Sueann Gravesande |
| Cristina Mateo |Siaka Sherif |Shawneque Johnson |
| |
|Jeffrey Wingfield |
| |
| |
| |
|SUPERINTENDENT OF SCHOOLS |
|Gerald Fitzhugh, II, Ed.D. |
| |
| |BUSINESS ADMINISTRATOR/ |
| |BOARD SECRETARY |
| |Adekunle O. James |
| | |
|EXECUTIVE DIRECTOR OF HUMAN RESOURCES |
|Glasshebra Jones-Dismuke |
| |
|DIRECTORS |
|Karen Harris, English Language Arts/Testing |Tina Powell, Ed.D., Math/Science |
|Shelly Harper, Special Services |Terri Russo, D.Litt., Curriculum & Instruction |
| | |
|PRINCIPALS |
|Faith Alcantara, Heywood Avenue School Myron Hackett, Ed.D., Park Avenue School |
|Jason Belton, Orange High School |Karen Machuca, Scholars Academy |
|Jacquelyn Blanton, Orange Early Childhood Center |Dana Gaines, Oakwood Avenue Community School |
|Debra Joseph-Charles,Ed.D., Rosa Parks Community School |Denise White, Central Elementary School |
|Yancisca Cooke, Ed.D., Forest Street Community School |Erica Stewart, Ed.D., Twilight Program |
|Cayce Cummins, Ed.D., New Early Childhood Center |Robert Pettit, Cleveland Street School (OLV) |
|Frank Iannucci, Jr., Lincoln Avenue School |Salvatore Lima, Jr., STEM Academy of the Oranges |
|Carrie Halstead - Orange Preparatory Academy |
|ASSISTANT PRINCIPALS |
|Patrick Yearwood, Lincoln Avenue School |Nyree Delgado, Forest Street Community School |
|Anthony Frantantoni, Orange High School/Athletic Director |Devonii Reid, Ed.D.,STEM Academy of the Oranges |
|Oliverto Agosto, Orange Preparatory Academy |Joshua Chuy, Rosa Parks Community School |
|Terence Wesley, Rosa Parks Community School |Gerald J. Murphy, Heywood Avenue School |
|Samantha Sica-Fossella, Orange Preparatory Academy |Shadin Belal, Ed.D., Orange Preparatory Academy |
|Kavita Cassimiro, Orange High School |April Stokes, Park Avenue School |
|Isabel Colon, Lincoln Avenue School |Noel Cruz, Dean of Students, Lincoln Avenue School |
| |
| | |
|SUPERVISORS |
|Olga Castellanos, Math (K-4) |Jahmel Drakeford, CTE (K-12) & Health & Physical Education (K-7) |
|Tia Burnett, Testing |Hennie Parillon, Science (K-12) |
|Meng Li Chi Liu, Math (9-12) |Rosa Lazzizera, ELA (3-7) & Media Specialist |
|Donna Sinisgalli, Ed.D, Visual & Performing Arts |Daniel Ramirez, Math (5-8) |
|Linda Epps, Social Studies 5-12/Technology Coordinators |Kurt Mathews, (8-12) ELA & Media Specialist |
|Janet MClouden, Ed.D.,Special Services |Caroline Onyesonwu, Bilingual/ESL & World Languages |
|Adriana Hernandez, ELA (K-2) & Media Specialist |Frank Tafur, Guidance |
|David Aytas, STEM Focus (8-12) |Amina Mateen, Special Services |
| |Orange Township Public Schools | |
| |Gerald Fitzhugh, II, Ed.D. | |
| |Office of the Superintendent | |
Social Studies: Kindergarten
|Course Description: |
|Kindergarten Social Studies focuses on several big ideas throughout the course of the year. A primary focus is that students engage in learning experiences in a|
|culturally responsive classroom to prepare them for being respectful members of society. Technology and differentiation are included throughout the course to |
|meet the needs of all learners, and to engage them in relevant, meaningful experiences.The students will learn what it means to be a part of a family, why they |
|are different from other family members, and why it is important to treat people with respect and celebrate differences in one another. The students will learn |
|how to be good citizens and will learn about how different groups might have different rules. The students will learn about key historical figures in our |
|country, and how our past has influence on our future. The students will learn how technology impacts our lives, and how it has changed over time. The concept |
|of work and the types of work that people might do and how jobs have changed over time will explored. The students will learn about the concepts of time, today,|
|yesterday, and tomorrow in order to describe events. They will start learning how to read maps, along with the common symbols and directions found on one. |
|Finally, the students will learn about landforms, water, and weather. |
Scope and Sequence
| |Concepts |
|Timeline | |
|Marking Period 1 |Civics, Government and Human Rights: Cooperation, Rules, Citizenship attributes, Leadership |
| |Geography, People and Environment: The school in relation to other landmarks in the city, Local map |
| |History, Culture, and Perspectives: American symbols, Symbols of our State, American heroes, National|
| |holidays |
|Marking Period 2 |Geography, People and Environment: Why people work, Jobs in a community, Jobs at school, Geography |
| |affects job opportunities |
| |Economics, Innovation, and Technology: Costs and Benefits, Jobs then and now, Tools then and now |
| |History, Culture, and Perspectives: Jobs then and now |
|Marking Period 3 |Civics, Government and Human Rights: Rules in our neighborhoods keep us safe, Transportation rules |
| |Geography, People and Environment: Globes and maps, map skills, home address and neighborhood |
| |awareness, transportation, Preserving natural resources, National Parks |
| |Economics, Innovation, and Technology: Places and resources change over time |
| |History, Culture, and Perspectives: Places change over time, Needs and wants vary based on location |
|Marking Period 4 |Civics, Government and Human Rights: American holidays |
| |Geography, People and Environment: Parts of the year (seasons), Weather changes throughout the year |
| |and location, Historical figures (Daniel Boone, Clara Barton, Booker T. Washington, Dr. Martin Luther|
| |King, Jr.) |
| |Economics, Innovation, and Technology: Technology advances over time, Tracking time, Measuring time |
| |(clocks and calendars), Longer lengths of time (year, decade, generation, century) |
| |History, Culture, and Perspectives: Talking about the past, the present, and the future, Life long |
| |ago (home, food, clothing, fun) |
|Unit 1 | |Grade(s) |K |
|Unit Plan Title: |Learning and Working Together and National and State Symbols, Chapters 1 and 2 |
| |
|Overview/Rationale |
|The focus of this unit is on learning how to participate and to use effective citizenship skills at home, in school, and in the community. Students will |
|understand the need for rules and consequences at home, at school, and in the community. Students will describe the roles, rights, and responsibilities of |
|being a good citizen within a family, school, and community. Students will understand that there are individuals in a position of authority within a family, |
|school, and community who have important responsibilities. Another focus of this unit is our nation and its symbols, heroes, and holidays. Students will |
|understand that there are symbols that represent states and our country. Students will understand the impact historical figures had on our country. Students |
|will also understand the differences between fact and fiction. Students will work both independently and collaboratively, think critically and creatively, and |
|present their understandings at the conclusion of each chapter. |
|New Jersey Student Learning Standards- Social Studies |
|6.1.2.CivicsPI.1: Describe roles and responsibilities of community and local government leaders (e.g., mayor, town council). |
|6.1.2.CivicsPI.5: Describe how communities work to accomplish common tasks, establish responsibilities, and fulfill roles of authority. |
|6.1.2.CivicsPI.6: Explain what government is and its function. |
|6.1.2.CivicsPD.2: Establish a process for how individuals can effectively work together to make decisions. |
|6.1.2.CivicsDP.1: Explain how national symbols reflect on American values and principles. |
|6.1.2.CivicsDP.2: Use evidence to describe how democratic principles such as equality, fairness, and respect for legitimate authority and rules have impacted |
|individuals and communities. |
|6.1.2.CivicsDP.3 Explain how historical symbols, monuments and holidays reflect the shared values, principles, and beliefs of the American identity. |
|6.1.2.CivicsPR.1: Determine what makes a good rule or law. |
|6.1.2.CivicsPR.2: Cite evidence that explains why rules and laws are necessary at home, in schools, and in communities. |
|6.1.2.CivicsPR.4: Explain why teachers, local community leaders, and other adults have a responsibility to make rules that fair, consistent, and respectful of |
|individual rights. |
|6.1.2.CivicsCM.3: Explain how diversity, tolerance, fairness, and respect for others can contribute to individuals feeling accepted. |
|6.1.2.Geo.SV.2: Describe how maps are created for a specific purpose (e.g., school fire-drill |
|map, route from home to school, learning centers in a classroom). |
|6.1.2.Geo.SV.3: Identify and describe the properties of a variety of maps and globes (e.g., title, |
|legend, cardinal directions, scale, symbols,) and purposes (wayfinding, thematic). |
|6.1.2.HistorySE.1: Use examples of regional folk heroes, stories, and/or songs and make inferences |
|about how they have contributed to the development of a culture's history. |
|Career Readiness, Life Literacies, and Key Skills |
|9.1.2.CR.1: Recognize ways to volunteer in the classroom, school and community. |
|9.1.2.CR.2: List ways to give back, including making donations, volunteering, and starting a business. |
|9.1.2.RM.1: Describe how valuable items might be damaged or lost and ways to protect them. |
|9.4.2.CI.1: Demonstrate openness to new ideas and perspectives |
|9.4.2.CT.1: Gather information about an issue, such as climate change, and collaboratively brainstorm ways to solve the problem |
|9.4.2.DC.1: Explain differences between ownership and sharing of information. |
|9.4.2.DC.2: Explain the importance of respecting digital content of others. |
|9.4.2.GCA:1: Articulate the role of culture in everyday life by describing one’s own culture and comparing it to the cultures of other individuals. |
|9.4.2.IML.1: Identify a simple search term to find information in a search engine or digital resource. |
|9.4.2.TL.1: Identify the basic features of a digital tool and explain the purpose of the tool. |
|9.4.2.TL.4: Navigate a virtual space to build context and describe the visual content. |
|9.4.2.TL.5: Describe the difference between real and virtual experiences. |
|9.4.2.TL.6: Illustrate and communicate ideas and stories using multiple digital tools |
|Technology/Computer Science and Design Thinking |Interdisciplinary Standards |
|8.1.2.CS.1: Select and operate computing devices that perform a variety of tasks |NJSLSA.R7. Integrate and evaluate content presented in diverse media and |
|accurately and quickly based on user needs and preferences. |formats, including visually and quantitatively, as well as in words. |
|8.1.2.NI.1: Model and describe how individuals use computers to connect to other |NJSLSA.R8. Delineate and evaluate the argument and specific claims in a text, |
|individuals, places, information, and ideas through a network. |including the validity of the reasoning as well as the relevance and |
|8.1.2.NI.2: Describe how the Internet enables individuals to connect with others |sufficiency of the evidence. |
|worldwide. |RI.K.1 With prompting and support, ask and answer questions about key details|
|8.2.2.ITH.1: Identify products that are designed to meet human wants or needs. |in a text. |
|8.2.2.ITH.5: Design a solution to a problem affecting the community in a |RI.K.2 With prompting and support, identify the main topic and retell key |
|collaborative team and explain the intended impact of the solution. |details of a text. |
|8.2.2.EC.1: Identify and compare technology used in different schools, |RI.K.3 With prompting and support, describe the connection between two |
|communities, regions, and parts of the world. |individuals, events, ideas, or pieces of information in a text. |
|8.1.2.NI.3: Create a password that secures access to a device. Explain why it is |RI.K.10 Actively engage in group reading activities with purpose and |
|important to create unique passwords that are not shared with others. |understanding. |
|8.1.2.NI.4: Explain why access to devices need to be secured. |NJSLSA.W1. Write arguments to support claims in an analysis of substantive |
| |topics or texts, using valid reasoning and relevant and sufficient evidence. |
| |NJSLSA.W2. Write informative/explanatory texts to examine and convey complex |
| |ideas and information clearly and accurately through the effective selection, |
| |organization, and analysis of content. |
| |NJSLSA.W4. Produce clear and coherent writing in which the development, |
| |organization, and style are appropriate to task, purpose, and audience. |
| |NJSLSA.W6. Use technology, including the Internet, to produce and publish |
| |writing and to interact and collaborate with others. |
| |NJSLSA.W7. Conduct short as well as more sustained research projects, |
| |utilizing an inquiry-based research process, based on focused questions, |
| |demonstrating understanding of the subject under investigation. |
| |NJSLSA.W8. Gather relevant information from multiple print and digital |
| |sources, assess the credibility and accuracy of each source, and integrate the|
| |information while avoiding plagiarism. |
| |NJSLSA.W9. Draw evidence from literary or informational texts to support |
| |analysis, reflection, and research. |
| |W.K.2 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 the topic. |
| |W.K.6 With guidance and support from adults, explore a variety of digital |
| |tools to produce and publish writing, including in collaboration with peers. |
| |W.K.8 With guidance and support from adults, recall information from |
| |experiences or gather information from provided sources to answer a question. |
| |SL.K.2 Confirm understanding of a text or information presented orally or |
| |through other media by asking and answering questions about key details and |
| |requesting clarification if something is not understood. |
| |SL.K.4 Describe familiar people, places, things, and events, and with |
| |prompting and support, provide additional detail. |
|21st Century Skills: Check all that apply |
|E= encouraged T= taught A=assessed |
|E |Civic Literacy |E T |Communication |
|ETA |Global Awareness |ET A |Critical Thinking and Problem Solving |
| |Health Literacy |ET |Collaboration |
|TA |Financial, Economic, Business, & Entrepreneurial Literacy |ET |Creativity and Innovation |
|ETA |Environmental Literacy | |Other: |
|Essential Question(s) |
|Chapter 1 – Learning and Working Together |
|How do people best cooperate? |
|How are rules and laws created? |
|How does someone become a leader? |
|How can we define a good citizen? |
|Chapter 2 – National and State Symbols |
|How do people identify with a country? |
|How do patriotic symbols become known? |
|How does a person become a heroes? |
|How does the government decide National Holidays? |
|Enduring Understandings |
| The students will discover and learn: |
|Chapter 1 – Learning and Working Together |
|People cooperate when they make decisions and work together to get a job done. |
|People cooperate, share ideas, listen to others, and interact positively with many different people, such as family, friends, and classmates. |
|Rules and laws keep our world safe. |
|Leaders are people who makes rules and help people follow them. |
|People are good citizens when they follow rules and laws. |
|Chapter 2 – National and State Symbols |
|U.S. symbols, songs, and monuments stand for and remind us of our country. |
|State symbols stand for and remind us of our state. |
|George Washington, Abraham Lincoln, Pocahontas, and Benjamin Franklin are some of our Nation’s heroes. |
|National holidays celebrate and/or honor events and/or people from our past. |
|Student Learning Targets/Objectives |
| Chapter 1 |
|I can make meaningful connections to experiences. |
|I can create a class rule. |
|I can recognize why people share and make choices. |
|I can analyze what it means to take turns. |
|I can recognize and describe why people cooperate. |
|I can analyze to solve problems. |
|I can recognize why we need rules and laws. |
|I can analyze to tell about consequences. |
|I can identify rules at school and in the community. |
|I can compare and contrast school rules from the past and today. |
|I can identify and describe leaders. |
|I can explain how government keeps a community safe. |
|I can analyze to describe what makes a good citizen. |
|I can recognize that all people should be treated fairly. |
|I can analyze to tell what a responsibility is. |
|I can distinguish fact from fiction. |
|I can share my ideas by speaking loudly and clearly to the group. |
|Chapter 2 |
|I can use prior knowledge to gain understanding. |
|I can create and play a game. |
|I can analyze to answer questions. |
|I can recognize that we all live in a state and country. |
|I can identify important national and state symbols. |
|I can recognize and identify several important songs to our country. |
|I can analyze images to gain information. |
|I can describe why specific people from history are remembered as heroes. |
|I can recognize that we celebrate holidays to celebrate people and events from our past. |
|I can identify cause and effect of an event. |
|I can share my ideas by speaking loudly and clearly to the group. |
|Assessments |
|Preassessments/Formative assessments: |
|PRIOR TO LAUNCHING CHAPTER ONE- Administer Savvas Realize Social Studies Skills Pre-Assessment |
|Savvas Realize Resources: Savvas Realize Lesson Checks at the conclusion of each lesson, Lesson Review Interactivity (online, 1 for each lesson), Savvas |
|Realize online lesson games, Savvas Realize Lesson quiz (online or printable, 1 for each lesson) |
|Work Sampling Resources/Tools: Work Sampling and/or Standards progression checklists, observations and anecdotes, |
|Exit tickets, Quick Writes, reflections, anchor charts/charts, graphic organizers, do-nows |
|Summative |
|Chapter 1 Quest – Shared Discussion; children will create their own class rule by the end of the chapter. (applies to Performance Assessment as well, see below)|
|Chapter 2 Quest – Guess What? Game; children will choose a symbol they learn about in the chapter and draw, write, act out, or give clues to the class for |
|others to guess the symbol. (applies to Performance Assessment as well, see below) |
|Student Activity worksheet per lesson |
|Chapter Review and Assessment (paper and pencil) |
|Chapter Test (mandatory to administer online version, with differentiation strategies as needed) |
|Summative Performance Assessment Choices |
|Chapter One – Performance Assessment: Review and hold small group discussion on The Big Question – How do people best cooperate? Have children share what they |
|learned about working together, following rules, and why they are important to follow. |
|Writing Assessment: Using online TikaTok tools, children will write an opinion piece about rules and staying safe. |
|Chapter 1 Quest – Shared Discussion; children will create their own class rule by the end of the chapter. |
|Chapter Two – Performance Assessment: Review and hold small group discussion on The Big Question- What does it mean to be American? Have children share what |
|they learned about national and state symbols, American heroes, and national holidays. Think and share with a partner how they celebrate specific holidays and |
|how they honor symbols important to our state and country. |
|Writing Assessment: Using online TikaTok tools, children will write a narrative about what it means to be an American. |
|Chapter 2 Quest – Guess What? Game; children will choose a symbol they learn about in the chapter and draw, write, act out, or give clues to the class for |
|others to guess the symbol. |
|Authentic Assessments/Projects |
|Chapter 1 Quest – Shared Discussion; children will create their own class rule by the end of the chapter. |
|Chapter 2 Quest – Guess What? Game; children will choose a symbol they learn about in the chapter and draw, write, act out, or give clues to the class for |
|others to guess the symbol. |
|Chapter 1 Project: Class Flag (see below) |
|Chapter 1 Family Project: Home Responsibility Log (see below) |
|Chapter 1 Digital Choice Board and/or One-Pager: Teacher-created, see link below to digital choice board templates |
|Chapter 2 Project: Class Patriotic Quilt (see below) |
|Chapter 2 Family Project: Family Seal (see below) |
|Chapter 2 Digital Choice Board and/or One-Pager: Teacher-created, see link below to digital choice board templates |
|Teaching and Learning Actions |
|Instructional Strategies |Academic Vocabulary - Create and keep current, a social studies Word Wall, for |
|Differentiation examples: |children to use and interact with. Important for all learners, academic |
|Students with a 504: |vocabulary and language must be taught explicitly, particularly to second |
|All modifications and health concerns listed in his/her 504 plan MUST be |language learners. |
|adhered to. |Adapting to learning styles/multiple intelligences – Allow movement, choice, |
|ELLs, SPED: |linguistics, visual, and other methods of teaching/learning to foster different |
|Provide scaffolded support when they respond to questions (ie. Rephrase |interests, providing variety and differentiation in instruction, and developing |
|questions, have them Turn & Talk to peers, etc) |the whole child. |
|Provide sentence frames for class discussions/sharing. |Choice Learning Centers- Learning centers are areas where students learn through|
|Allow participation using words, phrases, gestures, illustrations. |a designated activity and/or play. Play is an active form of learning that |
|Use and point to visuals throughout lesson/activity |involves the whole child. Even cognitive development is also enhanced by |
|Write key words such as vocabulary words, have children repeat each word. |child-initiated exploration and discovery. In learning centers, students learn to|
|Post a picture/image with the word when possible. |make decisions, cooperate, and share with others, and problem-solve. The role of |
|Have children draw responses. |the teacher is to (1) observe, listen, and ask questions; (2) demonstrate, |
|Have children role play/act out responses. |participate, or help as needed; and (3) discuss and make connections. *© 2015, |
|Provide sentence frames for forming opinions: I agree with ____ because ___. |Community Training and Assistance Center and Washoe County School District |
|Or I do not agree with ____ because _____. |Content Stations – Areas where students work on different tasks simultaneously. |
|Encourage use of content vocabulary. |Can and should be leveled for review, challenge, and remediation at appropriate |
|Use words and gestures to assist in developing vocabulary meaning retention. |level. Teacher rotates and facilitates instruction and assistance. Activities |
|Retell stories, have children point to image that matches. |reach various learning styles. Savvas Realize myWorld Interactive leveled |
|Have children highlight vocabulary/key words. |readers to assist in background knowledge, skills application, etc. |
|Model using class anchor charts to assist in their writing/speaking. |Cues, questions, activating prior knowledge- Frequently assess your students for |
|Provide word/phrase cards to assist in accomplishing tasks. |prior content knowledge to assist in planning your lessons. Use effective |
|Model using sentences to respond to class questions (ie. This picture shows a |questioning to prompt students to recall and apply what they have already |
|big city. America has many cities.—encourage them to connect subsequent |learned. |
|pictures with America). |Discovery/Inquiry-Based learning- completion of Chapter Quests |
|Ask “yes” and “no” questions from time to time. |Effective questioning - Teacher questioning and student response are common |
|Allow them to move around frequently, going up to the SMARTBoard, book, map, |classroom learning activities. Research finds that teacher questions (and cues) |
|etc. to point out things relevant to the lesson. |are effective when they focus on what is important, require students to respond |
|Thumbs Up/Down for assessment and/or response to questions (ie. The pigeon is |at higher levels, provide adequate wait time after a question is asked and |
|an American symbol. Thumbs up or down?) |establish an engaging introduction for the lesson. Effective questioning can also|
|Scaffold active listening by asking and answering their own question(s). |play a role in focusing students on unit learning goals or overarching themes |
|Take dictation. |throughout a longer period of study. |
|Have student make a line for each word of their response, then work with them |Flexible Groupings- Teacher meets with groups to meet curricular goals, engage |
|to restate their sentence and sound out/use the room to assist in writing |students, and respond to individual needs. |
|their ideas. |Hands-On Learning- dramatic play, raps/songs, music, role play |
|Encourage asking of questions for clarity. |Independent Study/Practice – Investigate a project independently with some |
|Provide a more specific assignment—ie. Class Quilt—let them choose between |support, guidance, and feedback from the teacher. |
|coloring US flag or drawing a symbol of our country instead of the broader “ |Integration of content areas - There is a strong case to be made for integrating |
|any way we can show patriotism”). |curriculum. It strengthens skills that students encounter in one content area, |
|Assign partner work. |but also practice in another, such as reading and writing, and it |
|Snap & Read Google extension (reads to student in selected language). |can lead to the mastery of those skills. It provides meaningful instruction for |
|Small group instruction |students in multiple areas of standards in a single class or learning experience.|
|Inclusion of videos, images, films, photos, Google Expeditions |It is also a more authentic way of |
|Choice in task products (song, dance, writing, role play, drawing) |learning because it reflects what we experience, both professionally and |
|Use of Google Chromebook Accessibility Features, including: screen magnifier,|personally, in the world. It can be a way to engage students when introducing |
|font increase, black/white contrast, larger cursor, Chromevox, on-screen |them to a challenging subject. STEM education is a current example of effective |
|keyboard, dictation (types what student says), automatic clicks, mono-audio |content integration. Research supports the integration of content areas. |
|Chunk instruction into smaller portions of time |Intentional Use of Technology – whiteboard presentations and activities available|
| |and encouraged for use through SavaasRealize. |
|Gifted and Talented: |Leveled Instruction – Teacher gives introductory lesson to the entire class, then|
|Flexible Group discussion |provides varying access points for students to practice skills. Teacher provides|
|Group projects (ie. Instead of independently drawing about a class rule, work |several assignments with different levels of difficulty- the student OR teacher |
|in a group to write and illustrate a book about classroom rules) |chooses an assignment. |
|Think-Pair-Share |Nonlinguistic representations- drawings, blocks, physical models, kinesthetic |
|More rigorous rubrics |activities, graphic organizers, realia |
|Multimedia projects, using primary sources |Pearson Student Worktext – Children use during lessons to gain content-specific |
|Role play/Act out situations |vocabulary, encourages self-monitoring throughout lesson, extensive use of |
|Create response anchor charts & have them “teach” classmates about them (ie. |graphic organizers, analyze visuals, etc. Independent practice completed in |
|Encourage responding in phrases and/or sentences on paper. |text. Read Alouds- Make connections with content and various |
|Provide opportunities for divergent thinking |types of literature via read alouds (see resource list for ideas) |
|Involve student in creating rubric/scoring guide |SIoP Strategies for ELLs |
|Provide opportunities for open-ended, self-guided tasks |Thumbs Up/Down for quick, formative assessment |
|Encourage use of creativity and risk-tasking |Think-Pair-Share – Turn & Talk with a neighbor to discuss/review various |
|Use a Learning Log for student to track their work |concepts/vocabulary/etc. Each child that is called on to share reports out their|
|Offer choices in content activities/ Choice in task products (song, dance, |partner’s ideas/response; then switch. |
|writing, role play, drawing) |Word wall - A word wall is an organized collection of words prominently displayed|
| |in a classroom and |
| |frequently used as an interactive literacy tool for teaching vocabulary and |
| |spelling to children. There are many different types of word walls, such as high |
| |frequency words, word families, and story- or unit-related names. |
|Activities |Chapter 1 Activities: Learning and Working Together |
|Differentiation examples: |CHAPTER OPENER – 25 minutes: WHOLE CLASS: ANCHOR CHART: Ways We Work Together—give each child an|
|Students with a 504: |index card and/or sticky note. Have them illustrate and/or write to show how they work together to|
|All modifications and health concerns listed in his/her 504|accomplish a task (ie. Clean up, put together a puzzle, read a book, line up). Create a collage |
|plan MUST be adhered to. |chart of their ideas and summarize. Revisit the chart often throughout the Chapter. |
|ELLs, SPED: |LITERATURE INTEGRATION: Throughout the Chapter exploration, include Read Alouds sporadically at |
|Chapter 1 activities |every opportunity, perhaps from those suggested below, to add meaning and bring relevance and |
|Chapter Opener activity- draw on sticky note |understanding to students (ie. read aloud during pack-up/dismissal time, in small groups, etc.) |
|Lesson 2 activity- Partner with a tour buddy to restate |LESSON 1 – 45 minutes: WHOLE CLASS: Take a tour of your school. Return to class and create a |
|words, descriptions used on building tour |simple map, highlighting key locations with children’s input. Display map in classroom for |
|Lesson 3 activity – Provide sentence frame for Turn and |children to refer to. Discuss rules to follow in various parts of the building, make a chart of |
|Talk: In the story, the problem is____. |same. Also, display and discuss |
|Critical thinking lesson- images on cards, add a happy face|Technology integration: take photos, and have students take photos, using a digital camera, tablet,|
|to assist in finding solution cards and add a sad face to |or cell phone of certain spots on the tour. Include the printed photos on your map to bring |
|assist in finding problem cards |authenticity to the map. |
|Lesson 3 – Word Wall cards with pictures for “rule” “law” |LESSON 2 – 15 minutes: WHOLE CLASS: Read aloud My Friend and I. Discuss the problem/solution in |
|“consequence” |the story, and have children Turn and Talk to share how/if they relate to it. |
|Lesson 4 – add simple images to anchor chart where and when|CRITICAL THINKING LESSON (solving problems) – 30 minutes: SMALL GROUP: Split the class into small|
|possible to assist in word-meaning development/reading |groups. Have groups that have problems (ie. An image of a pizza and 6 friends) and groups that |
|Lesson 5- role playing, oral presentation of ideas |have the solution to each problem (ie. The 6 children each having a slice of the pizza). “Problem”|
|Lesson 5/6 – Allow children to tell or draw a picture to |groups must find their “Solution”. Rotate the children and the problems/solutions to play a few |
|accomplish task. |times. Regroup WHOLE CLASS to review the activity. |
|Lesson 6 – Take dictation for child to tell about the |CRITICAL THINKING LESSON (solving problems)– Dr. Martin Luther King, Jr. Read aloud All Are |
|images they drew in their Responsibility Book. Have anchor|Welcome. Watch video clips of Dr. King’s I Have a Dream Speech and the brainpop video, then discuss|
|charts and word wall accessible to encourage independence |how he peacefully worked to solve a problem. |
|when possible. Have student make a line for each word of | |
|their response, then work with them to restate their | |
|sentence and sound out/use the room to assist in writing |LESSON 3 – 15 minutes: WHOLE CLASS: Read aloud Officer Buckle and Gloria, Discuss rules, laws, |
|their ideas. |and consequences in the story and relate to the lesson. |
|Literacy Skill Lesson – word wall cards with picture |LESSON 3 – 8 minutes: WHOLE CLASS: Display and discuss |
|examples of “fact” and “fiction” | |
|Provide a more specific assignment—ie. Class Quilt—let them|LESSON 4 – 15 minutes: WHOLE CLASS: Create a T-chart, with student input, listing rules they |
|choose between coloring US flag or drawing a symbol of our |follow at home and at school. Discuss and label on the chart the leaders who made those rules (ie.|
|country instead of the broader “ any way we can show |Parents, teachers, principal, security guards). Include photos of those leaders on the chart to add|
|patriotism”). |to authenticity and deepen understanding and meaning. |
|Assign partner work. |LESSON 5 – 10 minutes: WHOLE CLASS: Read aloud What Can a Citizen Do? and/or I Am a Good Citizen.|
|Choice in task products (song, dance, writing, role play, |Have children role play to show what model citizens do in school and in town. For example, two |
|drawing) |friends may act out throwing trash away. Another friend may direct traffic. |
|Chapter 2 activities |LESSON 5/6 – 15 minutes: WHOLE CLASS: Read aloud Do Unto Otters; discuss the problem/solution, |
|Chapter Opener activity – draw on sticky note or create a |and the responsibility the characters had. |
|FlipGrid video/image |CITIZEN SPOTLIGHT – Malala Yousafzai Play the read aloud video of her book, Malala’s Magic Pencil. |
|Lesson 2 activity – movement, song, dance | |
|Critical thinking lesson – sentence frames for image small |Or, read aloud video of Malala: A Brave Girl From Pakistan |
|group discussion (In this image I see….I wonder if….) | |
|Lesson 3 activities – audio, visual aids in videos and |Discuss her life, and what qualities make her a good citizen. |
|songs. Add images to anchor chart when possible. |LESSON 6 – 20 minutes: WHOLE CLASS/INDEPENDENT: Responsibility Book or Responsibility One-Pager: |
|Lessons 4, 5, 6 activities - – audio, visual aids in videos|Have children illustrate and write to show how they are responsible at home, at school, or in the |
|and songs. Add images to anchor charts when possible. |community. Regroup and have a few children share to the class, then bind them all together to |
|Assign partner work. |create a Responsibility Book or Responsibility One-Pager. |
|Choice in task products (song, dance, writing, role play, |LITERACY SKILL LESSON (Fact and Fiction) – 20 minutes: WHOLE CLASS/INDEPENDENT: Create a T-chart |
|drawing) |listing some things about our classroom and teacher that are fact and fiction. Then, have children|
| |work to illustrate and/or write to complete a fact and fiction t-chart about themselves (ie. Fact: |
|Gifted and Talented Chapter 1 and 2 Activities: |I am 5 years old. Fiction: I live in a tree house.) Regroup and share some aloud. |
|Group projects (ie. Instead of independently drawing about |ON-GOING PROJECT: CITIZENSHIP LESSON: On-going project during citizenship lesson, chapter review |
|a class rule, work in a group to write and illustrate a |and assessment days: Class Flag- work together to create a class flag. Decide what should be |
|book about classroom rules) |shown on it (words, images, symbols, etc.) then have the children take turns creating parts of the |
|Create with the child more rigorous rubrics |flag as the final few lessons of the chapter and the chapter assessment takes place. At the end of|
|Encourage use of multimedia projects, using primary sources|the Chapter, share the final product with the class and prominently display it in class to remind |
|Role play/Act out situations |them of their commitment to being a good citizen in class! Create a grade level FlipGrid of each |
|Encourage responding in phrases and/or sentences on paper. |class’ class flag and display the FlipGrid on the school website for the community to see. |
|Provide opportunities for divergent thinking |QUEST FINDINGS: Create Rule Chart. Discuss classroom goals and have children share their Quest |
|Provide opportunities for open-ended, self-guided tasks |Project (tell about a class rule we should have). Then create classroom rules and procedure chart.|
|Encourage use of creativity and risk-tasking |Take photos of a few students modeling the behaviors listed in the class rules & post them on the |
|Offer choices in content activities/ Choice in task |Rule Chart, as well as have the children sign their names to agree to follow the classroom rules. |
|products (song, dance, writing, role play, drawing) |Chapter 2 Activities – National and State Symbols |
| |CHAPTER OPENER – 15 minutes: WHOLE CLASS: Have children draw and/or write on a sticky/index card |
| |to show what they think being an American is about—they may illustrate our country’s flag, |
| |following a rule as a good citizen, voting, etc. Regroup to share some ideas and display their |
| |ideas. Hang chart to refer to throughout the Chapter. |
| |ON-GOING PROJECT: Each child will create their own NJ Symbols Booklet. |
| |LITERATURE INTEGRATION: Throughout the Chapter exploration, include Read Alouds (see list below of|
| |some suggestions) sporadically at every opportunity, perhaps from those suggested below, to add |
| |meaning and bring relevance and understanding to students (ie. read aloud during pack-up/dismissal |
| |time, in small groups, etc.) |
| |LESSON 1 – 15 minutes: WHOLE CLASS: Have children draw their home. Turn and Talk with a partner |
| |to compare/contrast their illustrations/homes. |
| |LESSON 2 – 20 minutes: WHOLE CLASS: Play various versions of “This Land is Your Land”, “The |
| |Star-Spangled Banner”, and “America the Beautiful” for the class. Encourage them to salute, move, |
| |and dance/act to the songs. Compare and contrast the different versions (see hyperlinks below); |
| |make a tally chart to mark votes on their favorite. |
| |LESSON 2 – 20 mins. Display and discuss BrainpopJr. US Symbols video |
| | Then, display pictures and/or |
| |artifacts of US Symbols such as Statue of Liberty, bald eagle, and American flag. Discuss why they |
| |are important symbols of our country. Develop a symbol for your classroom with the students. |
| |CRITICAL THINKING SKILL LESSON – Analyze Images: SMALL GROUP – split class into small groups. At |
| |each group spot, have 2-3 historical images for them to analyze—ask probing questions such as: Did|
| |this event take place recently or long ago? Why do you think so? Do you know any of the people or|
| |places in the image? Who/where/what are they? Regroup and have each team report out to share |
| |about at least 1 of the images they analyzed. |
| |LESSON 3 – 10 minutes: WHOLE CLASS: Have class look at New Jersey’s state flag. Discuss its |
| |symbols and meanings, then have them color their own NJ state flag to add to their on-going project|
| |“NJ Symbols Book”. |
| |LESSON 3 – 15 minutes: WHOLE CLASS: Read aloud, G is for Garden State: A New Jersey Alphabet. |
| |Discuss and create chart listing facts learned about NJ. |
| |LESSON 3 -20 minutes: WHOLE CLASS: Watch and stop to discuss various talking points in song/video|
| |about NJ, its symbols, special spots, etc. |
| |LESSON 3: CENTERS ACTIVITIES: Using the link above, children color and write to complete their NJ|
| |Symbols Book. They can complete: State Tree, State Seal, State Flower, State Bird, State Horse, |
| |State Map. At the conclusion of the project, students record themselves telling some things they |
| |learned about their State of NJ using FlipGrid or on a Padlet. |
| |LESSON 4: 45 minutes – WHOLE CLASS: Watch BrainpopJr videos about (select a couple, or space out |
| |over more than one class period) National Heroes Crispus Attucks, Peter Salem, George Washington, |
| |Bernardo de Galvez, and Abraham Lincoln. Create a chart listing qualities they had and/or things |
| |they did that make them heroes. |
| | |
| | |
| | (Crispus Attucks) |
| | (Peter Salem) |
| | |
| |(Bernardo de Galvez) |
| | (Civil War Heroes of Color) |
| |LESSON 5: 25 minutes – WHOLE CLASS: Discovery Education – search Holiday and select various |
| |segments/videos. Discuss the holidays, compare and contrast the holidays, and make a class Holiday|
| |Anchor Chart. Have students create a FlipGrid video telling which holiday is their favorite and |
| |why. |
| |LESSON 6: 20 minutes – WHOLE CLASS: To assist in background knowledge of cause and effect, show|
| |the brainpopJr. Or National Geographic Video |
| | |
| | |
| |Then, read aloud The Red Bicycle: The Extraordinary Story of One Ordinary Bicycle. Help students |
| |make connections to cause and effect in the story. Then, discuss and chart various examples of |
| |cause and effect in your classroom (ie. Because the glue stick was left open, it dried out. You |
| |get a PBSIS ticket because you made a good choice.) |
| |ONGOING PROJECT: CITIZENSHIP LESSON: Ongoing Project during Citizenship lesson, chapter review |
| |and assessment days – INDEPENDENT WORK: Show various images of American-themed quilts/patterns. |
| |Have each child create a “Citizenship Square” for a “Class Patriotic Quilt”. On it, they can |
| |write, draw, and/or use symbols to show and tell different ways people can be/show |
| |patriotic/patriotism. Glue all together once done and hang your “Class Patriotic Quilt” in the |
| |hallway or classroom. |
| |Free Quilt Square template |
| | |
|Experiences (virtual and live field trips) |Chapter 1 – Learning and Working Together |
|Experiences |ON-GOING CHAPTER HOMEWORK: Keep a log of ways you help at home. Have your parent sign it and send|
|Differentiation |it in as the chapter concludes. Reward children with a sticker or prize for being such good |
|Students with a 504: |citizens at home! Include photos or videos of you helping at home by uploading them into Google |
|All modifications and health concerns listed in his/her 504|Classroom as well! |
|plan MUST be adhered to. |Leaders in Our Community: Orange Fire Department – Follow Up Activity: Draw a picture/write to |
|ELLs, SPED: |tell something you learned from the Fire Department Leaders that visited OR write Orange |
|Provide sentence frames/starters for projects (ie. Our |Firefighters a thank-you card for their work and/or create a class FlipGrid or regular digital |
|family seal has _____ because it _______). |video to send the firefighters a link to, with each student reading their thank-you card aloud. |
|Provide translated directions for parents. |Google Expedition – “Firefighting Equipment” In this AR lesson, you’ll get a close look at the |
|Visuals in experiences/field trips/expeditions |equipment used to do their jobs. |
|Audio in experiences/field trips/expeditions |Walking Field Trip: Walk around the block and look for rules/laws and good citizens. Have |
|Choice in task products (song, dance, writing, role play, |children mark off on a checklist when they see various examples (ie. Someone using a crosswalk, a |
|drawing) |garbage can for litter, someone stopping at a red light). Take photos using a digital camera, |
| |tablet, or cell phone while on the walk. When back in class, have them write and/or draw to |
|Gifted and Talented: |illustrate and include some photos of rules and laws they saw on our walk and/or use technology to |
|Flexible group for trips |demonstrate understanding of their learning. |
|Additional/more rigorous reflection assignment after |INVITE A GUEST LEADER: Invite a Guest Leader to visit your classroom—the school principal, |
|experiences |assistant principal, security guard, Mayor Warren – Follow Up Activity: Have students illustrate &|
|Additional/more rigorous on-going chapter family homework |dictate/label either a question for that leader or a suggestion on something that leader has the |
|assignment |power to change. |
|Additional/more rigorous on-going chapter family project |Walking Field Trip – take a walk to Supreme Bakery and see how baked goods are made, displayed, and|
|Involve student in creation of rubric for tasks |sold. |
| |Use Google Earth earth. to demonstrate to students that they are part of a classroom,|
| |school, and city. Type in the school address and zoom in to the picture to find the classroom. |
| |Next, by slowly zooming out, show where the school is in relation to other landmarks in the city, |
| |etc. |
| |Look at map of Orange. Use street view at Computer Center and have students try and find their |
| |home/apartment. |
| |
| |89c3ab40923dfc83:0x4cff358afe3ae7e5 |
| |VIRTUAL FIELD TRIP: Engage with the virtual trip to learn about families and communities. |
| | |
| |Chapter 2 – National and State Symbols |
| |ON-GOING CHAPTER HOMEWORK: Symbol Bingo: Children will X an image on their Symbols Bingo Board |
| |each time they see/use that symbol while home/out with their family. On the back of their board, |
| |they will write a sentence telling where they saw each image they X’d. Board gets turned in when |
| |they have found at least 8 items (half the board). Children can also play online symbols memory |
| |game with families @ |
| |ON-GOING CHAPTER PROJECT: Family Seal – Children work with their family to create a family seal. |
| |They must decide what animal, person/persons, symbols, colors, etc. will be on their seal and why. |
| |Children create a regular paper-sized family seal and bring it in to share with the class. Compare|
| |and contrast each other’s seals. Take photos of each child with their seal and create a Padlet |
| |page. Share Padlet page on school and teacher webpages for families and community members to see! |
| |Google Expedition – “American Landmarks” On this VR expedition you will travel around the United |
| |States to experience nine iconic American landmarks—Independence Hall, the Washington Monument, the|
| |Lincoln Memorial, Mount Rushmore, the Alamo, the Gateway Arch, the Grand Canyon, the Statue of |
| |Liberty, and the Golden Gate Bridge. |
| |Google Expedition – “US Presidents’ Homes” On this VR expedition, you’ll take a tour of some of |
| |the Presidents’ homes. George Washington, James Madison, James Monroe, Woodrow Wilson |
| |FIELD TRIP: (FREE entrance to park!) Liberty State Park, where you can see and discuss flags, |
| |Statue of Liberty, and other monuments. Half-day trip with use of District Buses. Reserve |
| |Pavillions for picnic lunch by calling (201) 915 -3402 |
| |VIRTUAL FIELD TRIP – Learn about government and some of our country’s National Symbols on this |
| |virtual field trip. |
|Resources – Videos, Clips, Media |Resources – Read Alouds |Resources - Other |
|Chapter 1 – Learning and Working Together |Chapter 1 – Learning and Working Together |Savvas Realize Social Studies myWorld |
| Friend and I by Lisa Jahn-Clough |Interactive Teacher’s Guide Book and |
|ool/ |Do Unto Otters by Laurie Keller |online |
| Buckle and Gloria by Peggy Rathmann |Savvas Realize Social Studies myWorld |
|dergarten/ |How Full is Your Bucket? By Tom Rath & Mary Reckmeyer |Interactive Teacher’s Leveled Books |
| Enormous Potato by Aubrey Davis |Lesson Plan book and online |
|munityhelpers/ |Yoko by Rosemary Wells |Savvas Realize Student Worktext |
| if Everybody Did That? By Ellen Javernick |myWorld Interactive Activity Components |
|landstategovernments/ |What Can a Citizen Do? By Dave Eggers |(Activity Cards, Instructions for the |
| Kids Ran the World by Leo and Diane Dillon |teacher, Rubrics, Student Recording |
|tinlutherkingjr/ |The Favorite Daughter by Allen Say |Sheets) |
| Am Enough by Grace Byers |myWorld Interactive Graphic Organizers |
|htsandresponsibilities/ |Hey Black Child by Useni Eugene Perkins and Bryan Collier |New Jersey Student Learning Standards – |
| Happened In Our Town: A Child’s Story about Racial |Career Readiness, Life Literacies, and |
|0c4e3c-0e99-477a-824b-a2caa4e225fc/ |Injustice by Marianne Celano, Marietta Collins, and Ann Hazzard |Key Skills |
|Being Different is Beautiful |A Friend Like Simon by Kate Gaynor |New Jersey Student Learning Standards – |
| |I See Things Differently: A First Look at Autism by Pat Thomas |Social Studies |
|Malala’s Magic Pencil. |All Are Welcome by Alexandra Penfold |District Walking Field Trip permission |
| |The Big Umbrella by Amy June Bates |slips |
|Malala: A Brave Girl From Pakistan |The Skin You Live In by Michael Tyler |Chromebooks |
| |I Am a Good Citizen by Sharon Coan |Simulation Goggles |
|Chapter 2 – National and State Symbols |Chapter 2 – National and State Symbols |Digital Choice Boards |
|: A Patriotic Primer by Lynn Cheney |
|ymbols/ |O, Say Can You See? By Sheila Keenan |33ohDorFsLN_6TvnQIUIuIzbZJ1C_GDrbMfo_nbY|
| Right Foot by Dave Eggers |cjg/edit?usp=sharing |
|36c918-48ad-4b18-89be-07eeba3de78c/ Symbols of the |What is America? By Michelle Medlock Adams |Padlet |
|US |We the Kids by David Catrow |FlipGrid |
| This |American Symbols: What You Need to Know by Melissa Ferguson | |
|Land is Your Land, version: Woody Guthrie |America is… by Louise Borden, Stacey Schuett | |
| This |G is for Garden State: A New Jersey Alphabet by Eileen Cameron | |
|Land is Your Land, version: Bruce Springsteen |I’m New Here by Anne Sibley O’Brien | |
| |Someone New by Anne Sibley O’Brien | |
|Star-Spangled Banner, version: Whitney Houston |Dear Primo by Duncan Tonatiuh | |
| |Whoever You Are by Mem Fox | |
|Star-Spangled Banner, version: The United States |Lillian’s Right to Vote by Jonah Winter | |
|Army Field Band and Soldiers' Chorus |Emma’s Poem: The Voice of the Statue of Liberty by Linda Glaser | |
| America |The Red Bicycle: The Extraordinary Story of One Ordinary Bicycle | |
|the Beautiful, version: Ray Charles |by Jude Isabella | |
| America | | |
|the Beautiful, version: Dale Tippet, Jr. creation |Amistad Read Alouds | |
|, Verna Bringing the Rain to Kapiti Plain 1992 | |
|tueofliberty/ |Aardema, Verna Who's in Rabbit's House?: A Masai Tale 1992 | |
|, David A Picture Book of Martin Luther King, Jr. 1991 | |
|rty_state_park/liberty_education.html |Adler, David A Picture Book of Harriet Tubman 1993 | |
| Mummies Made in Egypt 1985 | |
|90412f-9310-4d4f-abc6-edbe4c903579/ American Holidays|Bang, Molly Ten, Nine, Eight 1991 | |
|and Traditions |Bryan, Ashley Beautiful Blackbird 2002 | |
|, Ashley Ashley Bryan's ABC of African American Poetry 2001 | |
|/abrahamlincoln/ |Coleman, Evelyn To Be a Drum 2004 | |
|, Bill The Meanest Thing to Say 1997 Cosby, Bill The Best | |
|rgewashington/ |Way to Play 1997 | |
|, Bill The Treasure Hunt 1997 | |
|on/causeandeffect/ | | |
| | |
|0dfec6-d4d0-424f-ae9e-e5acedad16d9/ | | |
| Classrooms| | |
|from around the world | | |
| | |
|ook-like-in-20-countries-arou | | |
|Pacing/ Time Frame: |12.5 weeks, roughly 24-25 days for pre-assessing, lessons, post-assessments |
| |September 8th – December 4th |
|Unit II | |Grade(s) |K |
|Unit Plan Title: |Unit 2: Work Now and Long Ago, Chapter 3 |
| |
|Overview/Rationale |
|The focus of this unit is learning about jobs and economy—people who work, tools they use, reasons people work, what people do with their earnings, and how jobs|
|have changed over time. Students will understand that there are individuals within a family, school, and community that have jobs. Another focus of this unit|
|is to develop an understanding of basic economic concepts and to develop decision-making skills. Students will understand there are different ways for people |
|to earn a living. Students will describe various jobs, tools or equipment used to complete them, and their importance in our world. Students will also |
|understand the differences between needs and wants. Students will work both independently and collaboratively, think critically, and present their |
|understandings at the conclusion of each chapter. |
|Career Readiness, Life Literacies, and Key Skills |
|9.1.2.CR.2: List ways to give back, including making donations, volunteering, and starting a business. |
|9.1.2. FI.1: Differentiate the various forms of money and how they are used (e.g., coins, bills, checks, debit and credit cards). |
|9.1.2.FP.1: Explain how emotions influence whether a person spends or saves. |
|9.1.2.FP.2: Differentiate between financial wants and needs. |
|9.1.2.FP.3: Identify the factors that influence people to spend or save (e.g., commercials, family, culture, society). |
|9.1.2.CAP.1: Make a list of different types of jobs and describe the skills associated with each job. |
|9.1.2.CAP.2: Explain why employers are willing to pay individuals to work. |
|9.1.2.CAP.3: Define entrepreneurship and social entrepreneurship. |
|9.1.2.CAP.4: List the potential rewards and risks to starting a business. |
|9.4.2.CI.2: Demonstrate originality and inventiveness in work. |
|9.4.2.CT.2: Identify possible approaches and resources to execute a plan. |
|9.4.2.CT.3: Use a variety of types of thinking to solve problems. |
|9.4.2.DC.6: Identify respectful and responsible ways to communicate in digital environments. |
|9.4.2.TL.1: Identify the basic features of a digital tool and explain the purpose of the tool. |
|9.4.2.TL.2: Create a document using a word processing application. |
|New Jersey Student Learning Standards: Social Studies |
|6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary |
|needs). |
|6.1.2.Geo.GI.1: Explain why and how people, goods, and ideas move from place to place. |
|6.1.2.EconET.1: Explain the difference between needs and wants. |
|6.1.2.EconET.2: Cite examples of choices people make when resources are scarce. |
|6.1.2.EconEM.1: Describe the skills and knowledge required to produce specific goods and services. |
|6.1.2.EconEM.2: Describe the goods and services that individuals and businesses in the local community produce and those that are produced in other communities.|
| |
|6.1.2.EconEM.3: Identify the ways in which people exchange(d) goods and services today, and in the past (e.g., purchase, borrow, barter). |
|6.1.2.EconNE.1: Identify examples of human capital, physical capital, and natural resources that contribute to favorable economic conditions. |
|6.1.2.EconNE.2: Describe examples of goods and services that governments provide. |
|6.1.2.HistoryCC.1: Use multiple sources to create a chronological sequence of events that describes how and why your community has changed over time. |
|6.1.2.HistoryCC.3: Make inferences about how past events, individuals, and innovations affect our current lives. |
|6.1.2.HistoryCA.1: Make an evidence-based argument how and why communities change over time (e.g., locally, nationally, globally). |
|Technology/Computer Science and Design Thinking |Interdisciplinary Standards |
| |NJSLSA.R7. Integrate and evaluate content presented in diverse media and |
|8.1.2.CS.1: Select and operate computing devices that perform a variety of |formats, including visually and quantitatively, as well as in words. |
|tasks accurately and quickly based on user needs and preferences. |NJSLSA.R8. Delineate and evaluate the argument and specific claims in a text, |
|8.1.2.NI.1: Model and describe how individuals use computers to connect to |including the validity of the reasoning as well as the relevance and |
|other individuals, places, information, and ideas through a network. |sufficiency of the evidence. |
|8.1.2.NI.2: Describe how the Internet enables individuals to connect with |RI.K.1 With prompting and support, ask and answer questions about key details |
|others worldwide. |in a text. |
|8.2.2.ITH.1: Identify products that are designed to meet human wants or needs. |RI.K.2 With prompting and support, identify the main topic and retell key |
|8.2.2.ITH.5: Design a solution to a problem affecting the community in a |details of a text. |
|collaborative team and explain the intended impact of the solution. |RI.K.3 With prompting and support, describe the connection between two |
|8.2.2.EC.1: Identify and compare technology used in different schools, |individuals, events, ideas, or pieces of information in a text. |
|communities, regions, and parts of the world. |RI.K.10 Actively engage in group reading activities with purpose and |
|8.1.2.NI.3: Create a password that secures access to a device. Explain why it |understanding. |
|is important to create unique passwords that are not shared with others. |NJSLSA.W1. Write arguments to support claims in an analysis of substantive |
|8.1.2.NI.4: Explain why access to devices need to be secured. |topics or texts, using valid reasoning and relevant and sufficient evidence. |
| |NJSLSA.W2. Write informative/explanatory texts to examine and convey complex |
| |ideas and information clearly and accurately through the effective selection, |
| |organization, and analysis of content. |
| |NJSLSA.W4. Produce clear and coherent writing in which the development, |
| |organization, and style are appropriate to task, purpose, and audience. |
| |NJSLSA.W6. Use technology, including the Internet, to produce and publish |
| |writing and to interact and collaborate with others. |
| |NJSLSA.W7. Conduct short as well as more sustained research projects, utilizing|
| |an inquiry-based research process, based on focused questions, demonstrating |
| |understanding of the subject under investigation. |
| |NJSLSA.W8. Gather relevant information from multiple print and digital sources,|
| |assess the credibility and accuracy of each source, and integrate the |
| |information while avoiding plagiarism. |
| |NJSLSA.W9. Draw evidence from literary or informational texts to support |
| |analysis, reflection, and research. |
| |W.K.2 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 the topic. |
| |W.K.6 With guidance and support from adults, explore a variety of digital tools|
| |to produce and publish writing, including in collaboration with peers. |
| |W.K.8 With guidance and support from adults, recall information from |
| |experiences or gather information from provided sources to answer a question. |
| |SL.K.2 Confirm understanding of a text or information presented orally or |
| |through other media by asking and answering questions about key details and |
| |requesting clarification if something is not understood. |
| |SL.K.4 Describe familiar people, places, things, and events, and with |
| |prompting and support, provide additional detail. |
|21st Century Skills: Check all that apply |
|E= encouraged T= taught A=assessed |
| |
|E T A |
|Civic Literacy |
| |
|E T |
|Communication |
| |
| |
|E T A |
|Global Awareness |
| |
|ET A |
|Critical Thinking and Problem Solving |
| |
| |
|Health Literacy |
|ET |
|Collaboration |
| |
|E T A |
|Financial, Economic, Business, & Entrepreneurial Literacy |
|ET |
|Creativity and Innovation |
| |
| |
|E T A |
|Environmental Literacy |
| |
| |
|Other: |
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|Essential Question(s) |
|Chapter 3 – Work Now and Long Ago |
|How has work changed over time? |
|How have jobs changed over time? |
|How do people choose a job? |
|Enduring Understandings |
| Students will develop an understanding that: |
|Chapter 3 – Work Now and Long Ago |
|Work long ago had many similarities and differences with work today. |
|There are jobs today that did not exist long ago; conversely, there are jobs that do not exist anymore that did long ago. |
|People choose a job, in part, based on their interests, skills, and pay. |
|Children’s jobs at school include learning, working hard, and getting along with others. |
|People work to accomplish tasks and to earn money to meet their needs and wants. |
|Principals, teachers, custodians, and security guards are some of the people that work in a school. |
|Police, fire fighters, crossing guards, and mailpersons are some of the people that work in a community. |
|Some modern tools make our life easier today. |
|Student Learning Targets/Objectives |
| Chapter 3 |
|I can make meaningful connections to experiences and connect prior knowledge. |
|I can describe reasons why people choose their job. |
|I can recognize why people work. |
|I can explain the difference between needs and wants. |
|I can recognize the difference between costs and benefits. |
|I can recognize roles of jobs at school, including my own. |
|I can identify community jobs and tools they use at work. |
|I can describe the purpose of community jobs. |
|I can analyze to compare and contrast jobs long ago and today. |
|I can recognize that some tools make work go faster. |
|I can explain how some tools have changed over time. |
|I can identify the main topic in a text. |
|I can identify supporting details in a text. |
|I can share my ideas by speaking loudly and clearly to the group. |
|Assessments |
|Preassessments/Formative assessments: |
|Savvas Realize Resources: Savvas Realize Lesson Checks at the conclusion of each lesson, Lesson Review Interactivity (online, 1 for each lesson), Savvas |
|Realize online lesson games, Savvas Realize Lesson quiz (online or printable, 1 for each lesson) |
|Work Sampling Resources/Tools: Work Sampling and/or Standards progression checklists, observations and anecdotes, |
|Exit tickets, Quick Writes, reflections, anchor charts/charts, graphic organizers, do-nows |
|Summative |
|Chapter 3 Quest – Shared Discussion; children will dress up and act out a job of their choice at the end of the chapter, scored using a rubric. (applies to |
|Performance Assessment as well, see below) |
|Student Activity worksheet per lesson |
|Chapter Review and Assessment (paper and pencil) |
|Chapter Test (mandatory to administer online version, with differentiation strategies as needed) |
|Summative Performance Assessment Choices |
|Chapter 3 – Performance Assessment: Review and hold small group discussion on The Big Question – How have jobs changed over time?; guide children in a |
|discussion that compares and contrasts jobs today with those long ago. |
|Writing Assessment: Using online TikaTok tools, children will write an informative/explanatory piece about jobs people have today. |
|Chapter 3 Quest – Shared Discussion; children will dress up and act out a job of their choice at the end of the chapter; scored using a rubric. |
|Authentic Assessments/Projects |
|Chapter 3 Quest – Shared Discussion; children will dress up and act out a job of their choice at the end of the chapter; scored using a rubric. |
|Chapter 3 Digital Choice Board and/or One-Pager: Teacher-created, see link below to digital choice board templates |
|Chapter 3 Project: Self-Symbol (see below) |
|Chapter 3 Family Project: School Jobs Log (see below) |
|Chapter 3 Family Project: Family Jobs Book (see below) |
|Teaching and Learning Actions |
|Instructional Strategies |Academic Vocabulary - Create and keep current, a social studies Word Wall, for children to |
|Differentiation examples: |use and interact with. Important for all learners, academic vocabulary and language must be |
|Students with a 504: |taught explicitly, particularly to second language learners. |
|All modifications and health concerns listed in his/her 504 plan |Accountable Talk – Peer discussions, opinion-sharing, etc. |
|MUST be adhered to. |Adapting to learning styles/multiple intelligences – Allow movement, choice, linguistics, |
|ELLs, SPED: |visual, and other methods of teaching/learning to foster different interests, providing |
|Provide scaffolded support when they respond to questions (ie. |variety and differentiation in instruction, and developing the whole child. |
|Rephrase questions, have them Turn & Talk to peers, etc) |Choice Learning Centers- Learning centers are areas where students learn through a designated|
|Provide sentence frames for class discussions/sharing. |activity and/or play. Play is an active form of learning that involves the whole child. Even |
|Allow participation using words, phrases, gestures, |cognitive development is also enhanced by child-initiated exploration and discovery. In |
|illustrations. |learning centers, students learn to make decisions, cooperate and share with others, and |
|Use and point to visuals throughout lesson/activity |problem-solve. The role of the teacher is to (1) observe, listen, and ask questions; (2) |
|Write key words such as vocabulary words, have children repeat |demonstrate, participate, or help as needed; and (3) discuss and make connections. *© 2015, |
|each word. Post a picture/image with the word when possible. |Community Training and Assistance Center and Washoe County School District |
|Have children draw responses. |Content Stations – Areas where students work on different tasks simultaneously. Can and |
|Have children role play/act out responses. |should be leveled for review, challenge, and remediation at appropriate level. Teacher |
|Provide sentence frames for forming opinions: I agree with ____ |rotates and facilitates instruction and assistance. Activities reach various learning styles.|
|because ___. Or I do not agree with ____ because _____. |Savvas Realize myWorld Interactive leveled readers to assist in background knowledge, skills |
|Encourage use of content vocabulary. |application, etc. |
|Use words and gestures to assist in developing vocabulary meaning|Cues, questions, activating prior knowledge- Frequently assess your students for prior content|
|retention. |knowledge to assist in planning your lessons. Use effective questioning to prompt students to|
|Retell stories, have children point to image that matches. |recall and apply what they have already learned. |
|Have children highlight vocabulary/key words. |Current events - Content material taken from current news and information can be used as an |
|Model using class anchor charts to assist in their |occasional or regular teaching strategy to add relevance to a lesson topic or content. |
|writing/speaking. |Benefits include helping to develop reading/viewing habits, build skills in analysis/critique,|
|Provide word/phrase cards to assist in accomplishing tasks. |and learn presentation skills. Common in social studies, connections to current events help |
|Model using sentences to respond to class questions (ie. This |students see relevance in any subject area. |
|picture shows a job. Jobs are work people do.—encourage them to|Debate- Enhances understandings of opinions, support, and opposing views. |
|connect subsequent pictures with jobs). |Discovery/Inquiry-Based learning- completion of Chapter Quests |
|Ask “yes” and “no” questions from time to time. |Flexible Groupings- Teacher meets with groups to meet curricular goals, engage students, and|
|Allow them to move around frequently, going up to the SMARTBoard,|respond to individual needs. |
|book, map, etc. to point out things relevant to the lesson. |Graphic Organizers- Planning out thoughts, sorting information |
|Thumbs Up/Down for assessment and/or response to questions (ie. |Guest Speakers- Inviting community workers to class |
|People work to make money. Thumbs up or down?) |Hands-On Learning- dramatic play, raps/songs, music, role play |
|Scaffold active listening by asking and answering their own |Identifying Similarities and Differences – comparing and contrasting jobs based on their |
|question(s). |locations, tools used, and time |
|Take dictation. |Independent Study/Practice – Investigate a project independently with some support, guidance, |
|Have student make a line for each word of their response, then |and feedback from the teacher. |
|work with them to restate their sentence and sound out/use the |Intentional Use of Technology – whiteboard presentations and activities available and |
|room to assist in writing their ideas. |encouraged for use through SavvasRealize. |
|Encourage asking of questions for clarity. |Leveled Instruction – Teacher gives introductory lesson to the entire class, then provides |
|Provide a more specific assignment |varying access points for students to practice skills. Teacher provides several assignments |
|Assign partner work. |with different levels of difficulty- the student OR teacher chooses an assignment. |
|Snap & Read Google extension (reads to student in selected |Music and songs- Music is a powerful teaching tool that can be integrated into most learning |
|language). |situations. It has a direct physical, emotional, and psychological effect on students. Music |
|Small group instruction |and songs can create a heightened awareness, motivate students to engage more rapidly, and |
|Inclusion of videos, images, films, photos, Google Expeditions |provide a sense of safety. Each of these factors adds considerably to the development of a |
|Choice in task products (song, dance, writing, role play, |powerful learning environment. In addition, music can serve as a vehicle to teach curriculum |
|drawing) |content, such as songs and music from historical eras or a song about a current event |
|Use of Google Chromebook Accessibility Features, including: |promoting a point of view. In this context, music provides a multi-sensory approach to enhance|
|screen magnifier, font increase, black/white contrast, larger |the learning and retention of academic skills. Research supports the use of music as a |
|cursor, Chromevox, on-screen keyboard, dictation (types what |mnemonic device for learning and recalling information. |
|student says), automatic clicks, mono-audio |Nonlinguistic representations- drawings, blocks, physical models, kinesthetic activities, |
|Chunk instruction into smaller portions of time |graphic organizers, realia |
| |Pearson Student Worktext – Children use during lessons to gain content-specific vocabulary, |
|Gifted and Talented: |encourages self-monitoring throughout lesson, extensive use of graphic organizers, analyze |
|Flexible Group discussion |visuals, etc. Independent practice completed in text. |
|Group projects (ie. Instead of independently drawing about a |Read Alouds- Make connections with content and various types of literature via read alouds |
|need/want, work in a group to write and illustrate a book about |(see resource list for ideas) |
|needs and wants) |SIoP Strategies for ELLs |
|Think-Pair-Share |Student Self-Assessment – Students will take part in rubric creation, will reflect on their |
|More rigorous rubrics |work with peers and teacher |
|Multimedia projects, using primary sources |Thumbs Up/Down for quick, formative assessment |
|Role play/Act out situations |Think-Pair-Share – Turn & Talk with a neighbor to discuss/review various |
|Create response anchor charts & have them “teach” classmates |concepts/vocabulary/etc. Each child that is called on to share reports out their partner’s |
|about them (ie. |ideas/response; then switch. |
|Encourage responding in phrases and/or sentences on paper. | |
|Provide opportunities for divergent thinking | |
|Involve student in creating rubric/scoring guide | |
|Provide opportunities for open-ended, self-guided tasks | |
|Encourage use of creativity and risk-tasking | |
|Use a Learning Log for student to track their work | |
|Offer choices in content activities/choice in task products | |
|(song, dance, writing, role play, drawing) | |
| |Chapter 3 Activities: Work Now and Long Ago |
|Activities |CHAPTER OPENER – 25 minutes: WHOLE CLASS: ANCHOR CHART: Jobs People Have—give each child an|
|Differentiation examples: |index card and/or sticky note. Have them illustrate and/or write to show a job they know (ie.|
|Students with a 504: |Teacher, nail stylist, baker, chef, etc). Create a collage chart of their ideas and |
|All modifications and health concerns listed in his/her 504 plan |summarize. Revisit the chart often throughout the Chapter. |
|MUST be adhered to. |LITERATURE INTEGRATION: Throughout the Chapter exploration, include Read Alouds (see list |
|ELLs, SPED: |below of some suggestions) sporadically at every opportunity, perhaps from those suggested |
|Chapter 3 activities |below, to add meaning and bring relevance and understanding to students (ie. read aloud during|
|Chapter Opener activity- draw on sticky note |pack-up/dismissal time, in small groups, etc.) |
|Lesson 1 activity- Provide students with magazine clippings for |LESSON 1 – 45 minutes: WHOLE CLASS: Watch brainpopjr video Needs and Wants. Connect to |
|them to have a choice of items to qualify as a need/want. |lesson on “Why People Work”. Afterwards, children create a Need and a Want card. On one, they|
|Critical thinking lesson- Provide sentence frame for |draw and write/label to tell what they NEED and on the other what they WANT. Partner up for |
|response/discussion—The cost of this ______. The benefit of it |Turn and Talk to share one another’s responses. Post cards on two anchor charts--- NEEDs and |
|is ________. |WANTs to refer to throughout the chapter. |
|Lesson 3 – Show flashcards of community jobs for students to |LESSON 1 – 25 minutes: WHOLE CLASS: Display and discuss the video |
|choose from to role play. | Ask |
|Lesson 4 – Provide sentence frame for participation response: |children to explain why Clementine is happier than the other two children. |
|This tool helps you _____. Or This ____ is a tool because it____.|Put forth a scenario and have children make a decision (ie. I have $15.00. I can either buy a|
|Literacy Skill Lesson – Have students look through a copy of The |guitar, buy a ball, or save my money. Which should I do and why?). According to their own |
|3 Little Pigs while retelling main idea and supporting details. |opinions, students will group themselves into one of the answer pods and discuss their |
|Citizenship Lesson – Provide a set of 3-5 symbols/images that |reasonings. Then, they will each debate with a member from the other groups as to why they |
|they may want to choose from to represent themselves. Take |think their solution is better/correct |
|dictation and/or encourage use of the room to assist in them |CRITICAL THINKING LESSON – 30 minutes: WHOLE GROUP: Watch video explaining cost versus |
|explaining why they chose the one they did. |benefit. |
|Assign partner work. |Split the class into 2 groups—cost and benefit. Present an image of a child who is deciding |
|Choice in task products (song, dance, writing, role play, |between wearing his coat outside for recess or not—after a few minutes to discuss and gather |
|drawing) |support for their reasoning, have each group report out their opinions. Children may change |
| |their group if they are persuaded and their opinion changes. Regroup WHOLE CLASS to review |
|Gifted and Talented Chapter 3 Activities: |the activity. |
|Lesson 1 – Complete a 4 square organizer giving 3 reasons of |LESSON 3 – 15 minutes: Technology Integration: Watch brainpopjr video Goods and Services. |
|support on why they “want” what they illustrated/wrote in the 1st|Discuss the differences between goods and services, listing jobs that qualify as each on a |
|square. |class ANCHOR CHART. Have children work in small groups to role play working those jobs, using |
|Critical Thinking Lesson – Have student write a sentence to |visual aids including images of jobs/workers., including video resources listed below and |
|summarize the cost/benefit for their group. |here: Occupations – Video for ELLs |
|Lesson 3 – Have student write about the worker they role-played. |Occupations – Talking Flashcards/song |
|Lesson 4 – Have student label the objects/tools we found in | Regroup and discuss. |
|today’s lesson. |LESSON 3 – 15 minutes: WHOLE CLASS: Read the book Caps for Sale by Esphyr Slobodkina. |
|Literacy Skill Lesson – Have student complete a 4 square to |Encourage students to role-play the peddler selling his caps for fifty cents. Choose another |
|practice skill of main idea (square one) and 3 supporting details|book or two to read aloud from the selection in “resources” which highlight jobs and their |
|to retell another story they know. |tools. |
|Group projects (ie. Instead of independently drawing about a job,|LESSON 4 – 15 minutes: WHOLE CLASS: I Spy! Have children walk around the classroom to find |
|work in a group to write and illustrate a book about community |tools that make your job as a teacher easier. Remind them technology is not the only tool |
|jobs) |that often makes tasks easier to accomplish (ie. stapler, timers, scissors, etc.) |
|Create with the child more rigorous rubrics |LESSON 4 – 10 minutes: WHOLE CLASS: Compare and Contrast the tools they found that you use |
|Encourage use of multimedia projects, using primary sources |as a teacher today with tools teachers used in the past. How are they the same? Different? |
|Role play/Act out situations |LESSON 4 – 25 minutes: WHOLE CLASS: Spend time viewing and discussing some of the KidSpiration|
|Encourage responding in phrases and/or sentences on paper. |Interviews from resources below: Robot engineer, Facebook designer, adventurer, YouTube star, |
|Provide opportunities for divergent thinking |etc. to explore jobs of today and tomorrow. |
|Provide opportunities for open-ended, self-guided tasks |LESSON 4 CENTER ACTIVITY IDEA – Use images from Savvas Realize resources (Tools then and Now) |
|Encourage use of creativity and risk-tasking |to have students do a t-chart cut and paste sort. Pair with a partner and tell how they sorted|
|Offer choices in content activities/ Choice in task products |and why. Add to the sort by illustrating an item of their choosing from the past and an |
|(song, dance, writing, role play, drawing) |updated version/replacement tool from today. |
| |LITERACY SKILL – Main Idea and Supporting Details: 20 minutes: Retell The 3 Little Pigs. |
| |Have children relate main idea and supporting details by giving information from the story. |
| |Have them Turn and Talk to retell the story using details. Then, split them into small groups,|
| |giving each group a sentence strip with a main idea written on it (ie. Winter can be a great |
| |season. My puppy is cute.). Each group must come up with 3 supporting details to match their|
| |main idea—can be spoken, written, or dictated. |
| |CITIZENSHIP LESSON – 15 minutes: For more background knowledge, watch brainpopjr video Clara |
| |Barton. Discuss what they have learned about her thus far. |
| |CITIZENSHIP LESSON- 30 minutes: Clara Barton – Read aloud Clara and Davie by Patricia Polaco |
| |Have children create a thank-you card for Clara or a thank you video for her, telling at least|
| |one detail they learned about her that we should thank her for. Post videos and photos of |
| |cards on a Padlet page. |
| |ON-GOING PROJECT – SELF-SYMBOL: CITIZENSHIP LESSON: On-going project during citizenship |
| |lesson, chapter review and assessment days: Personal Symbol- If there could be one |
| |image/symbol to represent you, what would it be? If you will recycle, perhaps the recycle |
| |arrows? If you enjoy reading, perhaps a book? If you enjoy puzzles, perhaps a puzzle piece? |
| |Have children Turn and Talk with a partner to arrive at a symbol for themselves. Decide what |
| |should be show on it (words, images, symbols, etc.) then have children work on drawing, |
| |coloring, etc. during the final few lessons of the chapter and the chapter assessment takes |
| |place. At the end of the Chapter, each child shares his or her symbol with the class (also |
| |using FlipGrid) and display it on their locker for the remainder of the year! |
| |QUEST FINDINGS: Act Out My Job. Have children share their Quest Project by dressing up, |
| |using tools, and acting out to tell about a job. The rest of the class must guess the job and|
| |take turns to give everyone a chance. Take photos of the children as they role play and |
| |display in Blocks Area. |
|Experiences |Chapter 3 – Work Now and Long Ago |
|Differentiation |ON-GOING CHAPTER HOMEWORK/PROJECT: Family Job Book – Children work with their family to complete a |
|Students with a 504: |Family Job Book. On each page, they draw and write/label/dictate to tell about a family member and |
|All modifications and health concerns listed in his/her |their job. Encourage children to complete at least a 5 page journal, reminding them that they should|
|504 plan MUST be adhered to. |also be included since their job at school is to learn and work with others. This can alternatively |
|ELLs, SPED: |be done using GoogleSlides. |
|Provide sentence frames/starters for projects (ie. My |ON-GOING CHAPTER HOMEWORK/PROJECT: School Jobs chart – Children will track their classroom jobs for |
|symbol is _____ because it _______). |the length of this unit using a calendar log. Each day, they will illustrate and/or write to tell |
|Provide translated directions for parents. |something they did while “on duty” that day. (ie. On Monday, the door holder held the door to the |
|Visuals in experiences/field trips/expeditions |office. On Tuesday, he held the door to the music room). |
|Audio in experiences/field trips/expeditions |Google Expedition – “Career Expedition: Airline Pilot” In this VR lesson, you’ll get a close look |
|Choice in task products (song, dance, writing, role play, |at a day in the life of an airline pilot. |
|drawing) |Google Expedition – “Career Expedition: Animator” In this VR, lesson, you’ll get a close-up look at|
| |a day in the life of an animator. |
|Gifted and Talented: |Google Expedition – “Career Expedition: Chef/Restaurant Owner” In this VR, lesson, you’ll get a |
|Flexible group for trips |close-up look at a day in the life of a chef/restaurant owner. |
|Additional/more rigorous reflection assignment after |Google Expedition – “Career Expedition: Sculptor” In this VR, lesson, you’ll get a close-up look at|
|experiences |a day in the life of a sculptor. |
|Additional/more rigorous on-going chapter family homework |Google Expedition – “Career Expedition: Vetr” In this VR, lesson, you’ll get a close-up look at a |
|assignment |day in the life of a veterinarian. |
|Additional/more rigorous on-going chapter family project |INVITE A GUEST LEADER: Invite a Guest Leader to visit your classroom—the school principal, assistant|
|Involve student in creation of rubric for tasks |principal, security guard, school nurse – Follow Up Activity: Have students illustrate & |
| |write/dictate/label to say thank you for what they do at their job that helps us as a class (ie. |
| |Security guard keeps us safe, Principal makes sure we have things to learn, etc.) |
| |VIRTUAL FIELD TRIP – Learn about work, payment, and a variety of job opportunities on this virtual |
| |field trip. |
| |Walking Field Trip – with parents’ permission, have each child bring in $2.00 to spend at the local |
| |dollar store. Explore the store and have students analyze their needs and wants when making |
| |decisions as to what to buy. |
|Resources – Videos, Clips, Media |Resources – Read Alouds |Resources - Other |
| Three Little Pigs retell |Savvas Realize Social Studies myWorld |
|nts/ |Clara and Davie by Patricia Polacco |Interactive Teacher’s Guide Book and |
| the Money! By Loreen Leedy |online |
|pending/ |The Money Tree by Sarah Stewart The Enormous Potato by |Savvas Realize Social Studies myWorld |
| Davis |Interactive Teacher’s Leveled Books |
|rvices/ |Life at Work: Then and Now by Vicky Yate |Lesson Plan book and online |
| Your Mail: A Book About Mail Carriers by Ann |Savvas Realize Student Worktext |
|ton/ |Owen |myWorld Interactive Activity Components |
| Search “Jobs” and then select |Career Day by Ann Rockwell |(Activity Cards, Instructions for the |
|K-2 grade band. There are many options of videos to |Clothesline Clues to Jobs People Do by Katherine Heli |teacher, Rubrics, Student Recording |
|enhance students’ learning and understanding of this unit.|Richard Scarry’s What Do People Do All Day? By Richard |Sheets) |
| Search “Needs and Wants” and |Scarry |myWorld Interactive Graphic Organizers |
|then select the K-2 grade band. There are many options of|Career Day by Anne Rockwell |New Jersey Student Learning Standards – |
|videos about needs, wants, jobs, and money. Look for “How|When I Grow Up by Al Yankovic |Career Readiness, Life Literacies, and |
|Our Economy Works” video. |Trashy Town by Andrea Zimmermann |Key Skills |
|Occupations – Video for ELLs |How to Get a Job…By Me, The Boss by Sally Lloyd-Jones |New Jersey Student Learning Standards – |
|Occupations – Talking Flashcards/song |Sky Boys: How They Built the Empire State Building by Debra|Social Studies |
| |Hopkinson |District Walking Field Trip permission |
|Kidspiration Interview with video game developer |Archaeologists Dig for Clues by Kate Duke |slips |
| Wool by Paula Vasquez |The Ugly Duckling- NJ Holocaust |
|s-video-craig-allen-video-game-developer |Clotheslines Clues to Jobs People Do by Kathryn Heling and |Curriculum Guide lesson plan |
|Kidspiration Interview with YouTube star |Deborah Hembrook |Chromebooks |
| Learns About Wants and Needs by Lisa Bullard |Simulation Goggles |
|s-video-lily-pebbles-youtube-star | |Digital Choice Boards |
|Kidspiration Interview with Robot Researcher |Amistad Read Alouds |
|, Donald Shortcut 1996 |33ohDorFsLN_6TvnQIUIuIzbZJ1C_GDrbMfo_nbY|
|s-video-madeline-gannon-robotics-researcher |Crews, Donald Bigmama's 1998 Diakite, Baba The Hatseller |cjg/edit?usp=sharing |
|Kidspiration Interview with Master Chocolatier |and the Monkeys 1999 |Padlet |
| |Dillon, Leo and Diane Rap A Tap Tap: Here's Bojangles - |FlipGrid |
|Kidspiration Interview with Facebook designer |Think of That 2002 Falwell, Cathryn Feast for 10 1995 | |
|, Muriel L. Jambo Means Hello: Swahili Alphabet | |
| |Book 1992 Feelings, Muriel L. Moja Means One 1976 | |
| |Freeman, Don A Pocket for Corduroy 1980 | |
| |Greenfield, Eloise Friendly Four 2006 Greenfield, Eloise | |
| |Grandpa's Face 1996 | |
| |Hadithi Tricky Tortoise 2005 | |
|Pacing/ Time Frame: |5.5 weeks, roughly 11-12 days including post-assessments |
| |December 7th – January 22nd |
|Unit 3 | |Grade(s) |K |
|Unit Plan Title: |Geography of the Neighborhood, Chapter 4 |
| |
|Overview/Rationale |
|The focus of this unit is to increase students’ understanding of the connections between the physical and cultural environments with the use of globes, maps, |
|and other visual representations. Students will understand the purpose of maps, and how to use them. Students will explain the physical geography represented |
|in maps, globes, etc. and they apply the concepts of directionality, spatial relation, and size. Students will describe how people live differently in other |
|places. They will identify parts of neighborhoods and ways to keep neighborhoods safe. Students will identify and classify natural resources. They will |
|summarize to retell key points text. |
|Career Readiness, Life Literacies, and Key Skills |
|9.1.2.PB.1: Determine various ways to save and places in the local community that help people save and accumulate money over time. |
|9.1.2.CAP.1: Make a list of different types of jobs and describe the skills associated with each job. |
|9.4.2.CI.1: Demonstrate openness to new ideas and perspectives. |
|9.4.2.CT.1: Gather information about an issue, such as climate change, and collaboratively brainstorm ways to solve the problem. |
|9.4.2.CT.2: Identify possible approaches and resources to execute a plan. |
|9.4.2.CT.3: Use a variety of types of thinking to solve problems (e.g., inductive, deductive). |
|9.4.2.DC.7: Describe actions peers can take to positively impact climate change. |
|9.4.2.GCA:1: Articulate the role of culture in everyday life by describing one’s own culture and comparing it to the cultures of other individuals. |
|9.4.2.IML.3: Use a variety of sources including multimedia sources to find information about topics such as climate change, with guidance and support from |
|adults. |
|9.4.2.TL.6: Illustrate and communicate ideas and stories using multiple digital tools. |
|New Jersey Student Learning Standards: Social Studies |
|6.1.2.GeoPP.1: Explain the different physical and human characteristics that might make a location a good place to live (e.g., landforms, climate and weather, |
|resource availability). |
|6.1.2.Geo.SV.1: Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, mountains). 6.1.2.Geo.SV.2: Describe how maps are created for a|
|specific purpose (e.g., school fire-drill map, route from home to school, learning centers in a classroom). |
|6.1.2.Geo.SV.3: Identify and describe the properties of a variety of maps and globes (e.g., title, legend, cardinal directions, scale, symbols,) and purposes |
|(wayfinding, thematic). |
|6.1.2.Geo.SV.4: Identify examples of geospatial data (e.g., landmarks on the school grounds, the spatial location of each student’s assigned seat in the |
|classroom, needs more thought). |
|6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region. |
|6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary |
|needs). |
|6.1.2.Geo.HE.3: Identify cultural and environmental characteristics of different regions in New Jersey and the United States. |
|6.1.2.Geo.HE.4: Investigate the relationship between the physical environment of a place and the economic activities found there. |
|6.1.2.Geo.GI.1: Explain why and how people, goods, and ideas move from place to place. |
| |Interdisciplinary Standards |
|Technology/Computer Science and Design Thinking |NJSLSA.R7. Integrate and evaluate content presented in diverse media and |
| |formats, including visually and quantitatively, as well as in words. |
|8.1.2.CS.1: Select and operate computing devices that perform a variety of |NJSLSA.R8. Delineate and evaluate the argument and specific claims in a text, |
|tasks accurately and quickly based on user needs and preferences. |including the validity of the reasoning as well as the relevance and |
|8.1.2.NI.1: Model and describe how individuals use computers to connect to |sufficiency of the evidence. |
|other individuals, places, information, and ideas through a network. |RI.K.1 With prompting and support, ask and answer questions about key details |
|8.1.2.NI.2: Describe how the Internet enables individuals to connect with |in a text. |
|others worldwide. |RI.K.2 With prompting and support, identify the main topic and retell key |
|8.2.2.ITH.1: Identify products that are designed to meet human wants or needs. |details of a text. |
|8.2.2.ITH.3: Identify how technology impacts or improves life. |RI.K.3 With prompting and support, describe the connection between two |
|8.2.2.ITH.4: Identify how various tools reduce work and improve daily tasks. |individuals, events, ideas, or pieces of information in a text. |
|8.2.2.ITH.5: Design a solution to a problem affecting the community in a |RI.K.10 Actively engage in group reading activities with purpose and |
|collaborative team and explain the intended impact of the solution. |understanding. |
|8.2.2.EC.1: Identify and compare technology used in different schools, |NJSLSA.W1. Write arguments to support claims in an analysis of substantive |
|communities, regions, and parts of the world. |topics or texts, using valid reasoning and relevant and sufficient evidence. |
|8.1.2.NI.3: Create a password that secures access to a device. Explain why it |NJSLSA.W2. Write informative/explanatory texts to examine and convey complex |
|is important to create unique passwords that are not shared with others. |ideas and information clearly and accurately through the effective selection, |
|8.1.2.NI.4: Explain why access to devices need to be secured. |organization, and analysis of content. |
| |NJSLSA.W4. Produce clear and coherent writing in which the development, |
| |organization, and style are appropriate to task, purpose, and audience. |
| |NJSLSA.W6. Use technology, including the Internet, to produce and publish |
| |writing and to interact and collaborate with others. |
| |NJSLSA.W7. Conduct short as well as more sustained research projects, utilizing|
| |an inquiry-based research process, based on focused questions, demonstrating |
| |understanding of the subject under investigation. |
| |NJSLSA.W8. Gather relevant information from multiple print and digital sources,|
| |assess the credibility and accuracy of each source, and integrate the |
| |information while avoiding plagiarism. |
| |NJSLSA.W9. Draw evidence from literary or informational texts to support |
| |analysis, reflection, and research. |
| |W.K.2 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 the topic. |
| |W.K.6 With guidance and support from adults, explore a variety of digital tools|
| |to produce and publish writing, including in collaboration with peers. |
| |W.K.8 With guidance and support from adults, recall information from |
| |experiences or gather information from provided sources to answer a question. |
| |SL.K.2 Confirm understanding of a text or information presented orally or |
| |through other media by asking and answering questions about key details and |
| |requesting clarification if something is not understood. |
| |SL.K.4 Describe familiar people, places, things, and events, and with |
| |prompting and support, provide additional detail. |
|21st Century Skills: Check all that apply |
|E= encouraged T= taught A=assessed |
| |
|E |
|Civic Literacy |
| |
|E TA |
|Communication |
| |
| |
|ETA |
|Global Awareness |
| |
|ET A |
|Critical Thinking and Problem Solving |
| |
|E |
|Health Literacy |
|ET |
|Collaboration |
| |
|E |
|Financial, Economic, Business, & Entrepreneurial Literacy |
|ET |
|Creativity and Innovation |
| |
| |
|ETA |
|Environmental Literacy |
| |
| |
|Other: |
| |
|Essential Question(s) |
|Chapter 4 – Geography of the Neighborhood |
|What is the world like? |
|How might locations change over time? |
|What can maps and globes show? |
|How can we use maps and globes? |
|What is in my neighborhood? |
|How do we keep neighborhoods safe? |
|How do people use resources today and long ago? |
|Enduring Understandings |
|Students will develop an understanding that: |
|Chapter 4 – Geography of the Neighborhood |
|The world is made of many types of land, water, people, and weather patterns. |
|Locations might change over time because of weather, people, and other reasons. |
|Maps and globes are simple representations of places on Earth. |
|Maps and globes can be used to show relative location, absolute location, topography, and other information. |
|My neighborhood is made up of homes, apartment buildings, parks, businesses, schools, and community members. |
|We keep our neighborhoods safe with traffic laws and other community rules and laws. |
|People use resources today and long ago in similar and different ways. |
|Student Learning Targets/Objectives |
|Chapter 4 |
|I can make meaningful connections to experiences and connect prior knowledge. |
|I can create and use a map. |
|I can compare and contrast the relative locations of people, places, and environments. |
|I can recognize and use a map. |
|I can recognize and use a globe. |
|I can identify and describe parts of a map. |
|I can recognize parts of a neighborhood. |
|I can recognize and describe ways to keep neighborhoods safe. |
|I can compare and contrast use of resources today and long ago. |
|I can describe why it is important to take care of resources. |
|I can retell using key details. |
|Assessments |
|Preassessments/Formative assessments: |
|Savvas Realize Resources: Savvas Realize Lesson Checks at the conclusion of each lesson, Lesson Review Interactivity (online, 1 for each lesson), Savvas |
|Realize online lesson games, Savvas Realize Lesson quiz (online or printable, 1 for each lesson) |
|Work Sampling Resources/Tools: Work Sampling and/or Standards progression checklists, observations and anecdotes, |
|Exit tickets, Quick Writes, reflections, anchor charts/charts, graphic organizers, do-nows |
| |
|Summative |
|Chapter 4 Quest – Shared Discussion; children will make a map using symbols, words, pictures, etc. and will be scored using a rubric. They will play a game with|
|a partner using one another’s maps to ask and answer questions about (applies to Performance Assessment as well, see below) |
|Student Activity worksheet per lesson |
|Chapter Review and Assessment (paper and pencil) |
|Chapter Test (mandatory to administer online version, with differentiation strategies as needed) |
|Summative Performance Assessment Choices |
|Chapter 4 – Performance Assessment: Review and hold small group discussion on The Big Question – What is the world like?; guide children in a discussion that |
|reviews neighborhoods, maps, location, and maps and globes. |
|Writing Assessment: Using online TikaTok tools, children will write an opinion piece about an aspect of the Chapter’s skills (ie. Opinion of what kind of place|
|they would like to live; opinion about which natural resource is most important to us, etc.) |
|Chapter 4 Quest – Shared Discussion; children will make a map using symbols, words, pictures, etc. and will be scored using a rubric. They will play a game |
|with a partner using one another’s maps to ask and answer questions about. |
|Chapter 4 Quest – Shared Discussion; children will make a map using symbols, words, pictures, etc. and will be scored using a rubric. They will play a game with|
|a partner using one another’s maps to ask and answer questions about |
|Chapter 4 Digital Choice Board and/or One-Pager: Teacher-created, see link below to digital choice board templates |
|Chapter 4 Family Project: Map of Family Travels (see below) |
|Chapter 4 Family Project: Natural Resource/Recycled Project (see below) |
|Teaching and Learning Actions |
| |Academic Vocabulary - Create and keep current, a social studies Word Wall, for children |
|Instructional Strategies |to use and interact with. Important for all learners, academic vocabulary and language |
| |must be taught explicitly, particularly to second language learners. |
|Differentiation examples: |Accountable Talk – Peer discussions, opinion-sharing, etc. |
|Students with a 504: |Adapting to learning styles/multiple intelligences – – Allow movement, choice, |
|All modifications and health concerns listed in his/her 504 plan MUST |linguistics, visual, and other methods of teaching/learning to foster different |
|be adhered to. |interests, providing variety and differentiation in instruction, and developing the whole|
|ELLs, SPED: |child. |
|Provide scaffolded support when they respond to questions (ie. |Choice Learning Centers- Learning centers are areas where students learn through a |
|Rephrase questions, have them Turn & Talk to peers, etc) |designated activity and/or play. Play is an active form of learning that involves the |
|Provide sentence frames for class discussions/sharing. |whole child. Even cognitive development is also enhanced by child-initiated exploration |
|Allow participation using words, phrases, gestures, illustrations. |and discovery. In learning centers, students learn to make decisions, cooperate and share|
|Use and point to visuals throughout lesson/activity |with others, and problem-solve. The role of the teacher is to (1) observe, listen, and |
|Write key words such as vocabulary words, have children repeat each |ask questions; (2) demonstrate, participate, or help as needed; and (3) discuss and make |
|word. Post a picture/image with the word when possible. |connections. *© 2015, Community Training and Assistance Center and Washoe County School |
|Have children draw responses. |District |
|Have children role play/act out responses. |Content Stations – Areas where students work on different tasks simultaneously. Can and |
|Provide sentence frames for forming opinions: I agree with ____ |should be leveled for review, challenge, and remediation at appropriate level. Teacher |
|because ___. Or I do not agree with ____ because _____. |rotates and facilitates instruction and assistance. Activities reach various learning |
|Encourage use of content vocabulary. |styles. Savvas Realize myWorld Interactive leveled readers to assist in background |
|Use words and gestures to assist in developing vocabulary meaning |knowledge, skills application, etc. |
|retention. |Cooperative Learning – Accomplish tasks while building cooperation skills, group |
|Retell stories, have children point to image that matches. |interaction, individual responsibility, and sharing of knowledge. |
|Have children highlight vocabulary/key words. |Cues, questions, activating prior knowledge- Frequently asses your students for prior |
|Model using class anchor charts to assist in their writing/speaking. |content knowledge to assist in planning your lessons. Use effective questioning to |
|Provide word/phrase cards to assist in accomplishing tasks. |prompt students to recall and apply what they have already learned. |
|Model using sentences to respond to class questions (ie. This picture |Discovery/Inquiry-Based learning- completion of Chapter Quests |
|shows a neighborhood. Neighborhoods are where people live and |Flexible Groupings- Teacher meets with groups to meet curricular goals, engage |
|work.—encourage them to connect subsequent pictures with |students, and respond to individual needs. |
|neighborhoods). |Hands-On Learning- dramatic play, raps/songs, music, role play |
|Ask “yes” and “no” questions from time to time. |Homework and Practice – family projects and individual assignments designed to assist in |
|Allow them to move around frequently, going up to the SMARTBoard, |mastery of skill and/or content understanding |
|book, map, etc. to point out things relevant to the lesson. |Identifying Similarities and Differences – comparing and contrasting how neighborhoods |
|Thumbs Up/Down for assessment and/or response to questions (ie. People|and use of resources change over time |
|use natural resources to work and live. Thumbs up or down?) |Independent Study/Practice – Investigate a project independently with some support, |
|Scaffold active listening by asking and answering their own |guidance and feedback from the teacher. |
|question(s). |Intentional Use of Technology– whiteboard presentations and activities available and |
|Take dictation. |encouraged for use through SavvasRealize. |
|Have student make a line for each word of their response, then work |Leveled Instruction– Teacher gives introductory lesson to the entire class, then provides|
|with them to restate their sentence and sound out/use the room to |varying access points for students to practice skills. Teacher provides several |
|assist in writing their ideas. |assignments with different levels of difficulty- the student OR teacher chooses an |
|Encourage asking of questions for clarity. |assignment. |
|Provide a more specific assignment |Modeling – Creation of classroom and campus maps models steps the children will need to |
|Assign partner work. |follow to complete Chapter Quest |
|Snap & Read Google extension (reads to student in selected language). |Nonlinguistic representations- drawings, blocks, physical models, kinesthetic activities,|
|Small group instruction |graphic organizers, realia |
|Inclusion of videos, images, films, photos, Google Expeditions |Savvas Realize Student Worktext – Children use during lessons to gain content-specific |
|Choice in task products (song, dance, writing, role play, drawing) |vocabulary, encourages self-monitoring throughout lesson, extensive use of graphic |
|Use of Google Chromebook Accessibility Features, including: screen |organizers, analyze visuals, etc. Independent practice completed in text. |
|magnifier, font increase, black/white contrast, larger cursor, |Read Alouds- Make connections with content and various types of literature via read |
|Chromevox, on-screen keyboard, dictation (types what student says), |alouds (see resource list for ideas) |
|automatic clicks, mono-audio |SIoP Strategiesfor ELLs |
|Chunk instruction into smaller portions of time |Student Self-Assessment – Students will take part in rubric creation, will reflect on |
| |their work with peers and teacher Summarizing / Note Taking – Students |
|Gifted and Talented: |will learn the importance of summarizing key details of texts, events, etc. |
|Flexible Group discussion |Thumbs Up/Down for quick, formative assessment |
|Group projects (ie. Instead of independently drawing about a |Think-Pair-Share– Turn & Talk with a neighbor to discuss/review various |
|need/want, work in a group to write and illustrate a book about needs |concepts/vocabulary/etc. Each child that is called on to share reports out their |
|and wants) |partner’s ideas/response; then switch. |
|Think-Pair-Share | |
|More rigorous rubrics | |
|Multimedia projects, using primary sources | |
|Role play/Act out situations | |
|Create response anchor charts & have them “teach” classmates about | |
|them | |
|Encourage responding in phrases and/or sentences on paper. | |
|Provide opportunities for divergent thinking | |
|Involve student in creating rubric/scoring guide | |
|Provide opportunities for open-ended, self-guided tasks | |
|Encourage use of creativity and risk-tasking | |
|Use a Learning Log for student to track their work | |
|Offer choices in content activities/choice in task products (song, | |
|dance, writing, role play, drawing) | |
| |Chapter 4 Activities: Geography of the Neighborhood |
|Activities: Including G/T, SE, and ELL Differentiation |CHAPTER OPENER – 25 minutes: WHOLE CLASS: ANCHOR CHART: What is in a |
| |neighborhood?—give each child an index card and/or sticky note. Have them illustrate |
|Activities |and/or write to show something they know is in a neighborhood (ie. Buildings, cars, |
|Differentiation examples: |parks, etc.). Create a collage chart of their ideas and summarize. Revisit the chart |
|Students with a 504: |often throughout the Chapter. |
|All modifications and health concerns listed in his/her 504 plan MUST |LITERATURE INTEGRATION: Throughout the Chapter exploration, include Read Alouds (see |
|be adhered to. |list below of some suggestions) sporadically at every opportunity, perhaps from those |
|ELLs, SPED: |suggested below, to add meaning and bring relevance and understanding to students (ie. |
|Chapter 4 activities |read aloud during pack-up/dismissal time, in small groups, etc.) |
|Chapter Opener activity- draw on sticky note |LESSON 1 – 25 minutes: Where in class? Have children pick an object (in their mind) |
|Lesson 1 activity- Allow students to physically touch and/or pick up |from the classroom. By giving hints/directions, their partner will have to find and |
|the object they’re describing, then put it back before giving clues. |figure out what object they chose. (ie. Bill is thinking of the globe on top of the block|
|Lesson 2 - Provide sentence frame for response/discussion—I want to |shelf. He says, “It is on top of a shelf. It is round. It is near the 2nd window. We |
|find where ___ is on the globe. |use it to study Earth.”). Regroup and have partners share their experiences with the |
|Lesson 2 –Google Earth activity: interactive use of technology. |class. |
|Lesson 3 – Create various classroom map templates to differentiate. |LESSON 2 – 15 minutes: Globe and Map hunt- Have children name and/or write a location |
|Lesson 3 – Discovery Education activity: interactive use of |they want to find/see on the globe or map. Write their ideas on sticky notes, then call |
|technology |on a few children to come up and try to locate those places on the globe/map with teacher|
|Lesson 3 Gingerbread Man activity – Label and use position word cards |assistance or enter their location on |
|and sentence frames to assist |LESSON 2 – Look at map of Orange. Use street view and have students|
|Lesson 4 – Provide images/labels for children to use in their Block |try and find their home/apartment. |
|City that match the legend on the Lesson Check |
|Lesson 5 – Provide traffic signal templates |2!3m1!1s0x89c3ab40923dfc83:0x4cff358afe3ae7e5 |
|Lesson 6 – Brainpopjr activity: interactive use of technology |LESSON 3 – 30 minutes - Classroom Map: Create a somewhat blank template(s) of a map of |
|Citizenship Lesson – Provide a set of 2-4 examples of Muir’s influence|your classroom. Purposely have some things missing like chairs, a table or two, a rug. |
|that we may be thankful for. Take dictation and/or encourage use of |Give a template to each pair of students and have them walk around the room and try and |
|the room to assist in them explaining why they chose the one they did.|find what is missing/not shown on the map and to put it there by drawing/labelling. |
|Assign partner work. |Differentiate by creating map templates of varying difficulty. |
|Choice in task products (song, dance, writing, role play, drawing) |LESSON 3 – 25 minutes: Login and search “maps” then sort to |
| |show “K” and “Full video”. Select from the following possible videos: Different Types |
|Gifted and Talented Chapter 4 Activities: |of Maps, Beginning Maps: models and places, Understanding & Making Maps: An |
|Lesson 1 – Write a sentence to describe location of object in the |Introduction |
|classroom. |LESSONS 3 and 4 – 30 minutes: Read the story The Gingerbread Man by Catherine McCafferty|
|Lesson 2 – Have children write the labels for locations found on the |or Flat Stanley by Jeff Brown. Make a list with students of possible places where the |
|map/globe; have them hunt to find the locations as well. |gingerbread man or Flat Stanley might hide in the school such as in the library, |
|Lesson 3– Create various classroom map templates to differentiate. |cafeteria, office, and playground. Create a class map of the school campus. Using the |
|Lesson 3 – Discovery Education activity: interactive use of |map, have students come up and give clues about where the gingerbread man or Flat Stanley|
|technology |is using directional terms (near, far, over, under, left, right, up, down, top, and |
|Lesson 3 Gingerbread Man activity – Write a sentence to tell where the|bottom). |
|Gingerbread Man is located on the campus |LESSON 4 – 45 minutes: Lesson Check – Work in small groups to create a map of a |
|Lesson 4 – Encourage use of self-created signs, traffic signals, |neighborhood, using a provided legend labelling places. Then, in block area, create your |
|labels, people, etc. to bring their map to life in Block Area. |neighborhood to match the map. |
|Lesson 5 – Add an index card to their traffic signal telling why we |LESSON 4 – technology integration: Download the app Hoopla, which is a city-building app|
|need to do that in this location (ie. Stop at the door to wait for |for younger children. They will experiment with a variety of building materials and |
|permission to leave.) |create a virtual city of their own! |
|Lesson 6 – Brainpopjr activity: interactive use of technology |LESSON 5 – 30 minutes: Classroom Traffic Safety – Have children think about and |
|Citizenship Lesson – Create a pop-up thank you card that lists 3 |brainstorm a list of safety rules in school. Relate it to neighborhood traffic rules and|
|important things Muir did for our country’s natural resources. |have them arrive at connections to create traffic signals and display them throughout the|
|Group projects (ie. Instead of independently drawing about a job, work|classroom/building (ie. One student makes a stop sign to hang on the classroom door—stop |
|in a group to write and illustrate a book about community jobs) |and get permission before leaving the classroom. Another student creates a yield sign by|
|Create with the child more rigorous rubrics |the pencil sharpener—yield and slow down to allow a line to form if others need to use |
|Encourage use of multimedia projects, using primary sources |the sharpener). |
|Role play/Act out situations |LESSON 6 – 20 minutes: Login to and watch the following video. |
|Encourage responding in phrases and/or sentences on paper. | |
|Provide opportunities for divergent thinking |Discuss with them the importance of conserving, reducing, reusing, and recycling. Have |
|Provide opportunities for open-ended, self-guided tasks |children create a recycling/conserving poster to show what they’ve learned. |
|Encourage use of creativity and risk-tasking |LESSON 6 – During centers, students can play a related game and sort items into bins to |
|Offer choices in content activities/ Choice in task products (song, |recycle, throw away, compost, or sell at a yard sale on |
|dance, writing, role play, drawing) | |
| |LESSON 6 – Read aloud If I Were a Park Ranger by Catherine Stier and/or The Hike by |
| |Alison Farrell |
| |and/or Hello, National Parks! By Martha Day Zschock and discuss the importance of natural|
| |resources. Connect to science (interdisciplinary learning) unit materials and motion. |
| |CITIZENSHIP LESSON- 30 minutes: John Muir – Read aloud John Muir: America’s First |
| |Environmentalist by Kathryn Lasky and Stanley Fellows Have children create a thank-you |
| |card for John, telling at least one detail they learned about him that we should thank |
| |him for. |
| |QUEST FINDINGS: Make a Map Game. Have children share their Quest Project by drawing a |
| |map, using symbols, keys, and legends. Then, they are to pair with a partner and play a |
| |game taking turns giving clues to get around each other’s map. |
|Experiences |Chapter 4 – Geography of the Neighborhood |
|(virtual and live field trips) |ON-GOING CHAPTER HOMEWORK/PROJECT Map of Family Travels - Send a U.S. and/or world map |
| |home with students and have parents discuss and mark places they have visited with their |
|Differentiation |child. Then, hang a United States/World map in class and have the children mark places |
|Students with a 504: |that they have visited with sticky notes. |
|All modifications and health concerns listed in his/her 504 plan MUST |ON-GOING CHAPTER HOMEWORK/PROJECT: Natural Resource/Recycled Project – Children will |
|be adhered to. |work with their family to create a model of a building or place in a neighborhood using |
|ELLs, SPED: |natural resources and/or recycled materials (ie. A park using sticks, pebbles, shoe box, |
|Provide sentence frames/starters for projects (ie. My symbol is _____ |popsicle stick benches, etc.) |
|because it _______). |Set up a Travel Agency in Dramatic Play area. Post and display photos of various |
|Provide translated directions for parents. |locations, showing their weather patterns. Have students “pack” and “travel” to those |
|Visuals in experiences/field trips/expeditions |locations. |
|Audio in experiences/field trips/expeditions |Engage in the Kidspiration Interview with Jane Goodall |
|Choice in task products (song, dance, writing, role play, drawing) | Have students create a One-Pager based |
| |on what they learned about Jane Goodall, and one question they would ask her if they |
|Gifted and Talented: |could interview her. |
|Flexible group for trips |Engage in Kidspiration Interview with Adventurer/Explorer Adrian Hayes |
|Additional/more rigorous reflection assignment after experiences | Have students create a One-Pager based |
|Additional/more rigorous on-going chapter family homework assignment |on what they learned about Adrian Hayes, and one question they would ask him if they |
|Additional/more rigorous on-going chapter family project |could interview her. |
|Involve student in creation of rubric for tasks |WALKING FIELD TRIP – visit the Orange Library and view some maps they have of Orange. |
| |Discuss how maps may change as communities change. |
| |FIELD TRIP – Meadowlands Environment Center -Marsh Muckers Grades K-1 10:00 AM – 1:00 PM|
| |$10/per student, chaperones free, 1 chaperone per every 5 Kindergarten students |
| |Visit the salt marsh and meet the animals that make this amazing habitat their home. |
| |Students will interact with specimens, collecting and sorting them according to |
| |observations they make. Through interactive storytelling, they’ll be introduced to the |
| |salt marsh food chain, a concept reinforced with a take home craft. Includes field hike,|
| |weather permitting. |
| | |
| |FIELD TRIP – Take a trip to Orange Reservoir in West Orange. Discuss the body of water |
| |it is, how it is used, etc. |
| | |
| |VIRTUAL FIELD TRIP – Learn about the Earth around us, and how it is always changing over |
| |time. |
| |Google Expedition – “Career Expedition: Community Forest Ranger” In this VR lesson, |
| |you’ll get a close look at a day in the life of a community forest ranger. |
| |Google Expedition – “Field Trips ” In these VR group of lessons, you can explore places |
| |around the world from Mexico to Morocco to Paris to Senegal. |
| |Google Expedition – “Geography of the United States” In this VR, lesson, you’ll get a |
| |close-up look at the geography of the United States. |
| |Google Expedition – “Google Earth World Tour” In this VR, lesson, you’ll get a close-up |
| |look at Earth. |
| |Google Expedition – “How People Use Natural Resources” In this VR, lesson, you’ll get a |
| |close-up look at The Everglades in Florida and how the people there use them and care for|
| |them. |
| |Google Expedition – “Physical Geography” In this VR, lesson, you’ll get a close-up look |
| |at the geography of our planet. |
|Resources – Videos, Clips, Media |Resources – Read Alouds |Resources - Other |
|earth. |The Listening Walk by Paul Showers |Savvas Realize myWorld Interactive Teacher’s Guide |
|: Jose’s Neighborhood! By George Anconna |Book and online |
|reuserecycle/ |On the Town: A Community Adventure By Judith |Savvas Realize myWorld Interactive Teacher’s Leveled |
| |Books Lesson Plan book and online |
|ks/sites/so |My Map Book by Sara Fanelli |Savvas Realize Student Worktext |
| Gingerbread Man |myWorld Interactive Activity Components (Activity |
|orms/ |Me on the Map by Joan Sweeney |Cards, Instructions for the teacher, Rubrics, Student|
| Mountains Are Made by Kathleen Weidner Zoehfeld |Recording Sheets) |
|ngmaps/ |From Tree to Table by Jill Braithwaite |myWorld Interactive Graphic Organizers |
| Cotton to T-shirt by Robin Nelson |Common Core State Standards |
|suburbanandurban/ |Why Should I Recycle? By Jen Green |New Jersey Student Learning Standards – Career |
| Search “neighborhoods” |My Bag and Me! By Karen Farmer |Readiness, Life Literacies, and Key Skills |
|and then select K-2 grade band. There are many |John Muir: America’s First Environmentalist by |New Jersey Student Learning Standards – Social |
|options of videos to enhance students’ learning and |Kathryn Lasky and Stanley Fellows |Studies |
|understanding of this unit. |Flat Stanley’s Worldwide Adventures by Jeff Brown |District Walking Field Trip permission slips |
| Search “maps” and then |Spotlight on: The United States of America by Bobbie |Chromebooks |
|select the K-2 grade band. There are many options of|Calman |Simulation Goggles |
|videos to enhance students’ learning and |As the Crow Flies: A First Book of Maps by Gail |Digital Choice Boards |
|understanding of this unit. |Hartman |
| Search “maps” and then |Follow that Map! A First Look at Mapping Skills by |TvnQIUIuIzbZJ1C_GDrbMfo_nbYcjg/edit?usp=sharing |
|select the K-2 grade band. There are many options of|Scot Ritchie |Padlet |
|videos to enhance students’ learning and |Home by Carson Ellis |FlipGrid |
|understanding of this unit. |Just Fine the Way They Are by Connie Nordhielm | |
| Search “natural |One World, One Day by Barbara Kerley | |
|resources” and then select the K-2 grade band. There|Throw Your Tooth on the Roof: Traditions from Around | |
|are many options of videos to enhance students’ |the World by Selby Beeler | |
|learning and understanding of this unit. |If I Were a Park Ranger by Catherine Stier | |
| Hike by Alison Farrell | |
|graphic_resources/john_muir_bibliography/film_and_vid|Hello, National Parks! By Martha Day Zschock | |
|eo.aspx John Muir biography, videos, information |Living in Urban Communities by Kristin Sterling | |
| |Earth’s Landforms and Bodies of Water by Natalie Hyde| |
| |Amistad Read Alouds | |
|, Gail E. A Story, A Story 1988 | |
|st.html |Hamilton, Virginia The People Could Fly: The Picture | |
| |Book and CD 2007 | |
|, Lenny How Many Stars in the Sky? 1997 | |
|chool-lunches-from-around-the-world/ |Howard, Elizabeth Fitzgerald Aunt Flossie's Hats (And| |
|Kidspiration Interview with Jane Goodall |Crab Cakes Later) 2001 | |
| |Hudson, Katura J. Afro-Bets Quotes for Kids: Words | |
|Kidspiration Interview with Adventurer/Explorer |for Kids to Live By 2004 | |
|Adrian Hayes |Hudson, Wade and Culverson, Blair Afro Bets Kids: I'm| |
| |Gonna Be 1992 J | |
| |ohnson, Angela Do Like Kyla 1993 Johnson, Angela | |
| |Daddy Calls Me Man 2000 | |
| |Johnson, Angela Wind Flyers 2007 | |
| |Keats, Ezra Jack Goggles! 1969 Keats, Ezra Jack | |
| |Peter's Chair 1998 | |
| |Keats, Ezra Jack Whistle for Willie 1977 | |
| |Kimmel, Eric A. Anansi and the Moss-Covered Rock 1990| |
| | | |
| |Kroll, Virginia Masai and I 1997 | |
|Pacing/ Time Frame: |8 weeks, roughly 16 days including post-assessments |
| |January 25th – March 26th |
|Unit 4 | |Grade(s) |K |
|Unit Plan Title: |Time and Chronology, Chapter 5 and Learning about the Past, Chapter 6 |
| |
|Overview/Rationale |
|The focus of this unit is to increase students’ understanding of time and chronology. Students will learn how we talk about and measure time. Students will learn|
|about time, calendars, seasons, and time words such as past, present, and future. They will create a timeline about activities they do throughout the year. |
|Another focus of this unit is understanding the past and how things such as people, clothing, jobs, cars, and technology have changed over time. They will learn |
|about holidays we take part in that celebrate our country’s past. Students will learn about historical figures such as Booker T. Washington and Dr. Martin Luther |
|King, Jr. and their contributions to our society. Students will compose an informational text about what they have learned in the unit. |
|Career Readiness, Life Literacies, and Key Skills |
|9.1.2.CAP.1: Make a list of different types of jobs and describe the skills associated with each job. |
|9.1.2.FP.2: Differentiate between financial wants and needs. |
|9.1.2.FP.3: Identify the factors that influence people to spend or save (e.g., commercials, family, culture, society). |
|9.4.2.CI.2: Demonstrate originality and inventiveness in work. |
|9.4.2.CT.3: Use a variety of types of thinking to solve problems (e.g., inductive, deductive). |
|9.4.2.DC.1: Explain differences between ownership and sharing of information. |
|9.4.2.DC.2: Explain the importance of respecting digital content of others. |
|9.4.2.DC.5: Explain what a digital footprint is and how it is created. |
|9.4.2.DC.6: Identify respectful and responsible ways to communicate in digital environments. |
|9.4.2.GCA:1: Articulate the role of culture in everyday life by describing one’s own culture and comparing it to the cultures of other individuals. |
|9.4.2.IML.4: Compare and contrast the way information is shared in a variety of contexts (e.g., social, academic, athletic). |
|9.4.2.TL.5: Describe the difference between real and virtual experiences. |
|9.4.2.TL.6: Illustrate and communicate ideas and stories using multiple digital tools. |
|9.4.2.TL.7: Describe the benefits of collaborating with others to complete digital tasks or develop digital artifacts. |
|New Jersey Student Learning Standards: Social Studies |
|6.1.2.CivicsPI.5: Describe how communities work to accomplish common tasks, establish responsibilities, and fulfill roles of authority. |
|6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions. |
|6.1.2.CivicsPD.2: Establish a process for how individuals can effectively work together to make decisions. |
|6.1.2.CivicsDP.2: Use evidence to describe how democratic principles such as equality, fairness, and respect for legitimate authority and rules have impacted |
|individuals and communities. |
|6.1.2.CivicsDP.3 Explain how historical symbols, monuments and holidays reflect the shared values, principles, and beliefs of the American identity. |
|6.1.2.CivicsPR.4: Explain why teachers, local community leaders, and other adults have a responsibility to make rules that fair, consistent, and respectful of |
|individual rights. |
|6.1.2.CivicsCM.2: Use examples from a variety of sources to describe how certain characteristics can help individuals collaborate and solve problems (e.g., |
|open-mindedness, compassion, civility, persistence). |
|6.1.2.CivicsCM.3: Explain how diversity, tolerance, fairness, and respect for others can contribute to individuals feeling accepted. |
|6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region. |
|6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary |
|needs). |
|6.1.2.Geo.HE.3: Identify cultural and environmental characteristics of different regions in New Jersey and the United States. |
|6.1.2.EconEM.3: Identify the ways in which people exchange(d) goods and services today, and in the past (e.g., purchase, borrow, barter). |
|6.1.2.HistoryCC.1: Use multiple sources to create a chronological sequence of events that describes how and why your community has changed over time. |
|6.1.2.HistoryCC.2: Use a timeline of important events to make inferences about the "big picture" of history. |
|6.1.2.HistoryCC.3: Make inferences about how past events, individuals, and innovations affect our current lives. |
|Technology/Computer Science and Design Thinking |Interdisciplinary Standards |
| |NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, |
|8.1.2.CS.1: Select and operate computing devices that perform a variety of |including visually and quantitatively, as well as in words. |
|tasks accurately and quickly based on user needs and preferences. |NJSLSA.R8. Delineate and evaluate the argument and specific claims in a text, |
|8.1.2.NI.1: Model and describe how individuals use computers to connect to |including the validity of the reasoning as well as the relevance and sufficiency of |
|other individuals, places, information, and ideas through a network. |the evidence. |
|8.1.2.NI.2: Describe how the Internet enables individuals to connect with |RI.K.1 With prompting and support, ask and answer questions about key details in a |
|others worldwide. |text. |
|8.2.2.ITH.1: Identify products that are designed to meet human wants or needs. |RI.K.2 With prompting and support, identify the main topic and retell key details of|
|8.2.2.ITH.3: Identify how technology impacts or improves life. |a text. |
|8.2.2.ITH.4: Identify how various tools reduce work and improve daily tasks. |RI.K.3 With prompting and support, describe the connection between two individuals,|
|8.2.2.ITH.5: Design a solution to a problem affecting the community in a |events, ideas, or pieces of information in a text. |
|collaborative team and explain the intended impact of the solution. |RI.K.10 Actively engage in group reading activities with purpose and understanding.|
|8.2.2.EC.1: Identify and compare technology used in different schools, |NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics or|
|communities, regions, and parts of the world. |texts, using valid reasoning and relevant and sufficient evidence. |
|8.1.2.NI.3: Create a password that secures access to a device. Explain why it |NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas |
|is important to create unique passwords that are not shared with others. |and information clearly and accurately through the effective selection, |
|8.1.2.NI.4: Explain why access to devices need to be secured. |organization, and analysis of content. |
| |NJSLSA.W4. Produce clear and coherent writing in which the development, |
| |organization, and style are appropriate to task, purpose, and audience. |
| |NJSLSA.W6. Use technology, including the Internet, to produce and publish writing |
| |and to interact and collaborate with others. |
| |NJSLSA.W7. Conduct short as well as more sustained research projects, utilizing an |
| |inquiry-based research process, based on focused questions, demonstrating |
| |understanding of the subject under investigation. |
| |NJSLSA.W8. Gather relevant information from multiple print and digital sources, |
| |assess the credibility and accuracy of each source, and integrate the information |
| |while avoiding plagiarism. |
| |NJSLSA.W9. Draw evidence from literary or informational texts to support analysis, |
| |reflection, and research. |
| |W.K.2 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 the topic. |
| |W.K.6 With guidance and support from adults, explore a variety of digital tools to |
| |produce and publish writing, including in collaboration with peers. |
| |W.K.8 With guidance and support from adults, recall information from experiences or|
| |gather information from provided sources to answer a question. |
| |SL.K.2 Confirm understanding of a text or information presented orally or through |
| |other media by asking and answering questions about key details and requesting |
| |clarification if something is not understood. |
| |SL.K.4 Describe familiar people, places, things, and events, and with prompting and|
| |support, provide additional detail. |
|21st Century Skills: Check all that apply |
|E= encouraged T= taught A=assessed |
|E T A |
|Civic Literacy |
| |
|E T |
|Communication |
| |
| |
|E T |
|Global Awareness |
| |
|E T A |
|Critical Thinking and Problem Solving |
| |
|E |
|Health Literacy |
|E T |
|Collaboration |
| |
|E |
|Financial, Economic, Business, & Entrepreneurial Literacy |
|E T |
|Creativity and Innovation |
| |
| |
|E T A |
|Environmental Literacy |
| |
| |
|Other: |
| |
|Essential Question(s) |
|Chapter 5 – Time and Chronology |
|How do we track time? |
|How do we talk about time? |
|How do we measure time? |
|How do we tell the seasons? |
|Chapter 6 – Learning About the Past |
|How has life changed? |
|How can we compare and contrast? |
|How do we celebrate holidays in America? |
|How can we express our opinion? |
|How can we share information we know? |
|Enduring Understandings |
|Students will develop an understanding that: |
|Chapter 5 – Time and Chronology |
|We track time using clocks, calendars, and timelines. |
|We use time and sequence words to talk about time such as first, next, last, past, future, and present. |
|We measure time in seconds, minutes, hours, days, weeks, months, years, and generations. |
|A timeline shows things in the order they happened. |
|The seasons of the year have different weather patterns and are winter, spring, summer, and autumn. |
|Chapter 6 – Learning About the Past |
|Life in the past was different and similar to life today in many ways. |
|Life has changed in many ways such as technology, traditions, hobbies, and jobs. |
|We compare and contrast when we talk about two separate things and how they are alike and different. |
|Booker T. Washington, Dr. Martin Luther King, Jr., and Clara Barton are historical figures from the past. |
|We can express our opinions and point of view by having a dialogue, debate, and in writing. |
|We can share information we know by writing and speaking. |
|Student Learning Targets/Objectives |
| Chapter 5 |
|I can make meaningful connections to experiences and connect prior knowledge. |
|I can compare and contrast to talk about past, present, and future. |
|I can recognize that sequence is the order things happen. |
|I can describe measurements of time and tools that measure it. |
|I can analyze to read a timeline. |
|I can recognize that weeks and months measure time. |
|I can understand concepts of longer time periods. |
|I can recognize weather changes throughout the year and according to location. |
|I can write to give information. |
|Chapter 6 |
|I can make meaningful connections to experiences and connect prior knowledge. |
|I can compare and contrast life long ago and life today. |
|I can compare and contrast the lives of historical figures. |
|I can identify holidays we celebrate in America. |
|I can compare points of view. |
|Assessments |
|Preassessments/Formative assessments: |
|Pearson Resources: Pearson Lesson Checks at the conclusion of each lesson, Lesson Review Interactivity (online, 1 for each lesson), Pearson Realize online lesson |
|games, Pearson Lesson quiz (online or printable, 1 for each lesson) |
|Work Sampling Resources/Tools: Work Sampling and/or Standards progression checklists, observations and anecdotes, |
|Exit tickets, Quick Writes, reflections, anchor charts/charts, graphic organizers, do-nows |
| |
|Summative |
|Chapter 5 Quest – Shared Discussion; children will create a timeline telling about activities they do throughout the year and will be scored using a rubric. |
|(applies to Performance Assessment as well, see below) |
|Chapter 6 Quest – Shared Discussion; children will apply concepts from the chapter to write a book giving information about the past and will be scored using a |
|rubric. |
|Student Activity worksheet per lesson |
|Chapter Review and Assessments (paper and pencil) |
|Chapter Test (mandatory to administer online version, with differentiation strategies as needed) |
|Authentic / Summative Performance Assessment Choices |
|Chapter 5 – Performance Assessment: Review and hold small group discussion on The Big Question – What is the world like?; guide children in a discussion that |
|reviews neighborhoods, maps, location, and maps and globes. |
|Chapter 5 - Writing Assessment: Using online TikaTok tools, children will write an opinion piece about an aspect of the Chapter’s skills (ie. Opinion of what kind|
|of place they would like to live; opinion about which natural resource is most important to us, etc.) |
|Chapter 6 – Performance Assessment: Review and hold small group discussion on The Big Question – What was life like long ago?; guide children in a discussion that|
|reviews life long ago, people in history, and how we celebrate our past. |
|Chapter 6 – Writing Assessment: Using online TikaTok tools, children will write and illustrate an informational booklet demonstrating their understanding of |
|chapter content. (ie. Informational booklet about games and hobbies in the past; informational booklet about historical figures from the past). |
|Writing Assessment: |
|Chapter 5 Quest – Shared Discussion; children will create a timeline telling about activities they do throughout the year and will be scored using a rubric. |
|Chapter 6 Quest – Shared Discussion; children will apply concepts from the chapter to write a book giving information about the past and will be scored using a |
|rubric. |
|Chapter 5 Digital Choice Board and/or One-Pager: Teacher-created, see link below to digital choice board templates |
|Chapter 6 Digital Choice Board and/or One-Pager: Teacher-created, see link below to digital choice board templates |
|Chapter 5 Family Project: Personal Timeline (see below) |
|Chapter 6 Family Project: Things in my parents’ day and Things in my day (see below) |
|Teaching and Learning Actions |
| |Academic Vocabulary - Create and keep current, a social studies Word Wall, for |
|Instructional Strategies |children to use and interact with. Important for all learners, academic vocabulary and|
| |language must be taught explicitly, particularly to second language learners. |
|Differentiation examples: |Adapting to learning styles/multiple intelligences – Allow movement, choice, |
|Students with a 504: |linguistics, visual, and other methods of teaching/learning to foster different |
|All modifications and health concerns listed in his/her 504 plan MUST be |interests, providing variety and differentiation in instruction, and developing the |
|adhered to. |whole child. |
|ELLs, SPED: |Choice Learning Centers- Learning centers are areas where students learn through a |
|Provide scaffolded support when they respond to questions (ie. Rephrase |designated activity and/or play. Play is an active form of learning that involves the |
|questions, have them Turn & Talk to peers, etc) |whole child. Even cognitive development is also enhanced by child-initiated |
|Provide sentence frames for class discussions/sharing. |exploration and discovery. In learning centers, students learn to make decisions, |
|Allow participation using words, phrases, gestures, illustrations. |cooperate, and share with others, and problem-solve. The role of the teacher is to (1)|
|Use and point to visuals throughout lesson/activity |observe, listen, and ask questions; (2) demonstrate, participate, or help as needed; |
|Write key words such as vocabulary words, have children repeat each word. |and (3) discuss and make connections. *© 2015, Community Training and Assistance |
|Post a picture/image with the word when possible. |Center and Washoe County School District |
|Have children draw responses. |Content Stations – Areas where students work on different tasks simultaneously. Can |
|Have children role play/act out responses. |and should be leveled for review, challenge, and remediation at appropriate level. |
|Provide sentence frames for forming opinions: I agree with ____ because |Teacher rotates and facilitates instruction and assistance. Activities reach various |
|___. Or I do not agree with ____ because _____. |learning styles. Savvas Realize myWorld Interactive leveled readers to assist in |
|Encourage use of content vocabulary. |background knowledge, skills application, etc. |
|Use words and gestures to assist in developing vocabulary meaning retention.|Cues, questions, activating prior knowledge- Frequently assess your students for prior|
|Retell stories, have children point to image that matches. |content knowledge to assist in planning your lessons. Use effective questioning to |
|Have children highlight vocabulary/key words. |prompt students to recall and apply what they have already learned. |
|Model using class anchor charts to assist in their writing/speaking. |Discovery/Inquiry-Based learning- completion of Chapter Quests |
|Provide word/phrase cards to assist in accomplishing tasks. |Flexible Groupings- Teacher meets with groups to meet curricular goals, engage |
|Model using sentences to respond to class questions (ie. This picture shows |students, and respond to individual needs. |
|a neighborhood. Neighborhoods are where people live and work.—encourage |Hands-On Learning- dramatic play, raps/songs, music, role play |
|them to connect subsequent pictures with neighborhoods). |Independent Study/Practice – Investigate a project independently with some support, |
|Ask “yes” and “no” questions from time to time. |guidance, and feedback from the teacher. |
|Allow them to move around frequently, going up to the SMARTBoard, book, map,|Intentional Use of Technology – whiteboard presentations and activities available and |
|etc. to point out things relevant to the lesson. |encouraged for use through SavaasRealize. |
|Thumbs Up/Down for assessment and/or response to questions (ie. People use |Leveled Instruction – Teacher gives introductory lesson to the entire class, then |
|natural resources to work and live. Thumbs up or down?) |provides varying access points for students to practice skills. Teacher provides |
|Scaffold active listening by asking and answering their own question(s). |several assignments with different levels of difficulty- the student OR teacher |
|Take dictation. |chooses an assignment. |
|Have student make a line for each word of their response, then work with |Nonlinguistic representations- drawings, blocks, physical models, kinesthetic |
|them to restate their sentence and sound out/use the room to assist in |activities, graphic organizers, realia |
|writing their ideas. |Pearson Student Worktext – Children use during lessons to gain content-specific |
|Encourage asking of questions for clarity. |vocabulary, encourages self-monitoring throughout lesson, extensive use of graphic |
|Provide a more specific assignment |organizers, analyze visuals, etc. Independent practice completed in text. |
|Assign partner work. |Read Alouds- Make connections with content and various types of literature via read |
|Snap & Read Google extension (reads to student in selected language). |alouds (see resource list for ideas) |
|Small group instruction |Realia - Realia refers to real life objects used in classroom instruction in order to |
|Inclusion of videos, images, films, photos, Google Expeditions |improve students' understanding of other cultures and real life situations. Teachers |
|Choice in task products (song, dance, writing, role play, drawing) |of English language learners and foreign languages employ realia to strengthen |
|Use of Google Chromebook Accessibility Features, including: screen |associations between words and the objects themselves. Realia are also used to connect|
|magnifier, font increase, black/white contrast, larger cursor, Chromevox, |learners with the point of a lesson by providing tactile and multidimensional |
|on-screen keyboard, dictation (types what student says), automatic clicks, |connections between learned material and the object of the lesson. Primary objectives |
|mono-audio |of this strategy include increasing comprehensible input, using language in context, |
|Chunk instruction into smaller portions of time |and promoting verbal interaction and active involvement |
| | |
|Gifted and Talented: |SIoP Strategies for ELLs |
|Flexible Group discussion |Thumbs Up/Down for quick, formative assessment |
|Group projects (ie. Instead of independently drawing about a need/want, work|Think-Pair-Share – Turn & Talk with a neighbor to discuss/review various |
|in a group to write and illustrate a book about needs and wants) |concepts/vocabulary/etc. Each child that is called on to share reports out their |
|Think-Pair-Share |partner’s ideas/response; then switch. |
|More rigorous rubrics | |
|Multimedia projects, using primary sources | |
|Role play/Act out situations | |
|Create response anchor charts & have them “teach” classmates about them | |
|Encourage responding in phrases and/or sentences on paper. | |
|Provide opportunities for divergent thinking | |
|Involve student in creating rubric/scoring guide | |
|Provide opportunities for open-ended, self-guided tasks | |
|Encourage use of creativity and risk-tasking | |
|Use a Learning Log for student to track their work | |
|Offer choices in content activities/choice in task products (song, dance, | |
|writing, role play, drawing) | |
| |Chapter 5 Activities: Time and Chronology |
|Activities |CHAPTER OPENER – 25 minutes: WHOLE CLASS: ANCHOR CHART: What do you know about the |
|Differentiation examples: |seasons?—give each child an index card and/or sticky note. Have them illustrate |
|Students with a 504: |and/or write to show something they know. Create a collage chart of their ideas and |
|All modifications and health concerns listed in his/her 504 plan MUST be |summarize. Revisit the chart often throughout the Chapter. |
|adhered to. |LITERATURE INTEGRATION: Throughout the Chapter exploration, include Read Alouds (see |
| |list below of some suggestions) sporadically at every opportunity, perhaps from those|
|ELLs, SPED: |suggested below, to add meaning and bring relevance and understanding to students (ie.|
|Chapter 5 activities |read aloud during pack-up/dismissal time, in small groups, etc.) |
|Chapter Opener activity- draw on sticky note |LESSON 1 – 30 minutes: Go to and search “past and present”, |
|Lesson 1 activity- interactive use of technology; drawing/dictation for |then click video: Long Ago, Yesterday, and Today. Use the video to help students |
|labeling of objects |compare the lives of people living in a community today to those who lived recently |
|Literacy Skills Lesson - Provide sentence frame for response/discussion—I am|and long ago. In this video, re-creations, artifacts, photographs, and timelines tell |
|acting out when we ____. |the stories of how our parents, grandparents, and other ancestors lived on a daily |
|Lesson 2 –sun and moon images on sheet to assist in meaning of daytime and |basis. Included are different types of shelter, food, clothing, transportation, |
|nighttime |recreation, and forms of education. As a follow-up activity, at the conclusion of the|
|Timeline lesson– Create various timeline templates to differentiate. |video, have the students draw a picture of something from the past and something from |
|Lesson 3 – Discovery Education activity: interactive use of technology; add|today (ie. A churn and a computer). |
|images/symbols on anchor chart to assist |LITERACY SKILLS LESSON: 15 minutes – Have children work in pairs or small groups to |
|Lesson 4 – Discovery Education activity: interactive use of technology; add|act out an event from their day in school. Tell them to narrate as they do so, using |
|images/symbols on timeline cards/vocabulary cards to assist |time order/sequence words. |
|Lesson 5 – Hands-on learning; provide a sentence frame to communicate with |LITERACY SKILLS LESSON: center activity Children can play a sequence game using |
|team “Let’s wear ____ because the weather is___” |photo/illustration cards by putting them in order using reasoning skills |
|Assign partner work. | |
|Choice in task products (song, dance, writing, role play, drawing) |LESSON 2 – 15 minutes – Have children complete a Sun and Moon circular globe/Earth |
|Chapter 6 activities |sheet. Draw a line across the circling, separating it into 2 hemispheres. On the sun |
|Chapter Opener activity- draw on sticky note |hemisphere side, they are to illustrate and write to tell about something they do in |
|Lesson 1 activity- Allow students to use sentence frame when giving clues “I|the morning or daytime. On the moon hemisphere side, they are to illustrate and write|
|am a boy doing ____” |to tell about something they do in the nighttime. Have them TURN AND TALK to discuss |
|Lesson 1 360 activity- interactive use of technology; add images/symbols on |their illustrations with a partner. Display on FlipGrid so families and the community |
|anchor chart |can see ways the children spend their day and night. |
|Compare & Contrast Lesson - interactive use of technology |Create opportunities for deeper meaning by reading aloud some or all of the following |
|Lesson 2- - interactive use of technology |books: About Time: A First Look at Time and Clocks by Bruce Kocsielniak, Just a |
|Lesson 3- Provide a mini word wall, sentence frame/starter, and/or dictation|Second by Steve Jenkins, All in a Day by Cynthia Rylant |
|to tell about the holiday |TIMELINE LESSON: 20 minutes – Have children work in small groups to sequence, on a |
|Lesson 4- Provide sentence frames and word cards with visuals to assist in |timeline, various events from our school day and from life. For example, one team |
|debate |puts in timeline order breakfast, story time, literacy centers, lunch time, math, |
|Lesson 5- - interactive use of technology |science, dismissal. Another team puts together images of a baby, a toddler, a child, |
| |a teenager, an adult, and an elderly person. |
|Gifted and Talented Chapter 5 Activities: |INTERDISCIPLINARY CONNECTION: Consult with computer literacy teacher in your building |
|Lesson 1 – Write a sentence to tell what they know about the seasons. |and see if he/she can work with children in creating a timeline using |
|Lesson 2 – Have children write the labels for various school items in your |
|classroom and post them after they’ve completed the 1st activity. Perhaps |html |
|they can illustrate/write to show what that object looked like in the past |LESSON 3 – 30 minutes – Create a months of the Year anchor chart with the class, |
|as well. |adding holidays under each month. Go to and search “calendar”,|
|Literacy Skills Lesson– Have children write a daily schedule chart out to |watch “Calendar: Understand the days of the week and months of the year” |
|list as many daily activities as they can. |LESSON 3 – WHOLE GROUP MODELING, then CENTERS: Create a class calendar together using|
|Lesson 2 – Have children create a daytime/nighttime booklet, illustrating |. Then, provide opportunities for |
|and writing to tell about 2 or more activities |children to play and create their own as a technology center. |
|Timeline lesson - Create various timeline templates to differentiate. |LESSON 4 – 25 minutes – Generations Timeline – Have children look through magazines |
|Lesson 3- interactive use of technology |and cut out images of people of various ages. Then, they work to glue them onto a |
|Lesson 4 – Encourage children to write a sentence about each stage of the |sentence strip timeline in order of youngest to oldest. Encourage use of the |
|Generational Timeline (ie. The baby is crawling. The toddler stumbles a bit|vocabulary words from the lesson: generation, decade, year, etc. Regroup and have |
|when she walks.) |children share with one another, comparing and contrasting their timelines. |
|Lesson 5 – Add an index card to dressing activity to have them write about |LESSON 5 – 30 minutes – Weather Dressing: Hold a Dressing for the Weather Race. |
|why they chose the outfit they did for that particular weather/season. |Divide students into 4 groups. Make five weather signs (sunny, rainy, snowy, windy, |
|Group projects (ie. Instead of independently drawing about a job, work in a |foggy) to be placed on the ground. In the middle of the class, put two large laundry |
|group to write and illustrate a book about community jobs) |baskets full of various seasonal clothing and accessory items. After students take an|
|Create with the child more rigorous rubrics |item out of the bag, they run to and sit on the correct sign. The first team to have |
|Encourage use of multimedia projects, using primary sources |all members sitting on the correct sign wins. Repeat the activity using seasonal signs|
|Role play/Act out situations |(spring, summer, fall, winter). |
|Encourage responding in phrases and/or sentences on paper. |QUEST FINDINGS: Make a Timeline. Have children share their Quest Project by drawing |
|Provide opportunities for divergent thinking |a timeline to represent how the weather changes during the seasons where we live. |
|Provide opportunities for open-ended, self-guided tasks |They will share their timeline with the class and be scored using a rubric. |
|Encourage use of creativity and risk-tasking |Chapter 6 Activities: Learning About the Past |
|Offer choices in content activities/ Choice in task products (song, dance, |CHAPTER OPENER – 25 minutes: WHOLE CLASS: ANCHOR CHART: What do you know about life|
|writing, role play, drawing) |long ago?—give each child an index card and/or sticky note. Have them illustrate |
| |and/or write to show something they know about life long ago. Create a collage chart |
|Gifted and Talented Chapter 6 Activities: |of their ideas and summarize. Revisit the chart often throughout the Chapter. |
|Chapter Opener – Write a sentence to tell what they know about life long |LESSON 1 – 10 minutes – Have a few children, one at a time, act out one of the people |
|ago. |in the images from this lesson. Teacher and rest of the class guesses who they are |
|Lesson 1- Have children write out a clue sentence to go with their |and how they know. |
|role-play. |LESSON 1 – 25 minutes: Pearson 360 Exploration – Watch the Pearson Exploration School|
|Lesson 1 360 activity- Have children choose two ideas from our anchor chart |Past and Present. Compare and contrast to school today, making an anchor list to list|
|to write about after activity |the students’ ideas and input. |
|Lesson 1- After sorting, have children write an explanatory piece to tell |LESSON 1 – 10 minutes: Read aloud School Long Ago and Today by Sally Lee |
|how and why they sorted the photos the way they did. |LESSON 1 – 20 minutes: Invite children to sort through various pictures of students, |
|Lesson 2- interactive use of technology |teachers, and school objects from the past and today. Have them sort to match photos |
|Lesson 3- Have children work on a holiday book over time, that they can add |of everyday items from the past and today (ie. What shoes looked like in the past, |
|to when other assignments are finished early |what shoes look like now, chalkboards versus whiteboards, etc.). Watch this brainpop |
|Lesson 4- group project; offer them leadership role in running the debate |video that discusses different modes of transportation and how they have changed over |
|Lesson 5- interactive use of technology |time and/or location/needs. |
|Group projects (ie. Instead of independently drawing about a job, work in a | |
|group to write and illustrate a book about community jobs) |COMPARE AND CONTRAST LESSON - Go to the website below and have them watch the |
|Create with the child more rigorous rubrics |photographic project (from the UK) of various items through the decades. Review and |
|Encourage use of multimedia projects, using primary sources |discuss along the way/after viewing. |
|Role play/Act out situations |
|Encourage responding in phrases and/or sentences on paper. |ideshow |
|Provide opportunities for divergent thinking |LESSON 2 – 30 minutes: To enhance background knowledge, on |
|Provide opportunities for open-ended, self-guided tasks |search “Daniel Boone” under the K-2 band and select one or more of the videos/clips. |
|Encourage use of creativity and risk-tasking |Do the same for Clara Barton and Booker T. Washington. |
|Offer choices in content activities/ Choice in task products (song, dance, |LESSON 2 – Booker T. Washington To enhance understanding, read aloud With Books and |
|writing, role play, drawing) |Bricks: How Booker T. Washington Built a School by Suzanne Slade |
| |LESSON 3 – 15 minutes: Have children illustrate and write to tell about a holiday |
| |they celebrate. |
| |LESSON 3 – Read aloud any/all of the holiday books recommended below- Between Us and |
| |Abuela: A Family Story from the Border by Mitali Perkins, Daddy Christmas and Hanukkah|
| |Mama by Selina Alko, The Sound of Kwanzaa by Dimitrea Tokunbo |
| |LESSON 4 – 10 minutes: Class Debate: Turn the lesson activity into a class debate, |
| |explaining their points of view on how to start the show (see text). |
| |LESSON 5 - 30 minutes: To enhance background knowledge, on |
| |search “Dr. King” under the K-2 band and select one or more of the videos/clips. |
| |Also, include reading aloud Who Was Martin Luther King, Jr.? by Bonnie Bader. Have |
| |children then complete a thank-you card to Dr. King, thanking him for something of |
| |their choosing that he did for our country. |
| |LESSON 5 – CENTER ACTIVITY: “I have a dream…” Using FlipGrid, have students record |
| |themselves speaking to tell about a dream they have for the future—for themselves, for|
| |their family, for our school, for our country, etc. Share the FlipGrid with the |
| |community so all can hear about their dreams. |
| |QUEST FINDINGS: Write a Book. Children will now take their knowledge and write a |
| |book about life long ago—it can be about people, events, activities. Children will |
| |read their books to a partner, books will be scored using a rubric. |
|Experiences |Chapter 5 – Time and Chronology |
|(virtual and live field trips) |ON-GOING CHAPTER HOMEWORK/PROJECT – Personal Timeline: Have students create a |
| |personal timeline of their life, highlighting at least 2 events from each year of |
|Differentiation |their life. Model by showing them a sample timeline of your life. |
|Students with a 504: |ONGOING FAMILY PROJECT - All Night and All Day – Have parents send in pictures of |
|All modifications and health concerns listed in his/her 504 plan MUST be |children, families and animals involved in activities related to nighttime (sleeping, |
|adhered to. |wearing pajamas, using flashlights, animals in the dark) and daytime (playing outside,|
|ELLs, SPED: |hiking, animals in daylight). Put the pictures out in a basket or shoe box for kids to|
|Provide sentence frames/starters for projects (ie. My timeline tell about |look at on their own, during circle time talk with them about the activities in the |
|_____ because it _______). |pictures. Divide a poster board or large sheet of paper into two sections. On one side|
|Provide translated directions for parents. |draw a large sun, blue sky and on the other side draw a dark sky with moon and stars. |
|Visuals in experiences/field trips/expeditions |Encourage kids to place the pictures of daytime activities on the “sunny side” and the|
|Audio in experiences/field trips/expeditions |night pictures on the “dark side”. |
|Choice in task products (song, dance, writing, role play, drawing) |Set up a Travel Agency in Dramatic Play area. Post and display photos of various |
| |locations, showing their weather patterns. Have students “pack” and “travel” to those|
|Gifted and Talented: |locations. |
|Flexible group for trips |To deepen understanding on how people dress differently all around the world, read |
|Additional/more rigorous reflection assignment after experiences |aloud: What We Wear: Dressing Up Around the World by Maya Ajmera, Elise Derstine, |
|Additional/more rigorous on-going chapter family homework assignment |and Cynthia Pon. Have children create a collage of themselves in some of their |
|Additional/more rigorous on-going chapter family project |favorite clothes, or have them record themselves creating a mini-fashion show at home |
|Involve student in creation of rubric for tasks |and sharing the link. |
| |Bring in various calendars, planners, clocks, timers, watches, etc. for children to |
| |see and explore. Talk with them about their different uses, why they are set up in |
| |the format they are, what they can be helpful in being used for, etc. |
| |Chapter 6: Learning About the Past |
| |ON-GOING CHAPTER HOMEWORK/PROJECT: Things in My Parents’ Day and Things in My Day |
| |Today – have children work with their parents to create a poster board that compares |
| |life when their parent was little to life now. Key items to include are: automobiles,|
| |telephones, games, school, clothing. Families can have the option of creating this |
| |together using GoogleSlides. |
| |Set up a Museum of the Past in Dramatic Play area. Post and display photos and |
| |objects of various time periods for children to explore. They can write about how |
| |they are alike, different, etc. |
| |Prior to activity, go to the website and |
| |print various pictures showing old-time Orange. Gather in small groups and have |
| |students discuss the similarities and differences between Orange in the past and |
| |Orange now. |
| |Take virtual tour of the Oldest Wooden Schoolhouse in America, in St. Augustine, FL by|
| |watching the link: |
| |FIELD TRIP: Walking/Half Day Bus trip to Thomas A. Edison Museum West Orange, contact|
| |973-736-0550 ext. 33. Discuss and write about what|
| |life was like then. |
| |FIELD TRIP: Wild West City, 50 Lackawanna Drive, Stanhope, NJ 973-347-8900 |
| |FIELD TRIP: The Historic Village at Allaire, 4263 Atlantic Avenue, Farmingdale, NJ |
| |732-919-3500 |
| |Google Expedition – “Life in a Georgian House ” In this VR lesson, you can explore a |
| |house displayed as its inhabitants lived in 1790. |
| |Google Expedition – “New York Transit Museum ” In this VR lesson, you can explore how|
| |the NY transit system has changed over time. |
| |Google Expedition – “The Railroad Through History ” In this VR lesson, you can |
| |explore the history of locomotives and passenger cars. |
| |Google Expedition – “Pioneer Life on the Prairie ” In this VR lesson, you can explore|
| |what life was like on the pioneer prairie times of the 1800s. |
| |Google Expedition – “Salem in 1620 ” In this VR lesson, you can explore what life was|
| |like in Salem, MA in 1620. |
|Resources – Videos, Clips, Media |Resources – Read Alouds |Resources - Other |
|earth. |The Seasons of Arnold’s Apple Trees By Gail Gibbons |Savvas Realize Social Studies myWorld Interactive |
| Reasons for the Seasons By Gail Gibbons |Teacher’s Guide Book and online |
|sportation/ |Maple Syrup Season by Ann Purmell |Savvas Realize Social Studies myWorld Interactive |
| Search “calendar” and then|Red Leaf, Yellow Leaf by Lois Ehlert |Teacher’s Leveled Books Lesson Plan book and online |
|select K-2 grade band. There are many options of |City Dog, Country Frog by Mo Willems |Savvas Realize Student Worktext |
|videos to enhance students’ learning and understanding|When We Were Very Young by A.A. Milne |myWorld Interactive Activity Components (Activity |
|of this unit. |The Best Time of the Day by Eileen Spinelli |Cards, Instructions for the teacher, Rubrics, Student |
| Search “holidays” and then|Time For Bed by Mem Fox |Recording Sheets) |
|select the K-2 grade band. There are many options of |Get Up and Go! By Stuart J. Murphy |myWorld Interactive Graphic Organizers |
|videos to enhance students’ learning and understanding|Martin’s Big Words by Doreen Rappaport |Common Core State Standards |
|of this unit. |Long Ago and Today by Rozanne Lanczak Williams |New Jersey Student Learning Standards – Career |
|’s Corner Store by Dyanne DiSalvo-Ryan |Readiness, Life Literacies, and Key Skills |
|/15/products-through-the-ages-slideshow |About Time: A First Look at Time and Clocks by Bruce |New Jersey Student Learning Standards – Social Studies|
| |Kocsielniak |District Walking Field Trip permission slips |
| |Just a Second by Steve Jenkins |Chromebooks |
| |All in a Day by Cynthia Rylant |Simulation Goggles |
|Amistad read alouds |As An Oak Tree Grows by G. Brian Karas |Digital Choice Boards |
|McDermott, Gerald Anansi the Spider 1987 |Between Us and Abuela: A Family Story from the Border |
|McKissack, Patricia Flossie and the Fox 1986 |by Mitali Perkins |vnQIUIuIzbZJ1C_GDrbMfo_nbYcjg/edit?usp=sharing |
|McKissack, Patricia Louis Armstrong: Jazz Musician |Daddy Christmas and Hanukkah Mama by Selina Alko |Padlet |
|2001 |The Sound of Kwanzaa by Dimitrea Tokunbo |FlipGrid |
|Musgrove, Margaret Ashanti to Zulu: African Traditions|With Books and Bricks: How Booker T. Washington Built | |
|1992 |a School by Suzanne Slade | |
|Onyefulu, Ifeoma Emeka's Gift: An African Counting |School Long Ago and Today by Sally Lee | |
|Book 1999 |What We Wear: Dressing Up Around the World by Maya | |
|Pilkey, Dav The Paperboy 1999 Pinkney, Brian Max Found|Ajmera, Elise Derstine, and Cynthia Pon | |
|Two Sticks 2005 |Who Was Martin Luther King, Jr.? by Bonnie Bader | |
|Pinkney, Brian Hush, Little Baby 2005 Reid, Robin | | |
|Thank You, Dr. King 2003 Ringgold, Faith Tar Beach | | |
|1996 Roberts, Brenda C. Jazzy Miz Mozetta 2004 | | |
|San Souci, Robert D. Sukey and the Mermaid 1996 | | |
|San Souci, Robert D. The Hired Hand 2005 | | |
|Smalls, Irene and Michael Hays Jonathan and His Mommy | | |
|1995 Washington, Donna L. The Story of Kwanzaa 1997 | | |
|Williams, Karen Lynn Galimoto 1991 | | |
|Pacing/ Time Frame: |11 weeks |
| |March 29th – June 18th |
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Social Studies
KINDergarten
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