Anda di halaman 1dari 40

1

Anita M. Youngman
Unit on Community
University of Alaska Southeast
ED 688 MAT Student Teaching

2
Unit on Community

Unit on Community

Introduction

10

Lesson 1

13

Lesson 2

17

Lesson 3

20

Lesson 4

24

Lesson 5

27

Lesson 6

29

Lesson 7

32

Lesson 8

35

Rubrics

38

Grasp for Unit

39

Unit on Community
Backward Design Unit Design Template: MAT/Certification Elementary

Candidate Name: Anita Youngman

Host Teacher Name: Erin Jones

School: Government Hill Elementary

Grade Level: 1st

Date Range Unit: 3-23-16 to 4-1-16

Length of Unit 2 weeks

Theme: Community

Content Area: SEL, Social Studies

# of Students: 20-23

Materials: Include all materials including technology: See individual lesson plans for
complete list of materials

Alaska Content and Subject area Standards:


1. SEL- 1D Student has a sense of personal responsibility.,3B Student demonstrates
consideration for others and a desire to positively contribute to their community.,1C Student
demonstrates awareness of his/her external supports, 4B Student develops constructive
relationships.
2. Healthy Lifestyles- D5 A student should be able to contribute to the well-being of families
and communities.
3. Language Arts- W.1.2 Write informative/explanatory texts in which they name a topic,
supply some facts about the topic, and provide some sense of closure., W.1.5 With guidance
and support from adults focus on a topic, respond to questions and suggestions from peers, and
add details to strengthen writing as needed, L.1.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking., SL.1.4 Describe people,
places, things and event with relevant details, expressing ideas and feelings clearly, RI.1.10
With prompting and support, read informational texts appropriately complex for grade 1.
4. Geography- A.6 Use spatial (geographic) tools and technology to analyze and develop
explanations and solutions to geographic problems. A.2 Make maps, globes and graphs
6. Art- A.3 appropriately use new and traditional materials, tools, techniques, and processes in
the arts, A.5 collaborate with others to create and perform works of art;,D.6 recognize that
people connect many aspects of life through the arts;

TRANSFER GOALS (Unpacked Standard(s)

4
1. SEL-Students will design illustrations, evaluate own work and participate in discussions
about personal responsibilities.Students will discuss, create writing pieces, art pieces and
participate in being supportive of classroom community and neighboring community. Students
will participate in seeking help from another community.
2. Healthy Lifestyles- Students will discuss and design a written about how they contribute
and are an important piece in one or many communities.
3. Language Arts- Students will create an informative writing piece about the topic of
community, using facts and providing a conclusion. Students will participate in discussions
and peer collaboration to strengthen their creative writing samples, using basic commands of
proper grammar and conventions. Students will take part in asking for help using details and
descriptive words to describe locations and feelings about a problem. Students will read and
utilize a rubric to evaluate work.
5. Geography- Students will create and use a compass a recall and recognize basic compass
directions. Students will recall and construct a map, using basic elements of map making.
6. Arts- Students use familiar and unfamiliar materials and techniques to create an art piece.
Students will collaboratively work to produce art works. Through discussion students will
connect their piece of art to the theme of community.

STAGE 1 Essential Questions and Enduring Understandings

Enduring Understanding(s)

What Essential Questions will be

Communities are made up people and


nature that lives in them.
Each person is a part of a community
and multiple communities.
Our communities shape who we are.
We can be a supportive piece in our
community.
Communities can help and support each
other.
Maps are a useful tool.

Considered? (Q)

What makes a community?


How are communities alike and
different?
What are some of the communities I
belong to?
How can we be a supportive member of
our community?
How can different communities help
one another?
What are the basic elements you need
to know to read a map?

5
STAGE 1 Objectives/ Key Learning

What students should know.

What students should be able to do.

There are many communities that students


are a part of.
Neighboring communities rely on each other
for help.
A compass rose is a tool that people use to
read a map.
Basic elements of a map, title, legend,
directions based on the compass rose.
Communities are supportive of each other.
When writing the use of a topic sentence
along with a conclusion helps others
understand ideas.

Use SEL skills to be a supportive member of


their community.
Use SEL skills to communicate with members
of the community.
Understand the basic directions of a compass
rose.
Use knowledge of map elements to read or
create a map.
Use rubrics as a guide for creating best works.

STAGE TWO: Assessment (Identify Desired Results)

Other Evidence
Pre-assessment
discussion about communities
discussions about elements of maps
Formative
graphic organizer
writing activities
rough draft of map
directions on a compass
Summative
Art/writing piece, I am an important piece
of my community
Final Map
compass
Student Self Assessment
rubrics for final map

STAGE THREE: Opportunities to Learn

Culminating Performance Task


G.R.A.S.P.S. (See page 39)

Rubrics (attached) (see page 38)

6
Standar

Learning Activities

ds

Learning/Instructional
Strategies

Address
ed
SEL
1D
3B

Introduction lesson on manners


1. Read book to class while having a discussion
about different manners presented in the
book.
2. How do you like to be treated? Discuss some
examples.
3. Worksheet, Prompt on the board How I like
to be treated.
4. Students copy prompt and draw a picture of
an example of how they like to be treated.

1. Students will listen/discuss/


share/choose how manners are an
important part of being a part of
a community.
2. Students with the prompt draw a
picture of how they would like to
be treated. Formative assessment

Healthy
lifestyles
D5
SEL 3B
Language
Arts
C.C W.
1.2

Lesson 1 Powerpoint lesson on communities.


1. Watch powerpoint
2. Discuss community characteristics
3. Brainstorm different community
characteristics.
4. Complete an organizer with prompts for a
writing piece.

1. Students will watch a


presentation, discuss personal
community characteristics.
2. Students will create a graphic
organizer that has prompts of a
community that they are a part
of.

Art
A.3
A.5
D.6
SEL
3B

Lesson 2 Art lesson


1. Discussion of similarities of a puzzle and a
community being made up of many pieces
that all create a picture.
2. Draw color in a tree and landscape.
3. As a group work together to add puzzle
pieces to each piece creating a tree that has
leaves (puzzle pieces)

1. Students will have a discussion


about being an important
piece of many communities.
2. Students will design a tree trunk/
landscape.
3. Collaboratively students will add
leaves to Art piece.

Language
Arts
W.1.2
W.1.5
L.1.1
SEL
3.B.

Lesson 3 writing
1. Teacher led demonstration of turning
organizer into writing about community.
2. Students work with teacher aide to turn
organizer into a piece of writing.
3. Students create a rough draft, aide
proofreads and students make a final copy.

1. Using prompts from graphic


organizer students create a
writing to go along with Art
piece, I am an important piece of
my community.
2. Students will include a
conclusion piece stating what
community they are describing.

7
Geograph
y
A.6

Lesson 4 Directions and a Compass Rose


1. Students copy making a compass rose and
learn about where the different directions
are on a compass.
2. Students create their own compass and
recall the directions
3. Students use their compass to tell where
other directions are.

1. Students will orally recall the


different directions using their
compass.
2. Students will accurately write/
orally confirm directions using
the compass they create.

SEL
1.C
3.B
Language
Arts
C.C.
SL.1.4

Lesson 5 field trip


1. Discussion: How to ask for help and
relying on others.
2. Application using social skills to positively
communicate and ask for help.
3. Discussion: Feelings wrap up

1. Students will participate in


discussions about external
supports and demonstrate
concern for community.
2. Students will use verbal language
skills to describe our problem,
and express ideas and feelings.

SEL
3.B
4.B

Lesson 6 reading buddies community and


kind compliments
1. Giving and receiving compliments
2. Designing a treat for buddies
3. Discussion on feelings while giving and
receiving kind gestures.

1. Students will give and receive a


compliment from their buddies.
2. Students will create a self portrait
and include a small writing of a
compliment for their buddies

Geograph
y
A.2

Lesson 7 Making a map!


1. Video on map making and elements of a
map.
2. Teacher led demonstration of making a
map
3. Student application, making their own
maps.

1. Students will have a map, using


elements of map making, legend
with simple symbols, compass, title
and the lost football.

SEL
1D
Geograph
y
A2
Language
Arts
RI 1.10

Lesson 8 Self evaluation rubric, final draft


map
1. Discussion on what a rubric is and read
instructions
2. Use rubric as a guide in making final draft

1. Students will score rubric based


on their work.
2. Students will create a final best
draft of map.

Closure Students deliver map to JBEAR

Differentiation
Learner Variability based on content pre-assessment and class demographics:

8
Learners vary greatly in their abilities. The lowest students will need the opportunity to see
examples and use examples to complete their own work. The ELL students will have an
opportunity to hear and participate in numerous discussions about community, strengthening
their background knowledge and understanding of community. A variety of learning
opportunities and instruction will be provided for a variety of learning styles. Visual, hands on
art, along with a variety of learning environments, outdoors for map making, connecting with
neighbors at JBEAR and in and around the classroom. Students are beginning this unit with a
basic understanding of community, however, they will be learning and applying a deeper
understanding of how they are a part of many communities. Students will be strengthening their
social emotional skills and learning ways that they can support and rely on a variety of
communities. Lastly, a geography piece will be a part of the unit as we make maps, use
compasses and gain experience with how to use maps by producing a map. All the students
know what a map is but they will be learning characteristics and elements of maps that they can
apply in the future.
Differentiated Assessments:
Students will be able to choose the communities they prefer to write about. In the map portion of the unit,
students will be graded according to performance along with personal ability for neatness and attention to
detail.

Differentiated Instruction: Instruction will be given in a variety of forms that appeal to a variety of
learning styles. Modes of instruction throughout the unit will be one on one, gradual release of
responsibility and direct. There will be times where students have flexibility and the opportunity to be
creative in their work.
Culture and Language connections

Cultural relevance These students have quite a variety of backgrounds and as the topic unfolds that
we are a part of our classroom community, we will also explore how we are a part of communities
based on our family backgrounds. For example, students will discuss how we share some
communities, such as we all belong to a 1st grade classroom community and we all share the earth.
In addition, students will elaborate on a community and background they might share with their
family, such as a Samoan community.
Access to cultural capital will take place during multiple discussions and activities where students are
engaged with their own personal stories from their backgrounds and communities.
Language proficiency will be built upon during lessons and using writing prompts along with
discussion topics relating to community.

Reflection
The idea of this unit was teacher inspired but turned into a student directed accomplishment.
Community is part of the standards of the Anchorage School District for K-1 students. Initially, I had
some ideas of engaging lessons to provide students with an understanding of community, what it means,

9
and how to be a positive member in a community. I originally designed the unit to include more SEL
moments with students connecting with their book buddies. I had planned on several community

building activities with book buddies, integrating writing as part of a supportive gesture for their
buddies who would be taking the AMP tests. Since the AMP tests were cancelled I shortened
this part of the unit.
Fortunately, I noticed a problem with a lost football and the overwhelming concern
within the class to retrieve the football. This led way to solidifying a unit plan that included
community neighbors, cooperation, support and the added geography piece. Students had the
opportunity to do social studies on many levels. Students were challenged to discuss and
strengthen social emotional skills to resolve a problem. Additionally, students learned elements
of geography such as, basics of how to use a compass and map making which led to a successful
retrieval of the lost football.
I feel like this unit was successful, I was able to incorporate many of the values that I
have learned at UAS. I was able to be flexible and change direction while meeting standards
across a variety of subjects. During the unit, students were immersed in language building
opportunities relating to communities and given the opportunity to produce authentic work that
was applicable to their real lives.

10

Introduction
Lesson Design Template: MAT/Certification Elementary

Candidate Name: Anita Youngman

Host Teacher Name: Erin Jones

School: Government Hill Elementary

Grade Level(s): 1

# of Students: 21

Date & Time of Lesson: 4- -16 9:45-10:15 Length of Lesson: 30 mins.


Topic of Lesson: manners

Content Area(s): Social Studies

Materials including technology: Book, Do Unto Otters, A book about manners by


Laurie Keller, worksheets How I like to be treated," pencils, colored pencils.

Alaska Standards:

SEL# 1D Student has a sense of personal responsibility.

Profile of Your Students (cultural, language, developmental and behavioral


characteristics):

Students come from a wide variety of ethnic backgrounds. The socio-economic status of
families tends to be low. Behavior management is a factor that requires careful attention to
pacing, along with a variety of methods for teaching. Three students have IEPs and a couple
more are being evaluated for IEPs. Six students are considered English Language Learners.

STAGE ONE

STAGE TWO:

11
Objective(s):

Student Assessment:

1. I will identify ways that I like to be treated.

1.Students will design a picture about how they like

2. I will explain how good manners effects my


community.

to be treated by others.
2. Students will talk about the importance of using
good manners.

STAGE THREE: Opportunities to Learn


Introduction/Hook Book, Do Unto Otters, A book about manners

Procedure and products

Differentiation/Accommodations/Modifications

1. Read book, Do Unto Otters.

1. Students can hear examples during the

2. Stop on each manners page and discuss the


manners talked about. 1-2 examples, not too
long, keep their attention.
3. Small discussion at the end of the book,
students share how they like to be treated. Why?

discussion and book reading to strengthen


background knowledge and understanding.
2. Higher students can write on their paper what
their picture is showing or make word bubbles
of examples of manners.

How does it make you feel when people use


their manners? Do manners make a nicer
community?
4. Table managers get prompt worksheet, pass out.
5. Write prompt on the board, How I like to be
treated.
6. Students write prompt and draw a picture of
how they would like to be treated.
Closure: Students can share with the teacher and others how they like to be treated.

Attachments: 3 artifacts of student work

12

13

Lesson 1
Lesson Design Template: MAT/Certification Elementary
Candidate Name: Anita Youngman

Host Teacher Name: Erin Jones

School: Government Hill Elementary

Grade Level(s): 1

Date & Time of Lesson: 3-24-16 9:20

Length of Lesson: 10:15

Topic of Lesson: My community

Content Area(s): Social Studies

# of Students: 23

Materials including technology: Powerpoint on communities, graphic organizers, white


board to write examples, marker, puzzle pieces, bags, pencils, erasers
Alaska Standards:

Healthy lifestyles
D A student should be able to contribute
to the well-being
of families and communities.
5) describe how volunteer service at all ages can enhance community wellbeing
SEL
3B Student demonstrates consideration for others and a desire to
positively contribute to their community.
Writing
W.1.2 Write informative/explanatory texts in which they name a topic,
supply some facts about the topic, and provide some sense of closure.

Profile of Your Students (cultural, language, developmental and behavioral


characteristics):
Students come from a wide variety of ethnic backgrounds. The socio-economic status of
families tends to be low. Behavior management is a factor that requires careful attention to
pacing, along with a variety of methods for teaching. Three students have IEPs and a couple
more are being evaluated for IEPs. Six students are considered English Language Learners.
STAGE ONE

STAGE TWO:

Objective(s):
Student Assessment:
1. I will compare characteristics of different
1. Students will discuss characteristics of
communities.
communities.
2. I will explain characteristics of communities.
2. Students will design a graphic organizer, using
3. I will list what a community has, what I can do
words that describe their
and what I love about a
community
community.
characteristics.
STAGE THREE: Opportunities to Learn

14
Introduction/Hook Powerpoint on communities

Procedure and products

Differentiation/Accommodations/Modifications

1. Powerpoint
2. Working agreements
3. Demo on starburst, students starburst a word
about one of their communities 1 min. return to
seats, teacher writes a couple examples on the
board.
4. Demo high five, students high five a brief
description of what their community has. 1 min.
in seats write a couple examples on board
5. Demo butterfly wings, another thing community
has 1 min in seats write a couple examples
6. Demo fish tale I can 1 min in seats write a
couple examples
7. Demo choice I love to.. 1 min. in seats write a
couple examples.
8. Working agreement, who did a good job?
9. Discussion, Do we share some communities?
With who? How are you an important part of
your community
10.Teacher models how to fill out graphic
organizer: I am part of the beautiful
community, it has oceans, it also has cities, I
can recycle, I love to have new adventures in
my community. I am an important piece of my
community.
11. Table managers get graphic organizers for
table.
12. Students work on filling out organizers,
teacher checks in with students helps with
spelling words.
13.Students who finish can start counting out 23
puzzle pieces.

1. Aly can work with aide and share with class.


2. Make sure to get an example from Mekina and
Jazlin, to write on the board.
3. Write words out for Jaz and Mekina on their
organizer after they try spelling
4. Writing examples of thoughts on the board to
help with ideas and spelling.

Closure: Are puzzles like a community of pieces? Do they help each other? How do they help each
other?

Attachments: 3 artifacts of student work

15

16

17

Lesson 2
Lesson Design Template: MAT/Certification Elementary
Candidate Name: Anita Youngman

Host Teacher Name: Erin Jones

School: Government Hill Elementary

Grade Level(s): 1

Date & Time of Lesson:

Length of Lesson: 2 (30 minute lessons)

# of Students: 21

Topic of Lesson: We are all an important Content Area(s): Social Studies/Art


piece of our community
Materials including technology: Construction Paper, old Puzzle pieces (individual bags of
25 puzzle pieces), glue, black sharpie markers, pencils.
Alaska Standards:

Alaska Content Standards Arts A.3 appropriately use new and traditional
materials, tools, techniques, and processes in the arts;
A.5 collaborate with others to create and perform works of art;
D.6 recognize that people connect many aspects of life through the arts;
SEL 3B Student demonstrates consideration for others and a desire to
positively contribute to their community.

Profile of Your Students (cultural, language, developmental and behavioral


characteristics):
Students come from a wide variety of ethnic backgrounds. The socio-economic status of
families tends to be low. Behavior management is a factor that requires careful attention to
pacing, along with a variety of methods for teaching. Three students have IEPs and a couple
more are being evaluated for IEPs. Six students are considered English Language Learners.
STAGE ONE
Objective(s):
1. I will construct a tree and landscape using
lines and materials.
2. I will relate the art piece to being an important
piece of a community.
3. I will collaboratively design art with my
classmates in our classroom
community.

STAGE TWO:
Student Assessment:
1. Students will create a tree using lines using
pencils and sharpie
markers.
2. Students will conclude that they are like a puzzle
piece and an important
feature of their
community.
3. Students will work together to build Art pieces
with one another.

STAGE THREE: Opportunities to Learn


Introduction/Hook: Discussion, What do puzzle pieces make? Are all the pieces of a puzzle important?
What happens if you are missing a piece?

18
Procedure and products

Differentiation/Accommodations/Modifications

Part 1 of the lesson


1. Discussion for intro. What do a bunch of puzzle
pieces make? Are all the pieces important
making a picture?
2. With pencils, students are to draw a line that
represents a landscape. Next students will draw
a tree trunk. Teacher models 1st
3. Once students begin finishing, stop the class,
and model tracing over their pencil lines with a
sharpie marker.
4. As students begin finishing tracing, stop class
and model coloring in tree trunks and landscape
with markers.
Part 2 of the lesson
1. Blow the train whistle.
2. Hand out bags of puzzle pieces. Each puzzle
piece represents a piece of each student in our
1st grade community.
3. Have clean and clear table groups with each
student in front of his/her tree trunk picture.
4. Have each student place a dot of glue on the
back of one puzzle piece.
5. Explain each puzzle piece not only represents a
piece of them but it is a leaf on the tree, so put
the leaves where leaves would go on a tree.
Model on the board
6. Blow train whistle and every student rotates
one space, timer set for 30 secs-1 min. and then
train whistle, rotate, repeat until students end
back up on their own trees full of leaves.

Students who can finish coloring in art during


work time after the activity.
Aly can work on drawing, coloring and tracing her
paper with times that work best for her.

During specials, Aly can go around to all the table


groups and glue a piece on the paper.
Students will periodically count how many pieces
are on each paper and glue an extra, or not glue a
piece so there is an accurate number of pieces to
student ratio.
During work times students may help other
students color in their trunks and landscapes.

Closure: Students end up with back at their own picture, and count the number of puzzle pieces.

Attachments: 3 artifacts of student work

19

20

Lesson 3
Lesson Design Template: MAT/Certification Elementary
Candidate Name: Anita Youngman

Host Teacher Name: Erin Jones

School: Government Hill Elementary

Grade Level(s): 1

Date & Time of Lesson: week of

Length of Lesson: 20 minute stations during

# of Students: 21

reading centers
Topic of Lesson: My community writing

Content Area(s): Social Studies/reading/


writing

Materials including technology: Students own graphic organizers, scrap paper for rough
drafts, lined paper for final drafts and pencils. Teacher aide
Alaska Standards:

W.1.2 Write informative/explanatory texts in which they name a topic,


supply some facts about the topic, and provide some sense of closure.
W.1.5 With guidance and support from adults focus on a topic, respond to
questions and suggestions from peers, and add details to strengthen
writing as needed.
L.1.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
SEL 3.B. Student demonstrates consideration for others and a desire to
positively contribute to the community.

Profile of Your Students (cultural, language, developmental and behavioral


characteristics):
Students come from a wide variety of ethnic backgrounds. The socio-economic status of
families tends to be low. Behavior management is a factor that requires careful attention to
pacing, along with a variety of methods for teaching. Three students have IEPs and a couple
more are being evaluated for IEPs. Six students are considered English Language Learners.
STAGE ONE

STAGE TWO:

21
Objective(s):
1. I will rephrase my graphic organizer into a
structured short writing.
2. I will apply what I know about standard
conventions to my writing
sample with the help of a
teacher aide.

Student Assessment:
1. Students will develop a short writing based on
their graphic organizers.
2. Students will work collaboratively with an aide
to create a writing that
uses standard
conventions and
corrected spelling.

STAGE THREE: Opportunities to Learn


Introduction/Hook: reading centers intro

Procedure and products

Differentiation/Accommodations/Modifications

Day 1
1. Teacher demonstration of my community
organizer. Teacher models turning organizer
into 4 sentences using prompt.
2. Students have to write rough draft using
organizer, teacher aid at station proofreads,
checking for spelling, punctuation,
capitalization and organization.
3. Students write final draft on lined paper.
Day 2
1. Students will conclude their writing piece by
stating the community that they are writing
about on their Art piece.
2. Students will write their final piece on their
graphic organizer
3. Students will write in pencil the last piece, I
am an important piece of my
______community.
4. Students will trace with a sharpie their
conclusion.

1. Students who do not finish will put work in


their works in progress folder.

2. Teacher aid proofreads and corrects rough draft.

Closure: Students can glue their final draft onto a puzzle piece template.

Attachments: 3 artifacts of student work

22

23

24

Lesson 4
Lesson Design Template: MAT/Certification Elementary
Candidate Name: Anita Youngman

Host Teacher Name: Erin Jones

School: Government Hill Elementary

Grade Level(s): 1

Date & Time of Lesson: 2 days

Length of Lesson: 2 (25 min.) lessons

Topic of Lesson: Directions, drawing a

Content Area(s): Social Studies

# of Students: 20

compass rose, making a compass rose


Materials including technology: whiteboard, scrap paper, map, paper plates, templates
for compass rose, markers, paste, pencils sharpies
Alaska Standards:

Alaska Standards Geography: A.6. Use spatial (geographic) tools and


technology to analyze and develop explanations and solutions to
geographic problems.

Profile of Your Students (cultural, language, developmental and behavioral


characteristics):
Students come from a wide variety of ethnic backgrounds. The socio-economic status of
families tends to be low. Behavior management is a factor that requires careful attention to
pacing, along with a variety of methods for teaching. Three students have IEPs and a couple
more are being evaluated for IEPs. Six students are considered English Language Learners.
STAGE ONE
Objective(s):
1. I will label and memorize the directions,
North, West, South and east
on a compass rose.
2. I will create a compass rose, one by hand and
one with a template.
3. I will use my compass to identify the
directions, N, S, E, W.

STAGE TWO:
Student Assessment:
1. Students will decide where the directions on a
compass rose should be,
based on lessons.
2. Students will take part in pointing and using their
compasses to point in
the correct direction.

STAGE THREE: Opportunities to Learn


Introduction/Hook Drawing lesson of a compass rose.

Procedure and products

Differentiation/Accommodations/Modifications

25
Day 1
1. Table managers will get scrap paper for table.
2. Step by step drawing of a compass rose, teacher
led.
3. Discussion of directions, North, South, East
west. Show students that on the compass, the
West, east directions spell WE.
Day 2
1. Table managers get paper plates for table
groups.
2. Teacher shows an example of compass
3. Table managers get hand out of north/south
directions.
4. Students watch, teacher models cutting and
pasting directions, students recall and teacher
puts N/S directions on compass.
5. Table managers get hand out of east/west
directions.
6. Students watch, teacher models cutting and
pasting directions, students recall and teacher
puts E/W directions on compass.
7. As students finish, teacher checks off their
directions on compass is correct in pencil and
students trace directions in Sharpie marker and can
chose 1-2 color markers to color their compass.

If students mess up, teacher can provide them with


pieces of cut out that are done.
Students get checked for accurate directions before
using a sharpie to finalize compass.
Coloring can be done at work time if taking longer
to complete assignment.

Closure: Show students the North direction and have them point the compass to north, then quiz them.
Ex., now show me West, East and South.

Attachments: 3 artifacts of student work

26

27

Lesson 5
Lesson Design Template: MAT/Certification Elementary
Candidate Name: Anita Youngman

Host Teacher Name: Erin Jones

School: Government Hill Elementary

Grade Level(s): 1

Date & Time of Lesson:

Length of Lesson:

Topic of Lesson: Helping other

Content Area(s): SEL

# of Students: 20

communities
Materials including technology: Permission slips, signed and returned. letter from
Mack. 2 teacher aides
Alaska Standards:

SEL 1.C. Student demonstrates awareness of his/her external supports.


3.B. Student demonstrates consideration for others and a desire to
positively contribute to the community.
Common Core: SL.1.4. Describe people, places, things and event with
relevant details, expressing ideas and feelings clearly.

Profile of Your Students (cultural, language, developmental and behavioral


characteristics):
Students come from a wide variety of ethnic backgrounds. The socio-economic status of
families tends to be low. Behavior management is a factor that requires careful attention to
pacing, along with a variety of methods for teaching. Three students have IEPs and a couple
more are being evaluated for IEPs. Six students are considered English Language Learners.
STAGE ONE
Objective(s):
1. I will take part in asking for help from my
neighboring community to
resolve a problem.
2. I will demonstrate consideration for my
classroom community by
talking with others to create
a solution to our problem.

STAGE TWO:
Student Assessment:
1. Students will orally explain why we need help
from the JBEAR guards.
2. Students will support each other in our classroom
community by
participating in finding a
solution to our problem.

STAGE THREE: Opportunities to Learn


Introduction/Hook
Permission slips for field trip. Can we rely on neighboring communities to help our community with a
problem? What information do we need to give the guards at JBEAR? Is it important to use manners
when we are asking for their help? Why?

28
Procedure and products

Differentiation/Accommodations/Modifications

1. Students who bring back permission slips can


go on field trip, walking over to our community
neighbors asking them for help getting our lost
football back.
2. Discussion- intro.
3. What must we communicate to get our ball
back?
4. Walk to JBEAR, ask for help, per our
discussion, give the letter from our student and
explanation of importance, where it is, while
using manners, please, thank you, etc.
5. Discussion, How do you feel about asking for
help? Was it scary? Did it make you feel good
about helping our community? How do you
feel towards our neighbors helping us? Are
there other ways you help your community or
other communities.

Students who cannot go will stay with host teacher


in the classroom.
Through discussion before and after field trip,
students will have an opportunity to become
familiar with methods to asking for help and
describing feelings.

Closure: Discussion about communities helping one another.

Attachments: 3 artifacts of student work

29

Lesson 6
Lesson Design Template: MAT/Certification Elementary
Candidate Name: Anita Youngman

Host Teacher Name: Erin Jones

School: Government Hill Elementary

Grade Level(s): 1

Date & Time of Lesson:

Length of Lesson:

Topic of Lesson: Strengthening

Content Area(s): SEL/social studies

# of Students: 20

community relationships
Materials including technology: Di cut circles for each student, colored pencils, pencils,
fruit leathers for each student, stapler
Alaska Standards:

SEL 3.B. Student demonstrates consideration for others and a desire to


positively contribute to their community. SEL 4.B. Student develops
constructive relationships.

Profile of Your Students (cultural, language, developmental and behavioral


characteristics):
Students come from a wide variety of ethnic backgrounds. The socio-economic status of
families tends to be low. Behavior management is a factor that requires careful attention to
pacing, along with a variety of methods for teaching. Three students have IEPs and a couple
more are being evaluated for IEPs. Six students are considered English Language Learners.
STAGE ONE
Objective(s):
1. I will tell a compliment to my buddy.
2. I will create a self portrait.
3. I will construct a written compliment.

STAGE TWO:
Student Assessment:
1. Students will create a written compliment, self
portrait to give to their
buddies.

STAGE THREE: Opportunities to Learn


Introduction/Hook
At the end of reading buddies, think of a compliment to tell your buddy.
Procedure and products

Differentiation/Accommodations/Modifications

30
1. At the end of reading buddies, have buddies
think of a compliment about their buddy.
2. Discussion, Are you grateful for our reading
buddies, are they an important part of our
community? What are some compliments
students gave or students received from their
buddies?
3. Students write their buddies name and a
compliment on one side of the circle (guess and
go writing). Teacher moves around the room to
help students with their writing.
4. Students draw a picture of themselves using
color pencils for details on one side of the
paper.

Students hear and say a compliment to their


buddies before the project.
Students can work on decorating their faces on one
side of the card while teacher goes around and
writes what they wrote if help is needed.

Closure: Stapling a fruit leather to picture. Follow up: When giving book buddies their treats have
students think about how it made them feel to give them to their book buddies. How do they think their
book buddies felt when receiving treats?

Attachments: 3 artifacts of student work

31

32

Lesson 7
Lesson Design Template: MAT/Certification Elementary
Candidate Name: Anita Youngman

Host Teacher Name: Erin Jones

School: Government Hill Elementary

Grade Level(s): 1

Date & Time of Lesson:

Length of Lesson:

Topic of Lesson: Map making

Content Area(s): Geography

# of Students: 20

Materials including technology: Clipboards, pencils, overhead projector, scrap paper,


homemade compasses, discovery streaming video on maps

Alaska Standards:

Alaska: Geography A.2 Make maps, globes and graphs

Profile of Your Students (cultural, language, developmental and behavioral


characteristics):
Students come from a wide variety of ethnic backgrounds. The socio-economic status of
families tends to be low. Behavior management is a factor that requires careful attention to
pacing, along with a variety of methods for teaching. Three students have IEPs and a couple
more are being evaluated for IEPs. Six students are considered English Language Learners.
STAGE ONE

STAGE TWO:

Objective(s):
Student Assessment:
1. I will recall elements of a map from the
1. Students will list elements that a map needs.
video
2. Students will create a map using a compass, title
and legend.
2. I will construct a map using basic map
elements, compass, title and
legend
STAGE THREE: Opportunities to Learn
Introduction/Hook :Discovery streaming video on maps

Procedure and products

Differentiation/Accommodations/Modifications

33
1. Watch discovery streaming video on maps.
1. Teacher will model making a map for students
2. Table managers get scrap paper, enough for
on the white board.
2. Teacher will show where true north is and help
each student at table.
3. Teacher led demonstration, based on student
students who are having a hard time getting the
input. Title for map? What goes in the legend,
beginning of their compass on the paper.
based on student knowledge of playground and
where the missing ball is located.
4. After brainstorming and creating a legend,
students get their homemade compasses,
clipboards, pencils and maps.
5. Teacher gives directions of what is to be
expected, 1st they will use their compass to put
the direction on their map. Next they will use
the symbols they created in their legend to draw
a rough draft of the playground and the missing
ball.
6. Go to the field outside the small playground and
find north, create a compass rose.
7. Create a map, using the symbols from their
legend.
Closure: As students are finishing, students can share their maps elements of legend, football and
compass.

Attachments: 3 artifacts of student work

34

35

Lesson 8
Lesson Design Template: MAT/Certification Elementary
Candidate Name: Anita Youngman

Host Teacher Name: Erin Jones

School: Government Hill Elementary

Grade Level(s): 1

Date & Time of Lesson:

Length of Lesson:

Topic of Lesson: Final draft of map, and

Content Area(s): Social Studies, geography,

using a rubric to evaluate own work.

SEL

# of Students: 20

Materials including technology: rough draft maps, rubrics, final draft sheets of paper,
colored pencils, pencils.
Alaska Standards:

SEL 1.D. Student has a sense of personal responsibility. Geography A.2


Make maps, globes and graphs C.C. RI.1.10 With prompting and support,
read informational texts appropriately complex for grade 1.

Profile of Your Students (cultural, language, developmental and behavioral


characteristics):
Students come from a wide variety of ethnic backgrounds. The socio-economic status of
families tends to be low. Behavior management is a factor that requires careful attention to
pacing, along with a variety of methods for teaching. Three students have IEPs and a couple
more are being evaluated for IEPs. Six students are considered English Language Learners.
STAGE ONE
Objective(s):
1. I will compare my rubric to my final draft of
my map and give myself a
score.
2. I will improve my rough draft map based on
standards given in the
rubric.

STAGE TWO:
Student Assessment:
1. Students will adapt their rough draft maps to
meet the standards
provided in the rubric.
2. Students will evaluate their final draft maps
based on the rubric.

STAGE THREE: Opportunities to Learn


Introduction/Hook What is a rubric, how do you use one?

Procedure and products

Differentiation/Accommodations/Modifications

36
1. Introduce the rubric, hand out rubrics and read
with the class.
2. Making a final draft, just like in writing, best
work is done separately, making corrections as
needed. Did you fit all your symbols in the
legend? Is you compass rose in a good place?
3. Pass out rough draft maps and new map papers.
4. Students can use their rubrics as a guide while
reproducing their final draft of the map.

Model, beginning a map


Students can use the rubric as a guide to
completing their map.
Students that finish early can work on work in
finishing folder or quietly read a book.
Students who finish early can use their maps as an
example to going through the rubric, fixing/
evaluating their work. This can model for students
what expectations are for the assignment.

Closure: Students that finish early, can use their maps as an example, teacher goes through the rubric
and scores the map with classroom assistance.

Attachments: 3 artifacts of student work

37

38

Rubrics
Lost Football Map
Name and date: 2 pt

_____

Title: 1 pt

_____

Key/Legend 2 pt

_____

Compass Rose 3pts

_____

Lost Football. 3 pts

_____

My map works! 1 pt

_____

Total grade:

_____/12

Creativity and Neatness:

_____/5

I put my name and date on my paper.


I wrote a title on my paper.

I used simple symbols and words to create a key/legend.


I put a compass rose on my map, it is facing the correct north
and the directions N,S,E&W are labeled correctly.
I show the lost football and use all the symbols on my key/
legend to create a map.
My map gives directions that show where the lost football is
located.

I am an important piece in my community


Name and date: 2 pt

_____

Title: 1 pt

_____

Introductory Sentence 1 pt

_____

3 sentences in body 3pts

_____

Conclusion 1 pt

_____

Capitalization and punctuation 4pts

_____

Total grade:

_____/12

Handwriting grade:

_____/5

I put my name and date on my paper.


I wrote a title on my paper.

I wrote an introductory sentence on my Art.


I wrote 3 supporting sentences.
I wrote a concluding sentence.

I used proper capitalization and punctuation.

39

Grasp for Unit


Enduring Understandings
(Big Idea)

Essential Questions

Communities are made up


people and nature that
lives in them.
Each person is a part of a
community and multiple
communities.
Our communities shape
who we are.
We can be a supportive
piece in our community.
Communities can help
and support each other.

What makes a
community?
How are communities
alike and different?
What are some of the
communities I belong to?
How can we be a
supportive member of our
community?
How can different
communities help one
another?

Goal:
Your task is to reflect, discuss and participate as a supportive,
positive community member. Over the course of the unit as a
problem presents itself, you will use various SEL skills to effectively
communicate and identify ways to request help from neighboring
communities.
Role:
Your job is to collaboratively create an art piece and write about a
community you are a part of. Facilitate relationships with
neighboring communities.

Audience:
The target audiences are communities that you are a part of and
communities that you can support and can support you.

Situation:

40

The context you find yourself in is you are an important piece of


many communities. Using SEL skills, you can be supportive of other
communities; in addition, close communities can support you.
Product, Performance, and Purpose:
You will create a collaborative art piece, be a part of a supportive community
that uses social skills. You will also help someone in your community, and
recognize and rely on neighboring communities for support.

FOR THE STUDENT - Description of the Culminating Performance


Task based on the GRASP outline above. Copy this description into
the GRASP section of your UbD Unit.
Our 1st grade community is going to learn about different communities that we are
a part of. During the unit we will be learning various social skills that will help us
be a more supportive member of our community. Along the way we will be using
our writing, artistic and social skills to show how we can contribute and care for
other communities. In addition to learning about how we are all important pieces
of our community we will be seeking help from a neighboring community to help us
with our problem of the lost football. In order to facilitate help, we will be
learning about and creating maps.