E-Unit: Part of a Whole
Unit Overview
Goal: After completing this unit, the students will understand every person and element in our lives is part of a bigger
picture with a larger purpose.
DAY #1 DAY #2
Objective After reading the book,
students will use a double
bubble chart to compare and
contrast two characters.
Standards IAS: 1.RL.2.3
Materials Picture, Super Manny Stands
Up book, anchor chart,
markers, and double bubble
comparison worksheet
Management The students will be seated at
the carpet for the read aloud
and discussion but will be at
their seats for the activity.
Anticipatory -Dismiss students to carpet
-Tell story about Rachel and I
Set playing pretend growing up
and how we would play spies
and create our own missions
and show picture. “
Purpose Today we are going to read
Super Manny Stands Up by
Kelly DiPucchio. I want you to
pay special attention to the
different characters as I read.
Lesson INPUT:
Presentation -Read aloud the book
-Natural response
-Compare and contrast
Manny and the Pig
OUTPUT:
Students will do double
bubble comparison chart
Name: Danielle Witkowski
DAY #3
-Students will identify 2
responsibilities of a farmer
-Students will identify 2
goods a farmer collects or
harvests for the community
-Students will write 3
complete sentences on what
they would do if they were a
farmer for a day
NCSS: IGI; IAS: Social Studies
1.2.3/1.4.1
Video, anchor chart, markers,
dry erase boards, dry erase
markers, farm animal
crossword, and student
journals
Students will begin the lesson
at the carpet to watch the
video. We will then have
direct instruction and
discussion at the carpet. The
students will complete the
activities at their desk. The
students will transition back
to the carpet to read their
journals and for closure.
-Dismiss students to carpet
-Ask students about the field
trip
-“As you watch the video, pay
attention to what animals are
on the farm and what jobs
the farmers does.”
-Play video
Today we are going to learn
about what a farmer does
and how they help the
community around them.
INPUT:
-Talk about what they saw in
the video
-1 cow produces 350,000
glasses of milk in its lifetime
-Farmers make goods for the
community
-Talk about different types of
farmers, what they make and
what they do
-Predict: What if farmers
stopped working?
OUTPUT:
-On white boards students
DAY #4
-Students will distinguish
between a good and a service
-Students will draw their own
good and identify the
purpose of the good
NCSS: PDC; IAS: Social Studies
1.4.1/1.4.2
Anchor chart, markers,
mystery bag with pictures,
create a good worksheet,
whiteboards and dry erase
markers, interactive game
from station 2
For the anticipatory set the
students will be seated in
rows at the carpet. The
students will then transition
to stations at Mrs. Pence’s
elbow table, their seats, and
the carpet. The students will
all transition back to their
seats for the closure.
-At the carpet, call students
up to draw a picture from the
mystery bag
-Ask students if they see any
patterns
Today we are going to learn
about the things people use
and how people work
together to keep a
community running
smoothly.
INPUT:
-Everything in the bag is a
good or a service
-Review what a good is from
the previous lesson and
explain what a service is
-Sort goods and services into
columns on anchor chart
-Centers
1: Carpet w/ teacher and
name goods and services
when given a familiar place in
the community
2: Interactive game on iPads
-Students will divide circles
and rectangles into two and
four equal parts
-Students will sort the
divided shapes into groups
depending on how many
pieces they are split into
IAS: Math1.G.4
Chocolate bar, string, anchor
chart, markers, pencil,
construction paper (cut into a
square, rectangle, and circle),
white boards, dry erase
markers, equal parts sorting
worksheet, scissors, glue, and
crayons
Students will begin the lesson
at the carpet for the
anticipatory set and direct
instruction. The students will
complete the check for
understanding and closure
activities at their desks.
-At the carpet, move the
string along the chocolate bar
and ask if I were to split this
with a friend would it be fair I
I split it here?
-Initially do 3 “unfair” cuts
and then put the string to the
middle
-Explain how separating into
equal parts makes it “fair”
Today we are going to learn
how to separate shapes into
two and four equal parts
INPUT:
- Demonstrate on the anchor
chart and using the
construction paper
manipulatives showing
different ways the circle,
square, and rectangle can be
split into 2 (halves)
- Demonstrate on the anchor
chart and using the
construction paper
manipulatives showing
different ways the circle,
square, and rectangle can be
E-Unit: Part of a Whole
Closure or -“In our book we met our
main character, Super
Conclusion Manny, and we learned how
he made a difference in his
school. Using this character
from our story, we are going
to write a sentence about
how we can be like Manny
and make a difference.”
-The students will be given
the sentence stem, “I can be
like Super Manny in my
classroom by…” and they will
write a specific way they can
be kind to others in their
classroom community.
Formative Students will
-complete and turn in the
Assessment double bubble comparison
chart
-brainstorm ways to be kind
using the sentence stem
Teacher will
-circulate and monitor as
students are working
Adaptations
Summative
Assessment
(as needed)
Name: Danielle Witkowski
will write 2 goods and 2 jobs
of farmers
-In their journals students will
write their 3 sentences if they
were a farmer for the day
using the sentence stems
At the carpet, students will
read their journals.
Students will:
-write a journal and read it
aloud to demonstrate their
knowledge of a farmers job
-Name 2 jobs of a farmer and
2 goods they produce on
their white boards
Teacher will:
-circulate and monitor as
students are working
See Lesson plan:
Remediation: Keep an eye on
J.J, M.V., and L.P to keep on
task and monitor attitude as
easily frustrated
EXNEEDS: N/A
ELL: N/A
Enrich: Farm animal
crossword
supervised by cooperating
teacher
https://s3-ap-southeast-
2.amazonaws.com/mst-
resources/goods-and-
services/index.html
3: At desks, students will
complete the create a good
worksheet
OUTPUT:
-At station 1, ask students:
Why is that a good and not a
service? What are some
other places we could see
that service?
-Students will share their
picture of a good and the
sentence that explains its
purpose with the other
students at their teams.
-One student from each team
will be able to share their
picture on the doc cam
Students will:
-name goods and services
found in specific goods and
services found in their
community
-draw a picture of a good and
identify its purpose
Teacher will:
-circulate and monitor as
students are working
See Lesson plan:
Remediation: Keep an eye on
J.J, M.V., and L.P to keep on
task and monitor attitude as
easily frustrated
EXNEEDS: N/A
ELL: N/A
Enrich: Color picture of good
and share their picture and
purpose sentence with a
classmate
End of unit will social studies
test will be given after this
lesson including materials
from the two social studies
lessons.
split into 4 (fourths or
quarters)
-Draw different shapes on
the whiteboard and have
students identify if its spit
into halves or
quarters/fourths
-Have students draw shapes
on their whiteboards and
split into 2 or 4 pieces
OUTPUT:
-Students will complete the
sorting worksheet
-Students will color one piece
of each divided shape to
represent one of two or four
pieces that they sorted
- Although we cut and divide
these shapes into halves and
fourths, they are still a part of
the original shape
Students will:
-sort shapes depending on if
they are split into halves or
quarters/fourths on the
worksheet
-divide shapes into halves or
quarters/fourths
Teacher will:
-circulate and monitor as
students are working
See Lesson plan:
Remediation: Keep an eye on
J.J, M.V., and L.P to keep on
task and monitor attitude as
easily frustrated
EXNEEDS: Remind M.V. of
strategies and keep close
eye; receives Tier 1 services
in math
ELL: N/A
Enrich: Experiment with
dividing other shapes (back
of worksheet)
Material will be covered on
end of unit math assessment.