Unit Plan Template

Unit Plan that Incorporates the Use of Thinking Tools

Author
First and Last Name=	Gw= enn Belton
School Name	He= rington Elementary
School District	#4= 87
= School City, State	Herington, Ka= nsas
Classroom Informati= on
Subject Area
Reading, Writing, Science, Social Studies
Grade Level(s)<= /p>
Se= cond Grade
Unit Ov= erview
Unit Title
Re= sponsibility
Unit Summary
As a 5-6 week Unit Plan, second graders will s= tudy responsibility using five different stories incorporating different types= of responsibility. Responsibil= ity to animals, family members, friends and neighbors will be concentrated on. A= lso, showing responsibility toward doing a good job and always doing the right thing will be touched upon. This unit is also implemented in conjunction with the Scott Foresman 2^{nd<= /sup> grade series.}
Building the Founda= tion
Habits of Learning Taxonomy <= /span>
Kn= owledge – Identifying and recalling information Co= mprehension – Understanding of provided information, stating a problem in one’s own words Ap= plication – Using concepts in new situations An= alysis – Breaking information down into related parts Sy= nthesis – Putting information together to create a new whole Ev= aluation – Judging value based on criteria
Standards
Standard 1: Reading &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = = ; SECOND GRADE = Reading: The student reads and comprehend= s text across the curriculum. = Benchmark 2: The student reads fluently. Standard 1: Reading &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = = ; SECOND GRADE = Reading: The student reads and comprehend= s text across the curriculum. = Benchmark 3: The student expands vocabulary.<= o:p> Standard 2: Literature &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = = ; SECOND GRADE <= font size=3D2 color=3Dblack face=3DArial> Literature: The student reads and responds t= o a variety of text. <= b> <= /span> = Benchmark 1: The student uses literary concep= ts to interpret and respond to text. Standard 1: Writing &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = = ; Second Grade <= font size=3D3 face=3DArial>= <= b>Standard 1 - Writing: The student writes effectively for a variety of audiences, purposes, and contexts.<= /p> <= b> = Benchmark 1: <= /font>The stude= nt writes narrative text using the writing process.= Standard 1: Writing &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = = ; Second Grade <= font size=3D2 face=3DArial>= <= b>Standard 1 - Writing: The student writes effectively for a variety of audiences, purposes, and contexts.<= /p> <= b> = Benchmark 2: The stud= ent writes expository text using the writing process. = = Standard 1: Writing &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = = ; Second Grade <= font size=3D2 face=3DArial>= <= b>Standard 1 – Writing: The students write effectively for a variety of audiences, purpose= s, and contexts. <= b> = Benchmark 3: The stud= ent writes technical text using the writing process.= STANDARD 4: EARTH AND SPACE SCIENCE<= span style=3D'mso-tab-count:8'> = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; = ; &n= bsp; GRADES K-2 EARTH AND SPACE SCIENCE – The student will<= span style=3D'font-style:italic;mso-bidi-font-style:normal'> observe closely the objects and materials in their environment.= Benchmark 3: The student will describe changes in weather. Civics-Government &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; = ; Second Grade &nbs= p; Civics-Government Standard:&nbs= p; The student uses a working knowledge and understanding of governm= ental systems of Kansas and the United States and other nations with an emphasi= s on the United States Constitution, the necessity for the rule of law, the ci= vic values of the American people, and the rights, privileges, and responsibi= lities of becoming active participants in our representative democracy. &nbs= p; Be= nchmark 1: The student understands the rule of= law as it applies to individuals; family; school; local, state and national <= span style=3D'mso-bidi-font-weight:bold'>governments.= Civics-Government &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; = ; Second Grade Civics-Government Standard:&nbs= p; The student uses a working knowledge and understanding of governm= ental systems of Kansas and the United States and other nations with an emphasi= s on the United States Constitution, the necessity for the rule of law, the ci= vic values of the American people, and the rights, privileges, and responsibi= lities of becoming active participants in our representative democracy. Be= nchmark 2: The student understands the shared ideals and diversit= y of American society and political culture. Economics &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; = ; Second Grade Economics Standard:&nb= sp; The student uses a working knowledge and understanding of major economic concepts, issues, and systems, applying decision-making skills a= s a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world. Benchmark 1: The student understands how limited resources require choices.
Learning Objectives
Bu= ild oral vocabulary. Re= cognize main ideas and supporting details. Use chronological order and sequence. Re= ad silently with fluency, accuracy, and with expression. Use graphic organizers. Wr= ite a response. Re= cognize plot and theme. Bu= ild background. Re= tell a story. Re= cognize author’s purpose. Wr= ite problem and solution. Te= amwork Tr= ansportation We= ather Sh= elter Ci= tizenship An= imal Behavior Go= ods and Services
Curriculum-Framing Questions	Essential Question
Wh= at does it mean to be responsible?
Unit Questions
Is doing a good job showing responsibility? Wh= y is taking care of animals showing responsibility? How can we be responsible to our family members? How can we be responsible to our friends and neighbors? Is doing the wrong thing being responsible?
Content Questions
What do firefighters do= when there is a fire? Why should drivers not = park in front of a fire hydrant? Why does the stray cat = want to come in out of the storm? What will Jonathan have= to do to care for the kitten? What will Sam have to d= o to take care of Dodger? What does Sam’s decision tell you about him? What makes Horace, Morr= is, and Dolores such good friends? What does Dolores do wh= en the two boy mice join a boys only club? What are some of the si= gns Norman mak= es to make people do funny things? What does Norman do to fix the problem? <= font size=3D2 color=3D"#231f20" face=3DArial>

= Student Assessment Plan
Assessment Summary
Step 1: Diagnosis and Placement using the teacher’s manual of Baseline Group Test Step 2: Monitor Progress with rubric= s Step 3: Assess and Regroup- Unit Benchmark Test Step 4: Summative Assessment
Assessment Timeline
= &nb= sp; = &nb= sp; = &nb= sp; = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; Before Project Work Begins: · &nbs= p; = Begin the year with the Basel= ine Group Test to make initial grouping decisions = While Students Work on Projects &midd= ot; = Check progress during instruc= tion and identify students’ needs along the way. After Project Work En= ds &midd= ot; = Use the Unit Benchmark Test to measure performance and to regroup. = &nb= sp; = &nb= sp; = &nb= sp; = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = <= o:p> = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; &nbs= p; &n= bsp;
Visual Ranking Elements (Complete this section if this tool will be used in the unit)<= /font>
Visual Ranking Project Name (For the Visu= al Ranking workspace)<= /font>
St= eps to Fighting a Fire
Project Description (For the Visu= al Ranking workspace)
Fire fighters follow a certain procedure in getting ready to fight a fire. They also follow procedures while driving to and actually fighting= a fire. Students will use the visual ranking tool to order the procedures in fighting a fire.
Prompt (For the Visu= al Ranking workspace)<= /font>
Order the procedures from getting ready to fight a fire, going to a fire, and actually fighting a f= ire
Sorting List (For the Visu= al Ranking workspace)<= /font>
Slide down the pole. Put on the fire fighting gea= r. Ride the fire engine to the fire. Hook the hose to a fire hydr= ant. Point the hose to the flames= . Turn on the water. Put on air tanks and masks.<= o:p> Feel the door to see if it is hot. Go in if a person is still inside. Come out if it is too hot. Keep spraying water on the p= arts glowing red.
Practice Ranking (For your future quick reference)<= /font>
Te= acher ID: gbelton Practice Team ID 1:Team01 Practice Team ID 2:Team02 Practice Team ID 3:Team03 Practice Team ID 4:Team04	Pa= ssword: Pa= ssword: Team01 Pa= ssword: Te= am02 Te= am03 Te= am04