Unit Plan Template

Unit Plan that Incorporates the Use of Thinking Tools

Author
First and Last Name=	Amy Mortensen
School Name	He= rington Elementary
School District	USD 487
= School City, State	Herington, KS=
Classroom Informati= on
Subject Area
Re= ading and social studies
Grade Level(s)<= /p>
Th= ird
Unit Ov= erview
Unit Title
Fr= eedom
Unit Summary
Have you ever thought about what it would be l= ike if we didn’t have any freedom in our country? Often we take the subject of free= dom for granted, but how do the freedoms that we have affect our everyday liv= es? Students will begin the unit by writing a paragraph describing what the word “freedom” means to them.&nbs= p; Students will complete a KWL chart through class discussion descri= bing what freedom is. Then stude= nts will identify what our freedoms are and how we interpret them in our coun= try. Throughout the unit, students will research various symbols of freedom through internet or print. = They will then choose one to do additional research and create a PowerPoint pr= esentation about their chosen symbol. Throughout the unit, the meaning of freedom will be discussed, and students will be asked to think about why it has different meanings to different people (to share one’s ideas, from fear, to practice a religion of choice, and so on.) At the end of the unit, the student will revisit the initial question about = what freedom is and compare their answer to the paragraph they wrote at the beginning. This project is implemented through the Scott Foresman ReadingStreet 3^rd Grade reading series. Unit 6 focuses on Freedom and so= me of the lessons include the Statue of Liberty, making decisions, freedom of e= xpression though murals, what free life is like, and the freedom to follow your dreams. Parts of the social studies book, Our Communities, will also be incorporated throughout this unit.
Building the Founda= tion
Habits of Learning Taxonomy <= /span>
Knowledge: Identify information, Comprehension: Understanding provided information, stating a problem in one’= ;s own words Synthesis: Putting information together to create a whole. Evaluation: Judging= based on criteria.
Standards
Hist= ory Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States<= /st1:place>, and world, utilizing essential analytical and research skills.= Benchmark 3: The student understands = the significance of events, holidays, documents, and landmarks which are= &nbs= p; &= nbsp; Important in the United States history. Civi= cs-Government Standard: The student uses a working knowledge and understanding of governmental systems of the United States and other nations with an emphasis on the U.S. Constitution, the necessity for the rule of la= w, the civic values of the American republican government, and the rights, privileges, and responsibilities to become active participants in the democratic process. Benchmark 1: The student understands = the rule of law as it applies to family, school, local, state, and national &nbs= p; &= nbsp; governments. Benchmark 2: The student understands = the shared ideals and the diversity of American society and political &nbs= p; &= nbsp; culture. Writ= ing: Standard 1: The student wri= tes effectively for a variety of audiences. &nbs= p; Standard 2: Research= &nbs= p; &= nbsp; Research: The student applies reading and writing skills to demonstrate &nbs= p; Benchmark 1: The stu= dent uses effective and ethical research practices. Reading:&nb= sp; Standard 2: Literature &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = = ; &n= bsp; Literature: The student responds to a variet= y of text. <= b> <= /span> = Benchmark 2: The student understands the significance of literature and its contributions to human understanding a= nd culture.
Learning Objectives
Express ideas in writing Locate, read, sort, compare, synthesize, = and evaluate information Access prior knowledge = Read and comprehend a variety of text and resources Learn and use research skills<= /span> Use technology to present information
Curriculum-Framing Questions	Essential Question
Wh= at does it mean to be free?
Unit Questions
What does the Statue of Liberty mean? (le= sson 1) When might it be hard to get freedom? (le= sson 2) Why is freedom of expression important? )lesson 3) When can freedom be a problem? (lesson 4)= When are you free to follow your dreams? (lesson 5) Why are symbols are so important to our freedom?
Content Questions
What= are some symbols that signify our freedom?<= /li> Why = was the Statue of Liberty so important to some people?
= Student= Assessment Plan
Assessment Summary
Students will participate in= a prewriting activity and complete a graphic organizer (K-W-L) on their knowledge of freedom. The c= lass will discuss the essential question and students will be asked to brainst= orm thoughts. Students will keep a journal and respond to teacher-given questions throughout the unit. Throughout the project, students= will be researching the American symbols and choosing one to create a PowerPoi= nt presentation on. Power Poin= ts will be shared with the class. Students will revisit the initial questions at the end of the unit, and respond accordingly. Th= ey will then compare their responses with those given at the beginning of the unit. The teacher will cond= uct informal observations of how the students are accomplishing their goals.<= span style=3D'mso-spacerun:yes'> Finally, the students will take = the Unit 6 Concepts/Comprehension test.
Assessment Timeline
= &nb= sp; = &nb= sp; = <= span style=3D'mso-tab-count:1'> = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; Before Project Work Begins = ; While Students Work on Projects After Project Work Ends = &nb= sp; = &nb= sp; = <= span style=3D'mso-tab-count:1'> = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; · Brainstorming &nbs= p; &= nbsp; &nbs= p; &= nbsp; Internet/library research &nbs= p; &= nbsp; Reflection = · K-W-L Chart &nbs= p; &= nbsp; &nbs= p; &= nbsp; journal entries &nbs= p; &= nbsp; &nbs= p; Journal = · Think, Pair, Share &nbs= p; &nbs= p; &= nbsp; Visual Ranking Tool &nbs= p; &= nbsp; K-W-L chart = · Activity pages/graphic organizers &nbs= p; Seeing Reason Tool &nbs= p; &= nbsp; Unit Reading Assessment = · Initial journal entry &nbs= p; &nbs= p; &= nbsp; Questioning &nbs= p; &= nbsp; &nbs= p; PowerPoint Presentation &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; Teacher observation &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; Showing Evidence Tool

Visual Ranking Project Name (For the Visu= al Ranking workspace)<= /font>
Sy= mbols of Freedom
Project Description (For the Visu= al Ranking workspace)
How important are symbols to our country? The United States is known as a country with many freedoms. However, which freedoms do you think are most important? After brainstorm= ing a list of our freedoms, you will be asked to put them in order from most important to least important. Using a visual ranking tool, you will be able to prioritize them in this way.
Prompt (For the Visu= al Ranking workspace)<= /font>
What is the most important symbol of freedom to you? P= ut the item that you think would be the most important on the top and the least important on the bottom.
Sorting List (For the Visu= al Ranking workspace)
Statue of Liberty American Flag Uncle Sam<= /font> Bald Eagle= Great Seal= Star Spangled Banner Pledge of Allegiance National Monuments Independence Day (4^{th of July)} = L= iberty Bell White House =
Practice Ranking (For your future quick reference)<= /font>
Te= acher ID: amortens Practice Team ID 1: Team01<= /p> Practice Team ID 2: Team02<= /p>	Pa= ssword: ******* Pa= ssword: Team01 Pa= ssword: Team02