Unit Plan Template

Unit Plan that Incorporates the Use of Thinking Tools

Author
First and Last Name=	Da= nielle Retzlaff
School Name	= Herington School District
School District	USD 487
= School City, State	Herington, Ka= nsas
Classroom Informati= on
Subject Area
Reading, Social Studies, Writing
Grade Level(s)<= /p>
Se= cond Grade
Unit Ov= erview
Unit Title
Tr= aditions
Unit Summary
In my unit, the students will be learning about different traditions and celebrations that are celebrated throughout the world. We will be discussin= g the American tradition of baseball. We will also be discussing the meaning of the United States Flag a= nd National Anthem and what it means to be an American. We will also talk a look back in= to history and look at the days of the cowboys. The last thing that we will be studying is the different celebrations that are celebrated in different cultures.
Building the Founda= tion
Habits of Learning Taxonomy <= /span>
Kn= owledge – Identifying and recalling information Co= mprehension – Understanding of provided information 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; <= st1:place w:st=3D"on">Reading: The student reads and comprehends text across the curriculum.= &nbs= p; &= nbsp; Benchmark 1: The stu= dent uses skills in alphabetics to construct meaning from text. Standard 1: Reading = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = <= st1:place w:st=3D"on">Reading: The student reads and comprehends text across the curriculum.= = &nbs= p; Benchmark 2: The stu= dent reads fluently. = Standard 1: Reading = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = <= st1:place w:st=3D"on">Reading: The student reads and comprehends text across the curriculum.= = &nbs= p; Benchmark 3: The stu= dent expands vocabulary. Standard 1: Reading &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; = ; <= st1:place w:st=3D"on">Reading: The student reads and comprehends text across the curriculum.= = *&nbs= p; Benchmark 4: The stu= dent comprehends a variety of texts (narr= ative, expository, technical, and persuasive).* Standard 2: Literature = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; Literature: The student reads and responds t= o a variety of text. = &nbs= p; Benchmark 1: The stu= dent uses literary concepts to interpret and respond to text. = Standard 2: Literature &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; Literature: The stud= ent responds to a variety of text. = &nbs= p; Benchmark 2: The stu= dent understands the significance of literature and its contributions to vario= us cultures. = <= span style=3D'mso-tab-count:1'> = ; &n= bsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; = Civics-Government Standard: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations wi= th an emphasis on the United States Constitution, the necessity for the rule= of law, the civic values of the American people, and the rights, privileges,= and responsibilities of becoming active participants in our representative democracy. Benchmark 2: The student understands the shar= ed ideals and diversity of American society &nbs= p; &= nbsp; and political culture. Geography:<= span style=3D'mso-spacerun:yes'> The student uses a working knowl= edge and understanding of the spatial organization of Earth’s surface and relationships between peoples and places and physical and human environme= nts in order to explain the interactions that occur in Kansas, the United States<= /st1:place>, and in our world. Benchmark 1: Geograph= ic Tools and Location: = = The student uses maps, graphic representations, tools, and technologies to locate, us= e, and present information about people, places, and environments. History Standard: The student uses a working knowl= edge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States<= /st1:place>, and the world, utilizing essential analytical and research skills. <= b>Benchmark 2: <= /font>= The student understands the importance of experiences of groups of people who have contributed to the richness of our heritage. History Standard: The student uses a working knowl= edge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States<= /st1:place>, and the world, utilizing essential analytical and research skills. = Benchmark 3: <= /font>= The student understands the significance of events, holidays, documents, and symbols that are important to Kansas, = United States and World history. History Standard: The student uses a working knowl= edge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States<= /st1:place>, and the world, utilizing essential analytical and research skills. Benchmark 4: = The student engages in historical thinking skills.
Learning Objectives
Bu= ild oral vocabulary. Co= mpare and contrast. Vi= sualize a person in a story. Wr= ite facts. Id= entify when to use capital letters. Di= scuss characteristics of poetic elements. Set purpose for listening. Bu= ild background. Le= arn lesson vocabulary. Di= scuss meanings of homophones. Use homophones in sentences. Re= ad aloud fluently with accuracy and appropriate pace. Wr= ite a response. Use capital letters in writing. Re= cognize text structure: nonfiction. Cr= eate a diagram. Id= entify capital letters. Sp= eak to communicate information. Li= sten to connect experiences and ideas with those of self and others. De= code contractions ‘re, ‘ve, ‘d. Re= ad lesson vocabulary words. Re= tell a story. Wr= ite answers to questions. Id= entify quotation marks. Di= scuss characteristics of realistic fiction. Use the two smaller words to identify a compound word. Wr= ite a poem. Di= scuss meanings of compound words. Use compound words in sentences. Re= ad silently with fluency and accuracy. Use quotation marks in writing. Re= spond to poems read aloud. Re= cognize rhyme. Re= ad silently with fluency and accuracy. Cr= eate a Venn diagram. Id= entify quotation marks. Dr= aw conclusions. Su= mmarize a story. Wr= ite a report. Use commas. Id= entify italicized words. Wr= ite a card. Id= entify commas. Di= scuss characteristics of realistic fiction. Di= scuss meanings of words from other languages. Use words from other languages in sentences. Cr= eate a math story. Id= entify cause and effect. Use graphic organizers. Wr= ite an add. Co= mbine simple sentences. Di= scuss characteristics of ABC books. Di= scuss meanings of time words. Use time words in sentences. Cr= eate a labeled picture. Id= entify character, setting, plot. Use prior knowledge. Id= entify indenting of paragraphs. Di= scuss meanings of homonyms. Use homonyms in sentences. Use paragraphs in writing. Cr= eate a map.
Curriculum-Framing Questions	Essential Question
How are traditions and celebrations important to our lives?=
Unit Questions
1. What important factors help our country through sports?= 2.= What does the U.S. flag mean to you? 3. What is special about family celebrations? 4.= What can we learn from studying cowboys? 5.= How do different cultures celebrate?
Content Questions
Was Josh Gibson a good baseball player? Can y= ou explain? How did Grandmama fell = when she heard the boys say it was too bad that she’s a girl?<= /o:p> If we added more states= to our country, how would the flag change? How should we respect o= ur countries flag? What is the family work= ing on for Tia’s party? How do they know that T= ia likes her preset? Why is it important for cowboys to know how to herd cattle, brand cattle, and go on trail drives? Why are cowboys needed?= Why are jingles importa= nt? What makes the jingles special?

= Student Assessment Plan

Assessment Summary

At the beginning of the unit= we will take a baseline group test to put the students into the correct read= ing groups. I will check their progress through out the unit to see how well the students comprehend the stories by having them retell the stories. I will be using the end of the c= hapter and end of the unit benchmark test. I will be using a rubric to assess the retelling assessment and I = will be using a test key to assess the benchmark tests. The student will also be writing= in their journals everyday through out this unit.

Assessment Timeline

Before Project Work Begins	While Students Work= on Projects	After Project Work = Ends
We will discuss the unit th= at we will be starting and take a look at each story that we will read. After our discussion we will m= ake a KWL chart, so that I can find out what the students know, what they wan= t to learn and at the end, to find out what they have learned.	We will continue to work on= our KWL chart and continue to fill it out as we go. I will also be seeing what the students have learned after each story is read and discussed.	We will finish our KWL chart. We will also take = an end of the unit test.

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>

Fa= vorite Sports

Project Description (For the Visu= al Ranking workspace)

Before we start our unit, I want to know what sports t= he students like the best. The students will use the visual ranking tool to rank sports from their most favorite to their least favorite.

Prompt (For the Visu= al Ranking workspace)<= /font>

Rank your most favorite spor= t at the top and your least favorite at the bottom. Click and drag the sports to whe= re they fall on your list.

Sorting List (For the Visu= al Ranking workspace)<= /font>

Football

Volleyball=

Basketball=

Softball

Baseball

Wrestling<= /font>

Track

Cross Country

Tennis

Golf

Practice Ranking (For your future quick reference)<= /font>

Te= acher ID: dretzlaff

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: Team02

Pa= ssword: Team03

Pa= ssword: Team04

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