Unit Overview: Past, Present, Future 1st grade-Social Studies Alisha Joy Rus 10/7/13

Introduction: This unit was written for first grade students at North Godwin Elementary who are part of an inclusion classroom. My unit goals and objectives are based on the Godwin Heights Public School District Social Studies and Language Arts content standards as well as the Michigan Content Standards and Common Core Standards for Social Studies/Language Arts. The unit introduces the meaning of past, present and future and then focuses on exploring the students individual pasts, present, and future lives, specifically in school and with their families. The first two lessons will help student learn the meanings of past, present, and future while also allowing them practice in categorizing and identifying different images according to past, present, or future. There will be an overarching project which will help students specifically apply the meaning of past, present, and future to their own lives. This will be a timeline where images and writings from individuals past, present, and future will be displayed. At the end of the unit, the students will be able to present their project to guests (4th grade class). We will begin this project on Day 3 where they are introduced to the meaning of a timeline, review the meaning of the past, and complete the past part of the project. Day 4 focuses mainly on review of the present and completion of this portion of the timeline project. Day 5 focuses on review of the future and completing a writing and drawing of what they want to be when they grow up in the future. This is the final element of the timeline. Day 6 will be a continued look at the future; students will be introduced to the meaning of a time-capsule and individual-goals. They will then write their own goals for the year and add

them to the class time-capsule to be opened again at the end of the year (in the future). Day 7 will consist of a wrapping up of the unit. There will be a mini timeline party where students will be buddied up to present their pieces on the classroom timeline to classroom guests. Standards:

Michigan Benchmark Standards:

H2 Living and Working Together in Families and Schools I-H2.0.1 Demonstrate chronological thinking by distinguishing among past, present, and future using family or school events.

Common Core:
CCSS.ELA-Literacy.W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Goals: The students will understand what is meant by the past. The students will understand what is meant by the present. The students will understand what is meant by the future. The students will demonstrate an understanding of the sequential order of the past, present, and future. The students will develop an appreciation for the diversity of past, present, and future lives/goals found within the class. The students will understand how to apply the meaning of past, present, and future in relation to their own, individual lives.

Objectives: Lesson 1: -I can explain the different meanings of Past, Present, and Future through participation in group discussion of words. -I can distinguish different events and pictures according to past, present, or future by categorizing examples of events/pictures according to their proper columns on an activity sheet. Lesson 2: -I can choose which items belong to the categories of Past, Present, and Future by moving the images to the correct columns on the Smartboard. -I can describe the meanings of Past, Present, and Future through class discussion and participation in a Smart board classifying activity. Lesson 3: -I can construct and compose a narrative writing first on paper and then typed out about my past based on an image from my past. -I can use my understanding of what is meant by the past by choosing an appropriate image to write about from my past. -I can name which the sequential order of past, present, and future by placing them in the appropriate places on the chart timeline illustrated during anticipatory set. Lesson 4: -I can relate what I know about the Present to my own life by bringing in and writing about a current picture of myself. -I can construct a tri-fold paper display consisting of an image from my present life which also contains my writing about the image. -I can describe on a tri-fold paper display my own definition of the present. Lesson 5:

-I can write about my future by using a writing prompt about what I want to be when I grow up. -I can compose a writing and corresponding- drawn image about my future by imaging what I want to be when I grow up. Lesson 6: -I can explain what is meant by goal through class discussion during the anticipatory set and closure. -I can decide on one goal I have for the year through think-pair-share discussion. -I can compose a writing about one goal I have for the year by completing the writing prompt. -I can relate what I have learned about goal setting to the past, present, and the future by discussing the use of the time capsule. Day 7: Timeline Party/Presentation

Calendar/Timeline: Day 1:
Lesson 1

Day 2:
Lesson 2: Smart board Identification/review of past, present, and future

Day 3:
-Begin timeline project. -Lesson 3: Past

Day 4:
(Continued work on timeline) -During centers, students will type out Lesson 3 writing about their pasts. -Lesson 4: Present

Day 5:
(Continued work on timeline) -Lesson 4: Future

Day 6: Day 7:
Lesson 5: Time Capsule Creation Timeline Party/Presentation

(*Summative/final assessment will be given on Day 8 during center times.)

Multiple Intelligences Chart:

Verbal Lesson 1: Lesson 2: Lesson 3: Lesson 4: Lesson 5: Lesson 6: Timeline Party/ Culminating Lesson Logical Visual Musical Interpersonal Naturalist Kinesthetic Intrapersonal

Blooms Taxonomy Levels:

Knowledge Comprehension Application Analysis Synthesis Evaluation

Lesson 1: Lesson 2: Lesson 3: Lesson 4: Lesson 5: Lesson 6: Timeline Party/ Culminating Lesson

Accommodations/Learning Style Adaptations/Differentiation Strategies (1-2) Each lesson is designed to accommodate as many different learning styles as possible (these are listed above). Extension and remediation sections are also available within each lesson plan. Below are a few examples of accommodations made for extensions and/or remediations found within lesson plans. These will be incorporated into the lesson plans to support those students who need a little extra help or who need a little more activity to keep them engaged.

Lesson 1:

Remediation: Envelope will contain fewer pictures to organize according to columns and the pictures will be explicitly clear/personal for better comprehension.

Extension: A student may make his/her own chart with the three columns on an extra activity sheet. Here they can draw examples from their own life of past, present, and future activities/events.

Lesson 6:

Remediation: There are a couple of students who will not be able to write down all of their thoughts. A teacher will explicitly recommend two choices (i.e. learning to write their ABCs, counting to 30, etc) and the students will pick one choice. The teacher will write down the words in highlighter, and the student will trace the words.

Extension: Students may choose more than one goal. They may also mention how they plan to accomplish this goal.

Hands-on Learning: There will be ample amounts of opportunities within this unit for students to use hands-on-learning. Day 1 and Day 2 will consist of practice of categorizing images both on the smart board and at their desks into the right category: past, present or future. The overarching project will consist

of a timeline of writings and images from their past, present, and future lives. In Lesson 3, students will be writing based on a picture from their past. In Lesson 4, students will be creating a tri-fold paper image where they glue a picture from their future to the bottom, and write the meaning of present on one side and write about the picture on the other. In Lesson 5, students will be writing about what they want to be when they grow up. In Lesson 6, students will be filling out a goal-prompt and dedicating it to a year-long time capsule. On Day 7, the students will buddy up with 4th grade students and will present their work. Subject Integration: From the standards listed above, it is clear that this unit will greatly integrate Language Arts with Social Studies. Language Arts is mainly integrated through the use of much writing involved in the timeline project. Writing will also be used when students create and write their individual goals to insert into the capsule. Global/Multicultural: This unit will consist of students getting to know each other and their pasts. Students will be able to write about their pasts, present, and future lives. This will consist of sharing about many different ways of living, families, and individual lives/habits/traditions. It is a great way to build a global/multicultural community of respect and admiration within the classroom. Technology: Students will use computers to type out their writings for about the Past, goal writing for the future, and their pieces for the time capsule. The Smart board will also be implemented on Day 2 to help students interactively practice identifying/categorizing proper places for items in past, present, and future.

Affective Domain: The students affective domain will be taught to by creating a safe environment where students feel respected, creative, and successful. While we are working on our class timeline and other unit lessons, the teacher, first grade and fourth grade peers will be supporting each other in learning more and provide additional support as we work together. Students will often be working in pairs to share ideas, and they will also be discussing their timeline pieces to fourth graders. Creating a respectful and encouraging community within the classroom will be highly promoted as the students celebrate their past, present, and future lives. Classroom Set Up: The classroom will remain relatively the same while we are working throughout the unit. However, when it is time for the 1st graders to show and tell about their timeline project pieces, we will mainly stay in front of the room and in the hallway by the classroom. The timeline will be hung as a clothesline with each piece attached by clothespins. This will be rather large and will span across the long wall just outside of the classroom. Formative/Summative Assessment:

Summative Assessment- This will be the final assessment given at the end
of the unit. It is the same as the pre-assessment which asks students to draw and describe three scenarios based on their understanding of their own past, present, and future lives. This assessment is standard for every first grade class at North and West Godwin. i.e. When I was little Now I can.When I am Older

Formative Assessmento The teacher will be monitoring student work and participation each day. The teacher will listen to student responses to check for understanding during each lesson. o The teacher will examine writings (those typed and just written) to check for understanding. She will remind them of proper punctuation and help them edit their works.

o The teacher will also examine their individual goals after they place them in the time-capsule to check for understanding and participation. o The teacher will use exit cards at the end of several days to check for student understanding. The teacher may also choose to use an entrance card about the unit during morning work; they will write these responses in their journals. i.e What is the Past? Present? Future? What is one thing you learned today?