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Understanding by Design Unit Plan

Author (s) Title of Unit Curriculum Areas Developed By Transportation, Past/Present, and Government (General Concepts) Date Grade Level 1/11/13 1st grade/ 3nd Quarter 10 weeks

Time Frame Social Studies Maria Caltzontzin, Alejandrina Segovia, and Lisa Warren

Stage 1: Identify Desired Results

CONTENT & LANGUAGE STANDARDS Language Arts Standards incorporating Social Science State Goal 16: Understand events, trends, individuals and movements shaping the history of Illinois,

the United States and other nations.

16.A.1.a Explain the difference between past, present and future time; place themselves in time.

State Goal 14: Understand political systems, with an emphasis on the United States. 14.B.1 Identify the different levels of government as local, state and national.

Common Core Standards

Primary CCSS (Benchmark Assessment: RL.1.1 and W.1) RL.1.1: Ask and answer questions about key details in a text. RL.1.10: With prompting and support, read prose and poetry of appropriate complexity for grade 1. W.1: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. (Theme Performance Task: RI.1.3) RI.1.3: Describe the connection between two individuals, events, ideas, or pieces of information in a text. Secondary CCSS Reading Standards for Literature K-5: 3. Describe characters, settings, and major events in a story, using key details. 7. Use pictures, illustrations, and details in a story to describe characters, events, or settings. 9. Compare and contrast the adventures and experiences of characters in stories. Reading Standards for Informational Text K-5: 1.Ask and answer questions about key details in a text. 4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. 7. Use pictures, illustrations, and details in a text to describe its key ideas. 9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). 10. With prompting and support, read informational texts appropriately complex for grade 1 Reading Standards: Foundational Skills (K-3) 1. Demonstrate understanding of the organization and basic features of print. 2. Demonstrate understanding of spoken words, syllables, and phonemes. 3. Know and apply grade-level phonics and word analysis skills in decoding words. 4. Read with sufficient accuracy and fluency to support comprehension.

Writing Standards K-5 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Speaking and Listening Standards K-5 1. Initiate and participate in conversations with peers and adults about grade 1 topics and texts being studied in class. 2. Confirm understanding of information presented orally or through media by restating key elements and asking and answering questions about key details. 3. Ask questions to get information, clarify something that is not understood, or gather additional information. 4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. 5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Language Standards K-5 1. Observe conventions of grammar and usage. 2. Observe conventions of capitalization, punctuation, and spelling. English(or Spanish) Language Proficiency for ELL(or SLL) Standards: WIDA ELP Standard 5: The Language of Social Studies Listening: Match key concepts or vocabulary words with illustrated pictures based on oral questions and directions. Speaking: Name modes of transportation and identify government leaders, symbols, etc. from observation, photographs, or models. Reading: words or phrases related to life past/present, transportation past/present and government general term from pictures and photographs. Writing: Draw and label pictures of different types of transportation. Identify different types government leaders, life styles (past/present) from pictures or models using general vocabulary Spanish Language Arts Standards Listening3.1.Ac Follow oral instructions accurately. Speaking3.B.1d Participate in discussions around a common topic. Reading3.B. 1e Use print, non-print, and technological resources to acquire and use information. Math Standards Represent and solve problems involving addition and subtraction. 1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Number and Operations in Base Ten 1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 2. Understand that the two digits of a two-digit number represent amounts of tens and ones. 3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Measurement and Data 1. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object

is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. 4. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Geometry -Reason with shapes and their attributes. 1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 3. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that Decomposing into more equal shares creates smaller shares.

Theme (Topic + Big Idea) We need to know how we lived in the past and understand the changes that have taken place over time in order to understand how we live now and make predictions on how we might live in the future. Necesitamos saber como vivimos en el pasado y entender los cambios que han surgido atraves del tiempo para entender como vivimos ahora y asi poder hacer predicciones sobre el futuro. Understandings Students will learn how life has changed from the past to the present. Students will learn the difference between modes of transportation from the past versus the present. Students will also learn to identify the different levels of government as local, state and national and the roles of civic leaders (e.g., elected leaders, public service leaders) Essential Questions How did people live in the past? How do people live now? What are the differences between past and present? What things are done easier now than in the past? What things do you think will change in the future? How do people live before and now around the world? What are the different modes of transportation? What are the advantages and disadvantages of each mode of transportation? What are the differences between modes of transportation in the past and present? Which are the different levels of government? Who are the leaders in government and what is their role? How have some leaders changed

Enduring Understandings: Answers the question why should students care?

Knowing how we lived in the past helps us to understand how we live now. Understanding how and why we live the way we live now will help us plan and set goals for the way we want to live in the future. Essential Questions: -How has life changed from the past to the present? (Give an example from what you have learned in the classroom about transportation, communication, or education) -How does science(inventions) affect the way we live?

- What change or improvement, do you think has been the most important in the way we live today? Why? - Is change over time always good? ( Advantages vs. disadvantages of something that has changed over time) - What prediction(s) can you make about the future? (Think about something that could change in the future and describe how and why it would change.)

government laws over time? What are different kinds of governments around the world?

Academic Language Objectives Content Obligatory Words: (Vocabulary)

Transportation= transporte/transportacion By air = aereo/aire/cielo By land = terrestre/carretera/tierra By water = maritimo/agua By railroad = ferrocarril Bicycle = la bicicleta Automobile = el automovil/coche/carro Train = el tren Boat = el barco Airplane = el avion To move = desplazar Then = entonces/antes Now = ahora/hoy Future = el futuro Government = el gobierno Judicial Branch = la rama judicial Executive Branch = la rama ejecutiva Legislative Branch= la rama legislativa Mayor = el alcalde Elections = las elecciones Governor = el gobernador President = el presidente Vice president = el vice presidente Supreme Court= la Corte Suprema Congress = el Congreso Constitution = la constitucion Story = el cuento Biography = la biografia Character = el personaje Characters traits = los valores del personaje Setting = el escenario Author = el autor Writer = el escritor Narrator = el narrador Message = el mensaje Title = titulo Beginning = el principio Middle = el medio Ending = el final Details = los detalles Readers theater = obra de teatro (The content vocabulary can be expanded according to students level of participation

Content Compatible Words/Phrases: (Words that transfer to other content areas) Compare comparar/contrastar similarity similitud job trabajo label rtulo identify identificar summarize resumir/resumen difference diferencia responsibility responsabilidad advantage ventaja disadvantage desventaja role papel important importante change cambio information informacion history historia Table of Contents la pagina del contenido Glossary el glosario Analyze analizar Apply applicar Create crear Time line lnea cronologica

and/or knowledge of concept.)

Knowledge Students will know -How people lived in the past and the advances that they have made throughout time until now. -How other people outside the U.S. lived before and the present time. -How transportation has changed throughout time. -How to compare the difference between transportation in the past and the present. -How the government is divided into different levels. -How the government leaders work to help our country. -How there are different types of government around the world.

Skills & Strategies Students will be able to ( CONCEPTS: past, present, future, transportation) (I can: ) - ask and answer questions - share my ideas and opinions with a partner - back up my opinions with details from a text. - identify something new that I learned from a lesson or nonfiction book - make predictions - interpret and analyze a timeline - identify pictures/illustrations that represent a concept or idea - identify concepts that have changed over time - find information about a concept in a non-fiction book. - compare and contrast two concepts by using a Venn-Diagram - identify advantages and disadvantages of an idea/concept

-Identify characteristics of life in the past and present.

-Compare characteristics of life in the past to characteristics of life in the present. -Identify the disadvantages and advantages of the past and the present. -Make predictions about life in the future. - Identify modes of transportation (past/present) - Identify the different levels of government and the roles of governmental leaders. - Identify different types of government around the world and their function. Marzanos 9 Instructional Strategies (from Classroom Instruction That Works, for your reference) Note: These strategies strongly correlate to the SSHSN checks for understanding / formative assessments
Optional: Check those that youre using as they relate to your unit / instruction 1. Identifying Similarities and Differences.(Venn-diagram) This strategy focuses on the mental processes that students can use to restructure and understand information. Classroom activities that ask students to identify similarities and differences include comparison tasks, classifying tasks, and the use of metaphors and analogies. 2. Summarizing and Note Taking. Summarizing (Class Charts) is restating the essence of text or an experience in as few words as possible in a new, yet concise form. Summarizing and note taking requires the ability to synthesize information. Students must be able to analyze information and organize it in away that captures the main ideas and supporting details that is stated in their own words. 3. Reinforcing Effort and Providing Recognition. (Pair-Share)These strategies address students' attitudes and beliefs. Most students are not aware of the importance of believing that their level of effort is related to

their achievement. When students are rewarded or praised for achieving specific goals, their level of achievement is higher. 4.. Homework and practice both provide opportunities for students practice, review, and apply knowledge. It also enhances a student's ability to reach a level of expected proficiency for a skill or concept. Research referenced in Marzano, Pickering, and Pollock's book indicated students need to practice a skill 24 times to reach 80% competency, with the first four practices yielding the greatest effect. 5. Cooperative Learning.(Center Activities) When students are provided with opportunities to interact with each other in a variety of ways their learning is enhanced. These activities support the ideas that there should be a variety of criteria to group students; that there should be formal, informal and base groups and that the size of learning groups should be continually monitored. 6. Nonlinguistic Representations. (TPR, illustrations)This strategy can enhance a student's ability to represent and elaborate on knowledge using mental images. When students elaborate on knowledge, they are able to understand it in greater depth and be more successful at recalling it. Nonlinguistic representations can include graphic representations, mental pictures, physical models, drawings, and kinesthetic activities. 7. Setting Objectives and Providing Feedback. Setting objectives establishes a direction for learning. Once students understand the parameters of an objective, they should brainstorm to determine what they know and what they want to learn. Specific, timely, and regular feedback to students enhances their learning. Also, feedback should include an explanation of why an item is correct or incorrect and be criterion referenced. 8. Generating and Testing Hypotheses. The strategy of generating and testing hypotheses includes several processes including systems analysis, invention, experimental inquiry, decision making, and problem solving. Students should be asked "what if?" as they plan and conduct simple investigations (e.g., formulate a testable question, make systematic observations, and develop logical conclusions). 9. Cues, Questions, and Advanced Organizers Giving students a preview of what they are about to learn or experience helps them activate prior knowledge. This strategy gives students the opportunity to connect what they already know to what they need to know. Questions should focus on what is central and most important. Advance organizers are most useful for information that is not easily presented in a well-organized manner. For example, creating an advance organizer for a field trip can provide students with information about what they are about to see and do.

Brief Unit Summary This unit is designed to help students to understand and learn about life in the past and present within our country and around the world. This lesson will also help the students learn about the modes of transportation (past/present). Students will also understand how our government works by identifying the government leaders and their role in our country, and how political leaders have changed governmental laws over time. Students will also understand what different governments exist around the world. Depending on the students level of gained knowledge from the unit, they should be able to make predictions of how life can change in the future. Professional Resources for Teachers [resources to support teachers content or pedagogical knowledge]:

Harcourt Villacuentos Teacher Editions, Student Texts, and Guided Reading Books; Santillana Guided Reading Books, Bellota/Heinemann Books, Math Trailblazers Unit Resource Guides, theme fiction and non-fiction books borrowed from the Chicago Public Library, and other supplemental thematic activity resource books.

Stage 2: Assessment Evidence

Performance Task(s) Description (attach rubrics if applicable)
-Benchmark Assessment for the 3rd Quarter: CCSS RL.1.1 and W.1 (from CPS) -Concept Model and Timeline: CCSS RI.1.3/State Goal 16.A.1.a

Other Evidence: Quizzes, tests, academic prompts, informal observations, student self-assessments Diagnostic/Formative KWL Chart: Whole class activityfirst and second columns are filled at beginning of the unit and the third column is filled as students gain knowledge throughout the unit. Formative Pair-share activities Small-group activities (Reading response to non-fiction texts, Key vocabulary, Journals: simple/critical-thinking questions) Teacher-made Content Worksheet Assessments Teacher-made Observational Assessment for Content/Language Arts (Reading Key Vocabulary Writing Listening/Speaking Language) Students Portfolios Math Trailblazers observational assessments and/or worksheet assessments Summative Group Project

Stage 3: Learning Plan

How will you make sure students know where they are going in this unit? (WHAT WILL YOU FRONTLOAD, and WHAT WILL BE LEFT FOR INQUIRY?) How will you hook students at the beginning of the unit? (TPR/CONCRETE, ENGAGING ACTIVITY IN SPANISH) What events will help students experience and explore the units big idea and essential questions? Post and review orally content and language objectives on a daily basis.

Question Prompt; KWL Chart (Introduction: complete only the first and second column, complete the rest as you go along.)

Center activities, field-trips, group/individual projects, readers theaters

What skills and knowledge do students need to do that work and how will you equip them? How will you provide students opportunities to reflect, rethink, revise and refine their work? How will you tailor or differentiate your plan to optimize engagement and learning of ALL students without compromising unit goals?

Read words in context, follow step-by-step directions, work in teams, materials will be provided. Know how to: use visual aids, work in teams, read words in context, and follow step-by-step directions. Materials and information charts will be provided Share work to help each other edit; Whole class brainstorming for final draft of work; work in pairs to help each other edit work.

Group students in tiers and make accommodations according to students individual needs.

Accommodations: Peer-tutoring, Teacher-proximity, working one-one, use total physical response (TPR/kinesthetic), use big color coded print, create class visual information charts, visual cues, scaffolding Modifications will be made according to the guidelines of students IEP. (examples: shorten assignment, extra test time)

What materialssuch as graphic organizers, handouts, Power Points, books, you need to prepare/collect/construct for students? How is culture integrated?

Charts, graphic organizers, hand-outs, diagrams, books, graphs, Elmo device.

How will you differentiate for linguistic diversity?

Teachers will take advantage of the holidays celebrated while teaching the unit and incorporate the theme within. (For example, Mexicos Day of the Candelaria) Students will be able to express how concepts are named in their country. For example, the different names for vehicles and government positions versus terms used here in United States (e.g. guagua vs. autobus, or alcalde vs. president municipal). Teachers will use simple concepts for ELL or SLL students, and for writing they will be allowed to use the terms they feel more comfortable. Simplifying or creating challenging activities for students depending on tiers determined by teachers knowledge about their own students. Knowledge acquired by working with individual students and through small group instruction. At the beginning of the lesson students will be working in heterogeneous groups in order to be able to help each other. During small group instruction by reading tiers. SLL students will practice reading in their second language during small group instruction. ELL students will practice reading in their second language during small group instruction -Teacher will use TPR (Total Physical Response) activities as consider convenient. -Students will provide (will select) what signs (hand or

How will you differentiate for other kinds of diversity? How will students be grouped?

How will you make the content instruction for all language learners:

Active Meaningful Recurring Contextualized Contrastive Bridge Activity- How will you build metalinguistic awareness guide cross linguistic transfer? Extension in English What unit in English will this flow into?

body movements) will be used for the TPR activities. -Teacher will model reading and writing -Regular hands-on-activities and small group instruction will help ELLs and SLLs learn concepts and acquire academic knowledge expected from the thematic unit T-Chart will be used to build the bridge from Spanish to English. Students will be actively involved in providing feedback during this process and the bridge will be built at the end of the unit or lesson of a specific topic in Transportation, Then/Now, or Government.

When teaching about Transportation (Then and Now), concepts will be taught in Spanish to all students in one of the lessons then students will be helped in transferring this knowledge to English while learning other concepts in another lesson about Then and Now (Government). As an extension, students will be engaged in a verbal activity in which they can practice their verbal and communication skills with each other (or in small groups) in the targeted language.

What teaching and learning experiences will equip students to demonstrate the targeted understandings? Spanish will be the language of instruction for Transportation/Then & Now. English will be the language of instruction for Government/Then & Now. Rooms 124 and 125 will switch to teach this unit. Preview Stage preparing students for success listening and speaking Preview ideas, concepts, and strategies in a nonverbal, physical or pictoral manner Practice academic oral language Put students in heterogeneous groups Strategy: o Word Wall o Pictures of transportation/government/life then and now. o TPR activities to identify some of the unit concepts/vocabulary. o Writing Prompts Description: Teacher will show a pictures of transportation/government/life then and now. The students will learn or review transportation/government/life then and now incorporating hand/body movements to represent concepts/words (TPR). Students will be given pictures and vocabulary words. Students will have to place the pictures with the correct vocabulary word. Orally, students will complete reading writing prompts using words from the word wall. Students will be able to express orally their comprehension on the concepts taught during TPR. Examples of prompts: o My favorite transportation is ______________. o The president is ___________________.

Content Objective: Students will be able to identify/name transportations/government/life then and now. Students will be able to put pictures and vocabulary words from the word wall together Language Objective: Students will be able to use the pictures to expand their language skills using vocabulary words. Students will be able to use the Word Wall. Students will be able to use signs/movements learned in the TPR activities. Students will be able to express themselves using prompts. Language of instruction: Spanish and English

Focused Learning Stage making the connection between oral language and literacy reading and writing Readings available at many different levels; Continued practice of oral academic language, as well as literacy Students actively engaged with literacy

Strategy: o Books about transportation/government/ life then and now (English and Spanish). o Web o KWL Chart, Venn Diagram o Reading Strategies: Say something/Write about it Description: Students will use gestures (TPR) when they hear a familiar concept. When students learn a new concept/word, students will be able to choose a new gesture/movement/sign (TPR). New concepts/words will be added to the Word Wall. TPR will be used each time books are read related to the theme. After reading various books about a specific concept (transportation/government/life then and now) students will help teacher make a Web about the concept learned. The students will write about the concept using words from the Web. This process would be repeated until students learn all the concepts/words about the theme. Students will work in small groups with the guidance of the teacher. Another activity will be to use the Venn Diagram to compare and contrast concepts/words, to see similarities and differences. Students will be able to write sentences explaining the similarities and differences using the Venn Diagram. Content Objective: Students will be able to learn about transportation/government/life then and now. (Students will read books according to their grade level,1st grade books). Students will be able to use Webs and Venn Diagrams to write information about the concept/words learned.

Language Objective: Students will be able to use discriptive language to describe transportation/government/life then and now. Language of Instruction: Spanish and English

Application Stage students demonstrate what they have learned all four language domains Focus on independent use of skills and demonstration of understanding of big idea/lesson focus

Strategy: 1. 2. 3. 4.

Concept Maps Word Wall Cognates Books about transportation/government/life then and now (English and Spanish) 5. Materials 6. Books design by students about transportation/government/life then and now. 7. Reading Strategy: Say something/Write about it Description: Students will draw and write about transportation/government/life then and now. Students will complete Venn Diagrams in small groups and present to the whole class. Final Project, students will create their own books about the concepts/words learned. Content Objective: Students will read and write about transportation/government/life then and now. Teacher will emphasize writing in complete sentences. In the final Project, the teacher will be able to identify what concepts the students learned. Language Objective: Students will use discriptive language to describe transportation/government/life then and now. Students will use the vocabulary from the word wall. Language of Instruction: Spanish and English

Bridge focus on the transfer of skills from one language to another. May occur after at different places within the lesson cycle, depending on the lesson.

Strategies: Words with the concepts in English Cognates Prompts in English T-Chart Content Objective: Students will be able to pair the Spanish concepts with the English concepts. Students will be able to read prompts in English. This will

help students recognize words when they read books related to the theme. Language Objective: Students will orally pair Spanish concepts with English concepts. Students will complete/finish prompts to show their comprehension in the English language. Language of Instruction: English