Curriculum Design Plan

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Molly Lorenz
S.S. Unit Plan Portfolio
T&L 385
Block III
Fall 2014
Molly Lorenz
4322 S. Miami St., Spokane, WA 99223
509-979-4626 || molly.lorenz@email.wsu.edu
December 8, 2014
Molly Lorenz
3rd Grade Teacher
Roosevelt Elementary
333 W. 14th Ave,
Spokane, WA 99204
To whom it may concern,
I have a firm belief that as an educator it is my responsibility to provide the best possible
educational opportunities for my students. My goal is to create a classroom environment where
students feel safe, welcome and ultimately empowered. The following Social Studies unit
involves a variety of lessons, which will help to build that sense of classroom community
amongst my students. Students will be getting to know their classmates on a personal level as
well as exploring their own personal diversity.
This unit plan will also serve as a tool to empower students and inspire them to make a
difference in their own community. There will be lessons focusing on the importance of diversity
and embracing that diversity not only within our classroom community but the community
around them as well.
Overall, this unit plan will provide an opportunity for students to grow on academic, social,
personal and global levels. They will be provided with opportunities for active learning and to be
able to take their learning experiences into their own hands. Students will be working
individually and collaborating with classmates in order to maximize their learning potential and
to be put into scenarios where they will produce maximum growth. This unit plan will help
students to learn and grow and have fun along the way.
Thank you for taking the time to look at my unit plan!
Sincerely,
Molly Lorenz
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Table of Contents
Inclusive Philosophy Statement . Pg. 4
Language Statement .... Pg. 4
Unit Framework .. Pg. 5
Disciplinary and Interdisciplinary Content Analysis ... Pg. 7
Citizenship as a Verb in Developmental Context . Pg. 7
Curriculum and Community-Based Learning Analysis .. Pg. 8
Focus Lesson Plans .. Pg. 9
i.
Lesson 1: Community Mapping/Geography Pg. 9
ii.
Lesson 2: Childrens Fiction and Nonfiction Pg. 14
iii.
Lesson 3: Personal Diversity .. Pg. 19
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Inclusive Philosophy Statement
Students learn best when they are in an environment where they feel important, safe and
welcome. Creating a classroom community and environment where all students are accepted no
matter their personal and cultural backgrounds breaks down barriers and helps students to feel
safe in their learning environment. It is my belief that when all students are actively engaged and
participating in activities, not only each specific student, but the entire class as a whole will
benefit. The best way to learn is to do things yourself, and embracing a classroom full of diverse
backgrounds and perspectives is truly the best way for students to get the most out of learning
about diversity. Providing students these opportunities helps to create more culturally responsive
individuals who will grow up to one day be culturally responsive working members of society.
Language Statement
Students will be communicating primarily through speaking and writing for these lessons.
There will be a lot of rich class discussions about the focus topics for the unit, as well as writing
in their Social Studies journals. Combining the conversations and written reflections will be
helpful for students because they will be able to express their thoughts in different ways. Some
students shine when they are able to stand up in front of the class and vocalize their opinions,
while others prefer the solace of writing in a private notebook where they will not feel criticized
or put on the spot for their ideas. Keeping this in mind, the use of the two language domains will
help students to feel more invested and confident with their learning.
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Unit Framework
Established Goal(s):
3.1.2 Understands the physical, political, and cultural characteristics of places, regions,
and people in North America including the location of the fifty states within the regions
of the U.S.
5.3.1 Engages in discussions that attempt to answer questions about cultural similarities
and differences.
1.1.1 Understands the key ideals of unity and diversity.
1.1.2 Understands the key ideals of unity and diversity within the context of the
community.
community.
W.3.2 Write informational/explanatory texts to examine a topic and convey ideas and
information clearly.
Understanding(s):
Students are a part of a school,

community, city, state, country
and continent.
Different cities can be located in
the same state, different states
can be in the same country, and
different countries can be on the
same continent.
Everyone is different but we all
share similarities.
It is important to celebrate
everyones differences and to be
accepting of all different
cultures and beliefs.
Everyone is different and has
their own personal culture.
Students will learn about the
personal culture of a classmate.
Essential Question(s):
Where do we live?
How are cities, states, countries, and
continents related?
Do we still live in the United States, if we
also live in Washington State?
What makes people different?
What makes everyone the same?
How can we make everyone feel included
in our community? In our classroom?
Why is it important to get to know other
people?
What does it mean to create a smaller
community?
How can we get to know other people in
our community?
Students will know

Students will be able to
SWBAT create a circle map.
SWBAT name the city, state, country and continent that they live in.
SWBAT define the terms, city, state, country, and continent.
SWBAT state the importance of being accepting of all cultures.
SWBAT create a My 5 art project.
SWBAT write five things that make them unique.
SWBAT interview a classmate.

SWBAT create a summary from an interview with a classmate.
SWBAT share their ideas with a classmate.
Performance Task(s):
Students will create a circle map to

show their place within their
community, city, state, country, and
continent in the world.
Students will be creating a My 5 art
project, by tracing their hands onto
construction paper most similar to
their skin color and stating 5 unique
things (one on each finger) and one
central similarity (in the palm of their
hand).
Students will be interviewing a
classmate and creating a summary of
the interview and the information they
learned about their classmate.
Students will be filling out an
interview form to take notes during the
interview.
Other Evidence:
Outline of Learning Activities (Lessons):

Day 1:
Day 2:
Day 3:
How to Read a
Community
Washington
Map (Looking at Mapping
State History
Different Types
Overview
of Maps)
Day 6:
Day 7:
Day 8:
Spokane History My 5 Making
Research
Overview
Cultural
Personal Family
(continued)
Connections with History
Literature
Exit slip: name your school, city, state,

country and continent.
Students will engage in a class
discussion about diversity and how
everyone is different and also similar.
Students will be engaging in a class
discussion about the importance of
getting to know other people and
accepting diversity.
Exit ticket: Importance of embracing
diversity.
Exit ticket: Reflecting on Peer
Interview process.
Day 4:
Washington
State History
Overview
(continued)
Day 9:
Cultural family
celebration
(Students bring
in food or other
artifacts from
their own
culture.)
Day 5:
Spokane History
Overview
Day 10:
Interview a
Friend!
Learning about a
peers personal
diversity.
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Disciplinary and Interdisciplinary Content Analysis
The lessons in this unit will be weaving different content areas within social studies
together in order to help students come to a fuller understanding of the material. The first lesson
will be focusing on geography, specifically mapping. The second lesson will have a focus on
literature, specifically childrens fiction. Finally, the last lesson will be focusing on personal
diversity and how everyone is different but there are commonalities to be found amongst us all.
Incorporating these different content areas into the overall unit plan will be beneficial for
students because it will help them to see how their world relates to their personal community,
and how their personal culture relates to others in their own community and throughout the
world. Students will be learning how their community relates to a city, state, country, continent
and the world. They will be learning about the diversity that exists in all of these contexts and
finally will be focusing on a specific student in their own classroom who has a different personal
culture than they do.
Helping students to broaden their worldview and to understand the importance of
celebrating diversity will not only help students to better comprehend the material, but will help
to create a stronger sense of classroom community and instill those important community values
into the lives of students.
Citizenship as a Verb in Developmental Context

As Marilynne Boyle-Baise and Jack Zevin state in their book Young Citizens of the
World:
Citizenship is learning about our nation and the world, thinking about dilemmas of
equality and equity, and acting democratically on issues of collective concern. It should
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help children figure out their world and their place in it. It should help them consider who
they are and what they want to be as democratic citizens. (Boyle-Baise & Zevin, 2).
Democracy is not a passive term that we teach children, but should be a lifestyle and process that
children are actively engaging in. As a teacher, I realize the great weight that I has been placed
on my shoulders and the incredible responsibility that teaching so many young minds brings.
With that being said, I also realize the amazing opportunity and great joy of teaching. I have the
opportunity to help build active members of our community who will one day go out and
influence the decisions being made in society.
Teaching citizenship as a verb is important especially at such a young age, because it
helps students to understand that they have a voice and they can make a difference in their
community and their world. Understanding that they have the opportunity to make a difference
will not only educate students but also empower them, which will have powerful effects.
Curriculum and Community-Based Learning Analysis

My hope for my students is that they will leave my classroom having gained a wealth of
knowledge academically, socially, and globally. I want my students to be able to understand their
role in society and in their own community. I want them to know that they have the power to
make a difference and ultimately, to change the world. This unit focuses on understanding how
our community relates to the rest of the world, and how they can become more culturally aware
and culturally responsive members of their own society. After finishing this unit, my hope is that
students will start to think about their role in their own community and how they can start to
make a difference, even if it starts out as simple as getting to know someone new.
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Focus Lesson Plans
Lesson 1: Community Mapping/Geography
Background Information
Teacher Candidate: _____Molly Lorenz_____________
Cooperating Teacher: _____Douglas Lee Hoston_____
School District: Spokane Public Schools District 81
University Supervisor:
Lori White
Unit/Subject:
Social Studies
Instructional Plan Title/Focus: Community Mapping
Date:____11/19/14__________
Grade:_____3rd grade________
School: Roosevelt Elementary__
Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose:
The purpose of this assignment is to help students understand where their own school lies within
their city, state, country, continent and the globe. This lesson will help students to understand
how they are related to the rest of the world and to broaden their worldview.
b. Alignment to State Learning Standards:
3.1.2 Understands the physical, political, and cultural characteristics of places, regions,
and people in North America including the location of the fifty states within the regions
of the U.S.
c. Content Objectives:
SWBAT create a circle map.
SWBAT name the city, state, country and continent that they live in.
Language Objectives:
SWBAT define the terms, school, city, state, country, and continent.
d. Previous Learning Experiences:

o Students will already be familiar with maps and will have seen them in previous
classrooms, throughout the school, and in classroom textbooks.
e. Planning for Student Learning Needs (accommodations, student experiences, prior

learning and experiences):
o For students who are still refining fine motor skills and have trouble using
scissors, pre-cut materials will be available.
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o Students can also use a variation of scissors such as loop scissors, which
are easier to hold and cut with.
o Pencil grips may be used for students who need the additional support with fine
motor skills.
o Students who have trouble focusing can move to a separate table in the back of
the room to have a quiet area to finish the assignment.
f. Assessment Strategies (Informal and formal)

Content/Language Objectives
Content objective: SWBAT create a
circle map.
Assessment Strategies
Formative: The teacher will be walking around the
room with a checklist to make sure that students
are on-task with creating their circle map.
Summative: Students will be turning in their circle
maps at the end of the activity as a form of
summative assessment.
Content Objective: SWBAT name the

city, state, country and continent that
they live in.
Formative: The teacher will walk around the room

with a checklist and ask each student individually
which city, state, country, and continent they live
in.
Summative: Students will be turning in their circle
map at the end of the lesson, which will have the
locations of each term. This will serve as a form of
summative assessment. Students will also be
turning in an exit ticket with answers to all five of
the locations.
Language Objective: SWBAT define

the terms, city, state, country,
and continent.
Formative: Students will be asked to define these

terms individually as the teacher walks around the
room. The teacher will be using a checklist to
mark if students can define these terms or not.
Summative: Students will be turning in an exit
ticket at the end of the lesson, which will ask them
to define all four terms and to provide the answer
to where they live for each term.
K-12 students will be able to:
1. Explain student learning

targets and what is required to
meet them (including why
they are important to learn).
Student-based evidence to be
collected (things produced by
students: journals, exit slips, selfassessments, work samples,
projects, papers, etc.)
Writing in Social Studies
Journals
Exit Ticket
2. Monitor their own learning

progress toward the learning
targets using the tools
provided (checklists, rubrics,
etc.).

Journals
3. Explain how to access

resources and additional
support when needed (and
how/why those resources will
help them).

Journals
Description of how students

will reflect on their learning.
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Students will be asked to
think critically about why
this might be important and
will be writing their
reflective thoughts in their
Social Studies journal.
Students will be reflecting
on their own learning in their
Social Studies journals.
After the lesson is over,

students will be writing in
their Social Studies journal
and reflecting on future steps
they can take to understand
their world. They will list
resources the teacher has
provided for them.
Grouping of Students for Instruction

Students will be working individually on this assignment to complete their circle map, however
for ELLs or students with learning disabilities, a partner may be allowed to complete the
activity. (The teacher will also provide additional support for these students.) Students will also
be discussing with an elbow partner while the teacher is asking questions at the carpet.
Section 2: Instruction and Engaging Students in Learning

1. Introduction:
o The teacher will introduce the lessons objectives and read them out loud to the
class.
o The teacher will begin the lesson by starting a class discussion asking students
where they live.
o Can anyone tell me where we live?
o What is a city? (Continue with state, country and continent)
Students will write their ideas in their Social Studies notebook.
After writing out their ideas, students will turn and share their
thoughts with an elbow partner before sharing their ideas with the
entire class.
2. Learning Activities:
o The teacher will write the terms, school, city, state, country, and continent
on the board and will define all four terms with the class.
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o Students will discuss with an elbow partner and then raise their hands and share their
answers for which city, state, country, and continent they live in. Once completed all
five terms and accompanying answers will be written on the board.
o The teacher will introduce the circle map activity.
o Students will be given five circles to cut out (continent, country, state, city,
school). Continent is the largest circle, decreasing in size until reaching
school. Students will write Our continent, Our country, Our state, Our
city and Our school on a circle, the definition of the term, and the answer
on each circle. They will also draw a picture of each term on each circle. The
circles will be stapled together with the smallest circle on top, and the largest
circle on the bottom.
o Students will be given an exit slip with five boxes; one for each term. Students will be
asked to write the definition for each term as well as the correct answer for each term.
(Which school, city, state, country and continent they are a part of.)
3. Closure:
The teacher will bring the class to the carpet to discuss what they learned from
this activity and will ask students to bring their Social Studies journal.
The teacher will provide a list of resources that students can access at home in
order to become more familiar with maps throughout the world.
The teacher will go back over the objectives and ask students to reflect on their
progress toward achieving the learning targets and what they took away from the
lesson.
The teacher will end the lesson by asking students to share their responses with a
partner, and then with the entire class.
4. Independent Practice:
o As a form of additional practice, students will be provided links to additional map
activities online.
o http://classroom.jc-schools.net/basic/ssmaps.html
o http://education.nationalgeographic.com/education/topics/mapgames/?ar_a=1
5. Instructional Materials, Resources, and Technology
o Construction paper
o Scissors
o Glue
o Colored Pencils
o Social Studies journal
6. Acknowledgements:
o Lesson plan and idea adapted from:
http://www.educationtothecore.com/2014/08/weekend-reflections-mapscounting.html
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Assessment Materials
1) Checklist
Student Name
2) Rubric
Circle Map Project
Completion
Presentation/Visual
Appeal
On Task and Working

Hard!
Below Standard
1
Student does not
complete
assignment
AND does not
correctly name
or define the
terms.
Assignment is
messy,
unorganized and
does not follow
instructions.
Can correctly define

all five terms
Can correctly name

where they are located
for all five terms
Approaching
Meeting
Above Standard
Standard
Standard
2
3
4
Student correctly Student correctly Student correctly
defines and
names and
names and
names most of
defines most of defines all terms,
the terms but
the terms and
and completes
does not
completes the
the assignment.
complete the
assignment.
assignment.
Student follows Student follows Student follows
instructions but
instructions and instructions and
the assignment
assignment
assignment is
looks sloppy and
looks
neat, organized
rushed.
presentable.
and is very
presentable.
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Exit Ticket
Name: __________________________________
Date: _____________________
Exit Ticket
1) Draw a line to match each term with the correct definition.
2) Name where you live for each term in the line next to each term.
School: _______________________________
City: __________________________________
One of the main landmasses of

the globe.
The territory of a nation.
State: _________________________________
A place where people live that is

larger or more important than a
town.
Country: _____________________________
A territory that is part of a

country and has cities within it.
Continent: ___________________________
An organization that provides

instruction.
Lesson 2: Childrens Fiction and Non-Fiction

Teacher Candidate: _____Molly Lorenz_____________ Date:____11/19/14__________
Lori White
Unit/Subject:
Social Studies
Instructional Plan Title/Focus: My 5 Making Cultural Connections with Literature
f. Instructional Plan Purpose:
The purpose of this lesson is to help students see how everyone is different and has a unique
personal culture, but we can all find commonalities and similarities among us as a group. The
hope of this lesson is for students to become more tolerant of other cultures and ideas and to
embrace cultural diversity in the classroom and in their community.
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g. Alignment to State Learning Standards:
o 5.3.1 Engages in discussions that attempt to answer questions about cultural
similarities and differences.
o 1.1.1 Understands the key ideals of unity and diversity.
o 1.1.2 Understands the key ideals of unity and diversity within the context of
the community.
h. Content Objectives:
o SWBAT state the importance of being accepting of all cultures.
o SWBAT create a My 5 art project.
o SWBAT write five things that make them unique.
i. Previous Learning Experiences:

Students will have shared a little bit about themselves at the beginning of the year after
completing an All About Me project.
j. Planning for Student Learning Needs (accommodations, student experiences, prior

For students who are still developing fine motor skills, pre-cut materials will be
provided or adaptive scissors may be used.
Students who have trouble focusing can move to a separate table at a more
isolated location in the room to create a more focused environment.

Content objective: SWBAT state the
importance of being accepting of all
cultures.
Formative: Students will be asked to write about
the importance of being accepting of all cultures in
their Social Studies journal at the beginning of the
lesson.
Summative: Students will be filling out an exit
ticket at the end of the lesson which will ask
students to talk about the importance of being
accepting of all cultures.

My 5 art project.
Formative: The teacher will be walking around

during student work time and using a checklist to
note those who are making an effort to complete
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the assignment.
Summative: Students will be turning in their My
5 art project as a form of summative assessment.
Language objective: SWBAT write five Formative: Students will be brainstorming things
things that make them unique.
that make them unique and writing them down in
their Social Studies journal.
Summative: Students will be writing their five
unique traits on the fingers of their My 5 project,
which will be turned in as a form of summative
assessment.
g. Student Voice

Journals

etc.).

Journals

help them).

Journals


on the importance of
embracing diversity in their
Social Studies notebooks at
the beginning of the lesson.
Students can reflect on their
learning after completing the
lesson in their Social Studies
journal.
At the end of the lesson,

students will be writing in
their Social Studies journals
about what they learned
from the lesson and ways
that they could extend their
learning using different
resources.

Students will be working individually on this assignment to complete their My 5 project,
however ELLs or students with learning disabilities, may be allowed to work with a partner to
17
complete the activity. Students will also be discussing with an elbow partner while the teacher is
asking questions at the carpet.

7. Introduction:
The teacher will begin by introducing the learning objectives for the lesson and
reading them out loud to the class.
The teacher will open up the lesson by starting a class discussion talking about how
everyone is unique and has his or her own personal culture. The teacher will ask
students for examples of ways that people can be diverse and diversity they might
have seen in the community.
o Students will turn and talk to an elbow partner to discuss their ideas before
sharing with the entire class.
The teacher will ask students why it is important to be accepting of the diversity
within our community and classroom.
Students will write their ideas in their Social Studies notebook.
The teacher will read the book, The Colors of Us by Karen Katz.
o The teacher will put the pages of the book under the document camera as they
read to make sure that students with vision impairments might more easily see
the images.
o After reading the book, the teacher will ask students if they liked the book and
to share a favorite detail from the text, encouraging students to use the Think,
Pair, Share strategy.
Students will be introduced to the My 5 assignment.
o Students will find a piece of construction paper that is the closest color to their
own skin color and trace one of their hands onto the paper.
For students who have difficulty using scissors, pre-cut materials or
adaptive scissors may be used.
o Students will write one fact about themselves that makes them unique on each
of their fingers and one common similarity on the palm of their traced hand.
The teacher will bring the class back to the carpet with their finished My 5 projects.
Students will be asked to share one of their unique facts, and one fact that is similar
amongst the entire class.
9. Closure:
The teacher will end the class with a discussion about what students learned from the
activity and how important it is to accept all different cultures and diversity in the
classroom and community.
The teacher will present students with resources about diversity to use at home for
additional practice and learning.
o Same, Same But Different by Kostecki-Shaw, Jenny Sue
o The Colors of the Rainbow by Jennifer Moore-Mallinos
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After the lesson is complete, students will be filling out an exit ticket to reflect on
their learning and to make sure they know where to find additional resources outside
of the classroom.

Students will be encouraged to continue to be culturally aware outside of the
classroom environment by:
o Talking with friends and family to find cultural similarities and differences.
o Accessing additional resources provided in class.
The Colors of Us by Karen Katz
Construction paper of a variety of skin tones
Scissors
Pencils
Colored Pencils
Social Studies notebook
My 5 activity adapted from: http://www.racheous.com/kids-activities/skin-colourkids/
Exit Ticket
Name: _____________________________________
Date: __________________
Exit Ticket
Today we talked about the importance of accepting everyone and embracing diversity. Explain in
your own words why it is important to accept everyone and their diversity.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Assessment Materials
1) Checklist
Student Name
2) Rubric
My 5 Project
Below Standard
1
Student
attempts to
complete the
assignment but
is still missing
more than one
element of the
project.
Presentation/Visual The assignment
Appeal
is missing
elements AND
looks sloppy
and unprepared.
Completion
On Task and Working Hard!
Approaching
Standard
2
Student has
almost
completed the
assignment but
is missing an
element of the
assignment.
Meets Standard
Above Standard
3
Student
completes the
assignment and
all of the
elements of the
assignment are
complete.
4
Student
completes the
assignment
with additional
elements added
on.
The assignment
is missing an
element OR
looks sloppy
and unprepared.
The assignment
is complete and
looks
presentable.
The assignment
is complete and
looks very
presentable,
organized and
well prepared.
Lesson 3: Personal Diversity

Teacher Candidate: _____Molly Lorenz_____________ Date:____11/19/14__________
Lori White
Unit/Subject:
Social Studies
Instructional Plan Title/Focus: Personal Diversity: Interview a Friend!
k. Instructional Plan Purpose:
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The purpose of this lesson is to help students understand that everyone has their own unique
individual culture and it is important to embrace everyones unique background in order to learn
from each other and to become more culturally responsive.
l. Alignment to State Learning Standards:
community.
W.3.2 Write informational/explanatory texts to examine a topic and convey ideas and
information clearly.
m. Content Objectives:
SWBAT interview a classmate.
SWBAT create a summary from an interview with a classmate.
SWBAT share their ideas with a classmate.
n. Previous Learning Experiences:

Students will be familiar with working with peers in many different activities throughout
the school year.
o. Planning for Student Learning Needs (accommodations, student experiences, prior

ELLs or students who have difficulty writing can be paired with stronger writers
so they can collaborate together and receive additional support for the activity.
Students who have difficulty writing by hand may use a computer or tablet to type
out their summary.

Content objective: SWBAT interview a
classmate.
room to make sure that students are on-task and
making progress in their interview. A checklist
will be used to record the progress.
Summative: Students will be completing an
interview sheet, which will be turned in and used
as a form of summative assessment.
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summary from an interview with a
classmate.
Formative: Students will be making a rough draft

of their summary to turn in as a form of formative
assessment.
Summative: Students will be turning in their final
draft of the summary as a form of summative
assessment.
Language objective: SWBAT share

their ideas with a classmate.

room and marking on a checklist if students are
sharing ideas with their partner for the interview.
Summative: Students will be filling out an exit
ticket, which will ask students to rate their
experience sharing their ideas with a peer. This
will serve as a form of summative assessment.
g. Student Voice

journals

etc.).
Exit Ticket

Exit Ticket


on the objectives when they
write in their Social Studies
journal. This is a free write,
which will allow for
reflection.
Students will be turning in
an exit ticket at the end of
the lesson, which will
provide opportunity to
reflect on their learning
progress, and whether or not
they felt that they were able
to meet the objectives.
The exit ticket will provide
opportunities for students to
reflect on their options for
additional support and
22
help them).
resources.

Students will be working in pairs to interview another classmate for this lesson. ELLs or
students with learning disabilities will be paired up with students who have stronger English
skills to create additional support. Students will also be discussing with an elbow partner while
the teacher is asking questions at the carpet.
13. Introduction:
The teacher will introduce the learning objectives and read them out loud to the class.
The teacher will open up the lesson by discussing what students have learned from
the previous lesson, that all of us are different but also the same.
The teacher will ask the class why it important to get to know other people and their
personal backgrounds and cultures. The class will discuss and ask questions.
Students will reflect and write their responses in their Social Studies
notebook.
Students will then be turning to talk with an elbow partner after writing in
their Social Studies notebook. They will then share out with the rest of the
class.
o Students will be introduced to the interview assignment. They will be paired up
with another student by the teacher and asked to interview their peer using the
Interview Form. The students will ask each other the questions on the form but
will be allowed to talk about other topics as well.
o Each student will then take their interview form and the information from the
interview and write a summary of the interview. The summary should be two to
three paragraphs in length. (The students will start with a rough draft).
Students who have difficulty writing by hand may use a computer or tablet
to type out their summary.
o The teacher will ask students to take out a blank sheet of paper and write a final
draft of their summary. (The rough draft will be collected as a form of formative
assessment).
o Students will then choose one interesting fact from their summary and interview
and share it with the class (after checking with their peer to make sure it is okay to
share that fact).
15. Closure:
The teacher will bring everyone back to the carpet and discuss the activity and why it
is important to get to know other people before you make judgments about them.
The teacher will take pictures of all of the students during student work time.
23
The teacher will take all the student summaries and put a picture of each student with
the summary about them. The teacher will compile all of the papers and make a
diversity book for the class. Students will be able to read this book during free time to
help create a more closely-knit classroom community.
After the lesson is complete, students will be filling out an exit ticket, which will ask
students to reflect on their learning from this lesson and how they feel they have
progressed toward achieving the learning objectives. There will also be an
opportunity for students to reflect on the resources and support they can access
outside of the classroom.

Students will be encouraged to continue to get to know others outside of the
classroom environment as well. The teacher will provide students with resources and
support for continued practice outside of the classroom setting:
o Sample Interview form: http://www.dots-n-spots.com/?p=176
o Its Okay to Be Different by Todd Parr
Interview form
Pencil
Social Studies notebook
Interview form used from: http://www.dots-n-spots.com/?p=176
Exit Ticket
Name: ______________________________________________
Date: ________________
Exit Ticket
Please circle the answer that best explains how you felt about sharing with your partner.
It went really well! I loved it!
It went okay. I liked it.
I didnt like this activity but I finished.
I did not like this activity at all and it was difficult for me to complete.
24
Checklist
Student Name
Interview Sheet
On task and working hard!
Sharing ideas with their

partner

Curriculum Design Plan

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1

Lesson 1: Community Mapping/Geography Pg. 9

Lesson 2: Childrens Fiction and Nonfiction Pg. 14

Lesson 3: Personal Diversity .. Pg. 19

Students are a part of a school,

Students will know

SWBAT interview a classmate.

Students will create a circle map to

Outline of Learning Activities (Lessons):

Exit slip: name your school, city, state,

Citizenship as a Verb in Developmental Context

Curriculum and Community-Based Learning Analysis

Section 1: Planning for Instruction and Assessment

d. Previous Learning Experiences:

e. Planning for Student Learning Needs (accommodations, student experiences, prior

f. Assessment Strategies (Informal and formal)

Content Objective: SWBAT name the

Formative: The teacher will walk around the room

Language Objective: SWBAT define

Formative: Students will be asked to define these

K-12 students will be able to:

1. Explain student learning

2. Monitor their own learning

Writing in Social Studies

3. Explain how to access

Writing in Social Studies

Description of how students

After the lesson is over,

Grouping of Students for Instruction

Section 2: Instruction and Engaging Students in Learning

On Task and Working

Can correctly define

Can correctly name

One of the main landmasses of

A place where people live that is

A territory that is part of a

An organization that provides

Lesson 2: Childrens Fiction and Non-Fiction

i. Previous Learning Experiences:

j. Planning for Student Learning Needs (accommodations, student experiences, prior

f. Assessment Strategies (Informal and formal)

Content objective: SWBAT create a

Formative: The teacher will be walking around

4. Explain student learning

5. Monitor their own learning

Writing in Social Studies

6. Explain how to access

Writing in Social Studies

Description of how students

Students will be reflecting

At the end of the lesson,

Grouping of Students for Instruction

Section 2: Instruction and Engaging Students in Learning

10. Independent Practice:

On Task and Working Hard!

Lesson 3: Personal Diversity

n. Previous Learning Experiences:

o. Planning for Student Learning Needs (accommodations, student experiences, prior

f. Assessment Strategies (Informal and formal)

Formative: Students will be making a rough draft

Language objective: SWBAT share

Formative: The teacher will be walking around the

K-12 students will be able to: