Unit Topic: _Teamwork_______________ Grade level:__Third__________ Stage 1 Desired Results Content Standard/Established Goals(s): CC.1.2.3.

.B Ask and answer questions about the text and make inferences from text; refer to text to support responses. CC.1.3.3.B Ask and answer questions about the text and make inferences from text, referring to text to support responses. CC.1.4.3.F Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. CC.1.4.3.H Introduce the topic and state an opinion on the topic. E03.C.1.1.1 CC.1.4.3.I Support an opinion with reasons. CC.1.4.3.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. CC.1.4.3.J Create an organizational structure that includes reasons linked in a logical order with a concluding statement or section. CC.1.4.3.K Use a variety of words and sentence types to appeal to the audience. National Curriculum Standards for Social Studies: 2: Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of the past and its legacy. - Knowledge and understanding of the past enable us to analyze the causes and consequences of events and developments, and to place these in the context of the institutions, values and beliefs of the periods in which they took place. 4: Individual Development and Identity Social studies programs should include experiences that provide for the study of individual development and identity. Understanding(s) Students will understand that: - Teamwork is crucial to the success of a group. - Being a teammate includes working together, cooperating, taking responsibility for certain roles, being supportive of each other regardless of results. - When we work together as a team, goals can be reached more easily - Teamwork can be seen in many professions, not just in sports. Olympians, as well as other members of Essential Question(s): - What is teamwork? - What does teamwork look like? - Where can we see people working as a team? How are they demonstrating teamwork? - Why is teamwork important? - When is teamwork necessary? - How can working as a team help us

society (a team of doctors, firefighters working as a team, families as teams) embody and demonstrate what it is to be a teammate.

accomplish or reach our goals? - How can working as a team in the classroom, and outside of the classroom, help us become more successful?

Student objectives (outcomes): Students will know

Students will be able to

(Knowledge)

(Skills)

- The definition of teamwork and words that are associated with teamwork (responsibility, cooperation, dedication) - Working together as a team can make reaching a common goal easier - Different members of a team can contribute differently to the team - Teamwork can be applied to work in the classroom as well as various professions - Teamwork can be seen throughout history - With teamwork, more can be accomplished together than alone

- Work as teammates in small groups and as a whole class - Identify characteristics of a team and qualities of teamwork - Discuss characters from stories (fictional & non-fictional) in terms of their contributions to a team - Evaluate themselves and their teammates based on how effectively they were able to demonstrate teamwork - Use persuasive writing to express views and opinions, then work as a team to participate in a debate

Stage 2 Assessment Evidence Performance Task(s): Other Evidence: - Compose a class definition of teamwork - Writing journals / written reflections - Applying understanding of teamwork to - Self-assessments to determine how work in small groups as and as a whole well oneself and others worked as class members of a team - Using persuasive writing skills to - Students will identify examples of persuade teacher as a debate team teams that they belong to (other than - Identify characteristics of teamwork in sports teams) fiction and non-fiction texts Stage 3 Learning Plan Objectives/Goals Students will be able to define teamwork and identify words that can be associated with working as a team, for example:

Learning Activity Brainstorm (Writing) As a class, students will come up with words they

Formative Assessment Through informal observations, teacher will assess if students are able to apply the classgenerated definition of

Beginning Culminating

associate with teamwork and think about what teamwork means to them. Together, we will formulate a working definition of teamwork. Words and definitions will be turned into an anchor chart for the class to revert to.

- Cooperation - Respect - Determination In their writing journals, Students will be able to identify at least two types of teams they are members of. After this initial brainstorm, students will be able to revert back to the class working definition to help guide them throughout the unit.

teamwork to small group work, table work, and partner work. Throughout the unit, selfassessments in the form of a personal questionnaire will be used to assess whether students felt they worked as a teammate and how they felt the other members of their team worked. Writing journals will serve as a form of assessment were students able to identify at least two teams that they are a part of? Students will write about the importance of teamwork in their families.

Read aloud of Little Women (Reading) It is anticipated that this read aloud will take about one week. During the read aloud students will be encouraged to think about how teamwork is seen throughout the story.

Students will be able to identify teamwork in places other than sports teams.

Guest Speaker Teamwork in our Community (Social Studies) A firefighter from the local fire department will visit the class. He will talk to the class about what his job entails and why teamwork is such an important part of his job.

Students will recognize that teamwork can be found in many different places and professions. Students will become familiar with the concept of the importance of teamwork in accomplishing a set goal.

Observation of students during the speaker and review of written reflection following the discussion.

A Team of Editors (Writing) As a part of their morning journal time, students will be presented with a paragraph (about the Olympics) that will contain many grammatical errors. Working in small groups, students will act as a team of editors searching for and correcting the mistakes. A gold medal will be awarded to the team that demonstrates teamwork and finds all of the mistakes. Team Huddle (end of day wrap-up activity) (Social Studies) At the end of each day, students will sit in a circle on the carpet. Going around the circle, each student will state 1) a time during the day that they acted as a teammate, 2) Something they learned from a peer day, 3) Something they hope to improve upon tomorrow

Using the class definition of teamwork, students will be able to work together in small groups to identify

Students will copy down each sentenced into their writing journals. Students will be assessed on their ability to find and correct the grammatical errors. This formative assessment will allow for changed to be made to future paragraphs based on what students struggled with or needed more improvement on.

Students will be able to identify their role as a team player in the class community, in order to better see the class as a team, a group working toward similar goals.

Observations of students during this discussion and throughout activity/conversation.

Persuasive Writing (Writing) Students will be introduced to the genre of persuasive writing. Over the course of several days, students will be presented with questions to which they must persuade a reader of their point. For instance, students will be asked to write a short persuasive piece responding to the question, should all school students be required to wear a uniform? or should popular Rainbow Loom bracelets be banned from school?

Students will be able to articulate an idea through persuasive writing. After practicing this writing skill, students will be able to work as a debate team to present and persuade a moderator of their side of an argument.

Students persuasive writing will be assessed using a rubric. Each teammate will be assigned a role. Students will be assessed on whether they are able to adhere to their role and execute the tasks that their role requires. Writing journals will be used to assess students persuasive writing skills.

Shared Reading Fact and Students will be able to Opinion Lesson 1 distinguish between facts (Reading) and opinions in the poem Youve Got to Work Teacher will introduce the Together and The Babe new literacy concept of and I fact vs. opinion. A fact is something that can be proved. An opinion is a persons thoughts or feelings about something. An opinion often has signal words such as I think or I believe. Using the Storytown text books which each student has a copy of, students will listen to the story The Babe and I

Students will complete a fact v. opinion worksheet which will provide formative assessment on their understanding of the literacy skill and allow for the modification

Shared Reading Fact and Students will be able to Opinion Lesson 2 identify the themes of (Reading) teamwork with the police partners. Using the Storytown textbook, students will Students will be able to listen to the story Aerno sort out facts and and Office Mike: Police opinions. Partners.

Fact v. opinion worksheet.

Compound Words (Writing)

Students will be able to identify and come up with five compound words. Teacher will point out that Students will be able to teamwork is a compound draw a picture of one of word. Teacher will explain their compound words and model to the class using a folded piece of what a compound word is. paper. For example, if a student comes up with the *Class spelling words will word baseball they will all be compound words draw a base on the left this week. side, + sign in the middle and a ball on the right side. Academic Olympics Students will work (Social Studies) together as teams to solve problems. For example: To conclude the two-week unit, the class will - Which team can come up participate in our own with the most verbs in 60 mini-Olympics. Having seconds worked on building - Which team can work teamwork throughout the together to solve a math unit, students will work in problem the fastest teams to

Teacher will assess students understanding by reviewing and approving the five compound words they came up with as well. Teacher will also use the compound word drawings students make as a form of assessment of their understanding.

A rubric will be used to assess how well students work as a team to successfully complete challenges. Students will not be assessed on how well they do during the Olympics, but rather on their ability to demonstrate teamwork