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Thema&c

Unit Plan
1. Introduc)on/General Informa)on:
Unit Title/Theme: Where in the world am I?
Areas of Interdisciplinary Integra&on: Geography, Mathema&cs, Language Arts, Science
Grade Level: Second
Introduc&on/Unit Summary and Ra&onale: This lesson will take students across the world star&ng
in their very own hometowns while they learn about their town, state, country, and various
landforms across the world. This is important as many students have never leK this local area and
therefore arent aware of whats out there for them to explore. This unit will expose those
students to other areas around the world and around their hometowns. Through wri&ng, reading,
and mathema&cs, students will be more acclimated to the great big world we call home.

2. Academic Standards/Assessment Anchors:


Language Arts:
- CC.1.2.2.A: Identify the main idea of a multi-paragraph text as well as the focus of specific paragraphs
within the text.
- CC.1.2.2.B: Ask and answer questions such as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
- CC.1.2.2.E: Use various text features and search tools to locate key facts or information in a text
efficiently.
- CC.1.2.2.G: Explain how graphic representations contribute to and clarify a text.
- CC.1.2.2.H: Describe how reasons support specific points the author makes in a text
- CC.1.2.2.J: Acquire and use grade-appropriate conversational, general academic, and domain-specific
words and phrases.
- CC.1.2.2.K: Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade level reading and content, choosing from a range of strategies and tools.
- CC.1.2.2.L: Read and comprehend literary nonfiction and informational text on grade level, reading
independently and proficiently.
- CC.1.4.2.A: Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
- CC.1.4.2.B: Identify and introduce the topic.
- CC.1.4.2.C: Develop the topic with facts and/or definitions.
- CC.1.4.2.D: Group information and provide a concluding statement or section.
- CC.1.4.2.F Demonstrate a grade appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling (Ex. Capitalize proper nouns, use commas and
apostrophes appropriately, spell words drawing on common spelling patterns, and consult reference
material as needed.)
- CC.1.4.2.H: Identify the topic and state an opinion
- CC.1.4.2.I: Support the opinion with reasons that include details connected to the opinion.
- CC.1.4.2.T: With guidance and support from adults and peers, focus on a topic and strengthen writing
as needed by revising and editing
- CC.1.4.2.V: Participate in individual or shared research and writing projects.
- CC.1.5.2.A: Participate in collaborative conversations with peers and adults in small and larger groups.
- CC.1.5.2.B: Recount or describe key ideas or details from a text read aloud or information presented
orally or through other media.
- CC.1.5.2.G: Demonstrate command of the conventions of standard English when speaking, based on
Grade 2 level and content.
Mathematics:
- CC.2.2.2.A.1: Represent and solve problems involving addition and subtraction within 100.
- CC.2.2.2.A.2: Use mental strategies to add and subtract within 20.
- CC.2.2.2.A.3: Work with equal groups of objects to gain foundations for multiplication.
- CC.2.4.2.A.1: Measure and estimate lengths in standard units using appropriate tools.
- CC.2.4.2.A.4: Represent and interpret data using line plots, picture graphs, and bar graphs.
- CC.2.4.2.A.6: Extend the concepts of addition and subtraction to problems involving length.

3. Unit Goals:
- Students will be able to accurately iden&fy their hometown, state, country, con&nent, and planet.
- Students will be able to compose an opinion piece that gives reasons to why Pennsylvania is the best
state to live in using grade level conven&ons, word choice, and grammar.
- Students will be able to understand and use proper measurement techniques to measure liquids and
distances between two objects.
- Students will be able to compare distances and graph rela&onships between various data.
- Students will be able to correctly follow direc&ons to make a map of an area.
- Students will be able to accurately iden&fy text features of informa&onal text and how they can help
us become beSer readers/writers.
- Students will be able to iden&fy at least 7 of the following landforms across the world (river, ocean,
pond, mountain, valley, desert, cave, volcano, beach, island)

4. Pre-Assessment:
- Assess students knowledge of their surrounding areas using the aSached worksheet to iden&fy
students understanding of their city, state, country, con&nent, and planet.
- Assess students knowledge of the various land forms across the world by distribu&ng a matching
ac&vity and having students match the picture of the landform to its name.

5. Mo)va)onal Device for the Unit:


- Spend a few moments exploring Google Earth with the students star&ng at the school and moving
outward un&l we see the whole world from space.
- Show landform/geography video using projector. Discuss with students what they saw.

6: Content: See lesson plans below.


Unit: Where in the World am I? Date: 2/22/16 (Day 6)

Lesson: Math Block (8:15-9:30) Time Length: 1 hour, 15 mins (8:15-9:30)

Academic Standard(s):
CC.2.4.2.A.1: Measure and estimate lengths in standard units using appropriate tools.

Objectives/Essential Questions:
How can I use my knowledge of measurement tools/units to help me better measure objects?

Materials Needed: Everyday Math Journal, iPads, yarn, pencils, erasers,

Motivational Device/Bell Ringer: Give each student an object around the classroom and ask them to
measure the object using yarn. Call them back to their seats and ask them to make an educated guess as to
how long their yarn is. Ask them if they would use inches, feet, yards, or miles to measure their object.

Lesson Outline:
Mini Lesson: Units of Measure (inch, foot, yard, mile)
- Have students measure the yarn that they measured around the classroom using their foot. Ask how
many feet it took to measure it
- Introduce topic of inch, foot, yard, mile
- Discuss equivalencies and how they are all part of another

Hybrid Stations:
- Direct: Measuring streets/roads/houses with rulers
- Collaborative: Math Boxes
- Independent: Sumdog
Challenging Questions for Higher Ordered Thinking:
- How can my knowledge of measurement help me be a better mathematician?
- How can I use my knowledge of equivalent measures to help me choose the correct item for measuring
an object?

Closure: Review streets/road measurement worksheet. Prepare students for transition into next activity.

Additional Notes, if any:


Unit: Where in the World am I? Date: 2/22/16 (Day 6)

Lesson: Literacy Block (12:50-2:30) Time Length: 1 hour, 40 mins

Academic Standard(s):
CC.1.4.2.B: Identify and introduce the topic.
- CC.1.4.2.C: Develop the topic with facts and/or definitions.
- CC.1.4.2.D: Group information and provide a concluding statement or section.
- CC.1.4.2.F Demonstrate a grade appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling (Ex. Capitalize proper nouns, use commas and
apostrophes appropriately, spell words drawing on common spelling patterns, and consult reference
material as needed.)
- CC.1.4.2.H: Identify the topic and state an opinion
- CC.1.4.2.I: Support the opinion with reasons that include details connected to the opinion.
- CC.1.4.2.T: With guidance and support from adults and peers, focus on a topic and strengthen writing
as needed by revising and editing
- CC.1.4.2.V: Participate in individual or shared research and writing projects.
CC.1.2.2.A: Identify the main idea of a multi-paragraph text as well as the focus of specific paragraphs
within the text.
- CC.1.2.2.B: Ask and answer questions such as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
- CC.1.2.2.E: Use various text features and search tools to locate key facts or information in a text
efficiently.
- CC.1.2.2.G: Explain how graphic representations contribute to and clarify a text.
- CC.1.2.2.H: Describe how reasons support specific points the author makes in a text
- CC.1.2.2.J: Acquire and use grade-appropriate conversational, general academic, and domain-specific
words and phrases.
- CC.1.2.2.K: Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade level reading and content, choosing from a range of strategies and tools.
- CC.1.2.2.L: Read and comprehend literary nonfiction and informational text on grade level, reading
independently and proficiently.

Objectives/Essential Questions:
- Given a persuasive writing prompt, students will be able to create a grade level appropriate writing
piece defending why they think Pennsylvania is the best state to live.
- Given a short lesson on regions the students live in, students will be able to correctly identify their
street, town, county, and state.
- How can I use the writing process to help me become a better writer?

Materials Needed: Google Earth, pencil, eraser, writing paper, brainstorming worksheet, iPad, All About
Booklet (pages me, street, town, county, state), projectable map, paper map, writing process clip chart

Motivational Device/Bell Ringer: Do brain break activity with students to transition from previous
activity and get them ready to focus on Language Arts.

Lesson Outline:
Review DLR
Spelling (Mrs. Heiss)
Language Arts:
- Call students to carpet
- Discuss maps & how reading a map is different than reading a book
- Look at maps, discuss topics of me, street, town, county, state
- Show Google Earth
- Send students back to seat & as a class, complete both All About Me booklets (flip book & large book)
- Guided reading stations? (45 mins)
Writing (25-30 mins):
- Introduce writing topic for week Why is Pennsylvania the best place to live?
- Brainstorm ideas as a class
- Give students brainstorming worksheet & allow them to begin writing process
- Brain break activity
Challenging Questions for Higher Ordered Thinking:
- Why is knowing my street, town, county, and state important?
- How does knowing this information help me every day?

Closure: Review street, town, county and state with students. Prepare them to transition into next
activity.

Additional Notes if any:


Unit: Where in the World am I? Date: 2/23/16 (Day 1)

Lesson: Literacy Block (8:15-9:55) Time Length: 1 hour, 45 mins

Academic Standard(s):
CC.1.4.2.B: Identify and introduce the topic.
- CC.1.4.2.C: Develop the topic with facts and/or definitions.
- CC.1.4.2.D: Group information and provide a concluding statement or section.
- CC.1.4.2.F Demonstrate a grade appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling (Ex. Capitalize proper nouns, use commas and
apostrophes appropriately, spell words drawing on common spelling patterns, and consult reference
material as needed.)
- CC.1.4.2.H: Identify the topic and state an opinion
- CC.1.4.2.I: Support the opinion with reasons that include details connected to the opinion.
- CC.1.4.2.T: With guidance and support from adults and peers, focus on a topic and strengthen writing
as needed by revising and editing
- CC.1.4.2.V: Participate in individual or shared research and writing projects.
CC.1.2.2.A: Identify the main idea of a multi-paragraph text as well as the focus of specific paragraphs
within the text.
- CC.1.2.2.B: Ask and answer questions such as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
- CC.1.2.2.E: Use various text features and search tools to locate key facts or information in a text
efficiently.
- CC.1.2.2.G: Explain how graphic representations contribute to and clarify a text.
- CC.1.2.2.H: Describe how reasons support specific points the author makes in a text
- CC.1.2.2.J: Acquire and use grade-appropriate conversational, general academic, and domain-specific
words and phrases.
- CC.1.2.2.K: Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade level reading and content, choosing from a range of strategies and tools.
- CC.1.2.2.L: Read and comprehend literary nonfiction and informational text on grade level, reading
independently and proficiently.

Objectives/Essential Questions:
- Given a persuasive writing prompt, students will be able to create a grade level appropriate writing
piece defending why they think Pennsylvania is the best state to live.
- Given a short lesson on regions the students live in, students will be able to correctly identify their
country, continent, planet, solar system.
- How can I use the writing process to help me become a better writer?

Materials Needed: iPad, Google Earth, map, pencil, eraser, writing paper, brainstorming sheet, writing
process clip chart

Motivational Device/Bell Ringer: Review street, town, county, and state with students.

Lesson Outline:
Review DLR
Writing (30 mins):
- Review topic
- Review brainstorm ideas
- Re-outline criteria for writing
- Give students time to create rough draft

Language Arts:
- Review street, town, county, state
- Introduce country, continent, planet, solar system
- Create pages for flip book & large book
- Take student pictures for hallway display while they work
- Guided Reading Stations (45 mins)
Challenging Questions for Higher Ordered Thinking:
- How does knowing where I live help me succeed?
- How can I defend my opinion in a writing piece?

Closure: Review all regions (street, town, county, state, country, continent, planet, solar system). Prepare
students to transition into next part of the day.

Additional Notes if any:


Unit: Where in the World am I? Date: 2/23/16 (Day 1)

Lesson: Math Block (10:00-10:30, 11:45-12:30) Time Length: 1 hour, 15 mins

Academic Standard(s):
- CC.2.4.2.A.1: Measure and estimate lengths in standard units using appropriate tools.
- CC.2.4.2.A.4: Represent and interpret data using line plots, picture graphs, and bar graphs.
- CC.2.4.2.A.6: Extend the concepts of addition and subtraction to problems involving length.

Objectives/Essential Questions:
- Given a mini lesson on units of measure and their equivalencies, students will be able to measure the
distance of a paper airplane thrown in the classroom without error.
- Given a collection of data, students will be able to accurately graph the data using a bar graph.
- How can I use measurement equivalencies to help me measure objects correctly?

Materials Needed: Paper, rulers, yard stick, pencil, eraser, iPads, math journal

Motivational Device/Bell Ringer: Ask students to recall one thing they learned from yesterday about
measurement using a think-pair-share activity. Expand upon those rememberings for the days lesson.

Lesson Outline:
Mini Lesson: Review units of measure
Focus on unit of measure equivalencies

Hybrid Stations:
- Direct: Paper airplanes
- Collaborative: Math boxes
- Independent: Cool Math
Challenging Questions for Higher Ordered Thinking:
- How does knowing measurement equivalencies help me be a better mathematician?
- How does knowing measurement equivalencies help me better choose the correct unit of measure?

Closure: List all students paper airplane throws on the board, graph them as a class and identify the
median, mode, highest, and lowest throws.

Additional Notes if any:


Unit: Where in the World am I? Date: 2/24/16 (Day 2)

Lesson: Literacy Block (8:15-9:55) Time Length: 1 hour, 40 mins

Academic Standard(s):
- CC.1.4.2.B: Identify and introduce the topic.
- CC.1.4.2.C: Develop the topic with facts and/or definitions.
- CC.1.4.2.D: Group information and provide a concluding statement or section.
- CC.1.4.2.F Demonstrate a grade appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling (Ex. Capitalize proper nouns, use commas and
apostrophes appropriately, spell words drawing on common spelling patterns, and consult reference
material as needed.)
- CC.1.4.2.H: Identify the topic and state an opinion
- CC.1.4.2.I: Support the opinion with reasons that include details connected to the opinion.
- CC.1.4.2.T: With guidance and support from adults and peers, focus on a topic and strengthen writing
as needed by revising and editing
- CC.1.4.2.V: Participate in individual or shared research and writing projects.
CC.1.2.2.A: Identify the main idea of a multi-paragraph text as well as the focus of specific paragraphs
within the text.
- CC.1.2.2.B: Ask and answer questions such as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
- CC.1.2.2.E: Use various text features and search tools to locate key facts or information in a text
efficiently.
- CC.1.2.2.G: Explain how graphic representations contribute to and clarify a text.
- CC.1.2.2.H: Describe how reasons support specific points the author makes in a text
- CC.1.2.2.J: Acquire and use grade-appropriate conversational, general academic, and domain-specific
words and phrases.
- CC.1.2.2.K: Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade level reading and content, choosing from a range of strategies and tools.
- CC.1.2.2.L: Read and comprehend literary nonfiction and informational text on grade level, reading
independently and proficiently.

Objectives/Essential Questions:
- Given a persuasive writing prompt, students will be able to create a grade level appropriate writing
piece defending why they think Pennsylvania is the best state to live.
- Given a short lesson on various landforms, students will be able to correctly identify an ocean, river,
and pond.
- How can I use the writing process to help me become a better writer?

Materials Needed: iPad, Google Earth, map, pencil, eraser, writing paper, brainstorming sheet, writing
process clip chart, YouTube Video

Motivational Device/Bell Ringer: Show YouTube video on landforms. Ask students to identify one
landform they recall from the video (list on the board). Begin to introduce students to river, ocean, and
pond.

Lesson Outline:
Review DLR
Writing (25-30mins):
- Review topic
- Give students time to revise and edit

Language Arts:
- Review where in the world/all about me
- Start landforms (river, ocean, pond)
- Read On the Same Day in March by Marilyn Singer
- Color pages for book
- Guided Reading Stations (45 mins)
Challenging Questions for Higher Ordered Thinking:
- Where can I find a river on a map?
- How do I know where theres water on a map? What clues can I use?
- How does knowing how to identify different landforms on a map help me?

Closure: Review landforms introduced, have students check in about the writing process, and collect all
about me book pages.

Additional Notes if any:


Unit: Where in the World am I? Date: 2/24/16 (Day 2)

Lesson: Math Block (10:00-10:30, 11:45-12:30) Time Length: 1 hour, 15 mins

Academic Standard(s):
- CC.2.4.2.A.1: Measure and estimate lengths in standard units using appropriate tools.
- CC.2.4.2.A.4: Represent and interpret data using line plots, picture graphs, and bar graphs.
- CC.2.4.2.A.6: Extend the concepts of addition and subtraction to problems involving length.

Objectives/Essential Questions:
- Given a mini lesson on units of measure and equivalencies, students will be able to convert distance
measurements accurately.

Materials Needed: Small coins, rulers, paper, math journals, iPads, measurement equivalencies chart

Motivational Device/Bell Ringer:


- Give students a penny or other small coin. Ask them to measure it using a ruler. Then, ask them what
fraction of a ruler their penny is. Talk to them about how this is what we will be learning about today.
Have a student collect coins.

Lesson Outline:
Mini Lesson: Review units of measure (inch, foot, yard, mile)
Discuss fraction units of measure (i.e, an inch is 1/12th of a foot)

Hybrid Stations:
- Direct: Practice fraction units of measure/conversion
- Collaborative: Math Boxes
- Independent: Cool Math
Challenging Questions for Higher Ordered Thinking:
- How can I use fractions when discussing length measurement?
- What do I remember about fractions and groups

Closure: Redistribute coins. Ask students once again to measure coins and determine what fraction of a
ruler the measure is. Assess for understanding.

Additional Notes if any:


Unit: Where in the World am I? Date: 2/25/16 (Day 3)

Lesson: Literacy Block (10:00-11:55) Time Length: 1 hour, 55 mins

Academic Standard(s):
- CC.1.4.2.B: Identify and introduce the topic.
- CC.1.4.2.C: Develop the topic with facts and/or definitions.
- CC.1.4.2.D: Group information and provide a concluding statement or section.
- CC.1.4.2.F Demonstrate a grade appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling (Ex. Capitalize proper nouns, use commas and
apostrophes appropriately, spell words drawing on common spelling patterns, and consult reference
material as needed.)
- CC.1.4.2.H: Identify the topic and state an opinion
- CC.1.4.2.I: Support the opinion with reasons that include details connected to the opinion.
- CC.1.4.2.T: With guidance and support from adults and peers, focus on a topic and strengthen writing
as needed by revising and editing
- CC.1.4.2.V: Participate in individual or shared research and writing projects.
CC.1.2.2.A: Identify the main idea of a multi-paragraph text as well as the focus of specific paragraphs
within the text.
- CC.1.2.2.B: Ask and answer questions such as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
- CC.1.2.2.E: Use various text features and search tools to locate key facts or information in a text
efficiently.
- CC.1.2.2.G: Explain how graphic representations contribute to and clarify a text.
- CC.1.2.2.H: Describe how reasons support specific points the author makes in a text
- CC.1.2.2.J: Acquire and use grade-appropriate conversational, general academic, and domain-specific
words and phrases.
- CC.1.2.2.K: Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade level reading and content, choosing from a range of strategies and tools.
- CC.1.2.2.L: Read and comprehend literary nonfiction and informational text on grade level, reading
independently and proficiently.

Objectives/Essential Questions:
- Given a persuasive writing prompt, students will be able to create a grade level appropriate writing
piece defending why they think Pennsylvania is the best state to live.
- Given a short lesson on various landforms, students will be able to correctly identify an ocean, river,
and pond.
- How can I use the writing process to help me become a better writer?

Materials Needed: iPad, Google Earth, map, pencil, eraser, writing paper, brainstorming sheet, writing
process clip chart, YouTube Video

Motivational Device/Bell Ringer: Review landforms from previous day. Watch landform video/sing
landform song.

Lesson Outline:
Review DLR
Writing:
- Review topic
- Give students time to conference & publish (if students finish early, allow them to draw story stones to
create a story of their own choosing or use handwriting sheet to practice handwriting skills)

Language Arts:
- Review landforms (river, pond, ocean)
- Introduce mountain, valley, desert, cave
- Informational text about mountain
- Guided Reading Stations (45 mins)
Challenging Questions for Higher Ordered Thinking:
- How does informational text help me learn more about a topic?
- Which landforms does my state contain?
- What are some differences between each landforms (specific qualities)?

Closure: Review landforms, sing landform song.

Additional Notes if any:


Unit: Where in the World am I? Date: 2/25/16 (Day 3)

Lesson: Math Block (12:45-2:10) Time Length: 1 hour, 25 mins

Academic Standard(s):
- CC.2.4.2.A.1: Measure and estimate lengths in standard units using appropriate tools.
- CC.2.4.2.A.4: Represent and interpret data using line plots, picture graphs, and bar graphs.
- CC.2.4.2.A.6: Extend the concepts of addition and subtraction to problems involving length.

Objectives/Essential Questions:
- Given a mini lesson on measuring and comparing distances, students will be able to measure various
landforms, graph them, and answer questions about the median, mode, and most/least.
- How can I use my knowledge of measurement to help me measure representations of various
landforms?

Materials Needed: ruler, comparing distances worksheet, comparing distances graph, pencils, erasers,
math journals, iPads

Motivational Device/Bell Ringer: Show students various landforms and ask them which they think is
bigger. Discuss that is what we are going to be doing today in class.

Lesson Outline:
Mini Lesson: Measuring and comparing distances, graphing

Hybrid Stations:
- Direct: Measuring landforms and graphing activity
- Collaborative: Math Boxes
- Independent: Cool Math
Challenging Questions for Higher Ordered Thinking:
- How can I use my prior knowledge about graphing to help me compare distances?
- What tools do I have in my tool belt already to help me understand measurement?

Closure: Review worksheet with students, allow them to use the board to color graphs, measure
distances, and be interactive with the lesson.

Additional Notes if any:


Unit: Where in the World am I? Date: 2/26/16 (Day 5)

Lesson: Math Block (8:40-9:30) Time Length: 50 mins

Academic Standard(s):
- CC.2.4.2.A.1: Measure and estimate lengths in standard units using appropriate tools.
- CC.2.4.2.A.4: Represent and interpret data using line plots, picture graphs, and bar graphs.

Objectives/Essential Questions:
- Given a mini lesson on units of liquid measure, students will be able to measure the ingredients
necessary to create a trail mix.

Materials Needed: Trail mix supplies (M&Ms, teddy grahams, pretzels, marshmallows, chocolate chips,
chex cereal), measuring cups, bowls, baggies, math journals, iPads

Motivational Device/Bell Ringer: Tell students a story about needing to go on a picnic and bringing
snack with us. Show them the recipe needed and ask questions about how we know what we need.
Transition into introducing capacity with the Castle of Capacity song.

Lesson Outline:
Mini Lesson: Units of Measure (Gallon Man or Castle of Capacity- liquid measure)

Hybrid Stations:
- Direct: Measuring & making trail mix following a recipe using capacities
- Collaborative: Math Boxes
- Independent: Sumdog

Challenging Questions for Higher Ordered Thinking:


- How can I use capacity measurements in daily life?
- How is measuring capacity different than measuring length?
Closure: Review Capacity Castle, allow students to enjoy trail mix, review recipe.

Additional Notes if any:


Unit: Where in the World am I? Date: 2/26/16 (Day 5)

Lesson: Literacy Block (12:00-2:10) Time Length: 2 hours, 10 mins

Academic Standard(s):
- CC.1.4.2.B: Identify and introduce the topic.
- CC.1.4.2.C: Develop the topic with facts and/or definitions.
- CC.1.4.2.D: Group information and provide a concluding statement or section.
- CC.1.4.2.F Demonstrate a grade appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling (Ex. Capitalize proper nouns, use commas and
apostrophes appropriately, spell words drawing on common spelling patterns, and consult reference
material as needed.)
- CC.1.4.2.H: Identify the topic and state an opinion
- CC.1.4.2.I: Support the opinion with reasons that include details connected to the opinion.
- CC.1.4.2.T: With guidance and support from adults and peers, focus on a topic and strengthen writing
as needed by revising and editing
- CC.1.4.2.V: Participate in individual or shared research and writing projects.
CC.1.2.2.A: Identify the main idea of a multi-paragraph text as well as the focus of specific paragraphs
within the text.
- CC.1.2.2.B: Ask and answer questions such as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
- CC.1.2.2.E: Use various text features and search tools to locate key facts or information in a text
efficiently.
- CC.1.2.2.G: Explain how graphic representations contribute to and clarify a text.
- CC.1.2.2.H: Describe how reasons support specific points the author makes in a text
- CC.1.2.2.J: Acquire and use grade-appropriate conversational, general academic, and domain-specific
words and phrases.
- CC.1.2.2.K: Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade level reading and content, choosing from a range of strategies and tools.
- CC.1.2.2.L: Read and comprehend literary nonfiction and informational text on grade level, reading
independently and proficiently.

Objectives/Essential Questions:
- Given a persuasive writing prompt, students will be able to create a grade level appropriate writing
piece defending why they think Pennsylvania is the best state to live.
- Given a short lesson on various landforms, students will be able to correctly identify an ocean, river,
and pond.
- How can I use the writing process to help me become a better writer?

Materials Needed: iPad, Google Earth, map, pencil, eraser, writing paper, brainstorming sheet, writing
process clip chart, YouTube Video

Motivational Device/Bell Ringer: Review landforms from previous day. Do brain break activity with
students. Review all about me information (street, town, county, state, country, continent, planet, solar
system)

Lesson Outline:
Review DLR
Writing:
- Review topic
- Give students time to conference & publish (if students finish early, allow them to draw story stones to
create a story of their own choosing or practice handwriting using handwriting worksheet)

Language Arts:
- Review all prior land forms
- Introduce volcano, beach, island
- Read informational text about volcanoes
- Have students compare and contrast volcanoes and mountains using venn diagram.
- Review all about me information
- Guided Reading Stations (45 mins)

Challenging Questions for Higher Ordered Thinking:


- How can my knowledge of the writing process help me become a better writer?
- How can informational text help me learn more about a topic?
- How can I compare and contrast various writing pieces by the same author?

Closure: Review all landforms, review all about me information

Additional Notes if any:


7. Differentiated Learning Activities:

Differentiating process by readiness: some students will be given partially filled in worksheets/booklets
based upon their readiness level as a few students are unable to write well and have poor fine motor
skills.

Differentiating learning environment by readiness: students will be grouped according to readiness levels
but will be moved in order to prevent students from feeling inadequate.

8. Instructional Resources/Technology:

- Apple TV
- iPad
- Projection screen
- Computer
- Google Earth
- YouTube videos
- Informational Texts
- Worksheets/Flip Books
- Basic school supplies (crayons, markers, pencil, erasers, scissors, paper)

9. Summative Assessment/Post-Assessment:

Redistribute the pre-test exams, have students retake them to assess growth. Make proper documentation
of student growth.

- Assess students knowledge of their surrounding areas using the attached worksheet to identify
students understanding of their city, state, country, continent, and planet.

- Assess students knowledge of the various land forms across the world by distributing a matching
activity and having students match the picture of the landform to its name.
10. Reflection:

This unit was SO MUCH FUN! The students enjoyed every moment of the unit and I loved seeing the
progress they made! Each student made leaps and bounds in their knowledge of the world around them!
From their pre test to their post test, students were able to identify more of their world. Almost all the
students were able to identify their street, town, county, state, country, continent, and planet. I am so
proud!

OVERALL RATING OF THE LESSON:


1. Superior Achievement
2. Excellent Achievement
3. Good
4. Proficient
5. Above Satisfactory
6. Satisfactory
7. Barely Satisfactory
8. Failing