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Is Consistent E-Unit Name: LeaAnna Mille

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DAY #1 DAY #2 DAY #3 DAY #4
e After reading the book After this lesson, students During the center, students will During this lesson, stu
Amazing Grace, students will describe how people in a participate in a trade first hand, will use a made-up ch
will create an alternate community can change their and they will identify trade to demonstrate their
ending to a a story to environment to meet their occurring on scenario cards to character's changing
demonstrate how different needs. explain how each trade emotions after multip
details about characters can benefits the parties involved. given situations.
change the ending.
ds NCSS: PAG ;IAS: 3.RL.2.4 NCSS: PAG ;IAS: 3.3.13 NCSS: PAG ;IAS: 3.4.3 NCSS: PAG ;IAS: 3.RL.2.2

s Amazing Grace Google Earth Pro Shari bringing in Judd the Dollar Bill (or some other
Coloring pages IPads/Laptop Therapy dog (needed his with lower value)
Coloring utensils Keynote presentation with certification papers, vet records, Marker
photo of environment for background check on Shari, and Place to create anchor cha
them to create their letter sent home to families to during lesson.
buildings make them aware that an Character Worksheet
animal is coming into the Scenario cards
Exit ticket handout.
classroom). Worksheet for Small water cups
Station 2. Index cards with Macaroni noodles/beans
trading scenarios that students
can relate to. Students who
choose to upload answers onto
Seesaw will need their iPads.
Paper and markers for Station
3. Video clip of Coco for
anticipatory set.
ment I will encourage using raised I will encourage using raised I will encourage using raised I will encourage using r
hands to give answers. hands to give answers. hands to give answers. Clipping hands to give answers. C
Clipping up on the clip chart is Clipping up on the clip chart is up on the clip chart is a way to up on the clip chart is a
a way to encourage and a way to encourage and reward encourage and reward model encourage and reward m
reward model behavior. Using model behavior. Using behavior. Using familiar behavior. Using familia
attention grabbing method attention grabbing method attention grabbing method such attention grabbing meth
(“Interrupting” “Chicken”) (“Interrupting” “Chicken”) as “class class” “yes yes” or as “class class” “yes yes
This is a method that is This is a method that is drum pattern between rotations. drum pattern between ro
familiar to them and it is a fun familiar to them and it is a fun

way to grab their attention. way to grab their attention.

tory Set Students will be given the chance Use Google Earth Pro to show Show video clip of Coco when Show students that n
to share how they might feel if class different areas in the Hector and Miguel make promises matter how much you
someone tells them they can no community that have changed to each other.
longer do something that they over time. Have students try and
crumple or write on a
love. guess what part of the bill, it still has the sam
community you are showing value. It would still be
them. accepted as a dollar b
worth has not change

Today we are going to learn Today, we are going to learn Today we are going to learn Today we are going to
about how people’s needs about how trade helps the that even though out
about how details can affect their environment. community that we are living emotions may change
change the end of Grace’s in.
ge Is Consistent E-Unit Name: LeaAnna Mille
or Students will draw/write an Students are given a worksheet Students will share and discuss the Use teacher example of m
on alternative ending to a that asks how the community scenarios they read about during character to show that ev
and environment was affected by Station 3. though I may have been
short story. the construction of the Meijer overloaded with emotion
store. (feelings cup was full from
scenario cards), I am still t
person with the same trai
all experience different em

ve Monitor students as they Monitoring students’ work at The students will hav
-Students share examples of
ent work on their keynote slide. each station. I will be asking opportunity to share t
Grace’s actions and how it Ask numerous questions them questions about their with the class. I will a
changed her story after reading throughout the lesson about interactions with Judd to observing and guiding
how certain places in Marion deepen their thinking about students who have qu
the books. have helped the people, the the trade that they participated while they work
environment before in. Students will also be making independently on crea
-Students answering questions construction and after thank you cards to be sent to
construction, why they have
their character.
about their drawing while I Judd and Shari as their part of
chosen their specific the trade.
monitor them drawing construction project for their
slide, how it will help the
-Students finish their drawings to people in the community,
and how it will change the
match their understanding of how
environment. Students will
we can affect our story by the also be assessed on the
choices we make. keynote slide and how they
answer the question about
how their building will affect
the community.
ons Pictures and examples for My students will be able to There is a lot of movemen
My classroom has a few
the students to visualize experience an example of trade involved in this lesson to k
students who struggle with while receiving instruction. I first hand with Judd the students engaged and on
have kept the writing Therapy dog. I have made plans Students will be able to m
reading. I have created an
requirements on this project from different areas of th
for Judd to come into our class
activity that they feel short, yet I still want to be classroom during transitio
on a date before my scheduled lesson. Example is very ha
comfortable performing in able to challenge them by lesson to meet the students. for my bodily/kinesthetic
front of the class. Drawing is giving them writing prompts. On November 28th, Shari, Several visual examples w
I purposely made my exit Judd’s handler, will bring Judd
an aesthetic way to practice provided for students. Stu
slip a paper handout because into our classroom with her for who struggle with reading
the skill and does not single I know that most of my a preliminary meeting. The idea writing will also be able to
students can write better a video of themselves des
out my students who struggle behind this is to get some of
with a pencil than they can their character to submit
with reading.
I also have a the “first time” excitement out
type. However, by including Seesaw instead of writing
so the experience during
student who struggles with questions on their Keynote descriptions, if they choos
slide, they will still be able to centers on the day of my lesson
Students can also draw th
writing.
This way, drawing is work on their typing skills will go more smoothly. At character to get a visual
which will be very important Station 2, the students will be perspective and understa
a way that he can express his
for iRead testing.. given a worksheet where they their character.
understanding of the lesson will keep track of the trades
without falling behind because happening on the cards they
will read. The students can
he can not write words as fast
upload videos of themselves
as the other students. recording their answers onto
Seesaw using their iPads. I have
also grouped my students in a
way that I feel will be most