Unit Title:
Unit Overview
DAY #1
Objective Given the understanding
of the story students will
be able to state how that
one of the characters in
the story went out of his
way to make a connection
with another student that
many hadn’t done before
him.
Standards 3.RL.2.1
3.RL.2.3
Materials The Invisible Boy by Trudy
Ludwig
Get to know me Bingo
Prizes
Management Students sit quietly on the
reading carpet while story is
being read. The students then
will talk to one another at a
level one while playing get to
know me bingo.
Anticipatory Ask students how they met their
Set best friends, then I’ll tell them
the story of how I met my best
friend. I will then let my other
students tell their story.
Purpose “I am going to read
Invisible Boy by Trudy
Ludwig, and I want you to
listen how the main
character changes
throughout the story, and
how it was was a good
change for that child.”
Lesson Input: Read the story
Presentation Output: Start the grand
conversation and ask the
questions to students.
Closure or Like the new student in
Conclusion the classroom, he got to
know someone and they
became the best of
friends. You should give
everyone in you’re a class
a chance, and go out of
your way to get to know
everyone a little bit better
everyday. It is important to
be nice to everyone, so
they want to get to know
you on this deeper level.
Formative Students will play get to know
Assessment me bingo, and walk around
trying to get 2 bingos. First 5
players to get it, win a prize.
Adaptations Nonverbal student will work
with her buddy that sits next to
her, and she will walk around
with her for bingo.
Summative Watch each student in the
Assessment grand conversation and watch
(as needed) who is answer the questions.
Observe who is participating in
get to know me bingo.
DAY #2
After finishing the lesson and
activities involved, students
will be able to determine the
different states that border
Indiana, including Indiana
and the major characteristics
of them.
IAS: 3.3.2
NCSS: Strand 3: 3A and 3B
Construction Paper
Midwest Map
Midwest state information
Coloring utensils
Students will sit quietly at the
beginning of lesson, during
naming of the Midwest they will
be at level 1, final part of the
lesson students will be working
with their desk groups
Talk about about Wisconsin and
how it relates to Indiana, show the
students where it is. Tell students
about the similarities and
differences between Wisconsin
and Indiana
“Today we are going to learn about
Indiana and the states that border it,
such as Ohio, Michigan, Illinois, and
Kentucky. We are going to learn
about their capitals, major cities,
state bird, state flower, and major
facts. This is important to know
about your home state and the
states around it, so if you ever travel
or move to these states you have
some prior information.”
Input: Show students Wisconsin
welcome poster to get them
started. Create Indiana Welcome
poster together as a class.
Output: Each student does their
own state that borders Indiana.
Then come back together to
compare the states
Today we are going to learn
about Indiana and the states
that border it, such as Ohio,
Michigan, Illinois, and
Kentucky. We are going to
learn about their capitals,
major cities, state bird, state
flower, and major facts. This
is important to know about
your home state and the
states around it, so if you ever
travel or move to these states
you have some prior
information.
Watch the students create their
poster and be able to follow the
information given to them to
create the poster of the states.
Nonverbal student will work with
her seat buddy to create the
poster.
Student with high energy will be
able to stand at their desk.
Pay attention to students
answering questions and see if
they are understand the
information given to them.
Name:
DAY #3
Social Studies and the study of
Indiana or any home state is
often overlooked in all
classrooms today, so it is
important for students to learn
about where they are from and
live. Social Studies is important
in any education because it
allows students to learn about
the world and how different it
is any where you go or live.
IAS: 3.3.5
NCSS: Strand 3: 3A 3B
Indiana Region map
Region information
Construction paper
Coloring utensils
Students will start the lesson at a
level 0 while it starts, and once they
begin making their region poster
they will talk with their desk group
at a level one. Students will share
their lesson also at a level one
Talk about how we all live in Marion
Indiana, and how all of Indiana is not
the same as you travel the state. Tell
the story of when you traveled to
south Indiana.
Today we are going to learn about
Indiana and its regions, which are the
Northern Lakes and Moraines, Central
Till Plains, and Souther Lowlands. We
are going to learn about characteristics
of these regions and major cities
within each one. This is important
because you are learning about your
home state and where you live, but
also how different your state can be
just an hour away.
Input: Ask questions about Indiana
and its regions, assign the regions to
desk groups, students will answer
the question on their own to bring
to the poster
Output: Students create a poster
about their region of Indiana, we will
discuss the similarities and
differences in each region when the
the students present the posters.
I will say “Today we talked
about Indiana and it’s regions,
do you remember what the
regions are?” Then I’ll ask
“what are some similarities and
differences we see in the
regions of Indiana?” Finally, I
will say, “looking at the regions
of Indiana you will see how
different the state is, and how
much there might actually be to
do in Indiana.”
Pay attention to when the students
are working on answering the
questions on their own and as a
class. Also when the create the
poster
Student with high energy will be
allowed to stand at his desk
Nonverbal student will work with
desk buddy groups.
See if students answer the questions
correctly after the lesson is done,
and see the finished product of the
posters.
DAY #4
Given the explanation of the
lesson, students will be able to
effectively communicate with one
another to work on achieving a
goal in an activity or game.
Students will have to work as a
team to successfully finish the
activity. Students will successfully
untangle themselves, work as
partners to finish the race, and
work as a team to win the hula
hoop competition.
IAS: 3.4.3.A, 3.4.3.B, 3.4.5.A
Gym
Hula Hoop
Cones
Students will be at a level 0 for the
instructions of the lesson, and while
doing the activities the students will
be at a level 1 to communicate.
Talk about being in a knot, and have
the students do the human knot, half
the class then full class.
“We are going to be working in
teams to accomplish the activities
today, I want you to visualize how
the importance of working with
others is to accomplish a goal.”
Input: Students will start with human
knot to get the communication ball
rolling. Students will do first activity in
a pair to start.
Output: Students then will work as
teams to achieve the second activity.
I will ask the students some
questions to finish out the lesson.
 What did you like about
this lesson?
 What didn’t you like?
 What did you learn from
this lesson?
 Why might be working
with one another be
better than alone?
I will assess the students throughout
the lesson, making sure they
accomplishing the activities.
Students that are injured or can not
participate are allowed to walk
around doing laps or sit quietly if not
allowed.
See who answers the questions and
how well the interact with others.