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Unit Title: Individuals Create Community Name: Julia Spivey

Unit Overview
DAY #1: Timelines DAY #2: Citizenship DAY #3: Bucket Filling DAY #4: Refugees
Objective Students will be able to recognize Students will be able to list qualities Students will answer questions about Students will be able to draw conclusions
important dates and events they and examples of a good citizen and the story and participate in the group about emotions of characters in the
have experienced and list them apply the concepts of citizenship to activity, contributing ideas and illustrations and text in the book and
chronologically on a timeline and their own lives. thoughts from the story during relate it to their own lives.
know their significance. discussion and acting on what they
learned from the story.

Standards NCSS: Time, Continuity, and IAS: 1.2.4—Define what a citizen* IAS: 1.SL.2.3— IAS: 1.RL.4.1: Use illustrations and
Change is and describe the characteristics of Listen to others, take turns speaking details in a story to describe its
IAS: 1.1.6 Develop a simple good citizenship. about the topic, and add one’s own characters, setting, or events.
timeline of important events in Example: Fairness, honesty, doing
the student’s life. ideas in small group discussions or
you personal best, respecting your
beliefs and differences of others, tasks.
responsibility to family and
respecting property
*citizen: someone with rights and
responsibilities in a particular
community, city, state, or country.
NCSS: Individual Development and
Materials Teacher photos with years, Anchor chart, slips of paper for Book, slips of paper for activity. The Journey book, assessment sheets.
scanned photos on a power point, anticipatory set, papers for
large construction paper with assessment
straight line in the middle.
Management Time: 45-50 minutes Materials: anchor chart, slips of Students will have their individual Behavior: I will use the marble reward
Space: Students will be at their paper for anticipatory set, papers for and class-wide behavior systems. system for the whole class and the
desks for two parts. Students will assessment Students will be on the carpet in the card-flip system for each individual
move to the carpet in a circle for Time: 45 minutes
another part. Space: students will be at their desks
nook for this lesson. student. I will use the star behavior
Behavior: Student individual for the first portion, the carpet for management system for two students
behavior plans. the second, and their desks for the who have them.
last two. They will sit in their normal Space: For the read aloud and
seats. discussion, students will be on the
Behavior: card flip chart, two carpet in the nook. For the writing,
students with sticker charts.
they will be at their desks.

Anticipatory The students will begin at their Students will play a game, similar Teacher will lead students in relaxing The teacher will bring in a life-size
desks. The screen should be to charades, as the other students activity with their eyes closed and drawing of a person and introduce
pulled down for the projector. The will decide whether or not the one have them reflect on past this person to the students as a new
teacher will have a power point
with around 5 photos of their student is displaying respectable experiences to introduce the theme member of the class. I will then
personal life, preferably starting or responsible actions. of the book. The teacher will ask discuss with students their feelings
from a baby and ending with them questions about times when when they were a new student or
being a teacher. They will briefly they said something or did how they felt when they were in a
describe the event in each photo. something that either made new, unfamiliar place, and share my
They will also briefly describe the someone else feel good or bad. feelings when I began at a new
significance of each event in their
There will be music in the school.
photos. The photos should not be
in order. background to keep students’
Purpose It is important for us to know the Because we are all citizens in We have a choice about the way we “I am going to read The Journey
order in which events take place. America, we need to know what that choose to make other people feel, so it
by Francesca Sanna. Pay close
A timeline shows these events, in means and our responsibilities to be is important for us to think about the
order, over a period of time. You a good citizen. way it may affect them. attention to the pictures and
will see many timelines over the events, because what happens to
years for all sorts of people, the characters in this book are
places, and things.
similar to what our new classmate
has been through before she came
here to America.”
Lesson The teacher will list show The teacher will actively illustrate The teacher will read Have You Filled -Read aloud of book
Presentation students examples of timelines an anchor chart while discussing a Bucket Today? as the students -Grand conversation with students
of places and things familiar to with students important qualities listen and interpret. The teacher will about the book.
them. Students will help teacher of a good citizen. Students will ask students many questions as the
put photos in chronological then assist the teacher in students respond and give input.
order. The teacher will define completing a web chart on the The teacher will guide students to
for students what a timeline is board, in which they will name the correct conclusions, but allow
and the criteria and how to examples of good citizens in their for differing views and opinions. The
create one. community. teacher will make sure all students
get a chance to participate in
Closure or Every person, place, or thing has a We are all citizens in different parts When can we be bucket fillers? Refugees, such as the ones in the
timeline, whether it be a town, a of the country and it is important All the time.
Conclusion book, experience a lot of
war, or a person. We need to see that we help one another and be the It is important to be filling people’s
how one event led to another. best citizen that we can be by doing hardships and loss in their lives.
They can record events of a story our part.
buckets at all times, instead of only What can we do as fellow
or in history. When you start when we feel like it.
Americans to help them feel safe?
history classes someday, you will
see a lot of timelines because they
show the order of events and you
can see how one may have
affected another. Timelines record
events in history and in even our
own lives.

Formative Students will create their own Students will be given a piece of Students will form a circle. They will Extension/Independent response
timeline of significant events paper with a drawing space, a title, be instructed to turn to the person
Assessment activities: Show a few different
from their own life in and lines underneath. They will next to them, one at a time, and put a
draw and write about what they drop in their bucket, somehow pages in the book, one at a time.
chronological order, following want to be when they grow up and Students, will be drawing
criteria. how that profession will contribute conclusions about what the
positively to their community.
characters may be feeling or
experiencing in the story based on
the illustrations and text.
Unit Title: Individuals Create Community Name: Julia Spivey
Adaptations Dates and ages will be provided I will explain that good citizenship Where the book says, “mom and
on the board so that students may looks different in every country and dad,” the teacher will instead say or
use it for reference when place if I have a student that is not add in “parents” or “guardians” so
approximating the year of their from the United States. I will even
events. For students who have allow them to share what that might
that no student with different family
trouble spelling, the teacher will look like, similarities and differences dynamics feels left out.
write words on the board for between their country and our
them to copy and remind them country.
that spelling does not count. If Because students are still mastering
______________________ gets frustrated spelling/writing skills, the teacher
and cannot think of any events in may write names of jobs on the
their life they can put on the board for students to reference to
timeline, the teacher will help when completing the assessment
them brainstorm, or give him a activity.
few events for him to put in order
on his timeline.

Summative Students will be given a sheet of

Assessment paper with a line of text from the
(as needed) book. Students will have the
opportunity to illustrate their own
picture for the story to go along
with the text. The teacher will
walk around during work time and
ask students their rationale as to
why they chose a particular color,
action, facial expression, etc. To
go along with their journaling
assignments, students will also
write a sentence or two in the
space below about a time if/when
they felt a similar emotion.