Unit Title: Impacts and Impressions
Unit Overview
Read Aloud
Goals The students will be able to
identify the important
elements of the story.  functions of the community.
Objective After listening to the story,
the students will discuss
who the characters are,
where the setting is, and the
events in “Grandmama’s
Pride”.  service.
After listening to the story,
the students will draw a
picture to demonstrate how
they can show kindness and
respect in our school
building.
Standards K.RL.2.3
Materials picture of grandma
book Grandmama’s Pride
paper for them to draw their
picture
crayons/markers/pencil
Management Anticipatory Set: about 5
minutes
Lesson Presentation: 10-
15 minutes
Check for Understanding:
5-10 minutes
Anticipatory Pass around a picture of
Set my sister and I with my
grandma. 
Purpose I’m going to read
Grandmama’s Pride, I want
you to pay attention to who
the people are in the story,
where the story takes place,
and what happens in the
book. This will help us
notice the important parts of
a story.
Lesson INPUT:
Presentation Read Aloud of
Grandmama’s Pride
OUTPUT:
Grand Conversation
Closure or Drawing a picture of how
Conclusion they would feel if they were
treated like the main
character
Formative During the grand
Assessment conversation I will be
listening to students share
with a partner for their
answers when they get stuck
to check that they
understand what the key
elements are during those
questions. This will measure
their understanding of the
characters, setting, and
events in the story.  for the second time like the
SS 1
Students will be able to
recognize roles and
Students will be able to
articulate and draw
(represent) the role of a
community helper and
thank them for their
K.2.1
brown paper bags
pictures for picture sort  picture sort
community helpers
PowerPoint  pencil
crayons/ markers
lesson template
anticipatory set- 5-7
minutes
lesson presentation- 10-15
minutes
assessment/ check for
understanding- 5-7
minutes
Picture sort with pictures of
different community helpers
Today, we will learn about
all of these jobs or
community helpers and how
they help us and our
community.
INPUT:
Presentation/ Discussion—
identifying community
helpers.
OUTPUT:
Expressing what community
helpers do to help us
everyday
Thank you pictures for
community helpers
I will walk around and
assess during the
anticipatory set to determine
how much the students
know prior to the
instruction.
This will be me asking the
students what they know
about the jobs throughout
the instruction.
Also doing the picture sort
check for understanding.
Drawing a picture of one of
the jobs to create a thank
you booklet which will be
delivered to that department
(fire department or police
department etc…) (Ideally
we will make one for each
career, but we are going to
do just one to start)
SS2
Students will be able to
recognize the importance of
keeping the environment
clean.
Students will be able to
articulate and draw (represent)
how they can help their
environment at home or at
school. 
K.3.7
brown paper bags
recycling presentation
supply box- markers/ crayons
paper for picture
anticipatory set- 5-7
minutes
lesson presentation- 10-15
minutes
assessment/ check for
understanding- 10-15
minutes
Picture sort of trash vs
recycling
Today, we are going to learn
about recycling and how we
can help take care of our
environment at home and
school.
INPUT:
Presentation/ Discussion—
about recycling and trash and
how to help the environment
OUTPUT:
Discussing things that can be
recycled at home
Picture of how we can help
environment at home
I will walk around and assess
during the anticipatory set to
determine how much the
students know prior to the
instruction.
This will be me asking the
students what they know
about the jobs throughout the
instruction.
Also doing the picture sort for
the second time like the check
for understanding.
Drawing a picture 
1. “Now
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Name: Jodi Roth
Science
Students will use the fossil dough to learn
about dinosaurs and how to use a model to
learn.
Students will recognize that dinosaurs
leave behind fossils. 
Students will be able to articulate how
dinosaur fossils are made by impact.
SEPS.2 Developing and using models and
tools.
salt dough for fossils
play doh
dinosaur toys to make the impression on
fossils
paper
pencil
dinosaur slides
brown paper bags
dino picture sort
Anticipatory Set: 5-7 minutes
Lesson Presentation: 10-15minutes
Guided Practice: 20 minutes
Check for Understanding: 5-10
minutes
Picture sort of fossils vs dinosaurs
Today, we are going to learn about
dinosaurs and fossils using a model. By
using the model you can learn about
something when the real thing is not
available. 
INPUT:
Presentation on carpet about dinosaurs and
fossils.
OUTPUT:
Making play-doh fossils to show
understanding of the impact and pressure
to leave imprint
Salt dough fossils and group discussion at
tables
 I will walk around and assess during
the anticipatory set to determine how
much the students know prior to the
instruction.
I will ask students during the check for
understanding to see how much they
understand about the models provided
Unit Title: Impacts and Impressions Name: Jodi Roth
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Unit Title: Impacts and Impressions Name: Jodi Roth
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Adaptations During the Grand
Conversation, I will
prompt the students with
questions and ask them to
talk with a partner before
we share the answer as a
class. This will help
students who are
struggling to identify the
key elements by talking
with peers and going over
the answers as a class.
Summative This will be the students'
Assessment drawings that we share as a
(as needed) class. This will measure how
they can treat someone in
our school building with
kindness and respect by
having them draw a picture
and then explain what they
drew to myself and the rest
of the class.
Because Anna is in a
wheel chair I would
already have my room
ready for her to be able to
get to where she needs to
be. I would make sure she
gets dismissed separately
either before or after the
other students so she does
not have to work around
everyone moving
themselves.  them to move around
There will be an assessment
at the end of the unit to
assess their knowledge of
community helpers.
Depending on the other
lessons I would either do an
oral assessment throughout
the week by pulling kids
aside during independent
stations or give a type of
performance type
assessment by giving them
some instruction on how
they can safely be a
community helper
themselves. 
I would make sure Blake I think having students work in small
gets the chance to share groups and the option to work
when he wants to and when creatively and problem solve will
appropriate. Having the create a different experience for each
students move to different group which will help the different
spaces will allow for him to styles.
move around so he doesn’t
have to sit still for long
periods of time. Even when
students are working at
their tables I will allow for
within their groups so they
can stand or sit while
working. 
There will be an assessment at Drawing a picture of how fossils are
the end of the unit to assess packed down by layers of earth to
their knowledge of helping the make the impression.
environment. Depending on
the other lessons I would
either do an oral assessment
throughout the week by
pulling kids aside during
independent stations or give a
type of performance type
assessment by giving them
some instruction on how they
can safely help their
environment at school or at
home. 
Unit Title: Impacts and Impressions Name: Jodi Roth