Unit Plan Template

Unit Title: The Community & You

Grade: 1st

Day 1 Day 2 Day 3 Day 4 Day 5

Title of Lesson and Greetings from the Tora’s Early Days Resolving Conflicts Helping Hand Tora United.
Brief Summary City of Tora

In this lesson, Using their models, With the Within the Tora Applying their
students will work students will development of community, knowledge of the
together to create collaborate with Tora City, students students will city, students will
the classroom’s one another to will work together brainstorm and unite to come up
fictional City of determine the to resolve conflicts present with ways the city
Tora. Students will proper placement within their city. volunteering can flourish.
do research to build of their buildings to opportunities.
residential and make up the City of
commercial Tora.
buildings for the
city.

National/State 1.C3.3 Explain how 1.C3.3 Explain 1.C3.3 Explain 1.C3.3 Explain how 1.C3.3 Explain how
Learning community groups how community how community community groups community groups
Standards work to accomplish groups work to groups work to work to accomplish work to accomplish

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 common tasks and accomplish accomplish common tasks and common tasks and
fulfill common tasks and common tasks and fulfill fulfill
responsibilities. fulfill fulfill responsibilities. responsibilities.
responsibilities. responsibilities. VA.CR.1.1a VA.CR.1.1a
VA.CR.1.1a Engage VA.CR.1.1a VA.CR.1.1a Engage Engage
collaboratively Engage Engage collaboratively collaboratively
(such as in pairs, collaboratively collaboratively (such as in pairs, (such as in pairs,
small groups, or (such as in pairs, (such as in pairs, small groups, or small groups, or
whole group) in small groups, or small groups, or whole group) in whole group) in
exploration and whole group) in whole group) in exploration and exploration and
imaginative play exploration and exploration and imaginative play imaginative play
with materials (such imaginative play imaginative play with materials (such with materials (such
with materials with materials as puppets, model as puppets, model
as puppets, model
(such as puppets, (such as puppets, towns, paper towns, paper
towns, paper murals,
model towns, paper model towns, paper murals, etc.). murals, etc.).
etc.). murals, etc.). murals, etc.).
Specific Learning - Students will - Students - Students - Students - Students
Target(s)/Objectiv be able to will be able will be able will be able will be able
es identify and to reason to reason to create a to host a
describe and justify with their flyer for town
residential the classmates their meeting to
and placement to resolve volunteering share
commercial of their conflicts. opportunity. thoughts and
buildings. buildings. - Students - Students opinions.
- Students will - Students will be able will be able - Students
be able to will be able to identify to advertise will be able
apply their to describe ways their flyer to to agree or
knowledge the conflicts acquire disagree on
of buildings consideratio can be support. suggestions.
to create a ns that resolved. - Students - Students
building of come into - Students will be able will be able
their own. play with will be able to identify to support
city to describe ways their stance
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 developmen the role businesses with
ts. citizens must reasons.
have in accommodat
their e.
community.

Resources, - Whiteboard - Blank Road - Road - Constructio - Talking

Materials, - Expomarkers Carpet Carpet n paper stick
Equipment, and - Blank Road - Markers - Modeled - Markers - Whiteboard
Technology Carpet - Colored buildings - Pencils - Expo
- Construction Pencils - Conflict - Colored markers
paper - Pencils slips pencils - Scratch
- Glue - Permanent - Citizen - Modeled paper
- Tape mark complaint buildings - Script
- Scissors - Labels form - Whiteboard template
- Markers - Pencils - Expo
- Colored - Graphic markers
Pencils organizer - Graphic
- Residential/ organizer
Commercial
handouts
Multiple Means of Referring to the Referring to the Referring to the The lesson will Now that the city
Representation community, I’ll ask community, I’ll ask previous day, I’ll begin by asking has been
students to share students to think write the factors students to share established, I’ll
some things they’ve about what are that impact a city’s any opportunities introduce students
seen around. some things that happiness and they had to the concept of a
- These have an impact on stability. volunteering. town meeting.
responses placement? - Students
will be listed - Residents On the whiteboard, will explore As a class, we’ll
on the - Business there will be a what brainstorm reasons
whiteboard. relationship scenario written. volunteering why a town meeting
Once a good list is s ex. Citizens have stands for. takes place & how
on the whiteboard, - Geography mixed emotions it impacts the
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 I’ll ask students to - Weather over the - Students citizens.
think about development of the will come
residential & Students will have new gas station up to the Students will have
commercial time for a think- being located next board to time for quick
buildings and what pair-share. to the beach. describe think-pair-shares
they mean. what before whole class
- Students’ On the whiteboard, ex. Citizens are volunteering discussion.
responses I’ll write down concerned over the means or
will be students’ lack of electricity share an This part is about
recorded as responses. on the west side of opportunity facilitating
well. - Next to town. they had. discussion among
each students.
Then, as a class, response,As a class, we’ll Whole class
we’ll come up with I’ll have a
discuss why certain discussion on the
the distinct layout of small visual
buildings may importance behind
our new city, Tora. included.cause volunteering and its
dissatisfaction or impact.
unhappiness for
residents.
- Responses
will be
recorded.
Multiple Means of Students will be Using the blank Students will each Students will be Four students along
Engagement assigned a random road carpet, receive a concern broken up into with the teacher
commercial or students will work or complaint for pairs. will represent the
residential building. together to their building. panel for the
- They’ll have determine the - The Student A will be meeting.
access to a placement of their complaints/ responsible for
handout with buildings. concerns accommodating the The remaining
background - Students are will be on a volunteering students will have
information actively form. opportunity. roles assigned to
on their discussing - Using a - Has to think them such as
assigning with one graphic about their parents, teachers,
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 building. another. organizer, building and business owners, or
Students are in full - Students students what needs regular students.
control over the have to must to be done
design of their justify the brainstorm to fulfill Students will get
building. placement ways to volunteering into groups based
- Students will of their resolve the requirement on the same role.
brainstorm building. conflict. s - They’ll
and decide - Graphic brainstorm
the traits of Students must Students have to be organizer to areas that
their come to an considerate of their plan they want
building. agreement to own buildings’ improvemen
- ex. ensure the success/happiness Student B will be t on.
hospi happiness of the along with the the citizen planning
tals city. citizen that filed the the volunteering
- Students will complaint. opportunity.
create a Once students have - Has to
model of an agreed upon create a
their location, they’ll flyer
building place their model advertising
using on the carpet. their
construction volunteering
paper. event/progra
m

Students have to
work together to
successfully carry
out the volunteer
experience.
Multiple Means of Once students have Students will write Students will be put Each pair will have Students will select
Expression finished their a reflection on their into groups, where to share their work one representative
models, discussion for their they’ll take turns to to the class. for their assigned
they will do a stand assigned building. share their assigned - Person A roles.
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 up, hand up, and concern/complaint. has to - The
pair up to share their The reflection must describe representativ
assigned building. include: - They have their e will share
- They have to - the name of to state their thinking and with the rest
state the their issue what their
name of their building - The adjustments opinions and
building, - a building needed to be thoughts.
what type of description they’re made to - Prior to
service it of their responsible fulfill sharing,
provides, and building for opportunity. students will
two - where they - The - *Person B work
interesting wanted to possible has to together to
facts about place it solutions mention the create a
it. - what the they came purpose script for
group up with. behind the their rep.
agreed on event, and
- agree/disagr As a group, they’ll describe the The students on the
ee with the work together to flyer. panel must work
outcome. find the appropriate *Goal is to make together to find a
solution. audience interested solution.

Differentiation: English Language English Language English Language English Language English Language
Learners: Learners: Learners: Learners: Learners:
- On the - Sentence - Students - Students are - Students are
handout for frames will will have an working in working in
residential/co be provided example to pairs so they groups.
mmercial - Students refer to. have - Students can
buildings, can have a - Students assistance keep track
visuals will copy of the can work available of their
be provided. road map to with a - Modeled thinking
- Sentence brainstorm partner for example through
frames will first. further will be able notes.
be available - Students are guidance. to reference - Students can
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 for reference. working - Sentence throughout do a Round
- Students can with peers frames will activity. Robin or an
work with a be - Sentence All Write
peer to build Students with available. frames will Round
their model. Disabilities: be available Robin
- Students Students with to assist
Students with can use Disabilities: students. Students with
Disabilities: technology - Students - Hamburger Disabilities:
- Visuals will to place can use model is - Students are
be available their model. technology available to working in
for reference. - Manipulativ to assist in groups
- Students can es are demonstrate writing. - Students can
use evident their use
technology through the findings to Students with technology
(drawing models and their peers. Disabilities: to keep track
apps) to carpet time. - Students - Technology of the
create their can work can be discussion.
building. with a implemente - Graphic
partner for d to create organizers
guidance flyers. can be used
and - Hamburger for
clarification model organization
. available to .
organize and
support
writing.
- Example is
available for
reference.

© 2018. Grand Canyon University. All Rights Reserved

© 2018. Grand Canyon University. All Rights Reserved