Details Overview Section

Unit Title: Social studies through the eyes of literature

Teacher: Molly Content Area: Grade Level: 3rd Time Frame:

Kramer Social studies / grade February 2021 –
Language Arts April 2021

Standards Addressed: (1c) List and cite each curricular standard that is being addressed in
the unit.

RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by
the words in a story (e.g., create mood, emphasize aspects of a character or setting).
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and
expressing their own clearly.

Social Studies
(b) explain how perspective impacts the telling of historical events.
(b) identify environmental and technological events and conditions and how humans and the
environment impact each other.
Unit Instructional Outcomes: (1c) Provide objective, measurable goals as academic
outcomes of the unit.

The student will be able to explain how history can be told from multiple perspectives and the
information might be different.
The student will be able to discuss with the teacher about more diverse reading topics and how
they view that information.
The student will be able to understand how to write an informatory paragraph.

Description of Unit including Essential Questions and Enduring Understandings: (1a)

Provide a brief (approx. 1 paragraph) description of the unit. Then, provide the Essential
Questions and Enduring Understandings.

During these three lesson plans and one product/review lesson, the student will be learning
about three different topics in history relating to the holocaust, Native Americans, and
immigration. The student will be discovering different perspectives that certain books display
rather than information from a textbook. The student will also be creating an informational
poster to review all past information from the first three lessons.

Pre-Assessment: (1f) Provide a brief Summative Assessment: (1f) Provide a brief

description and rationale (approx. 1 description and rationale (approx. 1
paragraph) for a pre-assessment that measures
student proficiency on the unit topic prior to
instruction using technology as appropriate.
The student will be assessed on the
participation in discussions. This will be done
on a 0 for unsatisfactory, 1 is good, and 2 is
exceeding expectations.
paragraph) for a summative assessment that
measures student proficiency on the unit topic
after instruction using technology as
appropriate.
The student will be assessed based on their
completion of their poster at the end of the
three lessons. It will be done on a 0 for
unsatisfactory, 1 is good, and 2 is exceeding
expectations.

My rationale for this unit plan is I want to

challenge my student to look at different sides
of history through different pieces of
literature. When someone commonly talks
about Native Americans, they only see the old
tribal pictures in black in white ink. I want my
student to push these boundaries and see the
other sides of perspectives.

Demonstrating Knowledge of Students

Content, Process, Product, and/or Learning Environment Differentiation
Considerations: (1b) Describe strategies used in this unit to differentiate for content, process,
product, and classroom environment to meet your individual learners’ needs.

My student that will be doing these lesson plans can get off topic and distracted easily. I will
be having my student read the book aloud instead of I am reading it aloud. This gives my
student more pride and energy to discuss what they have read afterwards.

Culturally Responsive/Revitalizing Pedagogies: (1b) Describe pedagogies used in the unit

that support the learning needs of students who are culturally and linguistically diverse.
I am not sure what this part means.

Trauma-Informed Practices: (1b) Describe practices used in the unit to support the social-
emotional needs of your students.
Will be added as I complete all lesson plans.

Classroom Environment
Learning Expectations: (2d) List positively Positive Behavior Supports: (2d) Identify a
 stated behavioral expectations which are
communicated to all learners and consistent
with school-wide behavior plans.
Student will respect the in formalness of the
environment but still work as if they are in
school.
Student will discuss any questions or pieces
of information that they would like to discuss.
Student will listen and respond to certain
discussion topics or questions given to by the
teacher.
continuum of procedures for encouraging
expected behavior.
Student will be reminded that this time is
about reading and discussing.
Student will be encouraged to be as
expressive and creative as they want for the
poster product.
Student will be instructed on the expectation's
needed to discuss certain information in the
lesson.

Physical Learning Environment: (2e) Describe how the physical classroom environment
supports learning specific to this unit (e.g., desk arrangement for student grouping, anchor
charts, bulletin boards).

The student and I will be sitting either at their dining table or in their room where it is quiet.

Outlining Coherent Instruction: For 4 lessons, provide an overview of the following:

Lesson Standard(s): (1c) Curriculum standards and/or IEP goals that are specifically addressed
in this lesson.
Lesson Instructional Outcome(s): (1c) The goal of the lesson written in objective, measurable
terms.
Lesson Assessment(s): (1f) Assessments used during the lesson to determine student prior
knowledge and/or learning.
Prerequisite Skill(s): (1f) Identify skills students need to know or be able to do to successfully
meet the lesson’s objective.
Instructional Strategies: (1e) Identify evidence-based practices that guide instruction and
student learning.
Lesson Resources: (1d) Identify all required resources, physical and technological, required
during the lesson.
Lesson Differentiation: (1b) Identify specific differentiation practices for this lesson.
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Required
Instructional
Strategies
Lesson Lesson Lesson Lesson Interactive Read
Standard(s): Standard(s): Standard(s): Standard(s): Aloud or View
ELA - Aloud (video)

SL.3.1 Engage Student

effectively in a Learning
range of Journals
collaborative
Active
discussions
Vocabulary
(one-on-one, in Support (e.g.,
groups, and word wall or
teacher-led) with vocabulary
diverse partners journal)
on grade 3 topics
and texts, Disciplinary
building on Literacy
others’ ideas and Strategy (e.g.,
expressing their from Buehl)
own clearly.
Student Self-
Assessment
Social Studies -

Geography
(b) explain how
perspective
impacts the
telling of
historical events.

Lesson Lesson Lesson Lesson

Instructional Instructional Instructional Instructional
Outcome(s): Outcome(s): Outcome(s): Outcome(s):

The student will

be able to
participate in a
discussion with
the teacher about
different
perspective
points from the
reading.
The student will
be able to
understand why
perspectives are
important in
social studies.
Lesson Lesson Lesson Lesson
Assessment Assessment Assessment Assessment
(formative): (formative): (formative): (formative):
The student will
be assessed on
reading aloud
the book and
discussing
information with
the teacher after
the read aloud.
The criteria for
this assessment
is zero for not
completed
anything, one as
they have either
read the book
and/or they have
discussed the
information, and
two as they have
read the book
and have
discussed
information with
the teacher.
Prerequisite Prerequisite Prerequisite Prerequisite
Skill(s): Skill(s): Skill(s): Skill(s):
Student will
need to be able
to read a book
and do this from
reading aloud.
The student will
need to know the
basics of a book.
This student will
need to be able
to discuss
information.
This student will
need to know
how to follow
directions.
Instructional Instructional Instructional Instructional
Strategies: Strategies: Strategies: Strategies:

Lesson Lesson Lesson Lesson

Resources: Resources: Resources: Resources:
Bring Nicky &
Vera: A Quiet
Hero of the
Holocaust and
the Children He
Rescued book.

Information
from the
http://www.hol
ocaust-trc.org/
website.

From
https://www.bb
c.com/news/wor
ld-europe-
50743973
Article -
https://www.np
r.org/2021/01/2
7/960439081/he-
saved-669-
children-from-
nazis-a-new-
book-tells-his-
story-to-kids
Lesson Lesson Lesson Lesson
Differentiation: Differentiation: Differentiation: Differentiation:
NA NA NA NA