Unit Plan Social Studies

Education Studies Department
Unit Plan
Jonesy McGregor
April 6th, 2022

1st-grade Social studies
EDS 440
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Table of Contents
Unit Plan.......................................................................................................................................................................... 1
.Big Ideas......................................................................................................................................................................... 3
Content Standards............................................................................................................................................................3
Unit Plan Learning Objectives.........................................................................................................................................3
Instructional Context (school, classroom, student, and academic)...................................................................................4
Funds of Knowledge and Accommodations.....................................................................................................................4
Assessment Plan...............................................................................................................................................................5
Instructional Design (Individual Lesson Plans)................................................................................................................8
Day 1................................................................................................................................................................. 10
Day 2................................................................................................................................................................. 13
Day 3................................................................................................................................................................. 16
Day 4................................................................................................................................................................. 21
Day 5................................................................................................................................................................. 25
Day 6................................................................................................................................................................. 29
Day 7................................................................................................................................................................. 32
Day 8................................................................................................................................................................. 36
Day 9................................................................................................................................................................. 39
Day 10...............................................................................................................................................................42
Appendix A..................................................................................................................................................................... 44
Appendix B..................................................................................................................................................................... 47
Note: This lesson plan format and planning guide is based on the Culturally Responsive Instruction Observation Protocol (CRIOP) framework.
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Unit Plan Component Descriptions and Task Instructions
1. Big Ideas
● Civic virtues that make a community.

- In this unit plan the students are going to learn about civic virtues, specifically ones that make
up a community.
● Our classroom is a community.
- In this unit plan the students will be learning how our classroom is a community.
● Civic virtues help make a community, and they allow us to see what role we play in our
community.
- In this unit plan the students will be learning how civic virtues help a community and the roles
they play within the community.
● A classroom is a community and needs civic virtues to complete the community.
- In this unit plan the students will be learning how our classroom is a community and how
civic virtues help complete our classroom community.
2. Content Standards
● 1.C.CV.2 Describe civic virtues.
● C.1.2 Compose informative and/or explanatory texts, using a combination of drawing, dictating,
writing and digital resources, to establish a topic and provide information about the topic.
3. Unit Plan Learning Objectives

 Students will be able to describe civic virtues verbally and through composition
 Students will be able to compose informative and or explanatory texts using drawing, dictating, or
writing.

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4. Instructional Context (school, classroom, student, and academic)

 School Context – Kingston Elementary School is a public school serving preschool-8th graders
and it is located in Berea Kentucky, which is within a fringe rural setting. Kingston Elementary is
ranked #3 within Madison County Elementary schools. The racial breakdown of the students is
93.2% White, 2.1% Hispanic/Latino, 3.4% of two or more races, 1.1% African American, 0.2%
Asian, and with an overall 7% diversity score out of 618 students. Kingston’s student population
is made up of 50% females and 50% males, with 56% of all students being economically
disadvantaged students. There are 39 full-time teachers making the ratio 16:1, there is also a full-
time counselor.
 Classroom Context – The classroom is set up so that two students are sitting with one another
facing the smart board at the front of the classroom, there is a resource corner to the side that has
extra materials of everything the students have in their bins in their desks. Along with the
smartboard, there is a projector, a document camera, each student has a Chromebook and is very
familiar with using it, there are also 5 desktops in the back of the class that the students have
access to. The students each have a folder on it that they take home each day, every worksheet
they do goes in this so that the caregivers of the students can see what the students are working on
each day. There are two students with IEP’s work with the special education instructor for 30
minutes each day.
● Student Contexts – This classroom has 23 students. Most of the students are Caucasian,
there are two students that are African American, and one student of Hispanic descent.
There are 10 girls and 13 boys in this classroom. The classroom is arranged with the desks facing
the front of the classroom with two desks placed together so that two students are sitting with
each other. There are two students with behavioral IEPs, one of the students sits in the corner of
the classroom because this student likes to have more space around them, and the other student
sits in the front of the classroom because this student needs encouragement and reinforcement
throughout the day. All students have time in the mornings to finish any incomplete work
independent or with my assistance.
 Academic Context – This unit plan will be taught during the first few weeks of the school year in
August, since this is the beginning of the school year I will not know much of the student’s
background knowledge, except for assuming that kindergarten standards were met. I will use the
assessments in this unit as pre-assessments to help guide me in future unit plans. Students will
have hands-on activities and have visual aids around the classroom (such as vocabulary word wall
and anchor charts). As we continue these lessons throughout these two weeks, we will have whole
group and small group discussions. Social studies has a 45 minute block at the end of the day.
Because the emphasis for this social studies unit plan is civic virtues, I will have civic virtues on
the board and at the end of each lesson we will go over what civic virtue we learned that day, at
the end it will say, community, helping, voting, rules, and impacting the community.
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5. Funds of Knowledge and Accommodations.

 I will start this unit by doing a KWL chart, this will allow me to see what the students know about
civic virtues.
 Students will have background knowledge about all the civic virtues we are talking about from
their home life and their experiences outside of the classroom, and from previous classrooms.
 The students will be encouraged to bring in their perspectives and points of view about these
topics through discussions and activities.
 For the students with a behavioral IEP, they have paraprofessionals that work with them daily, for
this unit, neither students need many accommodations.
6. Assessment Plan
Week Day 1: Day 2: Day 3: Day 4: Day 5:
one
The assessment I will use the I will be using the I will be using I will be using
will be a KWL story that the exit slip as an a clipboard an exit slip for
chart, this will students write assessment, this assessment this lesson, this
be a pre- to assess both will allow me to while the will help me see
assessment so I content and see their students are how each
can better see language understanding of talking to one student feels
what the standards – this how voting helps another to about the
students assessment a community assess their content we
already know allows me to (describing civic understanding have been
about civic see how they virtues) and their of rules, learning. I will
virtues. are using writing to voting, and the also be listening
understanding compose a text. I community. I to them talk as
rules and how will also be will also be an assessment.
they are using listening to them listening to
writing to talk as an them talk as
compose text. I assessment. an
will also be assessment.
listening to
them talk as an
assessment.
Week Day 6: Day 7: Day 8: Day 9: Day 10:

two
I will be using a I will be using a I will be using the I will be using I will be using
worksheet worksheet thank you note an exit slip to the student’s
about what our about that the students assess how the explanation of
classroom community are writing to a students a civic virtue to
community helpers to community describe assess how
looks like as an assess where member to actions they describe a
assessment to the student is assess how the impacting civic virtue, and
see the on their students describe others, and how they
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student’s understandings community how they compose text

understandings of community helpers and how compose a using writing or
of community helpers and they compose text through drawing. I will
within our composing text through writing. I will also be listening
classroom, and text. I will also writing. I will also also be to them talk as
composing text be listening to be listening to listening to an assessment
using writing them talk as an them talk as an them talk as
and drawing. I assessment. assessment. an assessment Summative
will also be I will be using
listening to the KWL chart
them talk as an to assess what
assessment. the students
have learned
about civic
virtues.
I will be using a chart to record student outcomes. Each student has been assigned a number (each
student only knows their number), on the chart I will give the student a number from 1-5. Each day
will have 2 numbers, one number will represent their assessment from when I am listening to how
they are talking to one another and in whole group discussions, and the other number will represent
their assessment through the activity that day. I will use a pink pen to represent speaking, and a blue
pen to represent the activity.
 1 = demonstrated no understanding
 2 = demonstrated little understanding
 3 = demonstrated some understanding
 4 = demonstrated full understanding
 5 = demonstrated full understanding and was helping others understand
*first line is an example
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7. Instructional Design (Individual Lesson Plans)

Day 1 Day 2 Day 3 Day 4 Day 5
Week  Introduction  Introduction  Review  Review  Review
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 Word Wall  Read Aloud  Introduction  Whole  Direct
Activity  Brain Break  Read aloud group instruction
 Whole  Individual work  Book talk discussion  Read aloud
group  Civic Virtues  Voting  Brain break  Exit slip
discussion activity  Voting on  Civic virtues
 Direct  Exit slip classroom
instruction  Civic virtues rule
 KWL Chart  Individual
 Civic work
Virtues  Civic
Virtues
Week Day 6 Day 7 Day 8 Day 9 Day 10

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 Introduction  Review/
 Review Introduction  Review
 Read aloud introduction
 Anchor chart Read aloud  Questions/
 Anchor  Direct
 Introduction The perfect extra time
chart instruction
 Guest speaker square game  Small
 Worksheet  Community
 Student letters Exit slip groups
 Civic virtues helpers video
 Civic virtues Civic virtues  Individual
 Classroom
work
helpers
 KWL chart
 Individual work
 Civic virtues
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Berea College Education Studies
Lesson Plan Format
This unit plan is intended to help students understand civic virtues, but also a way for me to acquire
a classroom environment of a community. I wanted to introduce classroom jobs, and talk about rules
and how to follow them in a classroom. I wanted to talk about voting because voting allows your
voice to be heard and I want a democratic classroom community. I wanted to teach them about civic
virtues in a way that they could relate to their everyday life within the classroom. Every day we will
be discussing a different civic virtue, some days are focused on the civic virtue within the community,
and some days are the civic virtues within our classroom.
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Day 1
Planning
Content Standard/s
1.C.CV.2 Describe civic virtues.
Language Standard/s
C.1.2 Compose informative and/or explanatory texts, using a combination of drawing, dictating,
Content Objective(s)
Students will be able to describe civic virtues verbally and through composition.
Language Objective(s)
Students will be able to compose informative and or explanatory texts using drawing, dictating, or
writing.
Materials
 Word wall of vocabulary words – social studies listed at the top, we will add to this word wall in
further social studies units as we learn new social studies words.
 Sticky notes
 KWL chart
 Classroom rules poster
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Key Vocabulary
 Community: people living in the same place and helping each other
 Civic virtues: behaviors in a community
 Impact: changes something
 Vote: telling someone your choice on something
 Rules: things we follow
Implementation Phase
Instruction (45 minutes)

Theme: Values/Civic virtues
Introduction (10 minutes)

*students can sit on the floor in the front of class for this if they want
I will introduce social studies as a content area, the civic virtues we are focusing on, go over vocabulary
words, and give explanations & examples of the following.
- Voting
- Rules
- Community
- Participating in the community
Vocab words (these will be on a word wall):
- Community
- Impact
- Vote
- rules
After examples and vocabulary introduction, ask students “think about everything we have talked about so
far, and think of a way that you have done something related to civic virtues? Share with your neighbor”
(Students transition to their desks if they were on the floor)
Word Wall Activity (5 minutes)

I will ask a volunteer to pass out one sticky note to each student, and something to write with our of their bin,
say “each of you have a sticky note, you are going to write an example of something related to civic virtues,
it can be something we talked about, it can be the example you told your friend, or it can be something
different. After you write it you can put it on our word wall.”
Whole group (5 minutes)

Read the student’s examples and talk about them. Leave the ones about community for the end, emphasize
how civic virtues play a part in the community, and how we participate in our community every day in the
classroom, at home, and in public places like the grocery store.
Direct Instruction (15 minutes)

Go over classroom rules – I will read and explain the classroom rules to the students, I will ask them to show
me some examples of how to follow these rules or how to not follow these rules. After each example I will
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ask the students to show a thumbs up or thumbs down (thumbs up = they did follow the rules, thumbs down
= did not)
KWL chart (10 minutes)

Start KWL chart – we will be focusing on what the students know and what they want to learn
*In appendix
*This will be a pre-assessment
Civic virtues (1 m minute)
Because the emphasis for this social studies unit plan is civic virtues, I will have “what I learned about civic
virtues” on the board and at the end of each lesson we will go over what civic virtue we learned that day, at
the end it will say, community, helping, voting, rules, and impacting the community.
Today I will just have Civic Virtues
Cultural Considerations –
o Students will have funds of knowledge in this lesson from any rules they have experience
with, along with any experiences within a community. KWL charts are used in kindergarten
classes, so most of the students will have background knowledge with this as well.
o Students may have different experiences with rules and community depending on their
culture, they will have the opportunity to bring these experiences to the whole class.
o No accommodations were needed for this lesson.
o This lesson allows all students to show their perspectives and points of view through
discussion and activities.
o This lesson deconstructs negative stereotypes by putting a positive input on rules
Discourse Considerations –
o During this lesson pair-share, and writing examples on a word wall are used
o The students will hear each other’s voices during whole group time and when they are talking
one-on-one with one another
o The word wall gives students that are more shy the opportunity to participate if they do not
want to verbally speak.
o We will be starting a KWL chart which will allow students to share what they know and what
they want to learn.
Vocabulary Considerations –
o Key vocabulary will be posted on a word wall for all students to see throughout the unit plan,
it will have social studies at the top to reinforce what content these words align with.
o Students will have opportunities to use the vocabulary words in their own experiences.
Assessment Considerations –
Formative
o I will be doing a pre-assessment today using the KWL chart to assess what the students know
in regard to this content.
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Summative
o There is no summative assessment on this day.
Post-Instruction and Planning Rationale
I chose to plan this lesson this way as a way to introduce civic virtues to the students, I wanted to use
things that they are familiar with (like rules, community, and voting). Since this will be the beginning
of the school year, this whole unit will be a way for us, as a class, to establish a democratic classroom
community.
Day 2
Planning
Content Standard/s
Language Standard/s
Students will be able to describe civic virtues verbally and through composition
writing.
Materials
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 Book: “Don’t Let the Pigeon Drive the Bus” by Mo Willems
 Student notebooks (they have these in their desk)
 Pencils (students have these in their desk)
 Rules video: https://www.youtube.com/watch?v=WB3zolACjuI
Key Vocabulary
 Community
 Impact
 Vote
 Rules
*highlighted words have more of an emphasis during this lesson.

Theme: Rules
I can statements on board:

- I can talk about rules
- I can write a story about rules

“Do you all remember our classroom rules and vocabulary words we talked about yesterday when we did
social studies?” allow students to answer “Let’s go over the classroom rules together” read the classroom
rules together “Now let’s go over our vocabulary words” go over words “Today we will be focusing on
rules.” We will do a short review of our classroom rules and the vocabulary words, I will explain that today
we are focusing on rules. I will explain the concept of rules and explain how they are important. I will ask
the students “can you think of a rule you have heard of? Tell your neighbor what rule you remember” I will
ask for two students to tell me their examples.
(Transition to read aloud – students can choose to sit on the floor closer to me so they can better
see the book)
Read Aloud (15 minutes)
“Don’t Let the Pigeon Drive the Bus” by Mo Willems
Questions to ask before reading
*allow a couple students to answer each
 Has anyone ever asked you to ignore or break a rule?
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 Did you break the rule?

 Was that a good idea or not?
 Has there been a time when you wanted to do something so badly, but an adult told you that you
could not do it?
 Why do you think you weren’t allowed to do what you wanted?
Questions to ask while reading
*Introduce the book first
 What does the bus driver warn us about on the title page?
 Is the idea of a pigeon driving a bus silly or real?
 How many ways does the pigeon try to get us to say yes? What are they?
Questions to ask after the book?
 Were these rules helpful? How?
 Would you let the pigeon drive the bus?
(Transition back to desks)
Brain Break (5 minutes)
We will watch a video, the students are encouraged to stand during this time and move as they please.
Individual work (15 minutes)
Students write a story about a time they followed or did not follow a rule
“Think of a time you followed or did not follow a rule. Once you think of it get your notebooks out and write
a story about that time. Write everything down, you can say what rule you followed – or didn’t – and why,
and what happened after. Once you are done, you can put your notebook away”
*this will be an assessment

*students who finish early will be encouraged to draw to add to their story

the end it will say something about the community, helping, voting, rules, and impacting the community.
Today I will add following rules
o Students will have funds of knowledge in this lesson from any rules they have experience
with, along with any experiences within a community.
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o Students will have the opportunity to use their funds of knowledge with rules during the
assessment.
o Students may have different experiences with rules and community depending on their
culture, they will have the opportunity to bring these experiences to the whole class and
during the assessment.
o This lesson challenges deconstructs negative stereotypes by putting a positive input on rules
o During this lesson, the students will have opportunities to speak and listen during whole group
discussions, pair sharing, when we are discussing the book
o Students will have opportunities to use the vocabulary words in their own experiences when
speaking and during the assessment.
Formative
o I will be assessing students by listing to their responses during whole group activities, and
when they are pair-sharing
o I will use the story that the students write about a time they followed a rule to assess both
content and language standards – this assessment allows me to see how they are
understanding rules and how they are using writing to compose text.
Summative
o There will be no summative assessment on this day.
I chose to plan this lesson with a focus on what the students have experience with in relation to rules,
and in hopes to get them thinking about rules within a community. I was hoping that this would lead
to them making future connections to rules in our classroom community.
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Day 3
Planning
Content Standard/s
Language Standard/s
writing.
Materials
 Book: “Vote for our Future” by Margaret McNamara
 Voting Box
 I voted stickers (1 per student)
 Voting exit slip (1 per student)
 Voting video: https://www.youtube.com/watch?v=GrG7zBUDiqQ
 Pre-made and cutout voting ballots (1 per student per ballot)
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Key Vocabulary
 Community
 Impact
 Vote
 Ballot: paper with vote on it
 Rules

Theme: voting within the community
I can statements on the whiteboard:

- I can talk about what voting means
- I can vote
Review (3 minutes)
We will start off with a short review of the past two days, I will ask “Can someone tell me what civic virtues
mean?” allow students to answer, then I will ask “what virtue did we talk about yesterday? “allow students to
share, “show me with your fingers how much you think you know about rules “I will make a note of any
students that hold up a 1-3.
(Transition to introduction)

I will say “yesterday we talked about rules, today we are going to be talking about voting, does anybody
have experience with voting? Allow a few students to give their examples “great examples! Voting helps us
make a tough decisions, and when we a lot of people that want different thing. We are going to watch a
video about voting and then do a cool little game. Watch video (in materials), “can 3 friends tell me
something you noticed in the video” allow 3 students to answer that have not answered yet “voting is very
helpful for a community! Are you all ready to play our little game? We are going to do an example of voting;
we are going to vote on what dessert is better: ice cream or cake. Everybody stand up and freeze until I say
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go, if you vote that ice cream then you are going to walk to this side of the classroom (point to one side) if
you vote that cake is better you are going to walk to this side of the classroom (point to other side), thumbs
up if you got it (can repeat what side is for what) alright…. Remember to walk, and go” once the students
have made their decisions “now we can count and see which dessert has more votes, which group looks
bigger?” allow students to answer and count the groups. Announce winner, “so now that we voted on which
is better between ice cream and cake, we know that more of the class prefers ___, do you want to do a
couple more?” allow students to answer, repeat this 2—3 more times depending on time.
(transion to read aloud; the students can sit on the floor for this so they can see better if they want)

“Vote for our Future” by Margaret McNamara
I will start by introducing the book and talking about the author and illustrator, I will talk about how this
book is about voting and how important it is, so it will help us learn more about it.
Questions to ask before reading
- Do you all know any big things that people can vote on?
Talk about presidents and mayors (can briefly mention how these people are helpful for our community)
Read book
Book talk (5 minutes)
Questions to ask after reading:
- How would you feel if you did not vote during our game earlier and your side lost by one vote?
- How does voting help people?
- What is important to you and your future?
“Turn and talk with a friend about something you learned or found interesting from this book”
(students will transition back to their seats)
Voting Box (8 minutes)
I will bring the voting box to the front of the classroom, “does this look familiar?” (this box was in the video
and in the book) allow students to answer “I have some ballots (hold them up) a ballot is what the paper is
called when you vote, so now you are going to vote a couple things using the ballots” have a few volunteers
hand out ballots when all the ballots have been passed out “voting is a quiet and private thing, so do not put
your name on it and focus on your ballots, when you are done you can quietly walk to the front and place
you ballots in the voting box.” When everyone has voted “I will count up the votes and tell you the results
tomorrow
Exit slip (5 minutes)
“Great job today!! To end our social studies lesson, you are going to complete the sentence on this paper, it
says ‘voting helps us when….’ So you will write a way that voting can help us and then put it in your
folder.”
“When you are doing with your worksheet, you can come to me to get a sticker for voting today!”
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*This will be an assessment

Today I will add voting
o Students will have funds of knowledge on community from past experiences and the past two
lessons
o Students may have different experiences with voting depending on their culture, they will
have the opportunity to discuss these throughout the lesson and within the assessment.
o This lesson challenges deconstructs negative stereotypes by discussing voting in a
nonpolitical way
o Another way for discourse will be supported is through the students voting, their voices will
be heard within their vote.
Formative
o I will be assessing students by listing to their responses during whole-group activities, and
when they are pair-sharing.
o I will be using the exit slip as an assessment, this will allow me to see their understanding of
how voting helps a community (describing civic virtues) and their using writing to compose a
text.
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Summative
o There will be no summative assessment in this lesson.
Other (formative and/or summative)

o The students will be dong a self-assessment in the beginning of the lesson about the previous
lesson on rules.
I chose to plan this lesson to incorporate voting into the students funds of knowledge and give them
opportunities to connect voting to examples they have in their personal lives. I also wanted to give
them direct experience with voting so they can better understand voting and how it is important, and
how voting is a civic virtue within a community.
Day 4
Planning
Content Standard/s
Language Standard/s
writing.
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Materials
 Rules video: https://youtu.be/iQxK-Ah7has
 Ballots (1 per student)
 Ballot box
 Dry erase marker
Key Vocabulary
 Community
 Impact
 Vote
 Ballot
 Rules

Theme: Voting and rules
I can statements on board:

- I can follow the rules
- I can vote on a new rule
Review (8 minutes)
I will do a review of rules and the classroom rules from day 2, and voting from day 3. During this time I will
go over the results from the ballots yesterday. And we will go over vocabulary words.
Whole group (10 minutes)
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During this time the students will be standing and intermingling, I will ask the students some questions, after
each question they will find a new friend to discuss their answer with
“Why do you think rules are important?”
“How can rules help us?”
“How can rules in our classroom help us?”
“How can voting help us?”
*this will be an assessment using a clipboard assessment
Brain Break (3 minutes)
During this time we will watch a video about following the rules, the students can stand and copy the
motions.
Voting on classroom rule (18 minutes)
I will bring the attention back to the classroom rules, I will talk about how voting makes your voice heard
when you want something to happen in the community. I will explain how we – as a class – are going to vote
on a new class rule. I will write the following choices for the new class rule on the whiteboard and explain
them.
- 1) Make smart choices
- 2) Take care of our supplies
I will give them 3 minutes to ask questions about the rules, and 3 minutes to talk with one another about
them, if a student suggests a rule that everyone agrees should be added to the list, then I will add it to the
whiteboard. I will ask a volunteer to pass out ballots to each student, the students will have 5 minutes to
think about which one they want to vote on and then they will place it in the ballot box.
Coloring and results (6 minutes)
While I count the results from the ballots, the students can color an “I Voted” coloring sheet and I will
announce the new result today if there is time, if not it will be announced at the beginning of the lesson
tomorrow.
Civic virtues (1 minute)
o Students will have funds of knowledge on community, rules, and voting from past
experiences and the past lessons
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o Students may have different experiences with voting and rules depending on their culture,
they will have the opportunity to discuss these throughout the lesson and within the
assessment.
nonpolitical way.
o Another way for discourse will be supported is through the students voting, their voices will
be heard within their vote.
speaking and during the assessment, and on the ballots.
Formative
o I will be using a clipboard assessment while the students are talking to one another to assess
their understanding of rules, voting, and the community.
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Summative
o There will be no summative assessment during this lesson.
I chose to plan this lesson to incorporate voting into the students funds of knowledge and give them
opportunities to connect voting to examples they have in their personal lives. I also wanted to give
them direct experience with voting so they can better understand voting and how it is important, and
how voting is a civic virtue within a community. I wanted to let the students vote on a new classroom
rule to further demonstrate how voting is important and can help create a democratic community.
Day 5
Planning
Content Standard/s
Language Standard/s
writing.
Materials
 Book: “Vote for our Future” by Margaret McNamara
 Book: “Don’t Let the Pigeon Drive the Bus” by Mo Willems
 Exit slip
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Key Vocabulary
 Community
 Impact
 Vote
 Rules
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Theme: Civic virtues help our classroom
Review (7 minutes)
During this time we will review our classroom rules, rules, voting, and discuss how rules and voting are civic
virtues

During this time I will talk about how as a community the new rule was chosen, and talk about how if we did
not vote how else what we have chosen a rule. The students will pair-share about how they feel about the
rules.

Today we are going to reread one of the books we have read this week, the students are going to vote by
closing their eyes and raising their hand when I announce the book.
Exit slip (10- minutes)

The students will end the day with an exit slip to see their feelings about what we have been discussing. This
will be handed back to me.
Today I will add that they help our classroom
Extra time
If there is extra time at the end of this lesson, students will be encouraged to finish any incomplete work.
o Students will have funds of knowledge on community, rules, and voting from past
experiences and the past lessons.
o Students may have different experiences with voting and rules depending on their culture,
they will have the opportunity to discuss these throughout the lesson and within the
assessment.
28

nonpolitical way and allowing the students to vote on a classroom rule.
Formative
o I will be using an exit slip for this lesson, this will help me see how each student feels about
the content we have been learning.
Summative
o There will be no summative assessment during this lesson.

o The students will be using an exit slip, this is also a form of self-assessment because the
students will be assessing how they feel about their understanding of the content.
I chose to plan this lesson as a way to reiterate everything the students have been learning this week
and to give the students the opportunity to hear one of the books we read again, and for them to vote
on it to help reinforce voting within a community. I wanted to have an exit slip that could be used as
29
an assessment of how much they have learned so far, and how comfortable they feel about the
content.
Day 6
Planning
Content Standard/s
Language Standard/s
writing.
Materials
 Book: “Our Class is a Family” by Shannon Olsen
 Worksheet (have one filled out prior to lesson as example)
 Anchor chart (pre-drawn student) *similar to picture
 Crayons (in student bins)
 Pencils (in student bins)
 Student notebooks (in their desk)
30
Key Vocabulary
 Community
 Impact
 Vote
 Rules

Theme: Our classroom is a community
I can statements
- I know what a community is
- I am part of a community in my classroom
Introduction (5-7 minutes)

During this time I will explain how we can be a community in the classroom and I will give them examples
of how we have done this through following rules and voting together. We will go over classroom rules and
vocabulary words.

Book: “Our Class is a Family” by Shannon Olsen
I will start by introducing the book and talking about the author and illustrator, I will talk about how this
book is about a classroom being a family and how it tells us how to be a community within our classroom
*allow a couple students to answer each
Questions to ask:
“What are some things you see these students doing at school that you do at school?”
“Did you hear anything we can do in the classroom that we do in a community?”
“Was there anything in this book in our classroom rules?”
I will end this read aloud by talking about how in our classroom we all work together, and we are there for
one another when someone needs us.
Anchor chart (10 minutes)

For this activity, we will be making an “A student in our classroom community looks like…” anchor chart, I
will already have the paper with the student drawn on it, and I will be asking the students to brainstorm
“what it looks like to be a student in our classroom community” and write down on a piece of paper some
31
things they think make a good student, after a couple of minutes, I will ask the students to give me some of
their examples and if the example is good then I will write it on the anchor chart. I will repeat this until the
anchor chart is complete.
Worksheet (15 minutes)

The students will complete (writing and drawing) a worksheet about what their community looks like, the
community will be the classroom for this example.

Today I will add community
o Students will have funds of knowledge on community from previous lessons from this unit.
o Students may have different experiences with what a community looks like based on their
culture.
o This lesson challenges the status quo by putting an emphasis on how something like a
classroom is a community, it doesn’t only have to be the neighborhood you live in
discussions, when we are discussing the book, in the assessment, and while we are making the
anchor chart
o The students will hear each other’s voices during while we are discussing the book, and while
we are making the anchor chart.
Formative
32
o I will be using a worksheet about what our classroom community looks like as an assessment
to see the student’s understandings of community within our classroom, and composing text
using writing and drawing.
o I will be using a chart to record student understandings on the individual civic virtues, they
will get a number 1-5 for each assessment.
Summative
o There will be no summative assessment for this lesson.
I chose to plan this lesson to further the student’s knowledge of what a community looks like,
specifically the community within our classroom. I want my students to know that this is a space
where they are brave, smart, curious, loved, and that they can depend on one another to help them. I
also wanted the students that might not feel like their home is a family, and that they have a family
within the classroom that cares for them.
Day 7
Planning
Content Standard/s
Language Standard/s
33
writing.
Materials
 Community helpers video: https://www.youtube.com/watch?v=TiZoHudqFq8&t=51s
 Classroom helpers poster
 Community helper worksheet
Key Vocabulary
 Community
 Impact
 Vote
 Rules

Theme: Helping the community
I can statements:
- I can name community helpers
- I can help in the classroom
Review/introduction (5 minutes)
*the students can sit on the floor or at their desks for this
34
During this time we will review rules, voting, how these things can help the community, what makes a
community, how rules and voting go into our classroom community. I will introduce today’s topic about
helping the community and how helping the community is a civic virtue

During this time I will explain that we can help each other in the classroom which contributes to our
classroom community. I will ask the students “can you think of an example when someone helped you in the
classroom?” The students will turn and talk about their answers “now can you think of an example when
you helped someone in the classroom?” Turn and talk again but to a different friend. I will then ask the
students to give me a few examples of each.
Community helpers & video (7 minutes)

*The students will be encouraged to stand and move along with the video
I will talk about how we just talked about how we can help each other in the classroom, and that now we are
going to watch a video about people that help our community outside of school
Watch community helper’s video: https://www.youtube.com/watch?v=TiZoHudqFq8&t=51s
*Allow students to answer that did not answer previously
Ask:
- “What kind of helpers did you see in this video”
- “Have you seen any of these helpers in your community?”
Classroom helpers (10 -15 minutes)

At this time I will introduce our classroom helpers/jobs, I will go over the duties and responsibilities of each
job and how each job is equally important, and how it helps our classroom be a better community.
This will be a brief overview of special helpers & their roles – this is something that we will go over again.
Individual work (10- 15minutes)

I will ask the students to think about people in the community that are helpers, I will give them some
examples if they need assistance. I will explain that they are going to each draw a picture of a community
helper and write a sentence about how they help the community.

Today I will add that our community and classroom helpers
o Students will have funds of knowledge on the community from previous lessons from this
unit. They will also have background knowledge on jobs from chores at home.
35
culture.
o This lesson deconstructs negative stereotypes by putting an emphasis on how something like a
classroom is a community, it doesn’t only have to be the neighborhood you live in, and
encourages how all jobs are important.
discussions, and when they do turn and talk with their peers
we are making the anchor chart.
Formative
o I will be assessing students by listening to their responses during whole-group activities, and
when they talking and listening to one another.
o I will be using a worksheet about community helpers to assess where the student is on their
understandings of community helpers and composing text.
o I will be using a chart to record student understandings on the individual civic virtues, they
will get a number 1-5 for each assessment.
Summative
o There will be no summative assessment for this lesson.
36
I chose to plan this lesson as a way to incorporate classroom jobs, classroom jobs are a great way to
get students involved in helping in the classroom. This will help the students see that they contribute
to our classroom community every day.
Day 8
Planning
Content Standard/s
Language Standard/s
writing.
Materials
 Guest speaker (firefighters)
 Thank you letter example
 Community helpers anchor chart
37
Key Vocabulary
 Community
 Impact
 Vote
 Rules

Theme: Community helper guest speaker
I can statements:
- I can talk about community helpers
- I can write a thank you note to a community helper
Review (8 minutes)
During this time we will review voting, rules, community, helpers, vocab words, civic virtues, and anchor
charts, and I will the students to ask questions about these during this time. I will ask the students to show me
a number between 1 and 5 on their fingers to show me their confidence with civic virtues
Anchor Chart (7 minutes)

We will be making an anchor chart together of community helpers in the community. The pictures will be
printed out and taped on the anchor chart prior to the lesson. As a class, we will filling in the ways that these
people can help us in the community. I will ask “how can these people help our community?”
38
I will introduce to the students that we are going to have a guest coming in to talk to them about how they
help the community and talk about how to be respectful to a guest in our classroom.
Guest Speaker (15 minutes)

During this time we will have a guest come to talk to the class. The firefighters will talk to the students about
what they do at their jobs and how it helps people in the community. The students will be encouraged to ask
questions.
Student letters (10 minutes)

The students will be writing a thank you letter to a helper in the community, they can choose any community
helper from the anchor chart. I will be sending these letters to these helpers after the students write them. I
will have an example using the document camera so the students can copy it if they want to.

Today I will add people help our community
o Students will have funds of knowledge on the community from previous lessons from this
unit. They will also have background knowledge on jobs from chores at home.
culture.
o This lesson deconstructs negative stereotypes by talking about how different jobs contribute
to the community and civic virtues.
o The students will hear each other’s voices during while we are making the anchor chart.
o The students will have the opportunity hear a community helper talk and get to ask them
questions.
o The students will have the opportunity to hear the guest speaker use vocabulary words.
39
Formative
o I will be using the thank you note that the students are writing to a community member to
assess how the students describe community helpers and how they compose text through
writing.
Summative
o There will be no summative assessment for this lesson

o The students will be doing a self-assessment on their confidence with civic virtues
I chose to plan this lesson as a way to further the students’ knowledge and understanding of the civic
virtues of helping the community. I wanted to bring in a guest so they could hear from someone with
direct experience. This lesson is also leading up to tomorrow’s lesson about how our actions impact
the community. The students will learn from this lesson how people help the community, and
tomorrow how you can also hurt the community.
Day 9
Planning
Content Standard/s
Language Standard/s
writing.
Materials
 Large rope
40
 Student notebooks (in desk)

 Book: “What if Everybody Did That?“ By Ellen Javkernick
Key Vocabulary
 Community
 Impact
 Vote
 Rules

Theme: All actions impact the community
I can statements
- I can describe how my actions impact others
I will introduce how today we will be talking about how our actions impact the community, and our
classroom community. I will explain impact and give some examples. Ask “what actions have you seen
impact someone?” the students will turn and talk with a peer.

“What if Everybody Did That?“ By Ellen Javernick
Introduce book and talk about how this book is going to show us examples of how we impact the
community.
Questions to ask before

- Have you ever thought about how your actions impact something?
Questions to ask after

- What if everybody was running around the classroom while we were trying to learn?
- What if nobody wanted to help their friends?
- What if everybody left their trash on the floor?
- What if nobody followed the rules?
- What if nobody voted?
41
The perfect square game (20 min)

This activity requires everyone to work together, the students will close their eyes during this activity, and
they will be holding a rope. The goal is for each team to get their rope to be in a perfect square without
looking. Once the students think they have formed a square, then they will lay the rope down, take a step
back and see how they did. We will play this game in 3 groups (7,8,8), and one group at a time. This way
every student participates and they get to witness it happen as well.
Questions to ask after

*allow a couple students to answer each question
- Were you able to make a perfect square?

- What would have been helpful?
- If someone pulled the rope they were holding, what happened to the part you were holding?
(Emphasize that this impacted the square)
- Did you have to work together?
Exit slip (5 minutes)

The students will use their notebooks to write a sentence about a time they did something that impacted
someone else and write a sentence about it. They will turn this into me.

Today I will add our actions impact others
o Students will have funds of knowledge on how actions impact others from experiences they
have had inside and outside of the classroom.
o Students may have different experiences with actions having an impact based on their culture
and home life.
o The two students with IEP’s were given the chance to watch the game instead of play, and
they were allowed to keep their eyes open if they wanted to participate.
o This lesson deconstructs negative stereotypes by talking about how our actions impact others,
even small actions.
42
discussing the perfect square game.
o The students will hear the vocabulary words throughout the book.
Formative
o I will be using an exit slip to assess how the students describe actions impacting others, and
how they compose a text through writing.
Summative
o There will be no summative assessment for this lesson
I chose to plan this lesson in a way so that the students would be able to see how their actions impact
other people, which impacts the community. This is important for civic virtues because the main
concept is working with others. I wanted to play the perfect square game so the students would be
able to see a direct impact while they were playing a game.
Day 10
Planning
Content Standard/s
Language Standard/s
writing.
Materials
43
 Anchor chart (pre-drawn student)
 KWL chart
 Student notebooks (at desk)
Key Vocabulary
 Community
 Impact
 Vote
 Rules
44

Theme: Civic Virtues
I can statements
- I can describe civic virtues
- I can write about civic virtues
Review (8 minutes)
We will review everything we have done for this unit. I will talk about how everything we been learning has
been helping us understand civic virtues.
Questions/incomplete work (10 minutes)

The students will have the opportunity to ask any questions they may have about civic virtues, or anything
we have been working on. This time will also be used for students to finish any incomplete work they may
not have finished.
*if students do not have an incomplete work or questions, they can use this time to look at the books we have
read during this unit.
Small groups (7 minutes)

During this time the students will break off into groups of 2 or 3 and discuss some things that they have
learned about civic virtues, they can talk about anything we have done. Each student should have the
opportunity to talk.
Individual work (10 minutes)

Students will choose one civic virtue and explain it in words or by drawing in their student notebooks, this
will be handed to me.
Finish KWL chart (10 minutes)

We will complete the KWL chart by filling in what we learned. We will talk about if we learned the things
that we wanted to learn and if we know more about civic virtues now compared to when we started the unit.
*this will be an assessment.
o Students will have funds of knowledge from the previous lessons in this unit.
o There were no accommodations needed for this lesson..
o This lesson deconstructs negative stereotypes creating an inclusive classroom environment.
45
discussing the perfect square game.
Formative
o I will be using the students explanation of a civic virtue to assess how they describe a civic
virtue, and how they compose text using writing or drawing
Summative
o I will be using the KWL chart to assess what the students have learned about civic virtues.
I chose to plan this lesson in a way that started with reviewing everything we have done over the unit.
I wanted to give the students time to ask questions and finish any work that they did not complete, or
if they missed a day. I wanted the students to choose one civic virtue and explain so I could see the
depth of their understanding of civic virtues. I planned to finish the KWL chart as a way to assess
what all they learned from this unit. My thinking behind this unit was to help the students understand
civic virtues, but also a way for me to acquire a classroom environment of a community. I wanted to
introduce classroom jobs, and talk about rules and how to follow them in a classroom. I wanted to
talk about voting because voting allows your voice to be heard and I want a democratic classroom
community. I wanted to teach them about civic virtues in a way that they could relate it to their
everyday life within the classroom.
Appendix A
Materials
Used every day
https://www.teacherspayteachers.com/Product/In-Our-Class-Classroom-Expectations-Posters-5855107?gclid=CjwKCAjwi6WSBhA-
EiwA6Niok5bIw6t_Hn4Do2pcLPVloEZpyWysvS6Yqjqiv6qRZPreKvYwHSQ42RoCTxgQAvD_BwE
46
Day 2
 Willems, Mo author. (2003). Don't let the pigeon drive the bus. New York :Hyperion Books for
Children,
 Rules video: https://www.youtube.com/watch?v=WB3zolACjuI
Day 3
 McNamara, M. (2020). Vote for our future! Schwartz Wade Books.

 https://www.youtube.com/watch?v=GrG7zBUDiqQ
- https://www.teacherspayteachers.com/Product/Election-Activities-For-Kindergarten-Election-Day-
2020-2838296

- https://www.pinterest.com/pin/391813236316158892/
47

- https://www.learningliftoff.com/voting-printables-for-kids/
Day 4
 https://youtu.be/iQxK-Ah7has
Day 5
 Willems, Mo author. (2003). Don't let the pigeon drive the bus. New York :Hyperion Books for
Children,
 McNamara, M. (2020). Vote for our future! Schwartz Wade Books.
Day 6
 Olsen, S., & Sonke, S. (2020). Our class is a family. Shannon Olsen.
- https://www.pinterest.com/pin/298645019051346020/
Day 7
48
- https://continuallylearning.com/14-of-the-best-classroom-jobs/
 Community helpers video: https://www.youtube.com/watch?v=TiZoHudqFq8&t=51s
Day 8
- https://www.pinterest.com/pin/
AalJX5F_AZXIno2a1EN0I17kjFA_SpzILLa31qYYKWLcDLQ_IJ9ZyPA/
Day 9
 Javernick, E. (2010). What if everybody did that? Two Lions
Day 10
 Materials used in previous lessons
49
Appendix B
Assessments
Day 1
 Pre assessment KWL chart
Day 2
 Student story in notebook
Day 3
 Exit slip
Day 4
 Clipboard assessment
50
Day 5
 Exit slip
Day 6
 Worksheet
51
https://www.pinterest.com/pin/68726566327/
Day 7
 Worksheet
https://www.orientaltrading.com/all-about-a-community-helper-posters-a2-13837952.fltr?
sku=13837952&BP=PS544&ms=search&source=google&cm_mmc=GooglePLA-_-1398795105-_-
58038621507-_-13837952&cm_mmca1=OTC
%2BPLAs&cm_mmca2=GooglePLAs&gclid=CjwKCAjwrqqSBhBbEiwAlQeqGtsdjwGN3W6bceQJ_H
AOQW9XLamYkxyhw7LoyUUJl7EqQXiX3BX4ChoCR3wQAvD_BwE
Day 8
 Thank you letter
52
Day 9
 Exit slip
Day 10
 KWL chart

Unit Plan Social Studies

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Unit Plan Social Studies

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Education Studies Department

April 6th, 2022

Unit Plan Component Descriptions and Task Instructions

● Civic virtues that make a community.

3. Unit Plan Learning Objectives

4. Instructional Context (school, classroom, student, and academic)

5. Funds of Knowledge and Accommodations.

Week Day 6: Day 7: Day 8: Day 9: Day 10:

student’s understandings community how they compose text

7. Instructional Design (Individual Lesson Plans)

Week Day 6 Day 7 Day 8 Day 9 Day 10

Berea College Education Studies

Lesson Plan Format

Instruction (45 minutes)

Introduction (10 minutes)

Word Wall Activity (5 minutes)

Whole group (5 minutes)

Direct Instruction (15 minutes)

KWL chart (10 minutes)

Post-Instruction and Planning Rationale

 Classroom rules poster

Instruction (45 minutes)

I can statements on board:

Introduction (10 minutes)

 Did you break the rule?

Individual work (15 minutes)

*this will be an assessment

Civic virtues (1 m minute)

Post-Instruction and Planning Rationale

Instruction (45 minutes)

I can statements on the whiteboard:

Introduction (12 minutes)

Read Aloud (12 minutes)

*This will be an assessment

Civic virtues (1 m minute)

Other (formative and/or summative)

Post-Instruction and Planning Rationale

Instruction (45 minutes)

I can statements on board:

Post-Instruction and Planning Rationale

Instruction (45 minutes)

Direct Instruction (7 minutes)

Read Aloud (15 minutes)

Exit slip (10- minutes)

o This lesson challenges deconstructs negative stereotypes by discussing voting in a

Other (formative and/or summative)

Post-Instruction and Planning Rationale

Instruction (45 minutes)

Introduction (5-7 minutes)

Read Aloud (15 minutes)

“Did you hear anything we can do in the classroom that we do in a community?”

“Was there anything in this book in our classroom rules?”

one another when someone needs us.

Anchor chart (10 minutes)

Worksheet (15 minutes)

*this will be an assessment

Civic virtues (1 m minute)

Post-Instruction and Planning Rationale

Instruction (45 minutes)

Direct Instruction (7 minutes)

Community helpers & video (7 minutes)

Classroom helpers (10 -15 minutes)