Concept Unit Lesson Plan Template Unit Working Title: Expect the Unexpected Unit Big Idea (Concept/Theme):

Community Unit Primar !kill "oc#s: Building a strong community Week $$$%$$$ o" &' Plan ($$$)$$$ o" %*' +,- mins./ Plan t pe: Summary Content 0e1#irement !atis"ied: None Critical Learning 234ecti5es (n#m3ered) +"rom m Unit Pre"ace/6 "ollo7ed 3 !peci"ic lesson o34ecti5es (lettered) 3eing ta#ght in this lesson: SWBAT: Cogniti5e (kno7/#nderstand): 1. Students will now the components o! a community. 8""ecti5e ("eel/5al#e) and/or 9on:Cogniti5e: ". Students will !eel li e a community. Per"ormance (do): #. Students will $e a$le to $e part o! a community. !2L;s: %one. CC!;s: %one. Proced#res/Instr#ctional !trategies [Note: Any words that represent what & would say directly to students appear in italics.' Beginning 0oom 8rrangement: des s will $e arranged in clusters so that students are sitting in groups o! !our( !acing eachother. + %- mins./ Bridge/<ook/2pening to lesson: )a*e students spend the !irst ten minutes o! class wor ing with their $ase group to determine their team name. &! they !inish +uic ly( they can design a team $anner using art supplies !rom the $ac o! the classroom. + = mins./ !tep %: Word ranking

Write these !i*e words on the white $oard: courage( indness( thought!ulness( indi*iduality( society. )a*e students ran their top three words they would li e to explore today and turn their lists in to you. + *- mins./ !tep *: Writing Territories )a*e students gather on the !loor around you. Tal to them a$out what writing territories are and then model writing some o! your own. ,i*e students 1- minutes to $rainstorm their own territories and write them down. While students are wor ing( put them in groups o! !our $ased on their word ran ings. Write these groups down on a piece o! paper. + &= mins./ !tep ): Children;s Literat#re Circles : Introd#ction += mins./ .isplay the piece o! paper with the groups on the white$oard and tell students to +uic ly !ind and sit their groups. Explain that each group will $e reading a di!!erent $oo $ut e*ery$ody will $e trying to answer the same +uestions: What does this $oo teach us a$out the role o! an indi*idual in community/ )ow should we modi!y our class norms $ased on what this $oo teaches us/ What could $e some good conse+uences i! we !ail to !ollow our norms/ 0emind students to wor e!!iciently $ecause they will only ha*e "1 minutes to read the $oo and answer those +uestions. .isplay these +uestions on the Elmo and then distri$ute one children2s $oo to each group( as !ollows: Beautiful Blackbird society Be Good to Eddie Lee indness What if Everybody Did That thought!ulness !"a#hetti in a $ot Do# Bun courage Bi# Bad Wolves at !chool 3 indi*iduality : >ro#p reading and disc#ssions +*- mins./ Each group will designate a reader( who will read the story out loud to e*ery one else. As groups !inish reading( circulate and remind them to also designate a spea er( who will gi*e a one minute presentation o! the groups2 ey ideas and suggestions !or impro*ement. : Class re5ie7 o" norms and creation o" conse1#ences +*- mins./ Each group will present the main idea o! their $oo in less than one minute. Then they will present their re*iew o! the norms and ideas !or conse+uences. As they spea ( ta e notes on the $oard. When each group has presented( we will discuss all o! the !indings as a class and modi!y our class norms as necessary. We will also cra!t conse+uences !or not !ollowing the norms. + %- mins/ Clos#re: ?@it Ticket )a*e students spend a +uiet # minutes re!lecting on their day and the $eginning o! school thus !ar. Then ha*e them write an exit tic et a$out their !eelings( hopes( and !ears. Aethods o" 8ssessment:

4)ow will you now i! the intended learning occurred/' List all %ethods of assess%ent used in this lesson or &hich are related to this lesson and co%e in a future lesson. 'fter each assess%ent( indicate in brackets the nu%ber)s* and letter)s* of the unit ob+ective and the related lesson ob+ectives that the assess%ent is evaluatin#. 5ormati*e: Exit Tic et Class discussion o! norms and conse+uences 61( "( #7 ,roup reading and discussions 61( "( #7 Team %aming 6"( #7 Bi""erentiated Instr#ction to accommodate one or more o" m pro"iled st#dents: )This is &here you identify s"ecific as"ects of this lesson &hich have been differentiated in order to address the needs of one or %ore of your "rofiled students,identify the% by na%e* Each literature circle group will ha*e a designated reader and spea er( though the other mem$ers will ha*e to contri$ute as well. %ot ha*ing to spea will help A*eni( who is shy( !ocus on contri$uting to the con*ersation instead o! $eing intimidated. 8i ewise( 8ouise will $e a$le to hear the story read to her. & also chose to $egin the school year with children2s $oo s so that my struggling readers( li e 8ouise( will not !eel immediately o*erwhelmed. This lesson is also di!!erentiated !or my ad*anced readers. Though the reading materials themsel*es are not technically di!!icult( they present $ig ideas and & am using the principle o! Teaching Up to as $ig +uestions. Thus each student will $e a$le to interact with the $oo s on their own le*el( $ut will $e as ed to do higher9order thin ing as well. Aaterials 9eeded: Art supplies( - children2s $oo s: Beautiful Blackbird( Be Good to Eddie Lee( What if Everybody Did That ( !"a#hetti in a $ot Do# Bun( Bi# Bad Wolves at !chool. Aaterials 8ppendi@: (e.g.6 s#pplementar te@ts6 Ppts6 o5erheads6 graphic organiCers6 hando#ts6 etc.) %one needed.