Unit Plan Addie Minchin SST 309-03

Table of Content: Overview/Rationale/Introduction KUDS and I can Statements Vocabulary Lesson

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Overview: This unit plan is meant for first grade students. Within this unit plan, it will cover four of the GLCEs. The students will mainly focus on history from the social studies content expectations. The students will be using historical thinking to understand how to live and work together. Rationale: The reasons to why students need to learn these skills are because they are important to everyday life. Students need to know the differences between past, present, and future. Students also have to know how to read and use a calendar. This will also help them understand the passage of time. It is also very important for students to learn about their familys history and important details and ideas about family stories. Introduction: In this unit, students will learn different concepts on how to live and work together with others. The students will learn the differences between the past, the present, and the future. The students will learn about calendars and what they are used for. The students will also learn about their own familys history and about important details and ideas from family stories.

GLCE (coding and wording) and Verb underlined Knowledge (K)

1-H2.0.1- Demonstrate chronological thinking by distinguishing among past, present, and future using family or school events. (Demonstrate-skill) Understand (U) DO: Demonstration of Learning (DOL) The student will create a timeline, with pictures from home (if they have some), of their lives and what they want to become when they grow up. Vocabulary I Can

To put events into chronological order, it typically means that events that happened first (a long time ago) will be at the beginning of the timeline. Events that could possibly happen in the future will be at the end of the timeline. A timeline is defined as a table listing important events for successive years within a particular historical period (merriamwebster.com). Timelines can be made in different ways. Timelines help organize family or school events by dates. Vocabulary: Past is defined as having existed in a time before the present: from,

The students will understand that we can use different tools, such as a timeline, to show events of our lives in order.

Past Present Future

I can make a timeline of my past, present, and future family events.

done, or used in an earlier time. Present-day is defined as now existing or occurring. Future is defined as coming after the present time: existing in the future. (all defined from merriamwebster.com) GLCE (coding and wording) and Verb underlined Knowledge (K) 1-H2.0.2-Use a calendar to distinguish among days, weeks, and months. (Use-skill) Understand (U) DO: Demonstration of Learning (DOL) The students will The students will understand that a create a calendar calendar is used to show that they to help us keep know the track of the date difference and month and between a day, are used as week, and a organizational month. tools. Vocabulary I Can

A calendar is a chart that shows the days, weeks, and months in a year. Some months have different number of days in them. January, March, May, July, August, October, and December have 31 days in their months. April, June, September, and November have 30 days in their months. February typically only has 28 days. Every four years

Day Week Month Calendar

I can look at a calendar and tell the difference between a day, a week, and a month.

(2008, 2012, 2016, etc.) February has 29 days. When this occurs it is called a leap year. A leap year is defined as a year of 366 days instead of 365 with February having 29 days instead of 28 (merriamwebster.com). People use calendars for many reasons. They can be used to keep track of appointments and birthdays. Vocabulary: Day is defined as : a period of 24 hours beginning at midnight: one of the seven time periods that make up a week. Week is defined as any of a series of 7-day cycles used in various calendars; especially: a 7day cycle beginning on Sunday and ending on Saturday.

Month is defined as any one of the 12 parts into which the year is divided: a period of time that lasts about four weeks or 30 days. Calendar is defined as a document, chart, etc., that shows the days, weeks, and months of a year. (all defined from merriamwebster.com) GLCE (coding and wording) and Verb underlined Knowledge (K) 1-H2.0.3-Investigate a family history for at least two generations, identifying various members and their connections in order to tell a narrative about family life. (Investigate-skill) Understand (U) DO: Vocabulary I Can Demonstration of Learning (DOL) The students will The students will Family history I can look into understand that go home and ask a Generation my familys we can talk to family member Narrative past and tell family members about a family you about our to learn about outing or from lives. family history where the family and other family emigrated from. stories. The students will draw a picture of their family and will write two to three sentences about the picture.

In order to create a narrative, an interview with family members will have to take place. Interviews can be formal or informal. The student will have a list of questions provided to them to ask family. Vocabulary: Family history is defined as the study of past events of a group

of people who are related to each other. Generation is defined as the people in a family born and living during the same time. Narrative is defines as a story that is told or written. (all defined from merriamwebster.com) GLCE (coding and wording) and Verb underlined Knowledge (K) 1-H2.0.4-Retell in sequence important ideas and details from stories about families or schools. (Retell-skill)

DO: Demonstration of Learning (DOL) Vocabulary: The student will The student will be Important is understand able to use the defined as that family interview from GLCE 1having serious members retell H2.0.3 and present the meaning or important important ideas and worth: deserving details from details from a or requiring their lives. parent/guardian/family serious members life or a attention. student can retell the important ideas and Sequence is details from a famous defined as the persons life that they order in which learned in class. things happen or should happen. Ideas are defined as an

Understand (U)

Vocabulary

I Can

Important Ideas Details Sequence

I can tell you about important details and ideas from stories about families.

opinion or belief. Details are defined as a particular fact or piece of information about something or someone. (all defined from merriamwebster.com)

Vocabulary Lesson
Lessons: How will you take them where they need to go? (Step-by-Step plan from A-Z) Instructional strategies/Social constructs: How will they work? (AND what will YOU do?) Using Marzanos Six Steps for Effective Vocabulary Instruction: Step 1 Provide a description, explanation, or example of the new term. The vocabulary words being used in this lesson are day, week, and month from the standard 1-H2.0.2-Use a calendar to distinguish among days, weeks, and months. The other two vocabulary words are past and future from the standard 1-H2.0.1- Demonstrate chronological thinking by distinguishing among past, present, and future using family or school events. I will hand out Resource A to all students. They will need one word map per vocabulary word they are learning. Day: For the word day, I will show students Picture A. Once the students have had time to look at the photo, I will ask them what happens at night time. I will then ask them if they know what time it is when it is light out. If the Resources needed: What materials and resources will they need? (Page #s read, graphic organizers, books, posters, realia, etc) Picture A-Day Picture Resource B-Days of the Week Video Resource C- 5- 10 calendars Resource D- Work-A-Day Week

students respond by saying it is day time then I will ask them do they know how long a day is. Week: I will show the students a video from DJC Kids about the days of the week. I will ask them what they think week means. Once they respond, depending on answers, I will explain to students that a week is 7 days in a row. A typical week starts on Sunday and ends on Sunday. I will also explain that a school week is only 5 days in a row (MondayFriday). I would also read the students, Work-A-Day Week, written by The Sisters Farren. Since there is no words in the book, I can engage the students more by asking them what they think is happening in the picture and I can have them compare it to their life. Month: I will supply the students with calendars. I will have the students group into pairs or groups of threes. The students will come together to discuss what they think the title means. If students do not know the term month, I will then explain that those are the months of the year and that there are 12 months in one year. Past & Future: These two terms will be introduced together. I will tell them a story about what I did last weekend and what I want to do this upcoming weekend. I will introduce the two terms when explaining what activities I will be doing. I will then have students compare and contrast the two terms on the white board as a class. Step 2 Ask students to restate the description, explanation, or example in their own words All Vocabulary Terms: I will then ask the students to write a sentence using the terms correctly after I have gone through and explained them thoroughly. The students can also come up with sentences as long as if they can explain their reasoning to me. If I notice any misconceptions among the students, I will correct their understanding. Step 3 Ask students to construct a picture, symbol, or graphic representing the term. Resource A Vocabulary Word Map Resource A Vocabulary Word Map

Students will draw a picture on the Vocabulary Word Map sheet of paper. They can also create a foldable of their choice and have the picture drawn in the flip book with the term also present. Step 4 Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.

Or Resource E-Foldable

Resources for Vocabulary Activities: Marzano, R. and Pickering, D. (2005), Building Academic Students will review their understanding of the vocabulary Vocabulary: Teachers terms through a few different stations: Manual, Chapter 4, Review 1. Foldable/Word mosaic Activities and Games. 2. Vocabulary Worksheet and Free Association Zike, Dinah (2002) Big Book Students will be sent to both stations. There will be at least of Social Studies: FOR two or three different stations of each station so students ELEMENTARY K-6. San have more space to work. Each student must complete the Antonio, Texas: Dinah-Might station. If they do not finish their work, they can put it aside Adeventures, LP and wait until step 6 to complete them. Resource F-Vocabulary Worksheet Step 5 Periodically ask students to discuss the terms with one another. The students will create concept map about Calendars. The students can work in pairs, but every student must make their own concept map. The students can chose from different brightly colored pieces of paper to make their maps. The students will then work individually and create a short story including two of the new vocabulary terms. The students can draw a picture along with the short story to help explain. Step 6 Involve students periodically in games that allow them to play with terms. Students will be grouped into fives. There will be four stations around the classroom. The students will visit each of the stations for 10 minutes. At station 1, students will Resource for Playing Games with Words: Marzano, R. and Pickering, D. (2005), Building Academic Vocabulary: Teachers Manual, Chapter 4, Review Activities and Games

play Draw Me using the vocabulary words. At station 2, the students will be playing a jeopardy game with the vocab terms used as answers to the questions. At station 3, students will be able to play Talk a Mile a Minute. At station 4, students will be able to continue working on their word mosaic or their foldable. If students have completed those, they can grab a word search for the vocabulary terms. If students particularly enjoy playing a game or doing an activity, make sure to allow times during other days for students to play.

Resource G-Word Search

Resources/Work Cited Picture A No Author (1997-2014) English Club, Retrieved from http://www.englishclub.com/vocabulary/time-day-night.htm

Resource A Jones, Raymond (2012) Vocabulary Word Maps, Retrieved from http://www.readingquest.org/strat/wordmap.html

Resource B DJC Kids (2007 July 7) Days of the Week Retrieved from https://www.youtube.com/watch?v=Z_gfe44hzBE Resource D Billings, Shelia F., Farren, Robin H. (2004)Work-A-Day Week. Maryland: Scarecrow Education. Resource E Zike, Dinah (2002) Big Book of Social Studies: FOR ELEMENTARY K-6. San Antonio, Texas: Dinah-Might Adeventures, LP. Resource F Vocabulary Worksheet 1. ______is to night as cat is to dog. 2. ______ What is 7 days long? 3. ______ There are 12 of these in one year. 4. ______T/F The future happened yesterday. 5. ______T/F The past happened two weeks ago.

Resource G

Social Studies History Vocab Unit

W C O H O I E M H M S E N K R K E B I B Q B A E B H B Z A W T I E K D U Z P M G X H I F L T G A K H D G O U I T F U Q Y D X M L Y Y G C P V J T T M R Z F Y A D S D T G G U D T H Z O B D R D U D Z M R M Z E K W S E I P A S T A E O O O G N M M D J K E O T F D H N U U B Y R Y F Q W Q D H M Z T S V E U Q Z T T N C K Y D A H R W L A J G F F T U N R S M S O T Q O A O D U F Q D T D Z V W X E D N V C X G T L L P R V I Y O H V E D V X A J H O W A M L A Q

FUTURE

WEEK

MONTH

PAST

DAY