E-Unit
Unit Overview
Read Aloud
Objective Given an image,
students will determine
what they see in the
image regardless of
what their classmates
see.
Given a story, students
will identify the
characters
perspectives and
explore the importance
of empathizing with
others perspectives in
order to understand
them.
Standards IAS: 5.RL.3.2, 5.RL.2.1
Materials Optical Illusion images
Thank You, Mr. Falker
Paper
Pencils
Management 1. Time: 30 minutes
2. Space: Students will be
sitting in their desks
and then spread all
over the room
3. Behavior: When
students get too loud, I
will call their attention
by counting down from
5.
4. Technology:
a. Television
b. Laptop
Anticipatory Set I will show students
images that can be seen
multiple ways. They will
write down what they see
and compare with their
peers.
Purpose Today we are going to read
a story about a girl who, in
an entire class of students
saw the world very
differently than the rest of
her peers. We are going to
figure out exactly what her
perspective is and explore
how this could impact our
everyday lives.
Lesson I will read the story to the
Presentation class and have a
discussion with the
students about different
perspectives.
Students will then pair up
with one another and
compare and contrast
their perspectives with
one another.
Closure or Students will share some
Conclusion details that they learned
about their classmates.
Formative The Venn Diagrams that
Assessment they create as well as
what they share about
their classmates.
Adaptations Remediation: Students
who have a hard time
focusing will be paired
with peers who will keep
them on task.
Enrichment: Students
who need enrichment will
be selected as leaders in
their groups
Exceptional Needs:
Social Studies #1
Students will create flags
representing their tribes in
order to better understand
the ideals most important to
their tribes.
IAS: 5.1.3
Brown paper
Feathers
Pipe cleaners
Fabric
Buttons
5. Materials:
a. Brown paper
b. Feathers
c. Pipe cleaners
d. Fabric
e. buttons
6. Time: 30 minutes
7. Space: Students will be
sitting in their native
American groups for
this lesson
8. Behavior: When
students get too loud, I
will call their attention
by counting down from
5.
9. Technology:
a. Television
b. Laptop
I will talk with the
students about different
flags that they have seen
as well as the countries or
ideas that they represent.
Today we will be looking at
the importance of flags and
what they represent from a
culture and creating flags of
our own to represent our
Native American groups.
Students will get into
their tribes and discuss
the things that are most
important to their tribes.
Based on these ideas,
students will create flags
to represent their tribe.
Students will share their
flags with the class as
well as why their flag
looks like it does.
The tribes flags along
with their ideas that
support their flag
Remediation: Partners for
students who struggle to
stay on task
Enrichment: Students
chosen as leaders or chiefs
who need extra
responsibility
Exceptional Needs: Students
with exceptional needs will
be paired with students
whom they work well with.
Name: Kristen Morris
Social Studies #2 Writing
Students will build houses Given the information that students
to better understand the have researched on their Native
needs and lifestyles of American Tribes, students will write
their native American journals from a realistic perspective
tribes. within their tribe.
IAS: 5.1.3 IAS: 5.W.3.3
Paper Notes from previous Native American
Straws studies
Toothpicks Journal
Pencil
I. Materials: VI. Time: 30 minutes
Paper VII. Space: Students will be
Straws either sitting in their tribes
Toothpicks or at their desks
II. Time: 30 minutes VIII. Behavior: When students
III. Space: Students will
get too loud, I will call their
be sitting in
their native attention by counting down
American from 5
groups for this
lesson
IV. Behavior: When
students get too
loud, I will call
their attention
by counting
down from 5.
V. Technology:
Television
Laptop
I will show students a I will begin by reading passages to the
PowerPoint of housing students that are from different
all over the world. We perspectives. They will guess who is
writing.
will discuss the
differences in different
housing and why
houses are built
differently.
Today we are going to Today we are going to use our
analyze the housing of our knowledge of our Native American tribes
native American tribes as in order to write from their perspective
well as create our own while setting up the plot, characters, and
housing in order to better setting of our writing.
understand our tribes.
Students are already Students will use the information
organized into tribe they have learned in their tribes in
groups. They have been order to write daily journals from
working in these the perspective of someone within
groups for several that tribe.
weeks. They will work
in their groups to
construct the houses
that their tribes built
out of paper and other
materials.
Students will share Students will be given the
their houses as well as opportunity to share their writing
2 or 3 reasons as to with the class if they would like to.
why their houses are
built this specific way.
The tribes house along Each students journal
with 2 or 3 reasons
Remediation: Partners for Remediation: For students who struggle
students who struggle to to pay attention and remain on task,
stay on task they will be paired with students who
Enrichment: Students succeed at staying on task. Groups will
chosen as leaders or keep them accountable to do their fair
chiefs who need extra share.
responsibility Enrichment: Students who are in need of
Exceptional Needs: enrichment will be asked to be the chiefs
Students with exceptional of their group. The chief is in charge of
needs will be paired with managing the group.
students whom they work ELL N/A
E-Unit Name: Kristen Morris
Students with exceptional well with. Exceptional Needs: Students with
needs will be paired with exceptional needs will be given the
students whom they opportunity to do their writing on a
laptop to take away distraction of the
work well with as well as
paper and pencil.
given breaks when
needed.
Summative
Assessment
(as needed)