Grade: Kindergarten

Subjects: ELA, Social Studies and Science

Name: Zoe Ehrenberg

1. I am tremendously capable and I am developing my independence.

Overarching
Understanding
Goals: 2. It is my responsibility to help make the world a better place.

3. We live in a country with legacies of injustice. Still today, not everyone is treated equally or
has access to the same resources.

4. I have many scientific and literary tools that I can use to ask and answer questions about the
world around me.

5. Words are powerful. Writing is an important way of expressing myself and of honoring the
stories of others.

Generative Diversity
Topic:

1 Diversity is about the 2 Texts and media are not 3 Diversity exists not just
unique or different things neutral; some people are among people, but among
Unit-Long about all of us; diversity excluded from them. environments.
Understanding makes our classroom, our
Goals: school, and our world more
beautiful.

ELA UGs Understanding Performances Ongoing Assessments

Sequence of
Understanding
Performances ↓

Introductory 1, 2 -Opening discussion about Ezra Jack Keats’ -Informal assessment of student
Performances: writing and reason why The Snowy Day is an participation in discussion and idea
important piece of children’s literature generation.

Guided Inquiry 1, 2 -Reading aloud a series of morning meeting
Performances: and shared reading books that celebrate
difference: children contributing to a chart
about the main idea of each book.
-Reading aloud Ezra Jack Keats’s books that
include Peter: children contributing to 2
charts about what we learned about how
Peter’s character is changing and also about
how Ezra Jack Keats reflected some of his
-Informal assessment of student
participation in discussion and idea
generation
-Informal assessment of student
participation, use of textual evidence,
and ability to make connections across
texts
 own personal experiences in his writing
Culminating 1, 2 -Shared writing project inspired by Ezra Jack
Performances: Keats and our morning meeting read alouds.
Representing characters who are all too often
left out of stories
Science UGs Understanding Performances
Sequence of
Understanding
Performances ↓
Introductory 3 -Initial discussion: what is a habitat?
Performances: -Go outside of PAS and consider what kind
of resources the environment around us has
and how that contributes to who lives in and
what happens in that environment
Guided Inquiry 3 -In groups, use non-fiction books to do
Performances: research about each habitat, including a)
shelter/ food resources available, b) animals
that live there, c) plants that can be found
there, and d) weather/ climate (likely, these
will be the categories, but students and I will
form them collectivley, so they may be a bit
different)
Culminating 3 -Create dioramas
Performances: -Present/ explain dioramas
-Formatively assessing the ideas that
each student contributes to the shared
writing; using a spreadsheet to keep
track of idea contribution and
participation
Ongoing Assessments
-Informal assessment of participation
and idea generation
-Formatively assessing student sheet
from outdoor exploration
-Monitoring research and how groups
are working together
-Only giving students their post-its
once they have all generated a fact and
know that their facts are all distinct
-Regularly checking their research
packets to make sure that each student
has completed their daily post it with
an accurate and appropriately complex
fact
-Assessing whether or not the diorama
captures the research that the students
did
-Assessing if the explanation of the
diorama reflects that students
understand the basics of the diversity
of their habitat
 Social Studies UGs Understanding Performances Ongoing Assessments
Sequence of
Understanding
Performances ↓

Introductory 1, 2 -Group discussion comparing 2 different -Informal assessment by teacher based

Performances: advertisements; who tends to be included on participation and idea generation
and excluded from media and texts?

Guided Inquiry 1, 2 -Reading a series of morning meeting and -Informal assessment by teacher based
Performances: shared reading books that celebrate on participation and idea generation
difference

Culminating 1, 2 -Comparing 1950 vs. 2018 toy advertisement
Performances: independently: producing 1 post-it with
something that they noticed about how the
ads are similar or different
-Group discussion about noticings from that
activity
-Reviewing each student’s post-it to
see if he or she made a legitimate
comparison between the 2 images
-Informal assessment by teacher based
on participation and idea generation

Skill Strands:
✓ 1. Using the text as evidence
✓ 2. Research skills
✓ 3. Making connections across texts; comparing and contrasting

X - Major Focus ✓ - Reinforced ● - Unsupported/Required