Leeanne Hince EDUC 7531 Sept. 1, 2014 Module 2 Unit Overview: During this unit, we will study the first grade content standards of the contributions of Benjamin Franklin while integrating narrative elements of writing. The unit will begin by assessing students with a preassessment. Students will then be grouped accordingly to their understanding of the content. During the unit, the teacher will formatively assess students’ comprehension and understanding for flexible grouping. The students will complete a variety of assignments to help them better understand the content such as writing a narrative story, using technology, making anchor charts, collaborating, explore Benjamin Franklin’s History. Upon finishing the unit, students will take the post test to check for understanding. The students’ narrative writing will be assessed by using a rubric. Learner Outcomes: The students will understand the importance of Benjamin Franklin’s contributions and inventions as well has how they have affected and shaped the United States. The students will recall three inventions that Benjamin Franklin invented. The students recall information from the Benjamin Franklin biography and record facts. The students will understand the vocabulary associated with the Benjamin Franklin. The students will obtain information about Benjamin through the use of technology. The students will write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. The students will use a graphic organizer to support their narrative writing. The students will become more familiar with the writing processes by drawing the pictures, writing the words, edit writing, peer edit and publish. Instructional Strategies: Differentiated Instruction: After taking the pre-test, the tests will be graded and students will be grouped accordingly. Far (Remediation): 69-0 % Close (On Level): 70-84% Proficient (Accelerated): 85-100% Flexible grouping Integrating Technology/ 21st Century Learning Graphic Organizers Vocabulary Whole Group discussion and Turn and Talk (Peer Discussion) Anchor Charts Modeling Subject: Standard Focus Social Studies Date: September 2-5, 2014 Performance Standard: SS1H1 The student will read about and describe the life of historical figures in American history. a. Identify the contributions made by these figures: Benjamin Franklin (inventor/author/ statesman). b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation). Essential Question Unit Theme Learning Goals and Objectives Strategies for Mastery What contributions did Benjamin Franklin make to the United States? Let’s Explore our World Students will understand the importance of Benjamin Franklin’s contributions and inventions as well has how they have affected and shaped the United States. Turn and Talk, Graphic Organizers, Benjamin Franklin Biography, whole group discussions, Vocabulary Remediation Students will write words describing Benjamin Franklin. Students will draw and briefly describe their invention. Acceleration Students will write 3 or more facts about Benjamin Franklin. Students can create an invention with a partner discussing how it would contribute to our society today. (Include a detailed description of their invention. How did Benjamin Franklin’s inventions affect us? How did Benjamin Franklin’s contributions to the United States affect us? Why is it important to know about Historical figures? Formatively check students work for understanding (Proficient, Close, Far), answering questions in whole group activity, quality turn and talk, (teacher checklist) HOTS Assessments/ Performance Task Vocabulary Invention, Contribution, Declaration of Independence Technology Pepple Go and Brain Pop Jr. Opening/Closing T: The teacher will Unpack and discuss the standard. Hook: Benjamin Franklin (Pepple Go) Teacher will create an anchor chart about Benjamin Franklin. Closure: Students will turn and Talk. W: Hook read Ben Franklin Biography. Discuss and make an anchor chart of inventions. Closure: Two students will share their work. Th: Continue reading Ben Franking Biography. Ask comprehension questions to check for understanding. Closure: Two students will share their inventions with the class. F. BrainPop video: Benjamin Franklin Closure: Students will turn and talk. (Share with 2 other students) Subject: Standard Focus Writers Workshop Date: Student Work Time T: Students will write two facts they learned about Benjamin Franklin. W: Students will write and draw a picture for four or more of the inventions that Benjamin Franklin invented. (Fold/Divide paper into four sections) TH: Students will create their own invention. Students will draw and write about their invention. F: Students will continue work on their own invention. Students will draw and write about their invention. September 2-5,2014 Performance Standard: ELACC1W3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. Performance Standard: ELACC1W5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. Essential Question Unit Theme Learning Goals and Objectives Strategies for Mastery Remediation Acceleration HOTS Assessments/ Performance Task Integration of SS or Science Vocabulary a. May include oral or written prewriting (graphic organizers). How Can I Share My Story? Let’s Explore our World The students will write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. Using drawings to plan story. Graphic organizer for narrative elements Modeling a narrative story The students will draw and teacher will add dictation. First, next, last use guiding graphic organizer - small moments graphic organizer The students will elaborate by adding descriptive words to describe setting and characters. Write different beginning or ending OR As an anchor activity, gifted students or other students that completed their work before other were able to write more articles for our newspaper. They were able to choose what they liked to write about from a choice board with writing prompts such as, “Write about one of Benjamin Franklin’s inventions; Create an advertisement of one of Benjamin Franklin Inventions, Create questions and answers about Benjamin Franklin”, etc. Do you think it’s important to have a plan? Explain why? Check list with completion of each part (engaging beginning- 2 details- closure) See attached rubric Social Studies: Benjamin Franklin Narrative, characters, setting, beginning, middle, end Flip charts, audio books Opening/Closing Tuesday: Read Ben Franking Biography – (read during Social Studies) Unpack standards. The teacher will ask students to help her define what are the steps to become a good writer. Remind students that the first step is to have a plan. “Begin with the end in mind, have a plan.” The teacher will model how to make plan (draw it first). Explain that today we will be newspaper writers like Ben Franklin, and will “News about ourselves”- Students will write narratives that share stories of their choice. The students will turn and talk about stories they want to share. Closing: Two students will share their plan. Wednesday: Bring in newspaper for the students to explore. TTW review the expectations for narrative writing. Teacher will model how to begin narrative using temporal words or by describing setting. (Sequencing) Closing: Two students will share their progress Thursday: The teacher will review the expectations for narrative writing. Teacher will model how to recounting important events from drawing. Make sure to model using, first, next, after that, etc… Sequencing Closing: Students will have a walk and share. Technology F. The teacher will review the expectations for narrative writing. Teacher will model how to write a closure. Closing: selected student (s) will narrative(s) Student Work Time T: Students will write narratives that share stories of their choice. Students will begin brainstorming and drawing the pictures. ( “Newspaper article”) T: Students will use pictures they drew to start their narrative. (“Newspaper article”) W: The students will use their pictures to recount 2 or more events from their stories. (“Newspaper article”) Th: The students will use their pictures to write a closure. (“Newspaper article”) SS1H1 The student will read about and describe the life of historical figures in American history .a. Identify the contributions made by these figures: Benjamin Franklin (inventor/author/statesman), First Grade Social Studies Common Assessment 1) Draw or write 3 things Benjamin Franklin invented: 2) Circle the correct answer: Benjamin Franklin discovered ____________________. a) The sun b) Electricity c) Dinosaurs 3) Benjamin Franklin signed the ________________. a) Paper b) Declaration of Independence c) Flag 4) Benjamin Franklin served our country in many ways. Circle the pictures that show Benjamin Franklin contributions. 5) Benjamin Franklin served our country in many ways. Circle the pictures that show Benjamin Franklin contributions. 6) Benjamin Franklin served our country in many ways. Circle the pictures that show Benjamin Franklin contributions.