Backward Unit Design – Planning Document
Unit Focus
This is a four-week unit of instruction about recognizing similarities and differences in celebrations in the US, Mexico and
Canada.
Reading and Foundational
Writing and Language
Speaking and Listening
Social Studies
RL 1.2, RL 1.3 RL 1.9, RI 1.5, RI W 1.2, L 1.1 e ,f, g
SL 1.1, L 1.1 e , f, g
Standards K-4 Benchmark
1.6, RI 1.8, RI 1.9, RF.1.2,
I-C—World: 1.
RF.1.3,
Standard Analysis
Standards
Reading:
RL1.2
Retell stories, including key
details, and demonstrate
understanding of their central
message or lesson.
Knowledge Needed
(Know)

RL 1.3
Describe characters, settings,
and major events in a story,
using key details.

RL 1.9
Compare and contrast the
adventures and experiences of
characters in stories.





5W’s (i.e., who,
what, when,
where, why).
Retell story using
evidence gathered
from text.
What is a
character?
What is a setting?
What is an event?
Find details
How characters
are alike and
different
What did the
characters do in
their stories
Learning Targets and Student
Outcomes (Do)
Suggested Assessment
Tasks
RL1.2. – RL 1.3 Retelling stories
messages/lessons learned
 Gathering Evidence
 Describe Characters
 Retell the 5W’s
CFA
Guided Reading
Culminating Task
RL 1.3 Understanding Characters,
CFA
Events, and Setting in a Story
 What is a character?
 What is a setting?
 What is an event?
 Find details in the text.
RL 1.9 Could these characters be
Culminating Task
related why or why not?
 How do the characters look?
 How do the characters feel?
 What do the characters do?
 What happens to the characters?
 How are the characters’ traits
and experiences alike and
1
different?
RI 1.5
Know and use various text
features (e.g., headings, tables
of contents, glossaries,
electronic menus, icons) to
locate key facts or information
in a text.





RI 1.6
Distinguish between
information provided by
pictures or other illustrations
and information provided by
the words in a text.



RI 1.8
Identify the reasons an author
gives to support points in a text.


RI 1.5 - RI 1.6 Looking for Information
Know what a
 What information can you find
heading is.
in the picture?
Know what
 What does the heading tell you?
contents are.
Know what a
 Where can you find information
glossary is and
about a certain topic?
what is in it.
 Where can you find terms and
Know what a menu
words relating to a specific topic
is and how to read
 What can you use instead of
it.
words or pictures?
Know what icons
 Use quick ways to locate facts
represent.
and information in a text.
RI
1.6
The
difference between
Illustrations are
information provided by pictures,
pictures that
illustrations and text
provide
information
 Students need to question what
is different about what the
Not all information
picture/illustration shows and
is from words in a
what the words say about…?
text
Illustrations and
words in text work
together to give
information
RI 1.8 Author’s Purpose
Know that points
 Be able to identify text
are pieces of
information an
structures
author gives the
(i.e., Cause & Effect, Fact &
reader
Opinion, Descriptions, Problem
& Solution, and Sequence) by
Know the language
identifing the author’s points
the author uses to
support their
claim
Writing Piece
Guided Reading
Close Reading (class
discussion)
2
RI 1.9
Identify basic similarities in and
differences between two texts
on the same topic (e.g., in
illustrations, descriptions, or
procedures).

RF.1.2
Demonstrate understanding of
spoken words, syllables, and
sounds (phonemes)





RF.1.3
Know and apply grade-level
phonics and word analysis skills
in decoding words.



Know that
different authors
can provide the
same information
in different ways
RI 1.9 Two authors presenting the
same information differently
 Be able to find similarities in
two texts on the same topic
 Be able to find differences in two
texts on the same topic
Venn Diagram /
Culminating Task
Know that all
letters have
sounds
Know that letters
go together to
form words
Know vowels and
consonants
Know initial,
medial, and final
sounds
Know that words
can be broken into
syllables
RF.1.2 Recognizing the sounds of the
language
 Distinguish long from short
vowel sounds in spoken singlesyllable words.
 Orally produce single-syllable
words by blending sounds
(phonemes), including
consonant blends.
 Isolate and pronounce initial,
medial vowel, and final sounds
(phonemes) in spoken singlesyllable words.
 Segment spoken single-syllable
words into their complete
sequence of individual sounds
Dibels
Running Records
Lexia
Words Their Way
Guided Reading/Running
Records
Know that every
syllable has to
have a vowel
sound
Know how to
decode 2-syllable
words
Know inflectional
ending (i.e., -ed
RF.1.3 Phonics/Word Analysis/Decoding
 Ask oneself, “does that sound
right?”
 Does that look right?
 Does that make sense?
 Clap syllables
 Build upon words
Dibels
Running Records
Lexia
Words Their Way
Guided Reading/Running
Records
Writing Task
Close Reading
3

Speaking and Listening:
SL 1.1
Participate in collaborative
conversations with diverse
partners about grade 1 topics and
texts with peers and adults in
small and larger groups.
a. Follow agreed-upon
rules for discussions (e.g.,
listening to others with care,
speaking one at a time about the
topics and texts under discussion).
b. Build on others' talk in
conversations by responding to
the comments of others through
multiple exchanges.
c. Ask questions to clear
up any confusion about the topics
and texts under discussion.
Writing and Language:
W 1.2 Write
informative/explanatory texts
in which they name a topic,
supply some facts about the
topic, and provide some sense
of closure.





and –ing,
sometimes –s)
Know high
frequency words
SL 1.1 Accountable Talk
Know how to sit
quietly
Know how to listen
quietly
Know how to raise
hand quietly
Know how to ask a
question in a
complete sentence
Know how to
answer a question
in a complete
sentence
*Concluding statements
*Transitional words and
phrases
*Definition
*Opinion
*Facts
*Explanatory Text
*Supportive details
*Illustrations
*Informative text
Progression using Bloom’s Taxonomy
*Students will create a list of facts about a
specific topic.
Oral – Culminating Task
Presentation
Use of Accountable Talk in
Read Aloud, Close
Reading, Writing
Instruction, Math, and
Social Studies.
Writer’s Workshop – All
About Books
*Students will use a graphic organizer to
illustrate the topic, facts, and a closing
piece.
*Students will create an informative/
4
L 1.1 e, f, g Demonstrate
command of the conventions of
Standard English grammar and
usage when writing or
speaking.
e. Use verbs to convey a sense
of past, present, and future (e.g.,
Yesterday I walked home;
Today I walk home; Tomorrow I
will walk home).
f. Use frequently occurring
adjectives.
g. Use frequently occurring
conjunctions (e.g., and, but, or,
so, because).
*Verbs (past-tense, futuretense, present-tense)
*Adjectives
*Conjunctions
explanatory writing piece.
e. Use verbs to convey a sense of past,
present, and future (e.g., Yesterday I
walked home; Today I walk home;
Tomorrow I will walk home). Progression
using Bloom’s Taxonomy
Writers Workshop – All
About Celebrations Book
*Students will recognize and identify
verbs in text.
*Students will explain if a verb is
past/present/ future
*Students will classify verbs as
past/present/ future
*Students will compose sentences that
demonstrate past/present/future with a
specific verb.
f. Use frequently occurring adjectives.
Progression using Bloom’s Taxonomy
*Students will recognize and identify
adjectives in text.
*Students will describe a topic using
adjectives.
*Students will classify words as an
adjective/not an adjective
*Students will compose sentences that
demonstrate the use of adjectives.
g. Use frequently occurring conjunctions
(e.g., and, but, or, so, because).
Progression using Bloom’s Taxonomy
*Students will recognize and identify
conjunctions in text.
*Students will select appropriate
5
conjunctions to connect two sentences.
*Students will compose sentences that
demonstrate the use of conjunctions.
Science/Social Studies:
Standards K-4 Benchmark IC—World: Students will
identify and describe similar
historical characteristics of the
United States and its
neighboring countries.
1. Identify and compare
celebrations and events from
the United States, Mexico, and
Canada.
Big Ideas: Enduring Understandings
Essential Questions
How are celebrations in the US, Mexico, and Canada similar and
different?
Culminating Task
Close Reading
Read Aloud
CFA
Writing – All About
Celebrations Books
Guiding Questions
What roles do characters play in celebrations in text?
How are the settings important to the celebration in the text?
How do recall celebrations help us understand the importance of
the celebration?
Possible Misconceptions: One misconception that students may have is that celebrations are the same in all countries. Another
misconception may be in what a celebration is and the purpose of celebrations. Many first grade students are very egocentric and are
only able to see the world around them from their own view point.
Culminating Activity: In small groups, each group will select 2 celebrations from 2 different countries to research. Each group will make a
Venn Diagram Poster and present to the class.
What will mastery/success look like?
Students will identify at least 3 similarities and 3 differences between
the 2 celebrations.
Indicators of mastery/success? (criteria expectations with rubric…)
Students will be able to work with a group.
Students will all participate in creation of a Venn Diagram
Students will select and research 2 different celebrations in 2 different
countries.
Students will share what they learned.
6
Pre-Post Summative Assessment – Reading
Foundational Skills
Pre-Post Summative Assessment
Reading Content Standards
BOY mClass Benchmark & Progress Monitoring data can be used to
monitor all students and provide immediate intensive intervention in
foundational skills.
Read Too Many Tamales
Progress Monitoring Schedule:
Benchmark - BOY, MOY and EOY only
Below benchmark - 1 time per month
Well below benchmark - every 2 weeks
List the Main Character in the
Story.
Describe the setting using
pictures and words.
Running Record on all students to assess reading level and
retelling/comprehension. Use DRA retelling rubric.
Describe the Celebration using
pictures and words.
How is the Celebration similar
or different from your own
Christmas Celebrations? Use
pictures and words.
Interactive Read Aloud
Fiction (Trade Books, Novels/Chapter Books, Short Stories, Poetry) Novels may overlap instructional units in the quarter.
Non-Fiction (Informational Text, Maps, Charts, Graphs, Biography, Speeches, Content Area Articles, Books, Magazines, etc.)
Week 1
Instructional Focus: Compare and Constrast
Independence Day
Model Venn Diagram, Think Aloud about the similarities and
differences. Show how you track information and use it to
compare texts.
Independencia
Week 2
Text: Two Thanksgivings
Instructional Focus: Compare and Contrast
7
Week 3
Thank You Everyone
Using details to determine meaning
Week 4
Text: Winter Holidays
Instructional Focus: Compare and contrast different winter
holidays.
Other Possible Texts
Text: Everybody Cooks Rice by
Norah Dooley
Text: The Name Jar by Yangsook
Choi
Instructional Focus: Characters and Setting
Instructional Focus: Retell story with details
Interactive Read Aloud Structure (K-2)
1. Introduce the book
2. Preview and predict
3. Read Aloud – Pausing for interaction:
Teacher Think Aloud: Model student objective, student think/pair/share, vocabulary discussed
4. Wrap up and relate: Student connection, teacher modeling, and students share out about the objective.
Turn and Talk with Socratic Questioning – Use Accountable Talk Stems
Have students turn and talk about the characters during close reading, interactive read aloud, and guided reading instruction. Use
questions and prompts such as the ones below to help move your students’ understanding from character attributes to theme:
 Can you tell me the reasons why the character said _________ in the story? How has your understanding of the character changed
your thinking about the story?
 What is the theme of this text? Can you give specific examples from the text to support your thinking?
 Can you tell me how the character is feeling in this part of the story? Explain why the character is feeling this way.
Shared Reading with a Close Reading Focus
K-2 Planning Structure
Instructional Practice
Some of the texts will be stories from interactive read aloud. The purpose during interactive read aloud is to model comprehension and
reading strategies, and now in Close Reading, the emphasis changes to students developing their ability to understand text more indepth
by revisiting the text for deeper understanding.
K-2 Weekly Template Shared Reading with Close Reading Focus:
Week 1
Close Reading Lens: Evidence
8
English Text: Memorial Day (Located on Reading A-Z)
Spanish Text:
Instructional RI 1.6 Looking for evidence of information in the text and information provided in pictures.
Introduce Text
Vocabulary Development
Foundational
Skills
Close Reading
Read for Evidence
Close Reading
Look For Patterns
Close Reading
Developing a new
understanding
Read the text, model fluency and point
to words as you read. Invite students
to join in the reading. (Whole Group)
Read the text, model
fluency and point to
words as you read.
Invite students to join
in the reading. (Whole
Group)
Read the text, model
fluency and point to words
as you read. Invite
students to join in the
reading. (Whole Group)
Read the text, model fluency and
point to words as you read. Invite
students to join in the reading.
(Whole group or pairs)
Read the book, model fluency
and point to words. Invite
students to join in the
reading. (Whole group or
pairs.)
Identify Genre:
Text Structure:
Read Aloud and scaffold vocabulary.
Vocabulary:
For example:






Cemetery
Federal
Graves/headstones
Honor
Soldier
Traditions
Foundational Skill
Focus is:
For example:
 ___ Week 1:
Focus on the
sound of double
oo
_____________________.
Choose 1 foundational
skills:
 Sight words
 Spelling Patterns
 Concepts of Print:
Capital Letters,
Punctuation
 Phonological
Awareness:
Rhyming,
Alliteration,
Syllables, On-Set
and Rhyme
Reread the passage looking
for evidence of information
how do the pictures and
text convey information?
Have students highlight
text evidence.
Chart student
responses in the first
column of an anchor
chart.
Reread the passage and the
evidence from yesterday.
Have students work in pairs and
find which pieces of evidence fit
together.
Chart the patterns you find in the
second column of your anchor
chart.
Review anchor chart
evidence and patterns. Turn
and Talk about noticing’s.
Student Response –
First I was thinking
______ now I am thinking
_____ because….
How do the pictures and text
convey information?
9
Week 2
Close Reading Lens: Evidence
English Text: Maria’s Thanksgiving
Spanish Text: Maria’s Thanksgiving
Instructional Focus: Pay attention to evidence (details) of how Maria’s Family celebrates Thanksgiving
RL 1.3Describe characters, settings, and major events in a story, using key details.
Introduce Text
Vocabulary Development
Foundational
Skills
Close Reading
Read for Evidence
Close Reading
Look For Patterns
Close Reading
Developing a new
understanding
Read the text, model fluency and point
to words as you read. Invite students
to join in the reading. (Whole Group)
Read the text, model
fluency and point to
words as you read.
Invite students to join
in the reading. (Whole
Group)
Read the text, model
fluency and point to words
as you read. Invite
students to join in the
reading. (Whole Group)
Read the text, model fluency and
point to words as you read. Invite
students to join in the reading.
(Whole group or pairs)
Read the book, model fluency
and point to words. Invite
students to join in the
reading. (Whole group or
pairs.)
Identify Genre:
Text Structure:
Read Aloud and scaffold vocabulary.
Vocabulary:
Foundational Skill
Focus is:
________________________.
Choose 1 foundational
skills:
 Sight words
 Spelling Patterns
 Concepts of Print:
Capital Letters,
Punctuation
 Phonological
Awareness:
Rhyming,
Alliteration,
Syllables, On-Set
and Rhyme
Reread the passage looking
for evidence of how the
characters celebrate
Thanksgiving.
Have students highlight
text evidence.
Chart student
responses in the first
column of an anchor
chart.
Reread the passage and the
evidence from yesterday.
Have students work in pairs and
find which pieces of evidence fit
together.
Chart the patterns you find in the
second column of your anchor
chart.
Review anchor chart
evidence and patterns. Turn
and Talk about noticing’s.
Student Response –
First I was thinking
______ now I am thinking
_____ because….
What do you notice about how
the Characters Celebrate
Thanksgiving?
Week 3
Close Reading Lens: Evidence
10
English Text: World Holidays
Spanish Text: Festividades del mundo
Instructional Focus: How do the text features and text convey information?
Introduce Text
Vocabulary Development
Foundational
Skills
Close Reading
Read for Evidence
Close Reading
Look For Patterns
Close Reading
Developing a new
understanding
Read the text, model fluency and point
to words as you read. Invite students
to join in the reading. (Whole Group)
Read the text, model
fluency and point to
words as you read.
Invite students to join
in the reading. (Whole
Group)
Read the text, model
fluency and point to words
as you read. Invite
students to join in the
reading. (Whole Group)
Read the text, model fluency and
point to words as you read. Invite
students to join in the reading.
(Whole group or pairs)
Read the book, model fluency
and point to words. Invite
students to join in the
reading. (Whole group or
pairs.)
Identify Genre:
Text Structure:
Read Aloud and scaffold vocabulary.
Vocabulary:
Foundational Skill
Focus is:
________________________.
Choose 1 foundational
skills:
 Sight words
 Spelling Patterns
 Concepts of Print:
Capital Letters,
Punctuation
 Phonological
Awareness:
Rhyming,
Alliteration,
Syllables, On-Set
and Rhyme
Reread the passage looking
for evidence of
information in the text
features and text.
Have students highlight
text evidence.
Chart student
responses in the first
column of an anchor
chart.
Reread the passage and the
evidence from yesterday.
Have students work in pairs and
find which pieces of evidence fit
together.
Chart the patterns you find in
the second column of your
anchor chart.
Review anchor chart
evidence and patterns. Turn
and Talk about noticing’s.

Student Response –
Venn diagram of 2
different holidays.
What patterns do you see
in the book? How is this
text organized? How
does the author use text
features to organize the
text?
Week 4
Close Reading Lens: Evidence
English Text: Feliz Navidad, Carlos!
Instructional Focus: Compare and Contrast
11
Introduce Text
Vocabulary Development
Foundational
Skills
Close Reading
Read for Evidence
Close Reading
Look For Patterns
Close Reading
Developing a new
understanding
Read the text, model fluency and point
to words as you read. Invite students
to join in the reading. (Whole Group)
Read the text, model
fluency and point to
words as you read.
Invite students to join
in the reading. (Whole
Group)
Read the text, model
fluency and point to words
as you read. Invite
students to join in the
reading. (Whole Group)
Read the text, model fluency and
point to words as you read. Invite
students to join in the reading.
(Whole group or pairs)
Read the book, model fluency
and point to words. Invite
students to join in the
reading. (Whole group or
pairs.)
Identify Genre:
Text Structure:
Read Aloud and scaffold vocabulary.
Foundational Skill
Focus is:
________________________.
Vocabulary:
Choose 1 foundational
skills:
 Sight words
 Spelling Patterns
 Concepts of Print:
Capital Letters,
Punctuation
 Phonological
Awareness:
Rhyming,
Alliteration,
Syllables, On-Set
and Rhyme
Reread the passage looking
for _evidence of Holiday
celebrations in US vs.
Mexico.
Have students highlight
text evidence.
Chart student
responses in the first
column of an anchor
chart.
Reread the passage and the
evidence from yesterday.
Have students work in pairs and
find which pieces of evidence fit
together.
Chart the patterns you find in
the second column of your
anchor chart.
Review anchor chart
evidence and patterns. Turn
and Talk about noticing’s.

Student Response –
First I was thinking
______ now I am thinking
_____ because….
Venn Diagram
Writing Calendar
Essential Question:
First Grade How To / Informational Unit
Daily Writing Workshop
Mini-Lesson
Guided Practice
Independent Writing
Share
Assessment: Students will create an All
About Book on a celebration from a
country.
Genre:
Monday
Tuesday
Wednesday
Thursday
Friday
Week 1
Defining All-About
Using a Detail Web
Model Process for Writing
Providing a Sense of
Identifying and
Rubric:
12
Week 2
Week 3
Week 4
Text and
Brainstorming
Topics (W.1.2)
All About Book
Poster
AA3-5
(W1.2, W1.5)
All-About (W 1.2, L 1.2a)
Closure (W1.2)
Detail Web
Template
AA 11
AA 13
Pictures and
Captions (W1.2)
AA 21
Defining All-About
Text and
Brainstorming
Topics (W.1.2)
All About Book
Poster
AA3-5
Headings W1.2
Example Detail Web
AA 23-25
Using a Detail Web
(W1.2, W1.5)
Table of Contents
AA 27-29
Model Process for Writing
All-About (W 1.2, L 1.2a)
Using a Checklist
(W1.2, W 1.5)
AA31-33
Providing a Sense of
Closure (W1.2)
Detail Web
Template
AA 11
AA 13
Pictures and
Captions (W1.2)
AA 21
Headings W1.2
Example Detail Web
AA 23-25
Table of Contents
AA 27-29
Using a Checklist
(W1.2, W 1.5)
AA31-33
AA 7-9
AA 7-9
Using Pronouns
(L.1.1d)
Pronouns
Sample Text #1
and #2
AA 15-19
Publish
Identifying and
Using Pronouns
(L.1.1d)
Pronouns
Sample Text #1
and #2
AA 15-19
Publish
Word Study
Use word sorts (Words Their Way Books or Teacher Created Sorts) to help students generalize learned spelling patterns. Once students
have learned the spelling sorts and letter patterns, connect the skill to text by having students do a word hunt and collect words that
follow the same pattern.
Words Their Way
Differentiated Instruction – Give students word sorts based on where they are on the Qualitative Spelling Inventory.
Small Group: Word Study Word Sorts:
 Word Study Groups are based on Qualitative Spelling Inventory, Writing Samples, or Letter/Sound Assessments. Students are grouped
according to their needs; not all students will be on the same sort. Use Word Sorts (Words Their Way books or teacher-created sorts)
to help students generalize learned spelling patterns. Once students have learned the sort and letter patterns, connect the skill to text
by having students do a word hunt and collect words that follow the same pattern. They can find words in text or around the room
and write them in their journals. (Teachers can create their own word sorts focusing on other spelling patterns.)
13
Day 1
Introduce the word sort
in small groups
Day 2
Students sort their
words, check with self,
partner or teacher
Day 3
Students do a Blind Sort
or…
Students do a Speed
Sort
Day 4
Students do a Word
Hunt in their guided
reading book looking
for words that contain
the spelling feature.
Day 5
Assessment:
Teacher gives students a
writing sort with a few
words from the sort and
a few words that follow
the pattern, but are not
in the sort. Students can
glue the sort into a
journal
Assessment: Qualitative Spelling Inventory
Word Study Activities
 Independent Sort
 Speed Sort- Race a buddy
 Write your sort
 Sort it another way
 Word Hunt- Finding other words with that pattern.
Elementary Word Wall pdf A word wall is an organized collection of words prominently displayed in a classroom. This display is used
as an interactive tool for teaching reading and spelling to children. It teaches children to recognize and spell high frequency words, see
patterns and relationships in words, build phonemic awareness skills, and apply phonics rules. Word walls also provide reference
support for children during reading and writing activities. Children learn to be independent as they use the word walls in daily activities.
http://www.christina.k12.de.us/LiteracyLinks/elemresources/inventories/elem_spelling_inventory.pdf
Guided Reading
Literacy Stations / Differentiated Centers
(In your weekly lesson plans list: Groups, student names, book,
 Independent Reading
level, and instructional focus)
 Writing About Reading
 Word Sorts (Words Their Way)
Students participate in small group differentiated instruction. Text
 Sight Words Fluency Games
is determined based on student reading level and strategy needs.
 Lexia
14
Pre A – Transitional
Resources
http://www.janrichardsonguidedreading.com
Jan Richardson website includes many resources including
printable lesson plans, visuals, word work activities, videos, and
student work samples.
http://teacher.scholastic.com/reading/bestpractices/guidedreadin
g.htm
Scholastic website authored by Gay Su Pinnel, leading researcher in
guided reading. Provide background information, leveled book
recommendations, and classroom structure.
“ Guided reading is a teaching approach designed to help individual
students learn how to process a variety of increasingly challenging
texts with understanding and fluency.” Fountas and Pinnell
For guided reading presentations and more resources go to
lcps.blackboard.comlog in go to LCPS all elementary PD 
Click on left menu “Elementary PD”  Click on “Guided Reading”
and see all the available resources.
Resources
Jan Richardson, The Next Steps in Guided Reading, chapter. 1 pp. 637
Chapter explains how before small group instruction you must set
up independent practices through center rotations.
http://www.theschoolbell.com/Links/Dolch/Contents.html Sight
Word Fluency Games and Activities
https://www.thedailycafe.com/daily-5
The website introduces the Daily 5 structure for center rotation:
Read to Self, Read to Someone, Work on Writing, Word Work, and
Listening/Technology
Scholastic differentiated center ideas:
http://www.scholastic.com/teachers/collection/differentiatedliteracy-centers
First Grade Centers:
http://www.billings.k12.mt.us/literacy/firstgrade/first_grade_cent
ers.html
Assessment:
 Bi-Weekly Running Records
 Anecdotal Notes
 DRA at the end of the 9 week period
Social Studies/Science
Objective: The objective of this instructional time during the four-week unit is to complete the culminating activity of this unit.
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Culminating Activity: Students will define the components of a community (needs, rules, culture, government, transportation, economy,
resources, …). Students will identify and create a graphic model of the components for both their community and a community in another
country. The information will be captured in an informative piece of writing to describe the similarities and differences between the two
communities. The writing process will be followed, and students may select the multimedia piece (Glogster, Educreations, Explain
Everything...) or visual representation (brochure, poster...) to pair with the writing.
The structure of the instructional time includes:
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Role/Responsibilities of Teacher
Facilitator
Gathering Resources
Conferring & Checking In
Small Group Instruction
Student Support with
o Technology
o Resources
o Collaboration
o Discussion
o Presenting
Mini Lessons
o Lesson on using accountable talk during
collaboration
o Lessons on asking and answering
questions
o Lessons on how to read to answer research
questions or gather information
o Lessons on how to organize information
(boxes and bullets, chronology,
description, cause and effect, compare and
contrast, etc.)
o Lessons on how to summarize information
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Role/Responsibilities of Student
Collaborating
Discussion
Accountable use of technology
Research-based on assigned topic or section of
culminating activity
Presenting
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Resources for Student Research:
http://www.timeforkids.com/around-the-world - This resource takes you to a page with a list of countries. Each country’s page lists
basic facts along with interactive links (on left side) that include: sightseeing guide, history timeline, native lingo, challenge, and a day in
the life.
http://kids.nationalgeographic.com/ - At this resource, students find information for their country that includes: fast facts, geography,
nature, people and culture, government and economy, and history. Students type in the name of their country in the “search” bar to get
them to their country’s profile.
Resources to support teacher learning for Project Based Learning (PBL)
http://bie.org/ - This site shows teachers how to use PBL in all grade levels and subject areas. It creates, gathers, and shares PBL
instructional practices and products. Go to “Resources” to find many of the materials.
The Main Course, Not Dessert - article that explains how a PBL project is an essential tool for creating 21st Century students
8 Essentials For Project Based Learning – article that describes the 8 components that make up a quality PBL project
Resources to help support student learning for PBL (planning and reflection)
 Team Agreement
 Project Team Work Plan
 Presentation Plan
 Project Presentation Audience Feedback
 My Thoughts
PBL Rubrics
 Collaboration Rubric
 Presentation Rubric
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