PROJECT PLANNING FORM
PROJECT TITLE:
TEACHER(S):
SCHOOL:
GRADE LEVEL(S):
SUBJECTS:
A Community of Learners
Kari Tyree
Taylorsville Elementary
1st/2nd Multi-age
Language Arts, Social Studies
PHASE ONE: Begin with the End in Mind
1.1 What content standards would you like to cover with this unit? Are there other standards that
might fit well with this topic?
First Grade-Language Arts
1.1.11 Read common sight words
1.1.12 Apply phonic clues as self-correction strategies when reading
1.1.14 Decode common word patterns
1.1.15 Read aloud with 95% accuracy and with expression
1.1.19 Identify important signs by colors, shapes, logos and letters on sighn and symbols
1.1.BCSC Decode one and two-syllable words
1.1.BCSC Demonstrate knowledge of grade-level appropriate academic vocabulary words to speak specifically
about different issues
1.2.1 Identify, locate, select: title, author, illustrator
1.2.7 Relate prior knowledge to what is read
1.3.1 Identify and describe plot, setting, characters
1.3.2 Explain and describe the roles of authors and illustrators
1.3.3 Confirm predictions of what will happen next in a story
1.3.4 Distinguish fantasy from reality
1.3.BCSC Identify the rhythm and rhyme in simple nursery rhymes, songs, and poems
1.7.1 Model correct listening behaviors
1.7.2 Request more information by asking questions to promote clarification and understanding
1.7.6 Recite poems, rhymes, songs, and stories
1.7.8 Relate important life events or personal experience in simple sequence
1.7.BCSC Identify simple rhyming patterns
1.7.BCSC Speak clearly and at an appropriate pace in complete sentences
Second Grade-Language Arts
2.1.2 Recognize and apply spelling patterns when reading
2.1.3 Decode regular words with more than one syllable
2.1.6 Read aloud fluently and with expression, 30-60 words per minute with 95% accuracy
2.1.8 Predict the meaning of the unknown compound word by recognizing the individual words
2.1.10 Define and apply the use of simple multiple meaning words
2.1.11 Recognize and apply common word families when reading
2.1.BCSC Separate and identify the number of syllables in words (3 or more syllables)
2.1.BCSC Recognize high frequency sight words
2.1.BCSC Demonstrate knowledge of grade-level appropriate academic vocabulary to speak specifically about
different issues
2.1.BCSC Learn and apply knowledge of alphabetical order (1st-3rd letter) when using classroom or school
library/media materials
2.2.1 Locate information in text from table of contents, title, or chapter headings
2.2.2 State the purpose for reading
2.2.3 Recognize author’s purpose to comprehend the text
2.2.4 Ask and respond to questions to aid comprehension of informational texts
2.2.5 Summarize the main idea to aid in understanding
2.2.5 Restate facts and details from text to clarify and organize ideas
2.2.7 Interpret information from diagrams, charts, graphs
2.2.8 Follow two-step written instructions
2.2.9 Derive meaning from the surrounding text to recognize word and sentence meaning
2.2.10 Draw conclusions based on clues (key words, pictures) gathered from the story
2.2.10 Make predictions about what will happen next based on clues (key words, pictures) gathered from the
story
2.2.11 Identify signal words that order time
2.2.11 Retell the story in logical order (sequence) including story elements
2.3.1 Compare plots, settings, characters presented by different authors
2.3.5 Make, confirm, and revise predictions about what will happen next in the text
2.3.6 Recognize the difference between fantasy and reality
2.3.7 Identify the meaning or lesson of a story
2.7.1 Determine the purpose of listening and listen attentively
2.7.4 Give and follow 3-4 step oral directions
2.7.6 Speak clearly and at an appropriate pace
2.7.7 Tell experiences in a logical order (chronological order, order of importance, spatial order)
2.7.8 Retell stories including the characters, setting, and plot
2.7.10 Recount experiences that move through a logical sequence and that describe story elements (character,
plot, setting)
2.7.12 Provide sensory details when speaking about people, places, things and events
2.7.13 Recite poems, rhymes, songs, and stories
2.7.14 Provide descriptions with sensory details
2.7.BCSC Relate prior experiences and ideas to those of a speaker
2.7.BCSC Enhance presentations with visuals or props
2.7.BCSC Identify rhymes and simple poems
First Grade-Social Studies
1.2.1 Identify rights that people have and identify the responsibilities that accompany those rights
1.2.2 Define and give examples of rules and laws in the school and the community
1.2.3 Explain why rules and laws exist and describe the benefits of having rules and laws
1.2.4 Describe ways that individual actions can contribute to the common good of the community
1.2.5 Define what a citizen is and describe the characteristics of good citizenship
1.2.6 Know the Pledge of Allegiance and understand that it is a promise to be loyal to the United States
Second Grade-Social Studies
2.2.1 Explain that the United States government is founded on the belief of equal rights for its citizens
2.2.2 Understand and explain why it is important for a community to have responsible government
2.2.3 Identify community leaders such as the mayor and city council
2.2.4 Describe how people of different ages, cultural backgrounds and traditions contribute to community and how
all citizens can respect these differences
2.2.5 Identify people that are good citizens and describe the character traits that make them admirable
2.2.6 Discuss and explain the meaning of the Pledge of Allegiance and identify other ways that citizens can affirm
their citizenship
2.2.7 Explain the consequences of violating laws, including punishment of those who do wrong, and the
importance of resolving conflicts appropriately
1.2 In what ways could students demonstrate that they have mastered the skills and knowledge listed
above? (Expression)
Artifacts that could include models, games, pictures, artwork, posters, graphs, and charts
Oral communications that could include reports, informal classroom discussions, songs, plays, and role
playing,
Written communications that could include poetry, reports, journaling, play writing, song writing, and
book-making
Technology based artifacts that could include PowerPoint presentations and videos
Formal assessments that include pencil paper and computer forms
1.3 What 21st Century skills or school-wide learning outcomes do you want to focus on in this unit?
(Make sure this is focused on knowledge component - not mixed with a method)
Flexibility and Adaptability: 1)Adapt to Change; 2)Be Flexible
Initiative and Self-Direction: 1) Manage Goals and Time; 2)Work Independently; 3)Be Self-directed Learners
Social and Cross-Cultural Skills: 1) Interact Effectively with Others; 2) Work Effectively in Diverse Teams
Productivity and Accountability: 1)Manage Projects; 2) Produce Results
Leadership and Responsibility: 1)Guide and Lead Others; 2)Be Responsible to Others
1.4 How would you evaluate a student's performance on the 21st Century skills you listed above?
(Expression)
Assessment would include:
Student portfolio (teacher and student selected artifacts from classroom activities)
Rubrics
Oral discussions/presentations (individual, small group, and whole class)
Pencil/paper tests (multiple choice, T/F, short answer)
Technology based (Power Point presentations, Moodle forums, Video presentations)
1.5 REALITY CHECK: Are the standards you listed above important in achieving your state's testing
goals? Yes, these standards are important in achieving Indiana’s testing goals.
PHASE TWO: Craft The Scenario and Driving Question
2.1 Considering the standards you listed in Phase one, where is that knowledge used in the real world?
What kinds of tasks and activities would an adult do that would require knowing this subject matter
in depth? (Representation)
Language arts standards are needed in daily real world reading that could include:
Local newspaper to keep abreast of local, state, national, and world issues
Job related reading tasks
Library books to be read for entertainment
Directions for assembling items, playing games, installing and utilizing equipment, and recipes
Emails, text messages, and internet sites
Maps, travel directions, and road signs
Social Study and 21st Century Skills are needed in daily real world social interactions that could include:
Job and school relationships
Family and friend relationships
Personal civic responsibility
Self-esteem and work ethic/pride in any task that is attempted
2.2 What kind of scenario could you put the student into to engage them in the task and create the
need to know? (Representation)
A new student is coming to Taylorsville Elementary School and will be in our classroom. What will you tell
her? How will you make her feel welcome and safe? What should she expect from us? What should we
expect from her? What will she need to have, know, and do to be a successful part of our learning
community? Why are these things important? How will you organize and present this information to her?
2.3 Summarize the scenario's core problem into a clear driving question.
What do all members of this learning community need to have, know, and do in order to ensure that all of
its citizens/students are safe, responsible, and respectful and able to contribute to the successful mastery
of academic goals and standards?
2.4 REALITY CHECK - Have you posed an authentic problem or significant question that is likely to
engage the student's curiosity and requires core subject knowledge to solve or answer?
(Engagement and representation) This is a scenario that is likely to happen and students are usually
very excited to guide and assist new students.
PHASE THREE: Plan the Assessment
3.1 Define the products and artifacts (drafts, story boards, videos, papers, web sites, presentations,
etc) will students be turning in for you to assess their progress and understanding of the subject
matter: (Expression)
Early in the Project: Venn Diagram of how school and families are alike/different, Tri-fold listing rules at home,
school, community, reading inventory,
During the Project: All About Me personal poster, Power Point interest inventory, personal goals and action plans
chart, illustrated classroom mission statement, illustrated classroom rules
End of the Project: A portfolio that includes classroom rules, procedures, mission statement, reading inventory,
first quarter goals, and other personal information to put in their planners for their own use. Also, several additional
portfolios that include copies of classroom information to give to new students.
3.2 Look at the final product for the project and analyze the tasks necessary to produce a high-quality
product. What do students need to know and be able to do to complete the tasks successfully?
How will they learn the necessary knowledge and skills? (In other words – how will you represent
what they need to know?)
(Check appropriate box)
KNOWLEDGE AND SKILLS NEEDED
1.How to use a Venn Diagram
2.How to work in small groups
3.Make and use a tri-fold
4.How to take a reading inventory
5.How to complete the All About Me poster
6.How to use Power Point
7.What are goals
8.What are action plans
9.What is a mission statement
10.What is a portfolio
SHOULD DIRECT
EXPERIMENT
KNOW
INSTRUCTION OR
ALREADY
RESEARCH
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3.3 What assessment rubrics will you need to develop to set the expectations for the project and to
assess the products? (Expression)
Product:
Rubric(s): How to work in a community
Product:
Rubric(s): Project rubric
Product:
Rubric(s): Writing rubric
3.4 How might you "externalize the enemy" of this project (outside evaluators, live demonstrations,
etc) (Representation)
Plan, plan, and plan again. The first two-three weeks of school have many interruptions and school-wide
assessments to do. I am planning individual lessons within a larger framework that can be smoothly and
cohesively integrated into the schedule.
3.5 REALITY CHECK - Will the products actually be a good measure of the student's understanding of
the standards and outcomes for the unit? These are good tangible measures of the standards and
outcomes for this unit. I would also use teacher observation and track behavior using the color-coded card
system and good behavior tickets we currently use.
PHASE FOUR: Map The Project
4.1 List each day of the project and what activities you might expect students to be working on each
day. (Representation and Expression)
Week 1: Venn Diagram, Tri-fold, Reading inventory (Whole group-classroom rules, procedures, mission
statement)
Week 2: All About Me poster, Goals and action plans, Power point interest inventory (Whole group-classroom
rules, procedures, mission statement)
Week 3: Power point interest inventory, illustrations for classroom rules and mission statement
Week 4: Put together portfolios, present Power point presentations and portfolios
4.2 What kind of academic scaffolding are you going to have to provide your students? (lectures,
websites, textbooks, study guides, etc) (Representation)
Early in the Project: We will use Unit 1 information from the Social Studies text books and Reading text books.
During the Project: Trade books about Life Skills and Citizenship, Power point guide, Leveled reading books and
materials
End of the Project: Test preparations study guides from the Social Studies text books and Reading text books will
be used.
4.3 REALITY CHECK - Are you providing the appropriate amount of scaffolding for the experience level
of your students? (not too much ... not too little) (Representation) I believe I have enough support at
this time, but I am still researching and adding resources.
PHASE FIVE: Manage the Process
5.2 What kind of process scaffolding are you going to have to provide your students? (task list,
calendars, group support, progress checks, learning logs, journals) (Expression)
Early in the Project: Procedures/flow charts for getting materials, handing out/turning in papers and work, and
cleaning up. Expectations and task cards for each member of small group.
During the Project: Rubric/Checklist/Calendar to assist students in keeping track of progress, monitoring the
quality and requirements of the task, and completing the task within the time frame.
End of the Project: Self-assessment using the project rubric/checklist/calendar provided earlier including
journaling.
5.1 List preparations necessary to address needs for differentiated instruction for ESL students,
special-needs students, or students with diverse learning styles. (Following the UDL guidelines
and principles makes sure these students are automatically and naturally included within your
planning.)
Preparations will include leveled reading material, visuals (posters, video clips), labeled material, varied
opportunities to demonstrate knowledge, small group/partner work.
5.2 How will you and your students reflect on and evaluate the project? (Expression)
• Class discussion
• Fishbowl
• Student-facilitated formal debrief
• Teacher-led formal debrief
• Student-facilitated formal debrief
• Individual evaluations
• Group evaluations
• Other: Self-evaluations, and whole-group evaluations of the smooth operation of the
classroom in general. Are there still things we need to do or have in order to meet the goals
we’ve set for ourselves?
Reflection - What do you expect to learn from this project?
I am hoping to learn how to include all subject areas successfully into a project that increases student
motivation and learning.