How do I learn about myself and others?
Day 1–2 - Seed 1
Day 3–5 - Plan 1
Day 6–7 - Plan 2
Day 8–10 - Plan 3
Day 11–12 - Seed 2
Day 13–15 - Plan 4
CCSS Standards for this Unit
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3 Weeks - "Unit at a Glance" Organizer
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The unit, Caring About Myself and Others, builds on students' unfolding awareness of both self and others. Week One refines knowledge of the students'
physical self as well as the changes that occur as we grow.
Throughout the week students transition from self-awareness to an increasingly sensitive awareness of others. Week Two focuses on families and the roles and contributions of family members. Week Three shifts from the foci of self and family to the larger context of the child's place in the school. Students will engage in interactive reading, writing and speaking activities as they continue to build their foundational skills. The lessons in the unit include songs, poems, videos, and a variety of literary and informational texts. Lesson seeds are provided as impetus for teachers to plan and extend on unit topics and ideas. Ongoing assessment is encouraged to monitor student understanding. Students participate in a technology project that will be ongoing.
This unit includes literacy experiences that reflect the Common Core Standards– speaking and listening in a purposeful way, dictating sentences to reflect learning and language, reading emergent texts to develop foundation skills, reading quality literature to develop concepts and themes, reading informational texts to develop content knowledge, and drawing and writing to reflect both content and foundation skills. The lessons in the unit utilize a predictable chart, which is a shared writing created by the teacher and the students. To create a predictable chart, students dictate sentences about a topic to complete a sentence frame, and the teacher serves as the scribe, recording students' dictations while modeling conventions of print. The purpose of shared reading lessons in the unit is to teach foundation reading skills: high-frequency words, concepts of print (directionality, one-to-one correspondence between spoken and written words, spaces between words, and punctuation - period), content words, and beginning writing skills (reconstructing cut-apart sentences, writing and illustrating sentence).
Week One: How do people age, grow, and change over time?
Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst
Curious George by H.A. Rey
Leo, the Late Bloomer by Robert Kraus
The Paper Bag Princess by Robert Munsch
Sylvester and the Magic Pebble by William Steig
Tough Boris by Mem Fox
Where the Wild Things Are by Maurice Sendak
Yoko by Rosemary Wells
Cleversticks by Bernard Ashley, illustrated by Derek Brazell (Dragonfly Books, 1995).
Grumpy Bird by Jeremy Tankard (Scholastic Press, 2007).
Wemberly Worried by Kevin Henkes (Greenwillow, 2000).
Bee-Bim Bop by Linda Sue Park, illustrated by Ho Baek Lee (Clarion Books, 2005).
Knuffle Bunny: A Cautionary Tale by Mo Willems (Hyperion Books for Children, 2004)
Ladybug Girl by Jackie Davis, illustrated by David Soman (Dial Books, 2008).
The Opposite by Tom MacRae, illustrated by Elena Odriozola (Peachtree Publishers, 2006)
The Pout-Pout Fish by Deborah Diesen, illustrated by Dan Hanna (Farrar, Straus and Giroux, 2008).
My Bag and Me! by Karen Farmer, illustrated by Gary Currant (Penton Kids, 2008).
Dinosaurs Alive and Well: A Guide to Good Health by Marc Tolon Brown and Laurene Krasny Brown (Little, Brown, 1992).
Week Two: How do members of a family help and care for each other?
A Chair for My Mother by Vera B. Williams
Clifford the Big Red Dog by Norman Bridwell
Frog and Toad Are Friends by Arnold Lobel
Madeline by Ludwig Bemelmans
My Father's Dragon by Ruth Stiles Gannett
Mama Panya's Pancakes: A Village Tale From Kenya by Mary and Richard Chamberlin, illustrated by Julia Cairns (Barefoot Books, 2006).
The Kissing Hand by Audrey Penn (Child & Family Press, 1993).
A Case of Mistaken Identity by Mo Willems (Hyperion Books for Children, 2007).
Fall Leaves Fall by Zoe Hall, illustrated by Shari Halpern (Scholastic Trade, 2001).
The Three Snow Bears by Jan Brett (Putnam, 2007).
Bea & Mr. Jones by Amy Schwartz (Harcourt, 2006, originally published in 1982).
Cornelius P. Mud, Are You Ready for Bed? by Barney Saltzberg (Candlewick Press, 2005).
Link to NAEYC book list about Families: http:// tyc.naeyc. org/articles/pdf /Childrensbooksab outfamilies.pdf
Week Three: Who are the people in my school? How do they help me and others?
The teacher will determine what the students know (skills, experiences, background, & motivation) in preparation for teaching lessons.
The model lessons in this unit feature best practices to address Common Core State Standards. The lesson plans were designed for heterogeneous classes. When teachers implement these plans, they should consider the skills and special needs of their students and make adjustments accordingly. Apply appropriate elements of UDL.
The following websites provide alternate strategies and information for differentiation of lesson:
English Language Learners
National Association for Gifted Children
Special Education and 504 LD Online
The lesson seeds included are ideas for the standards that can be used to build a lesson. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.