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Unit And Lesson Plan Of English Language Lesson Plan

Highly Effective Unit Plan

Author

First and Last Name: Bria Gayle

School Name: N/A

School District: New York City Public Schools

School City, State: The Bronx, New York

Classroom Information

Subject Area

Social Studies

Grade Level(s)

Kindergarten

Unit Overview

Unit Title

Self and Others

Unit Summary

In this Unit, four topics will be covered: 1) self-identity, 2) diversity, 3) American symbols, and 4) the United States flag (American flag). Students will draw and label body parts, learn a new song about diversity, listen to stories, color the bald Eagle and the American flag, and make the United States flag. Overall, students will learn the following:

To draw and label ears, nose, mouth, eyes, and hair.

To describe their interests and unique talents.

To identify and explain the meaning, the American flag, the Statue of Liberty, the liberty bell, and the Bald Eagle.

Building the Foundation

Habits of Learning Taxonomy

Citizenship skills

Coloring skills

Drawing skills

Listening skills

Unit Common Core Standards [Reading, Writing, Listening, Oral]

Reading Standards:

Key Ideas and Details 1. With support and prompts, ask and respond to critical details in a text

Craft and structure 5. Identify the front cover, back cover, and title page of a book.

Writing Standards:

Text Types and Purposes 2. Use a combination of dictating, drawing, as well as, writing to compose informative/explanatory content wherein they name the topic and supply information on it

Research to Build and Present Knowledge 7. With support and guidance from adults, recall information from experiences or collect data from provided sources to answer a question.

Listening Standards:

Comprehension and Collaboration 2. Confirm knowledge of a text that is read out loud or information presented verbally or via other media by asking and responding to questions about critical details and requesting clarity in case something is not understood

Presentation of Knowledge and Ideas 5. Add drawings and other visual displays to descriptions as desired to provide additional detail.

Presentation of Knowledge and Ideas 6. Speak clearly and express feelings, thoughts, and ideas openly.

Unit History Standards

K.1a A sense of selfworth is acquired through cultural and physical characteristics and thorough the growth of personal dislikes, likes, talents, as well as, skills.

K.2a Each individual is unique but also has identical attributes with other family members, schools, as well as community members. Students will distinguish their characteristics that are identical with their classmates and those that are different, making use of specific descriptors and terms such as race, gender, or ethnicity.

K.3b The American symbols study, together with holidays, and celebrations, help to grow awareness of history, community, as well as culture. Students are going to identify American symbols, including the Liberty Bell, as well as the Bald Eagle. Also, students will learn parts of the American flag (stars and stripes) and how to show respect towards the flag.

Learning Objectives

Students will be able to:

Explain the meaning of identity

Identify their parts of the body and describe their favorite part about themselves.

Explain the meaning of diversity.

Discuss ways they can celebrate diversity inside and outside school.

Identify and explain the meaning of the U.S flag, the Bald Eagle, the Statue of Liberty, and the Liberty Bell

Recognize and describe the U.S flag.

Curriculum-Framing Questions

Essential Question

How can you learn a new song about diversity help students to develop a sense of self and celebrate diversity?

What do national symbols tell us about American culture and traditions?

How do coloring help students identify vital American symbols?

Unit Questions

What will songs about diversity help students celebrate diversity?

Students will color which American symbols?

How do students develop a healthy sense of self?

Content Questions

Lesson 1

"What did the girl like about herself?" Each student must give one example after reading "I Like Myself!" by Karen Beaumont.

Lesson 2

What will you do to make someone different from you feel welcomed? Describe how

Highly Effective Unit Plan

Author

First and Last Name: Bria Gayle

School Name: N/A

School District: New York City Public Schools

School City, State: The Bronx, New York

Classroom Information

Subject Area

Social Studies

Grade Level(s)

Kindergarten

Unit Overview

Unit Title

Self and Others

Unit Summary

In this Unit, four topics will be covered: 1) self-identity, 2) diversity, 3) American symbols, and 4) the United States flag (American flag). Students will draw and label body parts, learn a new song about diversity, listen to stories, color the bald Eagle and the American flag, and make the United States flag. Overall, students will learn the following:

To draw and label ears, nose, mouth, eyes, and hair.

To describe their interests and unique talents.

To identify and explain the meaning, the American flag, the Statue of Liberty, the liberty bell, and the Bald Eagle.

Building the Foundation

Habits of Learning Taxonomy

Citizenship skills

Coloring skills

Drawing skills

Listening skills

Unit Common Core Standards [Reading, Writing, Listening, Oral]

Reading Standards:

Key Ideas and Details 1. With support and prompts, ask and respond to critical details in a text

Craft and structure 5. Identify the front cover, back cover, and title page of a book.

Writing Standards:

Text Types and Purposes 2. Use a combination of dictating, drawing, as well as, writing to compose informative/explanatory content wherein they name the topic and supply information on it

Research to Build and Present Knowledge 7. With support and guidance from adults, recall information from experiences or collect data from provided sources to answer a question.

Listening Standards:

Comprehension and Collaboration 2. Confirm knowledge of a text that is read out loud or information presented verbally or via other media by asking and responding to questions about critical details and requesting clarity in case something is not understood

Presentation of Knowledge and Ideas 5. Add rawings and other visual displays to descriptions as desired to provide additional detail.

Presentation of Knowledge and Ideas 6. Speak clearly…

Highly Effective Unit Plan

Author

First and Last Name: Bria Gayle

School Name: N/A

School District: New York City Public Schools

School City, State: The Bronx, New York

Classroom Information

Subject Area

Social Studies

Grade Level(s)

Kindergarten

Unit Overview

Unit Title

Self and Others

Unit Summary

In this Unit, four topics will be covered: 1) self-identity, 2) diversity, 3) American symbols, and 4) the United States flag (American flag). Students will draw and label body parts, learn a new song about diversity, listen to stories, color the bald Eagle and the American flag, and make the United States flag. Overall, students will learn the following:

To draw and label ears, nose, mouth, eyes, and hair.

To describe their interests and unique talents.

To identify and explain the meaning, the American flag, the Statue of Liberty, the liberty bell, and the Bald Eagle.

Building the Foundation

Habits of Learning Taxonomy

Citizenship skills

Coloring skills

Drawing skills

Listening skills

Unit Common Core Standards [Reading, Writing, Listening, Oral]

Reading Standards:

Key Ideas and Details 1. With support and prompts, ask and respond to critical details in a text

Craft and structure 5. Identify the front cover, back cover, and title page of a book.

Writing Standards:

Text Types and Purposes 2. Use a combination of dictating, drawing, as well as, writing to compose informative/explanatory content wherein they name the topic and supply information on it

Research to Build and Present Knowledge 7. With support and guidance from adults, recall information from experiences or collect data from provided sources to answer a question.

Listening Standards:

Comprehension and Collaboration 2. Confirm knowledge of a text that is read out loud or information presented verbally or via other media by asking and responding to questions about critical details and requesting clarity in case something is not understood

Presentation of Knowledge and Ideas 5. Add drawings and other visual displays to descriptions as desired to provide additional detail.

Presentation of Knowledge and Ideas 6. Speak clearly and express feelings, thoughts, and ideas openly.

Unit History Standards

K.1a A sense of selfworth is acquired through cultural and physical characteristics and thorough the growth of personal dislikes, likes, talents, as well as, skills.

K.2a Each individual is unique but also has identical attributes with other family members, schools, as well as community members. Students will distinguish their characteristics that are identical with their classmates and those that are different, making use of specific descriptors and terms such as race, gender, or ethnicity.

K.3b The American symbols study, together with holidays, and celebrations, help to grow awareness of history, community, as well as culture. Students are going to identify American symbols, including the Liberty Bell, as well as the Bald Eagle. Also, students will learn parts of the American flag (stars and stripes) and how to show.......n the meaning of identity

Identify their parts of the body and describe their favorite part about themselves.

Explain the meaning of diversity.

Discuss ways they can celebrate diversity inside and outside school.

Identify and explain the meaning of the U.S flag, the Bald Eagle, the Statue of Liberty, and the Liberty Bell

Recognize and describe the U.S flag.

Curriculum-Framing Questions

Essential Question

How can you learn a new song about diversity help students to develop a sense of self and celebrate diversity?

What do national symbols tell us about American culture and traditions?

How do coloring help students identify vital American symbols?

Unit Questions

What will songs about diversity help students celebrate diversity?

Students will color which American symbols?

How do students develop a healthy sense of self?

Content Questions

Lesson 1

"What did the girl like about herself?" Each student must give one example after reading "I Like Myself!" by Karen Beaumont.

Lesson 2

What will you do to make someone different from you feel welcomed? Describe how you can include others at lunch and during recess?

Lesson 3

What national symbols can you think of?

Lesson 4

What is the meaning of the 50 stars and 13 stripes in the U.S flag?

Highly Effective Unit Plan Template 2020 Page 1 of 31

Student Assessment Plan

Assessment Summary

Lesson 1. Students will be asked to draw and fill self-portraits using correct colors. The teacher will assess each student's ability to identify, draw, color, and label body parts.

Lesson 2. Students will draw a picture of themselves on a white sheet of paper and write their interests and talents. The teacher will assess the ability of each student to identify their likes and interests.

Lesson 3. Students will color the bald Eagle and the American flag. The teacher will walk around the class and check if students can color the American flag and the bald Eagle using correct colors.

Lesson 4. The students will make the United States flag. The teacher reviews the checklist to ensure each student is competing in each part of the activity.

Assessment Timeline

Before Project Work Begins

While Students Work on Projects

After Project Work Ends

Students will listen to a story or learn a new song that is related to the content presented in the lesson plan. The teacher will have a classroom discussion on the questions that the teacher will ask after reading a story.

Students will be given coloring pages to color and self-portraits to fill in. The teacher is going to monitor students as they complete each class activity and will walk around the class seeing how each student is doing.

The teacher will collect each student's work and check it against the unit rubric.

Unit Connection College and Career Ready Descriptions: Teachers will nominate one of the following lenses to perform as the overlay for the Unit. These will be the descriptors that should be included to make sure the Unit is aligned to the CCLS and pertinent to the college and career-oriented learners.

Students will show Independence.

Students will be oriented towards the evidence.

Students will develop knowledge.

Students will react to the differing demands of the task, audience, and discipline.

Students will analyze as well as summarize.

Students will use digital media and technology capably and strategically.

Students will build an understanding of other cultures and perspectives.

Visual Ranking Elements (Complete this section if this tool will be used in the unit)

Visual Ranking Project Name (For the Visual Ranking workspace)

Project Description (For the Visual Ranking workspace)

Prompt (For the Visual Ranking workspace)

Sorting List (For the Visual Ranking workspace)

Practice Ranking (For your future quick reference)

Teacher ID:

Practice Team ID 1:

Practice Team ID 2:

Password:

Password:

Password:

Seeing Reason Elements (Complete this section if this tool will be used in the unit)

Seeing Reason Project Name (For the Seeing Reason workspace)

Final Project Description (For the Seeing Reason workspace)

Research Question (For the Seeing Reason workspace)

Practice Map (For your future quick reference)

Practice Team ID:

Password:

Showing Evidence Elements (Complete this section if this tool will be used in the unit)

Showing Evidence Project Name (For the Showing Evidence workspace)

Project Description (For the Showing Evidence workspace)

Prompt (For the Showing Evidence workspace)

Practice Case (For your future quick reference)

Practice Team ID:

Reviewing Team ID:

Password:

Password:

Claims

Evidence

Unit Details

Approximate Time Needed

Two months

Pre-requisite Skills

Students should have excellent listening skills.

Students should be able to communicate their thoughts.

Students must be able to distinguish the various colors of crayons.

Students must be able to draw and write simple sentences.

Procedures

Lesson 1

The teacher will read to students a story called I like Myself! By Karen Beaumont.

After the story concludes, the teacher will ask the following questions:

1. What did the girl like about herself? (Expected answers are eyes, ears, nose, fingers, and nose).

2. Which animal has a snout?

The teacher will pass out handheld mirrors and self-portraits to each student and explain to the learners that they are going to be divided into groups of two to complete a three-step class activity.

Step1: Identifying the body parts. That is, hair, ears, eyes, nose, and mouth.

Step 2: Drawing and labeling parts identified in step 1

Step 3: Writing what their favorite part is.

The teacher will start by looking in the mirror and draw two eyes, nose, mouth, ears, and hair.

The teacher will color the portrait after drawing all the observable parts. For example, the teacher will color the eyes blue and hair brown. The teacher needs to color the self-portrait accurately because it represents what other students are seeing.

A

Sources used in this document:

Resources)

American flag coloring pageCrayonsBlue plastic plates7 red ribbons per student6 white ribbons per student13 foil star stickers per studentTapeSteplarF is for Flag by Wendy Cheyette LewisGrouping Strategy: Describe how you will group students to facilitate the learning of the outcomes of this lesson. What is the rationale for the grouping strategy?(1e: Designing Coherent Instruction)Academic Vocabulary: What key terms are essential to this content? What terms are essential to develop and extend student's vocabulary?(1a: Knowledge of Content and Pedagogy; 1b: Knowledge of Students)Colony and IndependenceLesson Procedures: The procedures should clearly describe the sequence of learning activities and should identify where and how all materials, technology tools, and student-created technology products and reproducible materials/handouts are utilized in the lesson. Describe the lesson sequence:· How will the lesson launch?· How will the material be presented?· What questions will be posed to the students? What are the expected responses?· How and when will the teacher model?· What opportunities will there be for guided Practice, group work, and individual Practice?· How and when will you monitor student understanding throughout the lesson?· What opportunities will there be for reflection and closure?Include approximate time allocations for each portion of the lesson. Be very precise when explaining the teacher and student tasks during the learning activities.

Lesson launch (5 minutes)The teacher will display the classroom flag where each student can see.

Students will be asked to describe the U.S. flagStudents will recite the Pledge of AllegianceTeacher Modeling (15 minutes)Show the cover of F for Flag by Wendy Cheyette LewisThe students will be asked to describe the cover of the bookThe teacher will read the book while pausing to explain key termsThe teacher will inform the students how our forefathers created 13 coloniesThe students will be asked to guess what a colony I.S.

The teacher defines a colony.

Explain to students why the U.S flag has 50 stars.

Students watch the American flag riddle video(1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing Coherent Instruction)Guided Practice (15 minutes)· Making the U.S. flag.

Independent working time (10 minutes)· The teacher will give each student the U.S. flag coloring sheet.

· Each student will use crayons to color the flag correctly.

· The teacher will ask the students to refer to the classroom flag when choosing colors.

Differentiation: Describe how you will differentiate instruction for a variety of learners, including students will special needs, English Language Learners, and high achieving students, to ensure that all students have access to and can engage appropriately in this lesson. Be specific.

(1e: Designing Coherent Instruction)Assessment Criteria for Success:· How and when will you assess student learning throughout the lesson (formative)?· How will you and your students know if they have successfully met the outcomes?· What are the criteria for mastery of the lesson outcome(s)?· Describe any (formative and summative) assessments to be used.

(1f: Designing Student Assessments)The teacher will ask each student to wave their banner gently.

Students will be asked why the U.S flag has 13 stripesStudents will be asked why the U.S flag has 50 starsStudents will be asked to define colonies and IndependenceStudents will be asked to say the Pledge of Allegiance as they hold the banner.

Anticipated Difficulties: What difficulties or possible misunderstanding do you anticipate that students may encounter? How will you prevent them from occurring?(1a: Demonstrating Knowledge of Content and Pedagogy)Reflections: List at least three questions you will ask yourself after the lesson is taught.

(4a: Reflecting on Teaching)Preparing a UnitUnit 1Phase 1: Deciding on the objectives of the topicUnit Title: Self and OthersGrade level: KindergartenApproximate Time Needed: 2 monthsMain idea 1: Children's sense of self is shaped by experiences that are unique to them and their families· Individuals have talents· People have physical characteristics: height and hair colorMain idea 2: Symbols and traditions help develop a shared culture and identity within the United States· Important Symbols of the United States· The U.S flag has parts (stripes and parts)Skills to be developed:Citizen skills to be developedPhase 2: Determining AssessmentSummative Assessment:1. Students will have a journal entry that will be tied to the content. This will allow students to begin to think about the topic and reflect. This will show the teacher where the student is. (A mini diagnostic)2. Students will read a storybook related to the concept topic of the day for each lesson plan. Students and teachers will have a classroom discussion on the focus question that the teacher will ask the student after they read the book. This will serve as an informal assessment to see student understanding before the lesson.

3. Students will be given an in-class reading that will be read together as a class. Each reading will be given guided questions that will show the teacher who comprehended the lesson of the textbook. The guided questions will be graded on the student's notebook.

4. Students will be assigned a mini project, whether it is the partnering up to complete. The teacher will monitor students as they work and will workaround to see if the students need help or have questions. The teacher will observe each student's work. The teacher will grade each activity or mini-project before going over the answers or work.

5. Students will receive an exit ticket/quiz after instruction is done.

End of Unit Task: Students will be asked to answer questions the following four questions:End of Unit Rubric:Phase 3: Selecting Instructional Courses.

Diversity· "Everyone belongs" song https://www.youtube.com/watch?v=nJ1QEE_RXP8

· All are Welcome by Alexandra PenfoldIdentityI Like Myself by Karen Beaumont https://www.youtube.com/watch?v=kTLxkMa0XDk

United States Symbols· American Symbols cards· Statue of Liberty worksheet· American flag coloring pageMaking the U.S flag· F for Flag by Wendy Cheyette LewisPhase 4: Choosing appropriate learning activities4 Lesson plans attached.

Activities: oral/ written activities and exciting and construction activities.

Differentiated instruction· Children with special challengesAll stories and text materials will be read in class.

Children with special challenges will strategically be placed with students on grade level so that the students can get help when they need it. Additionally, they will be given a sheet of with vocabulary definitions so that they can refer to it· children who are ELLs· Children who are struggling (RTI)· Children who are performing above grade level (will be given modified questions that are more challenging and appropriate for their performing level for their activities in journal/ class/ homework.

Phase 5: Completing the unit plan4 lesson plans attached.

This U.S. flag is also known as the American flag. The flag includes thirteen horizontal stripes that are red and white. These stripes symbolize the initial states in the Union. Moreover, a blue rectangle, including 50 white stars; these 50 stars symbolize the 50 states in the U.S. American flags are shown all over the country, including many public places like government buildings, schools, libraries, among other places.

The Statue of Liberty is made of copper, and it is locatedin New York City. The statue is a robed female whorepresents a Roman Goddess and is holding a torch in herhand. The Statue of Liberty was a gift given from Franceand represents freedom and the United States.

Inscribed on the statue is the date July 4, 1776; this isthe date of the American Declaration of Independence. Wecelebrate this event every 4th of July.

The Bald Eagle, the national bird, and animal for thethe U.S. On June 20, 1782, the Bald Eagle was chosen as the emblem of the United States because it represents strength, long life, majestic looking, freedom, and exists here in the U.S. You can find the bald Eagle on coins, the Great Seal, and even dollar bills.

The Liberty Bell is a representation of American freedom and Independence. It is situated in Philadelphia, Pennsylvania. The Liberty Bell is significant as it symbolizes an end to slavery in America.

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