Unit Plan Overview

Unit: Stage 1- Desired Results Connections to Context: -Every year in first grade students do a unit on Pilgrims. At the end of the unit they have a Thanksgiving feast with other classes. In second grade students do a unit on Native Americans, the Pilgrims overlap and help begin to prepare students for this. From this lesson students will see the importance of caring for others, using their gifts, and standing up for what they believe in. Transfer Students will be able to independently use their learning to Remember facts about Pilgrims to prepare and build on top of their knowledge for unit on Native Americans Understand how Pilgrims felt-relate to them
(What kinds of long-term independent accomplishments are desired?)

(How does this fit with students experiences, the school goals, and the larger societal issues?)

Established Goals CCSS.ELA- 1. Ask and answer questions about key details in a text. CCSS.ELA- 2. Identify the main topic and retell key details of a text. 1 H2.0.1 Demonstrate chronological thinking by distinguishing among past, present, and future using family or school events. 1 H2.0.6 Compare life today with life in the past using the criteria of family, school, jobs, or communication. 1 H2.0.7 Identify the events or people celebrated during United States national holidays and why we celebrate them (e.g., Independence Day, Constitution Day, Martin Luther King, Jr. Day; Presidents Day).

UNDERSTANDINGS Students will understand that Who the pilgrims were Why they left England The journey to America A day in the life of a Pilgrim Child Begin to learn about Native Americans-how they helped Pilgrims and their relationship We need to care for respect each other and other cultures

Meaning ESSENTIAL QUESTIONS Students will keep considering How would I feel couldnt worship God the way I wanted too? How would I feel if I had to leave my friends and everything I knew behind to go to a new world? How would I feel if unknown people began to take over my home/land? How can I care and respect others? How can I use my gifts?

(What specically do you want students to understand? What inferences should they make?)

(What thought-provoking questions will foster inquiry, meaningmaking and transfer?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions Cognitive Objectives Physical Development Objectives Socio-emotional Objectives -Know why pilgrims came to new Color Mayflower Students understand how world-R Pilgrims/Native Americans felt Draw Mayflower-C when leaving everything they Write what they are thankful for-A - Know the process of coming here-R knew, people taking over their -Know details of Journey to America on land, etc. the Mayflower-R Remember previous lessons-build upon what they have already learned R Know about first thanksgiving-who was there, what they ate-R
(What discrete skills and processes should students be able to use?) (What values and commitments and attitudes should students acquire or wrestle with?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

1 C5.0.1 Describe some responsibilities people have at home and at school (e.g., taking care of oneself, respect for the rights of others, following rules, getting along with others). CCSS.ELA1. Ask and answer questions about key details in a text. CCSS.ELA- 2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. CCSS.ELA- Describe characters, settings, and major events in a story, using key details. CCSS.ELA- Use illustrations and details in a story to describe its characters, setting, or events. CCSS.ELA- 1. Ask and answer questions about key details in a text. CCSS.ELA- 2. Identify the main topic and retell key details of a text. CCSS.ELA- 4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text CCSS.ELA- 3. Know and apply grade-level phonics and word analysis skills in decoding words a. Use combined knowledge of all lettersound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Write how pilgrims childrens life are different then childrens life today Create Venn diagram comparing and contrasting pilgrim children vs. children today Tell aspects of daily life-what they did each day Know relationship between Pilgrims and Native Americans -R Know how Native Americans helped Pilgrims- R Know info form 4 pervious lessons
(What facts and basic concepts should students know and be able to recall?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

CCSS.ELA- 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. CCSS.ELA- 5. 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 CCSS.ELA- 2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. CCSS.ELA- 4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly CCSS.ELA- 5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. CCSS.ELA- 6. Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.) CCSS.ELA- 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print all upper- and lowercase letters
(What content standards and program- or mission-related goal(s) will the unit address? What habits of mind and cross-disciplinary goal(s)- for example 21st century skills, core competencies- will this unit address? Include source and identifying number)

Evaluative Criteria Lesson 1- students will write and fill in the blank on Worksheet-do it as class. Students will raise their hands and give answers for

Stage 2- Evidence Students will show their learning by PERFORMANCE TASK(S): Students will demonstrate what they have learned in each lesson by answering questions Students will demonstrate learning by drawing/coloring pictures and writing sentences about each lesson

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

blank. See who is understanding, what they remember, what we need to review. Lesson 2-Students will draw mayflower and write 2-3 sentences on facts about the Journey to America. Can see what students are comprehending, interested in, and need to review Lesson 3-Students will write about what they are thankful for. I will see how they are doing with their writing and spelling. Lesson 4-students draw picture and write in journal about differences and similarities of Pilgrim children and children today. Can see what they remember and what needs review Lesson 5- Students decorate teepee and write 1-2 sentences about the Native Americans-check to see if they understand relationship -Ask question during books and during each lesson to help review and check to see what students comprehend and understanding. -relate to students lives by having discuss the similarities and differences between their lives and the pilgrims -ask questions that help students to relate and understand the trials and hardships the pilgrims went throught

Students will demonstrate learning at Thanksgiving feast-sharing and talking with other classes what they learned about and what they found interesting Answer questions such as: -How would you feel if you had to leave all your friends and belongings behind? -How would you feel if you couldnt worship God the way you wanted to? -What do you think it would be like if you had to be on a ship for 2 months straight? -Would you like to work all day, like Samuel Eaton? Students will demonstrate what they have learned through the assignments given at the end of each lesson. Assignments involve drawing, coloring, thinking, and writing. Assignments consist of fill in the blank as well as writing sentences-connecting with their writing standards for first grade.

(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)

(What criteria will be used in each assessment to evaluate attainment of the desired results?) (Regardless of the format of the assessment, what qualities are most important?)

OTHER EVIDENCE:

(What other evidence will you collect to determine whether Stage 1 goals were achieved? Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Stage 3- Learning Plan For the pre-assessment I just asked them to raise their hand and tell me anything they knew about Pilgrims and I wrote down all of their answers. I did not think a quiz would be appropriate and overwhelming for them, since they have not learned about Pilgrims yet and they are only in first grade. Many of their answers were similarthey knew they were settlers of America, part of the first Thanksgiving, and lived when the Native Americans did.
(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?) (Toward which goal does each Learning Events learning event build?) Acquisition Meaning Transfer

Progress Monitoring
(How will you monitor students progress toward acquisition, meaning, and transfer during lesson events?) After each lesson I have an assignment for the students that involves them writing about the lesson. This way I can see who and what they are remembering and understanding, and what I need to review over in the next lesson. While they are doing the activity I can walk around and see how they are doing, and also ask them questions While I am teaching each lesson I will ask questions along the way to help emphasize important parts and check what they comprehend. These activities and questions allow students to see how they are doing and what they understand, I will encourage them to ask any questions they have. The students can transfer what they know down on paper, and talk to other students when appropriate time about each lesson Some students may not understand certain aspects while other will, so I may need to go back to things to make sure entire class understands. I will have students turn these assignments in and I will give them back with a note or if they need to change something. They will also get my feedback when I am walking around the classroom while they are working

Student success at transfer, meaning, and acquisition depends upon their participation in these learning events -Students will write about what they learned after each lesson-Transfer -Students will use what they have learned from previous lessons and apply it to next lesson(s)-meaning -Students will compare and contrast Pilgrim children verses children today-acquisition -Students will ask questions to me and to others about things they wonder or arent understanding-meaning -Students will draw mayflower to help them understand what it was and the journey to America better-meaning -Assignments are different-some are more drawing, writing, or talking, so they have different ways to express themselves -Students engage with me in different ways- by listening to a story, asking questions, or following instructions for an assignment. -All stages overlap- all consist of checking comprehension, reviewing, and building on top of previous knowledge -Learning plan is created to help students understand, remember, and learn to the best of their ability. -Students will listen to reading aloud of these books: -The Very First Thanksgiving Day -If You Sailed on The Mayflower in 1620 -The Mayflower Compact -The First Thanksgiving -students will do a fill in the blank worksheet on first lesson about why the pilgrims left England and will color the Mayflower -students will learn how to draw the Mayflower and write 2-3 sentences about the journey to America -students will write about the differences and similarities between the Pilgrims Thanksgiving and Thanksgiving today and a draw a picture of first Thanksgiving -students will write about what it would be like if they were a Pilgrim Child

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

(Have you included multiple means of representation, multiple means of action and expression, and multiple means of engagement?) (Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning plan?) (Does the learning plan reflect principles of learning and best practices?) (Is there tight alignment with Stages 1 and 2?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum