Unit Plan

Overview
Teacher: Miss. Brunet
Grade/Course: 2nd Grade / English Language Arts
Title of the Unit of Study: Friends Helping Friends

Big Idea: What 21st Century Themes

The big idea of this lesson is: Being helpful with friends and family, being caring. will students learn with
the Big Idea and Essential
Question?
Global Awareness

Financial, Economic,
Business, & Entrepreneurial
Essential/ “Messy” Question: Literacy
-How can families and friends grow, learn, and help one another?
Civic Literacy
-How can friends depend on each other?
Health Literacy

Environmental Literacy
Common Core Standards Addressed: Concepts and Skills:
SL.2.1a Follow agreed upon rules for discussions (e.g., gaining the floor -The students will need to be able to read.
in respectful ways, listening to others with care, speaking one at a time
about the topics and texts under discussion. -Be able to write on their own.
L.2.4 Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade 2 reading and content, -Ask and answer questions on the topic.
choosing flexibility from an array of strategies.
SL.2.3 Ask and answer questions about what a speaker says in order to -Be able to clarify and determine meaning of unknown words and
clarify comprehension, gather additional information, or deepen phrases.
understanding of a topic or issue.
Learning Outcomes of the Unit: End of Unit Assessment: Unit’s Instruction Includes
-They will have a short quiz online about the new Create assignments for real audiences
-Students will learn about friendship and helping others vocabulary words learned. and with real purpose
out. -They will also have to write a short paragraph Focus on the learning process, not just
that will be submitted to our class website about content
-Have new vocabulary. what they have learned from the readings in this
unit. Lead high-level, text-based discussions
-Have a new understanding for oral communication in
Teach argument writing which appeals
front of others. to logic and reason

Increase text complexity in both

I will have them create a project where they write literature and informational text
about how they have helped their friends n the
past and then have them draw a picture relating to
the story.

We can have the students present these projects

in small groups and have discussions about them
in these small groups.
Lesson Plans
Balance Teamwork and Individual Work Throughout the Unit of Study:
Leverage collaboration as much as skills and content. Make sure to balance both teams and Independent work so that you are demanding a 21st
century collaborative environment while allowing time to meet students on an individual basis.

Intro Lesson: CCSS “Habits of Mind”

What teacher actions might encourage students to engage in
-Read a short poem about the importance of having these “Habits of Mind”?
DOK Level
friends. ELA Capacities Mathematical
Demonstrate independence Practices Level 1: Recall & Reproduction
-Have students watch an interactive video of a short Make sense of problems and
Build strong content persevere in solving them. Level 2:
story. knowledge Basic Skills & Concepts
Reason abstractly and
-Lead a discussion about why friends depend on one Respond to the varying quantitatively. Level 3: Strategic Thinking &
another, and what the meaning of friendships is. demands of audience, task, Reasoning
purpose, and discipline Construct viable arguments
and critique the reasoning of Level 4: Extended Thinking
Comprehend as well as others
critique
Model with mathematics.
Value evidence
Use appropriate tools
Use technology and digital strategically.
media strategically and
capably Attend to precision.

Come to understand other Look for and make use of

perspectives and cultures structure.

Look for and express

regularity in repeated
reasoning.
Student Reflection & Goal Setting:
Student reflection is an essential component. Throughout the Unit, Students reflect on their work and progress. Students set goals for further learning. Goal setting is a great
opportunity for students to personalize learning goals and provides teacher specific targets for differentiated instruction.

3-5 Reflection Activities: CCSS “Habits of Mind”

- Do a self-reflection on the end of unit assignment.
- Have the students write in a journal about what DOK Level
they learned after the lesson. ELA Capacities Mathematical
Level 1: Recall & Reproduction
Craft Key Questions for each of lessons or set of lessons
Demonstrate independence Practices
• Key Question(s) requires students to address a variety of smaller, Make sense of problems and Level 2:
Build strong content persevere in solving them.
more targeted Key Questions to scaffold learning and finding answer to Basic Skills & Concepts
knowledge
the Essential Question.
• Key Questions provides the vehicle for addressing specific content Reason abstractly and Level 3: Strategic Thinking & Reasoning
Respond to the varying quantitatively.
standards and demonstration of student performance.
demands of audience, task,
- Why are friends good to have? purpose, and discipline
Level 4: Extended Thinking
Construct viable arguments
- Is it important to help friends? and critique the reasoning of
- Are there any questions they need answered on Comprehend as well as others
the lesson? critique
Scaffold or differentiate student demonstration of concepts. (Build Model with mathematics.
depth, flexibility, & try same thing in different ways.) Value evidence
Use appropriate tools
Watch a PowerPoint of the new vocabulary words Use technology and digital
strategically.
media strategically and
(actions, afraid, depend, nervously, peered, perfectly, capably
rescue, secret) where they will take notes on the Attend to precision.
definitions and watch examples of how the word is used. Come to understand other
Look for and make use of
perspectives and cultures
structure.

Look for and express

regularity in repeated
reasoning.
Co-Design Authentic Performance Task(s ):
Teacher embraces real-world connections and possibilities for differentiated student summative products by providing opportunity for student voice and choice in their end product.
Students write their Essential Question to guide learning outcomes for their end of Unit performance task (Project).
.
The students will craft a small slideshow on their class tablets based on how families and friends grow, learn, and help one another.

Assessment
Formative Assessment Lesson: CCSS “Habits of Mind”
For a formative assessment, the students will complete a
vocabulary test that will not be counted toward their DOK Level
grade, it just shows me if what they learned is being ELA Capacities Mathematical Level 1: Recall & Reproduction
retained. Demonstrate independence Practices
Make sense of problems and Level 2:
Build strong content persevere in solving them. Basic Skills & Concepts
knowledge
Reason abstractly and Level 3: Strategic Thinking &
Respond to the varying quantitatively. Reasoning
demands of audience, task,
purpose, and discipline Construct viable arguments Level 4: Extended Thinking
and critique the reasoning of
Comprehend as well as others
critique
Model with mathematics.
Value evidence
Use appropriate tools
Use technology and digital
strategically.
media strategically and
capably
Attend to precision.
Come to understand other
Look for and make use of
perspectives and cultures
structure.

Look for and express

regularity in repeated
reasoning.
Summative Assessment: CCSS “Habits of Mind”
The students will complete a unit test at the end of this
unit to test their knowledge and skills they learned from DOK Level
this unit. This test will only be 15 questions that will ELA Capacities Mathematical Level 1: Recall & Reproduction
include questions from the reading and some matching Demonstrate independence Practices
questions for the vocab learned in this unit. Make sense of problems and Level 2:
Build strong content persevere in solving them. Basic Skills & Concepts
knowledge
Reason abstractly and Level 3: Strategic Thinking &
Respond to the varying quantitatively. Reasoning
demands of audience, task,
purpose, and discipline Construct viable arguments Level 4: Extended Thinking
and critique the reasoning of
Comprehend as well as others
critique
Model with mathematics.
Value evidence
Use appropriate tools
Use technology and digital strategically.
media strategically and
capably Attend to precision.

Come to understand other Look for and make use of

perspectives and cultures structure.

Look for and express

regularity in repeated
reasoning.
 How will you and your students reflect on and
Individual Student Reflection & Peer Reflection: evaluate the performance task (project)?
Class discussion Fishbowl
Students reflect on their end product: authentic performance tasks (project)
 I like… Student-facilitated formal debrief
 I wonder…
 I now understand… Teacher-led formal debrief
 In the future…
Student-facilitated informal debrief

Individual evaluations

Group evaluations

Other:

1. Adapted from OCDE Integrated Planning Template at http://www.ocde.us/CommonCoreCA/Documents/Unit%20of%20study%20template_print11x17.pdf