3.+5+Day+Unit+Plan

Teacher(s) Name: Caitlin O’Connor, Teresa Iamesi, Elizabeth Menahem, Kayla Berry, Rachel Mott Thematic Unit Theme/Title/Grade Level: Holidays - Historic Holidays - 1st Grade Wiki space address: __ __http://ucfgr1holidaysf09.wikispaces.com__ __ Daily Lesson Plan Day/Title: Monday - A Reason to Celebrate (by Kayla Berry) || The student will be able to construct a bar graph. The student will be able to name multiple holidays. The student will be able name characteristics of a holiday. The student will be able to associate certain holidays with their celebrations.
 * **Learning Objectives**
 * What will students accomplish / be able to do at the end of this lesson?**

|| || * MA.1.A.6.2: Solve routine and non-routine problems by acting them out, using manipulatives, and drawing diagrams. · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || Prior to the lesson The lesson
 * **NCSS Theme/Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education __ http://flstandards.org __.//
 * SS.1.A.2.1: Understand history tells the story of people and events of other times and places.
 * SS.1.A.2.4: Identify people from the past who have shown character ideals and principles including honesty, courage, and responsibility.
 * LA.1.3.1.3: The student will prewrite by organizing ideas using simple webs, maps, or lists. ||
 * ** Student Activities & Procedures **
 * // Teacher Activities/Student Activities //**
 * 1) The teacher should create a blank portfolio for every student. This is done by gluing two sheets of construction paper together horizontally with one on top of the other. Do this with the other two sheets of paper as well. Once they are dry glue the two long vertical sides at the edges and one horizontal side along the edges, leaving the top open to slide materials into. The teacher should then print out “Historical Holiday Portfolio” templates and glue them to the top of the portfolio.
 * 2) The teacher will need to print out a template of each the turkey, the flag, and Martin Luther King for every student (The teacher may need to resize the templates before printing them out).
 * 3) Next the teacher should think up questions to guide the conversation in case students do not have much to say about holidays.
 * 4) Finally the teacher should put crayons, scissors and glue sticks on each table.
 * 1) Have the students take out a sheet of notebook paper and write down as many holidays as they can think of in 2 minutes. After 2 minutes collect their papers.
 * 2) Have students raise their hands and name holidays as you write them ACROSS the whiteboard, being sure to leave a little space between each one.
 * 3) Once students have named 6 to 8 holidays, which will most likely be the common ones like Christmas, Easter, Halloween ect. Give each student a birthday candle.
 * 4) Have the students come up by table and place their birthday candle either on the ledge of the board or on the floor underneath their favorite holiday of those listed.
 * 5) Once all the students have voted as a class, count the number of votes each holiday received, writing each total next to the holiday name.
 * 6) Tape a sheet of white butcher paper to the board, try not to cover any of the holiday names or numbers.
 * 7) As a class create a bar graph with names of the holidays along the bottom and number of students who voted for each holiday along the left side. This can be displayed on the class bulletin board for the remainder of the week if desired.
 * 8) As a class have a discussion about holidays. Pose questions such as “What do you think a holiday is?” “What are the reasons for a holiday?” “Does everyone celebrate the same holidays? Why or why not?”
 * 9) After students have talked about holidays for a little while introduce the three “Historic Holidays” Martin Luther King Day, Independence Day, and Thanksgiving. Tell students these will be the holidays they will be learning about the rest of the week.
 * 10) Ask students what they know about these holidays. Do they even consider them holidays?
 * 11) Hand out one of each template to the students and let them color them in.
 * 12) While students are coloring the teacher will look over the holidays each student listed, making sure everyone wrote down something, and accepting holidays as responses even if they are not commonly mentioned or celebrated in America.
 * 13) As students begin to wrap up coloring instruct them to cut out each of the three pictures, leaving white space is okay.
 * 14) While students are cutting the teacher will give each student a blank portfolio and tell the child once they are done cutting they can glue the three pictures on and write their name on the blank line. ||
 * ** Resources/Materials **

|| Whiteboard and dry erase marker Large sheet of white paper (butcher paper sized) Colored markers tape 1 birthday cake candle for every student A blank portfolio for every student ( 4 sheets of construction paper) A turkey template, a flag template, and a Martin Luther King Template for every student Crayons, glue sticks and scissors for every table. Students should have their own pencil and paper

Turkey Template at: @http://www.craftideas.info/assets/images/Tom_Turkey_500.jpg Flag Template at: __ @http://www.coloring-pages-book-for-kids-boys.com/images/52_United_States_Country_flag_coloring_at_coloring-pages-book-for-kids-boys.gif __ Martin Luther King Template, template 3 at: @http://fun4thechildren.blogspot.com/2009/01/martin-luther-king-jr-coloring-pages.html

The portfolio template is just a long blank line ending with apostrophe s. Under that it says Historic Holiday Portfolio. The students write their name on the long line. || · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || Pre-Assessment: Students will be evaluated on the holiday list they made at the start of class as well as the information they know about each holiday.
 * **Assessment**

Post-Assessment: Students will be evaluated on the completion of their portfolio as well as their participation in the group holiday discussion. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL/SLD:  Have pictures of each holiday students are likely to list such as a pumpkin for Halloween, a tree for Christmas, a star for Hanukkah ect. Include pictures for general holidays of cultures students in your class are likely to name (assuming you have students from different cultures)  Have students make the original list of Holidays in partners or groups of 3 or 4.
 * ** Exceptionalities **

Gifted/Talented:  Have the students graph the results individually rather than as a class.  Have a shortened group discussion and instead have students write about what they know about holidays. This can be a list but in complete sentences. ||
 * ** Discussion Notes ** || Have students go home and talk with their parents about holidays and how they celebrate. For homework the student can write a paragraph talking about a family holiday tradition that is special to them. This will also lay the foundation for Friday’s holiday party, which parents can attend and are encouraged to bring a treat from their family recipe collection.

||

Teacher(s) Name: __Caitlin O’Connor,__ __ Teresa Iamesi, Elizabeth Menahem, Kayla Berry, Rachel Mott __ Thematic Unit Theme/Title/Grade Level: __Holidays, 1st Grade__ Wiki space address: __http://ucfgr1holidaysf09.wikispaces.com__ = Daily Lesson Plan Day/Title: __Tuesday/__ __I have a Dream__   = || * The student will participate in read aloud and in inquiry-based research activities || || * SS.1.A.1.2: Understand how to use the media center/other sources to find answers to questions about a historical topic. __ || || ## Start off reviewing different holidays that were discussed on Monday || || || || Pre-Assessment: · Students will review what was learned the day before · Students will share what they already know about MLK Jr. and what they want to know (KWL chart) Post-Assessment: · Students will discuss what they have learned and teacher will record on KWL chart · Students will complete a journal template that helps them relate to Dr. King and expand with their own dreams · Students will verbally share their dreams using an artifact || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL/SLD: · The teacher will read the story aloud and point out pictures · Students will explore websites in groups and share their dreams · The teacher will model instruction for the journal and website exploration · Visuals are used during reading and in the websites Gifted/Talented: · Students can help others in their group · Students may spend more time exploring websites if completed early || Teacher(s) Name: Caitlin O’Connor, ** Teresa ** ** Iamesi **, **Elizabeth Menahem**, Kayla Berry, Rachel Mott Thematic Unit Theme/Title/Grade Level: Holidays/Grade 1 Wiki space address: http://ucfgr1holidaysf09.wikispaces.com/ Daily Lesson Plan Day/Title: **Wednesday/Independence Day**
 * = Learning Objectives =
 * The student will compare and contrast their lives to the early life of Martin Luther King, Jr., through their journals
 * The student will explore various sources of information about Dr. King and share the discoveries of their research, recording them on a class KWL chart
 * The student will share their own dream for the future in groups using a microphone
 * ** NCSS Theme/Sunshine State Standards **
 * __SS.1.A.2.1: Understand history tells the story of people and events of other times and places.
 * SS.1.A.2.4: Identify people from the past who have shown character ideals and principles including honesty, courage, and responsibility. __
 * __LA.1.2.2.3: The student will organize information found in nonfiction text through charting, listing, mapping, or summarizing.
 * LA.1.1.7.2: The student will use background knowledge and supporting details from text to verify the accuracy of information presented in read selections;__
 * ** Student Activities & Procedures **
 * 1) Create a class KWL chart
 * 2) Ask the students what they already know about Martin Luther King Jr. and record in the “Know” section of the chart and what they want to know in the “Want to Know” section
 * 3)  Read Aloud Young Man with a Dream (Childhood of Famous Americans Series), Dharathula H. Millender.
 * 4)  Ask the students what they learned from the book and record in the “Learned” section of the chart, ask what they still want to know
 * 5)   Using an LCD projector to model, have the students explore three websites in groups including  [] A virtual tour of Dr. King’s childhood neighborhood, [] A timeline with artwork created by other students, and [] gallery of photos of Dr.King’s triumphs
 * 6) Pass out the Martin Luther King Jr. and Me Journal Template and help students work on the journal, the last two pages will be made into a class book
 * 7) Record what the students have learned on the “learned” section of the KWL chart
 * 8) In groups have students pass around the microphone to share their dream for the future while finishing journals
 * == Resources/Materials ==
 * [] A virtual tour of Dr. King’s childhood neighborhood
 * [] A timeline with artwork created by other students
 * [] gallery of photos of Dr.King’s triumph
 * Young Man with a Dream (Childhood of Famous Americans Series), Dharathula H. Millender
 * ** Assessment **
 * == Exceptionalities ==
 * == Discussion Notes == || The teacher may plan a party for MLK’s birthday and invite family members to have the students share the class book of their dreams and what they have learned about MLK Jr. ||

The student will be able to identify traditional Independence Day celebration activities. The student will be able to briefly explain the significance of the pledge of allegiance. The student will have an understanding about Independence Day in general. || the heroism and achievements of people, events, and our nation’s ethnic heritage.
 * =Learning Objectives= || The student will be able to briefly explain why the American flag has 13 stripes and 50 stars.
 * **NCSS Theme/Sunshine State Standards** || SS.1.A.2.3 – Identify celebrations and national holidays as a way of remembering and honoring

LA.1.1.6.5 – The student will relate new vocabulary to prior knowledge.

LA.1.1.7.3 – The student will retell the main idea or essential message. || //Teacher Activities/Student Activities// || # We will review as a class about Martin Luther King Jr. This brings us to our next holiday, Independence Day. “Does anyone know how many stars and stripes there are on the American flag?” “Does anyone know what they mean?” 5.This will lead to a discussion about why we have 13 stripes and 50 stars on the flag. 6. Students will then create a model of the American flag following directions that will be posted on the board as well as orally through a demonstration. 7. Next, we will talk about the pledge of allegiance and its significance and recite it as a class. Blue construction paper White construction paper Red tissue paper (cut in strips) White tissue paper (cut in strips) Black markers Pencils Crayons Glue Stapler (for teacher use) “Happy Birthday, America” book
 * Student Activities & Procedures
 * 1) A read aloud will take place. The book being used is ‘Happy Birthday America” written by: Mary Pope Osborne and illustrated by: Peter Catalanotto.
 * 2) A short discussion of the activities that take place during Independence Day celebrations will take place after the read aloud.
 * 3) We will then talk about the American flag and the significance of the stars and stripes.
 * I pledge allegiance to the Flag **
 * of the United States of America, **
 * and to the Republic for which it stands: **
 * one Nation under God, indivisible, **
 * With Liberty and Justice for all. **
 * 8. Last, the students will create a small book about the things they have **
 * learned about Independence Day. This book will include a picture of **
 * the American flag and a brief explanation of why we have 13 stripes **
 * and 50 stars. This book will also include the pledge of allegiance and **
 * its significance. Also in the book will be a few things that take place in **
 * the celebration on Independence Day. The students will choose which things to put in their book. (minimum of 3) ** ||
 * ==Resources/Materials == || Red construction paper

Pledge of Allegiance information: [] || Review from Tuesday’s lesson. Oral discussion to see what the students already know about the American flag.
 * **Assessment** || Pre-Assessment:

Post-Assessment: Creation of an Independence Day book containing everything that the students have learned today. || || ESOL/SLD: Directions will be written on the board as well as given orally with a demonstration of the assigned activities. A sample of a finished product will be provided as a guide to what the flag should look like when completed.
 * ==Exceptionalities==

Gifted/Talented: There will be additional books about Independence Day as well as Martin Luther King Jr. (for a reminder of Monday’s activities) for students to read if they finished the assigned work early. ||
 * ==Discussion Notes== || Students will finish their Independence Day books at home tonight if they do not complete them in class.

There are 13 stripes on the American flag to symbolize the 13 original colonies. There are 50 stars on the American flag to symbolize the 50 states we now have.

Independence Day is the birthday of the United States of America and is celebrated on the Fourth of July each year. Independence Day is the anniversary of the day on which the Declaration of Independence was adopted by the Continental Congress on July 4, 1776. ||

Teacher(s) Name: Caitlin O’Connor, **Teresa Iamesi**, Elizabeth Menahem, Kayla Berry, Rachel Mott Thematic Unit Theme/Title/Grade Level: ___National Holidays/ 1st grade__ __ Wiki space address: www.ucfgr1holidaysf09.wikispaces.com __ = __Daily Lesson Plan Day/Title: Thursday/Thanksgiving Celebrations__ =

The student will recognize thanksgiving as a way of remembering and honoring people and events.
 * =Learning Objectives=
 * What will students accomplish / be able to do at the end of this lesson?** || //Depending on the topic, 4-5 objectives are ample. All should begin with://

The student will recognize an activity associated with a national celebration, such as a family dinner on Thanksgiving.

The student will participate in inquiry based learning.

The student will incorporate art into learning. || Benchmark #: SS.1.A.2.2-  Compare life now with life in the past. Benchmark #: SS.1.A.2.3- Identify celebrations and national holidays as a way of remembering and honoring the heroism and achievements of the people, events, and our nation's ethnic heritage Benchmark #: LA.1.4.3.1- The student will draw a picture and use simple text to explain why this item (food, pet, person) is important to them || //Transition: Hold a class discussion to bridge the break between yesterdays holiday and today’s new topic. Allow students to discuss what they enjoyed most about that holiday.//
 * **NCSS Theme/Sunshine State Standards** || Benchmark #: SS.1.A.2.1-  Understand history tells the story of people and events of other times and places.
 * Student Activities & Procedures || //Teacher-//

//Lesson: Teacher Instruction// //1-Cover 3-5 objects pertaining to Thanksgiving and place in the middle of the classroom. Item should remain covered.// //2-Invite the class to sit in a circle surrounding the objects.// //3-Explain to the class that underneath each individual sheet, there is an artifact that symbolizes a national holiday here in the United States. Tell the class you will describe each artifact one by one, and the goal is for the students to figure out what is underneath the sheet.// //4-Begin with the first object. Describe 3-4 attributes, and record what students think is underneath it on the board in a KWL chart. Reveal the item, and continue until each item is uncovered. -10-15 minutes.// //5-Have the students state it is thanksgiving. Continue filling out the KWL chart by asking questions of ‘what they know, and what they want to learn’.// //6-Instruct students to return to their seats, and read to them “Turkeys, Pilgrims, and Indian Corn” by Edna Barth. Briefly discuss key terminology after the book.// //7- Once the book is finished divide the class into two groups. Group A will construct an Indian head piece and group B will construct a pinecone Turkey. This assignment should take 20-30 minutes.// //8- Explain the rules and directions to each group.// //9-Walk around the class to ensure everyone is participating, and learning.// //10- Once time is up, instruct the class back into their seats. Explain to the class that on thanksgiving it is right to be thankful for something. Give an example of what students can be thankful for and pass back the ‘I am thankful for’ handout.// //11- instruct students to take the handout home to work write and illustrate what they are thankful for, either by coming up with the idea on their own, or getting help from their families. This is their homework.// || //An assortment of objects ranging from: A teepee, turkey, pumpkin, Indian feathers, top hat, pilgrim clothing, or corn.//
 * ==Resources/Materials== || //Objects for Inquiry based learning://

//Book: ‘Turkeys, Pilgrims, and Indian Corn” by Edna Barth.//

//Group A materials:// · //Class # of brown construction paper// · //Class# of Yellow, Red, and Blue Construction paper.// · //Class # of Feather templates for students to trace.// · //Glue, Scissors, Crayons/markers// · //A demonstration Model*//

//Group B materials:// · //Class # of miniature pinecones// · //Class # of Red, yellow, and blue construction paper// · //Class # of Feather template for tracing// · //Glue, Scissors, markers/crayons// · //Plastic eyes// · //Demonstration model*//

//Handout- ‘I am thankful for” class number of copies.// || · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || //Be sure to include Pre/Post assessment in your lesson plans!// Pre-Assessment: · Class discussion: Engages students to discuss what they know and understand about holidays, building off of yesterday’s lesson.
 * **Assessment**

· Graphic Organizer- KWL chart. First by allowing students to discover facts about Thanksgiving on their own, and then fostering their production by infusing the KWL chart.

· Informal Observation

Post-Assessment: · Class discussion and recap concerning key terminology.

· ‘I am thankful for’ handout will be sent home and completed. This homework assignment will be collected and assessed if the idea of giving thanks on thanksgiving is understood. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL/SLD: Inquiry based learning* Hands-on activity* Modeled instruction* Group participation* Activating prior knowledge* Infusing Art into learning*
 * ==Exceptionalities==

Gifted/Talented: Multi-tasking activities* Class discussion and participation* Hands-on activities* Grouping* ||
 * ==Discussion Notes== || Students are encouraged before leaving the classroom to complete the homework individually, or to ask their families for ideas of what to be thankful for. When homework is returned, the handout has the ability to be colored, cut out, and worn as a necklace. This will then be sent home for the parents to see and appreciate. ||

__ Teacher(s) Name: : Caitlin O’Connor, Teresa Iamesi, Elizabeth Menahem, Kayla Berry, **Rachel Mott** __ Thematic Unit Theme/Title/Grade Level: __Holidays/Historic Holidays/1st Grade__ Wiki space address: __http://www.ucfgr1holidaysf09.wikispaces.com__ = Daily Lesson Plan Day/Title: __Friday/Create Your Own Holiday__ =


 * =Learning Objectives=
 * What will students accomplish / be able to do at the end of this lesson?** |||| The student will be able to retell facts of the holidays discussed previously during the week.

The student will be able to engage in a discussion about holiday traditions, facts, and customs using proper eye contact, taking turns, and asking questions.

The student will be able to identify characteristics of a holiday resulting in creation of their own holiday with necessary components.

The student will be able to place numbers in the correct sequential order, from greatest to least. || __LA.1.5.2.2: The student will retell specific details of information heard;__ __ LA.1.5.2.6: The student will participate courteously in conversation, such as asking clarifying questions, taking turns, staying on topic, making eye contact, and facing the speaker. SS.1.A.2.3: Identify celebrations and national holidays as a way of remembering and honoring the heroism and achievements of the people, events, and our nation's ethnic heritage. MA.1.A.2.1: Compare and order whole numbers at least to 100. __ //Teacher Activities/Student Activities// · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? |||| 1. A review of the holidays taught in the previous days will be discussed through an artifact bag. Different artifacts will be drawn out of a bag, students will be asked to discuss what holiday the artifact represents and why. 2. On the white board, a chart will be made with three columns to represent each holiday. Students will be asked to state facts learned throughout the week for each holiday. These facts will be written on the board. 3. Students will then be asked how a holiday is created and the class will review what components make up a holiday. 4. Students will be instructed to work in their assigned groups to create a new holiday. Each student will be expected to create a flyer on construction to represent their holiday. A rubric will be given for the students to follow. 5. Students will present their holiday to the class in groups and explain why the holiday is important. The rubric will included the components needed in the presentation 6. Students will vote on the holiday that they like the most. 7. Students will compare the different number of votes for each holiday and place them in order from greatest to least. || - Expo markers and a white board with the chart already drawn on the board. - Construction paper, markers, and crayons for creation of flyer - Rubric to give students - Blank piece of paper for each student to write the number of votes in proper order || · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes |||| Pre-assessment: Students will be evaluated by their participation in the artifact bag activity. Students will also be evaluated by their participation in giving facts about the different holidays.
 * **NCSS Theme/Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [|http://flstandards.org] .// ||||  ||
 * Student Activities & Procedures
 * ==Resources/Materials == |||| - An artifact bag (paper bag) including the following materials; microphone, flag, stuffing, pilgrim, podium, and fireworks.
 * **Assessment**

Post-Assessment: The rubric will be used to see if the student met all components. Students will be evaluated on their participation in the presentation of the holiday to the class. Students will be assessed by their correct or incorrect sequence of numbers. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc |||| ESOL/SLD: The chart written on the board will serve as a visual aid for the ESOL and SLD learners. They will be able to visually see the facts of the various holidays on the board. Also, by creating a poster the students will be able to express their thoughts through art. It is important for students to express themselves, and while it may be harder for these students to write their thoughts, it is easier for them to express their ideas through art.
 * ==Exceptionalities==

Gifted/Talented: Students may be asked to write facts on the back of their flyer if time is provided. This will not only help their writing skills, but this will improve their knowledge on the topic. Students may also be asked to discuss their holidays with others who have completed early. This keeps students occupied while others are finishing their work. ||
 * ==Discussion Notes== |||| Students may be able to plan to celebrate the winning holiday in the classroom. If possible, they could present this holiday to the principal and propose the entire school celebrating this holiday. They could possibly begin a school tradition and create a school holiday. Since this is the end of the week, students will be able to bring their bag filled with projects throughout the week home to share with their parents. They will also add their flyer in the bag as well. Students may be assigned to discuss their holiday they created with their parents. ||
 * |||||| ===Oral/Visual Presentation Rubric : Create Your Own Holiday===

Teacher(s) Name: Rachel Mott, Caitlin O’Connor,  Teresa Iamesi, Elizabeth Menahem, Kayla Berry

Student Name: Holiday Invented: __Student Score:__ ||


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Student presents a visual flyer including details || Student created a poster contains details representing the holiday. || Student created a semi-detailed poster but is missing some important details. || Student created a poster with minimal effort. || No poster is made. ||
 * Presentation includes why the holiday was invented. ||  || The reason supporting the holiday has details that relates to the holiday. || The reason supporting the holiday does not relate to the holiday. || No reason supporting holiday creation. ||
 * When is the holiday celebrated? Why? ||  || Student gave a date or time of the year, month, or week and explained why || Student gave a date or time of the year, month, or week but did not give reasons why || No date or time of the year, month, or week is discussed in the presentation. ||
 * Does this holiday involve any traditions? ||  ||   || Traditions are explained during the presentation. || No response is given in regards to traditions. ||
 * Why is this holiday important? ||  ||   ||   ||   ||
 * ||  ||   || The importance is explained in detail during the presentation. || No response is given in regards to the importance of the holiday. ||

Date Created: **Dec 01, 2009 10:27 am (UTC)**