Unit Title: Choices Impact Life Stories.
Name: Emily Gerycz
Unit Overview
DAY #1: Read-Aloud DAY #2 DAY #3: Social Studies 1- Citizenship DAY #4: Social Studies 2- Timelines
Objective After a class discussion on the Students will write a friendly letter Given ten scenario cards, students As a small group, students will work
central message of The Recess that has a beginning, middle, and will identify at least nine of the ten together to correctly sequence events on
Queen, students will apply the end. correctly as to whether it describes a a school history timeline.
central message by writing a good home citizen, school citizen, or
Using events from their personal life,
kindness letter to an individual community citizen.
students will place at least four events in
in their own life. chronological order on a timeline they
create.
Standards IAS: [Link].2.2- IAS: 2.W.3.3 IAS: 2.2.5 IAS: 2.1.5
NCSS: Civics, ideals, and practices. NCSS: Time, continuity, and change.
ISTE: 1c
Materials The Recess Queen by Alexis Elmo projector, paper, anchor PowerPoint for anticipatory set, Pictures for anticipatory set, anchor
O’Neill, paper, crayons, chart, markers, rubrics, checklists anchor chart, markers, scenario chart, markers, personal timeline,
envelopes for student use cards, Elmo projector, sorting cards, school history timeline, mystery
paper strips for chain links envelopes, Plicker cards, Plicker app,
timeline paper for each student,
timeline cards
Management Students will start on the carpet. Students will begin on the carpet. Students will be on the carpet in Students will start on the carpet.
For the response activity, they They will transition back to their their assigned location, then move Students at my center will move to
will move back to their flexible flexible seating locations for the back to their space. I will make the the back table. Students working on
seating location. If students are writing. If they are not following transition clear between when they the independent station will work at
not following directions, their directions, their number will be move and how they do it. their flexible seating location.
number will be written on the written on the board. If the class
board. If the class is doing well does well as a whole, they will get “On one, stand up. On two, walk to Make the transitions clear for when
as a whole, they will receive a a warm fuzzy in the jar. your seat. On three, sit down.” the stations switch and where
warm fuzzy. students move to next.
Anticipatory Tell a personal story about Personal story of my sister and I, PowerPoint with pictures from around Show three pictures of myself and explain
Set jumping rope at recess when I show photo of the two of us. Marion. Students will be told to think what was happening in each one: one
was in second grade. Tell the Transition into letter writing. about how the pictures connect to each baby picture, one picture as an
other (they were all taken in Marion). elementary student, and one recent
students to think about what
photo. Ask students what they notice
change happened when
about these pictures.
students were jumping rope in
the story.
Purpose “Today we are going to read the “Today, we are going to learn how “Today we are going to learn how “Today we are going to learn about
book Recess Queen. While I to write letters correctly, so that if we can be good citizens in the places putting big events on a timeline, so that
read, I want you to think about you are ever in a situation like I where we live, so that we can make when we need to remember important
events, we can create a picture to show
what made the characters was, you have a way to choices to make where we spend our
the order of when they happened.”
change their attitudes in the communicate to your family and time a better place.”
story.” friends.”
Lesson INPUT INPUT INPUT INPUT
Presentation The whole class will have a Discussion on the different parts Group presentation- define citizen Review what students know about
grand conversation about the of the letter: heading, greeting, and talk about three areas of timelines. Talk about ordering events.
book. They will discuss reactions body, closing, signature. citizenship: home, school, OUTPUT
to the book, the beginning, OUTPUT community. Station One—Miss G’s Table
Create timeline of school history as a
middle, and end, and why the Students will write a letter OUTPUT
group.
story ended the way it did. This explaining how a choice made has Group scenario cards, individual
Station Two—Individual Timeline
will transition us into talking impacted his or her life. sorting card activity, and good Create a personal timeline of four
about the central theme of the citizen chain link. significant events that occurred in the
book: the impact of kind words. student’s life.
OUTPUT
Students will write kindness
letters to a person of their
choosing and deliver the letter
to them, spreading the power of
kind words.
Closure or Ask two students to share their Two students will share their Call on a few students to share what Have one student from each group
Conclusion kindness letters with the class. letters with the class. Students will they wrote on their good citizen share their personal timeline with the
Ask students how they can be asked their favorite part of the chain link. Ask students to share why class.
continue to express the theme lesson. it is important to be a good citizen.
of this story in their life.
Formative Kindness letter that Observing and taking Thumbs up/thumbs down Plicker card responses
Assessment expresses the theme of note of students during activity Observe behavior and
the book. the lesson Individual card sort learning when they are at
Observing and taking Questions asked about Good citizen chain link the small group table
notes during the grand different parts of the Questions asked Completed personal timeline
conversation letter throughout the lesson.
Completed friendly letter
Adaptations Student with ADHD can Zeke will be allowed to Zeke can stand at his desk Zeke can stand at his desk
stand at his desk stand at his desk while instead of sitting on the instead of sitting on the
instead of the carpet students are on the carpet during whole group carpet.
during read-aloud. carpet. time. Read the Plicker questions
Sentence starters are Sentence starters will be Anchor chart includes out loud for struggling
provided for students provided for struggling words and pictures. readers.
who struggle with writers. Struggling readers will be Timelines use words and
writing. Checklists with pictures assisted in reading the pictures for students who
will be provided to sorting cards. struggle with writing.
struggling readers.
Summative N/A N/A N/A N/A
Assessment
(as needed)