community unit plan

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Laura WipfUniversal Design for Learning (UDL) Unit Plan

SPE 527 Spring 2013

Unit PlanSummary of Unit

This community-building unit will be implemented during the first

four weeks of school. Through language arts, math, social studies,and art, students will learn how to form positive relationships withone another, find their own identity within a group, workcooperatively, and problem solve.

1. Reading/Language Arts lesson = read-aloud of How to Lose allYour Friends with writing response activity

2. Math lesson = graph of students birthdays (by month)

3. Social Studies = read-aloud of Have You Filled a Bucket Today?with sorting response activity

4. Functional Life Skills lesson = problem-solving with peers task

5. Art lesson = self-portrait with representational image puzzle

Learning Standards (ILS, CRS, CCSS)

CCSS English Language Arts - Grade 2: Reading Literature, 2.Recount stories, including fables and folktales from diverse cultures,and determine their central message, lesson, or moral.

CCSS English Language Arts - Grade 2: Speaking and Listening, 1.Participate in collaborative conversations with diverse partnersabout grade 2 topics and texts with peers and adults in small orlarger groups

CCSS Math - Grade 2: Measurement & Data, 10. Draw a picturegraph and a bar graph (with single-unit scale) to represent a dataset with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bargraph.

ISBE Social Emotional Learning: 1A.1a Recognize and accurately label emotionsand how they are linked to behavior; 3A.1b. Identify social norms and safety

considerations that guide behavior ISBE Fine Arts: 25.B.2 Understand how elements and principals combine within

an art form to express ideas

Unit Details

Subject AreasReading/Language Arts, Math, Social Studies, Art, Functional LifeSkills

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Learner Profile2nd grade, self-contained cross-categorical

Time FrameTwenty days (4 weeks)

Summative Assessments

Rubrics for readers response, problem-solving, and art activities

Observational checklist for assessing functional life skill Exit slips

Word Bankcommunity, identity, friend, enemy, family, cooperate, positive,negative, relationship, trust, bucket-filler, bucket-dipper, problem-solve, respect, responsibility, caring, bully, good deed, bar graph

Thematic Book List

Title: Author/Illustra

tor:

Publisher: &

Copyright date:

Summary of book:

Have YouFilled aBucketToday?

Carol McCloud Ferne Press,2006

Discusses howpeople have animaginary bucketthat can be filledby kindactions/words.

How to Loseall YourFriends

Nancy Carlson Puffin Books,1997

Talks about thingsyou can do to nothave any friends.

Chrysanthemum

Kevin Henkes Green WillowBooks, 1991

Students tease ayoung mouseabout her name.She learns to thatits okay to beoriginal.

Those Shoes MaribethBoelts

CandlewickPress, 2007

A boy shares apresent he wasgiven withsomeone lessfortunate.

One Kathryn Otoshi Ko Kids Books,2008 A color showsother colors how tostand up forthemselves.

Enemy Pie Derek Munson Raincoast Books,2000

A young boy learnshow to handlerelationships andconflicts.

Ordinary Emily Pearson Gibbs Smith, The good deed of

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MarysExtraordinary Deed

2002 one girl is passedon to others.

The RecessQueen

Alexis O-Neil Scholastic Press,2002

A girl learns how todeal with a classbully.

Spaghetti in

A Hot DogBun: Havingthe Courageto Be WhoYou Are

Kimberly

Shaw-Peterson

Making Spirits

Bright, 2008

A girl helps a bully

when he is introuble.

Stand TallMolly LouMelon

Patty Lovell Putnam Juvenile,2001

A short, buck-toothed, odd girllearns self-confidence.

Dont Squeal

Unless Its aBig Deal: ATale ofTattletales

Jeanie Franz

Ranson

Magination

Press, 2006

A problem-solving

teacher showsclassmate pigletshow to solveconflictsthemselves.

Discovery/Prop Box

Mini buckets for each student (students can write kind notes to eachother to place in bucket); Problem Porker the stuffed animal pig,classroom mailbox, mini pies

Resources

Technology Resources

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SPE 527 NLU

Title: Publisher: &Copyrightdate:

MediaType&Minutes:

Summary ofInformation:

http://www.youtube.com/watch?v=t2pCR8YHszM

KevinHenkes,2012

YouTubevideo,

7:51

Video ofChrysanthemum read-aloud

http://www.youtube.com/watch?v=FCTaAX-vRXg

MaribethBoelts,2012

YouTubevideo,6:18

Video of ThoseShoes read-aloud

http://www.youtube.com/watch?v=1TGaDSMAS1E

KathrynOtoshi,2010

YouTubevideo,5:55

Video of Oneread-aloud byauthor

http://www.youtube.com/watch?v=b_I9NgXKtC8

DerekMunson

, 2012

YouTube

video,9:50

Video ofEnemy Pie

read-aloud

http://www.youtube.com/watch?v=dJ8oElEyl_0

BridieDickson, 2013

YouTubevideo,3:52

Video ofMaking Friendsread-aloud

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Internet Resources

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Title: Author: Publication date:

http://www.character.org/lessons/lesson-plans/elementary/eldridge-park-elementary-school/

Eldridge ParkElementarySchool

https://docs.google.com/file/d/0B4LgEaJm_kXMLW

w3Sm5tdFdrNGM/edit?pli=1

Sarahs First

GradeSnippets(blog)

2012

http://www.enchantedlearning.com/shortanswer/allaboutme/AllAboutMe.pdf

EnchantedLearning

2010

http://www.playworks.org/blog/four-conflict-resolution-techniques-school-children

Playworks 2011

http://books.google.com/books?id=KGM-1eJWniUC&pg=PA59&lpg=PA59&dq=how+to+lose+all+your+friends+nancy+carlson+lesson+plan&source=bl&ots=Ga4RwYKgQH&sig=2IIF2ivXxOiCmn4uar0goIh9R0Q&hl=en&sa=X&ei=h5WBUYDyKoWs9ATGxoG4AQ&ved=0CC0Q6AEwAA#v=onepage&q=how%20to%20lose%20all%20your%20friends%20nancy%20carlson%20lesson%20plan&f=false

Safe & CaringSchools

2008

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Co-Taught Life Skills Lesson Plan

Lesson TopicLife Skills: Problem-solving with peers

Related Learning StandardsISBE Social Emotional Learning: 1A.1a Recognize and accurately label emotions and how they arelinked to behavior; 3A.1b. Identify social norms and safety considerations that guide behavior

Lesson Objectives

Essential Expected EnrichmentWhat every student will learn: What most students will learn: What a few students will learn:

How to cope with problems thatarise within the school settingwith the help of a peer/teacher

How to independently cope withspecific problems that arisewithin the school setting

How to solve problems outsideof school

Assessment Procedures

Essential Expected EnrichmentWhat every student will demonstrateand how they will demonstrate it:

What most students will demonstrateand how they will demonstrate it

What a few students will demonstrateand how they will demonstrate it

How to cope with a problem in amock situation

How to effectively andindependently cope with aproblem in a mock situation

How to effectively andindependently cope with aproblem in a mock situation andtranslate that situation to theoutside world

How will you provide feedback for your students? How will you record progress or needs? How will you use thisinformation?

Teacher will provide oral feedback during activity and use a rubric to score student conversationswith problem task cards.

Elements of Universal DesignMultiple Means of Representation:

Read aloud each problem card; provide copies for students to read aloud as well; provide anchorchart with key problem-solving ideas/vocabulary

Multiple Means of Engagement:

Working with partners to problem solveWhole group discussion on how to problem solve

Multiple Means of Expression:

Varied methods of response: auditory and written

MaterialsProblem-solving task cards

Anchor chart

Technology (Computer/Assistive) to Support Learningn/a

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Plan for co-teaching (list models to be used and provide a short justification as to why particularmodel(s) are appropriate for this lesson)This lesson will utilize the one-teach/one-assist model. The general education teacher will lead thelesson while the special education teacher assist students who require extra help (which will benecessary during the pair activity).

LessonProcedures

Teacher 1:General Education Teacher

Teacher 2:Special Education Teacher

Accommodations

Prior to lesson:

Keep a record of problems that you

observe in the classroom during the firstcouple days of school (students cuttingin line, etc.).

Read-aloud of Dont Squeal Unless its a

Big Deal. This story teaches studentsthe difference between kid-sizedproblems and emergencies that requireteacher assistance.

Tell students that, as a classroom family, therewill be times when we dont get along or haveproblems with one another. Say that it isimportant to learn how to deal with issuesindependently (when possible). Remind themthat tattling to the teacher is usually not the bestway. Introduce the statement: Dont squealunless its a big deal.

Display and discuss anchor chart:

Tell the Teacher if You Are:

B a r f i n gB l e e d i n g

B r o k e nB u l l i e d

Don't Tattle, instead:

1. I g n o r e i t

2 . T a l k i t O u t 3 . W a l k A w a y 4 . T e l l T h e m t o S t o p 5 . A p o l o g i z e

6 . W a i t a n d C o o l O f f 7 . M a k e a D e a l 8 . S h a r e a n d T a k e T u r n s 9 . G o t o A n o t h e r G a m e

o r

Seat students in a circle on the carpet. Readaloud a problem task card. Model what a

Teacher will assiststruggling students with

Marty: Read aloudproblem task cards.Provide promptswhen necessary.Since he works wellwith others, partnerhim with a higher-level student whocan help guide himthrough eachproblematic

situation.

Marquise: Readaloud problem taskcards. Provideprompts whennecessary.Frequently check toensure that he is on-task; provideincentives asneeded.

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student should do when they face that particularsituation. After giving a few examples, assignstudents into pairs. Give each pair a problemtask card that they can discuss and then shareout their solution with the class.

Repeat procedure with newly assigned partnersand task cards as an assessment. Use a rubric

to score their coping techniques.

Example of problem task card:

Alternative assessment:Pass out multiple-choice problem-solving exitslip where students select best solution to eachgiven situation.

Additional Assessment: Observational checklist

over a weeks time to see howstudents cope in difficult situations.

reading task cards.

Teacher will assist generaleducation teacher inmonitoring behavior duringpair activity.

Language Arts Lesson Plan

Lesson TopicLanguage Arts Response to literature (How to Lose all Your Friends)

Related Learning Standards

CCSS English Language Arts - Grade 2: Reading Literature, 2. Recount stories, including fables

and folktales from diverse cultures, and determine their central message, lesson, or moral.

Lesson Objectives


One way how to be a good Numerous ways of how to be a Numerous ways of how to be a

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friend good friend good friend; how a person feelswhen someone is not being agood friend


Essential Expected Enrichment

What every student willdemonstrate and how they willdemonstrate it:

What most students willdemonstrate and how they willdemonstrate it:

What a few students willdemonstrate and how they willdemonstrate it:

Write one way how to be a goodfriend Write 2-3 ways of how to be agood friend Write 2-3 ways of how to be agood friend; tell how a personfeels when someone is notbeing a good friend

Elements of Universal Design

Multiple Means of Representation:Read-aloud of picture book

Activate prior knowledge


Foster collaboration and community


Vary the methods for response (writing or drawing)

MaterialsBook: How to Lose all Your Friends

Key graphic writing prompt

Technology (Computer/Assistive) to Support Learning

YouTube video of book read-aloud

Lesson Procedures Accommodations

Prior to reading story, ask students if there has everbeen a time when someone was not nice to him/her.What did they do that was not nice? How did thatmake them feel?

Read aloud How to Lose all Your Friends.

After reading, display each thing that the maincharacter did to lose all her friends on sentence strips.

Collaborative Activity:Each student table cluster will be assigned a sentencestrip. They will brainstorm a way to do the opposite ofwhat their assigned sentence says, a way to be a goodfriend. Students will share their responses with theclass.

Marty: Student can view read-aloud ofstory on YouTube

Marquise: Pictures (visual cues) of what agood friend looks like/does will be provided.Student can then draw a picture in hisgraphic writing prompt key.

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Independent Activity:At the end of the story, the main character has lost allof her friends. Students will make keys to friendshipto help get her out of the house. Students willcomplete (and cut out) the writing prompt below:

* Keys will be displayed on a bulletin board titled:The Keyto Being a Good Friend

* Completed keys will be used as an assessment.

Art Lesson Plan

Lesson TopicArt Self-portrait with representational image puzzle


ISBE Fine Arts: 25.B.2 Understand how elements and principals combine within an art form

to express ideas

Lesson ObjectivesEssential Expected EnrichmentWhat every student will learn: What most students will learn: What a few students will learn:

How to create a self-portrait anddraw images that demonstrateself-awareness

How to create a self-portrait anddraw/label images thatdemonstrate self-awareness

How to create a self-portrait anddraw/label images thatdemonstrate self-awareness;compile a written narrative ofimage puzzle (seen below)



Create a self-portrait and draw

images that demonstrate self-awareness

Create a self-portrait and

draw/label images thatdemonstrate self-awareness

Create a self-portrait and draw

images that demonstrate self-awareness; compile a writtennarrative of image puzzlecomponents

How will you provide feedback for your students? How will you record progress or needs? How will you usethis information?

Student self-checklist for project; rubric for completed project

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Multiple Means of Representation:Offer ways of customizing the display of information: Students can draw pictures or write todemonstrate knowledge of self-awareness


Students will have a checklist to develop self-assessment and reflection skills.Students will collaborate with each other after projects are completed to guess Who is who?


Students will use drawing to express their creativity.

MaterialsSelf-portrait templateThe Many Pieces of ______ templateMarkers/crayonsScissorsGlueConstruction paper

Technology (Computer/Assistive) to Support LearningStudent can use Kids Doodle application to create artwork on computer


Tell Students that they will be creating a self-portrait (a picture ofthemselves), as well as a puzzle that tells about what they like,are good at, and their family. Afterwards, they will play aguessing game to match each students puzzle to their self-portrait. This will help us get to know each other.

Students will first draw their faces on the self-portrait template.

After they are done, they will cut out their facial image.

Next, students complete The Many Pieces of _____ template.They will draw and label pictures for each piece, then cut themout. Students will glue pieces around the edges of a large pieceof construction paper. They will glue the tag The Many Pieces of

_____ at the top of the page but will not write their names(students will write names on the back of paper instead).

Lastly, teacher will display and read aloud unnamed puzzle

Marty and Marquise: Studentscan use Kids Doodle to createartwork on computer. Due to thefact that both students havedifficulty with written expression,teacher will assist them inlabeling each picture. Provide

frequent checks to ensure thatstudents are on-task.

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templates. Students will take turns guessing whom it belongs to.When they guess the correct person, he/she will come and gluehis/her self-portrait to the center of the page (in the middle of allthe glued puzzle pieces).

Math Lesson Plan

Lesson TopicMath Graphing birthdays

Related Learning StandardsCCSS Math: Measurement and Data 10. Draw a picture graph and a bar graph (with single-unitscale) to represent data set with up to four categories. Solve simple put-together, take-apart, andcompare problems using information presented in a bar graph.

Lesson ObjectivesEssential Expected EnrichmentWhat every student will learn: What most students will learn: What a few students will learn:

How to record data on a simplebar graph.

How to record and analyze dataon a simple bar graph.

How to record, analyze data ona simple bar graph and relateinformation to the real world.






How to plot data in a bar graph. How to plot data in a bar graphand answer questions aboutthat data.

How to plot data in a bar graphand answer questions aboutthat data. How to create alarge-scale bar graph withphysical data.


Multiple Means of Representation:Provide anchor chart with parts of a bar graph labeled.


Foster a sense of community by allowing each student to share when their birthday is.


Use multiple tools for composition: bar graph handout and large-scale bar graph with physical data.

MaterialsClass Birthday Graph worksheetPaper cupcake cut-outsChart paper

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Technology (Computer/Assistive) to Support LearningTalking processor


Write the months of the year on the marker board.Call on each student to share when his or her birthday

is. Write a tally for each student by the correspondingmonth.

Pass out Class Birthday Graph worksheet (this willbe used as an assessment). Students color in theappropriate number of cupcakes for each monthstally-marks. Students answer questions on worksheetabout data.

Pass out paper cupcake cutouts. Students write their

name and birthday date (number) in the middle of thecupcake. Students take turns graphing theircupcakes on the chart paper graph by stacking themabove the correct month.

* Have student files accessible for thosewho may not know when their birthdays are.

Marty: Since he is able to interpret graphs,his struggle may be in decoding theworksheet questions. Read these aloud tohim. He is allowed to use a talkingprocessor to answer questions.

Marquise: Read graphing questions aloudto him. He can dictate responses toteacher.

Marty and Marquise: Provide frequent

checks to ensure that students are on-task.

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Social Studies Lesson Plan

Lesson TopicSocial Studies Response to literature (Have You Filled a Bucket Today?)


CCSS English Language Arts - Grade 2: Reading Literature, 2. Recount stories, including fablesand folktales from diverse cultures, and determine their central message, lesson, or moral.

CCSS English Language Arts - Grade 2: Speaking and Listening, 1. Participate in collaborativeconversations with diverse partners about grade 2 topics and texts with peers and adults in smallor larger groups

Lesson Objectives


One way how to make someonehappy; one way to makesomeone feel bad

Numerous ways of how to makesomeone happy; numerousways to make someone feelbad

Numerous ways of how to makesomeone happy; numerousways to make someone feelbad; how a person feels whensomeone is kind/unkind to them

Assessment ProceduresEssential Expected Enrichment




Identify one bucket filler actionand one bucket dipper action

Identify numerous bucket fillerand bucket dipper actions

Identify numerous bucket fillerand bucket dipper actions;write about how a person feelswhen someone fills or dips intotheir bucket


Multiple Means of Representation:Read-aloud of picture book

Activate prior knowledge


Foster collaboration and community

Multiple Means of Expression:Use multiple media for communication (read-aloud or video)

MaterialsBook: Have You Filled a Bucket Today?6 mini buckets6 mini trashcansbucket filler and bucket dipper examplesExit slip

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Technology (Computer/Assistive) to Support LearningYouTube video of book read-aloud


Read aloud Have You Filled a Bucket Today? During

reading, discuss ways how people can be bucketfillers or bucket dippers.

After story, pass out examples of bucket fillers andbucket dippers (on slips of paper) to each tablecluster. Students will work together to sort examples.They will place bucket dippers in the trashcan, andbucket fillers in a bucket. Students will shareresponses (with whole class) of how they sorted eachprompt.

Assessment:

Exit slip will be passed out that has bucket filler andbucket dipper examples on it. Students circle thebucket filler examples and put anXacross thebucket dipper examples.

* Teacher will create a bucket filler display in whicheach student has his or her own personal bucket.Students will write notes to each other throughout theyear to fill their buckets. Teacher will provideincentives (raffle tickets) when a student is observedbeing a bucket filler.

Marty: Student works in groups to sort

examples.

Marquise: Student will repeat backdirections to teacher. Student will berewarded (sticker chart) for staying on-task.

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community unit plan

Documents