Feel the Change

First Grade UBD Unit

Devon Tucker

Rationale• Common Core Standards

• Arkansas Frameworks

• District curriculum maps

• Student profile cards

• Planned with my mentor and grade level team

• Pre-assessment

Standards• G.1.1.7 Explain how climate, location, and physical surroundings

affect the way people live (e.g., food, clothing, shelter, transportation, recreation)

• R.1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

• SL.1.4: Describe people, places, things, and events with relevant details, expressing ideas and feeling clearly.

• L.1.5d Distinguish shades of meaning among verbs differing in manner and adjectives differing in intensity by defining or choosing them by acting out the meanings.

• 1.W.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened using temporal words, feeling words, and vivid verbs

Overarching Understanding•The students will understand that change occurs in each of our lives and we can express how we feel

about these changes by the words that we choose when we write.

Essential Questions •What is change?

•What changes?

•How does change affect people?

•How do these changes affect the way people feel?

•How can we express our feelings about change?

•What words do we use to suggest feeling?

Unit Overview•Through this unit the students will gain a deeper understanding of change and how

it affects the way an individual feels.

• The students will look at changes in location through nonfiction text, and

changes in feelings through fantasy to discover that authors choose words

carefully in order to suggest and express feelings clearly.

Cross-Curricular/Transfer of Knowledge

Social Studies: The students experienced change in location by “traveling” to other states.

Science: The students explored weather and temperature.

Writing: • The students expressed their feelings about change by choosing words

carefully.

Reading:• The students identified words and phrases that suggest feelings and looked

at character feelings through fantasy.

Pre-Assessment

Assessment Rubrics

At-A-Glance

What is change? What changes? Day 1

Day OneStandards: • G.1.1.7• R.1.4• 1.W.3

Facets: • Application: Students applied knowledge

of B/M/E

Differentiation: • Readiness: Students worked with center partners.

• Learning Preferences: visuals, hands on learning

• Gradual Release of Responsibility

Assessment:• Discussion, observations, students’ ability to

come up with things that change, sequence events of the story, and identify the B/M/E.

KNOW: The students will know that many things change, including: feelings, location, and weather.

UNDERSTAND: The students will understand that change is everywhere and that it affects the way an individual lives.

BE ABLE TO DO: The students will be able to recognize changes that take place in a story and brainstorm a list of changes that affect their own lives.

KUD

How does change affect the way people feel?

• “One day I was excited. I was going on a train. When I got on the train it was only a one minute train ride. I was sad.” –Student 16

• “ First, I went to the mall. I was feeling happy but when it was the last day of vacation I felt sad.”

–Student 7

• “ I am sad when I lose my Mario gloves.” –Student 12

• “A few days ago my mom ordered my Lego mini figure. That made me happy.” – Student 9

Mrs. Sanders Talks About Feelings

Student ConnectionsWrite about a time your feelings changed and tell what caused them

to change.

Day 2

Location, Location, Location

Day 3

Day Two Day ThreeStandards:• R.1.4• SL.1.4• 1.W.3

Facets:• Explanation: Students write about a

time that their feelings changed and what caused their feelings to change.

• Self-Knowledge: Students express their own feelings through writing.

Differentiation:• Choice: Students chose a time in

their lives when their feelings changed.

• Learning preferences: Independent practice

• Learning Styles: visual, auditory • Interest: Mrs. Sanders Assessment: • Writing Rubric

Standards:• G.1.1.7• R.1.4Facets:• Application: making

predictions using prior knowledge

Differentiation:• Learning Preferences:

Independent Practice• Learning Styles: visual,

auditory• Interest: artistic aspect Assessment:• Participation, prediction

activity

KUDsDay Two Day Three

• KNOW: The students will know feeling words such as happy, angry, sad etc….

• UNDERSTAND: The students will understand that change affects how an individual feels.

• BE ABLE TO DO: The students will be able to recognize feeling words in stories and identify how a character feels and why they feel that way.

• KNOW: The students will know changes in location affect how an individual feels, and makes decisions.

• UNDERSTAND: The students will understand that an individual’s location can change which in turn can cause other changes in their lives to occur.

• BE ABLE TO DO: The students will be able to identify feeling words from the story and will be able to recognize when a character’s feelings change.

Change in LocationReading Workshop

Day 4-7

Welcome to the U.S.A Series

Strong Verbs Writing Workshop

Day 4-7

Student ConnectionsIf you were Alexander and you were moving a thousand miles away

from home, how would you feel? “One day I had to move a

thousand miles away. I was not happy.” – Student 9

“I am moving a thousand miles. It is not my choice to move. I do not want to move at all!” –Student 6

“I didn’t want to leave my friends.” –Student 11

“I was moving. I was so excited!” –Student 2

Student ConnectionsWrite about your favorite location. What do you like to do there? Use strong verbs.

• “ I dashed into the Condo and shuffled to my room.” –Student 9

• “I hollered really loud. I bounced up and down. I was happy.” – Student 17

• “ My favorite place to go is the ocean. I dashed on the sand.” –Student 6

• “My favorite place is Disney Land. I gallop to each and every ride.” –Student 2

Day Four Reading Workshop: Writing Workshop: Standards:• G.1.1.7• SL.1.4

Facets:• Application: Students applied new

knowledge about the state of Kansas to complete a research booklet.

Differentiation:• Learning Preferences: Gradual

Release of Responsibility • Learning Styles: visual, auditory

Assessment: • State Research Booklet, checklist

Standards: • G.1.1.7• SL.1.4

Facets:• Interpretation: Illustrate• Application: Feeling words in writing• Perspective: Alexander Writing Prompt• Empathy: Alexander Writing Prompt• Self-Knowledge: Alexander Writing

Prompt

Differentiation:• Interest: Writing Topic• Learning Preferences: Gradual

Release of Responsibility

Assessment: Writing Rubric

Day Four:KUD•KNOW: The students will know change in

climate and physical surroundings affect how an individual feels, and makes decisions.

•UNDERSTAND: The students will understand that location affects the way people live.

•BE ABLE TO DO: The students will be able to identify and describe different locations (states) in the United States.

At-A-Glance continued…

Day Five Reading Workshop: Writing Workshop:

Standards: • G.1.1.7• SL.1.4

Facets: • Application: Students applied new

knowledge about the state of Florida to complete a research booklet.

Differentiation: • Learning Preferences: independent

practice • Learning Styles: visual, auditory

Assessment: • State Research Booklet, checklist

Standards:• L.1.5d

Facets:• Application: identifying and

changing weak verbs found in stories.

Differentiation: • Learning Preference: collaborative

practice, independent practice• Learning Styles: visual, auditory

Assessment: • Students’ ability to identify verbs and

create a list of strong verbs, using them in writing, and writing rubric

Day Five: KUD•KNOW: The students will know words like

“walk” are weak verbs. Verbs from The Wizard of Oz include: walk, laugh, jump, look etc…

•UNDERSTAND: The students will understand that strong verbs make our writing more interesting.

•BE ABLE TO DO: The students will be able to

identify verbs in The Wizard of Oz and brainstorm a list of strong verbs to use when they write.

Day SixReading Workshop Writing Workshop

Standards:• G.1.17• SL.1.4Facets:• Application: Students applied

new knowledge about the state of Alaska to complete a research booklet

Differentiation:• Learning Preferences:

independent practice• Learning Styles: visual,

auditory

Assessment:• State Research Booklet,

Checklist

Standards:• L.1.5d• 1.W.3

Facets:• Application: using strong verbs in

writing

Differentiation: • Learning Preferences: Gradual

Release of Responsibility

• Learning Styles: kinesthetic, visual

Assessment:• Identify strong verbs, use them in

writing, writing rubric

Day Six: KUD•KNOW: The students will know words

like “walk” are weak verbs.

•UNDERSTAND: The students will understand that strong verbs make our writing more interesting.

•BE ABLE TO DO: The students will be able to identify strong verbs and sort them into categories and use them in their writing.

Day SevenReading Workshop Writing Workshop

Standards:• G.1.1.7• SL.1.4

Facets:• Application: Students applied new

knowledge about the state of California to complete a research booklet

Differentiation:• Learning Styles: visual, auditory

Assessment: • State Research Booklet, Checklist

Standards:• L.1.5d

Facets:• Interpretation: acting out

strong verbs

• Application: applying knowledge of strong verbs.

Differentiation:• Learning Styles: kinesthetic

Assessment:• Identify and sort strong verbs in

the word sort.

Day Seven: KUD•KNOW: The students will know words

like “walk” are weak verbs.

•UNDERSTAND: The students will understand that strong verbs make our writing more interesting.

•BE ABLE TO DO: The students will be able to identify strong verbs and sort them into categories, and students will be able to act out the meaning with their classmates.

Day Eight Standards: • G.1.7• SL.1.4

Facets: Explanation: describe how weather affects feelingsInterpretation: journal about the weather

Differentiation: Learning Preferences : kinesthetic, visual, auditory

Assessments: Participation, Journal Entries, Writing rubric

KUD:KNOW: The student will know weather words such as climate, temperature, and meteorologists.

UNDERSTAND: The students will understand that weather changes and that this affects the way an individual feels and makes decisions.

BE ABLE TO DO: The students will be able to recognize changes in the weather and be able to describe how weather affects an individual’s feelings.

Day Nine & Ten GRASPS• Goal: You will write a letter to your best friend after you have moved to a new

state. You will send a photo album to your friend that shows him/her about your new home. The letter will tell your friend about the changes that have happened since your move and how this has made you feel. The photo album will show the different changes that have happened to you because of your move.

• Role: You will be a friend that is communicating to another friend through a

letter that is written after you have moved to another state.

• Audience: Your audience is your best friend from the town you lived in before your family moved.

• Situation: Your parents inform you that your family will be moving to a new

state. This is going to change many things in your life. Some examples of the things that might change are your feelings, the way you dress, and the activities in which you participate. You are going to write a letter to your best friend telling him/her about the changes that have happened to you since the move.

GRASPS continued….• Product: You are going to write a letter that outlines

the different changes that have happened to you. You will create a photo album with “photographs” to send to your friend that show the changes that are outlined below. The “photographs” will be created from magazines and construction paper and will show the changes that you are writing about in the letter.

• The clothes that you would wear in your new home state• How you feel about living in a new state• The things that are different in the new state• The activities that you participate in• Etc….

Creating Our Photo Albums

Writing letters Choosing Photos

Days9-10

Rubrics

Photo Album

Letter

Final Product Day 10

Assessment Data

As a curriculum designer I discovered that…

• you must know your students.

•you must use assessment to guide instruction.

• you must differentiate instruction to create meaningful learning.

•you must be flexible and patient.

•you must be a team player.

Thank You!