Part IV: Overview of Lessons and Assessments (20 points) a) Narrative Overview: Provide an overview for EACH of the

ten to twelve (or more) lessons in your unit. The overview gives the big picture of the unit. Write an abstract (one paragraph) for each of the lessons you plan for your unit. Each should be numbered, and there should be a logical flow between lessons. The first should be an introductory lesson and the last should be a closing/wrap-up lesson. 12 points. Lesson One: In this lesson, students will learn about different directional words. I will start the le sson in small groups. Using furniture from our doll house I will create a mini living r oom on the table. I will explain to the children that the little girl lost her mittens and she cant find them. They will give the little girl directional phrases to help her find h er mittens. Later, in large group I will show them the video posted below this paragr aph. This video will teach the students the difference between left and right. To conc lude the lesson, the students will continue practicing left and right by singing and da ncing to the hokey pokey. https://www.youtube.com/watch?v=pymRRbsHW4M Integrating: Technology, Fine Arts

Lesson Two: The second lesson will also be done in a small group setting (four students). It will be integrating math because directional and positional words are a part of the Common Core State Standards for math. This lesson will focus on left and right. These words will be an extension because the CCSS do not include the terms left and right in the content expectation. To begin the lesson I will review the directional words learned from the previous day, especially left and right. More specifically, the students will have to do different actions using their left and right body parts. Next I will explain to the students that they are going to have to help me get around the school using left and right. For example, I will say, I need to get to the office, but you need to help me get there using phrases such as first you turn left. Each student will have a chance to lead me to one place in the school while the other children are following them. I will make it very clear that the students are not to talk in the hallway unless you are giving directions and they are to walk behind the speaker. Those who are not giving directions will participate by giving me thumbs up on whether or not the direction the child gave for each turn was correct. I will be the first to give directions so the students have an example.

Integrating: Math

Lesson Three: To start my third lesson, I will read a book called, Me on the Map by Joan Sweeney. After the book I will open up a discussion and ask the students what they learned. While incorporating their thoughts from the discussion I will explain that a map represents a place and that there are different kinds of maps. In addition, we will discuss the maps function of helping us find our way and knowing what places and things are near something else. The lesson will continue as I show the students all kinds of maps. I will start with a map of my own bedroom, just as the girl in the story does. I will then show them a map of the Okemos community, a map of our state, a map of our country, and a globe. After looking at each map, we will locate where we live and put a heart sticker (for Valentines Day) in the corresponding location.

Integrating: Literature Lesson Four: In lesson four, students will explain that a map can be printed in aerial view and has a key to help people understand what the symbols mean. I will start the lesson by ha ving the students close their eyes and think of themselves as a bird. I will open up a discussion about what things a bird see when he is flying in the sky. I will then go on to clarify that aerial view is looking at something from above. Next I will explain wha t a key is and they will visually see examples of maps with different keys. Lastly, the students will look at a map of the Bennett Woods playground and another playgrou nd. It will be there job to determine whose playground is being represented on the s econd map (it will be ours).

Lesson Five: In this lesson the students will take on the role of a cartographer. At the beginning of the lesson I will explain to the students what a cartographer is. After that I explain th at they will be drawing maps of the classroom. I will help the students by giving the m ideas and examples of how they can start this. I will ask questions such as: what d oes a table look like, what shape is a table if looked at it from above, which is smaller the table or the chairs I will require that their map has a key with at least three sym bols. For those who are able I will have them label their symbols. If there is time, I wi ll have the students share their maps with the entire class.

Integrating: Fine Arts, Math, Speaking Skills **Look at everyday math Lesson Six:

In this lesson, we will discuss what a community is and the different types of commu nities. We will focus mainly on the communities the students belong to (classroom, s chool, and town/neighborhood). On the SMARTboard we will do a people sort. I wi ll have pictures of different people or groups of people and we will sort which comm unity they belong in. This activity will lead to the fact that people can belong to more than one community. To make sure that everyone is active in the discussion I will ha ve the students talk to their assigned learning partner.

Lesson Seven: In this lesson the students will use paper bags and construction paper to construct a house that will be used in a new suburban community we will create. As they constr uct their house they must cut shapes out of construction paper to include the proper elements of their house (windows, doors). As they glue these pieces on they are to st ate what shape they are using to the person sitting next to them. I will ask that stude nts try to use as many shapes as they know (differentiation). After they are finished they will label their house with an address I give them. These numbers will be perso nalized to their ability and the street name will be shapes. In a large group setting w e will talk about what an address is and sing the song posted below.

To the tune of Yankee Doodle: My address tells me where I live The number and the street I can get there in a car Or walking on my feet

After the houses have been made we will set them up on a large piece of cardboard. They w ill be set up so that each house is on the correct street and in the correct order. This homem ade community will be used in lesson eight and ten.

Integration: Fine Arts, Math Lesson Eight: As a large group, the class will discuss why communities have rules. After this discus sion we will look at Scott Foresmans large social studies book on communities. We will answer the question, Why do we need to follow rules, using the picture on uni

t 2, lesson 4. To complete this lesson I will have the students get their houses and pu t together our classroom community. As a class we will discuss what rules we want t o enforce in our community. I will format the discussion so the students think they a re in a neighborhood associate meeting. After the meeting, I will send the students b ack to their seat to write down the one rule they feel is most important for our com munity. They will mail me (in our classroom post office) the rule they wrote down. Integration: Writing Lesson Nine: This lesson will focus on how it is essential that people use cooperation when they a re a part of a community and why. We will have a discussion on the roles the people play in a community and how they use cooperation. In small groups, we will read th e story community helpers. This book will be read in a choral reading style. I have en ough books so that each individual in the small group will have their own. For stude nts who struggle with reading I will make sure they are sitting next to me so I am abl e to support them.

Lesson Ten: To start this lesson, I will tell the students to go get the letter they received in their mail box (in our classroom post office). I will tell the students to bring the letter bac k to the carpet and we will read it together. The letter will explain that the classroo m needs to host a neighborhood association meeting because there is a problem in t he neighborhood and we need to discuss it. The problem is a new neighbor has mov ed in and is breaking all of the rules. As a neighborhood the students need to decide how they are going to solve this problem. They will meet in different groups to discu ss their ideas and will then take turns sharing them out. My mentor teacher will be t he lady who lives at the house who is breaking the rules. They will physically try out their ideas to see how if it works. I will tell my mentor teacher to play out the situati on so the first few ideas do not work. The students will have to think outside the bo x to solve this problem.

Integration: Literacy, Critical Thinking b) Assessments: Construct a bulleted list of assessment tasks that assess each of the unit objectives (write the unit objective in parentheses after the task). There should be at least four and no more than eight assessment tasks, and should cover a range of forms including quizzes/tests; performance tasks; conforming writing; divergent writing; and one culminating (end-of-unit) assessment. The culminating assessment task should have a scoring rubric. 6 points.

Students will draw certain objects in specific locations on a picture of a bedroom bas ed on the directions of the teacher (Objective 1) Students will correctly state at least two directional phrases using the words left an d right. I will record the information on a checklist format. (Objective 2) Students will draw a map of our classroom in aerial view and includes a key with at l east three symbols. (Objectives 3, 4, & 5) Students will share at least one idea about what a community is and the different co mmunities they belong to in a large group setting (Objective 6) Students will use information from our classroom discussion about Why we have ru les to write one rule for our community (Objective 7) Students will work together and discuss one solution for how we can solve the com munity problem (Objectives 8 & 9)

b) Out-of-school learning: opportunities to expand and enrich the curriculum outside of class (home assignment): Kindergarten only assigns one page of homework a week. The homework is a worksheet that is from our literacy curriculum. However, I can offer parents suggestions for how they can extend the students learning outside of the classroom. Ideas: Send home a map of Michigan, a map of the United States, and star stickers. Explain to the parents that we have been working on maps and encourage them to put stickers on the cities they have visited. While doing so they can talk about how they got there and what activities they did while visiting. Paper clip a note to the each individual students map that they draw and ask parents and siblings to use the map to navigate around their bedroom. The child could put a star sticker on a specific location where he or she is hiding something by and the parent has to use the map to help them find the hidden object. Send home a printed version of the address song and encourage parents to teach their children their real address. Send home a formal copy of our created classroom communities list of rules. Encourage the parents to go over the rules they enforce in their house and why they have those rules. 2 points. Give map of Michigan and have them put stickers on where they have been Part V: Individual Lesson Plans (15 points 5 points per lesson)

Step-by step procedures including questions and main points (write out what you are going to say verbatim, even if you do not read from this during your lessons). Describe what the students will be doing as a result of your instructions. How will you support ALL students? There are many variations of lesson plans that are acceptable. Use whatever format you are accustomed to and prefer. Just be sure that the lesson plan includes the following: Title: Tell Me Where Length: 10 minutes small group, 15 minutes large group Unit Goal: Positional and directional words are used to explain the location of a specific place. Standards:
Use environmental directions or positional words (up/down, in/out, above/below) to identify significant locations in the classroom. (Michigan Grade Level Content Expectations, K-G1.0.2) Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. (Common Core State Standards K.G.1)

Materials Needed: Doll house furniture Miniature paper mittens Worksheet

Lesson Procedure: Part 1, Small Group

Okay friends I want you to meet one of my friends. Her name is Meg. Meg has a problem keeping track of her mittens, they are always getting lost. Your job is to help her by finding them and telling her where they are in her house. Therefore, the question is, Where are Megs mittens? I am going to be the one that hides Megs mittens. When I hide then you will look away. After I hide them you will locate them and tell Meg where they are. For example, if the mittens where here (place mittens on top of the couch) you would say, the mittens are on top of the couch. Now, sometimes there are different ways to say where something is. For example, the mittens could be on the rug and in between the T.V and the chair. I will then proceed to hide the mittens in various locations. The children will each take a turn describing where they are using the positional words. After each child has had a turn I will have the children be the one to hide the mittens and their peers describe where they are. Throughout the lesson I will ask, Is there another positional word to help Meg find her mittens.

Part 2, Large Group

I will begin the large group portion of the lesson by showing the students a video. The video will teach the students left and right. https://www.youtube.com/watch?v=pymRRbsHW4M Kindergartners, give me a thumbs up if you have heard of the words left and right. Yeah, we have a left hand, a right hand, a left leg, a right leg, a left eye, a right eye, and so on. The words left and right can also be used when giving someone directions. Remember today when we were helping my friend Meg find her mittens and we said things like, they are next to the couch? We could also have said something like; they are on the left side of the couch. The video is going to have you put your hands up, practice doing that with me. Now stick out your thumbs. One of your hands has the uppercase L likes the one I have on the board, wave that hand. Yes, L is for left so this is your left hand. If this is my left hand (wave), what is this hand? Yes, this is my right hand. Soo..this must be which leg? And this one must be which leg? Now we will watch the video. After the video I will get the students up and moving by singing the Hokey Pokey. This will also give them extra practice using left and right. To practice left and right we are going to sing the hokey pokey. Give me thumbs up if you have heard of the hokey pokey? Everyone will stand up, and face the SMARTboard and follow my lead. Sing: You put your right hand in, you put your right hand out, you put your right hand in and you shake it all about. You do the hokey pokey and you turn yourself around. Thats what its all about! I will continue the song using different body parts until I feel they are getting restless. I will then transition into the assessment piece of the lesson by having the students sit back in their carpet spot. I will explain the assessment using the projector and send them back to their seats. You did a fabulous job at the hokey pokey! Quietly find your carpet spot. We are now going to do a sport listening activity. When you go back to your seat you will be given a picture of a bedroom. However, there is not a whole lot in this bedroom huh? It will be your job to listen to my directions so you know what to add because this bedroom is for a very special friend and we have to make sure our friend has all his toys and things back where they belong. Now, as quiet as a mouse, walk back to your table spot with your right hand on your right hip.\ At this time I will pass out crayons and the worksheets. More information on the assessment is written below. After the assessment, I will dismiss the students to choice time.

Differentiation: Part 1, Small Group

For the students who I feel need extra support I will have them state where Megs mittens are first. That way they will not get frustrated if someone took their answer. This is also an extension for the person stating where the mittens are second because it will be harder

to think of another way to state the location of the mittens after someone has already answered. If students need a lot of support I will give them choices of phrases that they choose are correct. For example, I would say, Hmm are the mittens under the couch or next to the couch? To make sure they are not just guessing I will say, How do you know? I want ALL students to be participating throughout the lesson. Therefore, after someone says a positional phrase as to where Meg can find her mitten I will ask the group, Will Meg find her mittens? They will answer Yes if the person gave an accurate phrase or No if they did not. I will go back to the person who gave the phrase and support them in trying again.

Part 2, Large group I will stand next to students who I feel need extra support with left and right. I will make
sure they are using the right body parts during the hokey pokey so I can reinforce the correct one. This activity will help my learners who like to move. The majority of my Kindergarteners love to move and learn well with movement. The video will also help with my visual and audio learners.

Assessment: The students will go back to their seats and individually complete a listening exercise. I will give each student a piece of paper of a bedroom. I will ask them to draw certain things in the bedroom in specific locations. Specifically I will ask: Draw a teddy bear under the bed Draw a ball to the left of the nightstand Draw a toy of your choice on top of the chair I will consider proficient for this assessment. If they are not able to meet proficiency I will incorporate more directional words into our conversations. For example, I may say, ____ can you turn off the lights, the light switch on the left or next to the door.

Title: Why do we have Rules

Length: 20 minutes large group, 6 minutes independent Unit Goal: Communities need rules to ensure every is safe and cooperative. Standards:
Explain why people do not have the right to do whatever they want (e.g., to promote fairness, ensure the common good, maintain safety). (Michigan Grade Level Content Expectations, KC2.0.2) Describe situations in which they demonstrated self-discipline and individual responsibility (e.g., caring for a pet, completing chores, following school rules, working in a group, taking turns). (Michigan Grade Level Content Expectations, K-C5.0.1)

Materials Needed: Scott Foremans large social studies book Paper Pencils

Lesson Procedure: Part 1, Large Group

Okay friends today we are going to discuss why communities have rules. Tell your partner what we are going to discuss today. Tell your partner I am going to participate and listen during this discussion. Tell your partner you should too. I am going to open up the discussion with the question, why do you think communities have rules? For example, why does our classroom community have rules? Turn to a partner and answer the question, why do communities have rules. At this time I will give the students a minute to talk with their partner. I will call their attention back and draw sticks to have those students share their ideas. I will chart their ideas on a large poster board. I will then proceed to show them the page in the Scott Foreman book where many people are breaking the rules. Take a look at this picture silently for a minute. Lets say that in this community they do not have any rules. Think about what the bears in this community are doing that could be unsafe. In a moment I will have you turn to your partner and tell them something that one of the bears are doing that is unsafe and why it is unsafe. For example you may say that the boy was riding his bike in the store. This made the owner of the store very angry. Riding your bike in the store is unsafe because you could ride over someones foot or knock over something they are trying to sell. Again the students will turn to their partner and answer the question, what are the bears in the picture doing that is unsafe. Now that we have talked about what unsafe things these bears are doing we will talk about rules that this community could have to ensure that everyone is safe. For example, I could say one rule this community needs is that bicycles need to be rode on the bike path our sidewalk away from stores and people walking. Turn to your partner and tell them a different rule that this community needs. Again I will call the students back and ask them what they talked about with their partner. You all come up with some amazing rules. Tell your partner that rules are so important to keep people safe. At this time I will do a simple brain break. After the brain break I will call them back to their rug spots and tell them that we are going to have a very important Kindergarten

Cornell Community meeting. Welcome community members I have called you all here today for a very important meeting. Our neighborhood is very new and we need to develop some rules to ensure that our neighborhood stays safe and everyone knows they are to cooperate. Now a neighborhood rules are a little bit different than a town. So the rules we just created for the bears downtown area wont be the same for our neighborhood. Take a minute to think about where you live. What kinds of rules would you want people who live next to your house or in your apartment complex to follow? For example, I would want people in my neighborhood to keep their grass nice and neat. I wouldnt want their grass to be really high because it would not look nice. Turn to your partner and tell them one rule your think our classroom neighborhood community should have. Next I will ask the students what they said to each other. I will also make another list.

Part 2, Independent Work

This portion of the lesson will be the students writing down one rule that they think our neighborhood should have. I will explain that as their neighborhood president I will take their ideas home and try to make a list of common rules that were written down. Kindergartners, we came up with a list of rules for our community. Your job is to go back to your seat and finish the writing prompt, One rule I think our Kindergarten neighborhood should have is You will finish the sentence and give me a reason why we should have that rule. If you have another idea than some of the ones we came up with, that is okay too! I will take your writing back to my home and figure out the rules that will be put into effect. We will have another neighborhood meeting to talk about the rules we choose and to discuss another important topica new neighbor that will be moving into our neighborhood!

Differentiation: Part 1, Large Group

For the students who I feel need extra support during pair share I will sit next to them. I will remind them of the prompt and help them to form their thoughts into words. I will place my mentor teacher next to another pair whom I feel may need the same support. When I am writing their ideas in chart form I will draw simple pictures next to the things I write so my non-readers can remember what we talked about. This will also be beneficial to my visual learners. I will be choosing students at random (by drawing sticks) because I want to make sure everyone is participating. If I call on a student and they are not ready to share I will support them by saying that I will give them more thinking time and come back to them in a minute.

Part 2, Independent Work

 For those students who struggle with writing I will work with them individually on
stretching out the sounds they hear in the words they want to write. If they do not get to the why portion of the writing I will ask them why their rule is important rather than having them write it. Students who can write sentences I will make sure they are spelling our word wall words correctly. If they have not I will have them go back to look and correct themselves.

Assessment: The students will go back to their seats and individually complete a writing assignment on one rule they think should be included in our list of neighborhood rules. I will give each student a piece of paper to complete this. I will both write and draw. I will look for the following in this assessment: The rule is an actual rule that a neighborhood could use The student wrote down at least half of the letter sounds in each word they were trying to write The student wrote why the rule is important

Title: Solving a neighborhood problem Length: 20-30 minutes large group Unit Goal: Students will work together to solve a community problem. Standards:
Describe fairways for groups to make decisions. (Michigan Grade Level Content Expectations, K-C2.0.3)

Materials Needed: Letter to each student Community Houses Items to show that the neighbor is breaking the community rules (litter, beat up car)

Lesson Procedure: Part 1, Large Group

Okay friends, as your neighborhood president I want each of you to check your mail boxes. Each of you received a letter from me that gives your instructions about a very important meeting we

have to have. The students will go get their letter in shifts. We will read the letter out loud together it will say: Dear Cornell Community Member, We need to have a very important meeting. One of our neighbors is breaking all of the rules we created. We need to get together and figure out how to solve this problem. -Miss. Yassick

Read this letter out loud with me friends. (Read letter) So we know that this new neighbor is breaking the rules and we will have to figure out a way to handle the situation. The question I am asking you is, How are we going to solve this neighborhood problem of the new neighbor breaking all of the rules we created? At this time I will ask the students to break up into pairs or small groups and discuss their ideas on how to solve the problem. My mentor teacher and I will be going around the room helping the students verbalize their thoughts. I heard a lot of great ideas at the various tables. I am now going to call on people to share their ideas. Remember when you cooperate or work together to solve a problem you not only share ideas, but you listen carefully to what the other person has to say. If you are not the one talking, you should be listening. Maybe you have something that you could add to someones idea. At this time the students will share their ideas. Some possible things the students may come up with is listed below: -Go over and tell her to stop -Go over and tell her why she has to stop -Write her a letter -Call the police With each of these ideas I will have the students act it out. For example, if they think that going over to the new neighbors house and asking her to start following the rules I will have them physically walk over and talk to the new neighbor. My mentor teacher will be playing the role as the new neighbor. Here is how I will tell my mentor teacher to play out the situation if the students try one of these solutions: If they go over and tell her to stop I will have my mentor teacher say that she likes her yard looking the way it does and it doesnt bother her. She will also say things like rules, smules, who cares.

If they go over and tell her why she needs to stop she will respond the same way as she did above except give it a little more thought. She will follow the rules for a few days, but will go back to her old ways. If they write her a letter she will just keep saying she doesnt think thats a good rule. However, she will begin to think maybe she should start to follow the rules, but does not completely comply. When the students say we should call the police the pretend police will go over to her house and say that it is very important that she follow the rules to be safe. At this time the new neighbor will understand how important following the rules are and will take care of her things. I do not know what sort of ideas my students will come up with. However, I want them to think of at least three different ideas before the new neighbor decides she is going to change. Class you came up with a way to solve the problem. I think it would be a good idea to invite her to some of our meetings. Maybe next time she can help us come up with some of the rules, too! At this time the new neighbor (my mentor teacher) will come to the meeting and tell everyone she is sorry that she now understands why we have rules. I will bring the unit and the lesson to a close by asking the students what they learned from the lesson and the unit. After various thoughts have been shared I will transition the students into free choice.

Differentiation: Part 1, Large Group I will give the students time to think of a solution before they start sharing. I know that
some students need a lot more time to process their thinking before they can share out with a partner. To ensure that all students are engaged I will ask questions during the portion of the lesson where we act out our solutions such as: did that work? Why didnt it work? Is there anything we havent tried to do yet to make our new neighbor start following directions? If a student is more comfortable writing down his or her idea rather than share it they can do so. I will walk around the room and listen to conversations to make sure everyone is getting a chance to speak.

Assessment:

For this assessment I will be taking notes on the things students say during their conversations with their peers. I am looking to see if they are contributing meaningful conversation and are willingly offering their ideas. I will also be looking to see if the students can come up with other ideas after some have been already tested and did not work. I will fill out a chart that looks like this: Name Did they Did contribute? they listen to another ideas? Did they respond to their idea? Did Other they notes come up with more than one idea? What?