Someone Small, Someone Small, But A Piece of It All
Unit Overview
DAY #1
Objective Given a simple blank timeline,
students will be able to identify at
least four important events in their
life and list them in chronological
order.
Standards IAS: 1.1.6
NCSS:
- Time, Continuity, and
Change
- Individual Development and
Identity
Materials  Four pictures identifying key
moments in timeline for
anticipatory set/instruction
 Time line drawn on dry erase
board with labels
 Blank timeline format with
space to draw pictures and
write sentences for response
activity
Management Students will come to the circle
carpet at the back of the room for
the anticipatory set and instruction,
and then will sit at their desks
during guided practice and while
completing the independent
activity.
Anticipatory  “Today, I am going to show
Set you a few pictures from my
life.”
 Show students pictures of
important events from
teacher’s own life.
DAY #2
Students will agree on the theme of
Square Cat by Elizabeth Schoonmaker
and apply it to their own lives.
IAS: 1.RL.2.2, 1.RL.2.1
 Square Cat by Elizabeth
Schoonmaker
 Paper
 Bubble Chart
 Crayons
Lined writing paper with space
for drawings
Students will sit quietly at the carpet
area while listening to the story and
during the discussion, and will
transition to their seats for the
response activity.
 “Before we read, I want each
one of you to pick something
out about yourself that you
think makes you special.”
 Have students go around the
room in a circle and say
something about themselves
that is unique.
Name: Sophia Roselle
DAY #3
Students will identify the central
message/theme of Back of the Bus
and connect it with their own life
experiences.
IAS: 1.RL.2.2
 Back of the Bus by Aaron
Reynolds
 half-sheet response page
 if time allows, Rosa Parks
mural activity
Students will be seated quietly at the
circle carpet for the read aloud and
discussion, and then will sit at their
desks for the response activity.
 “Today, I am going to tell you
a story of a time that I had to
be very brave and stand up
for others.”
 Tell students a story of a time
the teacher had to stand up
for others at recess on the
playground.
DAY #4
Given at least one example of a community helper in
their school, students will explain what they do and how
they can help them by being an individual community
helper.
IAS: 1.2.3
NCSS: Civic Ideals and Practices
 Power point presentation of previous helpers
learned about and school community helpers
 5 large post it note posters with scaffolded
question
 Anchor charts about community helpers in the
school environment and how students can be a
community helper
Students will be seated quietly at their desks for the
instructional period, and then will be located in groups
around the room for the following station activity. See
lesson for groups.
 “As I go through this powerpoint presentation, I
want a friend to raise their hand if they remember
what community helper is in the picture.”
 Activate background knowledge by going over
town community helpers already learned about.
 Someone Small, Someone Small, But A Piece of It All
Purpose All of these pictures represent very
important things that have
happened to me in my life. They all
happened in a certain order, too.
Today, we are going to talk about
some important things that have
happened in your life, and the order
that they happened, starting from
when you were born to the first
grader you are today.
Lesson INPUT: Anchor Charts and Teacher
Presentation Timeline
• Whole group
• Students review definition of
important events and
timelines
• Go over teacher timeline
using photos
OUTPUT:
• Have students assemble
teacher timeline
• Write down student
examples of important
events on the white board
Closure or Questions:
Conclusion  What is a timeline?
 What are important events
that occur in our lives? Give
me examples of important
events that you included in
your timeline.
 What are some important
events that you didn’t put in
your timeline, but could
have included?
 What was your favorite part
about learning about
timelines?
Formative • During instruction, I will
Assessment assess how students are
responding to questions
Today I am going to read the book
Square Cat by Elizabeth Schoonmaker
to you. While I’m reading, I want you
to pay attention to the characters and
what they say and do so we can figure
out the theme or big idea of the story.
After we decide on the theme, we are
going to talk about how it applies to
your own life.
INPUT:
• Read-Aloud of Square Cat
OUTPUT:
• Hold grand conversation with
students in which they are
prompted to discuss the book
and its theme and then connect
it to their own lives
Ask questions to close lesson and have
students reflect on eachother’s unique
traits:
• Turn and look at your neighbor.
What is something unique
about them? Turn and tell
them what is unique about
them.
• I will observe the student’s
responses to verify or deny
their understanding of the
Name: Sophia Roselle
I am going to read to you the story
Back of the Bus by Aaron Reynolds.
While I am reading, I want you to
listen to the characters and events
and try to figure out what the theme
or big idea is of the story.
INPUT: INPUT:
• Read-Aloud of Back of the Bus
OUTPUT:
• Hold a grand conversation
with students in which they
are prompted to discuss the
book and its events while also
connecting the theme to their
own lives
Ask question to close lesson and get
students to think further:
 The character in the book,
Rosa Parks, committed an act
of bravery and stood up for
what was right. In today’s
world, how have you seen
others be brave and stand up
for what is right?
• I will observe the students
and their responses during
the read-aloud and discussion
Just like how your entire town or city has community
helpers, your school by itself also has a lot of community
helpers. Today, we are going to look at some examples of
people in your school that are community helpers, what
they do, and how you can help them.
• Power point containing review pictures of local
community helpers and school community
helpers
OUTPUT: Active Learning
• Prompted questions about school community
helpers
• Completion of anchor charts
• Anchor chart 1: Pictures of community helpers
and their responsibilities
• Anchor chart 2: Examples of how students can
help these community helpers (essentially, how to
be a school community helper)
• To close, students will present their poster in their
group to the rest of the class. Ask students to pick
one or two people to tell everyone else about the
community helper they had, and what they would
do to help them.
• Throughout instruction, I will assess how students
are responding to questions about and examples
of school community helpers, and what examples
 Someone Small, Someone Small, But A Piece of It All
about timelines and listing
examples of what makes an
event important and some
examples of important
events in their own lives.
• During the check for
understanding portion of the
lesson, I will assess how
enthusiastically students are
responding to the
opportunity to assemble the
timeline on the white board.
• Students will turn in the
timeline they create so I can
assess whether they
achieved the objective.
Adaptations See Lesson Plan:
Remediation: peer support
EXNEEDS: Pictures on timeline
anchor chart, modeled response
activity
ELL: Pictures on timeline anchor
chart
Enrich: Pictures drawn on response
activity, connection to own life
theme and reteach or check for
understanding where necessary
• I will check student answers to
the response activity.
See Lesson Plan:
Remediation: Peer support
EXNEEDS: Support of the read aloud
with photos, peer support and answers
Enrich: Craft activity, connection to
own life
Name: Sophia Roselle
portion of the lesson, and
check for understanding of
the theme or big idea when
needed.
• Students will go back to their
seats after the read-
aloud/discussion and fill out a
half sheet with the sentence
starter “I was brave like Rosa
Parks when I…” or “I can be
brave like Rosa Parks by…” in
which they respond with a
time that they have been
brave and stood up for
someone or something.
See Lesson Plan:
Remediation: Peer support
EXNEEDS: support of the read aloud
with photos, peer support and
answers, modeled response activity
Enrich: Bus cutout for response
activity, sentence starter, connection
to own life
they give when it comes to how they can help at a
student.
• During the check for understanding portion of the
lesson, I will walk around to different groups and
assess how each group is cooperating and how
individual students are contributing to the
completion of the poster using what they learned
from instruction.
• Students will complete a poster project about a
community helper in their school and present it to
the class. I will assess their understanding of the
content based off of what they have
written/drawn on the poster and what they say.
See Lesson plan:
Remediation: peer support in groups
EXNEEDS: Pictures on power point and anchor chart
ELL: Images during power point
Enrich: Collaborative work, connection to own life,
coloring and picture drawing