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Transcript of Integrated Part 3 Whole
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Anielka Lopez
EDEL 453
Dr. Kolar
Spring 2012
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Content: Pages:
Introduction: Grade Level, Theme, Summary 3
Connection to Theme 3
NCSS Theme 4
Brainstorming Chart 5
Connecting to the Standards 6
Calendar of Day 1 Day 9 7-11
Lesson Plan #1 12-13
Lesson Plan #2 14-15
Lesson Plan #3 16-17
Resources 18
Reflection 19
Rubric 20
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GRADE LEVEL : PRIMARY (k-3)
Books Name:Fly Away Home by Eve Bunting; Illustrated by Ronald Himler
Themes of Unit/Book: Homelessness and Family Issues
Summary: This book is about father and son that live in the airport, so they wouldnt have to be
on the streets. Everything changed after the mother died. The father and son have learned
different techniques on how to survive in the airport or not to get caught. They sleep sitting up,
and wear blue jeans, blue jackets, and carry their blue bags. They number one rule in living in
the airport is Dont get noticed. The father works as a janitor on the weekends and Andrew, the
son, stays with another family, the Medinas, which also live in the airport. Andrews dad is very
focused on making sure that he goes back to school and gets an education. Both of these families
have hoped to save enough money to be able to live in their own apartment and to be able to call
something besides the airport their home. Andrew gets frustrated when he sees the people in
the airport are going to or from their home to some other place.
Connection to Themes: I think the overall theme to the book is homelessness and family issues.
The books shows to families that have young children living in an airport so they dont have to
sleep on the streets! There are also family issues because though the dad is trying to get out of
the airport, the money just doesnt budge yet. Andrew and his father had the mother of the family
die (cause not mentioned).
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NCSS Themes:
Culture: This theme fits into the book because Andrew, his father, the Medinas Family,and any other homeless family/person that is living in the airport is living and
experiencing a different type of culture and environment, then someone that has a home
and doesnt have to worry about getting caught.
Time, Continuity, and Change: This theme fits into the book because we see thestruggle the bird had over time.We see how Andrew and his father became homeless
after the death of Andrews mother. We also see the steps that Andrew and his father are
taking to save money, look for an apartment and also get Andrew into school, which
brings change into their lives.
People, Places, and Environment: This book includes this theme, with the fact that theycome across different people within the airport. They have the people that work there, thepeople coming in from a flight or stopping by on their way home, and the other homeless
people trying to stay out of the radar!
Individual Development and Identity: We see Andrew develop throughout the storywhere he used to treat his father and the Medinas from whatever he earned that day
helping people with their luggage and he then decides his going to save everything he
can.
Individuals, Groups, and Institutions: This theme is represented with how it is not justone homeless person that lives in the airport but a group, and they are choosing an
institution like the airport so they can be safe and stay warm, and have a roof over their
heads.
Power, Authority, and Governance: This book presented this theme in the beginning ofthe book where we saw two homeless people being very loud, therefore got noticed and
had to be removed by the airport authority.
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Integrating Subjects Brainstorming Chart:
Language Arts:
Preview book such astitle, author, etc. Also
go over vocabularythat will be seen in the
book.
Have students definewhat homelessmeans to them. And
how they feel when
they hear the word
homeless or whenthey see someone that
is homeless.
Have students write aletter from Andrew tothe Medinas family or
to his father.
Create an I Poem inthe point of view ofone of the main
characters
Create an AcronymPoem using the word
HOMELESS or one
of the characters name.
Mathematics:
Have the studentscalculate how many
cans of food, produce,etc are needed to feed
the people that come
into a soup kitchen forthe night.
Research how manystudents in Clark
County are accountedfor being homeless and
draw a bar graph to
compare to anotherschool district.
Create a circle/piegraph of the healthiestmeal one should have.
What is the percentage
of grains that should be
in ones meal?
The Arts:
Have the students drawa scene from the book
and explain why theychose it.
Have the students drawthe bird from thebook and explain why
it was so significant.
Have the studentscreate a family portrait
Have students create abeat then a song/rapthat goes with the beat.
Literature:
A Shelter in Our Carby Monica Gunning
The Teddy BearbyDavid McPhail
A Train to Somewhereby Eve Bunting
Those Shoes byMaribeth Boelts
The Magic Beads bySusan Nielsen-
Fernlund
Social Studies Areas:
History Geography Technology Economics Science Cooking
Service Learning:
Quilting Donate clothes and
non-perishable food tolocal shelter
Donate clothes andnon-perishable food to
school program
Start a communitycollaboration ongrowing produce for a
local shelter (orparticipate in one if
established)
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Language Arts/Reading:3.3.2 Describe physical and personality traits.
Describe the motivation for a charactersactions.
3.3.9 Make connections to self, other text,
and/or the world.
4.3.1 Identify and explain the use of
abbreviations acronyms
6.3.3 Write poetry.
6.3.4 Write responses to literary text.
6.3.7 Write friendly letters following an
established format.
8.3.2 Use precise language todescribe
feelings
experiences
observations
ideas8.3.3 Use public speaking techniques to deliver
presentations
8.3.4 Contribute to conversations and
discussions about a given topic.
The Arts:1.3.3 Use different media, techniques, and
processes to produce works of art.
2.3.1 Identify selected elements of design and
principles of design in nature and in works of
art.
2.3.4 Use elements and principles of design to
create works of art.3.3.2 Create artwork that demonstrates choice
of subject matter and symbols to communicate
meaning.
4.3.2 Identify works of art as belonging to
particular cultures, times, or places.
4.3.3 Create a work of art that is influenced bya particular historical period or culture.
5.3.3 Discuss possible meanings of art.
Social Studies:H1.3.1Learn about individuals in the
community and discuss their contributions.
H2.3.1Discuss how conflicts can be resolved
through compromise.
H3.3.4Demonstrate respect for each other, the
community, and the world.G7.3.3List reasons why people choose to live
in urban or rural communities.
G7.3.5Describe purposes for variousorganizations.
E9.3.4Demonstrate an understanding of
income and give examples
Service Learning:
Five Stages:
Inventory and Investigation Preparation and Planning Action Reflection Demonstration
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Day #1
Standards/Objectives:
Standards:H1.3.1Learn about individuals in the community and discuss their contributions.
G7.3.3List reasons why people choose to live in urban or rural communities.
Objectives:
Students will name different individual they will see in a community.Students will be able to name the difference between an urban and rural area.
Total: 50 Minutes
Activity:
1. Students must create a T-Chart of individuals they might see in their community. (ex.Police officer) and their contributions (ex.keeps us safe)[10 minutes]
2. Teacher will ask for volunteers to share some of the roles. [5 minutes]3. The teacher will then introduce and explain what a Venn diagram is and when one would
use it. [10 minutes]
4. The teacher will then ask the students to create a Venn diagram between a rural and urbanarea/community. [20 minutes]
5. Students will then share their diagrams. [5 minutes]
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Day #2
Standards/Objectives:Standards:
8.3.4 Contribute to conversations and discussions about a given topic.
Objectives:Students will be able to have a class discussion on the word homeless. What is it? Who does it
involve? Etc.Students will also be able to give their opinions and feelings/thoughts about homelessness.
Total: 50 Minutes
Activity:1. Teacher will write the word homeless on the board and have a student read the word
out loud the class.2. Teacher will have students write in their journals what this words means to them.
(10 minutes)
3. Teacher will group the class into two groups and go over the rules of having a classdiscussion. (5 minutes)4. Students will be asked to have a discussion. They can simply share be asked to have a
discussion. They can simply share their journal writing or go more in depth. (25 minutes)
Day #3
Standards/Objectives:Standards:
3.3.9 Make connections to self, other text, and/or the world.
Objectives:Students will listen to Fly Away Home by Eve Bunting.
Students will make connections to self, other text, and world after the book is read.
Students will need to describe their feelings, ideas, and observations, using precise language.
Total: 50 minutes
Activity:1. Teacher will preview the cover of the book and details, such as author and illustrator. [5
minutes]2. Teacher will read Fly Away Home to the class. [10-15 minutes]3. Students will be required to make at least one connection to self, text, and/or world from
Fly Away Home. [15 minutes]4. Students will write in their journals to describe their feelings, ideas, and observations
from the book and the class discussion from the day before.
[15 minutes]
5. Teacher will go over privately as an informal assessment to see what the students got outof it.
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Day #6
Standards/Objectives:Standards:
4.3.1 Identify and explain the use of abbreviations
acronyms
6.3.3 Write poetry
Objectives:
Students will be able to identify an acronym.
Students will be able to write their own acrostic poem using a word related to the book or a maincharacters name.
Total: 50-60 minutes
Activity:1. Teacher will introduce acronyms to the students, create an example, and show other
examples. [10-15 minutes]2. Students will be able to identify an acronym as a class [5 minutes]3. The students will choose a main characters name or a word related to the book (for
example: homeless or Andrew) to create their own acrostic poem. [25-30 minutes]
4. Students will be allowed to share their acrostic poem. [5-10 minutes]
Day #7
Standards/Objectives:
Standards:E9.3.4Demonstrate an understanding ofincome and give examples
6.3.4 Write responses to literary text.
6.3.7 Write friendly letters following an established format.
Objectives:
Students will be able to create a friendly letter from one main character to another.Students will be able to demonstrate their understanding on income and name some examples.
Total: 50 minutes
Activity:
1. Students will have a small group discussion on income. They must give an example ofhow income is received, and why it is important. [10 minutes]2. The students will respond to Fly Away Home by creating a friendly letter to a main
character from the either another characters perspective or their personal point of view.
[30 minutes]3. Students will be given the opportunity to share their work with the whole class. [10
minutes]
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Day #8 (two days)
Standards/Objectives:Standards:
G7.3.5Describe purposes for various organizations.E9.3.4Demonstrate an understanding ofincome and give examples
H3.3.4Demonstrate respect for each other, the community, and the world.
Objective:Students will be able to find the purpose of the service learning project.
Students will be able to plan out what action will be done for their service learning project.
Total: 50 minutes
Activity:1. The class will decide on the purpose of their service learning project. What they want
accomplished? Who they need to interview and so on. [20 minutes]2. The class will start planning their service learning project. Roles will be assigned to who
will need to find what, and do a certain job. [ 30 minutes]
Day #9 (continue)
Standards/Objectives:Standards:
G7.3.5Describe purposes for various organizations.
E9.3.4Demonstrate an understanding ofincome and give examples
H3.3.4Demonstrate respect for each other, the community, and the world.
Objective:
Students will be able to finalize the steps of their service learning project.
Students will execute their service learning project.
Total: 50 minutes
Activity:1. Students will finalize their service learning plan, and get the final things ready for the
action stage! [20 minutes]
2.
Students will be able to begin setting up and take action on the project.3. Teacher will be taking pictures during this time.*Note: The process of having can and non-perishable items donated will take some days but thestudents will set up around their school for the project. Students will later collect and reflect on
their service learning plan.
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TEACHER: Ms. Annie Lopez
TITLE OF THIS LESSON: Juices Flowing in the Brain ---Introduction Day
TOTAL TIME: 50 Minutes
OBJECTIVES :
Students will name different individual they will
see in a community.
Students will be able to name the difference
between an urban and rural area.
STANDARDS ADDRESSED:
H1.3.1Learn about individuals in the communityand discuss their contributions.
G7.3.3List reasons why people choose to live in
urban or rural communities.
MATERIALS/RESOURCES/TECHNOLOGY USED IN THE LESSON:
Butcher Paper (to create a T-Chart) Butcher Paper (to create a Venn Diagram) Sharpie Marker
ANTICIPATORY SET:
Good morning students, lets get those juices flowing in the brain and lets think about who are people
that live in our community? Remember to please raise your hand, so we dont all call out.
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ACTIVITIES IN THE LESSON
1. Students and teacher will create a T-Chart of individuals they might see in their community.(ex. Police officer) and their contributions (ex.keeps us safe)[10 minutes]
2. Teacher will ask for volunteers to share some of the roles. [5 minutes]3. The teacher will then introduce and explain what a Venn diagram is and when one would use
it. [10 minutes]
4. The teacher will then ask the students to create a Venn diagram between a rural and urbanarea/community. [20 minutes]
5. Students will then share their diagrams and the teacher will fill in the class Venn diagram. [5minutes]
ASSESSMENT OF STUDENT LEARNING/UNDERSTANDING:
The students will be assessed by their participation during their T-Chart of the community roles.
The students will also need to turn in their Venn diagram that they created to show they know how to
show the differences and similarities.
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TEACHER: Ms. Annie Lopez
TITLE OF THIS LESSON: What Can You Create? Middle Day
TOTAL TIME: 50 minutes
OBJECTIVES :
Students will be able to identify an acronym.
Students will be able to write their own acrostic
poem using a word related to the book or a main
characters name.
STANDARDS ADDRESSED:
4.3.1 Identify and explain the use of
abbreviations
acronyms
6.3.3 Write poetry
MATERIALS/RESOURCES/TECHNOLO
GY USED IN THE LESSON:
Examples of poetry. Examples of Acrostic Poems Fly Away Home book
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ANTICIPATORY SET:
Students will be given the first example of an acrostic poem (the purple one) to read silently to
themselves.
After introducing what acronyms are and creating the example, the teacher will say Lets see what
we can create!
ACTIVITIES IN THE LESSON:
1. Teacher will introduce acronyms to the students, create an example, and show other examples.[10-15 minutes]
2. Students will be able to identify an acronym as a class [5 minutes]3. The students will choose a main characters name or a word related to the book (for example:
homeless or Andrew) to create their own acrostic poem. [25-30 minutes]
4. Students will be allowed to share their acrostic poem. [5-10 minutes]
ASSESSMENT OF STUDENT LEARNING/UNDERSTANDING:
Students will turn in the acrostic poem that they create about a main character or a word related to the
book.
The teacher will be looking at the students work to see if they understand the concept of an acrostic
poem.
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TEACHER: Ms. Annie Lopez
TITLE OF THIS LESSON: Service Learning Project
TOTAL TIME: 50 minutes (2x)
OBJECTIVES :
Students will be able to find the purpose of the
service learning project.
Students will be able to plan out what action will
be done for their service learning project.
Students will be able to finalize the steps of their
service learning project.
Students will execute their service learning
project.
STANDARDS ADDRESSED:
G7.3.5Describe purposes for various
organizations.
E9.3.4Demonstrate an understanding ofincomeand give examples
H3.3.4Demonstrate respect for each other, the
community, and the world.
MATERIALS/RESOURCES/TECHNOLOGY USED IN THE LESSON:
Boxes to spread around the school for the school food drive Service Learning packet Signs about the school food drive Markers Butcher Paper*Note: Students might need more materials/resources as the students work on the service learningproject.
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ANTICIPATORY SET:
Teacher will start lesson with statement, Alright class, now that we understand the homelessness
theme from the bookFly Away Home, how can we make a difference? For the next two days we will
be planning and executing our service learning plan that we come up with as a class!
ACTIVITIES IN THE LESSON:
Day 8
1.
The class will decide on the purpose oftheir service learning project. What they
want accomplished? Who they need tointerview and so on. [20 minutes]
2. The class will start planning their servicelearning project. Roles will be assigned
to who will need to find what, and do a
certain job. [ 30 minutes]
Day 9
1.
Students will finalize their servicelearning plan, and get the final things
ready for the action stage! [20 minutes]2. Students will be able to begin setting up
and take action on the project.
3. Teacher will be taking pictures duringthis time.
*Note: The process of having can and non-
perishable items donated will take some days butthe students will set up around their school for
the project. Students will later collect and reflect
on their service learning plan.
ASSESSMENT OF STUDENT LEARNING/UNDERSTANDING:
Students will have to reflect about their participation during the service learning project. They should
reflect on things they liked, didnt like, and would change.
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These were the resources I used to create this integrated social
studies unit:
Fly Away Homeby Eve BuntingThe Complete Guide to Service Learning by Cathryn Berger
Kaye, M.A.
Integrated Language Arts and Social Studies by Leah M.Melber and Alyce Hunter
http://www.doe.nv.gov/Standards_SocialStudies.html http://www.doe.nv.gov/Standards_EnglishLangArts.html http://www.doe.nv.gov/Standards/Arts/vacont.pdf
http://www.doe.nv.gov/Standards_SocialStudies.htmlhttp://www.doe.nv.gov/Standards_SocialStudies.htmlhttp://www.doe.nv.gov/Standards_EnglishLangArts.htmlhttp://www.doe.nv.gov/Standards_EnglishLangArts.htmlhttp://www.doe.nv.gov/Standards/Arts/vacont.pdfhttp://www.doe.nv.gov/Standards/Arts/vacont.pdfhttp://www.doe.nv.gov/Standards/Arts/vacont.pdfhttp://www.doe.nv.gov/Standards_EnglishLangArts.htmlhttp://www.doe.nv.gov/Standards_SocialStudies.html -
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I have never created or been a part of creating an integrated social studies unit plan.
I think that being hands on in creating this lengthy unit plan has been beneficial to thinking about
connecting different subject standards to create a more interesting lesson plan that the students
will enjoy. I think the hardest thing for me was how it was hard to incorporate more than two
subjects. I was mostly able to incorporate language arts to either social studies or the arts.
I really wish I would have thought of more things I could have done in math and
especially science, but I guess with the theme of my book it was more difficult to think of
activities for science. I think that this project was so difficult because more and more professors
are focusing on integrated unit plans and they are all asking for different things.
I really love the fact that you were able to give us the freedom of how our integrated
social studies unit plan should look like. I am really organized person and need a specific
structure of how I want things to look like, so I really LOVE how my lesson plan looks and can
see myself using it once I get in the classroom. Since I am a bilingual major as well as general
elementary education I would definitely need to add an accommodation to my lesson plan for
those students that are still learning a language or who are ELL.
I feel like I needed more time, I wish I would have known that this is the type of
project that we were going to do, I would have been thinking about the book I wanted to use
from the beginning. I felt like everything got rushed toward the end we had to choose a book
quick so we can get started on the brainstorm, and find the standards, etc.
I found that the Service Learning book was really helpful. Its an easy book to read and
it has a lot of information about different types of themes. I also think that it is hard to plan a
service learning activity because the students are the ones that drive the project; they choose
what they want to do for the service they are providing that to the community. That is why for
the lesson plan I kept it very broad but broke it up into two days of service learning so the
students would have time plan and then finalize and execute the second day.
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NAME ___________________________________________________________
SCORING RUBRIC FOR THE INTEGRATED SOCIAL STUDIES UNIT
(PLEASE ATTACH TO YOUR UNIT)
60 Points Possible (20% OF COURSE GRADE)
_____/ 5 Title Page and Table of Contents + Over-all Presentation of Unit
_____/ 20 Introduction to the Unit
The grade level, the theme, a summary of the central piece of literature(childrens book) of the unit, and the NCSS Themes addressed by your
selected childrens book. Brainstorming Chart for the Integration of Multiple Subject Areas (Visual) AS
WELL AS statement of the subject areas you chose for your unit.YOU COMPLETED THIS IN PART I. YOU DETERMINE HOW THIS IS
PRESENTED IN YOUR FINAL UNIT.
_____/20 Calendar of Lessons for the 7-10 days of your unit. This calendar will delineate the
subject areas in each lesson AND the CEF objectives for each subject area. Also,
you will detail the activities.
PORTION COMPLETED FOR PART II/ HERE WILL BE ALL 7-10 DAYS- COMPLETE
CALENDAR
____/10First four days including objectives (COMPLETED PART II)
____/10 The remaining days of the calendar including objectives (PART III)
_____/10 Lesson Plans (one for the FIRST day of the unit, one for a MIDDLE day of the unit
in DOE Lesson plan format or proposed lesson plan format; your THIRD lesson
details the culminating activity of the unit (you can select your format of
presentation)
_____/2 Presentation of Resources (ALL teacher and student- books, articles, websites,
etc. used in the development of the unit)
_____/3 A 1-2 page comprehensivereflection on the total process of developing your unit.
You can include narrative and visuals.
TOTAL POINTS = _____ GRADE = _____