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1. Title Page, Table of Contents

Unit/Vocabulary Planning Guide

Abigail Fryczynski

SST309-01

Professor Laninga

4 April 2014

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Table of Contents:

Page 2...........Overview/Rational/Introduction

Page 4…........KUDs and I Can Statements

Page 9………Assessment Ideas

Page 9 ……...Sequence of Instruction, including Vocabulary

Resource Attachments

Page 14……… Attachment A

Page 18……… Attachment B

Page 19……….Attachment C

Page 21………. Citation Page

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2. Overview/Rationale/Introduction

1. Overview: The information based on this unit involves Living and working together in communities. Within that students will be able to think chronologically, describe changes in local community, identify problems in a community and describe how it was resolved and construct historical narratives using a variety of sources.

2. Rationale: It is important students learn about communities and how they function properly because someday they will be part of making decisions and getting along with people in their community. By learning the rules they will grow up to manage and work with others in their community.

3. Introduction: While learning these concepts students will engage in group work as well as discussions, formulating their own definitions and examples as well as playing a variety of games while practicing their newly learned definitions.

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3. KUD’s: The road map

GLCE (coding and wording) and Verb underlined

2-H2.0.1 Demonstrate chronological thinking by distinguishing among years and decades using a timeline of local community events. (Skill)

Knowledge (K)

Understand (U)

DO:Demonstration of Learning (DOL)

Vocabulary I Can

Timelines show various events that have happened during different time periods but the events are in chronological order. They help us see patterns in history. Also they show different timespans such as events that have happened over a decade. Sometimes events are related because of the timespans they share. Timelines can be used as a map to keep track of things that have happened. Chronological

Students understand the order of different events that occurred within the community by looking at a timeline.

Each student will be given a worksheet showing a timeline from our community events. This time period will cover at least a decade. The worksheet will ask questions regarding the chronological order in which the events occurred.

Chronological Chronological

Thinking Timeline Decade Community Timespan Time period

I can show my chronological thinking by telling the order in which events happened over many years by looking at a timeline.

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starts with the earliest events and follows in order in which they occurred. Chronological thinking occurs by knowing the difference between the past present and future of the order events occurred in. A timeline is a way to display a list of events in chronological order. A Decade is over a time period of 10 years. A community is a group of people living in the same place or having a particular characteristic in common. Timespan is a length or period of time. Time Period is an amount of time.

GLCE (coding and wording) and Verb

2-H2.0.4 Describe changes in the local community over time. (E.g. Types of businesses, architecture, landscape, jobs, transportation and population) (Knowledge, Reasoning)

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underlinedKnowledge (K) Understand

(U)DO:Demonstration of Learning (DOL)

Vocabulary I Can

Understand communities change and adapt overtime. The changes vary to types of businesses, architecture, landscape, jobs, transportation and population. Communities grow and change as population increases and different people bring new ideas. Diversity and new ideas create changes. Our local community has changed in all of these ways overtime. Adapt is to change behavior so it is easier to live in a particular place or situation. Architecture is a process of planning and constructing buildings and physical structures. Diversity is variety such as many different

Each student will understand communities adapt and change overtime and they will be able to provide examples from their local community.

Students will be provided with pictures as well as information of their local community from years ago. They will tell/write down the changes that have taken place over the years.

Adapt Architecture Diversity Population

I can explain how my local community has changed over time.

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ideas people etc. Population is the number of people inhabiting an area.

GLCE (coding and wording) and Verb underlined

2-H2.0.5 Identify a problem in a community’s past and describe how it was resolved. (Knowledge)

Knowledge (K) Understand (U)

DO:Demonstration of Learning (DOL)

Vocabulary I Can

All Communities have issues and problems at times. It is important to properly resolve them. Our community has had issues and we have resolved them while thinking about what is best for the majority of the people. When resolving the problem it should be fair and well weighed out such as the pros/cons. Identify is to tell who or what. Resolved is to decide on a decision or course of action.

Students will understand issues the community has had and how they were resolved.

The teacher will talk about a previous issue the community struggled with. As a class they will discuss how they would best resolve this issue. After the answers the teacher will tell the class how the community resolved it. Then each students will write a short explanation if they agree or disagree and why or why not.

Identify Resolved Majority

I can tell about how a past problem was resolved in my community.

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Majority is the greater number.

GLCE (coding and wording) and Verb underlined

2-H2.0.6 Construct a historical narrative about the history of the local community from a variety of sources. (E.g. Data gathered from local resident, artifacts, photographs) (Skill, Product)

Knowledge (K) Understand (U)

DO:Demonstration of Learning (DOL)

Vocabulary I Can

There are many ways to gather information about history. You can interview people, read past interviews, diaries, look at photographs, or other documents/artifacts. This is how to start creating a historical narrative. A historical narrative is a story about history facts that have been found. Make sure it’s a reliable source and fits with other related history about that topic. An artifact is an object made by a human being, typically an item of cultural or historical interest. Historical is concerning history or things of the past.

Understand how to gather history from different sources and construct it into a historical narrative.

Each student will choose a family member (such as a parent or grandparent) or a family friend to interview. The topic discussed will be something that has taken place in the local community. From the information the student gathers they will write a historical narrative.

Historical Narrative

Artifacts Historical

I can create a historical narrative about my local community from information I have gathered from different sources.

4. Assessment ideas:

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a. GLCE 2-H2.0.1: The students will be given a timeline and questions regarding the order of events. If they get 80% or better they will have passed and won’t have to get extra help covering that content of information.

b. GLCE 2-H2.0.4: Students will write down three examples of how their local community has changed over time. I will grade them based on if they are able to write three correct ones. If there are three they will get full points if they are unable too then they will get further help with the content.

c. GLCE 2-H2.0.5: After the students completely finish the activity and lesson they will talk about the problem the community had and how it was resolved. I will check for understanding and details of the problem and a correct explanation of how the problem was resolved. 50% will be worth the problem explanation and the other 50% will be based on them explaining how the problem was resolved.

d. GLCE 2-H2.0.6 Students will construct a historical narrative of a topic of their choosing. They will be graded 5 points if they used at least three sources, 5 points for a solid topic, and 10 points based on their overall explanation and information found in the paper. If they missed each category by a bit the points will be deducted.

5. Sequence of Instruction (including Vocabulary): What will you do? What will they do?

Lessons: How will youtake them where theyneed to go? (Step-by-Step plan from A-Z)

Instructional strategies/Social constructs: How will they

work?(AND what will YOU do?)

Resources needed: What materials and resources will they need?(Page #s read, graphic organizers, books, posters, realia, etc…)

The teacher will use Marzano’s Six Steps for Effective Vocabulary Instruction.

1. The teacher will introduce the words with materials to help the students understand the meaning. The teacher will use examples, videos, books and other resources for students to understand the definition and be interested.

Resources Needed:

Step One: Video- http://www.youtube.com/watch?

v=DvSk5T_0UfU Artifacts from the past Pictures of buildings and architecture Community Helpers Song

http://www.canteach.ca/elementary/songspoems100.html

Timeline of community2. The students will restate their Step Two:

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own description of the word to correct misunderstandings and think about the meaning of the word. This will help the students understand the word and think about it in a deeper way.

Notebooks Paper

3. The teacher will have students construct a picture, symbol, or graphic representing the word. The teacher will be able to see if students have the right idea of the word. This symbol will help the students create a visual in their head for the meaning of the word.

Step Three: Foldable Activity: Pg. 15 (Three Quarter Book) –Big

Book Of Social Studies Paper Scissors Glue Computers for each students or small group Notebooks

4. The students will engage in an activity with the word to further study and think about the word and its meaning. The teacher will point out things the word contains or information about the word so the students have experience studying the word.

Step Four: Synonyms of Resolve

5. Students will discuss the word in groups or as a class comparing definitions and pictures as well as clarifying confusion and thinking of new related information.

Step Five: Examples of Steps two and three done by students Small group spaces

6. Students will engage in a game the teacher created. This will help them remember the meaning of the vocabulary word and help them review and use the word in a fun way.

Step Six: (Optional): Examples of Community’s problems

resolved so students have examples in the skit they make.

Cards with artifacts on them as well as description- Attachment C

Cards with examples and non-examples of architecture-Attachment A

Charade cards with job options and/or community characteristics –Attachment B

Vocabulary Word: Resolve

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SCRIPT:

Step One (Description): The teacher will ask, “How many of you have ever had a disagreement with someone?” Wait for response. “Disagreements happen every day and it is important to learn how to resolve these issues. I am going to show you a short video of students resolving a problem. “Teacher will play the video. “So in the video we say the younger boy didn’t want to be out in the game he wanted to keep playing. That wouldn’t have been fair to the other students so it was important that they resolve the issue so they could keep playing the game. In communities there are people in charge who make decisions for the people regarding the community. Sometimes these people disagree on decisions that need to be made. In order to have a happy society the people need to work out their differences and resolve the issue.”

http://www.youtube.com/watch?v=DvSk5T_0UfU

Step Two (Restate): The teacher will have the students write down an example of an issue that would need to be resolved. Then after each person has written down the example the teacher will ask a few students to volunteer and they will discuss each one.

Step Three (Nonlinguistic Representation):The students will each construct a picture, symbol or graphic representing the word or show a picture that may portray something that needs to be resolved. After they have constructed a picture they will create a foldable (the three quarter book foldable) with the word and definition on one square, the picture on the square next to that and then above that square an example of the word. (Book Big of Social Studies)

Step Four (Activities): The teacher will write down synonyms on the board of the word resolve. Teacher may ask students if they can think of any first.

Examples: Resolution, solve, fix, straighten out, deal with, sort out

Step Five (Student Discussion): Students will do a think pair share with their own personal definitions and graphic representations of the word.

Step Six (Games): Students will get in groups of 3-4 students. They will create a problem or disagreement within something of the community. Such as maybe community members are trying to decide if they should build a new park. They will show the issue being resolved in their skit. This will show they understand the definition.

Vocabulary Word: Artifacts

Step One (Description): Teacher will show students some examples of artifacts from the past (if possible something from the community). The teacher will ask the students what they think the artifact is and then explain it to the class. The teacher will explain that the examples are artifacts and that artifacts are objects made by humans, typically an item of cultural or historical interest.

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The teacher will briefly discuss the purpose of artifacts and how they help us study history and things of the past such as how people used to live.

Step Two (Restate): Teacher will have students write their own meaning of the word in their notebooks. Each student will create their own definition and then share with their partner next to them.

Step Three (Nonlinguistic Representation): Now that everyone has an idea and knows what the words mean they will each construct a picture, symbol or graphic representing the word. For this definition and example students can go online to find an example if they have doesn’t know many artifacts. After they create they will show and explain their example.

Step Four (Activities): Teacher will underline the art in the word artifacts and explain that art can be touched and looked at as well as studied just like an artifact. Also they will underline fact in the word artifact. Facts are real things just like an artifact that was used and existed in history. These ideas will help students remember the meaning of the word.

Step Five (Student Discussion): Students will get in small groups and discuss what artifacts are. Once they have all explained their own definition and idea of the idea they will discuss what ways artifacts are used and studied.

Step Six (Games): Students will get into small groups and be given pictures of old artifacts. They will try and guess what the artifact was used for. This could be played as a board game so as one student guesses it right they can move ahead.

Vocabulary Word: Architecture

Step One (Description): Teacher will show the students some pictures of different buildings. Some buildings that are complex and some that are extravagant. As well as examples of buildings from the past and present. Then they will explain that architecture is the art or practice of designing and constructing buildings. When looking at history a big part of observing changes over the years is looking at the architecture. Architecture has come a long ways over decades and century’s and will continue to grow and change.

Step Two (Restate): The students will write down their own definition of what architecture means to them.

Step Three (Nonlinguistic Representation): The students will draw a picture representing the definition of Architecture (probably something resembling a building).

Step Four (Activities): The class will discuss that the word "architecture" comes from the Latin, "architectura" architect, or more precisely "master builder".

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Step Five (Student Discussion): The students will talk about any confusion or questions they have as well as any aha moments they had. Also they will discuss what will help them remember the meaning of this word.

Step Six (Games): The students will play “Slap Architecture” similar to the game slap jack. They will have playing cards with pictures printed on them. They will each quickly lay a card after their partner lays a card on the table. When they see an example of architecture they will slap the card and whoever slaps the card gets the previous cards. Whoever has the most cards at the end wins.

Vocabulary Word: Community

Step One (Description): The teacher will ask and talk about aspects of a community. The teacher and the class will sing a song called Community Helpers to the tune “Oh my Darling Clementine”. This will give the students an idea of people who live in the community and what a community is.

Community Helpers

(to the tune of "Oh My Darling Clementine")

Community helpers, Community helpers, Community helpers, all around, They are people we rely on, to help make a great town. There are doctors,And nurses,Firefighters and police,Emergencies are why we need them,Any day of the week. There are farmers, Chefs, and bakers,

Waiter and waitresses, feeding people is their job, they give us food that's good to eat.

There are electricians, Carpenters and plumbers, on worksites.They make houses and our buildings, Safe and sound and build right.

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Do you know of any more people, who are in your neighborhood, who work together to build a community, that we live in happily?

Step Two (Restate): The children will write down what a community is or what a community characteristics a community has.

Step Three (Nonlinguistic Representation): Students will draw a picture of a community and include important things a community should have.

Step Four (Activities): The teacher will write some words on the board that relate to community to give the students more of a sense of what being a community means. These words could be group, body, set circle, clique, communal, public, and open. The class will discuss these words. Step Five (Student Discussion): The students will get in partners and share their drawings of their community and what things they included in their community.

Step Six (Games): The students will play charades. They will act out either a job a person might have in the community or a characteristic in the community.

Vocabulary Word: Timeline

Step One (Description): The teacher will display a timeline (possibly of community events) on the board or overhead. They will explain the timeline and the purposes. For example timelines are for us to compare events in history and see what happened over a certain period of time.

Step Two (Restate): The students will write their own definition of a timeline in their notebooks.

Step Three (Nonlinguistic Representation): Students will go online and find a timeline of either a time period they are interested in or a timeline of a person they admire.

Step Four (Activities): Teacher will discuss that the word timeline is a compound word. Because of this is will help students remember that a timeline displays events in time on a line.

Step Five (Student Discussion): Students will do three think pair shares where they find a partner and share the timeline they got from the internet. Also clarify any questions they may have.

Step Six (Games): Students will get into groups of four and choose one timeline they got from the internet and perform a skit about the events that occurred in the same order as they appear on the timeline.

Attachment A:

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Game: Slap Architecture

Examples: Cut out into cards

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Non-Examples: Cut and mix in with pictures above

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Charades for Community: Attachment B

Jobs:

Mail Man Doctor Teacher Builder Professional Basketball Player Lawyer Painter Taxi-Driver

Community Places:

Hospital Restaurant Post-Office Dentist Grocery Store Park Baseball Field Pool

Attachment

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Artifact Game:

Used as an Axes from late stone age

Calcite Head Rest

To wash clothes

Comb

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Pipe

Lawn Rollers to make grass smooth and flat

The Board of Health in Montgomery, Alabama used this paddle in 1899 to poke holes in the mail. This was to prepare it for effective fumigation, hoping to stop the spread of the disease. The people of the era weren’t sure how Yellow Fever was transmitted (mosquito bites), so they tried to contain outbreaks by any means possible. It was useless, but you have to admire their determination and ingenuity.

Work Cited

Can Teach. Kellogs, n.d. Web. 9 Mar. 2014.

<http://www.canteach.ca/elementary/songspoems100.html>.

Marzano, R. and Pickering, D. (2005), Building Academic Vocabulary: Teacher’s Manual.

Alexandria, VA: Association for Supervision and Curriculum Development

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Zike, Dinah (2002) Big Book of Social Studies. San Antonio. TX: Dinah-Might Adventures

http://www.youtube.com/watch?v=DvSk5T_0UfU

http://mentalfloss.com/article/51606/what-was-used-9-peculiar-artifacts-yesteryear (Artifacts)