LITERACY

Assessment/final project: Debate between pigs and wolves from 3

Little Pigs debating who is guilty in the story. Debate will be held using
puppets made out of paper bags, with 3 reasons why the other side is guilty
pasted to the bag. Teacher will moderate the debate.
o Lesson 1: Read Its Not Fair! by Amy Krouse Rosenthal. Intro
Perspective: what does it mean? Write mind map on large paper to
stay displayed. Talk about how each person felt on each page and why
they felt that way and make a chart showing Person 1 and their
feelings on one side and Person 2 and their feelings on the other.
Person 1 = the one who sees things as unfair.
Journaling: Write about a time something wasnt fait to you
o Lesson 2: Re-visit perspective mind map. Read 3 Little Pigs story.
Talk about how pigs felt: what is their perspective? Write this on cut out
of three pigs and hang next to perspective mind map.
Journaling: How would you feel if you were one of the 3 Little
Pigs?
o Lesson 3: Re-visit perspective mind map. Read The True Story of the
Three Little Pigs by Jon Scieszka. Talk about how the wolf feels: what is
his perspective? Write these ideas on a cut out of a wolf to hang next
to perspective mind map.
Journaling: What do you think about the wolf now?
o Lesson 4 (assessment): Review both 3 Little Pigs stories and
perspectives of pigs vs wolf. Come up with reasons why pigs are guilty
and why wolf is guilty. Students pick which side they agree with and
write 3 reasons why picked that side. Students make a puppet of either
a pig or wolf with reasons glued to puppet.
o Lesson 5: (assessment): Split students in to smaller groups of
wolves and pigs, look at each reasoning for why agree with that
group and talk about why the other side is guilty. Hold mini-debates
between each set of groups with teacher as moderator. Have all
students vote in the end who they think was guilty
Journaling: Why did you pick the side you did?
o Lesson 6 (wrap up pt. 1): Revisit perspective mind map. Revisit
Which 3 Little Pigs stories (The 3 Little Pigs and The Real Story of
the 3 Little Pigs). Talk about how we needed to look at all sides before
making a decision, and found two sides can be right at the same time.
Explain that writers look at same story from different perspectives.
Read The 3 Little Wolves and the Big Bad Pig.
Journaling: What perspective did you like best? Why did you
like seeing the story from that perspective?
o Lesson 7 (wrap-up pt 2):
Journal: Re-visit journal on a time when something wasnt fair.
What did the other people involved think?

Display item: Puppets w/ reasoning around perspective map, along with

wolf and pigs displayed with perspective map. Title: The Three Little Pigs and
Two Perspectives
Questions/areas of concern
o Should the Its Not Fair! chart be someone drawn on a white board or
something permanently displayed?
o What Writers Workshop skills need to be incorporated during these
weeks? Is it better to do Writers Workshop skills separate from unit
topic?
o Should journaling be done in Writers Workshop folders or in student
journals?
o Is it better to split the debate in to multiple groups? If so, who can we
have moderate these groups? Perhaps upper grade students? Parents?
Needs
o Large piece of paper for Perspective Mind Map
o Place to display or store Perspective Mind Map for easy access
o Paper bags
o Googly eyes, pom-poms, and other items to decorate bags

MATH

Assessment/final project:
o Lesson 1: Talk about birds eye view. Make map of your room from
birds eye view. Share & discuss what is bigger/smaller,
biggest/smallest, similarities/differences in rooms.
o Lesson 2: Observe classroom from different angles. Discuss what saw,
what to put in our class map, what is biggest/smallest, bigger/smaller.
o Lesson 3: Create own foot-long rulers with inches. Practice measuring
items in class. Take photo of view from my seat.
o Lesson 4 (assessment measuring): Measure items in classroom
and record information to nearest half-foot (revisit estimating). Talk
about making items to scale.
o Lesson 5: Talk about scale. Draw items in classroom.
o Lesson 6: Draw view from my seat using photograph
o Lesson 7: Write view from my seat (From my seat I see I do not
see)
o Lesson 8: Place items on large map. Write names on seats.
o Lesson 9 (assessment): Discuss similarities/differences of view
from my seat. Discuss how no one person had whole view : only get
whole picture with all of our views together (like a puzzle). Give each
student one piece of class map and sticky tack and have them work
together to put it back together.
Display Item: Pieced together map with string pointing to each students
seat and drawing of view/photo there. Title: The View from My Seat : A Room
110 Class Map
Questions/areas of concern
o What is best way to get across the idea of drawing to scale?
Needs
o Camera and printed photos of view from student seats
o Cardstock to create rulers
o Large paper to draw classroom map

SCOCIAL STUDIES

Assessment/final project: Creating a drawing of what each group ( room

110 students, 8th grade student, principal) are doing at one certain time.
Write one thing that is the same for all and one thing that is different.
o Lesson 1: Talk about our daily routines. Write our class routine
together for Mondays. Each student writes out schedule using First,
Next, Then, and Last.
o Lesson 2: Discuss how different people in school have a schedules,
but different than ours. Make up interview questions together to find
out about schedules. Practice by interviewing each other.
o Lesson 3: Interview 8th grader(s) on schedule
o Lesson 4: Interview principal on schedule
o Lesson 5 (assessment): Discuss similarities/differences between our
schedule, 8th graders, and principal. Talk about how all of these things
are happening at the same time. Draw a picture of one time and what
each group is doing at that time. Write one thing that is the same for
all and one thing that is different.
Display item: Different schedule (Room 110, 8th Grader, Principal) with each
group/persons photo with pictures students drew around it. Title: Different
People, Same Time
Questions/areas of concern
o Will principal be willing to/able be interviewed on a half day (that is
time when scheduled for now)?
o What 8th graders would be good for interview? Should be only one or
more than one and have students interview in small groups?
o Should students be given choice on what common time to pick for
drawing or should all do the same time?
o How can students record answers to interviews? Should they be
recording?
Needs
o Camera and photos of class, 8th grader(s), principal
o Coordination with 8th graders to come to be interviewed
o Coordination with principal to be interviewed

SCIENCE

Assessment/final project: Complete a life cycle of a butterfly wheel color,

cut and paste activity
o Lesson 1: Intro to life cycle of butterfly. Read Waiting for Wings by
Lois Elhert. KWL chart on butterflies.
o Lesson 2 (assessment making observations): Discuss making
observations. Make observations of caterpillars in current state with
eyes, then with magnifying glass. Write and draw observations.
o Lesson 3: Discuss similarities and differences between seeing with
eyes vs magnifying glass. Interview partners to see what they saw.
Discuss similarities and differences between what you saw and what
partner saw. Would you change anything after talking to your partner?
o Lesson 4 (assessment): Revisit KWL chart and see what learned,
what still want to learn. Complete a life cycle of a butterfly wheel color,
cut and paste activity.
Display item: KWL chart with life cycle wheels around it. Title: Waiting for
Wings
Questions/areas of concern
o When will caterpillars arrive?
o How many caterpillars will there be?
Needs
o Large paper from KWL chart on butterflies
o Place to store or display KWL chart
o Magnifying glass for each student
o Brads, cardstock, construction paper(?) to create life cycle wheels

OUTSIDE UNIT Follow Current Curriculum

Word Wall Words

RAD
Readers Workshop
Questions/areas of concern
o What will word wall words be these weeks?
o What will Readers Workshop lessons be this week?