Maja Pehrson

EDUC 555
Family Heritage Unit,
Monday
March 23
8:30-9:15
Morning Meeting
(introduce unit
theme)
9:15-9:45
Phonics*
9:45-10:45
Read Aloud
What are Roots?
Reading and
Analyzing
Nonfiction (RAN)
strategy: make a
chart of what
students think they
know about roots,
then after reading
check which
information was
confirmed, what
new information
was learned, and
what lingering

1st Grade at Lea Elementary

Tuesday
Wednesday
March 24
March 25
8:30-8:50
8:30-8:50
Morning Meeting
Morning Meeting
(new wiggle
song- roots, stems,
and leaves)
8:50-9:30
8:50-9:30
Phonics*
Phonics*
9:30-10:45
9:30-10:15
Read Aloud
Read Aloud
Follow That Map!
Momma, Where
Practice map
Are You From?
reading skills,
How does the
discuss how where
mother in this story
we live can be
answer her
found on different
daughters
maps depending on question?
scale
Have you ever
asked the adults in
Whole Classyour family where
consider where are theyre from?
we from
first small scaleWhere in
10:15-10:45
Philadelphia is your Draft Interview

Thursday
March 26
8:30-8:50
Morning Meeting

Friday
March 26
8:30-8:50
Morning Meeting

8:50-9:15
Phonics*
9:15-10:00
Art

8:50-9:30
Phonics*
9:30-10:15
This is the Rope
How has this family
changed over time?
What stayed the
same?

10:00-10:45
Read Aloud

Students will share

out what they have
learned about
where their family
is from as well as
describe how the
interview process
went
10:15-10:45
Writing

questions they
have
I will pose the
question: Why do
we sometimes talk
about families as
our roots?

family from? In
Pennsylvania? In
the US? In the
world?
track where
students families
are from on map on
the smart board

Questions
brainstorm ideas
whole group, then
students will
individually write at
least five questions
to ask a family
member (students
will have until
Friday to interview
a family member**)

Momma, Where
Are You From?
Reread for
comprehension

10:45-11:30
Lunch
11:30-12:15
Gym

10:45-11:30
Lunch
12:15-1:00
Science
observe roots
(most likely
carrots), talk in
small groups about
what they observe,
draw diagram in
science notebook
11:30-12:15
Centers

10:45-11:30
Lunch
11:30-12:15
Spanish

10:45-11:30
Lunch
11:30-12:00
Go over interview
questions, ask
students how
interviews are
going, consider
ways to improve
interview process

12:15-1:00
Centers

12:00-12:30
Library

12:15-1:00
finish RAN chart,
introduce science
observation
notebooks (let
everyone see roots

Students will write

about the interview
they conducted
with a family
member,
specifically: What
new information did
you learn about this
person? How is
where theyre from
different/the same
as where youre
from?
10:45-11:30
Lunch
11:30-12:15
Music

12:15-1:00
Centers

and touch them)

1:00-1:45
Centers
(journal topic for
the week: What is
your best family
memory? Why?)

1:45-2:30
Math*

1:00-1:45
Technology

1:45-2:30
Math*

1:00-1:45
Science
Mini Lesson- how to
write detailed
observations
students will then
add detail
observations to
their diagrams
1:45-2:30
Math*

12:30-1:00
Centers

1:00-1:45
Math*

1:00-1:45
Art

1:45-2:30
Lea Store
(I havent been in
on Fridays yet, but I
know they spend
time at the Lea
Store where they
can turn in their
Lea bucks for
prizes)
*if time on Friday:
reflect on what we
have learned about
roots this week

1:45-2:30
Math*
**Letter will be sent home at least a week ahead of time about family interview
*content not connected to integrated unit theme on family heritage

Wednesday- read Momma Where Are You From for comprehension, reread Thursday and come up with
interview questions, students will have until next Tuesday to complete interviews, Friday talk about how
interviews are going, think about how families are like trees
Monday- whos who in your family, Tuesday and Wednesday- writing, read This is the Rope
Monday
April 6
8:30-9:15
Morning Meeting
(Introduce family
tree project in more
detail, go over
rubric, revisit RAN
chart- what
lingering questions
do we want to
answer this week?)
9:15-9:45
Phonics*
9:45-10:15
Read Aloud-TBD
What is a family
tree? What do we
know about roots?
Why does it make
sense to draw our
family as a tree?
What do you think
it means to stay
connected to your

Tuesday
April 7
8:30-8:50
Morning Meeting

Wednesday
April 8
8:30-8:50
Morning Meeting

Thursday
April 9
8:30-8:50
Morning Meeting

Friday
April 10
8:30-8:50
Morning Meeting

8:50-9:30
Phonics*
9:30-10:00
Read Aloud
Whos Who in Your
Family?
talk whole group
about students
family members
and how theyre
related

8:50-9:30
Phonics*
9:30-10:00
Read Aloud-TBD
(reread This is the
Rope?)

8:50-9:15
Phonics*
9:15-10:00
Art

8:50-9:30
Phonics*
9:30-10:15
Whole group
discussion- what
have we learned
about each others
families?
Individual
reflections

roots?
10:15-10:45
Writing
Brainstorm- what
did you learn last
week about your
familys roots?

10:00-10:45
Writing
model how to place
family members on
family tree
have students put
their family
members names
on a family tree
template
10:45-11:30
Lunch
11:30-12:15
Centers

10:00-10:45
Writing- Describe
your family roots

12:15-1:00
Centers
(journal topic for
the week: What
lessons has your
family taught you?)
1:00-1:45
plant roots in soil,
small groups, go
over roles for each
group member

12:15-1:00
Science
water plants,
record observations

12:15-1:00
Centers

1:00-1:45
Technology

1:45-2:30
Math*

1:45-2:30
Math*

10:45-11:30
Lunch
11:30-12:15
Gym

10:00-10:45
Family Tree
Presentations
go over what good
audience members
do, allow for at
least one
question/complime
nt after each
student presents
10:45-11:30
Lunch
11:30-12:00
Family Tree
Presentations
12:00-12:30
Library

10:15-10:45
Reread What are
Roots?
Go over RAN chart

1:00-1:45
Science
water plants,
record observations

12:30-1:00
Centers

1:00-1:45
Math*

1:45-2:30
Math*

1:00-1:45
Art

1:45-2:30
Lea Store

10:45-11:30
Lunch
11:30-12:15
Spanish

10:45-11:30
Lunch
11:30-12:15
Music
12:15-1:00
Centers

1:45-2:30
Math*