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Anita M. Youngman
Unit on Community
University of Alaska Southeast
ED 688 MAT Student Teaching
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Unit on Community
Unit on Community
Introduction
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Lesson 1
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Lesson 2
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Lesson 3
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Lesson 4
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Lesson 5
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Lesson 6
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Lesson 7
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Lesson 8
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Rubrics
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Unit on Community
Backward Design Unit Design Template: MAT/Certification Elementary
Theme: Community
# of Students: 20-23
Materials: Include all materials including technology: See individual lesson plans for
complete list of materials
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1. SEL-Students will design illustrations, evaluate own work and participate in discussions
about personal responsibilities.Students will discuss, create writing pieces, art pieces and
participate in being supportive of classroom community and neighboring community. Students
will participate in seeking help from another community.
2. Healthy Lifestyles- Students will discuss and design a written about how they contribute
and are an important piece in one or many communities.
3. Language Arts- Students will create an informative writing piece about the topic of
community, using facts and providing a conclusion. Students will participate in discussions
and peer collaboration to strengthen their creative writing samples, using basic commands of
proper grammar and conventions. Students will take part in asking for help using details and
descriptive words to describe locations and feelings about a problem. Students will read and
utilize a rubric to evaluate work.
5. Geography- Students will create and use a compass a recall and recognize basic compass
directions. Students will recall and construct a map, using basic elements of map making.
6. Arts- Students use familiar and unfamiliar materials and techniques to create an art piece.
Students will collaboratively work to produce art works. Through discussion students will
connect their piece of art to the theme of community.
Enduring Understanding(s)
Considered? (Q)
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STAGE 1 Objectives/ Key Learning
Other Evidence
Pre-assessment
discussion about communities
discussions about elements of maps
Formative
graphic organizer
writing activities
rough draft of map
directions on a compass
Summative
Art/writing piece, I am an important piece
of my community
Final Map
compass
Student Self Assessment
rubrics for final map
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Standar
Learning Activities
ds
Learning/Instructional
Strategies
Address
ed
SEL
1D
3B
Healthy
lifestyles
D5
SEL 3B
Language
Arts
C.C W.
1.2
Art
A.3
A.5
D.6
SEL
3B
Language
Arts
W.1.2
W.1.5
L.1.1
SEL
3.B.
Lesson 3 writing
1. Teacher led demonstration of turning
organizer into writing about community.
2. Students work with teacher aide to turn
organizer into a piece of writing.
3. Students create a rough draft, aide
proofreads and students make a final copy.
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Geograph
y
A.6
SEL
1.C
3.B
Language
Arts
C.C.
SL.1.4
SEL
3.B
4.B
Geograph
y
A.2
SEL
1D
Geograph
y
A2
Language
Arts
RI 1.10
Differentiation
Learner Variability based on content pre-assessment and class demographics:
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Learners vary greatly in their abilities. The lowest students will need the opportunity to see
examples and use examples to complete their own work. The ELL students will have an
opportunity to hear and participate in numerous discussions about community, strengthening
their background knowledge and understanding of community. A variety of learning
opportunities and instruction will be provided for a variety of learning styles. Visual, hands on
art, along with a variety of learning environments, outdoors for map making, connecting with
neighbors at JBEAR and in and around the classroom. Students are beginning this unit with a
basic understanding of community, however, they will be learning and applying a deeper
understanding of how they are a part of many communities. Students will be strengthening their
social emotional skills and learning ways that they can support and rely on a variety of
communities. Lastly, a geography piece will be a part of the unit as we make maps, use
compasses and gain experience with how to use maps by producing a map. All the students
know what a map is but they will be learning characteristics and elements of maps that they can
apply in the future.
Differentiated Assessments:
Students will be able to choose the communities they prefer to write about. In the map portion of the unit,
students will be graded according to performance along with personal ability for neatness and attention to
detail.
Differentiated Instruction: Instruction will be given in a variety of forms that appeal to a variety of
learning styles. Modes of instruction throughout the unit will be one on one, gradual release of
responsibility and direct. There will be times where students have flexibility and the opportunity to be
creative in their work.
Culture and Language connections
Cultural relevance These students have quite a variety of backgrounds and as the topic unfolds that
we are a part of our classroom community, we will also explore how we are a part of communities
based on our family backgrounds. For example, students will discuss how we share some
communities, such as we all belong to a 1st grade classroom community and we all share the earth.
In addition, students will elaborate on a community and background they might share with their
family, such as a Samoan community.
Access to cultural capital will take place during multiple discussions and activities where students are
engaged with their own personal stories from their backgrounds and communities.
Language proficiency will be built upon during lessons and using writing prompts along with
discussion topics relating to community.
Reflection
The idea of this unit was teacher inspired but turned into a student directed accomplishment.
Community is part of the standards of the Anchorage School District for K-1 students. Initially, I had
some ideas of engaging lessons to provide students with an understanding of community, what it means,
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and how to be a positive member in a community. I originally designed the unit to include more SEL
moments with students connecting with their book buddies. I had planned on several community
building activities with book buddies, integrating writing as part of a supportive gesture for their
buddies who would be taking the AMP tests. Since the AMP tests were cancelled I shortened
this part of the unit.
Fortunately, I noticed a problem with a lost football and the overwhelming concern
within the class to retrieve the football. This led way to solidifying a unit plan that included
community neighbors, cooperation, support and the added geography piece. Students had the
opportunity to do social studies on many levels. Students were challenged to discuss and
strengthen social emotional skills to resolve a problem. Additionally, students learned elements
of geography such as, basics of how to use a compass and map making which led to a successful
retrieval of the lost football.
I feel like this unit was successful, I was able to incorporate many of the values that I
have learned at UAS. I was able to be flexible and change direction while meeting standards
across a variety of subjects. During the unit, students were immersed in language building
opportunities relating to communities and given the opportunity to produce authentic work that
was applicable to their real lives.
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Introduction
Lesson Design Template: MAT/Certification Elementary
Grade Level(s): 1
# of Students: 21
Alaska Standards:
Students come from a wide variety of ethnic backgrounds. The socio-economic status of
families tends to be low. Behavior management is a factor that requires careful attention to
pacing, along with a variety of methods for teaching. Three students have IEPs and a couple
more are being evaluated for IEPs. Six students are considered English Language Learners.
STAGE ONE
STAGE TWO:
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Objective(s):
Student Assessment:
to be treated by others.
2. Students will talk about the importance of using
good manners.
Differentiation/Accommodations/Modifications
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Lesson 1
Lesson Design Template: MAT/Certification Elementary
Candidate Name: Anita Youngman
Grade Level(s): 1
# of Students: 23
Healthy lifestyles
D A student should be able to contribute
to the well-being
of families and communities.
5) describe how volunteer service at all ages can enhance community wellbeing
SEL
3B Student demonstrates consideration for others and a desire to
positively contribute to their community.
Writing
W.1.2 Write informative/explanatory texts in which they name a topic,
supply some facts about the topic, and provide some sense of closure.
STAGE TWO:
Objective(s):
Student Assessment:
1. I will compare characteristics of different
1. Students will discuss characteristics of
communities.
communities.
2. I will explain characteristics of communities.
2. Students will design a graphic organizer, using
3. I will list what a community has, what I can do
words that describe their
and what I love about a
community
community.
characteristics.
STAGE THREE: Opportunities to Learn
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Introduction/Hook Powerpoint on communities
Differentiation/Accommodations/Modifications
1. Powerpoint
2. Working agreements
3. Demo on starburst, students starburst a word
about one of their communities 1 min. return to
seats, teacher writes a couple examples on the
board.
4. Demo high five, students high five a brief
description of what their community has. 1 min.
in seats write a couple examples on board
5. Demo butterfly wings, another thing community
has 1 min in seats write a couple examples
6. Demo fish tale I can 1 min in seats write a
couple examples
7. Demo choice I love to.. 1 min. in seats write a
couple examples.
8. Working agreement, who did a good job?
9. Discussion, Do we share some communities?
With who? How are you an important part of
your community
10.Teacher models how to fill out graphic
organizer: I am part of the beautiful
community, it has oceans, it also has cities, I
can recycle, I love to have new adventures in
my community. I am an important piece of my
community.
11. Table managers get graphic organizers for
table.
12. Students work on filling out organizers,
teacher checks in with students helps with
spelling words.
13.Students who finish can start counting out 23
puzzle pieces.
Closure: Are puzzles like a community of pieces? Do they help each other? How do they help each
other?
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Lesson 2
Lesson Design Template: MAT/Certification Elementary
Candidate Name: Anita Youngman
Grade Level(s): 1
# of Students: 21
Alaska Content Standards Arts A.3 appropriately use new and traditional
materials, tools, techniques, and processes in the arts;
A.5 collaborate with others to create and perform works of art;
D.6 recognize that people connect many aspects of life through the arts;
SEL 3B Student demonstrates consideration for others and a desire to
positively contribute to their community.
STAGE TWO:
Student Assessment:
1. Students will create a tree using lines using
pencils and sharpie
markers.
2. Students will conclude that they are like a puzzle
piece and an important
feature of their
community.
3. Students will work together to build Art pieces
with one another.
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Procedure and products
Differentiation/Accommodations/Modifications
Closure: Students end up with back at their own picture, and count the number of puzzle pieces.
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Lesson 3
Lesson Design Template: MAT/Certification Elementary
Candidate Name: Anita Youngman
Grade Level(s): 1
# of Students: 21
reading centers
Topic of Lesson: My community writing
Materials including technology: Students own graphic organizers, scrap paper for rough
drafts, lined paper for final drafts and pencils. Teacher aide
Alaska Standards:
STAGE TWO:
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Objective(s):
1. I will rephrase my graphic organizer into a
structured short writing.
2. I will apply what I know about standard
conventions to my writing
sample with the help of a
teacher aide.
Student Assessment:
1. Students will develop a short writing based on
their graphic organizers.
2. Students will work collaboratively with an aide
to create a writing that
uses standard
conventions and
corrected spelling.
Differentiation/Accommodations/Modifications
Day 1
1. Teacher demonstration of my community
organizer. Teacher models turning organizer
into 4 sentences using prompt.
2. Students have to write rough draft using
organizer, teacher aid at station proofreads,
checking for spelling, punctuation,
capitalization and organization.
3. Students write final draft on lined paper.
Day 2
1. Students will conclude their writing piece by
stating the community that they are writing
about on their Art piece.
2. Students will write their final piece on their
graphic organizer
3. Students will write in pencil the last piece, I
am an important piece of my
______community.
4. Students will trace with a sharpie their
conclusion.
Closure: Students can glue their final draft onto a puzzle piece template.
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Lesson 4
Lesson Design Template: MAT/Certification Elementary
Candidate Name: Anita Youngman
Grade Level(s): 1
# of Students: 20
STAGE TWO:
Student Assessment:
1. Students will decide where the directions on a
compass rose should be,
based on lessons.
2. Students will take part in pointing and using their
compasses to point in
the correct direction.
Differentiation/Accommodations/Modifications
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Day 1
1. Table managers will get scrap paper for table.
2. Step by step drawing of a compass rose, teacher
led.
3. Discussion of directions, North, South, East
west. Show students that on the compass, the
West, east directions spell WE.
Day 2
1. Table managers get paper plates for table
groups.
2. Teacher shows an example of compass
3. Table managers get hand out of north/south
directions.
4. Students watch, teacher models cutting and
pasting directions, students recall and teacher
puts N/S directions on compass.
5. Table managers get hand out of east/west
directions.
6. Students watch, teacher models cutting and
pasting directions, students recall and teacher
puts E/W directions on compass.
7. As students finish, teacher checks off their
directions on compass is correct in pencil and
students trace directions in Sharpie marker and can
chose 1-2 color markers to color their compass.
Closure: Show students the North direction and have them point the compass to north, then quiz them.
Ex., now show me West, East and South.
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Lesson 5
Lesson Design Template: MAT/Certification Elementary
Candidate Name: Anita Youngman
Grade Level(s): 1
Length of Lesson:
# of Students: 20
communities
Materials including technology: Permission slips, signed and returned. letter from
Mack. 2 teacher aides
Alaska Standards:
STAGE TWO:
Student Assessment:
1. Students will orally explain why we need help
from the JBEAR guards.
2. Students will support each other in our classroom
community by
participating in finding a
solution to our problem.
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Procedure and products
Differentiation/Accommodations/Modifications
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Lesson 6
Lesson Design Template: MAT/Certification Elementary
Candidate Name: Anita Youngman
Grade Level(s): 1
Length of Lesson:
# of Students: 20
community relationships
Materials including technology: Di cut circles for each student, colored pencils, pencils,
fruit leathers for each student, stapler
Alaska Standards:
STAGE TWO:
Student Assessment:
1. Students will create a written compliment, self
portrait to give to their
buddies.
Differentiation/Accommodations/Modifications
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1. At the end of reading buddies, have buddies
think of a compliment about their buddy.
2. Discussion, Are you grateful for our reading
buddies, are they an important part of our
community? What are some compliments
students gave or students received from their
buddies?
3. Students write their buddies name and a
compliment on one side of the circle (guess and
go writing). Teacher moves around the room to
help students with their writing.
4. Students draw a picture of themselves using
color pencils for details on one side of the
paper.
Closure: Stapling a fruit leather to picture. Follow up: When giving book buddies their treats have
students think about how it made them feel to give them to their book buddies. How do they think their
book buddies felt when receiving treats?
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Lesson 7
Lesson Design Template: MAT/Certification Elementary
Candidate Name: Anita Youngman
Grade Level(s): 1
Length of Lesson:
# of Students: 20
Alaska Standards:
STAGE TWO:
Objective(s):
Student Assessment:
1. I will recall elements of a map from the
1. Students will list elements that a map needs.
video
2. Students will create a map using a compass, title
and legend.
2. I will construct a map using basic map
elements, compass, title and
legend
STAGE THREE: Opportunities to Learn
Introduction/Hook :Discovery streaming video on maps
Differentiation/Accommodations/Modifications
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1. Watch discovery streaming video on maps.
1. Teacher will model making a map for students
2. Table managers get scrap paper, enough for
on the white board.
2. Teacher will show where true north is and help
each student at table.
3. Teacher led demonstration, based on student
students who are having a hard time getting the
input. Title for map? What goes in the legend,
beginning of their compass on the paper.
based on student knowledge of playground and
where the missing ball is located.
4. After brainstorming and creating a legend,
students get their homemade compasses,
clipboards, pencils and maps.
5. Teacher gives directions of what is to be
expected, 1st they will use their compass to put
the direction on their map. Next they will use
the symbols they created in their legend to draw
a rough draft of the playground and the missing
ball.
6. Go to the field outside the small playground and
find north, create a compass rose.
7. Create a map, using the symbols from their
legend.
Closure: As students are finishing, students can share their maps elements of legend, football and
compass.
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Lesson 8
Lesson Design Template: MAT/Certification Elementary
Candidate Name: Anita Youngman
Grade Level(s): 1
Length of Lesson:
SEL
# of Students: 20
Materials including technology: rough draft maps, rubrics, final draft sheets of paper,
colored pencils, pencils.
Alaska Standards:
STAGE TWO:
Student Assessment:
1. Students will adapt their rough draft maps to
meet the standards
provided in the rubric.
2. Students will evaluate their final draft maps
based on the rubric.
Differentiation/Accommodations/Modifications
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1. Introduce the rubric, hand out rubrics and read
with the class.
2. Making a final draft, just like in writing, best
work is done separately, making corrections as
needed. Did you fit all your symbols in the
legend? Is you compass rose in a good place?
3. Pass out rough draft maps and new map papers.
4. Students can use their rubrics as a guide while
reproducing their final draft of the map.
Closure: Students that finish early, can use their maps as an example, teacher goes through the rubric
and scores the map with classroom assistance.
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Rubrics
Lost Football Map
Name and date: 2 pt
_____
Title: 1 pt
_____
Key/Legend 2 pt
_____
_____
_____
My map works! 1 pt
_____
Total grade:
_____/12
_____/5
_____
Title: 1 pt
_____
Introductory Sentence 1 pt
_____
_____
Conclusion 1 pt
_____
_____
Total grade:
_____/12
Handwriting grade:
_____/5
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Essential Questions
What makes a
community?
How are communities
alike and different?
What are some of the
communities I belong to?
How can we be a
supportive member of our
community?
How can different
communities help one
another?
Goal:
Your task is to reflect, discuss and participate as a supportive,
positive community member. Over the course of the unit as a
problem presents itself, you will use various SEL skills to effectively
communicate and identify ways to request help from neighboring
communities.
Role:
Your job is to collaboratively create an art piece and write about a
community you are a part of. Facilitate relationships with
neighboring communities.
Audience:
The target audiences are communities that you are a part of and
communities that you can support and can support you.
Situation:
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