Jessica Evans

CURRICULUM MAP WITH ASSESSMENTS

Day
Day 1

Social Studies
Standard, goal
& objective
2. SS. 4.1.1
Explain why rules
are necessary at
home and school

Day 2

2. SS. 4.1.1
Explain why rules
are necessary at
home and school

ELA Standard
CCSS. ELALiteracy.RI.1.1

Concepts,
vocabulary terms,
etc.
Terms- Rules, Laws,
Consequences,
Responsibilities

Teaching
Materials

Assessments

What If Everybody
Did That?
by Ellen Javernick

Each of the 4
squares

What If Everybody
Did That?

PAVE, RAFT

Describe how
characters in a
4 Square for each of
story respond to the terms
major events and
challenges

CCSS. ELALiteracy.RI.1.1

Vocabulary- Mayor
PAVE- mayor, (will get
this information from
basal reader)

Describe how
characters in a
story respond to
major events and
challenges
Review vocabulary
from Day 1, (review 4
squares)

RAFT: Students will be

able to take on the
role as a mayor, and
tell their city by
making an about me

by Ellen Javernick

Jessica Evans
poster, why they
should be chosen as
mayor.
Day 3

2. SS. 4.1.2
Explain that there
are benefits for
following the
rules and
consequences for
breaking the rules
at home and
school.

CCSS. ELALiteracy.RI.1.2

Vocabulary- benefits,
fair, cause and effect

Describe how
characters in a
story respond to
major events and
challenges

Cause and effect

graphic organizer:
Cause and effect of
the actions in the story
from What If
Everybody Did That?

Journal: students will

write in their journal
the effects their
actions have had on
their classrooms, and
families

What If Everybody
Did That?
by Ellen Javernick

Cause and effect

graphic organizer

Jessica Evans

Day 4

2. SS. 4.1.3
Identify the
people or groups
that make, apply,
and enforce rules
at home and
school

Day 5

2. SS. 4.2.1
Explain important
customs,
symbols, and
celebrations that
represent the
development of
American beliefs
and principles.

CCSS. ELALiteracy.RI.1.3

Vocabulary: principal,
responsibility

What If Everybody
Did That?

Ask and answer

such questions
as who, what ,
where, when,
why, & how to
demonstrate
understanding of
key details in a
text.

Concept map:
students will fill in a
concept map with
community helpers in
the middle. They will
pull community
helpers from the book
to expand on their
concept map. Each
student will do this
individually, and they
will present to a small
group, (3-4) students
orally, and they will be
able to compare their
charts.

by Ellen Javernick

CCSS. ELALiteracy.RI.2.1

Vocabulary- Flag,
independence,
freedom, president

The American Flag

-Alison & Stephen
Eldridge

Describe how
words and
phrases supply
rhythm and
meaning in a
story, poem, or
song

Picture Chart: Students

will draw a picture of
the American symbols
(bald eagle, American
flag, Statue of Liberty,
Liberty Bell), and

Concept Maps

Individual Picture
charts

Jessica Evans
explain what they
each mean (this
information will be in
the basal reader, and
be discussed orally as
a class)
Day 6

2. SS. 4.2.2
State the
meaning of the
Pledge of
Allegiance

CCSS. ELALiteracy.RI.1.3
Ask and answer
such questions
as who, what ,
where, when,
why, & how to
demonstrate
understanding of
key details in a
text

Vocabulary- pledge,
allegiance, republic,
indivisible, liberty,
justice

Teacher made
pledge strips, with
large printed Pledge
of Allegiance.

Journal

The Real Story of

the Three Little Pigs

Venn Diagram

Flag Assessment
(on directed
lesson plan)

Pledge of Allegiance
paper strips with the
words on them. The
students will be
matching them up
with the one on the
board
Journal: students will
record in their journal
each vocabulary, and
use each word in a
sentence, and a
picture to associate
with each word

Day 7

2. SS. 4.3.1

CCSS. ELALiteracy.RI.1.3

Vocabularycitizenship, courage,

Jessica Evans
Identify
characteristics of
good citizenship,
such as courage,
honesty, and
responsibility.

honesty
Recount stories,
including fables
and folktales
from diverse
cultures, and
determine their
central message,
lesson, or moral.

Venn Diagram: Have

students create these
diagrams after they
have read. This will be
done as a class, and
some of the groups
will have read The
Real Story of the
Three Little Pigs or
Tortoise and the Hare,
and they will compare
the 2 stories.
Guided Reading
groups: students will
be put into groups of
3-4, and they will each
predict what the story
will be about before
the books are read
( this will be done as a
class). Students will
then write questions
as a group they have
about the text. As the
students read they can
discover the answers.
After they are done
reading, they can
retell the story to each
other.

by Jon Scieska,
Tortoise and the
Hare
by Jerry Pinkey

Jessica Evans

Day 8

2. SS. 4.3.1
Identify
characteristics of
good citizenship,
such as courage,
honesty, and
responsibility.

CCSS. ELALiteracy.RI.1.3
Recount stories,
including fables
and folktales
from diverse
cultures, and
determine their
central message,
lesson, or moral.

Terms: Narrative text,

The Real Story of
expository text, fiction, the Three Little Pigs
nonfiction, fable
by Jon Scieska,
Journal- students will
write about a time that
they have shown good
citizenship, honesty,
and responsibility at
home or at school.
Have the students
share their stories with
the class, and how it
relates to one of the
stories shared.
Venn Diagram:
Introduce the terms
Narrative Text, and
expository text to
students. Incorporate
fiction and nonfiction
into the terms, and
compare and contrast
the two using a Venn
Diagram.
Each of the fables will
have already been

Tortoise and the

Hare
by Jerry Pinkey
African Cirtters
by Robert B Haas
Boy, Were We
Wrong About
Dinosaurs
by Kathleen V.
Kudlinski

Journal and Venn

diagram

Jessica Evans

Day 9

2. SS. 4.3.1
Name historic and
contemporary
people who
model
characteristics of
good citizenship.

CCSS. ELALiteracy.RI.1.3
Ask and answer
such questions
as who, what ,
where, when,
why, & how to
demonstrate
understanding of
key details in a
text

read during day 7, so

today they will be read
the other two. They
will then compare the
traits of the books,
and they will discover
that they are
nonfiction, or
expository texts.
Terms- hero,
trustworthy, historian
People: George
Washington, Abraham
Lincoln
Concept map: use
same as the keyword,
use information from
the books to create
the concept maps.
Timeline: use the basal
reader and books to
create information to
make a timeline (at
least 6 dates on the
timeline) of what
made them a historian

George Washington,
Madison Matthews,
Abraham Lincoln,
Madison Matthews

Concept Map

Jessica Evans
Day
10

2. SS. 4.3.2
Name historic and
contemporary
people who
model
characteristics of
good citizenship.

CCSS. ELALiteracy.RI.1.3

Review Terms: hero,

trustworthy, historian

Ask and answer

such questions
as who, what ,
where, when,
why, & how to
demonstrate
understanding of
key details in a
text

Discussion Web: Have

students discuss as a
class who is a good
citizen in their
classrooms
RAFT: Have students
take on the role as a
historian we have
talked about, and have
them tell their class
using either an oral
presentation or a
picture map about why
they are a historian,
and how they have
made an impact on
history.

Discussion Web