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ARTIFACT #6: SAVE-THE-WORLD UNIT PLAN

Artifact 6 is an instructional unit created for EDCS 607. It is different from other instructional
plans I have created thus far because it utilizes two sets of terms that are from The New London
Group (2000): 1) 4-factors of pedagogy: situated practice, overt instruction, critical framing, and
transformed practice; and 2) 3-elements of discourse for meaning-making: available designs,
designing, and the re-designed. The unit plan first features an Overview Template, which provides
an outline of the general circuit of thought, and reminders of varying options for gradual release of
control to the students which the teacher can then select from as appropriate over the course of the
year. A sample lesson follows that is designed for the start of the school year (so there it is more
teacher-directed than student-centered).

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Save the World: Bees

Norene Ajimine
1st-grade
Mostly Language Arts and Small kine science

Table of Contents
Overview 5
Unit Timeline 7
Instruction 8-11
Assessment Plan 12
Rubrics 13-17
List of References 18
Materials 18
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OVERVIEW
Theme: Save the World
Rationale: Large swaths of modernized populations live removed from direct interaction with the land & its
resources. When its entirely possible for generations to live their lifetimes obtaining food & materials from
markets & stores, purchasing shelters ready made, and enjoying utilities piped directly to us, its easy to
forget we are a part of the natural world. Its easy to not attend to the tremendous impact we have upon our
planet. This unit is intended to raise awareness of issues of the natural world that have serious ramifications
for humankind, to impart caring about those ramifications and a desire to help preempt/resolve problems.

Topic: (e.g. bees dying out, coral reef damage, ozone layer, global warming, smog, plastic ocean . . .)

Part 1: Meet or Select the Topic

1. RI. 9 Identify basic similarities in and difference between two texts on the same topic.
o Teacher intro the topic __________________________________ sp oi ct tp
o Students select topic __________________________________

o Teacher intro design cycle

o Student reviews design cycle

o Teacher reads book-text selection aloud sp oi ct tp

o Student read to themselves in groups
o Small groups present the book-text to class (texts have been read prior to)

o Teacher led: complete whole class organizer sp oi ct tp

o Students work on individual organizers
o teacher provides organizer
o given the purpose, students select own organizing template
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Part 2: Research
1.W.7 Participate in shared research and writing projects.
1.SL.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger
groups.

1.L.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
a. Sort words into categories to gain a sense of the concepts the categories represent.
b. Define words by category and by one or more key attributes.
c. Identify real-life connections between words and their use.
d. Distinguish between shades of meaning among verbs differing in manner,
and adjectives differing in intensity by defining or choosing them or by acting out the meanings.
o Teacher set initial groups to start with (SOLE groups may shift themselves) sp oi ct tp
o Student groups compare their organizers and pose questions for the class list
o Student groups internet search for answers to the class questions
o designated grannies: ___________________________________________
_______________________________________________________________
o SOLE groups add to collaborative VOCABULARY glossary sp oi ct tp
o SOLE groups add to word banks o adjectives o verbs o other: ___________

*circle one: sp=situated practice oi=overt instruction cf=critical framing tp=transformed practice
Part 3: Share Results
.W.7 Participate in shared research and writing projects.
1.SL.1 Participate in collaborative conversations with with peers and adults in small and larger groups.
SC.1.4.1 Describe how living things have structures that help them to survive.

o Reconvene as a class to share research sp oi ct tp

o post answers to class questions
o (very brief!) review of glossary

o Share and confirm research results w/an expert sp oi ct tp

o Skype discussion somewhere far away:
o Guest visitor:

Part 4: Writing
1.W.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the
opinion, and provide some sense of closure.
1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
1.W.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use
temporal words to signal event order, and provide some sense of closure.

1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen
writing as needed.
1.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

o Teacher select sp oi ct tp
o Students select
o opinion o informative/explanatory o narrative

Bonus: o poetry o screen play o graffiti o engineering:

o other: _______________________________________________________
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o Teacher feedback
o conference ind o conference sm grp
o Student peer feedback
o off-line: ______________________________________________________
o online: _______________________________________________________

Part 5: Publishing
1.SL.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
1.SL.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
1.SL.6 Produce complete sentences when appropriate to task and situation.

o Gallery sp oi ct tp
o special guests: _________________________________________________

o Thank you: _________________________________________________________

NOTES:

UNIT TIMELINE:
Topic New at doing it Practiced task
st
(e.g. 1 -quarter) (e.g. end of year)
Part 1: Meet or Select the Topic 1-session each (45min): 1-session for most students
-read the text
-complete organizer
Part 2: Research 2-session each (45-min): 1-session each:
-internet search -internet search & answer
-answering questions -add to vocabulary glossary &
word banks
1-session each:
-add to vocabulary glossary
-add to word banks
Part 3: Sharing results 2-sessions each: 2 or 3-sessions total:
-reconvene as a class -reconvene as a class
-answer questions -answer questions
-skype or in-person expert visit
1-session:
-Skype or in-person expert
Part 4: Writing 5-sessions total: 5-sessions total:
-compose writing -compose writing
-peer input -peer input
-revise -revise
-teacher conference -teacher conference
-revise -revise
Part 5: Publishing 1-session 1-session
TOTAL 19-sessions----about 4-5 weeks 9-sessions----about 2-3 weeks
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(i.e., max 1 or 2 per quarter) (i.e., max 2-3 per quarter)

The first few instructional run-throughs will be on this timeline, just to get the procedures taught & practiced.
If the process is used for curriculum we are obligated to get through, then well stick to the timeframe.
However, once the kids are kind of running well, when possible well flex the time to what theyre interested in
and/or doing well at, especially if veering into a direction of their own. We can also opt to officially close the
activity (for whatever grading purposes), but continue with some aspect of the investigation that has caught the
kids attention & that they are not done with yet.

Unit start date: August 2017

*After trying to designate what part of the lesson was situated practice, overt instruction, critical framing, and
transformed practice, I realized there are actually more than just one round of that cycle happening at the same
time. Theres a cycle of that for the primary design objective, which is to shape & re-shape opinion about
bees. And at the same time, theres another cycle for the writing objective, which is to draft an opinion piece
and then edit/improve on it. I suppose that will be the case for most lessons, especially if it involves students
learning new procedures/skills for different kinds of writing pieces while they proffer, re-examine, and re-mix
their thoughts on the content.

*circle one: sp=situated practice oi=overt instruction cf=critical framing tp=transformed practice

Part 1: Meet or Select the Topic

1. RI. 9 Identify basic similarities in and difference between two texts on the same topic.
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sp oi ct tp
o 1) Teacher intro the topic by sharing print text:
Bees
-are dying -receive
-causes directions
-ramifications
-what do bees do?
-why are this important?
-listen/decode
-how does this affect us? book text
-what is being done? by who? where?
-what might we do?

o 2) Teacher intro design target: What do I think of bees?

available design: personal initial regard for bees, print-texts, video-text
designing: research, confirm w/expert, discussion
redesign: What do I think of bees now?
Teacher records classs initial regard for bees onto class organizer.
Students record their own personal into journals.

o 3) Teacher reads selected / excerpted print-text selection aloud to whole group. sp oi ct tp

magazine article (Costco, 2016)
variety of grade-level non-fiction printed-text
-reading
o 4) Teacher led: complete whole class web comprehension
o Teacher provides class web, students orient their own on a blank paper -complete an
-gradual release, as appropriate organizer
o Teacher adds web template to the class resources
*From now on, web templates are available for students to opt to use. As
students are introduced to other organizers, these will be added to the class resources
and students will have opportunity to select the one that makes most sense to them. By
end-of-year, the desired outcome is that students can receive an assignment, and select
an organizer that best fits the task.

Part 2: Research
1.W.7 Participate in shared research and writing projects.
1.SL.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger
groups.

1.L.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
a. Sort words into categories to gain a sense of the concepts the categories represent.
b. Define words by category and by one or more key attributes.
c. Identify real-life connections between words and their use.
d. Distinguish between shades of meaning among verbs differing in manner,
and adjectives differing in intensity by defining or choosing them or by acting out the meanings.
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o 5) Teacher set initial groups to start with (SOLE groups may shift themselves) sp oi ct tp
o 6) Student groups compare their organizers and pose questions for the class list
o 7) Student groups internet search for answers to the class questions
o designated grannies: Ms. Ajimine, Mr. Jonathan, Ms. Malia, ELL ptt internet
*Prior to this lesson, have students experience working in groups to do internet searching
searches. During this lesson, adults try to hold onto the granny role---ONLY
intervene for safety, watch for inappropriate search, keep redirecting students to each
other when need suggestions for search questions/key words, keep redirecting students
to each other to read the resources they find.

o 8) Students write up and post answers onto class organizer (off-line). Follow sp oi ct tp
norms of affinity zones for feedback to-and-from text-creators and text-readers.

o 9) SOLE groups add to collaborative VOCABULARY glossary recording their

o 10) SOLE groups add to word banks o adjectives o verbs o other: _________ discoveries
o if the on-line Google Slides are available, use that
o otherwise, draw/write and add to class organizer (off-line)

Part 3: Share Results

.W.7 Participate in shared research and writing projects.
1.SL.1 Participate in collaborative conversations with with peers and adults in small and larger groups.
SC.1.4.1 Describe how living things have structures that help them to survive.
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o 11) Reconvene as a class to share research sp oi ct tp
o discuss the answers that were found
o (maybe review of glossary--- very brief!)

o 12) Reflect on the internet search process

o problems with the process? suggestions?
o add problems to watch-outs list
o things that went well?

o 13) Share and confirm research results w/an expert sp oi ct tp

o Skype discussion somewhere far away:
o Guest visitor:
ct: students
o 14) Teacher lead whole class back to design question: What do I think about bees consider new
now? note changing opinions & link to reasons (3/3 format: tell me what you are info & any
thinking about, make a choice, explain why) changes in
opinion

oi: walk
through the
process of
considering new
information &
changing
opinions about
bees

Part 4: Writing
1.W.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the
opinion, and provide some sense of closure.
1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
1.W.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use
temporal words to signal event order, and provide some sense of closure.
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1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen
writing as needed.
1.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

o 15) Teacher selects sp oi ct tp

o opinion writing piece: apply 3/3 kinesthetic prompt (tell me what you are
thinking about, make a choice, explain why)
tp: students
o 16) After writing, students choose to add something to the written piece: formulate new
o a found item on the internet (student makes a reproduction, and cites) personal ideas
about bees; link
or student creates own, must represent fact/s about bees:
o poetry o screen play o graffiti wall o drawing o invention:__________ to ramifications
o other: affinity activity, set of 3 bee trading cards: 1) BEE card (label body parts,
specify a special power, award points) 2) FOE card (something that is harmful to the oi: this is 1st-
bees---Varroa mite, CCD colony collapse disorder; award attack points against bees) opinion piece:
3) FLOWER card (label flower parts, specify how it helps bees, award health points
for bees) 1) intro 3/3
kinesthetic
o 17) Student peer feedback prompt
o off-line: use post-its & chart paper to post comments, suggestions to and
2) intro writing
from creators and readers
organizers
o 18) Teacher feedback on writing piece, using rubric
o conference ind o conference sm grp

Part 5: Publishing
1.SL.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
1.SL.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
1.SL.6 Produce complete sentences when appropriate to task and situation.

o 19) Gallery sp oi ct tp
o special guests: _________________________________________________

o 20) Thank you: assign students to create thankyous for special guests

NOTES:

ASSESSMENT
There are 2 primary areas that I will be assessing, and that will apply towards grades:
1) Written piece:
Web
o orientation of component parts
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o orientation of information
o overall clarity of the format
Writing organizers
o understands what part of the organizer is where to write the main idea (opinion)
o understands what part of the organizer is where to write the supporting details
o understands what part of the organizer is where to write the closing statement
o able to make the gestures & recite kinesthetic prompt for 3/3 (tell me what you are thinking
about, make your choice, explain why)
o able to use the 3/3 prompt to generate complete sentence
o can move utilize a variety of kinesthetic prompts w/in the written piece
o can move off of the exact prompts and use own wording to accomplish clear, complete piece
Paragraph
o formats a paragraph: indent, margins, fill up the line

2) Collaboration (w/internet search, and other group work):

Abides by group norms
Actively participates (makes an honest effort, but may be off-topic)
Actively participates and is on-topic
Initiates useful input to the group
Group is effective

There are a few things that I will be noting for information on the students and reflection on the lesson:
receptive media student prefers, and/or is effective with
expressive media student prefers, and/or is effective with
is student at optimal? or following along? or totally not participating?
i.e. is this appropriate LRE?
ability to work independently
effective level of support: visuals/self-prompt? peer? small group guided by adult? one-to-one?

(RUBRIC for WEB)

WEB WEB WEB
c simple sketch c simple sketch c simple sketch

c short phrase
c loop the whole idea
(sketch & words together)
c check connection
WEB
c simple sketch
c short phrase
c loop the whole idea
(sketch & words together)
c check connection
WEB
c simple sketch
c short phrase
c loop the whole idea
(sketch & words together)
c check connection
WEB
c simple sketch
c short phrase
c loop the whole idea
(sketch & words together)
c check connection
(STUDENT RUBRIC for WRITING page1)
Grade 1 Opinion Writing: STRUCTURE
c short phrase
c loop the whole idea
(sketch & words together)
c check connection
WEB
c simple sketch
c short phrase
c loop the whole idea
(sketch & words together)
c check connection
WEB
c simple sketch
c short phrase
c loop the whole idea
(sketch & words together)
c check connection
WEB
c simple sketch
c short phrase
c loop the whole idea
(sketch & words together)
c check connection
11
c short phrase
c loop the whole idea
(sketch & words together)
c check connection
WEB
c simple sketch
c short phrase
c loop the whole idea
(sketch & words together)
c check connection
WEB
c simple sketch
c short phrase
c loop the whole idea
(sketch & words together)
c check connection
WEB
c simple sketch
c short phrase
c loop the whole idea
(sketch & words together)
c check connection
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Starting to
Not yet
Did I do it like a first grader?

Yes!
Main Idea I stated a topic to write about.
o Summary

I wrote a beginning with a hook to

catch readers attention.

o o o

Details I I stated at least 3 details:

o 1 o 2 o 3 o more

I wrote about the details using:

o3/3

o Summary
Somebody wanted
_____________, but
so. . .
o Cause and Effect
So,

because
Ending I wrote an ending for my piece.
o Summary

o o o

Adjectives
?
I re-read my writing.

I added a variety of strong adjectives.

*adapted from Lucy Calkins Units of Study

MY WATCH-OUTS! : ______________________________________________________________________

I GOT BETTER AT: ______________________________________________________________________

(STUDENT RUBRIC for WRITING page2)
Grade 1 Opinion Writing: LANGUAGE CONVENTIONS
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Starting to
Not yet
Did I do it like a first grader?

Yes!
Space I write the letters in a word close
together, then I jump-away to write
The cat is cool. the next word.

Spelling I used all I knew about words and

chunks of words to help me spell.

Punctuation I I checked that all sentences end with

punctuation.

I checked that all sentences begin

The with a capital letter.

I checked that all names begin with a

capital letter.
Fly Guy
I I checked that I used commas in
dates and lists.

MY WATCH-OUTS!
__________________________________________________________________________________________

I GOT BETTER AT:

_________________________________________________________________________________________

(TEACHER RUBRIC for grading)

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results of practice piece (students independent attempt to write/self-edit prior to teacher feedback)

1. Main idea
c states the topic/opinion o attempted o none
c includes a hook o attempted o none
2. Supporting details/evidence
c detail #1 o attempted o none
c used a format: 3/3 summary cause/effect o gave reason w/o format o no reason

c detail #2 o attempted o none

c used a format: 3/3 summary cause/effect o gave reason w/o format o no reason

c detail #3 o attempted o none

c used a format: 3/3 summary cause/effect o gave reason w/o format o no reason
3. Closing
c coherent summarizing statement o attempted o none
c used a format: list summary
1st-grade rubric (overall rating)
4 3 2 1
Introduces with hook Introduces the topic States the topic Does not introduce topic
Clearly states detail/opinion Clearly states detail/opinion States an detail/opinion No detail/opinion related to topic
More than 1 reason for opinion A reason for opinion No reason for opinion No reason for opinion
Coherent concluding statement Coherent concluding statement Attempts a concluding statement No closing sentence
1.W.1 Write opinion pieces in which they introduce the topic, state an opinion, supply a reason for the opinion, and provide some sense of closure.
1.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

(STUDENT RUBRIC for COLLABORATION)

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______________________________________________________ Date: ___________________

Grade 1 Collaboration

Starting to
Not yet
Did I do it like a first grader?

Yes!
Group Norms o I think I followed group norms.

o _________________ thinks I followed group norms.

o _________________ thinks I followed group norms.
o _________________ thinks I followed group norms.

o Teacher thinks I followed group norms.

Help with the Topic o I helped with the topic.

____ At the same time as everybody else.

____ After reminders.

____ I was off-topic.

Our Group was Effective o Our group got the job done!
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REFERENCES:
Calkins, L. (2013). Writing pathways. New Hampshire: Heinemann

Curwood, J.S. (2013). The hunger games: Literature, literacy, and online affinity spaces. Language Arts, 90(6),
417-427.

Morrell, E. (2007). Critical literacy and popular culture in urban education: Toward a pedagogy of access and
dissent. In M.V. Blackburn & C.T. Clark (Eds.) Literacy research for political action and social
change, pp. 235-254. New York: Peter Lang.

Ponder, S. (2017). Bees in peril: Working together to find a solution. The Costco Connection, 32(7), pp. 33-35.

The New London Group. (2000). A pedagogy of multiliteracies: Designing social futures. In B. Cope & M.
Kalantzis (Eds.). Multiliteracies: Literacy learning and the design of social futures, pp.9-37. London
& New York: Routledge.

MATERIALS:
Magazine article, for teacher resource: Bees in Peril
Asst book-text on Bees: covering pollination, life-cycle
Asst video on bees, pollination
Post-its or small pre-cut note papers for posting feedback, scotch tape
Chart paper
Either: iPad links to Google Slide (vocab glossary, word banks), or use SOLE station
For SOLE stations: laptop/TV, or iPad (1 per group---about 4 groups)
Skype capability. . . ask Ron. . . or use laptop/TV
Opinion writing organizers & paragraph sheet
Rubrics: web, opinion writing, collaboration
Watch-out! class poster
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