Curriculumplanningchart

GenerativeTopic(Blytheetal,1998):FamilyHeritage
Concept*

Standard

("Thestudentwill
understand")
Ourfamiliespast
andpresenthelps
shapewhoweare.
Howdoour
familiesshapewho
weare?

CC.1.3.1.ARetell
stories,includingkey
details,anddemonstrate
understandingoftheir
centralmessageor
lesson.
CC.1.3.1.BAskand
answerquestionsabout
keydetailsinatext.
CC.1.3.1.CDescribe
characters,settings,and
majoreventsinastory,
usingkeydetails.
CC.1.3.1.GUse
illustrationsanddetails
inastorytodescribe
characters,settings,or
events.
CC.1.4.1.BIdentify
andwriteaboutone
specifictopic.
CC.1.4.1.CDevelop
thetopicwithtwoor
morefacts.
CC.1.4.1.DGroup
informationandprovide
somesenseofclosure.
CC.1.5.1.AParticipate
incollaborative
conversationswithpeers
andadultsinsmalland
largergroups.

Subject:Literacy/SocialStudiesName:MajaPehrson

Assessment

Facts

Skills

Problemstopose

(Howwillyouhave
evidencethatthey
knowit?)

("Thestudentswill
know")

("Thestudentswill
beableto")

("Guidingquestions"
or"unitquestions")

Participation

Thestudentswill
know:
differentfamily
relationships(ie.
mother/father/
brother/step
sibling/halfsibling,
etc.)
familytreesare
oftenusedtodepict
familylineage

Thestudentswillbe
ableto:
brainstorm,
prewrite,draft,and
revisetheirwritten
work
differentiate
betweenthe
qualitiesofdifferent
artmaterials
prepareforand
conductashort
interview
comprehendand
respondtoread
alouds
locatewherethey
liveonamap,as
wellasoneother
locationthattheir
familyoriginated
from(ifapplicable)

Whoisinyour
family?Howdoyou
defineyourfamily?
Howareyou
related/connectedto
thedifferentfamily
members?What
memoriespopoutto
youwiththisperson?
Wherearethey
from?Whathave
theytaughtyou?
Howwouldyou
describeyour
family?Howwould
theydescribeyou?

FamilyTreeproject
(gradebasedon
rubric):
Studentswilldesign
afamilytree
depictingtheir
familylineage.
Artisticdecisions
shouldreflect
somethingabout
eachfamilymember
orthestudents
relationshipwith
them.
Writing:Students
willwriteabout2(?)
familymembersthat
areincludedontheir
treeinmoredetail,
explaininghowthey
depictedthatfamily
memberonthetree.
Presentation:
Studentswill
presenttheirproject
totheclassor
individuallytome

Activities:

readalouds
reflections:What
familymemories
stickouttoyou?
Why?
prewritingwith
partnerturnand
talktopartnerabout
ideasbeforewriting
journaling:students
willjournalabout
differentfamilial
topicsduring
centers
createbasicfamily
tree:focussolelyon
whogoesonthetree
andwhere
experimentation
withdifferentart
materials
interviewfamily
member?(Im
hesitantaboutthis
becauseIdonot

basedoncomfort
level

wantafewstudents
tobeleftoutor
limitedbasedon
differenttypesof
familyinvolvement)
mappingoutwhere
studentsfamilies
arefrom

Curriculumplanningchart
GenerativeTopic(Blytheetal,1998):FamilyHeritage
Concept*

Standard

("Thestudentwill
understand")
Learningabout
otherpeoples
familyheritage
helpsusgaina
deeper
understandingand
appreciationof
othersandhelpsus
havericher
interactionsand
relationshipswith
them.

Whyisitimportant
tolearnaboutother
peoplesfamily
heritage?

CC.1.3.1.ARetell
stories,includingkey
details,anddemonstrate
understandingoftheir
centralmessageor
lesson.
CC.1.3.1.BAskand
answerquestionsabout
keydetailsinatext.
CC.1.3.1.CDescribe
characters,settings,and
majoreventsinastory,
usingkeydetails.
CC.1.3.1.GUse
illustrationsanddetails
inastorytodescribe
characters,settings,or
events.
CC.1.4.1.BIdentify
andwriteaboutone
specifictopic.
CC.1.4.1.CDevelop
thetopicwithtwoor
morefacts.
CC.1.4.1.DGroup
informationandprovide
somesenseofclosure.
CC.1.5.1.AParticipate
incollaborative
conversationswithpeers
andadultsinsmalland
largergroups.

Assessment

Subject:Literacy/SocialStudiesName:MajaPehrson
Facts

Skills

Problemstopose

(Howwillyouhave
evidencethatthey
knowit?)

("Thestudentswill
know")

("Thestudentswill
beableto")

("Guidingquestions"
or"unitquestions")

Participation

Thestudentswill
know:
differentfamily
relationships(ie.
mother/father/
brother/step
sibling/halfsibling,
etc.)
familiescomein
differentforms

Thestudentswillbe
ableto:
comprehendand
respondtoread
alouds
beactivelisteners
duringclassmates
presentations
createavenn
diagram

Whoisinyour
family?Howare
you
related/connectedto
differentfamily
members?Doyou
knowanyonewhose
familyisvery
differentfromyours?
Howisitdifferent?
Howisitthesame?

Responsetofamily
treeproject:
studentswillbe
expectedtothinkof
questions/comments
duringeachstudents
presentation
Reflection:atthe
endoftheunit,
studentswillbe
askedtoreflecton
whattheylearned
abouttheir
classmatesfamily
heritage(notsureif
theyshouldfocus
ononeotherstudent
inparticularorthe
classasawhole)

Activities:

readalouds
journaling:students
willjournalabout
differentfamilial
topicsduring
centers
venndiagram(in
responsetoread
aloudaboutanother
personsfamily)

Curriculumplanningchart
GenerativeTopic(Blytheetal,1998):FamilyHeritage
Concept*

Standard

("Thestudentwill
understand")
Onaliterallevel,
rootstakeinwater
andnutrientsfor
plantsandkeep
plantsanchored
intotheground.
Onanabstract
level,ourfamily
rootsrefertoour
familyshistory.
Learningaboutour
familysrootscan
helpkeepus
groundedandhelp
shapeoursenseof
identity.

Whatareroots?
Whydowemean
whenwetalkabout
ourfamilyroots?
Whatrole/purpose
dorootsserve?

CC.1.2.1.A
Identifythemainidea
andretellkeydetailsof
text.
CC.1.2.1.B
Askandanswer
questionsaboutkey
detailsinatext.
CC.1.2.1.F
Askandanswer
questionstohelpclarify
themeaningofwords
andphrasesinatext.
CC.1.2.1.G
Usetheillustrationsand
detailsinatextto
describeitskeyideas

Subject:Science

Name:MajaPehrson

Assessment

Facts

Skills

Problemstopose

(Howwillyouhave
evidencethatthey
knowit?)

("Thestudentswill
know")

("Thestudentswill
beableto")

("Guidingquestions"
or"unitquestions")

Participation

Thestudentswill
know:
Rootskeepplants
anchoredintothe
ground.
Rootsgrowdown
intothesoil.
Rootsabsorbwater
andnutrientsfrom
thesoilforthe
plant.
Rootsarealways
growing.
Therearedifferent
kindsofroots.

Thestudentswillbe
ableto:
comprehendand
respondtoaread
aloud
makedetailed
observationsof
roots

Haveyoueverheard
ofrootsbefore?
Whatdoyouthink
theyare?Whatjob
doyouthinktheydo
fortheplant?When
haveyouseenroots
before?Whatdo
theylooklike?
Wheredoyou
usuallyseethem?
Highuporcloseto
theground?Whydo
youthinkrootsarein
theground?

Science
notebook/log
(gradedbyrubric)
observationsof
plant
WritingFamily
Tree:Howisyour
familyheritage
similartotheroots
ofaplant?(notsure
howtowordthis
moresimply)

Whydoyouthink
peoplesometimes
refertoourfamily
heritageasour
roots?Whatdoes
itmeantostay
connectedtoyour
roots?

Activities:

Readaloud:What
AreRoots?
Observingrootsand
creatingdiagrams
Plantdifferentroots
insoil/making
terrariums