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Day #1 Day #2 Day #3 Day #4

Goal Students will Students will Students will Students will explore
explore and explore and identify how and act out multiple
understand the evaluate their various ways to handle
idea that personal community conflict in a healthy
everyone is identity and helpers fashion.
different and culture in the contribute to
unique. community our
they live. community.

Objective -The students After the -After After a lesson on

will identify the lesson, students completing conflict resolution,
main idea in the will understand Guess The the student will create
read aloud of the basic Community a 30 second skit
Who We Are components of Helper, demonstrating his/her
culture. students will understanding of
-The students be able to handling conflicts.
will use the determine how
main idea of each
Who We Are to community
learn accept and helper
appreciate the contributes to
differences of society.
completing the
Helpers and
Their Tools
students will
each helper
uses to do their
Standards 1.RL.2.1: Ask 1.3.8 Compare -NCSS: 1.2.3 Describe ways
and answer cultural People, Places, that individual actions
questions about similarities and and can contribute to the
main idea and differences of Environment; common good of the
key details in a various ethnic 8-Science, classroom or
text. and cultural Technology, community.
groups found in and Society
Indiana such as
family -IAS:
traditions and 1.2.3 Describe
customs, and ways that
traditional individual
clothing and actions can
food. contribute to
the common
good of the
classroom or
Materials Who We Are by Tape, Index Guess The What Might Happen
Robbie H. Cards, Community Next? worksheet,
Harries, Markers, Color Helper Game, dynamic music
Construction Pencils, Anchor Community sample
Paper, Scissors, Chart, My Helpers and
Markers, Color Culture Their Tools
Pencils, Puzzle Worksheet Worksheet,
Piece Worksheet Color Pencils,
Paper, When I
Grow Up
Prompt, Glue,
Management -I will use a -I will use a -I will use a -I will use a positive
positive positive positive incentive behavior
incentive incentive incentive management plan
behavior behavior behavior rewarding cooperative
management management management participation in the
plan rewarding plan rewarding plan rewarding lesson with class
cooperative cooperative cooperative money that can be
participation in participation in participation in used to purchase
the lesson with the lesson with the lesson with rewards in the class
class money that class money class money store at the end of the
can be used to that can be that can be month.
purchase used to used to
rewards in the purchase purchase -Students that
class store at the rewards in the rewards in the misbehave will be
end of the class store at class store at given one warning,
month. the end of the the end of the and then will be asked
month. month. to move their cards
-Students that color.
misbehave will -Students that -Students that
be given one misbehave will misbehave will
warning, and be given one be given one
then will be warning, and warning, and
asked to move then will be then will be
their cards color. asked to move asked to move
their cards their cards
color. color.

Anticipatory -Okay class, I -Hello Song -My -Movement

Set am going to Video (Global Neighborhood Telephone Game
make a couple Wonders) by Childrens
statements. If Song -Music Interpretation
the statement -Go around and Game
applies to you I I want -I am going
want you to everyone to say to show you a Discussion:
stand up. something that video about -What did you guys
Model makes him or some really notice about your
expectations, her special. special people partners movements?
and after each (Think about that you see in Were they the same as
statement tell similarities and your everyday yours?
the students to differences of life. Can -We all listened to
look around to classmates) everyone turn the same song, why
see everyone around and were everyone's
that is standing -Ask questions look at the movements
up with them about/ discuss screen for me. different?
and everyone video When you
who is not. watch I want
(Ex: Stand up if you to try and
you have blue figure out
eyes.) whom I am
talking about,
-Explain this and the roles
represents they may play
similarities and in your life.
among the class
Purpose I am going to It is Today we are Every ones
read to you the important to going to learn differences should be
story Who We learn about about celebrated but
Are by Robbie culture, and community sometimes because
H. Harries. It the different helpers, and we are different, we
is important to cultures the different have different
pay attention represented in jobs they opinions or ideas.
to the main our classroom perform. This This can create
characters, because then will help you conflict. It is
because they we can learn to understand important to learn
are going to celebrate and that everyones how to resolve
teach us why it respect the jobs are conflicts in a healthy
is important to differences in different, but way so we can
accept all people. they all come maintain positive
everyones together to relationships with our
differences. positively peers and within our
impact the community.
Presentation -Who We Are -Presentation -Step To The -Group Discussion
OUTPUT: of Culture Line game -Healthy Ways to
-Grand Characteristics -Explanation Deal With Conflict
Discussion -Picture Slide of three centers Resolution
-Kindness Chain Show (See LP) Presentation
-Exit Slip: OUTPUT: OUTPUT: -Scenarios
Puzzle Piece -My Culture Stations (See OUTPUT:
Box worksheet LP) -What Might
1.Community Happen Next
Helpers Riddle worksheet
Game -Skits
2. Community
Helpers Tools
Matching WS
3. Thank You
4. When I
grow Up
Closure Dance and Dance and Dance and I want everyone to
Share (Students Share Share stand next to the
dance to music (Students (Students partner you had at
around the dance to music dance to music the beginning of the
classroom until around the around the lesson. I am going to
the music stops. classroom until classroom until give you and your
Then they find the music the music partner a slip of
the person they stops. Then stops. Then paper that has a
are standing they find the they find the situation (conflict) on
closest to and person they are person they are it. I want you to act
share their standing standing out a healthy way to
puzzle piece closest to and closest to and resolve that conflict.
with them.) share their share their You will have three
culture box When I Grow minutes to practice,
with them.) Up prompt and then we are
and who they going to share with
wrote the letter the class.

Formative I will listen and Group Group Group discussion;

Assessment observe the discussion; discussion, Circulating the room
students Circulating the individual listening to
responses in the room listening thank you conversations about
Grand to letters and their What Might
Conversation to conversations writing Happen Next?
determine their about their prompts, worksheet
understanding/ pictures and checking for
lack of how they are understanding
understanding similar and questions,
of the main idea different to observations
and reteach each others
where during closing.
Adaptions Remediation: Remediation: Remediation: Remediation:
Peer support, Use of I will read Use of checklist to
story read aloud checklist to directions to monitor progress
Enrichment: monitor these students Enrichment:
Student will be progress Enrichment: Students who need a
asked to write a Enrichment: This group will challenge can
sentence at the Students who be encouraged complete extra
bottom of their need a and challenged scenarios on the
puzzle piece, challenge can to write a What Might Happen
about why they complete the longer and Next? worksheet.
are unique. second page more detailed ELL:
Ex. Needs: and use letter to a I will provide pictures
Seating, detailed community for each scenario so
transition sentences to helper they can have a better
warning express what ELL: understanding of the
makes them N/A situation.
special. Exceptional Exceptional Needs:
ELL: Needs: Allow these students
Sketch small Allow these to sit next to a higher
symbols in the students to sit ability student, so
boxes for next to and be they can see the steps
students to in a group with of the activity being
refer to so they higher ability modeled a second
know what students, so time. They can also
they are they can see ask questions when
supposed to put the steps of the necessary.
in each box if activity being
they cannot modeled a
read the label. second time.
Exceptional They can also
Needs: ask questions
Allow these when
students to sit necessary.
next to a higher
ability student,
so they can see
the steps of the
activity being
modeled a
second time.
They can also
ask questions
when necessary
Summative The class will Their My End Of Unit Students partner
Assessment collaborate on a Culture Quiz performance of the
chain of worksheet correct way to handle
kindness, to the conflict they
requiring them were presented with
to recognize, after the lesson.
then write and
string together
the unique
of students in
our classroom.