Brittany Gremore

2/27/16
Unit Plan- Communication
Overview

When doing choosing a unit plan, I choose to do Elementary K-6. The

topic I choose is communication. It is designed for a second grade
classroom. Students will learn and become familiar with different types of
communication. There are a variety of instructions included in the unit
plan. Students will be working in partners, whole group, small groups, and
individually. Students will learn through discussion, visuals, videos, and
demonstrations. Students will do several activities to learn about different
types of communication. Some examples include making a telephone,
watching learning videos on communication, reading stories, writing
letters, Venn Diagrams, bubble maps, pictures, and etc. Students will
become familiar with the different types of communication skills by
completing these activities. After completing the activities, I anticipate
that the students will be able to list different types of communication, give
examples, and write letters. Students will be able to understand there is
several effective ways to communication with someone.
 Day 1
Bluefield State College
Daily Lesson Plan (Template)

Name: Brittany Gremore Date: 2/25/16

Subject: English Language Arts Topic: Communication

Grade: 2nd Length of Lesson: 45 minutes

Introduction (Essential Question): In what creative ways do we communicate?

Standard: Writing
Cluster: Research to Build and Present Knowledge
Objective: ELA.2.W.C11.2; recall information from experiences or gather information from
provided sources to answer a question. (CCSS W.2.8)

Specific Objective: 85% students will create a friendly letter that includes a date, greeting, body,
closing, signature, and message. The student will be able to identify the different parts of a
friendly letter after creating one.

Method(s): whole group, individualized, partner, lecture with instruction

Materials: reading book, practice book, pencils, highlighter

Direct Instruction:

First, the teacher will ask students when do we communicate? The teacher will tell students
Communication occurs when a sender expresses an emotion or a feeling, creates an idea, or
senses the need to communicate. The communication process is triggered when the sender
makes a conscious or an unconscious decision to share the message with another person. The
teacher will have students turn their reading books to page 382-838. The teacher will use this
page to go over the EQ. The teacher will write creative ways we communicate on the board. The
teacher will ask What do you think the girl in the picture on page 382 is doing? The teacher
will write on the board emails and social media messaging. Next, the teacher will ask, What is
the boy on page 383 doing? The teacher will write on the board writing letters. Then, the
teacher will ask What is another way people share news and ideas? The teacher will add TV
ads, news channel, and signs to the board.
After the teacher discusses different ways to communicate, the teacher will tell students to turn
their Reading books to page 388-389. The teacher will explain to the students that the story is
realistic fiction. (Realistic fiction- a made story that could happen in real life) The teacher will
have students point to the title of the story and look through the illustrations where students can
guess what will happen. The teacher will pop corn while reading the story. While the class is
reading the story, the teacher will ask several questions throughout. (What did Juno learn by
looking in the envelope? What clues tell you this? How does Junos grandmother communicate
with him? How might you communicate with someone who lives in a faraway place? How is the
Korean writing different from how we write? Why was the flower like a dried leaf? What kind of
picture is a photograph? Why does Juno take the letter to school? Why does Juno conclude
Grandmother wants more letters?) The teacher will go back and review the story once they have
finished reading it.

Once the teacher is finally done reviewing the story, the teacher will tell the students they are
going to be writing a friendly letter just like in the story. The teacher will ask the students what is
a friendly letter. (Friendly letter- includes the date, a greeting body, closing, signature, has a
message, and tells the writers ideas, feelings, and opinions.) The teacher will display an example
of a friendly letter. The teacher will go over each part of the letter. Then, the teacher will have
students turn their practice book to page 212. The teacher will tell students they will complete
this page as a guide to write their friendly letter. The students will pick which type of
communication they want to write about and fill in the bubbles.

Guided Practice:

The students will complete page 212 in their practice books. The students will be preparing to
write a friendly letter to a friend or classmate about a new way to communicate that they learned
today. Students will complete this page in partners. The students will choose one of the different
ways to communicate that we learned today and fill in the blanks on the page. For instance, a
group may choose emailing. The student will write who the letter is going to, emails, and give
three examples.

Differentiation:
Tier 1: Students will create a letter by using a template. The template will have everything
labeled such as greeting, date, body, and signature. Students will receive help from the teacher
with spelling and suggestions.
Tier 2: Students will create the letter by using their school dictionary to help with spelling.
Tier 3: Students will create the letter own their own.

Lesson Closure: The students will take turns reading their friendly letters out loud. After the
students finish reading their letters out loud, the teacher will ask the students to put a star by the
date, circle the heading of the letter, underline the closing and signature, and highlight the body.

Independent Practice:

The students will choose a form of communication that they learned today and give three
examples about the type of communication. The students will write their friendly letter by using
the chart they filled out in their practice book. The letter must include a date, greeting, body,
closing, signature, and message.

Assessment:

Students must score at least a 9 on each section?or above to pass.

Name:__________________
Rubric

Above Mastery Mastery Below Mastery Novice

20-15 14-9 8-4 3-0

Student remains on task
for the entire lesson.
Define on task.
Student creates a friendly
letter that includes a date,
greeting, body, closing,
signature, and message.
Student is able to identify
the date, greeting, body,
closing, signature, and
message of their letter.
Student remains on task
for more than half of the
lesson.
Student creates a friendly
letter that includes at least
five of the following: a
date, greeting, body,
closing, signature, and
message.
Student is able to identify
at least five of the
following: the date,
greeting, body, closing,
signature, and message of
their letter.
Student remains on task
for half of the lesson.
Student creates a friendly
letter that includes at least
four of the following: a
date, greeting, body,
closing, signature, and
message.
Student is able to identify
at least four of the
following: the date,
greeting, body, closing,
signature, and message of
their letter.
Student remains on task
for less than half of the
lesson.
Student creates a friendly
letter that includes at least
one or more of the
following: a date,
greeting, body, closing,
signature, and message.
Student is able to identify
at least one or more of the
following: the date,
greeting, body, closing,
signature, and message of
their letter.
Time & Resources:

Foresman, Scott. (2013). Reading Street: Common Core. Hoboken, NJ: Pearson Education, INC

Day 2
Bluefield State College
Daily Lesson Plan (Template)

Name: Brittany Gremore Date: 2/25/16

Subject: Social Studies Topic: Communication

Grade: 2nd Length of Lesson: 45 min

Introduction (Essential Question): Is it easier to communicate today than it was a long time
ago?
Standard: Social Studies
Cluster: West Virginia History
Objective: SS.2.WV.5: compare and contrast past and present lifestyles of West Virginians.

Specific Objective: Students will learn different forms of communication from a long time ago
to today by watching a video clip and doing a partner exercise. Students will complete a Venn
Diagram comparing communication from then and now.

Method(s): whole group, partners, discussion, individualized

Materials: picture examples of communication, bubble map, pencils

Direct Instruction:
First, the teacher will start off the class by showing a video clip.
(https://www.youtube.com/watch?v=VB-5XSqzAfg00) The video clip is a great way to show
students the evolution of communication. After the video is over, the teacher will ask the students
to name a form of communication mentioned in the video. The teacher will then ask is that form
of communication still popular today. After the discussion, the teacher will explain to the
students that they are going to be working in partners for the next activity. The teacher will
explain the directions to the students for the picture activity.
Once everyone is completed, the teacher will go over the answers with the students as a
whole. The teacher will pass out the Venn diagram and explain the directions. The teacher will
observe the students while they are working.

Guided Practice:
The students will be put in partners. The students will be given numerous pictures of
different forms of communication. The students will work together in deciding if the form is
from the past or today. The students will separate the pictures into two different stacks. After all
of the students are finished separating the pictures, the whole class will go over the answers.

Differentiation:
Tier 1: Students will be able to get on the computer and watch two more video clips comparing
communication then and now. Students will use the video to complete their Venn diagram.
Tier 2: Students will already have the pictures separated into past and present. Students will use
these pictures to complete their Venn diagram.
Tier 3: Students will separate the pictures themselves. Students will remember the pictures and
create the Venn diagram without needing the pictures again.
Lesson Closure: Students will be given a homework assignment. The students will go home and
interview an older adult possibly a grandmother or grandfather. The student will ask the
interviewer how has communication has changed since you were a kid, how did you use to
communicate most often, and do you think communication is better today or back then.

Independent Practice: Students will complete a Venn diagram comparing/contrasting

communication then and now.

Assessment:

Students must score at least a 9 on each section?or above to pass.

Name:__________________
Rubric

Above Mastery Mastery Below Mastery Novice

20-15 14-9 8-4 3-0

Student remains on task
for the entire lesson.
Define on task.
Student participates in the
partner activity for the
entire time.
Define participation.
Student completes the
Venn diagram. The
student has all correct
answers.
Student remains on task
for more than half of the
lesson.
Student participates in the
partner activity for more
than half of the time.
Student completes most
of the Venn diagram. The
student has almost all
correct answers.
Student remains on task
for half of the lesson.
Student participates in the
partner activity for less
than half of the time.
Student completes half of
the Venn Diagram. The
students have half of the
answers correct.
Student remains on task
for less than half of the
lesson.
Student does not
participate in the partner
activity.
Student does not attempt
the Venn Diagram.

Time & Resources:

Youtube. (March 27, 2011). Communication of Yesterday, Today, and
Tomorrow. Youtube.com. Retrieved from https://www.youtube.com/watch?
v=VB-5XSqzAfg
Name: _______________________
Venn Diagram

Directions: Fill in the diagram by comparing/contrasting communication a

long time ago and today.
Then Both Now
Name: _________________

Interview

Directions: Students will interview someone at home who is older such as a

grandparent, guardian, uncle, aunt, or etc. During the interview, students will
ask questions to determine how communication has changed over the years.

1. How has communication changed since you were a kid?

2. How did you communicate most often when you were a kid?

3. Do you think communication is better today or back then? Why?

 Day 3
. Bluefield State College
Daily Lesson Plan (Template)

Name: Brittany Gremore Date: 2/25/16

Subject: Science Topic:

Communication/Telegraphs

Grade: 2nd Length of Lesson: 45

miuntes-1 hours

Introduction (Essential Question): What is a telegraph? How does it relate to sound waves?

Standard: Science
Cluster: Nature of Science
Objective: SC.S.2.1: Students will
- demonstrate an understanding of the history and nature of science as a human endeavor
encompassing the contributions of diverse cultures, scientists, and careers.
- demonstrate the abilities and understanding necessary to do scientific inquiry.
- demonstrate the ability to think and act as scientists by engaging in active inquiries and
investigations, while incorporating hands-on activities

Specific Objective: 85% of students will learn how sound waves travel by using a string
telephone they created.

Method(s): whole group, lecture with instruction, partners, individualized

Materials: paper cups, piece of string, nails, string telephone worksheet, pencils, smart-board

Direct Instruction:

The teacher will start off by showing a video that explains what a telegraph is.
(http://www.history.com/topics/inventions/alexander-graham-bell) After watching the video, the
teacher will ask the students Who created the telegraph? How do you think this invention
changed communication? Have you ever noticed that you can hear sounds through solids?
The teacher will have the students put their ears to their desks and scratch the surface with their
nails then sit up and do it. The class will discuss the difference between the sounds. (The sound
with their ears on the desk should be louder.) The teacher will ask Since you can hear the desk,
does that mean the desk is moving? (The tiny parts of the desk are moving with the sound
wave.) The teacher will go in to tell the students when sound travels through a solid, it travels the
same as it does through the air which is a sound wave. The sound wave actually moves the tiny
particles that make up the solid. The students will have students raise their hand by asking If
you wanted to say something to your friend on the other side of the playground, would your
friend be able to hear you better through air or a solid?
The teacher will tell students that Alex had to understand sound waves before he created
the telegraph. The teacher will explain to the students that they are going to be learning how
sound travels using a paper cup and a string. The students are going to model a simple string
guitar, analyze how sound moves through our model, and think about how the model relates to a
telephone. Then we are going to combine our models with a partner's to make string telephones
for two-way communication. The teacher will then pass out the materials to the students. The
teacher will go around the room assisting students while working on this activity.

Guided Practice:

The students will create this project together as a whole. The teacher will tell the students
what to do then the students will do it all together. First, the students will use a nail to make a
small hole in the bottom of their paper cup. The students will take their string and pull in through
the hole and tie a knot. The students will hold the string straight out from the cup with two
fingers of one hand, pressing their fingernail extra tight. The students will take their other finger
along the string, making a sound. As a whole group, the class will discuss what they heard and
how do they feel. For instance, the sound is quiet, and they feel vibrations.
Next the students will hold the cup in one hand and draw their finger along the string as
before. The whole class will discuss Where is the sound? (The sound is in the cup and should
be louder.) Where do you think the vibration went? Why was there sound from the cup?
(The vibration (Sound wave) from their fingers traveled along the string into the cup. The cup
transferred the vibration into the air.)
Then the students will be put into partners. The partners will tie the two loose ends of
their strings together. The partners will stand away from each other, so the string is taut. The
students will speak to one another through the cups. After the students speak to one another, the
class will discuss How does the telephone work? (When you speak into the cup, the back of
the cup vibrates; the vibration extends into the string, the vibrations move through the string.
What happens when the vibrations (sound waves) reach the other end of the cup? (The waves
in the string vibrates the cup; the vibrations from the cup disturb the air, the vibrations in the air,
travel towards the ear)

Differentiation:
Tier 1: Students will receive help from the teacher when conducting the experiment. Students
will receive cups that have the hole already through them with the string. The teacher will guide
the students when pressing their fingernail down to make a sound.
Tier 2: Students will receive a step by step picture direction of how to complete the experiment
along with the teacher going over it with the class.
Tier 3: Students will complete the experiment while the teacher is going over it in class.

Lesson Closure: For the ticket out the door, students will write down how the experiment today
related to sound waves.

Independent Practice:

Students will complete the following worksheet on their own.

Name: _____________________

String Telephones Worksheet

Part 1: Questions

1. How well did the string telephone work?

2. Where do the sound waves travel in the string telephone?

Draw a picture in the space below and show arrows for where the sound waves went.
3. What could you do to make the string telephone work better?
Assessment:
Students must score at least a 9 on each section? or above to pass. Correct the remainder of your
assessment pieces as well.
Name:__________________
Above Mastery
20-15
Student remains on task
for the entire lesson.
Student is engaged in the
class discussion.
Define on task and
engaged.
Student creates a string
telephone by putting a
hole in the bottom of a
cup, putting a string
through the hole, tying a
knot.
Student learns from the
experiment by answering
all of the questions on the
worksheet correctly.
Rubric
Mastery
14-9
Student remains on task
for more than half of the
lesson. Student is engaged
in the class discussion for
most part.
Student creates a string
telephone by putting a
hole in the bottom of a
cup, putting a string
through the hole;
however, the student does
not tie a knot.
Student learns from the
experiment by answering
two of the questions on
the worksheet correctly.
Below Mastery Novice
8-4 3-0
Student remains on task Student remains on task
for half of the lesson. for less than half of the
Student is engaged for at lesson. Student is engaged
least half of the class for less than half of the
discussion. class discussion.
Student creates string Student does not attempt
telephone by putting a to create the string cup.
hole in the bottom of a
cup; however, the student
does not try to put the
string through the hole.
Student learns from the Student does not learn
experiment by answering much from the
one of the questions on experiment and does not
the worksheet correctly. answer any of the
questions correctly.
Time & Resources:

Integrated Teaching and Learning Program. (2016). Hands-on Activity:

String Telephones. TEACH ENGINEERNG. Retrieved from
https://www.teachengineering.org/view_activity.php?
url=collection/cub_/activities/cub_sound/cub_sound_lesson02_activity1.xml

Gordon, John. (2016). Alexander Graham Bell. HISTORY. Retrieved from

http://www.history.com/topics/inventions/alexander-graham-bell

Day 4
Bluefield State College
Daily Lesson Plan (Template)

Name: Brittany Gremore Date: 2/25/16

Subject: Mathematics Topic: Shapes

Grade: 2nd Length of Lesson: 45

minutes

Introduction (Essential Question): What is the difference between a square and circle?

Standard: Geometry
Cluster: Reason with Shapes and Their Attributes
Objective: M.2.G.1; recognize and draw shapes having specified attributes , such as a given
number of angles or a given number of equal faces (sizes are compared directly or visually, not
compared by measuring) and identify triangles, quadrilaterals, pentagons, hexagons and
cubes. (CCSS Math.2.G.1)

Specific Objective: Students will be able to indentify, draw, and remember a circle, triangle,
square, rectangle, and cube. Students will practice drawing and indentifying each.

Method(s): direct instruction, lecture with discussion, whole group, individualized

Materials: markers, blank sheets of paper, ruler, students practice book, crayons or colored
pencils

Direct Instruction:
First, the teacher will start off by reviewing the different shapes. The teacher will show
students examples of each shape and the students will guess what it is. (Shapes include circle,
triangle, square, rectangle, and cube.) While the teacher is showing the students examples, the
teacher will explain differences between the shapes. After the class is finished reviewing the
shapes, the teacher will pass out markers and a blank sheet of paper. The teacher will tell the
students that they are going to play a communication game by using different shapes. The
teacher will tell the students what to write, and the students will write it. The teacher will tell the
students they have to be silent, listen, and you cannot ask questions just follow each direction.
After explain the rules, the teacher will begin to give each instruction. First, the students
will draw a circle. Next, the students will draw a triangle inside the circle. Then, the students will
draw a square in the corner. Finally, the students will sign their names on the paper. Once the
students are finished, the teacher will ask the students to hold their pictures up. (Most of the
pictures should be different in some way.) The teacher will tell the students none of their pictures
match. The class will discuss the difference between the pictures. The teacher will ask the
students Why why the pictures different? (The pictures were different; because the students
could not ask any questions and the instructions were basic with no details. The students interpret
things different. The speaker has to be specific.)
When the class is finished with discussing why their pictures are the different, the teacher
will tell the students to turn their paper over. The teacher will say Everyone heard the same
message, yet everyone perceived the message differently. This is why great communication skill
is to repeat back why you heard so the person talking can confirm if you heard it the way they
meant it. The teacher will pass out a ruler. The teacher will explain to the students that they will
redo the activity with more specific directions. The teacher will tell the students the directions
one step at a time. First, the students will draw a circle 4 inches in diameter in the center of their
paper. Next, the students will draw a triangle inside the circle, so that all three corners are
touching the circle. Then, the students will draw a 1 inch square on the bottom left corner of their
paper. Finally, the students sign their name as spelled Y-O-U-R-N-A-M-E on the right side
their paper. After everyone is finished, the teacher will ask everyone to hold their papers up.
(Most papers should be identical.) The teacher will tell the students that not only did you get to
practice drawing your shapes, but also communication.

Guided Practice:
Students complete the communication shape game by listening to the directions of the
teacher. The students will practice communication skills. The students will also practice drawing
and remembering each shape.

Differentiation:
Tier 1: Students will already have their shapes colored in their practice book; however, the
students will just count them. The students will go back and trace each shape in their practice
book.
Tier 2: Students will have each shape cut out and colored coded to help them complete the
practice book page. The student will use their shape to color their own
Tier 3: Student will complete the practice book page on their own by remembering what each
shape is.

Lesson Closure:

After all of the students are finished with the work book page, the students will draw a square
and triangle. The students will have to write one sentence stating a difference between the two
shapes for the ticket out the door.

Independent Practice:

Students will complete page 284 in their practice book. Students will color each shape the color
mentioned. The students will add up how many of each shape there is. The students will
complete this activity individually.

Assessment:

Students must score at least a 9 or above to pass.

Name: ___________

Rubric

Above Mastery Mastery Below Mastery Novice

20-15 14-9 8-4 3-0
Student remains on task
for the entire lesson.
Student is engaged in the
class discussion.
Student participates in the
communication activity.
The student labels
everything correctly in
the second part of the
activity.
Student completes the
practice book page.
Student answers all of the
questions correctly.
Student remains on task
for more than half of the
lesson. Student is engaged
in the class discussion for
most part.
Student participates in the
communication activity.
The student labels almost
everything correctly in
the second part of the
activity.
Student completes the
practice book page.
Student answers almost
all of the questions
correctly.
Student remains on task
for half of the lesson.
Student is engaged for at
least half of the class
discussion.
Student participates in the
communication activity.
The student labels half of
everything correctly in
the second part of the
activity.
Student completes the
practice book page.
Student answers half of
the questions correctly.
Student remains on task
for less than half of the
lesson. Student is engaged
for less than half of the
class discussion.
Student does not
participates in the
communication activity.
Student does not
complete the practice
book page.

Time & Resources:

Cavanagh, Mary. Mathematics: The Path to Math Success. Parsippany, NJ: Silver Burdeet Ginn
Incorporation.

Teachers.net. (May, 30, 2013). Practicing Communication Skills Activity. Teachers.net.

Retrieved from http://teachers.net/lessons/posts/4719.html
 Day 5
Bluefield State College
Daily Lesson Plan (Template)

Name: Brittany Gremore Date: 2/25/16

Subject: Language Arts Topic: Communication

Grade: 2nd grade Length of Lesson:

Introduction (Essential Question): What is table of contents?

Standard: Reading
Cluster: Craft and Structure
Objective: ELA.2.R.C2.5; know and use various information text features (e.g., captions, blold
print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or
information in a text efficiently. (CCSS RI.2.5)
Specific Objective: Students will become familiar with table of contents by working with
newspapers and periodicals. Students will be able to look at the table of contents to see what
pages the main topics are on.

Method(s): direct instruction, whole group, partners, individually

Materials: newspapers, magazines, worksheet, practice book, pencils, highlighters

Direct Instruction:
The teacher will start off by asking the students have they ever read a newspaper or
magazine. The teacher will show a newspaper and magazine to the class. The teacher will tell
students that both items are used for communication. People read both items to learn different
things happening around the world. While the teacher is showing the students the magazine, the
teacher will tell the students that a magazine is a source of current news and ideas published at
regular times. They are organized in order of interest. While the teacher is showing the students
the news paper, the teacher will tell the students the newspaper is a source of very current news
published each day or week. It has sections; the articles in each section are usually organized in
the order of importance. Next, the teacher will ask the students what is table of contents. (Table
of contents- gives a list of the topics that are found in the newspaper or magazine with a page
number.) The teacher will put the students into partners. The teacher will pass out magazines to
each group. The teacher will have the students turn to the table of contents. (Below is a picture of
the table of contents page) The students will work in pairs answering different questions. The
teacher will do the first problem together.

Guided Practice:
Students will work in pairs completing a worksheet. The students will use the table of contents to
answer the questions. After the students are finished, they are allowed to go through and read the
magazine in pairs.

Differentiation:
Tier 1: Students will be given a magazine. The important topics listed on the worksheet will be
highlight. The students will go to each page. The student will see how the topics on the table of
contents match each page number mentioned.
Tier 2: The students will have the main topics mentioned on the worksheet highlighted. The
student has to guess which topic goes to each question.
Tier 3: The students topics are not highlighted. The students will come up with the topics by
themselves.

Lesson Closure: Students will be given a newspaper. Students will go through and highlight
three main topics that would be found on a table of contents.

Independent Practice:
Students will complete page 213 in their practice book. The students will be given a picture of
the table of contents to a newspaper. The students will use the image to answer the question
retaining to the table of contents individually.

Assessment:

Students must score at least a 9 or above to pass.

Name: ___________

Rubric
Above Mastery
20-15
Student remains on task
for the entire lesson.
Student is engaged in the
class discussion.
Student participates in the
partner activity the entire
time. Student answers all
of the questions correctly
from the magazine
activity.
Student completes the
practice book page.
Student answers all of the
questions correctly.
Time & Resources:
Foresman, Scott. (2013). Reading Street: Common Core. Hoboken, NJ: Pearson Education, INC.
Mastery
14-9
Student remains on task
for more than half of the
lesson. Student is engaged
in the class discussion for
most part.
Student participates in the
partner activity for most
of the time. Student
answers most of the
questions correctly from
the magazine activity.
Student completes the
practice book page.
Student answers almost
all of the questions
correctly.
Below Mastery
8-4
Student remains on task
for half of the lesson.
Student is engaged for at
least half of the class
discussion.
Student participates in the
part of the partner
activity. Student answers
half of the answers
correctly in the magazine
activity.
Student completes the
practice book page.
Student answers half of
the questions correctly.
Novice
3-0
Student remains on task
for less than half of the
lesson. Student is engaged
for less than half of the
class discussion.
Student does not
participate in the partner
activity. Student does not
do the magazine activity.
Student does not
complete the practice
book page.
:
 Name: _________________

Table of Contents

Students will answer the following questions by using the table of contents to the
National Geographic magazine.

1. Where could you look to find information about inventions?

2. Where could you look to find out about Guinness World Records?

3. Where could you look to find different things that may be weird; however, they are true?

4. Where could you look to find different places that you could go to for vacation but they
are wild?
 5. Where could you look to find mean pets?

Day 6

Bluefield State College

Daily Lesson Plan (Template)

Name: Brittany Gremore Date: 2/25/16

Subject: Social Studies Topic: Hieroglyphics

Communication

Grade: 2nd Length of Lesson: 45 minutes

Introduction (Essential Question): What are hieroglyphics?

Standard: History
Cluster: Demonstrate an understanding of interactions between individuals, families and
communities within the United States.
Objective: SS.2.H.C1.2; identify cultural contributions and differences made by people from the
various regions in the United States using literature, documents and oral accounts.

Specific Objective: Students will learn to write hieroglyphics by practicing on marker boards
and drawing their own name.

Method(s): video, lecture with discussion, whole group, individually

Materials: smart board, small marker boards, markers, large blank sheets of paper, pencils,
crayons, copy of Egyptian hieroglyphics alphabet

Direct Instruction:
First, the teacher will start off by asking the students the EQ. The teacher will explain to
the students that hieroglyphics are a form of communication by Egyptians. It is one of the oldest
writing systems in the world. It consists of pictures and familiar objects that represent sound.
They were used in ancient Egypt from about 31000 BCE to 400 CE. The teacher will display a
video on the smart board. (https://www.youtube.com/watch?v=Xvw6Kn3kwlQ) The video gives
a basic overview of Egyptian Hieroglyphics.
Next, the teacher will pass out little markers boards and markers to the students. The
teacher will tell the students that Egyptians communicated through pictures. The teacher will
have the students draw a picture of how they think The house spit in two would be depicted on
their marker boards. After the students are finished, the teacher will have the students hold up
their boards. The teacher will go around the room asking students why they choose the picture
they did.
Then, the teacher will pass out a copy of the Egyptian Hieroglyphics alphabet. The
teacher will name different words for the students to draw by using their copy of the Egyptian
alphabet. Some words include tree, dog, house, and bed. After each word, the teacher will have
the students hold up their boards. After the students practice drawing hieroglyphics on their
marker board, the teacher will go around the room to collect the marker board and markers back
up. The teacher will pass out a larger blank sheet of paper and crayons. The teacher will explain
the directions to the class. The teacher will tell students that they are going to use their copy of
the Egyptian alphabet to write their own first and last name in hieroglyphics. Once the students
draw their name, the students will color the pictures.

Guided Practice:
The students will practice drawing hieroglyphics on their marker boards as a whole. The teacher
will tell the students the word to draw, and the students will draw it. The students will use a copy
of the Egyptian alphabet to draw their picture.

Differentiation:
Tier 1: Students will watch another video explaining how to draw different words in
hieroglyphics.
Tier 2: Instead of students drawing the pictures of each word on the marker board, students will
cut out different words printed in hieroglyphics. The students will color each picture.
Tier 3: Students will use the marker board to draw pictures of each word in hieroglyphics.

Lesson Closure:
For the ticket out the door, students will draw the word school in hieroglyphics.

Independent Practice:
Students will write their own first and last name in hieroglyphics. Students will use their copy of
the Egyptian alphabet to write their own names. After the students draw the hieroglyphics, the
students will color them.

Assessment:

Students must score at least a 9 or above to pass.

Name: ___________

Rubric

Above Mastery Mastery Below Mastery Novice

20-15 14-9 8-4 3-0

Student remains on task
for the entire lesson.
Student is engaged in the
class discussion.
Student participates in the
whole group activity for
the entire time.
Student completes writing
his or her own name in
hieroglyphics. Student
has all of the correct
pictures.
Student remains on task
for more than half of the
lesson. Student is engaged
in the class discussion for
most part.
Student participates in the
whole group activity for
most of the time.
Student completes writing
his or her own name in
hieroglyphics. Student
has almost correct
pictures.
Student remains on task Student remains on task
for half of the lesson. for less than half of the
Student is engaged for at lesson. Student is engaged
least half of the class for less than half of the
discussion. class discussion.
Student participates in the Student does not
whole group activity for participate in the whole
less than half of the time. group activity.
Student completes writing Student does not write his
his or her own name in or her own name in
hieroglyphics. Student hieroglyphics.
has less than half of the
correct pictures.

Time & Resources:

Youtbube. (April 12, 2011). Basic Overview of Egyptian Hieroglyphics. Youtube. Retrieved from
https://www.youtube.com/watch?v=Xvw6Kn3kwlQ
 Day 7

Bluefield State College

Daily Lesson Plan (Template)

Name: Brittany Gremore Date: 2/25/16

Subject: Language Arts Topic: Communication

(Friendly Letters)

Grade: 2nd Length of Lesson: 45

minutes

Introduction (Essential Question): What would Juno say if he wrote a letter back to his
Grandmother instead of just sending pictures?

Standard: Writing
Cluster: Research to Build and Present Knowledge
Objective: ELA.2.W.C11.2; recall information from experiences or gather information from
provided sources to answer a question. (CCSS W.2.8)

Specific Objective: Students will learn pictures can be used to communicate. Students will also
create a friendly letter that includes a date, greeting, body, closing, signature, and message. The
student will be able to identify the different parts of a friendly letter after creating one.

Method(s): lecture with discussion, whole group, individually

Materials: reading books, blank sheets of paper, pencils, crayons

Direct Instruction:
First, the teacher will start off by asking the EQ. (Students should make several
comments.) The teacher will have all of the students turn their reading books to page 388. The
teacher will begin re-reading the story Dear Juno to the class. While the teacher is reading, the
teacher will popcorn on different students to take turns reading aloud. After reading the story, the
teacher will go over the questions on page 406 in their reading books. The class will have a
discussion on each question.
When the class is done discussing the questions, the teacher will pass out a blank sheet of
paper and crayons. The teacher will tell the students instead of Juno writing a letter, he drew his
Grandmother pictures and mailed them to her. The teacher will explain that they are going to be
drawing a picture to go along with their friendly letter they previously wrote. The teacher will
pass their friendly letters back out to them. After the students finish drawing their picture, the
teacher will have each student show their picture to the class. The class will guess what form of
communication their friendly letter was about.
Then, the teacher will tell the students they are going to be creating another friendly
letter. The teacher will go over the directions and pass a piece of paper out to the students. The
teacher will have the students turn their reading books to page 400. This page gives a description
of what Juno drew, and it even shows illustrations. The students will use this page to help write
their friendly letter. The teacher will walk around the room observing the students.

Guided Practice:
The students will draw a picture to go along with the previous friendly letters they have written.

Differentiation:
Tier 1: Students will have a friendly letter already written. The student must fill in the date,
signature, and add one-two sentences to the body.
Tier 2: Students will be given a template of a friendly letter. Students will use the template to
complete their friendly letter.
Tier 3: Students will create their own friendly letter from a blank sheet of paper.

Lesson Closure: The students will take turns reading their friendly letters out loud. After the
students finish reading their letters out loud, the teacher will ask the students to put a star by the
date, circle the heading of the letter, underline the closing and signature, and highlight the body.

Independent Practice:
The students will be creating a friendly letter pretending to be Juno. Instead of writing a letter,
Juno draws pictures. The students will use the descriptions and illustrations on page 400 to
determine what Juno would actually write in his letter. The friendly letter must contain a date,
greeting, body, closing, and signature.

Assessment:

Students must score at least a 9 or above to pass.

Name:__________________
Rubric

Above Mastery Mastery Below Mastery Novice

20-15 14-9 8-4 3-0

Student remains on task
for the entire lesson.
Student creates a friendly
letter that includes a date,
greeting, body, closing,
signature, and message.
Student completes the
drawing to go along with
their friendly letter.
Student remains on task
for more than half of the
lesson.
Student creates a friendly
letter that includes at least
five of the following: a
date, greeting, body,
closing, signature, and
message.
Student almost completes
the drawing to go along
with their friendly letter.
Student remains on task
for half of the lesson.
Student creates a friendly
letter that includes at least
four of the following: a
date, greeting, body,
closing, signature, and
message.
Student completes half of
the drawing to go along
with their friendly letter.
Student remains on task
for less than half of the
lesson.
Student creates a friendly
letter that includes at least
one or more of the
following: a date,
greeting, body, closing,
signature, and message.
Student does not attempt
the drawing.

Time & Resources:

Foresman, Scott. (2013). Reading Street: Common Core. Hoboken, NJ: Pearson Education, INC
 Day 8
Bluefield State College
Daily Lesson Plan (Template)

Name: Brittany Gremore Date: 2/25/16

Subject: Science Topic: Animal Communication

Grade: 2nd Length of Lesson: 45 minutes

Introduction (Essential Question): How do animals communicate?

Standard: Science
Cluster: Content of Science
Objective: SC.S.2.2; Students will
- demonstrate knowledge, understanding and applications of scientific facts, concepts,
principles, theories, and models as delineated in the objectives.
- demonstrate an understanding of the interrelationships among physics, chemistry, biology
and the earth and space sciences.
- apply knowledge, understanding and skills of science subject matter/concepts to daily life
experiences.

Specific Objective: Students will learn animals communicate through sounds and motions by
watching a video and researching. Students play charades to help practice non-verbal
communications.

Method(s): direct instruction, whole group, individually

Materials: computers, blank sheets of paper, pencils

Direct Instruction:
First, the teacher will start off with the EQ. This will begin a discussion on how animals
communicate. The teacher will display a video on the smart board.
(https://www.youtube.com/watch?v=1CwIJYFa--w) The teacher will tell the students that
animals communicate through sounds and expressions. The teacher will ask the students to make
a face expression showing sadness, happiness, excitement, and being worried. The teacher will
tell students that animals rely on nonverbal cues for understanding.
Next, the teacher will tell the students that they are going to be playing charades. The teacher
will let each student have a chance to come to the board to act out a scene without talking. The
students will have to guess what the scene is by the actions of the student.
After the students are finished playing charades, the teacher will tell the students that they are
going to be going to the computer lab. The teacher will tell the students that they are going to
pick an animal and research how the animal communicates such as its motions or sounds. The
teacher will observe the students while they are in the lab.
When the students come back from the computer lab, the teacher will let each student share their
information. Students will be able to learn how different animals communicate.
Guided Practice:
The class will play charades. The students will practice using nonverbal communication.

Differentiation:
Tier 1: Student will be able to talk during the charades game instead of just being able to act it
out.
Tier 2: Students will write down pictures during the charades games instead of acting the scene
out.
Tier 3: Students will act the scene out when playing charades.

Lesson Closure:
After the students come back to the classroom, each student will share their research with the
class. The students will learn how different animals communicate.

Independent Practice:
The students are going to go to the computer lab to research on how different animals
communicate. The students must have three sentences about how the animal they choose
communicates.

Assessment:

Students must score at least a 9 or above to pass.

Name:__________________
Rubric

Above Mastery Mastery Below Mastery Novice

20-15 14-9 8-4 3-0

Student remains on task
for the entire lesson.
Student participates in the
charade activity the entire
time.
Student completes
research in the computer
lab by having three
sentences showing how
an animal communicates.
Student remains on task
for more than half of the
lesson.
Student participates in the
charade activity for most
of the time.
Student completes
research in the computer
lab by having two
sentences showing how
an animal communicates
Student remains on task
for half of the lesson.
Student participates in the
charade activity for less
than half of the time.
Student completes
research in the computer
lab by having one
sentences showing how
an animal communicates
Student remains on task
for less than half of the
lesson.
Student does not
participate in the charade
activity.
Student does not attempt
to do the research activity.
Time & Resources:
Youtube. (November 11, 2012). How Do Animals Communicate. Youtube. Retrieved from
https://www.youtube.com/watch?v=1CwIJYFa--
 Day 9

Bluefield State College

Daily Lesson Plan (Template)

Name: Brittany Gremore Date: 2/25/16

Subject: Mathematics Topic: Addition

Grade: 2nd Length of Lesson: 45 minutes

Introduction (Essential Question): If I have 5 pens, and I receive 8 more from my teacher and
3 from my parents. How many will I have now?

Standard: Operations and Algebraic Thinking

Cluster: M.2.OA.2
Objective: fluently add and subtract within 20 using mental strategies and by end of Grade 2,
know from memory all sums of two one-digit numbers. (CCSS Math.2.OA.2)

Specific Objective: 85% of students learn how to add three numbers up all together by going
over demonstrations, playing a learning game, completing a worksheet, and by doing problems
on a marker board.

Method(s): direct instruction with lecture, demonstration, whole group, individually

Materials: smart board, marker board, markers, worksheet

Direct Instruction:
First, the teacher will tell students many people communicate by using hand gestures. For
example, a person may wave to someone to say hello. The teacher will tell students they are
going to be using their hands to communicate the answers to simple addition problems. The
teacher will ask students what is 4+5, 2+3, 8+2, and 3+4+5. The students should hold up their
fingers to each question.
Next, the teacher will start off with the EQ. The teacher will do the problem on the board
with the students. The teacher will go over more examples on the board with the students such as
5+2+5, 2+4+2, and 12+5+4. The teacher will go over each step on the board. After showing the
students several examples of addition problems, the teacher will let the students play a learning
game on the smart board. (http://www.adaptedmind.com/p.php?
tagId=24&utm_expid=33853517-187.sZqKSYCPRHGrlWmXjm9X2A.0&utm_referrer=http
%3A%2F%2Fwww.adaptedmind.com%2Fgradelist.php%3Fgrade%3D2.) The teacher will give
each student the opportunity to come to the board and try a problem.
Next, the teacher will pass out a Make it Fun worksheet. The teacher will tell students
to complete the worksheet. The teacher will go around the room to make sure students are
staying on task. After all of the students are finished, the teacher will go around the room and
take up the papers.
Then, the teacher will pass out little marker boards and markers to the students. The teacher will
tell students that many people use signs to communicate. For instance, stores make signs to let
customers know about their deals or promotions. The teacher will tell students they are going to
be using their marker boards to communicate the answers to the teacher. Each student will
complete the problems on the marker board. The teacher will write a problem on the board, and
the students will solve it on their marker board. Once the student is finished, he or she will hold
up their marker board for the teacher to see. The teacher will go around the room making sure
each student answered the question correctly.

Guided Practice:
Students will play a learning game on the smart board. The game will give students addition
problems to practice. Each student will be given the opportunity to come to the board and
practice. If the student answers the question wrong, the class will watch the video on the game
that shows what the student did wrong.

Differentiation:
Tier 1: Students will be given the opportunity to learn the addition problems by the teacher
reviewing the information on the board and computer. While the teacher is going over the
problems, the students will copy them down for examples. The students will use the examples for
completing the worksheet.
Tier 2: Students will learn how to do the addition problems by listening to the teacher go over the
problems on the board and the game going over the problems the students get wrong.
Tier 3: Students will be able to learn how to do the addition problems by playing the game. The
students will practice solving the problems.
Lesson Closure:
Students will complete five questions on their marker board. The teacher will give the students
the problem, and the teacher will see if the student answers the question correctly. The teacher
will be able to determine if the students understand how to do the problems or not. Example
problems include 4+2+7, 1+3+2, 4+5+2, 1+3+4, and 1+1+1.

Independent Practice:
The students will complete the Make it Fun worksheet on their own.

Assessment:

Students must score at least a 9 or above to pass.

Name:__________________
Rubric

Above Mastery Mastery Below Mastery Novice

20-15 14-9 8-4 3-0

Student remains on task
for the entire lesson.
Student participates in the
learning game the whole
time.
Student completes the
worksheet and has all 12-
10 problems correct.
Student remains on task
for more than half of the
lesson.
Student participates in the
learning game for more
than half of the time.
Student completes the
worksheet and has at least
10-6 questions correct.
Student remains on task
for half of the lesson.
Student participates in the
learning game for less
than half of the time.
Student completes the
worksheet and has at least
5-1
Student remains on task
for less than half of the
lesson.
Student does not
participate for the
learning game.
Student does not attempt
the worksheet.

Student answers all Student answers 4 Student answers 3 or Student answers 2 or

question correctly while questions correctly while more question correctly fewer questions correctly
doing them on the marker doing them on the marker on the marker board. on the marker board, or
board. board. student does not attempt.

Time & Resources:

Adapted Mind. (2016). Second Grade Level 1. Adapted Mind. Retrieved from
http://www.adaptedmind.com/p.php?tagId=24&utm_expid=33853517-
187.sZqKSYCPRHGrlWmXjm9X2A.0&utm_referrer=http%3A%2F
%2Fwww.adaptedmind.com%2Fgradelist.php%3Fgrade%3D2
 Day 10
Bluefield State College
Daily Lesson Plan (Template)

Name: Brittany Gremore Date: 2/25/16

Subject: English Language Arts Topic: Communication

Grade: 2nd Length of Lesson: 30-45

minutes

Introduction (Essential Question): Which communication is most important to you? In other

words, which type of communication do you use most?

Standard: Writing
Cluster: Research to Build and Present Knowledge
Objective: ELA.2.W.C11.2: recall information from experiences or gather information from
provided sources to answer a question. (CCSS W.2.8)

Specific Objective: Students will create a bubble map on communication. Students will write a
five sentence paragraph where all sentence are complete.

Method(s): whole group, class with discussion, partners, individually

Materials: copies of the story The Best Message, bubble map worksheet, blank sheets of
paper, pencils, and crayons

Direct Instruction:
First, the teacher will pass out the story on page 387b in the teachers book. The teacher will read
the story The Best Message aloud to the students. After the teacher reads the story aloud, the
teacher will put students into pairs. The teacher will tell students to read the story together. When
the students finish reading, the teacher will discuss the story and refer to the EQ. For example, in
the story, Jennie is concerned on which is more important sending a letter or giving someone a
signal with their hand? The teacher will ask students which one do they think is more important.
After discussing the story, the teacher will tell students that they are going to create a list of all
the different types of communication they have been discussing. The teacher will write the list on
the board where all students can see. The teacher will go around the room letting each student
name a type of communication. The list should contain: letters, cell phone, telegraph, signs, hand
signals, social media, commercials (TV), flyers, facial expressions or body movement,
hieroglyphics, magazine, newspaper, conversations in person, books, emails, radio, and pictures.
The teacher will tell students they are going to pick which type of communication they use most
and write about it. The teacher will pass out a bubble map to each student. The teacher will tell
students that their bubble map is a guideline to help write their paragraph. The teacher will go
around the room assisting students who need help.
Once the students are finished with their bubble map, the teacher will pass out a piece of paper to
the students. The students must write a five sentence paragraph about the type of communication
they choose. Each sentence must be a complete sentence. When students start to finish, the
teacher will tell students to turn their papers over. The students will draw a picture of whichever
type of communication they choose.

Guided Practice:
The students read the story The Best Message together. The students will create a list of all the
different types of communication that has been discussed. Once the students get the bubble map,
they will complete the worksheet. The students must select one type of communication and fill in
the bubbles. In the bubbles, the students will write what or how the type of communication
works and give examples.

Differentiation:
Tier 1: When filling in the bubble map, the students will use examples that the teacher will
provide. The student will choose their topic and use the example to fill in their bubble map.
Tier 2: Students will use their reading books or the internet to help them fill in the bubble map.
Tier 3: The students will fill in the bubble map with no manipulatives required.

Lesson Closure:
Students will turn their papers over to the back. Students will draw a picture of which ever type
of communication they choose. The students may color the picture and bubble map if they
choose.

Independent Practice:
Students will write a five sentence paragraph about the type of communication they choose. Each
sentence must be a complete sentence.

Assessment:

Students must score at least a 9 or above to pass.

Name:__________________
Rubric
Above Mastery Mastery Below Mastery Novice
20-15 14-9 8-4 3-0

Student remains on task Student remains on task
for the entire lesson. for more than half of the
lesson.
Student completes the Student completes the
bubble map with all four bubble map with three
bubbles filled in. bubbles filled in.
Student writes the Student writes the
paragraph. The paragraph paragraph. The paragraph
has five complete has at least three complete
sentences. sentences.
Student remains on task Student remains on task
for half of the lesson. for less than half of the
lesson.
Student completes the Student completes the
bubble map with two bubble map with only one
sentences filled in. bubble filled in, or the
student does not attempt
the bubble map.
Student writes the Student does not attempt
paragraph. The paragraph the paragraph.
has two complete
sentences.

Time & Resource:

Englishlinx. (2016). Graphic Organizer Worksheet. Englishlinx. Retrieved from
http://englishlinx.com/graphic_organizers/bubble-map-graphic-organizers.html

Foresman, Scott. (2013). Reading Street: Common Core. Hoboken, NJ: Pearson Education, INC
 Reference

Adapted Mind. (2016). Second Grade Level 1. Adapted Mind. Retrieved from
http://www.adaptedmind.com/p.php?tagId=24&utm_expid=33853517-
187.sZqKSYCPRHGrlWmXjm9X2A.0&utm_referrer=http%3A%2F
%2Fwww.adaptedmind.com%2Fgradelist.php%3Fgrade%3D2

Cavanagh, Mary. Mathematics: The Path to Math Success. Parsippany, NJ: Silver Burdeet Ginn
Incorporation.

Englishlinx. (2016). Graphic Organizer Worksheet. Englishlinx. Retrieved from

http://englishlinx.com/graphic_organizers/bubble-map-graphic-organizers.html

Foresman, Scott. (2013). Reading Street: Common Core. Hoboken, NJ: Pearson Education, INC

Integrated Teaching and Learning Program. (2016). Hands-on Activity: String

Telephones. TEACH ENGINEERNG. Retrieved from
https://www.teachengineering.org/view_activity.php?
url=collection/cub_/activities/cub_sound/cub_sound_lesson02_activity1.xml

Gordon, John. (2016). Alexander Graham Bell. HISTORY. Retrieved from

http://www.history.com/topics/inventions/alexander-graham-bell
Teachers.net. (May, 30, 2013). Practicing Communication Skills Activity. Teachers.net.
Retrieved from http://teachers.net/lessons/posts/4719.html

Youtbube. (April 12, 2011). Basic Overview of Egyptian Hieroglyphics. Youtube. Retrieved from
https://www.youtube.com/watch?v=Xvw6Kn3kwlQ

Youtube. (March 27, 2011). Communication of Yesterday, Today, and

Tomorrow. Youtube.com. Retrieved from https://www.youtube.com/watch?
v=VB-5XSqzAfg

Youtube. (November 11, 2012). How Do Animals Communicate. Youtube. Retrieved from
https://www.youtube.com/watch?v=1CwIJYFa--

Unit Plan Rubric : K-6 Elementary Education TOTAL SCORE:

 200/200 points
Accomplished (17 13 points)
Lesson Candidate knows, understands, and
Evaluation
uses the major concepts,
(ACEI 1.0)
principles, theories, and research
related to development of children
and young adolescents to construct
learning opportunities that support
individual candidates
development and acquisition of
knowledge, and motivation.
ELA Candidate demonstrates a high
(ACEI 2.1)
level of competence in use of
English language arts and they
know, understand, and use
concepts, from reading, language
and child development, to teach
reading, writing, speaking,
viewing, listening, and thinking
skills and to help candidates
successfully apply their developing
skills to many different situations,
materials, and ideas.
Science Candidate knows, understands, and
(ACEI 2.2)
uses fundamental concepts of
physical, life, and earth/space
sciences. The candidate can
design age-appropriate inquiry
lessons to teach science, to build
candidate understanding for
personal and social applications,
and to convey the nature of
science.
Mathematics Candidate knows, understands, and
(ACEI 2.3)
uses the major concepts and
procedures that define number and
operations, algebra, geometry,
measurement, and data analysis
and probability. In doing so, they
consistently engage problem
solving, reasoning and proof,
communication, connections and
representation.
Emerging ( 12 9 points)
Candidate demonstrates some
knowledge, understanding, and
ability to use the major concepts,
principles, theories, and research
related to development of children
and young adolescents to construct
learning opportunities that support
individual candidates development
and acquisition of knowledge, and
motivation.
Candidate demonstrates a moderate
level of competence in use of
English language arts and they know,
understand, and use some concepts,
from reading, language and child
development, to teach reading,
writing, speaking, viewing, listening,
and thinking skills and to help
candidates successfully apply their
developing skills to many different
situations, materials, and ideas.
Candidate demonstrates some
knowledge, understanding, and use
of fundamental concepts of physical,
life, and earth/space sciences. The
candidate did design at least 6 age-
appropriate inquiry lessons to teach
science, to build candidate
understanding for personal and social
applications, and to convey the
nature of science.
Candidate demonstrates some
knowledge, understanding, and use
of the major concepts and procedures
that define number and operations,
algebra, geometry, measurement, and
data analysis and probability. In
doing so, they engage problem
solving, reasoning and proof,
communication, connections and
representation.
Unsatisfactory (8 -0 points)
Candidate demonstrates minimal
knowledge, understanding, and
ability to use the major concepts,
principles, theories, and research
related to development of children
and young adolescents to construct
learning opportunities that may or
may not support individual
candidates development and
acquisition of knowledge, and
motivation.
Candidate demonstrates a low level
of competence in use of English
language arts and they know,
understand, and use few concepts,
from reading, language and child
development, to teach reading,
writing, speaking, viewing, listening,
and thinking skills that may or may
not help candidates successfully
apply their developing skills to many
different situations, materials, and
ideas.
Candidate demonstrates little
knowledge, understanding, and use
of fundamental concepts of physical,
life, and earth/space sciences. The
candidate did design at least 3 age-
appropriate inquiry lessons to teach
science, to build candidate
understanding for personal and social
applications, and to convey the
nature of science.
Candidate demonstrates little
knowledge, understanding, and use
of the major concepts and procedures
that define number and operations,
algebra, geometry, measurement, and
data analysis and probability. In
doing so, they may or may not
engage problem solving, reasoning
and proof, communication,
connections and representation.
Social Studies Candidate knows, understands, and
(ACEI 2.4)
uses the major concepts and modes
of inquiry from the social studies-
the integrated study of history,
geography, the social sciences, and
other related areas- to promote
elementary candidates abilities to
make informed decisions as
citizens of a culturally diverse
democratic society and
interdependent world.
Integrating and Candidate plans and implements
Applying
instruction based on knowledge of
Knowledge for
Instruction candidates, learning theory,
(ACEI 3.1) connections across the curriculum,
curricular goals, and community.
Adaptation to Candidate understands how
Diverse
elementary candidates differ in
Candidates
(ACEI 3.2) their development and approaches
to learning, and creates
instructional opportunities that are
adapted to diverse candidates.
Development of Candidate understands and uses a
Critical Thinking
variety of teaching strategies that
and Problem
Solving encourage elementary candidates
(ACEI 3.3) development of critical thinking
and problem solving.
Active Candidate uses their knowledge
Engagement in
and understanding of individual
Learning
(ACEI 3.4) and group motivation and behavior
among candidates at the K-6 level
to foster active engagement in
learning, self-motivation, and
positive social interaction.
Communication Candidate uses their knowledge
to Foster
and understanding of effective
Collaboration
(ACEI 3.5) verbal, nonverbal, and media
communication techniques to
foster activity inquiry,
Candidate demonstrates some
knowledge, understanding, and use
of major concepts and modes of
inquiry from the social studies- the
integrated study of history,
geography, the social sciences, and
other related areas- to promote
elementary candidates abilities to
make informed decisions as citizens
of a culturally diverse democratic
society and interdependent world.
Candidate plans and implements
most instruction based on knowledge
of candidates, learning theory,
connections across the curriculum,
curricular goals, and community.
Candidate demonstrates some
understanding of how elementary
candidates differ in their
development and approaches to
learning, and creates instructional
opportunities that are adapted to
diverse candidates.
Candidate understands and uses
some variance of teaching strategies
that encourage elementary
candidates development of critical
thinking and problem solving.
Candidate uses their knowledge and
understanding of individual and
group motivation and behavior
among candidates at the K-6 level to
foster moderate levels of active
engagement in learning, self-
motivation, or positive social
interaction.
Candidate uses their knowledge and
understanding of effective verbal,
nonverbal, and media
communication techniques to foster
some opportunities for activity
Candidate demonstrates little
knowledge, understanding, and use
of major concepts and modes of
inquiry from the social studies- the
integrated study of history,
geography, the social sciences, and
other related areas- that may or may
not promote elementary candidates
abilities to make informed decisions
as citizens of a culturally diverse
democratic society and
interdependent world.
Candidate plans and implements
some instruction based on knowledge
of candidates, learning theory,
connections across the curriculum,
curricular goals, and community.
Candidate demonstrates little
understanding of how elementary
candidates differ in their
development and approaches to
learning, and may or may not create
instructional opportunities that are
adapted to diverse candidates.
Candidate understands and uses little
variance of teaching strategies that
encourage elementary candidates
development of critical thinking and
problem solving.
Candidate may or may not use their
knowledge and understanding of
individual and group motivation and
behavior among candidates at the K-
6 level to foster minimal levels of
active engagement in learning, self-
motivation, or positive social
interaction.
Candidate may or may not use their
knowledge and understanding of
effective verbal, nonverbal, and
media communication techniques to
foster few opportunities for activity
 collaboration, and supportive
interaction in the elementary
classroom.
Assessment for Candidate knows, understands, and
Instruction
uses formal and informal
(ACEI 4.0)
assessment strategies to plan,
evaluate, and strengthen
instruction that will promote
continuous intellectual, social,
emotional, and physical
development of each elementary
candidate.
Accomplished (6 5 points)
Organization/ The plan is very well organized.
Clarity
There are no
grammatical/mechanical errors.
Accomplished (7 6 points)
Additional The overview contains the
Evaluation
required information and is
included with the plan. The self-
evaluation rubric is completed and
included with the plan.
Adapted from 2007 ACEI Standards.
inquiry, collaboration, and supportive
interaction in the elementary
classroom.
Candidate demonstrates some
knowledge, understanding, and
ability to use formal and informal
assessment strategies to plan,
evaluate, and strengthen instruction
that will promote continuous
intellectual, social, emotional, and
physical development of each
elementary candidate.
Emerging ( 4 3 points)
The plan is well organized. There are
only a few grammatical/mechanical
errors that do not detract from the
plan.
Emerging ( 5 4 points)
The overview contains most of the
required information and is included
with the plan. The self-evaluation
rubric is completed and included
with the plan.
inquiry, collaboration, and supportive
interaction in the elementary
classroom.
Candidate demonstrates little
knowledge, understanding, and
ability to use formal and informal
assessment strategies to plan,
evaluate, and strengthen instruction
that will may or may not promote
continuous intellectual, social,
emotional, and physical development
of each elementary candidate.
Unsatisfactory (2 -0 points)
The plan is lacking organization.
There are several
grammatical/mechanical errors that
do detract from the plan.
Unsatisfactory (3 -0 points)
The overview contains some of the
required information and is included
with the plan. The self-evaluation
rubric is completed and included
with the plan.
Unit Plan Rubric : K-6 Elementary Education
_190__/200 points
Accomplished (17 13 points)
Lesson Candidate knows, understands, and
Evaluation
uses the major concepts,
(ACEI 1.0)
principles, theories, and research
17 related to development of children
and young adolescents to construct
learning opportunities that support
individual candidates
development and acquisition of
knowledge, and motivation.
ELA Candidate demonstrates a high
(ACEI 2.1)
level of competence in use of
17 English language arts and they
know, understand, and use
concepts, from reading, language
and child development, to teach
reading, writing, speaking,
viewing, listening, and thinking
skills and to help candidates
successfully apply their developing
skills to many different situations,
materials, and ideas.
Science Candidate knows, understands, and
(ACEI 2.2)
uses fundamental concepts of
17 physical, life, and earth/space
sciences. The candidate can
design age-appropriate inquiry
lessons to teach science, to build
candidate understanding for
personal and social applications,
and to convey the nature of
science.
TOTAL SCORE:
Emerging ( 12 9 points)
Candidate demonstrates some
knowledge, understanding, and
ability to use the major concepts,
principles, theories, and research
related to development of children
and young adolescents to construct
learning opportunities that support
individual candidates development
and acquisition of knowledge, and
motivation.
Candidate demonstrates a moderate
level of competence in use of
English language arts and they know,
understand, and use some concepts,
from reading, language and child
development, to teach reading,
writing, speaking, viewing, listening,
and thinking skills and to help
candidates successfully apply their
developing skills to many different
situations, materials, and ideas.
Candidate demonstrates some
knowledge, understanding, and use
of fundamental concepts of physical,
life, and earth/space sciences. The
candidate did design at least 6 age-
appropriate inquiry lessons to teach
science, to build candidate
understanding for personal and social
applications, and to convey the
nature of science.
Unsatisfactory (8 -0 points)
Candidate demonstrates minimal
knowledge, understanding, and
ability to use the major concepts,
principles, theories, and research
related to development of children
and young adolescents to construct
learning opportunities that may or
may not support individual
candidates development and
acquisition of knowledge, and
motivation.
Candidate demonstrates a low level
of competence in use of English
language arts and they know,
understand, and use few concepts,
from reading, language and child
development, to teach reading,
writing, speaking, viewing, listening,
and thinking skills that may or may
not help candidates successfully
apply their developing skills to many
different situations, materials, and
ideas.
Candidate demonstrates little
knowledge, understanding, and use
of fundamental concepts of physical,
life, and earth/space sciences. The
candidate did design at least 3 age-
appropriate inquiry lessons to teach
science, to build candidate
understanding for personal and social
applications, and to convey the
nature of science.
Mathematics Candidate knows, understands, and
(ACEI 2.3)
uses the major concepts and
17 procedures that define number and
operations, algebra, geometry,
measurement, and data analysis
and probability. In doing so, they
consistently engage problem
solving, reasoning and proof,
communication, connections and
representation.
Social Studies Candidate knows, understands, and
(ACEI 2.4)
uses the major concepts and modes
17 of inquiry from the social studies-
the integrated study of history,
geography, the social sciences, and
other related areas- to promote
elementary candidates abilities to
make informed decisions as
citizens of a culturally diverse
democratic society and
interdependent world.
Integrating and Candidate plans and implements
Applying
instruction based on knowledge of
Knowledge for
Instruction candidates, learning theory,
(ACEI 3.1) connections across the curriculum,
curricular goals, and community.
17
Adaptation to Candidate understands how
Diverse
elementary candidates differ in
Candidates
(ACEI 3.2) their development and approaches
to learning, and creates
12 instructional opportunities that are
You had some
adapted to diverse candidates.
good ideas, but an
additional focus
on appealing to
different types of
learners as
opposed to
different levels of
learners could be
beneficial.
Development of Candidate understands and uses a
Critical Thinking
variety of teaching strategies that
and Problem
Solving encourage elementary candidates
(ACEI 3.3) development of critical thinking
and problem solving.
17
Candidate demonstrates some
knowledge, understanding, and use
of the major concepts and procedures
that define number and operations,
algebra, geometry, measurement, and
data analysis and probability. In
doing so, they engage problem
solving, reasoning and proof,
communication, connections and
representation.
Candidate demonstrates some
knowledge, understanding, and use
of major concepts and modes of
inquiry from the social studies- the
integrated study of history,
geography, the social sciences, and
other related areas- to promote
elementary candidates abilities to
make informed decisions as citizens
of a culturally diverse democratic
society and interdependent world.
Candidate plans and implements
most instruction based on knowledge
of candidates, learning theory,
connections across the curriculum,
curricular goals, and community.
Candidate demonstrates some
understanding of how elementary
candidates differ in their
development and approaches to
learning, and creates instructional
opportunities that are adapted to
diverse candidates.
Candidate understands and uses
some variance of teaching strategies
that encourage elementary
candidates development of critical
thinking and problem solving.
Candidate demonstrates little
knowledge, understanding, and use
of the major concepts and procedures
that define number and operations,
algebra, geometry, measurement, and
data analysis and probability. In
doing so, they may or may not
engage problem solving, reasoning
and proof, communication,
connections and representation.
Candidate demonstrates little
knowledge, understanding, and use
of major concepts and modes of
inquiry from the social studies- the
integrated study of history,
geography, the social sciences, and
other related areas- that may or may
not promote elementary candidates
abilities to make informed decisions
as citizens of a culturally diverse
democratic society and
interdependent world.
Candidate plans and implements
some instruction based on knowledge
of candidates, learning theory,
connections across the curriculum,
curricular goals, and community.
Candidate demonstrates little
understanding of how elementary
candidates differ in their
development and approaches to
learning, and may or may not create
instructional opportunities that are
adapted to diverse candidates.
Candidate understands and uses little
variance of teaching strategies that
encourage elementary candidates
development of critical thinking and
problem solving.
Active Candidate uses their knowledge
Engagement in
and understanding of individual
Learning
(ACEI 3.4) and group motivation and behavior
among candidates at the K-6 level
17 to foster active engagement in
learning, self-motivation, and
positive social interaction.
Communication Candidate uses their knowledge
to Foster
and understanding of effective
Collaboration
(ACEI 3.5) verbal, nonverbal, and media
communication techniques to
16 foster activity inquiry,
collaboration, and supportive
interaction in the elementary
classroom.
Assessment for Candidate knows, understands, and
Instruction
uses formal and informal
(ACEI 4.0)
assessment strategies to plan,
15 evaluate, and strengthen
Specify criteria instruction that will promote
for mastery (see
continuous intellectual, social,
notes throughout).
emotional, and physical
development of each elementary
candidate.
Accomplished (6 5 points)
Organization/ The plan is very well organized.
Clarity
There are no
grammatical/mechanical errors.
4
Accomplished (7 6 points)
Additional The overview contains the
Evaluation
required information and is
included with the plan. The self-
evaluation rubric is completed and
7 included with the plan.
I really liked theme and the way that you addressed so many different aspects of communication!!
Adapted from 2007 ACEI Standards.
Candidate uses their knowledge and
understanding of individual and
group motivation and behavior
among candidates at the K-6 level to
foster moderate levels of active
engagement in learning, self-
motivation, or positive social
interaction.
Candidate uses their knowledge and
understanding of effective verbal,
nonverbal, and media
communication techniques to foster
some opportunities for activity
inquiry, collaboration, and supportive
interaction in the elementary
classroom.
Candidate demonstrates some
knowledge, understanding, and
ability to use formal and informal
assessment strategies to plan,
evaluate, and strengthen instruction
that will promote continuous
intellectual, social, emotional, and
physical development of each
elementary candidate.
Emerging ( 4 3 points)
The plan is well organized. There are
only a few grammatical/mechanical
errors that do not detract from the
plan.
Emerging ( 5 4 points)
The overview contains most of the
required information and is included
with the plan. The self-evaluation
rubric is completed and included
with the plan.
Candidate may or may not use their
knowledge and understanding of
individual and group motivation and
behavior among candidates at the K-
6 level to foster minimal levels of
active engagement in learning, self-
motivation, or positive social
interaction.
Candidate may or may not use their
knowledge and understanding of
effective verbal, nonverbal, and
media communication techniques to
foster few opportunities for activity
inquiry, collaboration, and supportive
interaction in the elementary
classroom.
Candidate demonstrates little
knowledge, understanding, and
ability to use formal and informal
assessment strategies to plan,
evaluate, and strengthen instruction
that will may or may not promote
continuous intellectual, social,
emotional, and physical development
of each elementary candidate.
Unsatisfactory (2 -0 points)
The plan is lacking organization.
There are several
grammatical/mechanical errors that
do detract from the plan.
Unsatisfactory (3 -0 points)
The overview contains some of the
required information and is included
with the plan. The self-evaluation
rubric is completed and included
with the plan.