Gretchen Ellwood

EDC 274

M8A1

Signature Assignment

Integrated Unit

Unit Outline:

Unit Title: My Community

Theme: Equal Rights & Responsible Citizenship

Grade Level: 2

Standards:

Science

Strand 2, Concept 1, PO 1. & PO 2.

• Identify how diverse people and/or cultures, past and present, have made important

contributions to scientific innovations (e.g., Daniel Hale Williams [physician], supports

Strand 4; Charles Drew [physician], supports Strand 4; Elizabeth Blackwell [physician],

supports Strand 4).

• Identify science-related career opportunities.

Social Studies

Strand 3, Concept 4, PO 1. & PO 2.

• Discuss examples of responsible citizenship in the school setting and in stories about the

past and present.

• Describe the rights and responsibilities of citizenship.

ELA
2.W.1

Write opinion pieces in which they introduce the topic or book they are writing about, state an

opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to

connect opinion and reasons, and provide a concluding statement or section.

Key Terms:

Citizen, Citizenship, Responsibility, Career, Gender, Gender-Bias, Gender-Neutral, Opinion,

Supporting Details, Characteristics of a Responsible Citizen Vocab., Careers in Science Vocab.

Key People:

Amelia Earhart
Martin Luther King Jr.

Neil Armstrong
Jane Goodall
Ben Franklin
The Wright Brothers
Sally Ride
George Washington Carver
Alexander Graham Bell
Mae C. Jemison
Charles Drew
Rachel Carson
Galileo
Thomas Edison

Requisite Knowledge:

Students should understand how to write an opinion statement & paragraph development of an

opinion. Students should have a concept of rights and laws and how they are meant to protect us.

Students should be aware that people in the United States have varied backgrounds.

Knowledge Gained from Unit:

Students will identify opportunities for different careers in science.

Students will discuss gender inequality of the past and discuss ways we can still improve today.

Students will discuss examples of responsible citizenship (past & present).

Students will describe the rights and responsibilities of a responsible citizen.

Students will point new knowledge toward the development of an opinion piece.

Overall Description:

Students will be introduced to the idea that kids are scientists through a read-aloud, “What is a

Scientist?” by Barbara Lehn. Then, students will embark on a journey that allows them to travel

through time and space, uncovering pieces of our past that should be celebrated and others that

should be learned from. To begin, students will participate in a project-based lesson that invites

the discussion of gender-bias in the Math/Science Careers. Students will participate in

discussions that allow them to learn about the opportunities each of them have in the careers of

math and science. Students will ponder higher-level thinking questions, making them aware of

some gender biases that still exist today. Moving forward, students will be introduced to key

people from our nation’s past that that stood up to inequality. For example, Amelia Earhart, who

challenged gender inequality and Martin Luther King Jr., who challenged racial inequality.

Students will chart what characteristics of Amelia Earhart and Martin Luther King Jr. exhibited

that made them examples of responsible citizens. Students will learn more about what a

responsible citizen looks like and how we can contribute by being responsible citizens in our

own communities and schools. Lastly, students will develop opinion pieces. Students will choose

a focal person from a list of key people derived from the sciences. Students will share their

opinion (“I think ___________ is/was a responsible citizen.”). They should persuade others in

their writing by also using supporting details gathered through research.

Instructional Sequence:

I plan on using the Interdisciplinary Themes approach by combining Science, Social

Studies, and English/Language Arts to allow students a fuller, deeper, and more authentic

understanding of the selected grade 2 material.

To begin, I will combine ELA and Science in a read-aloud about what makes up a

scientist. Students will pull ideas from the text and brainstorm examples of their own to support

the idea that kids are scientists too!

I will also discuss and apply metacognition across a variety of different lessons, putting

the students in the driver’s seat. To start, children will be prompted to think about why it is

important to learn about the many careers available in math and science. Students will be

stretched further to brainstorm reasons children could be detoured from wanting a career in

science. Later, students will engage in a meaningful discussion about how careers in math and

science are presented to children and how careers in science could be presented in a more gender

neutral way. I will explicitly refer to and define metacognition as “driving their brains” to help

the time be most meaningful.

Next, students will have the opportunity to explore key people from history who stood up

to inequality and compile a list of characteristics about each. I will help model for students by

talking through my thinking when I tie the characteristics of MLK and Amelia Earhart to the idea

of responsible citizenship.

Then, students will be able to choose who they want to research/learn about from a list of

key people derived from the sciences to help them write a well-supported opinion. Is ______ a

responsible citizen? Why/why not? This is another component of metacognition which motivates
and engages students at a higher degree (choice). I will use the cross-disciplinary skills approach

to teach 21st century skills during this process (research).

Students will end this unit by writing opinion pieces. I will use the disciplinary approach

and refer to the students as masterful writers and researchers throughout the process. For

example, “How would a masterful writer support his/her opinion?” and “How would a researcher

record his/her findings?”. This unit will be successful because of the way the material is

presented in meaningful, connected patterns. That’s the hope, anyway!

Kids are scientists too!

Girls and Boys can have a career in science!

A responsible citizen/practice with opinion writing.

Responsible citizens from our past.

Responsible citizens in the field of science.

Opinion pieces/research.

Lesson #1

Name: Gretchen Ellwood Pima Course: EDC274 Instructor: Eagleton

Subject: ELA & Sci. Topic: What is a Scientist?/ Grade Level: 2 Duration: 45
Kids are Scientists too!
List of Materials, Handouts, Rubrics, and other Documents:

• Book: What is a Scientist? by: Barbara Lehn

• Post-It Notes
• Ready to Go T-Chart
• Essential Question Hand Out (x2)
• Writing/Drawing Materials
• Essential Question Teacher Model/Elmo Projector
• Tape
Purpose/Goal and/or Essential Question(s):

For children to become excited about science!

For children to develop the idea that science is a way of thinking about the world/problem solving.
For children to come to the conclusion that kids are scientists too!

What does a scientist do?

Who is/can be a scientist?

Components Description of Plan

Content Standards
Choose no more than TWO
standards per lesson. One
standard MUST be an ELA
standard.
Science
Strand 2, Concept 1
PO 1. Identify how diverse people and/or cultures, past and present,
have made important contributions to scientific innovations (e.g., Daniel
Hale Williams [physician], supports Strand 4; Charles Drew [physician],
supports Strand 4; Elizabeth Blackwell [physician], supports Strand 4).

ELA

(2.L.5)

Demonstrate understanding of word relationships and nuances in word

meanings.

a. Identify real-life connections between words and their use (e.g.;

describe foods that are spicy or juicy)

Learning Objective
§ Choose ONE level of Objective: SWBAT…
complexity from Bloom’s
Revised Taxonomy. illustrate a book page using action verbs/ideas from What is a
§ Write ONE objective that leads Scientist? (to demonstrate understanding that kids are scientists too.)
toward mastery of the focal
standard
§ Must be ONE simple sentence Kid-Friendly Objective:
with at least two parts: learning
(the content) and behavior (the I can… prove that kids are scientists through drawing and writing.
cognitive process).
§ Must be specific, measurable,
and realistic.
Est Anticipatory Set
# of § Sometimes called a TW pass out a blank post-it note to each student.
Min "hook" to grab the
student's attention SW engage with the objective by…
10 § Students must state the
OBJECTIVE &
TPS
PURPOSE
§ Activates prior 1) Drawing a picture to represent a “scientist”.
knowledge of the 2) Sharing their picture with a partner and explaining why their
objective picture represents science.
§ Requires active 3) Pressing their post-it note picture to the board on the left side
participation from ALL
of a T chart drawn by the teacher.
learners
See below.

SW also raise their hands to share ideas with the group about…

1) What do scientists do?

{TW write the action verbs that children brainstorm in the blank
spaces on the left side of the T-chart.}
2) Who can be a scientist? What about kids?

SW state the purpose verbatim, as follows:

I can… prove that kids are scientists through drawing and writing.
 When I do… I will be able to relate better with the scientists we are
going to learn about in this unit.

Est Teaching-Input
# of Using effective and varied TW pass out a piece of paper to each student with an essential
Min strategies, the teacher question at the top: “What do scientists do?”
provides information and
10 vocabulary students will need
in order to grasp the concept,
SW engage in a read aloud, “What is a Scientist” by Barbara Lehn, by
strategy, or skill.
writing down action verbs from the book that help answer the essential
question.

What is a scientist? By Barbara Lehn

https://www.youtube.com/watch?v=Vn-xZKlShjE

During the read-aloud, TW explain…

“The author of this book is using a lot of action verbs to describe

what scientists do.”

TW pause midway and SW share what they have written so far.

TW also provoke students to think about the pictures during the

read aloud…

“What kinds of people/examples does the illustrator use to

support what the author writes about scientists.” (kids)

SW share what they notice.

Est Teaching-Modeling SW engage in metacognitive thinking by watching the teacher

# of Teacher demonstrates and
Min model her own thought process and by planning how they might
shows examples of what
5 approach the essential question: “Who is/can be a scientist?”
students are expected to do
 (how to solve the problem,
answer the question, do the
activity etc.).
Est Guided Practice
# of An opportunity for each
Min student to demonstrate new
15 learning by working through
an activity or exercise with
the teacher’s guidance. This
is the heart of the lesson.
SW share ideas with a partner about the verb they will use to
support the idea that they are scientists and the picture they
might draw to go with it.
A few students will be asked to share ideas aloud.
Teacher will use this to check for understanding.
SW complete the essential question page, proving that they themselves
are scientists by using an action statement and drawing a picture to
support it.
TW redirect student thinking when necessary.
TW use worksheets to assess learning.

Est Closure
# of § ALL students must
Min engage in brief closure
5 activity to cement
learning and optimize
transfer.
§ Students must restate
OBJECTIVE &
PURPOSE.
Est Independent Practice
# of AFTER proper closure, it is
Min important to provide time for
X additional practice. It may be
group or individual work in
class or it might be
homework.
Checks for Understanding
§ Describe the quick, informal
strategies you will use to check
understanding throughout the
lesson.
§ Checks enable the teacher to
determine whether ALL
students have "gotten it" before
moving on.
§ MUST be done prior to guided
practice and again prior to
independent practice.
Assessment Options
§ Describe how you will pre- and
post-test students’
understanding of the objective.
§ Alternative options for diverse
learners should also be
provided
SW assess their own learning by taping their completed pages to
the right side of the T-Chart and comparing what they thought
then to what they know now.
SW engage with the objective by…
Sharing what they did today with a partner and repeating as a class:
“We can prove that kids are scientists through writing and drawing.”
SW restate the purpose of the lesson.
TW prompt… “Why is it important for you to think about how you, as
kids, contribute to science?”
SW repeat…
“Now we can relate better to scientists in our unit!”
During literacy centers, students will have the opportunity to add more
action statements and drawings to the right side of the board. Students
will be able to reference the book, What is a Scientist?, and pull ideas
from the text for additional practice.
Informally, TW check for understanding when he/she pauses the read-
aloud to ask students to share the action verbs they wrote down and to
share what they notice about the pictures.
TW ask students to share ideas before modeling and after modeling to
make sure all have “gotten it”.
TW walk around the room during guided practice and check action
verbs/statements that students are writing to make sure they align with
the objective/purpose and redirect when necessary.
TW examine children final work on the front board before breaking for
literacy centers and refocus students who need extra support with an
all-group “check-in”.
Pre-Assessment of Objective: Students will add ideas about scientists
to the left side of the T-Chart, “Before Reading”.
Post-Assessment of Objective: Students will complete the essential
question worksheet and add it to the right side of the T-Chart to
demonstrate new learning.
 Alternative Assessment Options: Support students during Literacy
Centers if necessary.
Differentiation Options Content: Students who finish early will be asked to expand on this
Describe how you will reach diverse concept by thinking about the higher order question; “How do scientists
learners (ability & learning style) by contribute to our community?” “Why does the world need kid
varying the: scientists?”
§ Content
§ Process
Process: Students who would benefit from using the book as a visual
§ Product
tool in helping them formulate their own ideas toward the learning
objective will have this option available to them.

Product: Students who are ready to expand during literacy centers can
use the classroom camera to take pictures of classmates
demonstrating kids being scientists to support action statements (rather
than drawing). TW print them for students.
21st Century Learning Technology: Elmo Projector for modeling + Camera for differentiation
Includes technology as well as the 4 option.
Cs:
§ Critical Thinking Critical Thinking: Students will be challenged to think about what makes
§ Creativity a scientist a scientist and who can be considered a scientist. How do
§ Collaboration
we prove this?
§ Communication
Creativity: Students will be able to choose their own action verb and
create their own action statements and drawing to support this.

Collaboration: Students will discuss the essential questions in both

pairs and the whole-group setting.

Communication: Students will communicate through speaking/listening,

and through writing/drawing.

Lesson #2

Name: Gretchen Ellwood Pima Course: EDC 274 Instructor: Eagleton

Subject: Science & Topic: Careers in Science Grade Level: 2 Duration: 50

ELA (Gender Bias)
List of Materials, Handouts, Rubrics, and other Documents:

Picture Cards
Tape
Cartoon Character Slide/Document
Foam Football
Props (Optional)
Anchor Chart w/ Questions
Student Response/Guiding Questions Worksheet
Presentation Evaluation

Purpose/Goal and/or Essential Question(s):

To teach children that the opportunity for a career in science is for everybody!
 Components Description of Plan
Content Standards Science
Choose no more than TWO
standards per lesson. One Concept 1
standard MUST be an ELA
standard. PO 2. Identify science-related career opportunities.

&

ELA

(2.SL.1)

Participate in collaborative conversations with diverse partners

about grade 2 topics and texts with peers and adults in small and
larger groups.

Learning Objective
§ Choose ONE objective that
leads toward mastery of the SWBAT list at least 4 opportunities for careers in science.
focal standard
§ Must be specific, measurable,
and realistic.
§ Must have at least two parts:
learning and behavior
Est ENGAGEMENT SW ask each other (in pairs) what they want to be when they
# of § Describe how the grow up.
Min teacher will captivate
s
5
students’ interest. TW share video: STEM Careers - Why aren't kids interested in them?
§ What questions should
students ask https://www.youtube.com/watch?v=HxuEHhERFIQ
themselves after the SW share what they learned from the video.
engagement?
TW prompt students, “Why is it important to learn about careers
in math & science?”

Allow time for children to share ideas/opinions.

Est EXPLORATION
# of § Describe the hands- TW will pass out a picture of a scientist to each “pair” of students.
Min on/minds-on activities The scientists will represent different options for careers in
s science. The cards will be labeled appropriately and describe the
students will be doing.
10 § List “big idea” career briefly on the back.
conceptual questions
the teacher will use to EX)
encourage and/or focus
students’ exploration
 SW study the card and plan a way to present the information
about the career in science to the class in a way that will make
others think the career is “cool”.

“Why does it matter what kids think of careers in science?”

Est EXPLANATION SW present their science career to the class in a creative way.
# of § Student explanations
Min precede teacher SW tape their picture to the board when finished to be a part of a
s collage of the different science careers we talked about.
explanations.
10 § List higher order Once all students have shared…
thinking questions to
solicit student TW open a collaborative conversation
explanations and help :
them to justify their What do you notice about the pictures now that they’re all on the
explanations. board? (all old, white, males)
§ What questions or
techniques will the TW wait for student response. TW redirect thought when
teacher use to help necessary.
students connect their
exploration to the SW respond to higher order thinking questions.
concept under
examination? How do you think this affects a female’s perception of her
opportunity as a future scientist?
 § Students should state
the objective and Where do you see scientists in your own life? (books, movies,
purpose. T.V. shows, friends/family, posters, etc.)

TW invite discussion/student response.

TW…
Say: “I researched a list of cartoon characters who are scientists
on the internet last night.”

Show: A collage of the pictures he/she found.

SW share what they notice?

(All male scientists)

How do you think this contributes to your thinking about

scientists?

Invite student response.

What was the purpose of talking about careers in science?

SW respond.

SW repeat after me, The PURPOSE of today's lesson is to

explore career options in science and to practice collaborative
discussion behaviors.

Est ELABORATION SW…

# of § Describe how students
Min will develop a more 1) List 4 science related careers. (What do you already
s know?)
sophisticated
10 understanding of the 2) Brainstorm an idea about how you could teach the 1
st

concept. graders about these careers in a way that is gender

§ What vocabulary will be neutral. (What do you think?)
introduced and how will
it connect to students’
observations? Define for students/reintroduce vocabulary:
§ How is this knowledge
applied in our daily Career
lives? Gender (Male/Female)
Bias
Gender-Neutral
Biologist, Zoologist, Oceanographer, Astronaut, Meteorologist,
etc.
Est EVALUATION SW share their ideas with a partner about how they would teach
# of st
§ How will students the 1 graders about careers in science in a way that is not
Min demonstrate their biased.
s
understanding
10 throughout and after the SW give each other feedback and continue to discuss ways to
lesson? improve presentation plans.
§ How will the teacher
know that all students TW walk around and look at the lists of each student to assess
have achieved the learning/understanding.
lesson objective?
§ How will students TW listen in to small group discussions and refocus student
assess their own thought when necessary.
progress?
SW write down 1-2 things they learned from their partner after the
collaborative discussion on a diverse group topic.
TW collect and assess learning/mastery of small group
discussion.

Est Closure: Using a foam football to pass, give students the opportunity to
# of § Actions or statements respond popcorn style.
Min made by students that
s
summarize lesson "If you could pick one science career, which one would you
5 objectives. choose and why?" (Allow a couple students to share and pass
§ Essential for helping football)
students integrate ideas
and improve their We can list opportunities in the career of science! Say it with me!
chances of retention
and transfer. “I can list 4 opportunities for careers in science.”
But…
As you know, kids are already scientists!
What ways are we learning to think and talk like scientists?
You don’t have to wait to grow up to be a scientist! Kids are
scientists too! Girls & Boys!
Differentiation Options Content:
Describe how you will reach diverse I can offer descriptions of careers in more simplified language for
learners by varying the: some learners. I can ensure that children are matched with the
§ Content correct card to fit their particular reading level.
§ Process Process:
§ Product Using pictures and writing questions to help guide thinking. Using
opportunities for modeling with the whole group and with
pairs/small groups as needed.
Product:
Products are collaborative. I will group children accordingly.
21st Century Learning Critical Thinking:
Describe how you incorporated The lesson is built on higher-order questioning about how images
technology and the 4 Cs: we see in school and in our world affect our idea of careers in
§ Critical Thinking science.
§ Creativity Creativity:
§ Collaboration Children have the opportunity to create a presentation in a
§ Communication gender neutral way.
Collaboration:
Students work in pairs and in small groups.
Communication:
 Students are participating in a discussion that allows them the
experience of debate.

Lesson #3

Name: Gretchen Ellwood Pima Course: EDC274 Instructor: Eagleton

Subject: Topic: Grade Level: Duration:

Social Studies + ELA A Responsible Citizen 2 50
List of Materials, Handouts, Rubrics, and other Documents:

Evaluation
Video/Screen
Essential Question Slips
Fictional Character Pictures
Chart Paper

Purpose/Goal and/or Essential Question(s):

What are the characteristics of a responsible citizen?
Who are the responsible citizens that make up our school/community?
How can I be a responsible citizen?

Components Description of Plan

Content Standards ELA
Choose no more than TWO
standards per lesson. One standard 2.W.1
MUST be an ELA standard.
Write opinion pieces in which they introduce the topic or book they are

writing about, state an opinion, supply reasons that support the opinion,

use linking words (e.g., because, and, also) to connect opinion and

reasons, and provide a concluding statement or section.

Social Studies

Strand 3, Concept 4, PO 1.

Discuss examples of responsible citizenship in the school setting and in

stories about the past and present.

Learning Objective Objective:

§ Write ONE objective that leads SWBAT state an opinion + two supporting details about a
toward mastery of the focal
standard
responsible citizen of their choosing.
§ Must be ONE simple sentence
with at least two parts: learning Kid-Friendly Objective: I can write an opinion and give 2 reasons
& behavior. why __________ is a responsible citizen.
§ Must be specific, measurable,
and realistic.
Est ENGAGEMENT Teacher will show 3-minute Kid President video.
# of § Describe how the
Min teacher will captivate
s https://www.youtube.com/watch?v=4z7gDsSKUmU
students’ interest.
5 § What questions should
students ask TW pass out pieces of paper to each pair of students with the
themselves after the essential question typed out.
engagement?
Essential Question: What are the characteristics of a responsible
citizen?

Students will discuss the questions with their partners for 2

minutes. (TPS)
Est EXPLORATION Students will work in pairs to create a list of 5 interview questions
# of § Describe the hands-
Min to determine whether or not someone is a responsible citizen.
on/minds-on activities
s
students will be doing.
15 § List “big idea” EX) Have you even stolen something? OR When you see
conceptual questions someone drop a dollar bill do you return it or keep it for yourself?
the teacher will use to
encourage and/or focus
students’ exploration
 Students will choose a fictional character and score them based
on how they would respond to the interview questions.
Responsible citizen or not?

SW finish the statement/fill in the blanks with their partner based

on the “made up” responses to the interview questions.

I think ______________ is/isn’t a responsible citizen.

____________ is/isn’t a responsible citizen because

_______________________________________and
__________________________________________.

Teacher will redirect student thinking when necessary.

EX) How does a responsible citizen act? What does a responsible

citizen do? What does a responsible citizen not do? What does it
look like to be a responsible citizen? Who are the responsible
citizens in our school or community? What makes them
responsible citizens?

Est EXPLANATION TW create a chart titled, “A responsible citizen”

# of § Student explanations
Min must precede teacher
s
explanations.
Students share their supporting details about their opinions one at
10 § List higher order a time.
thinking questions to
solicit student TW chart student responses, listing student ‘definitions’ of
explanations and help what/who a responsible citizen is.
them to justify their
explanations.
§ What questions or TW offer a higher order thinking question…
techniques will the
teacher use to help “If you call someone a responsible citizen is that a fact or your
students connect their opinion? Why?”
exploration to the
concept under
examination? TW explain that when we share an opinion we begin by saying, ‘I
§ Students should state think’.
the OBJECTIVE &
PURPOSE. “You all just practiced writing an opinion about your partner and
you even added two reasons why!”

SW repeat after me.

“I can write an opinion and give 2 reasons why __________ is a

responsible citizen.”
 If I do… “I will be ready to write an opinion piece at the end of the
unit.”

Est ELABORATION TW hand out pictures of different fictional characters to each

# of § Describe how students table/group.
Min will develop a more
s EX) Mickey Mouse, Cinderella, Peter Pan, etc.
sophisticated SW write an opinion about the character to persuade someone to elect
10 understanding of the him/her president.
concept.
§ What vocabulary will be
introduced and how will TW remind students to start with an ‘I think…” statement.
it connect to students’
observations? Ex) I think Barney would make a responsible president.
§ How is this knowledge
applied in our daily SW write 2 reasons why.
lives?
TW remind students that these reasons should support the opinion
statement.

Ex) Barney would make a responsible president because he is kind to

children and he smiles a lot.

SW present their opinion statements to the class in groups.

Est EVALUATION SW be asked to think about people in his/her own school +

# of § How will students
Min community who are responsible citizens.
demonstrate
s
understanding
5 throughout and after the SW choose someone to write about.
lesson?
§ How will the teacher SW finish the statement/fill in the blanks.
know that ALL students
have achieved the
lesson objective?
SW check the boxes to show they have completed the task.
§ How will all students
self-assess their 1) I can write an opinion.
mastery of the
standard(s)/objective(s)
?

I think ______________ is a responsible citizen.

2) I can add two reasons to support my opinion.

____________ is a responsible citizen because

________________________ and
__________________________________________.

TW collect evaluations to assess student learning.

 Est Closure: Students will turn to the person on their right and say “I can write an
# of § Students must restate opinion.”
Min OBJECTIVE & Students will turn to the person on their left and say “I can add two
5 PURPOSE. reason why someone is a responsible citizen”.
§ ALL students must
engage in brief closure
All together we will say that, “We will be ready to write an opinion piece
activity to cement
learning and optimize at the end of the unit.”
transfer.
Students will share how we can all be responsible citizens at school.
Differentiation Options Content: Students who need it will be given a list of characteristics to
Describe how you will reach diverse help guide their discussion of the essential questions and to help guide
learners by varying the: them in the process of scripting interview questions.
§ Content
§ Process Process: Students will be grouped in order to help the activities and
§ Product
learning be successful for all learners. Students who finish early will be
challenged to think and write about how they can contribute to the
community and be responsible citizens at home and at school.

21st Century Learning
Describe how you incorporated
technology and the 4 Cs:
§ Critical Thinking
§ Creativity
§ Collaboration
§ Communication
Product: Students who need it will be given a list of people from the
community to choose from.
Technology: I used a YouTube video (Kid President) to engage
students.
Critical Thinking: Students were asked to think about people around
them in terms of how they fit into the mold of a responsible citizen.
Students were asked to think about the difference between fact and
opinion.

Creativity: Students had the opportunity to create their own lists of

interview questions.

Communication: Students conducted interviews, participated in

collaborative discussion, and presented ideas to the whole group.
Students learned how to effectively communicate their opinions through
writing.

Lesson 4:

Name: Gretchen Ellwood Pima Course: EDC274 Instructor: Eagleton

Subject: ELA & Topic: Opinion Writing/ Grade Level: 2 Duration: 50

Social Studies Responsible Citizens from
our Past

List of Materials, Handouts, Rubrics, and other Documents:

• Characteristics of a Responsible Citizen Cards (8) , Ready to Go Anchor Chart, MLK Handout,
Elmo, Colorful Pens/Highlighter, Linking Words Handout, Articles of Varied Reading Levels

Purpose/Goal and/or Essential Question(s):

What is a responsible citizen? What made Martin Luther King Jr. a responsible citizen?
How can we connect two ideas to describe someone as a responsible citizen?

Components Description of Plan

Content Standards ELA
Choose no more than TWO
standards per lesson. One
standard MUST be an ELA
2.W.1
standard.
Write opinion pieces in which they introduce the topic or

book they are writing about, state an opinion, supply

reasons that support the opinion, use linking words (e.g.,

because, and, also) to connect opinion and reasons, and

provide a concluding statement or section.

Social Studies

Strand 3, Concept 4, PO 1. & PO 2.

• Discuss examples of responsible citizenship in the

school setting and in stories about the past and

present. Describe the rights and responsibilities of

citizenship.

Learning Objective Bloom’s Level (choose ONE):

§ Choose ONE level of
complexity from Bloom’s Objective:
Revised Taxonomy.
§ Write ONE objective that leads SWBAT… support his/her opinion using linking words (e.g., because,
toward mastery of the focal
and, & also).
standard
§ Must be ONE simple sentence
with at least two parts: learning Kid-Friendly Objective:
(the content) and behavior (the
cognitive process). I can… use linking words (because, and, & also) to support my opinion.
§ Must be specific, measurable,
and realistic.
Est Anticipatory Set TW pass out cards with characteristics of a responsible citizen
# of § Sometimes called a written/typed on them (one word for each table).
Min "hook" to grab the
10 EX) Honesty, Acceptance, Courage, Responsible, Good Friend, Kind,
student's attention Perseverance
§ Students must state the SW discuss possible definitions of the word with their group members.
OBJECTIVE &
PURPOSE Ex) What does it mean to be honest? What does it mean to have
§ Activates prior courage?
knowledge of the
TW ask a member of each group to share the group’s definition.
objective
§ Requires active TW use student’s ideas to fill in the web on the front Anchor Chart.
participation from ALL
learners

SW engage with the objective by…

Writing an opinion about a good citizen in their life (e.g., mom, teacher,
grandpa, friend) using two of the vocabulary words/ideas from the chart.

TW ask: How did you connect the two words/ideas in your writing?

Allow for student response.

TW encourage students who use linking words (because, and, also).

We can all use linking words to support our opinion statements!

 SW state the purpose verbatim, as follows:

“When I do this, my writing will be richer and more fluent.”

Est Teaching-Input
# of Using effective and varied TW put an article about MLK on the Elmo. Material Managers will pass
Min strategies, the teacher
s out the same article to each student.
provides information and
10 vocabulary students will need SW read the article along with his/her teacher.
in order to grasp the concept,
strategy, or skill.

TW use examples from text and model metacognitive strategies by

talking through his/her thought process aloud for students to learn from,
highlighting/underlining main ideas throughout the article.

Est Teaching-Modeling TW model how a masterful writer would connect two examples from the
# of Teacher demonstrates and text to support an opinion about MLK being a responsible citizen using
Min shows examples of what
s linking words.
students are expected to do
10 (how to solve the problem, SW offer input about which words/ideas to use from the chart best
answer the question, do the
connect to the examples in the text to support the opinion that MLK is a
activity etc.).
responsible citizen.

TW practice filling out the linking words handout with students using
vocabulary words from the Anchor Chart we created together.

Est Guided Practice
# of An opportunity for each
Min student to demonstrate new
s
learning by working through
15 an activity or exercise with
the teacher’s guidance. This
is the heart of the lesson.
EX)
SW read the article about Amelia Earhart and practice writing an opinion
using linking words and “responsible citizen” vocabulary.
SW complete the Linking Words handout.
TW walk around the room to support students in this activity when
necessary.
 EDC274 5E Lesson Plan Template

LINKING WORDS

Opinion:

_______________________ is a responsible citizen.

Idea/Supporting Detail #1:

I think _________________ is a responsible citizen because

________________________________________________

________________________________________________.

Idea/Supporting Detail #2:

Also, ____________________________________________
________________________________________________

Idea/Supporting Detail #3:

And, ____________________________________________.
Est Closure
# of § ALL students must
Min engage in brief closure
s
activity to cement
5 learning and optimize
transfer.
§ Students must restate
OBJECTIVE &
PURPOSE.
Est Independent Practice
# of AFTER proper closure, it is
Min important to provide time for
X additional practice. It may be
group or individual work in
class or it might be
homework.
Checks for Understanding
§ Describe the quick, informal
strategies you will use to check
understanding throughout the
lesson.
§ Checks enable the teacher to
determine whether ALL
students have "gotten it" before
moving on.
§ MUST be done prior to guided
practice and again prior to
independent practice.
Assessment Options
§ Describe how you will pre- and
post-test students’
understanding of the objective.
§ Alternative options for diverse
learners should also be
provided
Differentiation Options
Describe how you will reach diverse
learners (ability & learning style) by
varying the:
§ Content
§ Process
§ Product
SW engage with the objective by…
Sharing some of their supporting details with linking words aloud with the
group.
Students will turn to their neighbor and tell them 3 linking words (and,
because, also)
Students will all repeat together…
“We can use linking words to support our opinions!”
SW restate the purpose of the lesson.
“When we do… our writing will be richer and be more fluent!”
Students will have the opportunity during the literacy block to explore
more linking words, to learn about other responsible citizens from our
nation’s past, and to practice writing opinions with the LINKING WORDS
handout.
TW ask students to help him/her complete the Linking Words
model/opinion writing of MLK being a good citizen. Teacher will
assess students informally at this point.
TW walk around the room to offer support to students who need it
and encourage students who are on the right track during the
guided practice.
TW do a “check in” after some time at literacy centers to assess
how students are doing on their own with the concept of using
linking words to connect supporting details of an opinion.
Pre-Assessment of Objective: Students attempt to link two ideas from
the “responsible citizen” anchor chart without explicit instruction about
linking words.
Post-Assessment of Objective: Students use linking words to complete
the writing of an opinion about Amelia Earhart.
Alternative Assessment Options: Students could write their own opinion
of a family member who is a good citizen using linking words without the
model after instruction.
Content: Literacy center for extra practice will include articles of varied
reading levels to challenge all learners.
Process: For students who struggle to connect the two concepts (opinion
writing & responsible citizen vocabulary) will be paired with someone to
help walk him/her through the process.
 Product: Students who are already using linking words in their writing
may venture to explore different linking words than those given in the
model.
21st Century Learning Technology: Teacher uses the Elmo to project the article and model for
Includes technology as well as the 4 student how to pull main ideas from the full text.
Cs:
§ Critical Thinking Critical Thinking: Students think about how a person from history
§ Creativity demonstrates good citizenship and connects ideas from text to good
§ Collaboration
citizen vocabulary.
§ Communication
Creativity: Students craft their own unique sentences using linking
words, ideas from the text, and vocabulary/concepts from the
“responsible citizen” anchor chart.

Collaboration: Students collaborate with group members to define

“responsible citizen” vocabulary.

Communication: Students are learning to communicate ideas fluently

through writing with linking words.

Lesson 5

Name: Gretchen Ellwood Pima Course: EDC274 Instructor: Eagleton

Subject: ELA & Topic: Closing Grade Level: 2 Duration: 50

Science Statement/Reintroducing
Science

List of Materials, Handouts, Rubrics, and other Documents:

• Hamburger “Parts of an Opinion” Anchor Chart

• Elmo/Projector
• Sticky-Notes
• Essential Question Handout
• Compiled List of Careers in Science

Purpose/Goal and/or Essential Question(s):

What’s missing from our opinion piece?

How does a masterful writer restate an opinion?
“What’s another way to say “I think”?”
How do scientists contribute to our community and prove to be responsible citizens?
 Components Description of Plan
Content Standards ELA
Choose no more than TWO
standards per lesson. One
standard MUST be an ELA
2.W.1
standard.
Write opinion pieces in which they introduce the topic or

book they are writing about, state an opinion, supply

reasons that support the opinion, use linking words (e.g.,

because, and, also) to connect opinion and reasons, and

provide a concluding statement or section.

Science

Strand 2, Concept 1, PO 2.

Identify science-related career opportunities.

Learning Objective
§ Choose ONE level of Objective:
complexity from Bloom’s
Revised Taxonomy. SWBAT…compose a conclusion statement by restating the original
§ Write ONE objective that leads opinion.
toward mastery of the focal
standard
§ Must be ONE simple sentence Kid-Friendly Objective:
with at least two parts: learning
(the content) and behavior (the I can…write a conclusion statement by restating my opinion.
cognitive process).
§ Must be specific, measurable,
and realistic.
Est Anticipatory Set TW unveil an unfinished anchor chart titled “Parts of an OPINION
# of § Sometimes called a PIECE”.
Min "hook" to grab the
s
student's attention SW see a drawing of a hamburger and discuss with a partner why they
10 § Students must state the think a hamburger will help us remember the parts of an opinion.
OBJECTIVE &
PURPOSE
§ Activates prior SW share their ideas one at a time.
knowledge of the
objective SW help their teacher label the parts of a hamburger to match their
§ Requires active current knowledge about how to write an opinion piece.
participation from ALL
learners EX)
 SW give ideas about what the bottom bun should represent.
SW will think about the essential question, “How would a masterful writer
end his/her opinion piece?”

SW engage with the objective by…

By reading watching the teacher decode the “?” for them and reading it
aloud.

SW state the purpose verbatim, as follows:

When I do this (restate my opinion)… my writing will be clearer!

Est Teaching-Input
# of Using effective and varied SW talk with their table members about the essential question:
Min strategies, the teacher
s “How could we restate an opinion?”
provides information and
10 vocabulary students will need Students share ideas.
in order to grasp the concept,
strategy, or skill.
TW explain… If you start with “I think” try something new!

Est Teaching-Modeling
# of Teacher demonstrates and
Min
shows examples of what
10 students are expected to do
(how to solve the problem,
answer the question, do the
activity etc.).
Est Guided Practice
# of An opportunity for each
Min student to demonstrate new
15 learning by working through
an activity or exercise with
the teacher’s guidance. This
is the heart of the lesson.
Est Closure
# of § ALL students must
Min engage in brief closure
5 activity to cement
learning and optimize
transfer.
TW pass out a piece of paper with another essential question + post it
notes to each group.
“What’s another way to say “I think”?”
SW brainstorm and write down ideas on post its. Group leader will
gather them at the end and stick them to the front board.
TW read students post-its and compile a final list of “Different Ways to
Say ‘I THINK’” on a new anchor chart.
TW write an Opinion Piece Outline using the Hamburger Model
with the help from his/her students on the Elmo Projector.
Teacher will model for students, talking aloud so that students
understand why he/she is doing what they are doing.
EX)
I think firefighters are responsible citizens.
Firefighters are responsible because they keep people safe.
Firefighters also have courage to risk their own lives to help
others. And, firefighters are kind to animals. I believe firefighters
are good citizens.
Before writing the conclusion, TW ask students to write their own
and TW walk around to check for understanding.
SW demonstrate new knowledge by completing an opinion piece outline
using the hamburger model.
Instead of firefighters, SW choose from a list of science careers we
learned about earlier in the week to complete their outline.
For Example: I think astronauts are good citizens. Etc.
SW include an “I think” opinion statement about the science career of
their choice, three supporting details using linking words & “good citizen”
vocabulary, along with the restating of the original opinion.
TW walk around and support students as needed.
A few students will share their outlines/closing statements. Other
students will be asked to recall what the writer used in his/her closing
statement to replace “I think.”
SW engage with the objective by…
 § Students must restate
OBJECTIVE &
PURPOSE.
Est Independent Practice
# of AFTER proper closure, it is
Min important to provide time for
X additional practice. It may be
group or individual work in
class or it might be
homework.
Checks for Understanding
§ Describe the quick, informal
strategies you will use to check
understanding throughout the
lesson.
§ Checks enable the teacher to
determine whether ALL
students have "gotten it" before
moving on.
§ MUST be done prior to guided
practice and again prior to
independent practice.
Assessment Options
§ Describe how you will pre- and
post-test students’
understanding of the objective.
§ Alternative options for diverse
learners should also be
provided
Differentiation Options
Describe how you will reach diverse
learners (ability & learning style) by
varying the:
§ Content
§ Process
§ Product
21st Century Learning
Includes technology as well as the 4
Cs:
§ Critical Thinking
§ Creativity
§ Collaboration
§ Communication
Repeating all together that “We can write a conclusion statement by
restating the opinion.”
SW restate the purpose of the lesson.
“If we do… our writing will be clearer.”
At literacy centers, students will have the opportunity to change my “I
think” statements on the board to closing statements by restating the
opinions I write.
TW ask students to help him/her complete the Hamburger Outline
during the modeling portion of this lesson. Before writing the
conclusion, TW ask students to write their own and TW walk
around to check for understanding.
TW walk around during guided practice to redirect students and
support children who need it/challenge students who are ahead.
TW ask students to recall what their classmates used to restate
their original opinions in the sharing/closing time of this lesson.
Pre-Assessment of Objective: Students brainstorm different ways to say,
“I think”. Teacher creates a final list of ideas for students to use in their
writing.
Post-Assessment of Objective: Students complete an outline of an
opinion piece to include the restating of the objective.
Alternative Assessment Options: Students can label the parts of a
hamburger to align with the parts of an opinion piece.
Content: Students who are visual learners can take the time to draw and
color a hamburger and label it with the pats of an opinion piece to help
them remember the structure!
Process: Students who show mastery could come up with a creative
way to present the parts of an opinion piece in a new way to students
who are smuggling. For example, using a taco or an oreo instead!
Product: TW work with struggling students individually during literacy
centers to ensure that students are clear on these concepts before we
go into our unit project.
Technology: TW use the Elmo/Projector to model the writing/outlining of
an opinion piece.
Critical Thinking: Students will be asked to access prior knowledge and
think about how the careers in science/scientists contribute to our
community and represent responsible citizens.
 Creativity: Students are asked to think about and brainstorm other ways
to say “I think”. Students who are ready for more can create a new way
to outline the parts of an opinion piece.

Collaboration: Students discuss with partners how the hamburger

anchor chart might relate to writing an opinion.

Communication: Students communicate with each other and share in

their own words how their classmate showed mastery of the objective.

Days 6-8

Science

Strand 2, Concept 1, PO 1.

• Identify how diverse people and/or cultures, past and present, have made important

contributions to scientific innovations (e.g., Daniel Hale Williams [physician], supports

Strand 4; Charles Drew [physician], supports Strand 4; Elizabeth Blackwell [physician],

supports Strand 4).

Students will demonstrate new learning by completing a research project that

summarizes/connects the material we have covered across the curriculum in this unit so far.

Students will be in the driver’s seat! Students will choose from a list of well-known scientists

and be guided in the process of research. Students will use the information they record to write a

polished opinion piece to support why their scientist of choice is or isn’t a responsible citizen.

Students will be expected to use “I think” statements, key vocabulary on citizenship, linking

verbs/supporting details, and the restatement of the original opinion in a closing statement.

Teacher and student will use the following rubric to assess learning/mastery of objective.

Objective: SWBAT… develop a polished opinion piece about a scientist of his/her choosing.

Kid-Friendly Objective: I can… write an opinion piece about the scientist I choose.
 Contributors to Science Research Project/ Opinion Piece

Rubric

Student uses 1 website and 1 text to gather information about his/her scientist. Yes No

Notes: _____________________________________________________________________

Student gathers and records at least 10 supporting facts about his/her scientist. Yes No

Notes: ______________________________________________________________________

Student includes a cover page with the following:

Name ______ Date _______ Scientist’s Name ______ Picture of Scientist _____

Student uses 3 or more vocabulary words or ideas from the citizenship web of words/definitions.

Yes No Notes: _______________________________________________

Student uses “I think” statement to formulate opinion. Yes No

Student supports opinion by using linking words. Yes No

Student concludes his/her piece by restating opinion. Yes No

Student’s work is clean and free of grammatical errors. Yes No Sometimes

Student demonstrates understanding of the structure of an opinion piece.

Yes No Sometimes

Student demonstrates solid understanding of what it means to be a responsible citizen.

Yes No Sometimes
Appendices:

I chose to organize my signature assignment to include my supplementary materials within the

lesson plan templates for an easier read.