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BE WHAT YOU WANT TO BE 2nd Grade

Integrated Social Studies Unit

By Gina Bermejo

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Table of Contents
Page(s) 1.Title Page 2.Table of Contents 3.Book Summary 4Brainstorm Chart 5 .NCSS Themes 6Connecting to Standards 7-10.. Daily Unit Calendar 11-15 Day 1 Lesson Plan 16-17.Picture Walk: Day 1 18-21..Day 4 Lesson Plan 22.Character Map 23...Final Lesson Plan Outline 24..Recourses 25Reflection

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Themes
Self-esteem Courage Equality

Summary
Amazing Grace by Mary Hoffman highlights individual achievements and moral dilemmas. Grace, a first grade African American female, has an imagination with no boundaries. She is a clever girl who enjoys acting out stories she has heard. One day, her teacher announces the class is going to do the play Peter Pan. Everyone wants to be Peter Pan, and Grace is no exception. However, Grace is quickly put down by her classmates who tell her she cannot be Peter Pan because she is not a male and because she is black. Here lies the racism in this book. The teacher allows each student to take home lines and memorize them to try out for roles. The best would get Peter Pan. Hearing Graces dilemma he grandmother tries to help Grace by taking her to a Romeo and Juliet ballet that features a black Juliet. This has a great impact on little Grace and she is inspired to go learn those lines as best as she can so that she will be the best one in the class. When it is time to try out, Grace is by far the best Peter Pan and the class votes to let her fill this role. This is where the shattering of stereotypes comes into play. Past the social issues, Amazing Grace also fulfills the requirements of a good children's literature. First, good children's literature must speak to the child. Children should read about the potential for individual achievement. Any child that is repressed for any reason could identify with Grace. There are a lot of things that Peter Pan was not, not just simply black. African American students could truly identify with Grace, having to deal with their differences that are spawned by their skin color and culture. This book would most certainly cause students to re- evaluate their thoughts and stances on racism, stereotypes, and maybe even theater. So many times, students think that what their parents believe is what they have to believe. However, educating students can help not only in letting them make their own decisions, but also educating their parents as well. Overall I feel this book is an excellent book for teachers because there are many activities that can be done to accompany the reading. Amazing Grace may be one of the most influential books that I have ever read on equality and the way that Grace and her family handle this issue is admirable.

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Unit Theme: Equality Social Studies


Breaking the Mold Students will learn about real men and women who have chosen careers that aren't typical for their gender or ethnicity. Ex//Amelia Earhart, Barack Obama Women Suffrage Students will research women suffrage. And discuss the impact on todays society.

Mathematics
Students will determine the cost of putting a play together in school. Students will count the number of characters/actors needed to act out the story of Amazing Grace (and other stories). Students can estimate how long it takes to read aloud the story of Amazing Grace, then time it.

Theater & Visual Arts


Protagonist Poster Students will create a poster portraying themselves as the protagonist of their favorite story. Students will put on a play of Peter Pan

Literature
Stand Tall Molly Lou Melon By Patty Lovell Spaghetti in A Hot Dog Bun: Having the Courage to Be Who You Are by Maria Dismondy Chrysanthemum by Kevin Henkes Dancing with Wings by Debbie Alle

Computer
Students will use a PowerPoint to summarize Amazing Grace Students will send an e-card to a friend, family member or teacher encouraging them to be whatever you want to be.

Service Learning
Fact or opinion Students will compare two newspaper articles on a similar topic.

Science
Students will research the effect of negative comments and mean words can have on a persons health. Students will discover the technology and science behind airing a show on television.

Language Art
Vocabulary Before reading the book, review key vocabulary words that are in the book. Dream Book Students will create a picture books based on their own aspirations and goals. Discrimination Poster Students will draw a poster representing a time they were told they couldn't do something they really wanted to do, simply because of their gender or ethnicity

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NCSS Theme
Themes How Amazing Grace fits within this theme

Personal identity is shaped by family, peers, culture, and institutional Individual Development and influences. Through this theme, students examine the factors that influence an individuals personal identity, development, and actions. identity

When Graces class is told they are to perform the play Peter Pan, Grace is thrilled. However, her classmates quickly crush her dreams and tell her she cannot be Peter Pan because she is black and a girl. With her grandmothers influence, Grace changes her attitude and auditions for the play. She learns not to let anyone stop her from achieving her dream and as her Nana puts it If Grace puts her mind to it, she can do anything she wants.
Institutions such as families and civic, educational, governmental, and religious organizations exert a major influence on peoples lives. This theme allows students to understand how institutions are formed, maintained, and changed, and to examine their influence.

Individuals, Groups and Institutions

In order to encourage Grace to achieve her dreams, Nana takes Grace to a grand theater to see Romeo and Juliet. There we see a poster of a beautiful young ballerina in a pink tutu. Above the dancer it says STUNNIN NEW JULIET. This Juliet is African American. Grace is then inspired to Peter Pan and say I can be anything want! We can see the great influence Nana has on Grace by encouraging her to never give up on her dreams and showing her other individuals who have gone against stereotypes.

Culture

Through the study of culture and cultural diversity, learners understand how human beings create, learn, share, and adapt to culture, and appreciate the role of culture in shaping their lives and society, as well the lives and societies of others. We are first introduced to Grace when she is sitting on Nanas lap listening to stories. Grace acts out characters like Joan of Arc, Anasi the Spider, pirates, Native Americans, and Aladdin. We can see that Grace is encouraged by her family to act out her stories and she is never criticized by which character she picks. Whether they are men, women, animals or magical creatures. Graces family encourages her to be whatever she wants to be.

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Connecting the Unit to the Standards


Social Studies History
Begin to identify differing perspectives.

Langua ge Arts

Service Learning
Service learning connect classroom content, literature and skills to community needs student will: pg.9
Apply academic, social, and personal skills to improve the community Make decision that have real, not hypothetical, results Grows as individuals, gain respect for peers, and increase civic participation Gain deeper understanding of themselves, their community, and society Experience success no matter what their ability level Develop as leaders who take initiative, solve problems, work as a team, and demonstrate their abilities while and through helping others

Theater Social Studies Civics & Visual Arts


1.3.1
Create a simple script based on personal experience, imagination, or the retelling of a story.

3.2.3
Explain the main idea. With assistance, identify theme.

Show responsibility for the well-being of oneself and family.

H1.3.1
Learn about individuals in the community and discuss their contributions.

H3.2.4
Demonstrate respect for each other and people in the community.

3.2.9
With assistance, make connections to self, other text, and/or the world

2.3.4
Use elements and principles of design to create works of art.

H1.2.5
Compare communities around the world with the local community.

G6.2.3
Identify traditions and customs that families practice

H2.2.1
Identify ways in which people cooperate to achieve a common goal.

C13.2.1
Identify and follow classroom and school rules that guide behavior and resolve conflicts.

3.2.2
Describe physical and personality traits. With assistance, identify a lesson learned based on a characters actions.

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Calendar
Day of Lesson

Social Studies
H1.3.1 Learn about individuals in the community and discuss their contributions.

Language Arts Objectives:


1.2.4
I/L Build vocabulary using pictures symbols

Service Learning Objectives:


pg.9 Apply academic, social, and personal skills to improve the community

Theater & Visual Arts

Day 1 Objectives:

Objectives:
1.3.3 Use different media, techniques, and processes to produce works of art.

Activity
Students will learn about important people who have changed society today. Such as Susan B. Anthony and Barack Obama. They will be prompted to write out the importance of what these individuals did and how they have changed their lives.

Activity
Students will be introduced to vocabulary of the unit

Activity
Students will examine and discuss the roots of the word pre and judge. How does prejudice happens? How we learn attitude attitudes about others? Students will discuss the quote You cant judge a book by its cover, Student will tell one family member about the word prejudice e

Activity
Students will create a poster portraying themselves as the protagonist of their favorite story.

Day2

Objectives:
H3.2.4
Demonstrate respect for each other and people in the community.

Objectives:
3.2.8 I/L Make predictions based on evidence.

Objectives:
pg.9
Make decision that have real, not hypothetical, results

Objectives:
2.3.4
Use elements and principles of design to create works of art.

Activity
Students will discuss what it means to treat other people with respect. As a class, student will brainstorm a list of do's and don'ts for treating people with respect. This will on display in the classroom.

Activity
Students will be going on a picture walk of the book Amazing Grace. In their journal they will write what they think the book is about.

Activity
Student will be divided up in groups of 4-5. Each student will be They will be provided asked to think of a materials such as time he or she felt magazines and different. Students will share these stories newspaper cutouts. Teacher will prompt and plan ways to student to create a increase respect and collage about selfunderstanding in the esteem using these classroom and at home. Students will be materials expected to follow these guidelines from then on

Activity

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Day 3 Objectives:
H1.2.5 Compare communities around the world with the local community.

Objectives:
3.2.9 I/L With assistance, make connections to self, other text, and/or the world

Objectives:
pg.9
Grows as individuals, gain respect for peers, and increase civic participation

Objectives:
1.3.1
Create a simple script based on personal experience, imagination, or the retelling of story.

Activity
Students will learn the different folktales that are told around the world. They will write the similarities and differenced between our tales and other tales.

Activity
Class will read Stand Tall Molly Lou Melon By Patty Lovell which tells a tale of an odd girl who does not let her look set her back. Just like Grace she is encourages by her grandmother to be proud of whom she is. As a class we will compare and contrast the two characters. In their journals student will write and draw what make them unique.

Activity
Students will examine the word stereotype. They will be provided different forms of media, including the web pages, television programs, print advertisements, and children books. Using the checklist provided students will identify inaccurate information, favoritism and ridicule in these forms of media.

Activity
Students will create a simple script of 2-3 characters. They are to write about their greatest accomplishment.

Day4 Objectives:
C13.2.1
Identify and follow classroom and school rules that guide behavior and resolve conflicts.

Objectives:
3.2.1 I/L With assistance, identify conflict

Objectives:
pg.9 Gain deeper understanding of themselves, their community, and society

Objectives:
5.3.3 Discuss possible meanings of art

Activity
Students will brainstorm how to deal with a bully. They will resolve a conflict with the bully in Stand Tall Molly Lou Melon By Patty Lovell. Students will pair up and create the resolution to the conflict.

Activity

Students will identify Activity what the conflict is in the story of Amazing Students will discuss Grace and discuss it as and write a one page a whole. response on how young
people experience stereotyping and prejudice.

Activity
Students will preview the top ten most recognizable paintings. As a class we will discuss what the painters may have felt when creating their famous artwork.

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Day 5 Objectives:
H2.2.1

Objectives:
3.2.2 I/L With assistance, describe physical and personality traits.

Objectives:
pg.9 Experience success no matter what their ability level

Objectives:
4.3.3 Create a work of art that is influenced by a particular historical period or culture.

Identify ways in which people cooperate to achieve a common goal.

Activity
Each student will create a character map. The will be prompted to describe Grace physical and personality traits.

Activity
Student will write a list of words or short phrases that describe a time they felt discriminated against as a young person. Then turn these into a class poetry which they share with friends and family.

Activity
Students will read be introduce to Melba Pattillo and eight other teenagers became the first African-American students to attend Central High School in Little Rock. As a class we will discuss the importance of cooperating to achieve a common goal.

Activity
Students are encouraged to pretend they are present when Melba Pattillo starts school on September 4, 1957. Student will be prompt to create an encouraging picket sign for the students who attended Central High School in Little Rock.

Day 6 Objectives:
G6.2.3 Identify traditions and customs that families practice

Objectives:
3.2.2 I/L With assistance, identify a lesson learned based on a characters actions.

Objectives:
pg.9 Develop as leaders who take initiative, solve problems, work as a team, and demonstrate their abilities while and through helping others

Objectives:
3.3.2 Create artwork that demonstrates choice of subject matter and symbols to communicate meaning.

Activity
Students will discuss unique folktales, stories, fables etc. they have heard from a family member, or stories they have told to a family member. Each student will write the story and draw a poster to go along with it.

Activity
As a class we will discuss what Grace did to resolve her conflict.

Activity
Students will write a letter to Grace pretending to her grandmother and will encourage Grace to not give up on being Peter Pan.

Activity
As a class we will walk around the school and find things that need to be changed for the better. We will discuss 3 things as a class that need to improve and write a class letter to the principal to change these things.

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Day 7

Write a reflection of what they thought about the book Amazing Grace. What they learned about the Little Rock Nine and any connections or feeling they feel like they should express about the unit. Students will turn in reflection with all assignments/activities that were incorporated in the unit.

Write a reflection of what they thought about the book Amazing Grace. What they learned about the Little Rock Nine and any connections or feeling they feel like they should express about the unit. Students will turn in reflection with all assignments/activities that were incorporated in the unit.

Write a reflection of what they thought about the book Amazing Grace. What they learned about the Little Rock Nine and any connections or feeling they feel like they should express about the unit. Students will turn in reflection with all assignments/activities that were incorporated in the unit.

Write a reflection of what they thought about the book Amazing Grace. What they learned about the Little Rock Nine and any connections or feeling they feel like they should express about the unit. Students will turn in reflection with all assignments/activities that were incorporated in the unit.

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NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM LESSON PLAN FORMAT DAY#1
Description of Classroom: This classroom is a second grade class with twenty-two students; eleven boys and eleven girls. All students are between the ages of 8 and 19. There are three English Language Learners and one special education students. Background: This lesson is the first lesson of a seven day integrated unit. The unit integrates social studies, language arts, service learning and theater and visual arts. The unit also uses the text Amazing Grace as a central unifier. The lesson is an introduction to both the book and to the units subjects. Content Objective(s): It is expected that students will: Be able to make predications using pictures. Discuss the book with peers Create visual aid

Language Objective(s): Listening- Students will listen to story Amazing Grace, and listen to their peers reactions and connections to the lesson. Speaking- Students will share with the class/group what their feelings are about the book and lesson. Reading- Students will read and engage in the reading Writing- With assistance, students will create graphic organizer that illustrate what they have learned about the contributions of individuals who have influenced us today. Nevada Standards: 1.2.4
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I/L Build vocabulary using pictures symbols

3.2.8 I/L Make predictions based on evidence. 1.3.3 Use different media, techniques, and processes to produce works of art.

Key Vocabulary: Act: Take action; do something Adventure: An unusual and exciting, typically hazardous, experience or activity Amazing: Startlingly impressive. Auditions: An interview at which a singer, actor, dancer, or musician demonstrates their suitability and skill. Ballet/ballerina: A creative dance form performed to music using exact and very formal set steps and motions

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Best Practices:

(put an X next to those that you address in your lesson) Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Grouping Options Whole Class Small groups Partners Independent

Preparation Adaptation of content Links to background Links to past learning Strategies incorporated

Integration of Processes Listening Speaking Reading Writing

Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement

Assessment Individual Group Written Oral

Teaching Strategies:
Teacher will use cooperative learning questioning guided instruction discussion

Warm Up Activity: Students will go on a picture walk and are to write in their journals what they think the book is about.

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Lesson Sequence:
Picture walk of book Students will be going on a picture walk of the book Amazing Grace. In their journal they will write what they think the book is about. Vocabulary Review Teacher will write on the board the five vocabulary words and definitions. Students are to copy this down in their journals. As a whole, teacher will review each word and use words in a sentence. Reading of book Students will sit on the magic rug and will listen to the book Amazing Grace by Mary Hoffman Discussion of feelings Students will pair share and discuss with one another what they thought of the book. As a whole class. Teacher will ask class their thoughts and feelings of the book. Protagonist poster Students will create a poster portraying themselves as the protagonist of their favorite story.

Accommodations: ELL Students will be given oral and written instructions. A premade poster will be shown for better understanding of project.

Supplementary Materials:
Book Amazing Grace by Mary Hoffman Poster paper (one for each student) Crayons, markers, and colored pencils

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Review/Assessment:
Assessment will be administered both informally and formally. - During the Read Aloud, teachers observations will act as an assessment. - During the shared feeling segments, teacher will walk around room and listen to students responses. - Students created posters will serve as their assessment

Reflection: How did your lesson go? What worked? What did not work well? What will you do differently next
time? How will your assessment data affect subsequent planning? N/A

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Picture Walk

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NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM LESSON PLAN FORMAT DAY# 4
Description of Classroom: This classroom is a second grade class with twenty-two students; eleven boys and eleven girls. All students are between the ages of 8 and 9. There are three English Language Learners and one special education students.

Background: This lesson is the first lesson of a seven day integrated unit. The unit integrates social studies, language arts, service learning and theater and visual arts. The unit also uses the text Amazing Grace as a central unifier. The lesson is an introduction to both the book and to the units subjects. Content Objective(s): Students will Identify conflict in both books and real world Understand how to deal with conflict With assistance, be able to compare and contrast two books Language Objective(s):
Listening- Students will listen to story of Stand Tall Molly Lou Melon by Patti Lovell Speaking- Students will share with the class/group what their feelings are about the book and lesson. Reading- Students will read and engage in the reading Writing- With assistance, students will create a compare and contrast chart that compare the bullying in Amazing Grace and in Stand tall Molly Lou Melon

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Nevada Standards: G6.2.3 Identify traditions and customs that families practice 3.2.2 I/L With assistance, identify a lesson learned based on a characters actions. 3.2.2 I/L With assistance, describe physical and personality traits.

Key Vocabulary: imagine: form a mental image or concept of. made-up: having been invented part: actors role in a play play: The activity or profession of acting in, producing, directing, or writing Nana: grandmother Best Practices:
(put an X next to those that you address in your lesson) Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Integration of Processes Listening Speaking Reading Application Hands-on Authentic (Meaningful) Linked to objectives Assessment Individual Group Written Grouping Options Whole Class Small groups Partners Independent

Preparation Adaptation of content Links to background Links to past learning Strategies incorporated

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Writing

Promotes engagement

Oral

Teaching Strategies:
Teacher will use a

Venn Diagram for compare and contrast Guided reading Character map graphic organizer.

Warm Up Activity: Teacher will review Amazing Grace and have a whole glass discussion on how Grace dealt with Raj and Natalias comments. Lesson Sequence:
Warm-up: Students will identify what the conflict is in the story of Amazing Grace and discuss it as a whole class. Introduction to book: As a class teacher will read Stand tall Molly Lou Melon. Teacher will be sure to prepare students and as them to listen for the conflict in this story. Book Discussion: As a whole-class, students will discuss the conflict in Stand tall Molly Lou Melon Venn Diagram: As a whole-class, we will discuss the differences and similarities between both books. Students will be sure to copy the diagram into their journals. Dealing with Bullies: Students will brainstorm how to deal with a bully. They will resolve a conflict with the bully in Stand Tall Molly Lou Melon By Patty Lovell. Students will pair up and create the resolution to the conflict. Character map: Students will choose a character they would like to create a character map for. Student will be prompted to identify physical characteristics and personal. They will write the conflict and solution the character used to resolve the conflict at the bottom of their character map. Sharing: Students will share the character map with their group table. Each table group will chose on person to present to the class

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Accommodations: Examples of character maps will be displayed in class as a guide. Supplementary Materials: Amazing Grace by Caroline Binch Stand Tall Molly Lou Melon by Patty Lovell White board Construction paper Markers, crayons, color pencils

Review/Assessment: Assessment will be administered both informally and formally. - During the Read Aloud, teachers observations will act as an assessment. - During the shared feeling segments, teacher will listen to their responses - Students created character map will serve as their assessment

Reflection: How did your lesson go? What worked? What did not work well? What will you do differently next time? How will your assessment data affect subsequent planning? N/A

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Wants to be Peter Pan

Loves listening to stories

Girl

Has a big imagination

Likes to act

African American

Conflict: Grace is told by her classmates that she cannot play the role of Peter Pan because she is black and a girl. Grace is upset and feels sad because of what they said. Solution: She sees a performance Romeo and Juliet in theater and sees that Juliet is played by a black girl. She is inspired to practice hard and not let mean comments get the best of her. She ends up getting the role of Peter Pan.
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Final days of unit explanation

The Focus: The final day of this unit serves further foster a connection between the book and the students. I will tie all the activities together and have students see the connection between the book and theme. On the final day I will also assess students personal reaction to the book to be sure they understand the concepts and clarify any misunderstanding. Activities: On the last day of the unit I will have each student present one of the activities they are most proud of to the class. I will have 2 paragraph reflections on what they feel was the most important lesson the learned from this unit.

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Resources
Berger Cathryn (2010) The Complete Guide to Service Learning. Free Spirit Publishing Hoffman Mary, Amazing Grace. Scolastic Lovell Patty, Stand Tall Molly Lou Melon . G.P Putnum Sons Nevada Social Study Standards http://www.doe.nv.gov/Standards/SocialStudies/Complete StandardsDec2008.rev4.19.11.pdf Information on Melba Patillo http://teacher.scholastic.com/barrier/hwyf/mpbstory/firstda y.htm Nevada English Standards http://www.doe.nv.gov/Standards/EngLang/ELA_Standard s_Final.pdf Nevada Visual Arts Content Standards http://www.doe.nv.gov/Standards/Arts/vacont.pdf

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Reflection
As a child Amazing Grace was one of my favorite stories. Being the only girl in my family, I felt like I was always being put down and limited by my gender. I was never allowed to play any of the boy games because they were too rough and I would get hurt. Grace made me realize with a little hard work and dedication I could be anything I wanted to be. Planning this unit, I had originally thought of using Self-esteem ad my unit topic. As I was developing the unit, I found that equality was a better match. Both Grace and Mary Lou Melon are discriminated against being different. Students will be able to make a text to self connection with these books. This unit really lent itself to the Service Learning portion. I must admit, I was a little nervous in planning out a good activity that would
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have them involved and keep there attention. I assumed it would be to advance for student. Reading Cathryn Berger The complete Guide to Service Learning, I found tons of great activities student can do. I even found example of student as young as pre-k! Overall I feel creating this unit made me realize Service learning can fit in just about
any subject. It really helps student connect to the story on a personal level.

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