Integrated Unit: “Everyone is Different”

By: Jamilet RiveraEDEL 453-001Professor: Dr. Kolar

INTEGRATED UNIT: “EVERYONE IS

DIFFERENT”

TABLE OF CONTENTS

Title Page

Tile Page and Table of Contents 1 & 2

Grade Level 3

Children’s Book 4

Summary of Book 5

Connection to Themes 6

NCSS Themes 7

Integration to Subjects 8

Unit Standards 9 & 10

Calendar 11-18

Lesson Plans 19-23

Reflection 24

Resources 25

Scoring Sheet 26

The grade level that I choose is grade level 4.

Grade level 4 is in the intermediate section.

GRADE LEVEL

The children’s book that I choose is A Day’s Work .

The themes that I will focus on is:Family Issues Immigrants

The social studies focus for grade level 4 is human life in varied environments.

CHILDREN’S BOOK

This book takes you through a day of work with Francisco and his grandfather. They come from a family that is struggling with money because they are immigrants. Francisco and his grandfather go to a place where other people looking for a day of work. Since, Francisco’s grandfather does not speak English well enough, Francisco goes with him to help get a job. A character named Ben showed up as an employer and wanted one man. While others could have gotten the job Francisco convinced Ben that his grandfather was a gardener and a good one and that he would have two workers for the price of one. Francisco lied to Ben to get the job. Ben asked at the job site for them to get all the weeds removed and leave the flowers at the end of the day when Ben came back there was a mistake. Francisco and his grandfather accidently took out all the flowers and left the weeds. Ben was mad and at the end of telling Francisco and his grandfather what they had done, Francisco’s grandfather died IS THIS THE WORD YOU WANT- DIED? to offer Ben if they could come back tomorrow to fix it. Ben appreciated the offer and so Francisco learned his lesson of lying. Ben learned Francisco’s grandfather was a good man and might consider him for future jobs.

SUMMARY OF THE BOOK

Family Issues: When Francisco’s grandfather found out Francisco lied he got mad at him because he knew they lost a whole day of pay. They needed that money because their family did not have much to eat.

Immigrants: Since this family are immigrants they have family issues because of the financial hardship from not being able to get a job because they are immigrants.

CONNECTION TO THEMES

Individual Development: Francisco is a young little boy and for everything that he is going through he is very smart and clever. Francisco cleverness gets in the way for what is wrong and what is right. In this story he learned his mistake and grows from it especially since his grandfather models an action of what makes his wrongful doing right.

Production, Distribution, and Consumption: This family is struggling trying to get money just to eat. Francisco grandfather knows that and when he set himself and Francisco to work again the next day he knew he was showing the employer the good man he was and knew he was going to get the full pay that they originally were working for. In this story they model what they need which is work to earn money for food vs. what Francisco wants which was to watch the game.

NCSS THEMES

INTEGRATION OF SUBJECTS

Subject Idea

Service Learning

Since there is a language barrier in this story I found it only appropriate to do a service learning project with the ELL students at the school ‘I would be teaching at”

Social Studies

This story demonstrates a different kind of people that students might not be familiar with (immigrants). Students may not be away what a citizen is and what a immigrant is. I find it appropriate to explore this with the students.

Language Arts

In the story there are a lot of key points the characters go through, so determining the key points to put into a timeline with note taking and discussing would be appropriate. Also, some vocabulary words may be picked up from the story.

Visual Arts I think it would be a wonderful idea to play out this story in a school play so students and parents could learn about what an immigrant maybe goes through.

UNIT STANDARDS

CEF objectives for Social Studies CEF objectives for Language Arts

• Students are expected to:• Social Responsibility and Change:• H3.4.2 Recognize that communities

include people who have diverse ethnic origins, customs, and traditions, and who make contributions to Nevada.

• Economics:• E9.4.4 Identify factors within an

individual‘s control that can affect the likelihood of employment.

• Civics:• C13.4.3 Describe the criteria for

Nevada citizenship.

• Students are expected to:• Vocabulary:• (4) 1.8 develop vocabulary by

listening to and discussing selections read aloud.

• Reading Comprehension: Informational Texts:

• (4)4.5 identify authors’ purpose(s) for writing [NS 4.4.5]

• Writing:• (4)6.3 generate ideas for writing

through discussions and individual activities such as

brainstorming and clustering [NS 6.4.1]• Discussion:• (4)10.1 contribute to and listen

attentively in conversations and group discussions

[NS 10.4.1]

UNIT STANDARDS

Stages/Steps for Service Learning CEF objective for Visual Arts

• Service Learning Project called: Let’s Talk• Steps:• Investigation(1/2): Students will find that there are some

English Languages Learners that speak little or no Spanish.

• Preparation and Planning(3/4/5): Students will prepare a plan with teacher’s guidance to conduct sessions of discussion with ELL students with proficient English speakers of their grade level in their school. They will plan discussion dates and become the participants that will discuss with the ELL students. Teacher will retrieve information of students that need help learning to speak English. Teacher will involve ELL students with parent permission. Discussions will be with students but monitored by language specialist to conduct problem areas and to later work with that student to target those problem areas.

• Action(6): Students will have discussions before school starts.

• Reflection(7): Students will in the classroom that helped with the discussion to find problem areas of the ELL students will discuss and write a paragraph on how they are helped a student and how they feel about it and what they learned.

• Students are expected to:• Visual Arts: Art

Production:• (4)4.3 create works of art

that communicate ideas through subject matter and symbols

[NS 3.5.2]

CALENDAR Day of Lesson

Social Studies Language Arts

CEF Standards/Steps towards Service

Learning

H3.4.2 Recognize that communities include people who have diverse ethnic origins, customs, and traditions, and who make contributions to Nevada. E9.4.4 Identify factors within an individual‘s control that can affect the likelihood of employment.C13.4.3 Describe the criteria for Nevada citizenship.

(4) 1.8 develop vocabulary by listening to and discussing selections read aloud.(4)4.5 identify authors’ purpose(s) for writing [NS 4.4.5](4)6.3 generate ideas for writing through discussions and individual activities such asbrainstorming and clustering [NS 6.4.1](4)10.1 contribute to and listen attentively in conversations and group discussions[NS 10.4.1]

#1 Standard: H3.4.2Objectives: It is expected that students recognize that there are different kinds of people in their community. Activity: Students will listen to a read aloud of ADW. Prior to reading students will do a brief presentation of themselves stating where they are from and what they think they do that contributes to NV. (25 minutes)

Standard: (4)1.8Objective: It is expected that students recognize and start to become familiar with their new vocabulary words for the week.Activity: After reading ADW students will be shown new vocabulary words and the definition on the smart broad. Students must copy the words and the definitions. (15 minutes)

#2 Standards: C13.4.3 and E9.4.4Objective: It is expected that students begin to understand the definition of an immigrant and a citizen to discuss questions of their own.Activity: Students will take out dictionaries and look up the definition of a citizen and immigrant. Students will write 2 questions they may have advise them to keep the questions for a discussion. (Joined to go along with Language Arts Activity) (10 minutes)

Standards: (4) 10.1Objective: It is expected that students get a concrete understanding between a citizen and an immigrant.Activity: Students in their discussions will share their questions and decide on 1 question to share with the class discussion. A class discussion will be held on the questions from each group/team. There will be discussion on the likelihood of an immigrant and how their status affects their employment. Also discuss criteria of a US/NV citizen. (20 minutes)

ADW=A Day’s Work (story book)

CALENDARDay of Lesson

Service Learning Visual Arts

CEF Standards/Steps towards

Service Learning

Stages/Steps (4)4.3 create works of art that

communicate ideas through subject matter and symbols

[NS 3.5.2]

#1 Step: (1) Point of Entry- Idea retrieved from Service Leaning book. ADW enters the problems of some students have with not speaking English.Step: (2) Review the k-12 service learning standards for quality practice- Done by teacher any comments necessary will be shared with students.Objective: Students need to identify main problems in the story.Activity: After reading ADW students will discuss problems in the story and with guidance from the teacher conduct that students at their own school have trouble speaking English. (20 minutes)

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#2 Step: (3) Map Out Your Plans- Create the plan for this service learning.Objective: It is expected for students to use their ideas to make a plan and to participate.Activity: A layout of the service learning will be shown on the Elmo. Example Day 3 we will…Day 4 we will…Day 5 and 6 we will be conducting the service. Any handouts we also be made together as a class using the smart broad. (30 minutes)Details: Students will prepare a plan with teacher’s guidance to conduct sessions of discussion with ELL students with proficient English speakers of their grade level in their school. They will plan discussion dates and become the participants that will discuss with the ELL students. Teacher will retrieve information of students that need help learning to speak English. Teacher will involve ELL students with parent permission. Discussions will be with students but monitored by language specialist to conduct problem areas and to later work with that student to target those problem areas.

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CALENDARDay of Lesson Social Studies Language Arts

CEF Standards/Step

s towards Service

Learning



#3 Standard: H3.4.2 Objective: It is expected for students will be able to recognize that people are different not just in the classroom or the community, but over the whole world.Activity: Students will gather around the smart broad to view places around the world and the people that live in them using Google. (15 minutes)

Standard: (4)6.3Objective: It is expected for students to generate ideas for writing from a discussion and thought.Activity: After reading ADW students will discuss with their group/team to write notes on what happen in the story to create a timeline. (20 minutes)

#4 Standard: H3.4.2Objective: It is expected for students to understand and respect the difference of everyone in their classroom.Activity: At their group/teams students will create a poster that needs to include names of each person and facts about them up to 5 each member at the team. (30 minutes)

Standard: (4)4.5 Objective: It is expected for students to identify the purpose of the story.Activity: Students will get out their notes from yesterday to write down on the same page their thought of the purpose of the story. If needed students may re-read story on their own. (10 minutes)


CALENDARDay of Lesson Service Learning Visual Arts

CEF Standards/Ste

ps towards Service

Learning

Stages/Steps (4)4.3 create works of art that communicate ideas through subject matter and symbols[NS 3.5.2]

#3 Step: (4) Clarify Partnerships- Teacher will involve language specialist from the school into service learning.Step: (5) Review Plans and Gather Resources- Students will prepare to come in before school starts to discuss with ELL students.Objective: Students are expected to develop questions they want to ask to get the discussion started or facts of themselves that they might want to share.Activity: Students will begin their thoughts with discussing it with their shoulder partner, but write their facts and/or questions for homework. (10 minutes)Details: Listed on day 2.

Standard: (4)4.3Objective: It is expected for students to observe the characters in the story.Activity: After reading ADW students will randomly be assigned a character to act. Students will receive an overview of lines and actions they need to study and learn to later act out in the week. (15 minutes) This is basically a per group act out presentation.

#4 Step: (6) Begin the Process of Service Learning in Action- Students will show up before school with questions/facts.Objective: Students will be able to express their experience. (Note this was the day that they went to discuss for the first time earlier in the morning)Activity: Students will be able to write down their thoughts. (5 minutes)Homework: Students will develop ideas to converse with the students.

Standard: (4)4.3Objective: It is expected for students to participate and for students to practice expressing the character to their best ability.Activity: With their ‘overview’ of their character assigned students and their groups will go practice acting the story together. (15 minutes)


CALENDARDay of Lesson Social Studies Language Arts

CEF Standards/Step

s towards Service

Learning



#5 _ Standard: (4) 6.3Objective: Students will be able to gather their notes to create a timeline of the events in ADW.Activity: With their group students will gather their notes from day three and finish the timeline they started. (20 min)

#6 Standard: H3.4.2, E9.4.4, and C13.4.3Objective: Students will be able to master the fact that everyone is different, everyone matters, the status of a person could affect there employment, and what classifies a citizen.Activity: A class discussion will done about people, how everyone is different, and classifications of a citizen and how not being one could make it difficult to become employed. (15 min)

Standard: (4) 1.8Objective: Students will be able to use vocabulary in a journal write.Activity: After going over the vocabulary words students will write a journal on the following questions: was the employer good to Francisco and his grandpa, why do you think Francisco lied, how do you think Francisco’s grandpa felt after know Francisco lied to the employer, and how do you think the employer felt. (15 min)


CALENDARDay of Lesson


CEF Standards/Steps towards

Service Learning


#5 Step: (6) Action- Students will show up before school with questions/facts and have developed more ideas to converse with the students.Objective: Students will be able to express their experience. (Note this is the second day that they went to discuss in the morning)Activity: Students will be able to write down their thoughts. (10 minutes)


#6 Step: (6) Action- Students will show up before school with questions/facts.Objective: Students will be able to express their experience. (Note this was the third day that they went to discuss in the morning)Activity: Students will be able to write down their thoughts. (15 minutes)



CALENDAR

Day of Lesson Social Studies Language Arts

CEF Standards/Step

s towards Service

Learning



#7 _ _


CALENDAR

Day of Lesson


CEF Standards/S

teps towards Service

Learning


#7 Reflection(7): Students in the classroom, that helped with the discussion to find problem areas of the ELL students, will discuss and write a paragraph on how they are helped a student and how they feel about it and what they learned. Activity: Student will reflect on their service learning project and talk about how they contributed to helping the student and the language specialist to find the student’s problem areas. (15 min)

Standard: (4) 4.3Objective: Students will be able to act out the story from ADW.Activity: Each group will act out the story of ADW. (45 min)


DAY 1 LESSON PLAN NEVADA STATE COLLEGE

Description of Classroom: This fourth grade classroom contains twenty students. Eleven students are girls and the rest (9) are boys. Two students are ELL.

Background: This is the first day of seven day Social Studies integrated unit. This unit integrates social studies, language arts, service learning, and visual arts. The unit revolves around the storybook A Day’s Work.

Content Objective(s): It is expected students will: follow classroom and school rules, respect individual’s responses, and follow instructions.

Language Objective(s): It is expected students will: express themselves with thought, listen to individual's responses, and reflect on their thoughts.

Nevada Standard: H3.4.2 Recognize that communities include people who have diverse ethnic origins, customs, and traditions, and who make contributions to Nevada. Step 1 and 2.(4) 1.8 develop vocabulary by listening to and discussing selections read aloud.

Key Vocabulary: Migrate, Immigrant, Citizen, and Employer.

Preparation Scaffolding Grouping OptionsX Adaptation of content Modeling X Whole ClassX Links to background X Guided practice Small groups

Links to past learning Independent practice PartnersX Strategies incorporated X Verbal scaffolds X Independent X Procedural scaffolds

Integration of Processes Application AssessmentX Listening X Hands-on IndividualX Speaking X Authentic (Meaningful) GroupX Reading X Linked to objectives WrittenX Writing X Promotes engagement X Oral

Teaching Strategies: Cooperative learning, response to questioning, vocabulary journal.

Warm Up Activity: The teacher will give an introduction on A Day’s Work to the class.

Lesson Sequence:1.Students will be introduced to ADW by reading it aloud.2.Procedures and rules will be reviewed.3.Individually students will write brief facts of themselves that make them different, where they are from, and what they contribute to NV.4.Students will write vocabulary words and listen to definitions and examples.5.Discussion of ADW with guided questions and conflicts of it.

Accommodations: ELL students will be paired with a bilingual student for understanding, have the teacher to guide them, and have a copy of the lesson and everything being discussed in their language.

Supplementary Materials: ADW, Smart Board, Vocabulary Journal, and Pencils.

Review/Assessment: Presentation of themselves and discussion.

Reflection: Went smooth.

DAY 1 LESSON PLAN

DAY 4 LESSON PLANNEVADA STATE COLLEGE

Description of Classroom: This fourth grade classroom contains twenty students. Eleven students are girls and the rest (9) are boys. Two students are ELL.

Background: This is the fourth day of seven day Social Studies integrated unit. This unit integrates social studies, language arts, service learning, and visual arts. The unit revolves around the storybook A Day’s Work.

Content Objective(s): It is expected students will: follow classroom/school rules, respect individual’s responses, & follow instructions.

Language Objective(s): It is expected students will: express themselves with thought, listen to individual's responses, and reflect on their thoughts.

Nevada Standard: H3.4.2 Recognize that communities include people who have diverse ethnic origins, customs, and traditions, and who make contributions to Nevada. (4)4.5 identify authors’ purpose(s) for writing [NS 4.4.5](4)4.3 create works of art that communicate ideas through subject matter and symbols[NS 3.5.2]

Key Vocabulary: Fact. Best Practices: (put an X next to those that you address in your lesson)Preparation Scaffolding Grouping Options

X Adaptation of content X Modeling X Whole ClassX Links to background X Guided practice X Small groups

Links to past learning X Independent practice PartnersX Strategies incorporated X Verbal scaffolds X Independent X Procedural scaffolds

Integration of Processes Application AssessmentX Listening X Hands-on X IndividualX Speaking X Authentic (Meaningful) X GroupX Reading X Linked to objectives X WrittenX Writing X Promotes engagement X Oral

DAY 4 LESSON PLAN

Teaching Strategies: Cooperative learning, individual learning, and response to questioning.

Warm Up Activity: Teacher will share show special of her/him self and note something special of several students and explain that those comments are facts about them.

Lesson Sequence: 1.Show students poster created by the teacher with facts of the teacher and others such as her family for example.2.Have students create their own poster with their facts the their teammates facts.3.Students will present their posters.4.Students will get out notes from day three and continue to write on the purpose of the story.5.Students will then be able to talk about the first day of their service learning and write down their thoughts. At that moment they will be assigned to gather ideas to discuss for their service learning as homework.6.Students will practice their acting for their act on the ADW.

Accommodations: ELL students will be paired with a bilingual student for understanding, have the teacher to guide them, and have a copy of the lesson and everything being discussed in their language.

Supplementary Materials: ADW, Smart Board, Notebook, and Pencils.

Review/Assessment: Poster presentation and notes/thoughts on service learning.

Reflection: Went smooth.

The last day of the unit students will be able to act out A Day’s Work with their groups. Students will also be able to reflect on their service learning. The last day is really the students having fun with acting out A Day’s Work and being in the shoes of the character to really see the character's perspectives. The reflection of the service learning is for students to gather all their thoughts and have a real ponder of what they did and how they helped.

The day will start with the teacher saying a couple of lines of the one of the characters and then suddenly announce that it is time to act. Each group will act out A Day’s Work and teacher will be observing the group acting the and the audience that should be listening. After all groups presented a opener about thoughts on how the teacher feels what they did to help those students in their service learning will be shared. Students then be prompted to get into thought of how they really feel about the service learning and how the felt that they helped. In the reflection students will be encouraged to be honest and to share any ideas thoughts on what could have gone better. After the reflection is complete students will turn it into the basket to move on to the next subject.

DAY 7 LESSON PLAN

This unit was a challenge integrating subjects was the main challenge. In other units you mainly focus on one subject. Developing this unit was also challenging because the base of it is the storybook. I really thought hard about which storybook to pick and then I came across A Day’s Work. A Day’s Work is a wonderful story because it sends a message about the different types of people and some of the struggles people go through. I enjoyed the illustrations because they were painted it seemed. Overall I pick the story because I liked the message it could send to students. When I started to develop this seven day unit I was a bit overwhelmed because I did not know where to start. The calendar was my biggest challenge because I wanted to activities and the days go in a flow and I really wanted the students to try to get the message of the book and teach them a couple of things that relate to the characters. My biggest highpoint was when I completed the calendar and felt that the unit really was going to turn out great. Overall I am proud of my unit and do like how it turned out; in the end as well I am happy I overcame the challenge of this integrated unit.

REFLECTION

Bean, T. W., Readance, J. E., & Baldwin, R. S. (2011). Content area literacy: An integrated approach. (10 ed.). Dubuque: Kendall Hunt.

Berk, L. E. (2012). Infants and children, prenatal through middle childhood. (7th ed ed.). Pearson College Div.

Bunting, E., & Himler, R. (1994). A Day's Work. New York: Clarion Books.

Corn, M. (2010). “our choices” unit. Unpublished raw data, Nevada State College, Henderson, Nevada. Retrieved from https://webcampus.nevada.edu/webct/urw/tp0.lc33159041

Kaye, C. B. (2004). The complete guide to service learning: Proven, practical ways to engage students in civic responsibility,

academic curriculum, & social action. Minneapolis, MN: Free Spirit Publishing.

Melber, L. M. (2009). Integrating language arts and social studies, 25 strategies for k-8 inquiry-based learning. Thousand Oaks, CA: Sage Publications, Inc.

RESOURCES

NAME: Jamilet Rivera

60 Points Possible (20% OF COURSE GRADE) _____/ 5 Title Page and Table of Contents + Over-all Presentation of Unit

_____/ 20 Introduction to the Unit – The grade level, the theme, a summary of the central piece of literature (children’s book) of the unit, and the NCSS Themes addressed by your selected children’s book.

Brainstorming Chart for the Integration of Multiple Subject Areas (Visual) AS WELL AS statement of the subject areas you chose for your unit.

YOU COMPLETED THIS IN PART I. YOU DETERMINE HOW THIS IS PRESENTED IN YOUR FINAL UNIT.

_____/20 Calendar of Lessons for the 7-10 days of your unit. This calendar will delineate the subject areas in each lesson AND the CEF objectives for each subject area. Also, you will detail the activities.

PORTION COMPLETED FOR PART II/ HERE WILL BE ALL 7-10 DAYS- COMPLETE CALENDAR

____/10First four days including objectives (COMPLETED PART II)

____/10 The remaining days of the calendar including objectives (PART III)

_____/10 Lesson Plans (one for the FIRST day of the unit, one for a MIDDLE day of the unit in DOE Lesson plan format or proposed lesson plan format; your THIRD lesson details the culminating activity of the unit (you can select your format of presentation)

_____/2 Presentation of Resources (ALL teacher and student- books, articles, websites, etc. used in the development of the unit)

_____/3 A 1-2 page comprehensive reflection on the total process of developing your unit. You can include narrative and visuals.

TOTAL POINTS = _____ GRADE = _____

Bonus Points will be assigned for exemplary contents _____

SCORING SHEET

Documents

Integrated Unit: “Everyone is Different”