Inter Grated Unit- Amzing Grace

8/2/2019 Inter Grated Unit- Amzing Grace

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BE WHAT YOU WANT TO BE2nd Grade

Integrated Social Studies Unit

By Gina Bermejo


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Table of ContentsPage(s)1.Title Page2.Table of Contents3.Book Summary4Brainstorm Chart5 .NCSS Themes6Connecting to Standards7-10.. Daily Unit Calendar11-15 Day 1 Lesson Plan16-17.Picture Walk: Day 118-21..Day 4 Lesson Plan22.Character Map23...Final Lesson Plan Outline24..Recourses25Reflection


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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: EqualitySocial Studies Mathematics Theater &

Visual ArtsBreaking the Mold

Students will learn about realmen and women who havechosen careers that aren'ttypical for their gender orethnicity.Ex//Amelia Earhart, BarackObama

Women SuffrageStudents will researchwomen suffrage. And discuss

the impact on todays society.

Students will determine the cost ofputting a play together in school.

Students will count the number ofcharacters/actors needed to act outthe story of Amazing Grace (andother stories). Students canestimate how long it takes to readaloud the story of Amazing Grace,then time it.

Protagonist PosterStudents will create a posterportraying themselves as theprotagonist of their favoritestory.

Students will put on a play ofPeter Pan

LiteratureStand Tall Molly Lou Melon ByPatty LovellSpaghetti in A Hot Dog Bun:Having the Courage to Be WhoYou Are by Maria DismondyChrysanthemum by KevinHenkesDancing with Wings by Debbie

Alle

ComputerStudents will use aPowerPoint to summarizeAmazing Grace

Students will send an e-cardto a friend, family member orteacher encouraging them to

be whatever you want to be.Service Learning Science Language Art

Fact or opinionStudents will compare twonewspaper articles on asimilar topic.

Students will research theeffect of negative commentsand mean words can have ona persons health.

Students will discover thetechnology and science

behind airing a show ontelevision.

VocabularyBefore reading the book,review key vocabulary wordsthat are in the book.

Dream BookStudents will create a

picture books based on theirown aspirations and goals.

Discrimination Poster

Students will draw a posterrepresenting a time they were

told they couldn't do

something they really wantedto do, simply because of theirgender or ethnicity


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NCSS Theme

Themes HowAmazing Grace fits within this theme

IndividualDevelopment andidentityPersonal identity is shaped by family, peers, culture, and institutionalinfluences. Through this theme, students examine the factors thatinfluence an individuals personal identity, development, and actions.When Graces class is told they are to perform the play PeterPan, Grace is thrilled. However, her classmates quickly crushher dreams and tell her she cannot be Peter Pan because she isblack and a girl. With her grandmothers influence, Gracechanges her attitude and auditions for the play. She learns not tolet anyone stop her from achieving her dream and as her Nana

puts it If Grace puts her mind to it, she can do anything shewants.

Individuals,Groups andInstitutionsInstitutions 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 areformed, maintained, and changed, and to examine their influence.In order to encourage Grace to achieve her dreams, Nana takesGrace to a grand theater to see Romeo and Juliet. There we see aposter of a beautiful young ballerina in a pink tutu. Above thedancer it says STUNNIN NEW JULIET. This Juliet is

African American. Grace is then inspired to Peter Pan and sayI can be anything want! We can see the great influence Nanahas on Grace by encouraging her to never give up on her dreamsand showing her other individuals who have gone againststereotypes.

Culture Through the study of culture and cultural diversity, learnersunderstand how human beings create, learn, share, and adapt toculture, and appreciate the role of culture in shaping their lives andsociety, as well the lives and societies of others.

We are first introduced to Grace when she is sitting on Nanas laplistening to stories. Grace acts out characters like Joan of Arc, Anasithe Spider, pirates, Native Americans, and Aladdin. We can see thatGrace is encouraged by her family to act out her stories and she isnever criticized by which character she picks. Whether they are men,women, animals or magical creatures. Graces family encourages herto be whatever she wants to be.


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Connecting the Unit to the Standards

Social

StudiesHistory

Langua

ge Arts

Service

Learning

Theater

&VisualArts

Social StudiesCivics

Begin to identifydifferingperspectives.

H1.3.1Learn about individualsin the community anddiscuss theircontributions.

H1.2.5Comparecommunities aroundthe world with the localcommunity.H2.2.1Identify ways in whichpeople cooperate toachieve a common goal.

3.2.3Explain the

main idea.

Withassistance,

identify

theme.

3.2.9Withassistance,

make

connections to

self, other

text, and/or the

world

3.2.2Describe

physical andpersonality

traits.

Withassistance,

identify a

lesson learned

based on a

characters

actions.

Service learning connectclassroom content,literature and skills tocommunity needsstudent will:

pg.9Apply academic, social, and

personal skills to improve thecommunity

Make decision that have real,not hypothetical, results

Grows as individuals, gainrespect for peers, andincrease civic participation

Gain deeper understandingof themselves, theircommunity, and society

Experience success no matterwhat their ability level

Develop as leaders who takeinitiative, solve problems,work as a team, anddemonstrate their abilitieswhile and through helpingothers

1.3.1Create a simple

script based onpersonalexperience,imagination,

or the retelling ofa story.

2.3.4Use elements and

principles ofdesign to createworks of art.

Show responsibilityfor the well-being ofoneself and family.

H3.2.4Demonstrate respectfor each other and

people in thecommunity.G6.2.3Identify traditions andcustoms that familiespractice

C13.2.1Identify and follow

classroom andschool rules that

guide behavior andresolve conflicts.


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Calendar

Dayof

Lesson

Social

Studies

Language Arts Service

Learning

Theater

& Visual Arts

Day 1 Objectives:H1.3.1Learn about individuals

in the community and

discuss their

contributions.

ActivityStudents will learn

about importantpeople who have

changed societytoday. Such as SusanB. Anthony and

Barack Obama. They

will be prompted towrite out the

importance of what

these individuals did

and how they havechanged their lives.

Objectives:1.2.4I/L Build vocabulary using pictures symbols

ActivityStudents will be

introduced to

vocabulary of the unit

Objectives:pg.9Apply academic, social,

and personal skills to

improve the community

ActivityStudents will examine

and discuss the rootsof the wordpre and

judge. How does

prejudice happens?How we learn attitude

attitudes about others?

Students will discuss

the quote You cantjudge a book by its

cover, Student will

tell one familymember about the

word prejudice e

Objectives:1.3.3Use different media,

techniques, and processes to

produce works of art.

ActivityStudents will create a

poster portrayingthemselves as the

protagonist of their

favorite story.

Day2 Objectives:H3.2.4Demonstrate respect for

each other and people in

the community.

ActivityStudents will discuss

what it means to treatother people with

respect. As a class,

student will

brainstorm a list of

do's and don'ts fortreating people with

respect. This will on

display in theclassroom.

Objectives:3.2.8 I/LMake predictions based on

evidence.

ActivityStudents will be going

on a picture walk of

the bookAmazing

Grace. In their journal

they will write what

they think the book is

about.

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

ActivityEach student will be

asked to think of a

time he or she felt

different. Studentswill share these stories

and plan ways toincrease respect and

understanding in theclassroom and at

home. Students will be

expected to followthese guidelines from

then on

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

ActivityStudent will be divided

up in groups of 4-5.

They will be providedmaterials such as

magazines and

newspaper cutouts.

Teacher will prompt

student to create acollage about self-

esteem using these

materials


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Day 3 Objectives:H1.2.5

Compare communities

around the world with the

local community.

ActivityStudents will learn

the different folktales

that are told aroundthe world. They will

write the similarities

and differenced

between our tales andother tales.

Objectives:3.2.9 I/LWith assistance, make

connections to self, other

text, and/or the world

ActivityClass will readStandTall Molly Lou Melon

By Patty Lovell whichtells a tale of an odd

girl who does not let

her look set her back.

Just like Grace she isencourages by her

grandmother to be

proud of whom she is.As a class we will

compare and contrast

the two characters. Intheir journals student

will write and draw

what make them

unique.

Objectives:pg.9Grows as individuals, gain

respect for peers, and increasecivic participation

ActivityStudents 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.

Objectives:1.3.1Create a simple script based

on personal experience,

imagination, or the retelling

of story.

ActivityStudents will create a

simple script of 2-3characters. They are to

write about their

greatest

accomplishment.

Day4 Objectives:C13.2.1Identify and follow

classroom and schoolrules that guide behavior

and resolve conflicts.ActivityStudents will

brainstorm how todeal 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 theresolution to the

conflict.

Objectives:3.2.1 I/L

With assistance,

identify conflict

ActivityStudents will identify

what the conflict is inthe story of Amazing

Grace and discuss it as

a whole.

Objectives:pg.9Gain deeper understanding

of themselves, theircommunity, and society

Activity

Students will discuss

and write a one page

response on how young

people experience

stereotyping and

prejudice.

Objectives:5.3.3Discuss possible

meanings of art

ActivityStudents will previewthe top ten most

recognizable paintings.

As a class we will

discuss what thepainters may have felt

when creating their

famous artwork.


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Day 5 Objectives:H2.2.1

Identify ways in

which people

cooperate to achieve

a common goal.

ActivityStudents will read beintroduce to Melba

Pattillo and eightother teenagers

became the first

African-American

students to attendCentral High School

in Little Rock. As a

class we will discussthe importance of

cooperating to

achieve a commongoal.

Objectives:3.2.2 I/LWith assistance, describe

physical and personality

traits.

ActivityEach student willcreate a character

map. The will beprompted to describe

Grace physical and

personality traits.

Objectives:pg.9Experience success no

matter what their ability

level

ActivityStudent will write a listof 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.

Objectives:4.3.3Create a work of art

that is influenced by a

particular historical period

or culture.ActivityStudents are

encouraged to pretend

they are present whenMelba Pattillo starts

school on September 4,

1957. Student will be

prompt to create an

encouraging picket

sign for the students

who attended CentralHigh School in Little

Rock.

Day 6 Objectives:G6.2.3Identify traditions and

customs that families

practice

ActivityStudents will discuss

unique folktales,stories, fables etc.

they have heard from

a family member, orstories they have told

to a family member.

Each student will

write the story anddraw a poster to go

along with it.

Objectives:3.2.2 I/LWith assistance, identify a

lesson learned based on a

characters actions.

ActivityAs a class we will

discuss what Gracedid to resolve her

conflict.

Objectives:pg.9Develop as leaders who

take initiative, solve

problems, work as a team,

and demonstrate their

abilities while and through

helping others

ActivityAs a class we willwalk around the

school and find things

that need to be

changed for the better.We will discuss 3

things as a class thatneed to improve and

write a class letter tothe principal to change

these things.

Objectives:3.3.2Create artwork that

demonstrates choice of

subject matter and symbols

to communicate meaning.

ActivityStudents will write a letter

to Grace pretending to her

grandmother and will

encourage Grace to not give

up on being Peter Pan.


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Day 7 Write a reflection ofwhat they thought

about the bookAmazing Grace.What they learned

about the Little RockNine and anyconnections or

feeling they feel like

they should expressabout the unit.

Students will turn in

reflection with all

assignments/activitiesthat were

incorporated in the

unit.

Write a reflection of

what they thought

about the bookAmazing Grace. Whatthey learned about the

Little Rock Nine andany connections orfeeling they feel like

they should express

about the unit.Students will turn in

reflection with all

assignments/activities

that were incorporatedin the unit.


what they thought



they should express

about the unit.Students will turn in

reflection with all




what they thought



they should express

about the unit. Studentswill turn in reflection

with all




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NEVADA STATECOLLEGE

TEACHERPREPARATIONPROGRAM

LESSONPLANFORMAT 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 thebook 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.

1.3.3Use 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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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.

Best Practices: (put an X next to those that you address in your lesson)

Preparation Scaffolding Grouping Options

Adaptation of content Modeling Whole Class

Links to background Guided practice Small groups

Links to past learning Independent practice Partners

Strategies incorporated Verbal scaffolds Independent

Procedural scaffolds

Integration of Processes Application Assessment

Listening Hands-on Individual

Speaking Authentic (Meaningful) Group

Reading Linked to objectives Written

Writing Promotes engagement Oral


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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 nextime? How will your assessment data affect subsequent planning?

N/A


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Picture Walk


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NEVADA STATECOLLEGE

TEACHERPREPARATIONPROGRAM

LESSONPLANFORMATDAY#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 ofStand 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

inAmazing Grace and in Stand tall Molly Lou Melon


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Nevada Standards:

G6.2.3Identify traditions and customs that families practice

3.2.2 I/LWith assistance, identify a lesson learned based on a characters actions.

3.2.2 I/LWith 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)

Preparation Scaffolding Grouping Options

Adaptation of content Modeling Whole Class

Links to background Guided practice Small groups

Links to past learning Independent practice Partners

Strategies incorporated Verbal scaffolds Independent

Procedural scaffolds

Integration of Processes Application Assessment

Listening Hands-on Individual

Speaking Authentic (Meaningful) Group

Reading Linked to objectives Written


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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 reviewAmazing 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 ofAmazing 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 bothbooks. 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 conflictwith 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 onperson 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 wil

you do differently next time? How will your assessment data affect subsequent plannin

N/A


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Girl

AfricanAmerican

Loves

listening to

stories

Wants to be

Peter Pan

Likes to act

Has a bigimagination

Conflict: Grace is told by her classmates that she cannot playthe 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 theaterand 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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ResourcesBerger 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
http://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.rev4.19.11.pdfhttp://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.rev4.19.11.pdfhttp://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.rev4.19.11.pdfhttp://teacher.scholastic.com/barrier/hwyf/mpbstory/firstday.htmhttp://teacher.scholastic.com/barrier/hwyf/mpbstory/firstday.htmhttp://teacher.scholastic.com/barrier/hwyf/mpbstory/firstday.htmhttp://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdfhttp://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdfhttp://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdfhttp://www.doe.nv.gov/Standards/Arts/vacont.pdfhttp://www.doe.nv.gov/Standards/Arts/vacont.pdfhttp://www.doe.nv.gov/Standards/Arts/vacont.pdfhttp://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdfhttp://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdfhttp://teacher.scholastic.com/barrier/hwyf/mpbstory/firstday.htmhttp://teacher.scholastic.com/barrier/hwyf/mpbstory/firstday.htmhttp://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.rev4.19.11.pdfhttp://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.rev4.19.11.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 toService Learning, I found tonsof 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.

Documents

Inter Grated Unit- Amzing Grace