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Welcome to 3rd Six Weeks Social Studies (K-1) Weeks 13-18 !. Please sign in. Please write your name on a slip of paper and add it to the bowl beside the sign in sheet. Entering Activity. What questions have come up since we last met? What new questions have emerged during weeks 7-12?. - PowerPoint PPT Presentation
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PLEASE SIGN IN. PLEASE WRITE YOUR NAME ON A SLIP OF PAPER AND ADD IT TO THE BOWL BESIDE THE SIGN IN SHEET.
Welcome to 3rd Six Weeks Social Studies
(K-1) Weeks 13-18!
Entering Activity
What questions have come up since we last met?
What new questions have emerged during weeks 7-12?
Goals for the Session
At the conclusion of this session:I can implement photo/illustration
analysis in my lesson plans.I can design a unit using
Understanding by Design.I can create formative/summative
assessments.
Photo/illustration analysis:
enables students to develop their sense of observation.
encourages students to formulate questions.
helps students make interpretations.
helps students sharpen their critical thinking skills.
encourages discussion and deeper understanding of literacy content.
serves as a formative assessment after reading a content book.
satisfies KCAS standards: RL.K7, RI.K10, SL.1.2, RL.1.6, RL.1.7
Why is photo/illustration analysis a great strategy
There are four areas of objective questioning in photo/illustration analysis:
Subject Setting Action Other clues
The subject includes the people and objects that are the focus of the photo or illustration.
o Describe the people (or other subject). o What are they wearing?o Are they young or old?o How do you think they feel? o What do they look like?o What are the differences and/or similarities
of the people?
The setting includes the environment around the subject(s).
o Is the subject indoors or outdoors?o Describe the environment.o Describe the objects surrounding the
subject.
The action includes the activity or event depicted in the photo or illustration.
o What are the people (subjects) doing?o What event is taking place?o Are they working in groups or alone?o What is the relationship of the people?
Other Clues
o What else do you see in the photo/illustration?
o Is anything unusual or out of place?o Is there a title? What information does it
give you? o Is there a caption? What information does
it give you
Subjective Observation
What conclusions can you draw from the people or objects in this photo/illustration?
What questions do you now have that are not answered in the photo/illustration?
Kindergarten First Grade
Where have we been? Unit:
We are good Students (14 weeks) Topic:
Rules for School (4 weeks) 1-4 Who Leads the School (4 weeks) 5-8 Making Good Decisions (4 weeks)9-
12
Where are we going? Rules at Home ( 2 weeks) 12-14
Unit: All About Me (4weeks) I Grow and Change (1 Weeks) 15 I’m Special (1 week) 16 My Feelings (2 weeks) 17-18
Where have we been? Unit:
Good Citizens at Home and School (6weeks)
Topic: Why we have rules? (2weeks) 1-2 Rights and Responsibilities (2 weeks) 3-4 Authority Figures (2 weeks) 5-6
Unit: At Home and at School (6 weeks)
Topic Classroom Mapping (2 weeks) 7-8 School is a Place for Learning (1 week) 9 Schools of the Past and Present (1week) 10 Schools are Part of a Community (1 week) 11
Where are we going? Homes Are in a Community (1 week) 12
Unit: Children Around the World (6 weeks)
Topic: Children Around the World (6 weeks) 13-18
K/1 Unit/Topics at a Glance
Formative/Summative Assessment
Social Studies is such a powerful part of the curriculum – I feel it helps students practice for life…about the world they are entering, about the economic system in our country, about voting, about history and why we are what we are.” Joann Winkler
Show Road Map
Show Stages of UbD Graphic Organizer
6 Facets of Understanding
Explanation
Perspective
Self-Knowledge
Interpretation
Explanation
Application
Perspective
Self-Knowledge
Empathy
Interpretation Cultures
AndSocieties
Formative/Summative Assessment
Ability to demonstrate,
derive, describe, design, justify, or prove something using evidence.
The ability to use learned knowledge in
new, unique, or unpredictable situations and
contexts- for example, to build, create, invent, perform,
produce, solve, or test.
The ability to analyze and draw conclusions about
contrasting viewpoints on a given topic, or
situation.
The ability to self examine, self reflect, self, evaluate, express reflective insight, and monitor and modify
one’s own comprehension of information and
events.
The capacity to walk in another’s shoes –
for example, to participate in role –
play, describe another’s emotions, or
analyze and justify someone else’s
reactions.
The ability to create something new from learned knowledge-
for example to formulate a critique, create analogies and
metaphors, draw inferences, construct meaning, translate, make predictions or
form hypotheses.
Explanation
Application
PerspectiveSelf-Knowledge
Empathy
Interpretation
Show Key Entry Points pg 276
Task
Get in groups of three (3).Identify the three Stages of
Understanding by Design (McTighe and Wiggins)
Group 1 Stage 1 Group 2 Stage 2 Group 3 Stage 3
Share
Break6:00 – 6:15
Planning Time
Go to [email protected]
Click on “join this Wiki.”In pairs or school teams:
Create your Unit Plan on the WikiSpace Include the following:
Resources from the Curriculum Map Photo analysis strategy Stage 1, 2, and 3 of Understanding by Design Integrate another content standard into design
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WIIFMWhat’s in it for me?
Emphasize student understandingExpand assessment toolsCreate a repertoire of student
achievement, instead of a snapshotMeet the needs of all learners
