Sub-Standard: 1. Follow rules, such as sharing and taking turns, and know the consequences of breaking them.

B. Key Disciplines: Government/ Civics

C. Historical and Social Science Analysis Skills and 21st Century skills:

All 4 of them:

-Communication: While students are doing think-pair share. 

-Collaboration: Students collaborate on the activities being performed at hand.

-Critical Thinking: The teacher will challenge students to expand their thinking as the lesson is being presented. 

D. Key Social Studies Concepts:

2)

E. Estimated number of class periods: 3

Reading Informational Text:

RL K. 1 With prompting and support, ask and answer questions about key details in a text.

RL K. 3 With prompting and support, identify characters, settings, and major events in a story.

RL K. 6 With prompting and support, name the author and illustrator of a story nd define the role of each in telling the story. 

As I am reading the story, Goldilocks and the Three Bears, I make sure that prior to reading the big book I point out to students saying, “The author is ____,” and “The illustrator is ______ .” I explain to them that an author is the one that writes the book, and the illustrator is the one who draws the pictures. I make sure that I am using Kinder friendly words throughout the lesson. I also make sure that the students understand these concepts by having them repeat it with me “chorally” as a class. Throughout the book I make sure that I pause and check for comprehension, I ask questions and have students think-pair-share. At the end of the story, I make sure that we discuss who the characters, setting, and the major events in the book were. I create a chart with the students. I use pictures and words so that ELD students can also understand the lesson. 

Speaking and Listening:

SL. K. 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges.

SL K. 2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

SL K. 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

The students will be active learners throughout this unit plan. They will engage in think-pair-share as mentioned above. The teacher (myself) also designed a way in which the students can decide who will be sharing their thoughts first and who will be sharing them second. The students will play paper rock and scissors in order to decide who will be the first and second one to share. This will prevent arguments and will teach the children that they have to also learn that they will not always win. The students will collaborate with the teacher as they discuss together the key details, events, and setting of the story. The teacher will prompt the students to help them understand the story events. She will prompt them by giving them clues, sentence starters if needed, and pictures as well. 

Writing: 

W. K. 5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

W. K. 8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

The final assessment piece will require the students to write about being a “good citizen.” The teacher will prompt the students by providing three sentence starters and she will also provide also provide examples and pictures for the sentence starters. The students will have a choice of which sentence starter and which picture they would like to use. The writing part will also contain a drawing component. The students will be prompted to draw about what their sentence is about. 

B. List specific standards from the California English Language Development Standards. Describe how these standards will be addressed in your unit.

Part 1: Interacting in Meaningful Ways

3. Offering opinions and negotiating with or persuading others 

The teacher will use these standards in her lessons because as she is discussing what a “good citizen” means, she is giving the chance for students to voice their opinions. For example, some students said being a ‘good citizen” means to be kind, while others said “to share slime.” Students were able to share their interpretation of what being a “good citizen” means to them. 

Part 1: Interacting in Meaningful Ways 

B. Interpretive

5. Listening actively and asking or answering questions about what was heard 

The teacher actively pauses and checks for comprehension as she reads the texts to the students. The teacher would pose questions such as, “Do you think that the dog is being a good citizen?” This question is in reference to the story The Little Hen. All of the students responded “No” and that is when the teacher was able to pose a higher level question, “Why was the dog not being a good citizen?” The students answers varied and the teacher would prompt them to answer in a complete sentence by providing them with a sentence starter. 

Part 1: Interacting in Meaningful Ways

C. Productive

11. Supporting opinions or justifying arguments and evaluating others’ opinions or arguments.

As mentioned earlier, the students will be responding to questions that the teacher poses. The teacher will also have a list of “good and bad choices.” The teacher will have the students evaluate why the choices are deemed as “good” or as “bad.” The teacher will also provide students with examples and there will be pictures alongside the choices so the students can visually see the good and bad choices of their actions. The students will also learn about the consequences for their good actions and the consequences for their poor choices. They will learn to evaluate their choices and hopefully they will learn to make good choices on their own. 

Part II: Learning about How English Works

Structuring Cohesive Texts 

Since this is a Kindergarten class, the concepts of print are shown to the students. Before I read them the text, I make sure that I point to the front and back cover. Before I read the books, I make sure that I also point out who the author and the illustrator of the book are. I also make sure to use the pointer as I am reading the book, pointing to every word as I read it aloud. 

C. List one or more California State Standards in the Visual and Performing Arts. Describe how these standards will be addressed in your unit.

Apply Vocal and Instrumental Skills

Creative Expression

Creating, Performing, and Participating in Music

2.2 Sing age-appropriate songs from memory. 

Since I am working with Kindergarten students, they really appreciate songs and have fun singing them. One of our rules in the classroom is to sit on the carpet “criss cross apple sauce.” I had the students memorize this song, “Are we criss criss, are we criss cross, hands in our lap, hands in our lap, are we sitting criss criss, are we sitting criss cross, just like that (while pointing at a student who is sitting criss cross apple sauce), just like that (again pointing at a student who is sitting criss cross apple sauce).” The students responded well with this song, and were not as reluctant to sit criss cross apple sauce because it was a fun way to have them follow that rule. 

Explain how the activities in your unit incorporate culturally diverse perspectives or embody culturally responsive pedagogy. For example, do your sources reflect diverse perspectives? Do literature selections and visual images portray diversity? Do you include oral history, drawing on stories and experiences from students’ families and communities? Be specific.

In the last activity, the teacher will showcase images of real world people. There will be pictures of Latino people being good citizens and making good choices. The teacher also showcases girls and boys alike, not making any gender feel less or more valuable. The teacher will feature many different ethnicities and colors, so that every student can feel apart of the lesson. 

3. This activity takes 25 minutes. The teacher reads the book Goldilocks and the Three Bears to the students. I strategically chose to read this book because it was available in a big book. As we learned in TED 403, children, especially Kindergartners, enjoy big books because they get to see the pictures and the print clearly. Also, I noticed that the students were extremely quiet when the book was being read. They really enjoyed listening to it. The teacher would stop and check for comprehension. I asked questions such as, “ Is Goldilocks being a good citizen by going inside the house without the three bears’ permission?” When the story was done, the teacher created a poster with student input labeled, “Was Goldilocks being a good citizen?” The students are collaborating amongst each other in order for this activity to be a success. Also, as the teacher reads, she makes sure to point to the front page, the back page, the author, and the illustrator of the story. The teacher also points to the words and is demonstrating to students how they should also be reading; pausing for effect, waiting a few seconds after a period. The teacher shows the students an example of someone that is not being a good citizen because students need to see both sides of the story. The teacher will further generate critical thinking by asking the children, “How could have Goldilocks have been a good citizen?” The teacher will use a graphic organizer for that part as well.

This activity is meant to last for fifteen minutes. The teacher will review the previous lesson, asking students, “What does it mean to be a good citizen? How do good citizens act?” The students will be sitting in a circle, and the teacher will allow all students to orally dictate their responses. This gives a chance to have all students participate and feel a part of the group. The students will be reminded of what a good citizen also means by the teacher telling them to respect when others are speaking.

1. This activity will take approximately 20 minutes. The teacher will show the students a video on youtube that is a book being read out loud. This allows the teacher to integrate technology and thus make the lessons more meaningful and engaging for the students. The teacher will pause to discuss the story with the students. 

2. The teacher will then assess the students by completing a graphic organizer with them. In the middle, it will be titled “I Can Make Good Choices!” The teacher will guide this activity and will further encourage students to think critically by asking them, “Why was that a good choice? Is the person being a good citizen?”

The third day the teacher will display real world images of people being a good citizen. She will make sure that she is being culturally diverse and including as many ethnicities as possible. This will give the teacher another chance to integrate technology in the classroom. She will present these pictures from the smart board inside the classroom. 

Did the students understand why Goldilocks was not being a good citizen? Were they able to provide a rationale as to why she was or was not a good citizen?

Progressive teaching check: Were the students able to recognize as the days went on, whether they were making good or bad choices? Were they able to stop and think about their actions and analyze the significance of them?

Primary sources: Were the students able to understand why it is important to be a good citizen and to make good choices? Were they able to connect the importance of not only being a good citizen in school, but also in the real world?

Rubric for Kinder: