integrated part 3 whole

8/2/2019 Integrated Part 3 Whole

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Anielka Lopez

EDEL 453

Dr. Kolar

Spring 2012


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Content: Pages:

Introduction: Grade Level, Theme, Summary 3

Connection to Theme 3

NCSS Theme 4

Brainstorming Chart 5

Connecting to the Standards 6

Calendar of Day 1 Day 9 7-11

Lesson Plan #1 12-13



Resources 18

Reflection 19

Rubric 20


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GRADE LEVEL : PRIMARY (k-3)

Books Name:Fly Away Home by Eve Bunting; Illustrated by Ronald Himler

Themes of Unit/Book: Homelessness and Family Issues

Summary: This book is about father and son that live in the airport, so they wouldnt have to be

on the streets. Everything changed after the mother died. The father and son have learned

different techniques on how to survive in the airport or not to get caught. They sleep sitting up,

and wear blue jeans, blue jackets, and carry their blue bags. They number one rule in living in

the airport is Dont get noticed. The father works as a janitor on the weekends and Andrew, the

son, stays with another family, the Medinas, which also live in the airport. Andrews dad is very

focused on making sure that he goes back to school and gets an education. Both of these families

have hoped to save enough money to be able to live in their own apartment and to be able to call

something besides the airport their home. Andrew gets frustrated when he sees the people in

the airport are going to or from their home to some other place.

Connection to Themes: I think the overall theme to the book is homelessness and family issues.

The books shows to families that have young children living in an airport so they dont have to

sleep on the streets! There are also family issues because though the dad is trying to get out of

the airport, the money just doesnt budge yet. Andrew and his father had the mother of the family

die (cause not mentioned).


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NCSS Themes:

Culture: This theme fits into the book because Andrew, his father, the Medinas Family,and any other homeless family/person that is living in the airport is living and

experiencing a different type of culture and environment, then someone that has a home

and doesnt have to worry about getting caught.

Time, Continuity, and Change: This theme fits into the book because we see thestruggle the bird had over time.We see how Andrew and his father became homeless

after the death of Andrews mother. We also see the steps that Andrew and his father are

taking to save money, look for an apartment and also get Andrew into school, which

brings change into their lives.

People, Places, and Environment: This book includes this theme, with the fact that theycome across different people within the airport. They have the people that work there, thepeople coming in from a flight or stopping by on their way home, and the other homeless

people trying to stay out of the radar!

Individual Development and Identity: We see Andrew develop throughout the storywhere he used to treat his father and the Medinas from whatever he earned that day

helping people with their luggage and he then decides his going to save everything he

can.

Individuals, Groups, and Institutions: This theme is represented with how it is not justone homeless person that lives in the airport but a group, and they are choosing an

institution like the airport so they can be safe and stay warm, and have a roof over their

heads.

Power, Authority, and Governance: This book presented this theme in the beginning ofthe book where we saw two homeless people being very loud, therefore got noticed and

had to be removed by the airport authority.


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Integrating Subjects Brainstorming Chart:

Language Arts:

Preview book such astitle, author, etc. Also

go over vocabularythat will be seen in the

book.

Have students definewhat homelessmeans to them. And

how they feel when

they hear the word

homeless or whenthey see someone that

is homeless.

Have students write aletter from Andrew tothe Medinas family or

to his father.

Create an I Poem inthe point of view ofone of the main

characters

Create an AcronymPoem using the word

HOMELESS or one

of the characters name.

Mathematics:

Have the studentscalculate how many

cans of food, produce,etc are needed to feed

the people that come

into a soup kitchen forthe night.

Research how manystudents in Clark

County are accountedfor being homeless and

draw a bar graph to

compare to anotherschool district.

Create a circle/piegraph of the healthiestmeal one should have.

What is the percentage

of grains that should be

in ones meal?

The Arts:

Have the students drawa scene from the book

and explain why theychose it.

Have the students drawthe bird from thebook and explain why

it was so significant.

Have the studentscreate a family portrait

Have students create abeat then a song/rapthat goes with the beat.

Literature:

A Shelter in Our Carby Monica Gunning

The Teddy BearbyDavid McPhail

A Train to Somewhereby Eve Bunting

Those Shoes byMaribeth Boelts

The Magic Beads bySusan Nielsen-

Fernlund

Social Studies Areas:

History Geography Technology Economics Science Cooking

Service Learning:

Quilting Donate clothes and

non-perishable food tolocal shelter

Donate clothes andnon-perishable food to

school program

Start a communitycollaboration ongrowing produce for a

local shelter (orparticipate in one if

established)


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Language Arts/Reading:3.3.2 Describe physical and personality traits.

Describe the motivation for a charactersactions.

3.3.9 Make connections to self, other text,

and/or the world.

4.3.1 Identify and explain the use of

abbreviations acronyms

6.3.3 Write poetry.

6.3.4 Write responses to literary text.

6.3.7 Write friendly letters following an

established format.

8.3.2 Use precise language todescribe

feelings

experiences

observations

ideas8.3.3 Use public speaking techniques to deliver

presentations

8.3.4 Contribute to conversations and

discussions about a given topic.

The Arts:1.3.3 Use different media, techniques, and

processes to produce works of art.

2.3.1 Identify selected elements of design and

principles of design in nature and in works of

art.

2.3.4 Use elements and principles of design to

create works of art.3.3.2 Create artwork that demonstrates choice

of subject matter and symbols to communicate

meaning.

4.3.2 Identify works of art as belonging to

particular cultures, times, or places.

4.3.3 Create a work of art that is influenced bya particular historical period or culture.

5.3.3 Discuss possible meanings of art.

Social Studies:H1.3.1Learn about individuals in the

community and discuss their contributions.

H2.3.1Discuss how conflicts can be resolved

through compromise.

H3.3.4Demonstrate respect for each other, the

community, and the world.G7.3.3List reasons why people choose to live

in urban or rural communities.

G7.3.5Describe purposes for variousorganizations.

E9.3.4Demonstrate an understanding of

income and give examples

Service Learning:

Five Stages:

Inventory and Investigation Preparation and Planning Action Reflection Demonstration


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Day #1

Standards/Objectives:

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

G7.3.3List reasons why people choose to live in urban or rural communities.

Objectives:

Students will name different individual they will see in a community.Students will be able to name the difference between an urban and rural area.

Total: 50 Minutes

Activity:

1. Students must create a T-Chart of individuals they might see in their community. (ex.Police officer) and their contributions (ex.keeps us safe)[10 minutes]

2. Teacher will ask for volunteers to share some of the roles. [5 minutes]3. The teacher will then introduce and explain what a Venn diagram is and when one would

use it. [10 minutes]

4. The teacher will then ask the students to create a Venn diagram between a rural and urbanarea/community. [20 minutes]

5. Students will then share their diagrams. [5 minutes]


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Day #2

Standards/Objectives:Standards:

8.3.4 Contribute to conversations and discussions about a given topic.

Objectives:Students will be able to have a class discussion on the word homeless. What is it? Who does it

involve? Etc.Students will also be able to give their opinions and feelings/thoughts about homelessness.

Total: 50 Minutes

Activity:1. Teacher will write the word homeless on the board and have a student read the word

out loud the class.2. Teacher will have students write in their journals what this words means to them.

(10 minutes)

3. Teacher will group the class into two groups and go over the rules of having a classdiscussion. (5 minutes)4. Students will be asked to have a discussion. They can simply share be asked to have a

discussion. They can simply share their journal writing or go more in depth. (25 minutes)

Day #3


3.3.9 Make connections to self, other text, and/or the world.

Objectives:Students will listen to Fly Away Home by Eve Bunting.

Students will make connections to self, other text, and world after the book is read.

Students will need to describe their feelings, ideas, and observations, using precise language.

Total: 50 minutes

Activity:1. Teacher will preview the cover of the book and details, such as author and illustrator. [5

minutes]2. Teacher will read Fly Away Home to the class. [10-15 minutes]3. Students will be required to make at least one connection to self, text, and/or world from

Fly Away Home. [15 minutes]4. Students will write in their journals to describe their feelings, ideas, and observations

from the book and the class discussion from the day before.

[15 minutes]

5. Teacher will go over privately as an informal assessment to see what the students got outof it.


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Day #6


4.3.1 Identify and explain the use of abbreviations

acronyms

6.3.3 Write poetry

Objectives:

Students will be able to identify an acronym.

Students will be able to write their own acrostic poem using a word related to the book or a maincharacters name.

Total: 50-60 minutes

Activity:1. Teacher will introduce acronyms to the students, create an example, and show other

examples. [10-15 minutes]2. Students will be able to identify an acronym as a class [5 minutes]3. The students will choose a main characters name or a word related to the book (for

example: homeless or Andrew) to create their own acrostic poem. [25-30 minutes]

4. Students will be allowed to share their acrostic poem. [5-10 minutes]

Day #7

Standards/Objectives:

Standards:E9.3.4Demonstrate an understanding ofincome and give examples

6.3.4 Write responses to literary text.

6.3.7 Write friendly letters following an established format.

Objectives:

Students will be able to create a friendly letter from one main character to another.Students will be able to demonstrate their understanding on income and name some examples.

Total: 50 minutes

Activity:

1. Students will have a small group discussion on income. They must give an example ofhow income is received, and why it is important. [10 minutes]2. The students will respond to Fly Away Home by creating a friendly letter to a main

character from the either another characters perspective or their personal point of view.

[30 minutes]3. Students will be given the opportunity to share their work with the whole class. [10

minutes]


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Day #8 (two days)


G7.3.5Describe purposes for various organizations.E9.3.4Demonstrate an understanding ofincome and give examples

H3.3.4Demonstrate respect for each other, the community, and the world.

Objective:Students will be able to find the purpose of the service learning project.

Students will be able to plan out what action will be done for their service learning project.

Total: 50 minutes

Activity:1. The class will decide on the purpose of their service learning project. What they want

accomplished? Who they need to interview and so on. [20 minutes]2. The class will start planning their service learning project. Roles will be assigned to who

will need to find what, and do a certain job. [ 30 minutes]

Day #9 (continue)


G7.3.5Describe purposes for various organizations.

E9.3.4Demonstrate an understanding ofincome and give examples

H3.3.4Demonstrate respect for each other, the community, and the world.

Objective:

Students will be able to finalize the steps of their service learning project.

Students will execute their service learning project.

Total: 50 minutes

Activity:1. Students will finalize their service learning plan, and get the final things ready for the

action stage! [20 minutes]

2.

Students will be able to begin setting up and take action on the project.3. Teacher will be taking pictures during this time.*Note: The process of having can and non-perishable items donated will take some days but thestudents will set up around their school for the project. Students will later collect and reflect on

their service learning plan.


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TEACHER: Ms. Annie Lopez

TITLE OF THIS LESSON: Juices Flowing in the Brain ---Introduction Day

TOTAL TIME: 50 Minutes

OBJECTIVES :

Students will name different individual they will

see in a community.

Students will be able to name the difference

between an urban and rural area.

STANDARDS ADDRESSED:

H1.3.1Learn about individuals in the communityand discuss their contributions.

G7.3.3List reasons why people choose to live in

urban or rural communities.

MATERIALS/RESOURCES/TECHNOLOGY USED IN THE LESSON:

Butcher Paper (to create a T-Chart) Butcher Paper (to create a Venn Diagram) Sharpie Marker

ANTICIPATORY SET:

Good morning students, lets get those juices flowing in the brain and lets think about who are people

that live in our community? Remember to please raise your hand, so we dont all call out.


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ACTIVITIES IN THE LESSON

1. Students and teacher will create a T-Chart of individuals they might see in their community.(ex. Police officer) and their contributions (ex.keeps us safe)[10 minutes]

2. Teacher will ask for volunteers to share some of the roles. [5 minutes]3. The teacher will then introduce and explain what a Venn diagram is and when one would use

it. [10 minutes]

4. The teacher will then ask the students to create a Venn diagram between a rural and urbanarea/community. [20 minutes]

5. Students will then share their diagrams and the teacher will fill in the class Venn diagram. [5minutes]

ASSESSMENT OF STUDENT LEARNING/UNDERSTANDING:

The students will be assessed by their participation during their T-Chart of the community roles.

The students will also need to turn in their Venn diagram that they created to show they know how to

show the differences and similarities.


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TITLE OF THIS LESSON: What Can You Create? Middle Day

TOTAL TIME: 50 minutes

OBJECTIVES :

Students will be able to identify an acronym.

Students will be able to write their own acrostic

poem using a word related to the book or a main

characters name.


4.3.1 Identify and explain the use of

abbreviations

acronyms

6.3.3 Write poetry

MATERIALS/RESOURCES/TECHNOLO

GY USED IN THE LESSON:

Examples of poetry. Examples of Acrostic Poems Fly Away Home book


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ANTICIPATORY SET:

Students will be given the first example of an acrostic poem (the purple one) to read silently to

themselves.

After introducing what acronyms are and creating the example, the teacher will say Lets see what

we can create!

ACTIVITIES IN THE LESSON:

1. Teacher will introduce acronyms to the students, create an example, and show other examples.[10-15 minutes]

2. Students will be able to identify an acronym as a class [5 minutes]3. The students will choose a main characters name or a word related to the book (for example:

homeless or Andrew) to create their own acrostic poem. [25-30 minutes]

4. Students will be allowed to share their acrostic poem. [5-10 minutes]


Students will turn in the acrostic poem that they create about a main character or a word related to the

book.

The teacher will be looking at the students work to see if they understand the concept of an acrostic

poem.


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TITLE OF THIS LESSON: Service Learning Project

TOTAL TIME: 50 minutes (2x)

OBJECTIVES :

Students will be able to find the purpose of the

service learning project.

Students will be able to plan out what action will

be done for their service learning project.

Students will be able to finalize the steps of their

service learning project.

Students will execute their service learning

project.


G7.3.5Describe purposes for various

organizations.

E9.3.4Demonstrate an understanding ofincomeand give examples

H3.3.4Demonstrate respect for each other, the

community, and the world.

MATERIALS/RESOURCES/TECHNOLOGY USED IN THE LESSON:

Boxes to spread around the school for the school food drive Service Learning packet Signs about the school food drive Markers Butcher Paper*Note: Students might need more materials/resources as the students work on the service learningproject.


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ANTICIPATORY SET:

Teacher will start lesson with statement, Alright class, now that we understand the homelessness

theme from the bookFly Away Home, how can we make a difference? For the next two days we will

be planning and executing our service learning plan that we come up with as a class!

ACTIVITIES IN THE LESSON:

Day 8

1.

The class will decide on the purpose oftheir service learning project. What they

want accomplished? Who they need tointerview and so on. [20 minutes]

2. The class will start planning their servicelearning project. Roles will be assigned

to who will need to find what, and do a

certain job. [ 30 minutes]

Day 9

1.

Students will finalize their servicelearning plan, and get the final things

ready for the action stage! [20 minutes]2. Students will be able to begin setting up

and take action on the project.

3. Teacher will be taking pictures duringthis time.

*Note: The process of having can and non-

perishable items donated will take some days butthe students will set up around their school for

the project. Students will later collect and reflect

on their service learning plan.


Students will have to reflect about their participation during the service learning project. They should

reflect on things they liked, didnt like, and would change.


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These were the resources I used to create this integrated social

studies unit:

Fly Away Homeby Eve BuntingThe Complete Guide to Service Learning by Cathryn Berger

Kaye, M.A.

Integrated Language Arts and Social Studies by Leah M.Melber and Alyce Hunter

http://www.doe.nv.gov/Standards_SocialStudies.html http://www.doe.nv.gov/Standards_EnglishLangArts.html http://www.doe.nv.gov/Standards/Arts/vacont.pdf
http://www.doe.nv.gov/Standards_SocialStudies.htmlhttp://www.doe.nv.gov/Standards_SocialStudies.htmlhttp://www.doe.nv.gov/Standards_EnglishLangArts.htmlhttp://www.doe.nv.gov/Standards_EnglishLangArts.htmlhttp://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_EnglishLangArts.htmlhttp://www.doe.nv.gov/Standards_SocialStudies.html


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I have never created or been a part of creating an integrated social studies unit plan.

I think that being hands on in creating this lengthy unit plan has been beneficial to thinking about

connecting different subject standards to create a more interesting lesson plan that the students

will enjoy. I think the hardest thing for me was how it was hard to incorporate more than two

subjects. I was mostly able to incorporate language arts to either social studies or the arts.

I really wish I would have thought of more things I could have done in math and

especially science, but I guess with the theme of my book it was more difficult to think of

activities for science. I think that this project was so difficult because more and more professors

are focusing on integrated unit plans and they are all asking for different things.

I really love the fact that you were able to give us the freedom of how our integrated

social studies unit plan should look like. I am really organized person and need a specific

structure of how I want things to look like, so I really LOVE how my lesson plan looks and can

see myself using it once I get in the classroom. Since I am a bilingual major as well as general

elementary education I would definitely need to add an accommodation to my lesson plan for

those students that are still learning a language or who are ELL.

I feel like I needed more time, I wish I would have known that this is the type of

project that we were going to do, I would have been thinking about the book I wanted to use

from the beginning. I felt like everything got rushed toward the end we had to choose a book

quick so we can get started on the brainstorm, and find the standards, etc.

I found that the Service Learning book was really helpful. Its an easy book to read and

it has a lot of information about different types of themes. I also think that it is hard to plan a

service learning activity because the students are the ones that drive the project; they choose

what they want to do for the service they are providing that to the community. That is why for

the lesson plan I kept it very broad but broke it up into two days of service learning so the

students would have time plan and then finalize and execute the second day.


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NAME ___________________________________________________________

SCORING RUBRIC FOR THE INTEGRATED SOCIAL STUDIES UNIT

(PLEASE ATTACH TO YOUR UNIT)

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(childrens book) of the unit, and the NCSS Themes addressed by your

selected childrens 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 comprehensivereflection on the total process of developing your unit.

You can include narrative and visuals.

TOTAL POINTS = _____ GRADE = _____

integrated part 3 whole

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