Your Name: Lauren Ramsower, April Ellis, Melanie Valadez, Ashleigh Anderson EED 511: Elementary Principles of Curriculum

Development, Dr. Tovar Instructional Plan Type: Self/Humanistic (S1) Grade Level: 1st Grade Living Curriculum: UbD Units Title Big Idea: Citizenship & Friendship Goal/Outcome CCSS:
(1.RL.4) Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. ( 1.W.4) With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 13 above). (AZ.1.W.4.) With guidance and support from adults, produce functional writing (e.g., classroom rules, experiments, notes/messages, friendly letters, labels, graphs/tables, directions, posters) in which the development and organization are appropriate to task and purpose.

Essential Questions

Learning Structures/Activities

Goal: SWBAT recognize & identify the characteristics of bucket fillers (respectful, responsible and caring) and also bucket dippers (people who use hurtful words or actions). EQ: What does it mean to treat people the way you want to be treated? Topical Questions: What does being a good friend/citizen look like? What does being a good bucketfiller look like? Engage Watch Brain-Pop Jr. Video on Friends http://www.brainpopjr.com/health/relationship s/friends/preview.weml Read story together Discuss: Friendship, Compliment, Bucket Filler, Bucket Dipper What do these words mean?

Resources/Materials

Assessments

Does everyone in our class have an invisible bucket? (rephrase) Each student decorates their own complement bucket & creates own confetti to hand out during Compliment Circle Activity Explore Group Activity Compliment Circle, each child has a bucket & confetti, go around circle and pay someone a compliment while filling their bucket with confetti Elaborate Final Activity- Each student writes a short letter to themselves about how they are a bucket filler, what they like about themselves, etc. http://www.brainpopjr.com/health/relat ionships/friends/ Have You Filled a Bucket Today? A Guide to Daily Happiness for Kids by David Messing one small bucket per student handmade confetti art supplies writing materials Evaluate: Informal Assessment: Student understanding will be informally assessed during group discussion and Compliment activity Formal Assessment: Student will turn in the letter they wrote to themselves for formal assessment At the beginning of the school year, especially in frst grade, it is important to explicitly teach students the concepts of kindness, friendship, respect and caring for one another. The idea of being a bucket fller of an individuals invisible bucket is a concept that frst graders are able to

Rationale

understand easily, and the themes taught in this lesson can be carried on throughout the year in the classroom and beyond. First grade is a formative time in a childs life, and as Henderson and Gornik state regarding Refective Poetic Inquiry, there is an emphasis on self-discovery, inventive play, experimentation and the romance of acquiring new understanding (Henderson & Gornik, pg.71). This lesson allows the student to look critically at their own behaviors towards others, and also gives them a chance to think about the qualities of their own personalities and character that they like about themselves. The compliment circle activity encourages group bonding and enhances the classroom community, while the letter the students write to themselves reminds them that they are important, and that their words and actions are signifcant and valuable. As teachers, we should always keep the community of our classroom in mind, and should refect on how our lessons effect our students. Two important questions from Henderson & Gornicks Refective Poetic Inquiry that should accompany the implementation of this lesson are, What impact do the values of the community have on the classroom? the school? and also, Is the environment a place where people can grow together? (Henderson & Gornik, pg. 77) By flling the buckets of our classmates, we grow together as a true classroom community. Works Cited Henderson, J. G., & Gornik, R. (2007). Transformative curriculum leadership. Upper Saddle River, NJ:Pearson Education, Inc.