Newark Montclair Urban Teacher Residency

Social Justice Integrated Curriculum Unit (SJU)

ree !icower
S"ring #$%&
T'() *+ C*NT)NTS
Part 1: Unit Overview
Part 2: Planning with Standards
Part 3: Thematic Web
Part 4: Curriculum Unit Plan
Part 5: ess!n Plans
Part ": #ntegrating test $re$ and academic s%ills
Part &: 'ssessment
Part (: 'nal)*ing Student w!r%
Part +: Unit ,e-lecti!n
Part 1.: /inal ,ubric
1
!'RT %, UNIT *-)R-I).
0!ur 1ame: 2anessa 3raves /!ster
Unit Title: 4!w 4ealth) 4ands 4andle 5m!ti!ns
T!$ic: 6anaging 5m!ti!ns
3rade level: 1
Themes7 8ig #deas:
19 5m!ti!ns 29 Sel-:e;$ressi!n 39 C!mmunicati!n
49 5m$ath) 59 ,es$ect
)nduring Understandings / (earning *b0ecti1es
What d! )!u want students t! remember 1. )ears -r!m n!w<
19 SWUT that it is n!rmal and health) t! -eel a variet) !- em!ti!ns=
29 SWUT that in !rder t! manage )!ur em!ti!ns in a health) wa)> )!u must be able
t! identi-) what )!u are -eeling=
39 SWUT even when )!u -eel angr) !r vi!lent> )!u can ch!!se t! e;$ress )!ursel-
in a res$ect-ul wa)=
49 SWUT em$ath) is caring ab!ut !ther $e!$le?s em!ti!ns> and see it as an
im$!rtant $art !- living res$ect-ull) with !thers=
)ssential 2uestions
What @uesti!ns will create the Ad!!rwa)B t! )!ur stud) and set the stage -!r high:level
thin%ing<
19 What are s!me em!ti!ns we -eel<
29 C! )!u have t! e;$ress anger angril)< 4!w can we e;$ress7w!r% thr!ugh
di--icult em!ti!ns in a $!sitive wa)<
39 4!w can we sh!w !ther $e!$le that we care ab!ut h!w the) -eel<
Im"lementation 3ate
Ciscuss with )!ur ment!r teacher when )!u can carve !ut time t! teach this 1:3 wee%
unit= 3iven !ur $lanning schedule> the best time t! teach it will be between 37": 4711=
#m$lementati!n Cates: 371. D 371+ E" less!ns9
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!'RT #, !('NNIN4 .IT5 ST'N3'R3S
0!ur 1ame: 2anessa 3raves /!ster
NJS Standards 'ddressed, Using b!th the #$$6 Social Studies standards and the anguage 'rts
iterac) #$%$ Core Common standards7 -ind standards that c!ver )!ur unit=
htt$:77www=state=nF=us7educati!n7cccs7= /eel -ree t! use an) !ther c!ntent standards that -it )!ur unit=
N8S Common Core Social Studies +ramework,
1=4c Children can $artici$ate in $r!blem s!lving> decisi!n ma%ing> and c!n-lict res!luti!n
within their h!me> sch!!l> and c!mmunit)= Students will be given !$$!rtunities t! s!lve
$r!blems> ma%e decisi!n> and res!lve c!n-licts=
1=3b= Traits !- a res$!nsible citi*en include res$ecting !thers> behaving h!nestl)> hel$ing
!thers> !be)ing rules and laws> being in-!rmed> and sharing needed res!urces= Students will
e;$lain the traits !- a res$!nsible citi*en and m!del acti!ns !- res$!nsible citi*ens=
#$%$ Core Common Standards 9or (anguage 'rts,
1a. STANDARD: NJ Common Core Standards
1.4c Children can participate in problem solving, decision-making, and conflict resolution within
their home, school, and community. Students will be given opportunities to solve problems, make
decision, and resolve conflicts.
1.3b. Traits of a responsible citizen include respecting others, behaving honestly, helping others,
obeying rules and laws, being informed, and sharing needed resources. Students will explain the
traits of a responsible citizen and model actions of responsible citizens.
RL.1.3 Describe characters, settings, and major events in a story, sing !ey detai"s.
R.L 1.#$ Com%are and contrast the adventres and e&%eriences o' characters in stories
3
!'RT :, T5)M'TIC .)
0!ur 1ame: 2anessa 3raves /!ster
Math
Categ!ri*ati!n7matching e;ercise dealing with s!rting
em!ti!ns
'rts (1isual7 music7 drama)
Create slidesh!w !- !ur Ahealth) handsB> set t! !ur class
s!ng
Create $!ster cam$aign -!r sch!!l with in-!rmati!n
ab!ut em!ti!ns Ewhat the) are> suggesti!ns !n h!w t!
handle them> etc9
Science and Technology
Overview !- $h)sical states c!mm!n t! certain em!ti!ns
and intr!ducti!n !- breathing and stretching techni@ues
Students will dem!nstrate understanding !- their !wn
em!ti!ns as evidenced b) $in$!inting a c!ncrete time
that the) -elt a $articular em!ti!n and drawing a $icture
!- their $h)sical state=
*ther/+ield Tri"

T*!IC,
Managing )motions, Creating a 5ealthy 5and !rint
9or Managing )motions
(iterature7 Reading
The Wa) # /eel
il)?s Pur$le Plastic Purse
/eelings
The #nvisible 8!)
(
Social 'ction
Create slidesh!w !- !ur Ahealth) handsB> set t! !ur class
s!ng= 6a%e $ublic t! $arents=
Create $!ster cam$aign -!r sch!!l with in-!rmati!n
ab!ut em!ti!ns Ewhat the) are> suggesti!ns !n h!w t!
handle them> etc9>
Social Studies/history/
Students will dem!nstrate understanding !-
$!sitive7negative wa)s !- e;$ressing di--icult em!ti!ns
b) charting the vari!us wa)s that characters e;$ressed
themselves in il)?s Pur$le Plastic Purse=
.riting
Students will dem!nstrate understanding !- h!w t!
c!nsider !ther $e!$le?s em!ti!ns when navigating their
!wn as evidenced b) an inde$endent writing $iece that
enc!urages an em$athetic reacti!n in the -ace !- a
$erceived Awr!ngB=
Students will dem!nstrate understanding !- health)
meth!ds !- e;$ressing7managing em!ti!ns as evidenced
b) a $icture and writing $iece that re-rames a $revi!usl)
lived e;$erience with a m!re $!sitive alternative=
!'RT &, CURRICU(UM UNIT .*R;S5))T
0!ur 1ame:
Unit Title, 5ow 5ealthy
5ands 5andle )motions
Teacher: 3raves /!ster 3rade: 1
Unit 3escri"tion
We will explore the different emotions that come with life, and will
develop tools to manage these emotions in a non-violent way. We will
extend this exploration of healthy emotional management by
encouraging parent-child brainstorming of activities that can be done
together when feeling a variety of emotions. We will further create a
school-wide poster campaign and publish a class book of our alternative
ideas.
Standards 'ddressed,
1.4c Children can participate in problem solving, decision making, and
conflict resolution within their home, school, and community. Students
will be given opportunities to solve problems, make decision, and
resolve conflicts.
1.3b. Traits of a responsible citizen include respecting others, behaving
honestly, helping others, obeying rules and laws, being informed, and
sharing needed resources. Students will explain the traits of a
responsible citizen and model actions of responsible citizens.
)nduring Understandings )ssential 2uestions Sub0ects Integrated,
1) SWUT that it is normal and healthy to feel a 1) What are some emotions we feel?
)
variety of emotions.
2) SWUT that in order to manage your
emotions in a healthy way, you must be able to
identify what you are feeling.
3) SWUT even when they feel angry or
violent, they can choose to express themselves
in a respectful way.
4) SWUT empathy is caring about other
peoples emotions, and see it as an important
part of living respectfully with others.
2) Are some emotions better or worse than
others?
3) Do you have to express anger angrily?
How can we express/work through difficult
emotions in a positive way?
4) How can we show other people that we
care about how they feel?
Language arts, social studies, science
3ay 3aily (esson Summary 'ssessment, !hrased as, <Students will demonstrate understanding
o9 (C*NT)NT) as e1idenced by (!R*3UCT)=
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Instead of ActivityWorks (exercise video), introduce a kids
deep breathing/stretching video
Read aloud The Way I Feel by Janan Cain
Record different emotions that were felt in the book in a chart on
the SMARTboard add student generated emotions as well
Focus on body: what might your body be doing when you feel
___? (have images to support/guide students to answers)
Group work (triads): students can categorize photographs of
different faces displaying emotions into a chart (angry,
frustrated, happy, sad, embarrassed, etc.) Pair high level readers
with struggling readers so that reading skills are not a barrier to
project completion.
Independent work: draw a picture of a time you felt ___ (assign
different emotions to different students angry, sad, afraid).
Remind students to focus on their bodies and what their bodies
were doing.
Share out pictures in pairs; choose 5 children who have examples
of key emotions to share with whole class.
Hmwk: Send letter about unit home to parents. Ask for future
help in brainstorming healthy activities that students can do
when they feel different emotions (frustrated, jealous,
embarrassed, silly, happy, etc). Send home examples for When
I feel __________, I can _________________________.
Students will demonstrate understanding of the variety of feelings as
evidenced by completion of a feelings sort chart.
Students will demonstrate understanding of their own emotions as
evidenced by pinpointing a concrete time that they felt a particular
emotion and drawing a picture of their physical state.
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Deep breathing/stretching video (8 mins)
Read aloud: Lilys Purple Plastic Purse by Kevin Henkes
Ask and chart: what are some of the things that Lily feels
throughout the book? How does she express her emotions?
What are some of the things that Mr. Slinger feels
throughout the book? How does he express his emotions?
Turn and talk- what would have happened if Lily had
expressed her emotions differently? How would Mr. Slinger
have felt? What if Mr. Slinger had expressed his emotions
differently? How might Lily have felt?
Worksheet: when I feel ___, I can ____. Have students
begin to develop a sense of alternatives to outbursts. Pose
concrete and relatable scenarios, and have students draw
randomly from the same bank of emotions that were used in
day one. Model before independent work.
Remind students that one of the best parts of this unit is that
we are inviting their families to think of ways they can
channel their emotions, too, and that we are using our
handprints to demonstrate that we are committed to making
healthy handprints everywhere we go. Have students trace
handprints. Cut, mount and send home parents need to
assist with creating a page with the child handprint and trace
an adult handprint.
Pick the emotions you will assign each child to do with
family (choose randomly). Send home on card along with
detailed instructions. Same format as worksheet: when I feel
___, I can ____. Send completed student worksheet home to
parents so they can understand what is expected.
Students will demonstrate understanding of positive/negative ways of
expressing difficult emotions by charting the various ways that characters
expressed themselves in Lilys Purple Plastic Purse.
Students will demonstrate understanding of healthy methods of
expressing/managing difficult emotions as evidenced by worksheet.
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Deep breathing/stretching video
Read Aloud: Feelings by Aliki
Focus: page 9 (What John Did about a little boy who knocked
over someones block structure and the entire class said mean
things to him, even though he said he was sorry)
Ask and chart: What are emotions being felt here? By whom?
Group brainstorm: alternative reactions! Role play scene. Work
in triads. One student will be John, two students will be the
children who respond to his actions in a POSITIVE way.
Model with Ms. Rutherford and one student (Honey).
Independent persuasive piece: what should be said to John?
Why? How should we speak to people who have done
something we dont like? Do we have to express anger angrily?
Students will demonstrate understanding of how to consider other
peoples emotions when navigating their own as evidenced by an
independent writing piece that encourages an empathetic reaction in the
face of a perceived wrong.
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Deep breathing/stretching video
Read aloud: Thats when Im Happy
Group share: bring pictures drawn on Day 2 to rug.
o Pose questions: what is something you could have
done when you felt this way to help you feel better?
What could you have said? Who could you have
talked to? What could you have done with your
body? What could you have thought about?
Have students add a sentence to the picture they began on
Day 2. Format: One time, I felt ___. Now when I feel sad, I
know I can _____.
Handprints collected. If any child is missing one, will
complete with one of the adults in the classroom
Students will demonstrate understanding of healthy methods of
expressing/managing emotions as evidenced by a picture and writing
piece that reframes a previously lived experience with a more positive
alternative.
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Deep breathing/stretching video
Watch http://youtubeforchildren.com/watch.aspx/watch?
v=Nerng_6cuW8
Group discussion: look at KWL chart about feelings, add as
appropriate.
Discuss: what do we want to tell our school community
about feelings? Think, pair, share. Record what is said and
print via computer.
Create posters using classroom art supplies., reference a
sample poster. Each poster will have a picture that represents
an emotion or a healthy way to handle an emotion. Allow
students to create pictures independently or in groups no
larger than triads, depending on individual learning goals and
needs, and glue words in place that have been printed from
brainstorming session.
Students will demonstrate understanding of various emotional states and
healthy methods of expressing/managing emotions as evidenced by
posters that will be displayed throughout the school.
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Screening: our healthy hands video. Show slideshow of
handprints set to our class song Choices, which is a song
that I wrote and recorded earlier in the year that is specific to
our classroom context and includes the name of each one of
our students the hook of the song is with our choices and
our dreams together we can do great things and it is all
about how we can make choices to live peaceably in the
classroom. (create using Animoto program prior to students
arrival)
Parents can access video via website:
www.msfostersgames.weebly.com
Complete posters
Feelings party! Heart shaped cake, emotions bingo, feelings
song boogie down dance.
Students will demonstrate understanding of various healthy methods of
expressing/managing emotions as evidenced by a slideshow/class book
that compiles all independently brainstormed ideas into one communal
class product.
!'RT >, INITI'( T5R)) ()SS*N !('NS
ess!n 1
Name Vanessa Graves Foster Topic/Title Managing Emotions Grade evel/!T
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&1a. STANDARD: NJ Common Core Standards
1.4c Children can participate in problem solving, decision
making, and conflict resolution within their home, school, and
community. Students will be given opportunities to solve
problems, make decision, and resolve conflicts.
1.3b. Traits of a responsible citizen include respecting others,
behaving honestly, helping others, obeying rules and laws,
being informed, and sharing needed resources. Students will
explain the traits of a responsible citizen and model actions of
responsible citizens.
R.1.) * "denti+, -ords and p.rases in stories or poems
t.at s/ggest +eelings or appeal to t.e senses
10. END1R"NG 1NDERSTAND"NGS
1) SWUT that it is normal and healthy to feel a variety of emotions.
2) SWUT that in order to manage your emotions in a healthy way, you must
be able to identify what you are feeling.
2a. ST1DENT EARN"NG #34E!T"VES
Students will demonstrate understanding of the variety of
feelings as evidenced by completion of a feelings sort chart.
Students will demonstrate understanding of their own
emotions as evidenced by pinpointing a concrete time that they
felt a particular emotion and drawing a picture of their
physical state.
20. TEA!(ER !#NTENT %N#&EDGE (necessary prior
knowledge)
.motions to be concrete"y e&%"ored/ ha%%y, sad, si""y, mad, 'rstrated,
nervos, scared, ho%e'", e&cited, angry, disa%%ointed, an&ios, ca"m,
sr%rised
5. ASSESSMENT:
Stdents 0i"" com%"ete a 'ee"ings sort chart, 0here they 0i"" %aste images o' characters e&%eriencing di''erent emotiona" states into the
correct bo& on a %re%rinted chart. Stdents 0i"" 0or! in %airs, so that reading "eve" 0i"" not be a hindrance to %roject com%"etion.
Stdents 0i"" dra0 a %ictre o' their body 0hen 'ee"ing a %artic"ar emotiona" state, being sre to inc"de a concrete demonstration o' their
'acia" e&%ression and hand %ositioning
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). ADA6TAT"#NS AND A!!#MM#DAT"#NS 1Dring CL 2 and 22, indicate 0hich individa" chi"dren need ada%tation or
accommodation.3
4igh achievers/ can e&%and %ictres into sentences and %aragra%hs e&%"aining ho0 they 'ee" and 0hat their body is doing 0hen they 'ee" that
0ay 14oney, Soranyi Cami""3.
Str/ggling readers: -ill 0e paired -it. .ig. level readers so t.at t.e, can still con+identl, complete t.e pict/re sort 74a.aili' David'
,mir' Tamasia' T,ana8
Slo-er idea generators: -ill 0e given t.e opport/nit, to .ear man, classmates re+lect on -.at t.eir 0odies do -.en t.e, +eel a
certain emotion and -ill 0e sca++olded 0, t.is conversation 7David8.
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&(AT ARE ST1DENTS D#"NG< MATER"AS
1 STARTER/ANT"!"6AT#R= SET 7>1?min.8
Cosmic !ids yoga5stretching
htt%/55000.yotbe.com50atch6v7L89a8D:;Ci9
9ctive"y engaged< sitting i' %hysica""y
nab"e to com%"ete tas!
S=9R> ?oard
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2. "NTR#D1!T"#N #F NE& MATER"A
7G/ided "nstr/ction/6roced/re/E@ploration8 71? min.8
!lass class' -e are going to 0egin learning a0o/t emotions. &.o can
tell me -.at an emotion or +eeling is 7its somet.ing t.at ,o/ +eelA "t9s
.o- ,o/9re doing on t.e insideA Someone -ill pro0a0l, give an
e@ample o+ some +eelings8. GreatA Feelings or emotions are
somet.ing t.at -e all e@perience' and -e are going to spend t.e ne@t
+e- da,s reall, tr,ing to /nderstand .o- -e can +eel o/r emotions in
a ver, .ealt., -a,.
Read alo/d: T.e &a, " Feel 0, 4anan !ain
&e B/st read a0o/t man, di++erent emotions. &ill ,o/ .elp me
remem0er -.at some o+ t.e emotions -ere< 7Record on Smart
3oard8
No- " -ant ,o/ to t.in; 0ac; to a time t.at ,o/ ,o/rsel+ +elt some o+
t.ese emotions. &.at -as ,o/r 0od, doing -.en ,o/ +elt scared<
7Record on c.art * EmotionC &.at 0od, is doing8. 1se images to
s/pport st/dents in generating ideas.
9ns0ering ;estions< re'"ecting on their
o0n 'ee"ings
5. G1"DED 6RA!T"!E/ED6#RAT"#N/A!T"V"T= 7E min.8
@o a"" had sch vivid memories o' ho0 yor body reacted 0hen yo 'e"t
those di''erent emotionsA No0, 0e are going to head bac! to or seats to
see i' 0e can 'igre ot 0hat emotions some B>4.R C.BCL. might be
'ee"ing. 9t yor tab"e, yo have an enve"o%e 0ith di''erent %ictres. Ne&t
to that, yo have a chart 0ith di''erent 'ee"ings 0ritten on it. LetDs a"" go
throgh together and read each emotion "isted on this chart 1as! 'or
vo"nteers3. Ehat do yo a"" thin! yo 0i"" be doing no06 1%tting the
%ictres in the bo&esA3 >hatDs rightA @o are categoriFing each %ictre
0ith the correct emotion. Some o' them are a "itt"e bit tric!y bt thatDs o!.
2 !no0 yo are a"" going to do yor best and remember everything 0e jst
read and reca""ed abot 0hat or bodies do 0hen 0e 'ee" di''erent
emotions.
Eor!ing in triads on com%"eting the chart
G"e stic!s,
enve"o%es 0ith
c"i%%ings, charts
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). "NDE6ENDENT 6RA!T"!E 712$1F min.8
>ab"e managers, 2Dd "i!e 'or yo to bring yor tab"eDs charts to me. No0
that 0e are done 0ith that activity, 2 0ant yo each to dra0 me a %ictre
o' ho0 yor o0n body 'e"t 0hen yo e&%erienced an emotion. 2Dm going
to come arond and hand each o' yo a s"i% o' %a%er. Bn the %a%er, 2
have 0ritten an emotion. 2 0ant yo to try yor best to read it, bt i' yo
need he"%, that is o! too. @o are going to dra0 a %ictre o' yorse"'
'ee"ing that emotion. No0, i' yor emotion is S9D, are yo jst going to
dra0 a ha%%y 'ace6 1NBA3 Ehat might yo dra06 1'ro0ning 'ace, tears3.
Ehat might yor hands be doing i' yo are sad6 .veryone, %retend to be
sadA 1some hands 0i"" go to eyes, some 0i"" cross chest3. See that6 @or
0ho"e body does something 0hen yo 'ee" an emotion. Lets remember
everything 0eDve discssed today 0hi"e 0e dra0 abot or o0n
e&%eriences. 2' yo are done ;ic!"y, 2 0ant yo to 0rite abot a time
yo 'e"t that emotion, and 0hat yor body 0as doing. 1have
emotion5body corres%ondence chart on S=9R>board 'or re'erence3.

9t tab"es, 0or!ing inde%endent"y bt
a""o0ed to s%ea! ;iet"y to one another
abot their 0or!
F. !#S"NG 7) min.8
Eo0, 2Dve been 0a"!ing arond and 2 see some great 0or!. Ehy donDt
0e share or %ictres 0ith or tab"es, and then 2 0i"" choose one %erson
'rom each tab"e to share 0ith the 0ho"e gro%6

Sharing in gro%s
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Carents/ Ee are beginning a nit on managing emotions, and yor
chi"dren need yor he"% 0ith generating ideas 'or 0hat to do 0hen they
'ee" di''erent things. Ehat are some hea"thy, %ositive things yo and yor
chi"d can do together 0hen 'ee"ing certain emotions6 Hor e&am%"e/
IEhen 2 'ee" si""y, 2 can do a goo'y danceAJ IEhen 2 'ee" "one"y, 2 can
as! 'or a hg.J
Ee are as!ing yo to com%"ete a IEhen 2 'ee" KKKKKKKK, 2 can KKKKKKJ
0or!sheet 0ith yor chi"d. @or chi"d 0i"" bring the 0or!sheet and one
emotion home tomorro0. C"ease he"% them thin! throgh ho0 they can
e&%erience that emotion in a hea"thy 0ay. Later in the 0ee!, 0e 0i"" as!
yo to assist in an artistic com%onent o' this %roject, by ctting ot a hand
%rint and dra0ing a %ictre re%resenting yor IEhen 2 'ee" KKKKJ
sentence. >han!s 'or yor s%%ort and he"% 0ith this %roject. @o 0i"" be
ab"e to see a com%i"ation o' a"" o' or 0or! on"ine 0hen it is com%"ete.
ess!n 2
Name Vanessa Graves Foster Topic/Title Managing Emotions Grade evel/!T 1
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&1a. STANDARD: NJ Common Core Standards
1.4c Children can participate in problem solving, decision-
making, and conflict resolution within their home, school, and
community. Students will be given opportunities to solve
problems, make decision, and resolve conflicts.
1.3b. Traits of a responsible citizen include respecting others,
behaving honestly, helping others, obeying rules and laws,
being informed, and sharing needed resources. Students will
explain the traits of a responsible citizen and model actions of
responsible citizens.
RL.1.3 Describe characters, settings, and major events in a
story, sing !ey detai"s.
R.L 1.#$ Com%are and contrast the adventres and e&%eriences
o' characters in stories
10. END1R"NG 1NDERSTAND"NGS
SWUT that it is normal and healthy to feel a variety of emotions.
SWUT even when they feel angry or violent, they can choose to express
themselves in a respectful way.
2a. ST1DENT EARN"NG #34E!T"VES
Students will demonstrate understanding of positive/negative
ways of expressing difficult emotions by charting the various
ways that characters expressed themselves in Lilys Purple
Plastic Purse.
Students will demonstrate understanding of healthy methods of
expressing/managing difficult emotions as evidenced by
worksheet.
20. TEA!(ER !#NTENT %N#&EDGE (necessary prior
knowledge)
5. ASSESSMENT
Chart/ stdents 0i"" demonstrate nderstanding o' %ositive5negative 0ays o' e&%ressing di''ic"t emotions by active"y engaging in a
conversation regarding characters in Li"yDs Cr%"e C"astic Crse and co""ective"y charting their im%ressions o' each.
Stdents 0i"" com%"ete a 0or!sheet/ IEhen 2 'ee" KKKKKK, 2 can KKKKKKJ and 0i"" inc"de an ans0er 'or a given emotion.
). ADA6TAT"#NS AND A!!#MM#DAT"#NS 1Dring CL 2 and 22, indicate 0hich individa" chi"dren need ada%tation or
accommodation.3
9"" stdents 0i"" be ab"e to active"y engage in this "esson, as 0or!sheet is %artia""y %re%rinted and 0i"" be read a"od.
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&(AT ARE ST1DENTS D#"NG< MATER"A
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1 STARTER/ANT"!"6AT#R= SET 711 min.8
htt%s/55000.yotbe.com50atch6v7iSK?*Jh2%sg

@oga video 1cosmic !ids3
9ctive"y engaged on rg, or sitting as
%hysica""y needed
2. "NTR#D1!T"#N #F NE& MATER"A 71? min.8
>oday, 0e are going to read a boo! that 0i"" "oo! very 'ami"iar to yo a"".
Eho can remember the name o' the athor 0ho 0rites boo!s 0ith a"" o'
the di''erent mice characters6 1Crom%t as necessary3 Levin 4en!esA
>hatDs right. >his boo! is ca""ed Li"yDs Cr%"e C"astic Crse. Does
anyone remember 0hat this boo! is abot6
>his time as 0e read, 2 0ant yo to %ay very c"ose attention to ho0 Li"y
and =r. S"inger manage their emotions throghot the boo!. Ehat are
they 'ee"ing6 4o0 do they e&%ress it6 Lets read this again and "isten very
c"ose"y to 'ind those ans0ers.
Listening to story and ans0ering ;estions
1+
5. G1"DED 6RA!T"!E/ED6#RAT"#N/A!T"V"T= 7> min.8
7Anc.or to speci+ic pages/images8 what are some of the things that Lily
feels throughout the book? How does she express her emotions? What
are some of the things that Mr. Slinger feels throughout the book? How
does he express his emotions?
&.en " read t.is' " can9t .elp 0/t t.in; o+ some di++erent -a,s t.at
il, co/ld .ave e@pressed .ersel+. For instance' .ere -.en s.e calls
Mr. Slinger a nast, name' -.at i+ s.e .ad told .im .o- .e made .er
+eel< #r -.at i+ s.e .ad ta;en ten deep 0reat.s and t.en -ritten .im
a note<
&.en " sa, Gteac.H' " -ant ,o/ to t/rn and tal; to ,o/r
partner a0o/t what would have happened if Lily had expressed
her emotions differently? How would Mr. Slinger have felt?
What if Mr. Slinger had expressed his emotions differently? How
might Lily have felt?
isten +or stor, compre.ension' listen +or re+erence to speci+ic
moments in t.e stor,' and listen +or developmentall,
appropriate alternative reactions.
!ome 0ac; to gro/p and record ans-ers
90esomeA
>a"!ing in gro%s< ma!ing contribtions to
character chart
1,
). "NDE6ENDENT 6RA!T"!E 72? min.8
=esterda,' -e spent some time t.in;ing a0o/t all t.e di++erent
emotions -e +eel. &.at -ere some o+ t.e emotions< And' -e also
spo;e a0o/t -.at o/r 0odies mig.t 0e doing -.en -e +eel t.at
emotion. i;e no-' -.at i+ " sa, ,o/ are +eeling giggl,' -.at are ,o/
going to do -it. ,o/r 0od,< Alrig.t' no- ,o/ are +eeling
disappointed' -.at mig.t ,o/ do< And +inall,' lets sa, ,o/9re +eeling
sleep,' -.at mig.t ,o/ do<
&e .ave a c.oice a0o/t -.at -e can do -.en -e +eel emotions' B/st
li;e il, and Mr. Slinger .ad c.oices to ma;e a0o/t -.at t.e, -o/ld
do -.en t.e, +elt a certain -a,. " -ant /s all to spend some time
t.in;ing a0o/t and t.en -riting do-n somet.ing -e can do -.en -e
+eel a certain emotion. 7Ms. R/t.er+ord * pass o/t same slip o+ paper
+rom ,esterda, to eac. st/dent8.
Ever,one' circle /pA &e are going to pla, a game. &e -ill all clap
o/t G&.en " +eelH and t.en 6#"NT at t.e person -.ose t/rn it is.
Read,' lets tr,I its l,mir9s t/rnA 7ever,one sa, it8 No- ,mir' -.at
do ,o/ t.in; ,o/ are going to sa, no-< 7Sill,8 &., do ,o/ t.in;
,o/9ll sa, sill,< 70eca/se t.at9s -.at9s -ritten on m, paper and t.at9s
-.at " dre- a0o/t ,esterda,8. =o/ got itA #;' so no- -e are all
going to clap G" canH and t.en point to t.e GitH person. ,mir' -.at
do ,o/ t.in; ,o/ can sa, -.en -e sa, G" canH 7somet.ing " can do
-.en " +eel sill,8. =o/ got itA =o/ g/,s t.in; ,o/ got it< et9s tr, it
o/tA &e -ill start -it. ,mir and t.en go in a circle. "+ ,o/ get
st/c;' B/st do t.e signal and call on a +riend to .elp ,o/. Read,<< 7go
aro/nd in a circle /ntil ever,one .as an idea o+ a possi0le ans-er to
G-.en " +eel >>>>' " can >>>>>H.
=o/ g/,s did a -onder+/l Bo0. No- -.en " call ,o/r ta0le' ,o/ are
going to go 0ac; and -rite ,o/r sentence a0o/t -.at ,o/ t.in; ,o/
can do -.en ,o/ are +eeling ,o/r emotion.

Cartici%ating in game, 0riting ans0ers to
%rom%t.
1#
F. !#S"NG 7> min.8
St/dents -ill c.oose a ne- emotion to -rite /p -it. t.eir +amilies

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Send ne0 emotion home 0ith 'ami"ies, a"ong a 0or!sheet to 'i"" ot
IEhen 2 'ee" KKKK, 2 can KKKKKJ. Send stdent 0or! home as a mode".
Send home hand%rints to ct ot and decorate.
2-
ess!n 3
Name Topic/Title Grade evel/!T
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&1a. STANDARD: NJ Common Core Standards
1.4c Children can participate in problem solving, decision-
making, and conflict resolution within their home, school, and
community. Students will be given opportunities to solve
problems, make decision, and resolve conflicts.
1.3b. Traits of a responsible citizen include respecting others,
behaving honestly, helping others, obeying rules and laws,
being informed, and sharing needed resources. Students will
explain the traits of a responsible citizen and model actions of
responsible citizens.
RL.1.3 Describe characters, settings, and major events in a
story, sing !ey detai"s.
R.L 1.#$ Com%are and contrast the adventres and e&%eriences
o' characters in stories
10. END1R"NG 1NDERSTAND"NGS
SWUT even when they feel angry or violent, they can choose to express
themselves in a respectful way.
SWUT empathy is caring about other peoples emotions, and see it as an
important part of living respectfully with others.
2a. ST1DENT EARN"NG #34E!T"VES
Students will demonstrate understanding of how to consider
other peoples emotions when navigating their own as
evidenced by an independent writing piece that encourages an
empathetic reaction in the face of a perceived wrong.
20. TEA!(ER !#NTENT %N#&EDGE (necessary prior
knowledge)
5. ASSESSMENT
St/dents -ill participate in reenactments o+ a scene +rom a 0oo;' and provide alternate endings /sing t.eir /nderstanding o+
appropriate emotional reactions
St/dents -ill -rite a pers/asive -riting piece' ill/strating -.at t.e, 0elieve s.o/ld .ave 0een said to t.e c.aracter 4o.n in t.e
0oo; GFeelingsH 0, Ali;i.
21
). ADA6TAT"#NS AND A!!#MM#DAT"#NS 1Dring CL 2 and 22, indicate 0hich individa" chi"dren need ada%tation or
accommodation.3
Strgg"ing 0riters$ 0i"" be a""o0ed to se e&am%"es that are generated together as a c"ass and recorded on the S=9R>board 1Jahai"i,
David3
.LL stdents 0i"" be given e&tra time and e&%osre to the 0ord Iem%athyJ by %roviding an emotions 0or!sheet to the .LL teacher
%rior to this "esson 1Nathan, 9driana, Soranyi3
9dvanced 0riters 0i"" be encoraged to e&%and their ideas and 0rite a %aragra%h, incor%orating their reaction to ho0 John 0as treated
in the boo!. 14oney, Nathan, Cami""3
6R#!ED1RE AND 6RA!T"!E
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TEA!(ER9S R#E
:/estions to As;
&(AT ARE ST1DENTS D#"NG< MATER"A
S
1 STARTER/ANT"!"6AT#R= SET 71? min.8
htt%s/55000.yotbe.com50atch6v7iSK?*Jh2%sg
9ctive"y engaged, seated as %hysica""y
necessary
22
2. "NTR#D1!T"#N #F NE& MATER"A
7G/ided "nstr/ction/6roced/re/E@ploration8 71? min.8
C"ass, have yo ever done something by accident6 4ave yo ever made
a mista!e and 'e"t bad"y abot it6 2 have an e&am%"e 2 0ant to share 0ith
yo. Ehen 2 0as in schoo", abot yor age, 2 0as 0or!ing 0ith mar!ers
and 2 0as 0a"!ing 'rom one %art o' the c"assroom to another carrying a
mar!er. 2 didnDt have the to% on, and 0hi"e 2 0as 0a"!ing, 2 stmb"ed
into another "itt"e gir"s 0hite s0eatshirt. 9444AAA 2 got mar!er a"" over
her c"othes, and she 0as rea""y angry abot it. She ca""ed me some bad
names. 9nd gess 0hat6 2 sti"" remember that moment. >hat 0as 2)
years ago, and 2 sti"" 'ee" a "itt"e gi"ty abot getting mar!er on her
s0eatshirtA No0, 0hat co"d 2 have done di''erent"y6 1not 0a"!ed 0ith
the mar!er, %t the ca% on, 0atched 0here 2 0as going3 @e%, there are
many things 2 co"d have done di''erent"y, and 2 nderstand 0hy she 0as
%set that 2 got her shirt dirty. 2t 0as a nice shirtA ?t, 0as there
something she maybe co"d have done di''erent"y in her reaction6
Remember, she ca""ed me a name and didnDt ta"! to me 'or a "ong time
a'ter0ard 1she co"d have acce%ted yor a%o"ogy, she co"d have said it
0as o!, she didnDt have to be mean3.
C"ass, sometimes 0hen %eo%"e do things that ma!e s %set, itDs hard to
'igre ot ho0 to react. Ee CBMLD get rea""y angry and say mean
things, bt 2 0ant s to thin! abot other 0ays 0e can hand"e these
sitations. =s. Hoster 0rote another song 'or yo to "isten to and itDs
abot something ca""ed .=C9>4@. =irror .m%athy is caring abot
other %eo%"eDs emotions. 2' 0e try to hand"e sitations 0ith .=C9>4@,
it gets a "itt"e easier to 'igre ot ho0 0e sho"d react 0hen 0e arenDt
ha%%y abot something. Ee are going to read %art o' a boo! ca""ed
Hee"ings by an athor named 9"i!i. 2 0ant yo to rea""y thin! abot 0hat
is going on in this scene, 0hat each character is demonstrating, and ho0
the sitation co"d have been hand"ed di''erent"y.
Read dis%"ay b"o0n % %ages 'rom IEhat John DidJ on smartboard.
EhatDs going on in this scene6
Eho made the mista!e6
Ehat are the reactions6
4mm. Ehat i' that ha%%ened to yo, 0hat 0o"d yo do6 1ta!e a 'e0
Listening on rg
23
5. G1"DED 6RA!T"!E/ED6#RAT"#N/A!T"V"T= 72? min.8
No0 c"ass, do 0e thin! the characters in this boo! reacted in the best
0ay6 2 0ant yo to get bac! 0ith yor %artners and %retend that yo are
the characters in this boo!.
=s. Rther'ord and 2 are going to mode" it 'or yo, 4oney 0i"" yo he"%
s6 2D"" be John 1%retend to !noc! over the b"oc!s3 =s. Rther'ord
heyA @o !noc!ed over my b"oc!sA =e 2Dm sorry, it 0as an accident.
=s Rther'ord B!, 2 nderstand yo didnDt mean to bt 2 0or!ed rea""y
hard on this.
4oney no0 "ets %retend yoDre one o' the stdents in the c"ass6 Ehat
co"d yo say to he"%6 1Let me he"% yo bi"d the b"oc!s again, itDs o!
John 0e a"" ma!e mista!es, "ets 'igre ot ho0 to 0a"! so 0e arenDt
tri%%ing over other %eo%"eDs things3
90esome 4oneyA No0 yo are in yor gro%s o' threes, and one o' yo
is JB4N, one o' yo is the L2D E2>4 ?LBCLS, and one o' yo is the
B>4.R S>MD.N>. 2 0ant yo to come % 0ith a "itt"e scene 0here
yo sho0 ho0 yo co"d hand"e this sitation 0ith em%athy. Ehat is
em%athy again6 1Caring abot other %eo%"eDs 'ee"ings3. GreatA >rn and
>.9C4 1signa" to brea! into gro%s i' they have trob"e deciding
ro"es, have them %"" character stic!s3.
2 sa0 some a0esome 0or! yo a""A 9t the end o' the day, 2 0ant yo
gys to share these great s!its. Right no0, thogh, 0eDre going to go
bac! to or seats and 0rite abot 0hat 0e thin! co"d have been said to
John.
Eor!ing in gro%s, on rg and s%read ot
as needed
2(
). "NDE6ENDENT 6RA!T"!E 72? min.8
(ere on t.e SMART0oard' " .ave -ritten a letter to t.e class in t.is
0oo;. "9m calling t.e class Room 21E.
Dear Room 21E'
" read a0o/t t.e time t.at 4o.n ;noc;ed over t.e 0loc;s. " do not
t.in; t.at ,o/ s.o/ld 0e mean to 4o.n. "nstead' ma,0e ,o/ can -or;
and p/t t.e 0loc;s 0ac; toget.er.
7&it. a teac.er -or;ing at eac. ta0le' st/dents -ill +irst sa, -.at
t.e, -ant to -rite' and t.en 0egin -riting /sing developmentall,
appropriate spelling. "+ st/dents are ver, st/c;' t.e, ma, dra- a
pict/re +irst. E@pectation * all st/dents .ave an introd/ctor,
statement 7t.e, ma, /se t.e model8' t.eir opinion o+ -.at .appened'
and a s/ggestion +or -.at co/ld 0e done instead8

Eor!ing at tab"e Ca%er,
%enci"s,
crayons
F. !#S"NG 7 at t.e end o+ t.e da, $ 1? min.8
Revie- s;its as time allo-s

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Contine 0or!ing on hand%rints de tomorro0
2)
S%ills
G '$$r!$riate sentence structure>
ca$itali*ati!n and $unctuati!n
GWith guidance and su$$!rt -r!m
adults> c!m$!se a narrative $iece with
a beginning> middle and end
G6atching> s!rting and categ!ri*ing
C!ntent
The Wa) # /eel b) Hanan Cain
S$eci-ic em!ti!ns:
Sill)> scared> disa$$!inted> $r!ud> Feal!us>
e;cited> sad> sh)> b!red> than%-ul>
-rustrated> angr)
Substituti!n
!'RT ?, INT)4R'TIN4 T)ST !R)! 'N3 'C'3)MIC S;I((S -)NN 3I'4R'M
0!ur 1ame:
5m!ti!ns s!rt
chart
2*
!'RT ?, INT)4R'TIN4 T)ST !R)! 'N3 'C'3)MIC S;I((S .*R;S5))T
2+
2,
!'RT @, RURIC
0!ur 1ame:
Category 3 point 2 points 1 points Score
'$$r!$riate
sentence structure>
ca$itali*ati!n and
$unctuati!n
All sentences begin with a capital
letter. All proper nouns are
capitalized. All sentences end with
appropriate punctuation (.?!)
Most sentences begin with a
capital letter. Most proper nouns
are capitalized. Most sentences
end with appropriate
punctuation.
Few or no sentences begin with a
capital letter. Few or no proper
nouns are capitalized. Few or no
sentences end with appropriate
punctuation.
With guidance and
su$$!rt -r!m
adults> c!m$!se a
narrative $iece
detailing a li-e
e;$erience> with a
beginning> middle
and end=
Writing piece consists of at least 5
sentences. Beginning !iddle and
end of stor" are e#ident.
$o!position !a%es e&e!plar" use
of supporti#e details including
sensor" (see touch s!ell hear
taste) and e!otional data.
Writing piece consists of at least
' sentences. Beginning !iddle
and end are partiall" clear.
$o!position !a%es ade(uate use
of supporti#e details including
sensor" or e!otional data.
Writing piece consists of less than
three sentences. Beginning
!iddle and end are not clear.
$o!position does not !a%e use of
supporti#e details.
6atching> s!rting
and categ!ri*ing
All twel#e e!otions ha#e been
!atched to the corresponding
picture. All e!otion words ha#e
been correctl" spelled with !ostl"
consistent capitalization.
At least ) e!otions ha#e been
!atched to the corresponding
picture. At least ) e!otion words
ha#e been correctl" spelled.
$apitalization is !ostl"
consistent.
Fewer than ) e!otions ha#e been
!atched to the corresponding
picture. Fewer than ) words
ha#e been correctl" spelled.
$apitalization is inconsistent.
Total Score
2#
!'RT A, 'N'(8BIN4 STU3)NT .*R;
0!ur 1ame:
This si;:ste$ $r!cess is a wa) -!r )!u t! assess whether !r n!t students understand the main idea !- )!ur
!ng!ing $r!Fect= 0!u can use this $r!cess t! assess an) learning g!al> but we are -!cusing t!da) !n the
social *ustice ai! !- )!ur acti!n $r!Fects= 0!u will n!t be using this $r!cess t! grade )!ur students> rather it
is a chec% in -!r )!ur !wn instructi!n=
Ste" one, #denti-) the criteria )!u are using t! assess=
I9 a student <getCs it=7 what would you eD"ect to see in this assignmentE
#denti-) em!ti!nal states !- tw! di--erent characters
#denti-) the tensi!n and di--erence in $ers$ective between tw! characters
O--er advice !n h!w t! manage em!ti!ns di--erentl) in the -uture D using w!rds li%e
sharing> em$ath)> be %ind> etc=
Ste" Two, SortF S!rt assignments int! $iles and write students names in b!;es bel!w= ,emember: n!thing
bad will ha$$en t! )!ur students based !n the b!;es )!u ch!!se=
elow '""roaching Meeting )Dceeding
'ar!n
H!se
Tamasia
)mir
T)ana
1aisir
Shni)ah
Iani))ah
Haden
Irist!$her
,!mell!
Hahaili
5mani
#saiah
CemiF
1athan
Wa-i@ah
'driana
T)shawn
Cavid
0anaisa
'm)lah
4!ne)
Camill
S!ran)i
!rens
'sada
T!tal J: 5 T!tal J: & T!tal J: & T!tal J: (
Ste" Three, +ocus InF Ch!!se a student that best re$resents each categ!r)= Cescribe their w!r% and h!w it
-its that categ!r)= C!n?t Fudge what )!u d!n?t see: describe what is there=
elow '""roaching Meeting )Dceeding
etter is written t! !ne
characterK !nl) !ne
$ers$ective is ta%en
int! acc!untK
etter is n!t -inished
etter is written t! b!th
charactersK em!ti!nal
states are n!t e;$licitl)
identi-iedK advice -!r
the -uture is included
etter is written t! b!th
charactersK em!ti!nal
states are includedK
advice -!r the -uture is
included
etter is written t!
b!th charactersK
em!ti!nal states are
includedK advice -!r
the -uture is includedK
$icture is included
that -urther
sh!wcases a $!tential
$!sitive wa) t!
handle this situati!n
3-
Ste" +our, Identi9y NeedsF !!%ing at this -!cus student?s w!r%> what s$eci-ic s%ills !r understandings
w!uld this student need in !rder t! meet the criteria )!u identi-ied in ste$ !ne=
Ste" +i1e, !lan 9or 3i99erentiation= 1!w that )!u have identi-ied needed understandings !r s%ills> h!w
will )!u $lan instructi!n s! that identi-ied students7gr!u$s have the s!cial Fustice %n!wledge the) need t!
better $artici$ate in this $r!Fect<
elow '""roaching Meeting )Dceeding
Watch7read m!re
st!ries with multi$le
$ers$ectives t! e;$l!re
D e;$licit instructi!n
ar!und seeing
b!th7m!re than !ne
character?s $!int !-
view
6!re e;$erience with
identi-)ing em!ti!ns
being e;hibited at a
given time Eanal)*e
vide! cli$s> acting
em!ti!ns !ut> etc9=
C!ntinue h!ning the
letter t! -urther e;$and
suggesti!ns -!r
navigating -uture
e;$eriences with similar
situati!ns
Craw u$!n $ers!nal
e;$eriences t!
identi-) a m!ment
the) dealt with a
similar em!ti!n> and
relate what the) are
learning t! h!w the)
res$!nded in the $ast
Ste" SiD, Re9lect
5ow does this analysis in9orm instructionE .hat ha1e you learned about how your students
understand the "ro0ectE 5ow does this in9orm your neDt ste"sE

This gives me great insight int! the need -!r b!th c!ncrete and abstract e;$eriences in a$$r!aching
this subFect= 6) students re$resent a wide range !- $ers!nalities> h!me envir!nments> cultures>
languages> and interests= 's such> their e;$!sure t! understanding !r even identi-)ing di--erent
em!ti!nal states is widel) divergent= # need t! all!w students wh! need c!ncrete e;$erience in
dealing with em!ti!ns t! have it> in a m!re hands !n wa) than # initiall) th!ught= /!r s!me students>
m!re sca--!lding is necessar)= /!r !thers> h!wever> there is a level !- de$th and nuanced
understanding that # can enc!urage t! c!ntinue t! gr!w b) all!wing them s$ace t! relate what we are
learning t! what the) have alread) e;$erienced in m!re devel!$ed writing $ieces= # can sa) with
c!n-idence that all students have e;$anded their em!ti!nal v!cabular)= 1!w> # need t! ma%e sure
that all students can a$$l) this %n!wledge t! their real lives D this a$$licati!n will ta%e di--erent
-!rms> but it is de-initel) $!ssible -!r me t! hel$ $ush thin%ing -!rward -!r ever) child=
elow '""roaching Meeting )Dceeding
Pers$ective:ta%ing:
being able t! see !ne
situati!n -r!m multi$le
$ers$ectives=
6!re e;$erience with
matching
acti!ns7situati!n t!
em!ti!n being -elt
6!re time t! devel!$
letter and ideas
6!re direct c!nnecti!n
t! the te;t and
characters En!t generic
advice> but s$eci-ic and
$ertinent t! the st!r) at
hand9
31
!'RT 6, UNIT R)+()CTI*N
0!ur 1ame: 2anessa 3raves /!ster
You have now had the experience of planning a social justice unit using backwards design and thematic
planning. You have planned the unit as a whole as well as individual lessons integrating standards and
specific skills. You have had the opportunity to begin implementing the unit and to assess student work as
part of this process.
Please reflect on the experience of this process from planning to teaching that you have undergone this
semester. Use these prompts as a guide, but feel free to include other themes. 2-3 pages.
Ehat 0ere yor e&%ectations in the %"anning6
Ehat 0as the re"ationshi% bet0een 0hat yo %"anned and 0hat ha%%ened 0hen yo acta""y taght
the "essons6
4o0 did im%"ementing the nit im%act ho0 yo are moving 'or0ard6
Ehat "arger "essons have yo "earned abot crric"m design and teaching6
When # initiall) began t! thin% ab!ut this unit> # envisi!ned a tid) $r!gressi!n !- less!ns> culminating
in !ne big Ah!!rahB m!ment when we c!uld all sit and re-lect !n h!w much we have learned ab!ut em!ti!ns
and what it means t! live in c!mmunit) with !ther $e!$le= This m!ment never came= #nstead !- !ne
Ah!!rahB m!ment> that reali*ati!n came in bits and $ieces: !ne student t!ld an!ther that the) were n!t acting
with em$ath)> !ne student a$!l!gi*ed t! an!ther -!r an acti!n that w!uld have resulted in a -ight the wee%
be-!re> !ne student hugged an!ther student when the) -elt a bit le-t !ut> and s! !n= # saw man) light bulbs
-lash as we $r!gressed thr!ugh this im$!rtant subFect= #t did n!t ha$$en all at !nce= #t did n!t ha$$en !n m)
schedule= #t did n!t even necessaril) ha$$en in m) classr!!m= 8ut # had the $rivilege t! watch what we
began t! br!ach in class ta%e r!!t and branch !ut int! the br!ader sch!!l c!mmunit) thr!ugh the wa)s m)
sch!lars interacted with each !ther=
The less!n $lans $r!vided a great ma$ -!r me> but we de-initel) diverged -r!m the scri$t as it $r!ved
necessar)= One e;am$le !- a wide divergence was when we acted !ut the scene -r!m Feelings b) 'li%i= 6)
$lan had us w!r%ing in triads t! @uic%l) act !ut a di--erent $!tential reacti!n t! the bl!c%:%n!c%ing incident
-r!m the st!r) AWhat H!hn CidB= This became a much larger $art !- the less!n than initiall) $lanned D
students trul) g!t int! their r!lesL ,ather than sim$l) !ne alternate ending> students acted !ut the entire st!r)
arch as written> and then created alternate scenari!s that the) later e;$lained t! the entire class= 'll students
32
were ver) engaged during this time> including students wh! !-ten $resent as a behavi!r challenge= # let the
m!mentum in the r!!m direct the ne;t ste$s> n!t the Ama$B that # had laid !ut= 8ut with!ut initiall) having
that ma$ in hand> we w!uld li%el) n!t have w!und u$ wandering int! such a rich and vibrant new territ!r)L
# am in a ,enew sch!!l> where much !- !ur curriculum is scri$ted and we have $re$ac%aged units !-
stud) that we are e;$ected t! w!r% thr!ugh= 6) ment!r and # are alwa)s l!!%ing -!r wa)s t! blend these
$re$ac%aged units with things that are e@uall) educati!nal but m!re directl) re$resentative !- the needs and
interests !- the students !n hand= This unit $r!vided Fust such an !$$!rtunit)= This was an e;cellent
e;$erience in h!w t! bend the curriculum in a wa) that let s!cial Fustice themes ring !ut> while still teaching
the s%ills dictated b) the standards=
Since da) !ne in m) classr!!m> # have had an agenda= # have made it m) business t! teach ab!ut
%indness> res$ect> c!m$assi!n and res$!nsibilit)= This unit all!wed me t! e;$licitl) teach ab!ut these things>
and m!re> and t! have the t!!ls t! assess m) students emerging understanding !- t!$ics that can seem a bit
abstract= #t als! all!wed m) students the t!!ls and s$ace t! -reel) discuss what the) !bserved ab!ut !ur
culture as a class= 6) $r!udest m!ment came when !ne student @uietl) wal%ed u$ t! me and said A6s=
/!ster> )!u Fust t!ld us ab!ut when that girl )elled at )!u when )!u were a %id> and h!w it made )!u -eel
reall) bad= 8ut )!u Fust )elled at 5mani when she hit Tamasia= # d!n?t thin% )!u had t! sa) that in an angr)
wa)B= # was trul) ta%en abac%= # had @uic%l) and l!udl) intervened when !ne sch!lar hit an!ther D !-
COU,S5 # had d!ne the right thing> sa-et) is -irstL 8ut> wait= 4mm= We all went bac% t! the car$et and
tal%ed thr!ugh the incident that had Fust ha$$ened= 5mani s$!%e ab!ut wh) she had d!ne what she did> #
s$!%e ab!ut wh) # had reacted the wa) # did> and we tal%ed thr!ugh h!w we c!uld a$$r!ach the e;act same
situati!n in the -uture= # als! br!ught u$ the need -!r students t! -!ll!w rules and n!t tal% when it?s time t!
be @uiet= We s$!%e ab!ut h!w teachers s!metimes -ind themselves )elling Fust t! be heard> and we made an
agreement that i- n! !ne wants )elling> then we all need t! -!ll!w directi!ns= This was trul) $!wer-ul -!r
me> and c!ntinues t! ma%e me thin% thr!ugh ever) interacti!n # have with m) sch!lars=
One !- m) main g!als in $lanning this unit was t! get $arents m!re dee$l) inv!lved in their
33
children?s sch!!l w!r%> thr!ugh the $r!Fect that was sent h!me t! be c!m$leted with $arental hel$= 6a%ing
this !ne m!ve has hel$ed t! ma%e the class7h!me c!nnecti!n much str!nger= 6) sch!lars have since
success-ull) c!m$leted a science $r!Fect at h!me= # d! n!t thin% this $r!Fect w!uld have been attem$ted
with!ut the e;$erience !- $lanning and e;ecuting this unit= # am glad that this hel$ed t! $ush !ur classr!!m
culture -!rward in this wa)> b) increasing acc!untabilit)> e;$ectati!ns> and rig!r=
3(
!'RT %$, +IN'( RURIC
Criteria
Does not meet expectations Meets expectations Exceeds expectations Score
(1) (2) (3)
1. Unit Overview: Choice of
topic reflects students
interests and is relevant to
students lives
The unit does not show how the
topic is of interest to students or
relevant to their lives.
The unit does explains how the topic is
of interest to students or relevant to
their lives.
The unit clearly demonstrates how
and why the topic is of interest to
students or relevant to their lives.
1a. Critical Reframing: Topic
has been reframed so that it
focuses on systemic rather
than individual issues.
Topic is framed in such a way that it
represents a deficit view that blames
individuals for issues of injustice
they may experience.
Topic is framed in such a way that it
looks to systems of oppressions as root
causes rather than blame individuals
for the conditions they experience.
Topic carefully examines systems
of oppressions as root causes.
Students examine ways to take
action to change conditions of
injustice.
1c. Enduring
Understandings: Learning
objectives are measurable and
aligned to goals
The enduring understandings are not
overarching and/or are too
numerous. The unit as whole does
not build towards these EUs.
The enduring understandings are
overarching and/or are limited in
number. The unit as a whole
somewhat build towards these EUs.
Enduring understandings are
overarching and limited in number.
The entire unit clearly builds
towards these EUs.
1d. Essential Questions
Essential questions reflect
meaningful learning goals
Essential questions are too broad or
too narrow for the chosen topic.
The unit is framed by meaningful and
effective essential questions that
capture the scope of the goals and
objectives of the unit.
The unit is framed meaningful,
effective, and hierarchical essential
questions that clearly capture the
scope of the goals and objectives of
the unit.
2. Planning with Standards:
Demonstrates !no0"edge o'
state5district standards
The standards selected are too
numerous or too few and are not
represented by what happens in the
unit.
The standards selected are of an
appropriate amount and represent the
learning goals of the unit.
The standards selected are of an
appropriate amount and each one
clearly represents the learning goals
of the unit.
3. Thematic Web: Integration
of content areas
Brainstormed thematic web is
incomplete and actually
implemented activities do not
integrate various content areas and
limited in number.
Brainstormed thematic web has ideas
relevant activities in each area.
Implemented activities integrate
various content areas and are
appropriate in number for the length of
the unit.
Brainstormed thematic web has
ideas that build toward the EUs in
each area. Implemented activities
integrate various content areas
extensively and are appropriate in
number for the length of the unit.
Activities are interdisciplinary.
3)
Criteria
Does not meet expectations Meets expectations Exceeds expectations Score
(1) (2) (3)
4a. Curricular Unit- Subject
matter knowledge:
Demonstrates subject matter
knowledge
The unit does not reflect content
and/or pedagogical knowledge about
the chosen topic.
The unit reflects content and
pedagogical knowledge about the
chosen topic.
The unit reflects strong content and
pedagogical knowledge about the
chosen topic.
4b. Curricular Unit- Scope
and Sequence:
Planning/scheduling of
learning experiences is
appropriate
The curricular unit does not include
all activities, is inappropriate in
length, is incomplete or is not
included.
The curricular unit provides the
sequence of activities, is appropriate in
length, reflects all planned activities,
and is realistic.
The curricular unit provides the
sequence of activities,
demonstrating how learning is
building throughout the unit.
The planning calendar is
appropriate in length, reflects all
planned activities, and is realistic.
4c. Curricular Unit- Design
of learning activities:
Activities advance the
identified learning goals
(EUs and EQs)
Activities do not advance the
identified learning goals and/or are
not varied in approach.
Activities advance the identified
learning goals and are varied in
approach.
Activities advance the identified
learning goals and are extensive
and varied in approach. Activities
are well organized and specific to
the units/lessons goals and
objectives.
4d. Curricular Unit- Content
relevance and meaning to
students: Integration of
culturally relevant
teaching/learning
Activities do not demonstrate the
integration of culturally relevant
teaching and learning. Resources do
not represent the identities of
students or the diversity in society in
general.
Activities demonstrate the integration
of culturally relevant teaching and
learning and incorporate multicultural
curriculum. Resources represent
identities of students and reflect
diversity of society in general.
Activities demonstrate the
integration of culturally relevant
teaching and learning and
incorporate multicultural
curriculum, resources, and
materials in all subjects and at
school. Resources represent
multiple identities of students and
are broadly reflect diversity of
society in general.
5a. Lesson Plans: Integration
of multiple teaching/learning
strategies
Activities do not integrate multiple
teaching/learning strategies and are
not student-centered.
Activities integrate multiple
teaching/learning strategies and are
student-centered.
Activities integrate multiple and
well conceptualized
teaching/learning strategies and are
student-centered.
5b. Lesson Plans- Resources:
Effective integration of
various learning and
instructional materials
Resources are limited in number
and/or variety or are not identified.
Identified resources include a broad
range of learning and instructional
materials, such as print, technology,
school, and community sources for
both student and teacher.
Identified resources include broad
and extensive range of learning &
instructional materials: print, tech,
school, and community sources for
student and teacher.
3*
Criteria
Does not meet expectations Meets expectations Exceeds expectations Score
(1) (2) (3)
6. Integration of content and
test prep: Unit integrates
social justice and
interdisciplinary content with
required test and academic
skills.
Unit as a whole, Venn diagram and
integration worksheet do not
integrate topic content with
academic skills or prepare students
to be successful on required tests.
Unit as a whole, Venn diagram and
integration worksheet integrate topic
content with academic skills. Some
activities prepare students to be
successful on required tests.
Unit as a whole, Venn diagram and
integration worksheet coherently
integrate topic content with
academic skills. Students are
prepared to be successful on
required tests while deepening
understanding of the topic.
7a. Effective assessment:
Assessment strategies are
aligned with objectives and
effectively measure student
knowledge and abilities
Assessment strategies are not
included in the unit plan, are
inappropriate for the objectives,
and/or do not reflect understanding
of measuring student learning. Not
phrased correctly as students will
demonstrate understanding of X as
evidenced by Y.
Assessment strategies are included for
each day in the unit plan, are
appropriate for the objectives, and
reflect understanding of measuring
student knowledge and abilities.
Phrased correctly.
Assessment strategies are included
for each day in the unit plan, are
appropriate for the objectives, and
clearly reflect understanding of
measuring student knowledge and
abilities. Assessment strategies are
designed to evaluate the student
outcomes effectively. Phrased
correctly.
7b. Rubric Construction:
Creation of Rubric
Rubric is not aligned to the most
important parts of the unit to be
assessed. Categories of the rubric
are not the appropriate for the grade
level or the skills needed to be
assessed.
Rubric is aligned with the important
parts of the unit. Categories of the
rubric are appropriate for the grade
level and for the skills most needed to
be assessed.
Rubric is carefully aligned with the
important parts of the unit.
Categories of the rubric are clearly
appropriate for the grade level and
for all the skills needed to be
assessed.
9a. Overall quality:
Professional presented, free of
spelling errors, grammatically
correct, and contains all
sections
The unit contains some
grammatical/spelling errors and/or is
unprofessionally presented. The unit
does not contain all required sections
and/or does not reflect a serious
commitment to the unit.
The unit is professionally presented,
free of spelling errors, and
grammatically correct. The unit
reflects a serious effort by the student,
and an understanding of young
children.
The unit is professionally presented,
free of spelling errors, and
grammatically correct. The unit
reflects a serious effort by the
student, an understanding of young
children, and the allocation of
sufficient time to the unit.
10. Reflection: Unit reflection
shows professional growth
and critical self-reflection.
Final reflection does not demonstrate
critical self-reflection or growth as a
professional.
Final reflection shows critical self-
reflection and demonstrates
professional growth.
Final reflection shows deep critical
self-reflection and demonstrates
how the process of designing and
implementing the unit has
supported professional growth.
TOTAL SCORE /51
3+