LITERACY & SOCIAL SCIENCE

Kindergarten Interdisciplinary African and African American Studies Quarter 1 Unit Plan

THEME: Culture, Dignity, and Identity CONCEPT: Lessons from Africa - Living, Learning and Working Together Connecting people, places, and cultures to develop pride and dignity in who you are CONTENT TOPIC: Exploring literary and historical themes: respect for oneself and others and appreciating ones personal and cultural identity through fiction and nonfiction texts UNIT TITLE: Me, Myself and Others
Unit Description: Students will listen to texts and participate in activities that help them understand their own identify through their physical characteristics, as well as, similarities and differences between physical characteristics. They will be exposed to texts, discussion, and activities that will help them develop a sense of pride about themselves, feel confident about being different, and learn to respect other's differences. Key Themes: Individual Development and Identity Length: 5 weeks Enduring Understandings Common Core and Illinois Learning Standards Primary Secondary People are proud of their physical characteristics. People are proud of being different from each other. People notice differences all around them. People treat each other with respect, even if they are different. Readers use books to help them understand differences. Writers use books to help them write. How do culture and identify influence who we are? How do time, culture, and history influence works of art and/or the advancement of science and technology? What can I do to positively impact my community?

Essential Questions

Primary: Standards Assessed CCSS.ELA-Literacy.RL and R.I. K.1 With prompting and support, ask and answer questions about key details in a text. CCSS.ELA-Literacy.RI.K.2 With prompting and support, identify the main topic and retell key details of a text. CCSS.ELA-Literacy.RL.K.3 With prompting and support, identify characters, settings, and major events in a story. CCSS.ELA-Literacy.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. CCSS.ELA-Literacy.SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups with multiple exchanges and they follow agreed upon rules

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Kindergarten Interdisciplinary African and African American Studies Quarter 1 Unit Plan

Secondary: Standards Addressed CCSS.ELA-Literacy.RL.K.2 With prompting and support, retell familiar stories, including key details. CCSS.ELA-Literacy.W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened Reading, Writing, and Citing Textual Evidence Informative Writing Literal comprehension Summarizing Making connections across a variety of texts (short, extended, online, etc.) Applying the qualities of informational writing Building Knowledge through Texts Identity Pride in oneself Recognizing sameness and differences between individuals and groups Respecting yourself and others Diagnostic (Pre-Assessment): Both parts are completed at the very beginning of the unit. Part 1: Using a structured organizer, have students draw one feature that makes them the same and draw one thing that makes them different from other students in their classroom. Have them write a sentence explaining each picture. Part 2: Using a structured organizer, have students draw a picture of themselves respecting others. Have them write a sentence describing their picture. The teacher will use a rubric to assess the student's response. Formative Assessments The teacher uses a rubric to assess students speaking and listening skills while they are working with their rug partner. Turn and talk is built in to each text discussion to allow for monitoring. Teachers uses rubric to assess student's response to text. Each text read to class has a written response portion. Summative Performance Assessment: Both parts are completed at the end of the unit. The summative performance assessment is the same as the diagnostic; use the same rubric from the diagnostic to analyze student growth. Part 1 Teacher: Create a structured organizer that students can draw and write on. Read the student directions, and then pass out the organizers to students. Student Directions: We have learned different ways that people are the same and different. Today you will draw a picture of yourself with one feature that makes you the same and write a sentence explaining your picture. Then draw a picture of yourself with one feature that makes you different from other students in your room and write a sentence explaining your picture. Part 2 Teacher Directions: Create a structured organizer that students can draw and write on. Read the student directions, and then pass out the organizers to students. Student Directions: We have learned different ways that people can show respect to each other. Draw a

Cognitive Skills

Content

Assessments (D) Diagnostic (F) Formative (S) Summative

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Kindergarten Interdisciplinary African and African American Studies Quarter 1 Unit Plan
picture of you respecting someone. Then write a sentence explaining your picture.

Texts/ Resources

Anchor Texts Fiction and Nonfiction Shades of Black by Sandra Pickney Who Ever You Are by Mem Fox Looking Like Me by Walter Dean Myers My Brother Charlie by Holly Robinson Peete Please, baby, please by Spike Lee and Tonya Lewis Lee I Can Show Respect by J. Guntly Grouchy Ladybug by E. Carle Arthurs Eyes by M. Brown Oliver Button is a Sissy by T. DePoala Images: Different Families Throughout Chicago

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Learning Performance Outcomes/ Activities

Kindergarten Interdisciplinary African and African American Studies Quarter 1 Unit Plan
Week One: Who I am Give pre-assessment to the class. Read the first few pages of Looking Like Me by Walter Dean Myers. Explain to students that there is one boy in the book, but he is lots of different things. Reread the first and second page, identify that the first thing the boy is, is his name, Jeremy. List this on an anchor chart. Then reread the next four pages, have students turn and talk to their partner about what else the boy is. Write their responses on the anchor chart (brother and son) Explain to students that they are one person but lots of different things also. On a large piece of paper have students draw a self-portrait titled "I am happy to be me because Review the previous lesson with students using your anchor chart; let them know that we will learn about more things the boy is in the book. Reread from the beginning. Have students, with their partner identify other things the boy is, and write them on the anchor chart. Have students write down two things they are around their self-portrait. Have students start with who they are in their family (son, daughter, etc.). Review the lesson from the previous day. Review anchor chart with students then reread the text from the beginning. Read the next two pages to students. Have them independently write one new thing that the boy in the book is (runner, dancer, artist, etc.). Then have them add again to their own self-portrait. Week Two: Same and Different Introduce students to the vocabulary words: same and different. Show pictures of different things, modeling your thinking for how they are the same or different. Then have students identify sets as the same or different with their rug partner, then have them do it on their own. Students will then identify two things in the room that are the same and two things that are different. Have a graphic organizer with sentence starters, writing lines, and place for a picture. Read We're the Different, We're the Same by Bobbi Kate Have students identify how they are the same and different using their self-portraits when discussing with their partner using sentence starters. Ex. We are the same because... We are different because... Our _______is the same. Our ______ is different. Show students two photographs of different kids. Tell students that these two children are the same in some ways but different in others. Explain that specific things can be the same or different about things. Model finding a feature that could be the same or different. Explain that a feature is has to do with the way you look. Write down the word hair on a piece of chart paper. Then have students turn and talk Strategies for Varied Learner Profiles Work in small groups to practice listening and speaking skills needed to develop academic language in the context of learning critical concepts. Classroom discourse and the use of visual aids to use academic language to engage in learning activities which builds content and language knowledge in a natural context. Facilitate the selection of a text by asking the student to connect something in the text to their lives. If the students see themselves in the theme or character of the text they will be more inclined to engage in discussions about the text they read. Use strategic grouping for Turn and Talk. Pair quieter students with talkative students. Pair students with varying abilities.

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Kindergarten Interdisciplinary African and African American Studies Quarter 1 Unit Plan
with their partner to identify another feature. Then share out student's findings with the class and write it on the chart paper. Using the same pictures from the previous lesson, have students, using sentence starters; write down what is the same and what is different with specific language. Model for the students first using the sentence starter. Jake is the same as Mike, they ______________________. (Jake is the same as Mike, they have short hair.) Jake is different than Mike, he _______________ (Jake is different than Mike, he has blue eyes.)

Week Three: Features (Hair, Skin, etc.) Tell students that in this book, children's features will be compared with something else. Read Shades of Black by Sandra L. Pinkney. Reread the second and third pages, "I am the creamy white frost in vanilla ice cream and the milky smooth brown in a chocolate bar." Explain how the author compared the boys skin to different ice cream. Turn to the next page and reread, then have students turn and talk with their partner about what the children's skin is being compared to on these pages (licorice, sugar, peach, and pretzel). Think aloud while examining your own skin, talking about the color, and different foods that may have the same color. Using the sentence starter to write it down. I am ______ in ___________. Have students do the same adding an illustration to accompany it. Review your sentences and some of the students' sentences about their skin from yesterday. Identify skin that is the same and different. Explain that today we will focus on our hair. Reread the book focusing on the hair pages. Again, using a sentence starter write down what you compare your hair to. My hair is ____________ like __________. Have students do the same with an illustration to accompany it. Review your sentences and some of the students' sentences about their hair from yesterday. Identify hair that is the same and different. Explain that today we will focus on eyes. Reread the book, focusing on eye color. Explain to students that they can compare their eyes to anything that is the same color. Use a sentence starter, My eyes are ____________ like _____________. Have students do the same. Read All the Colors of the Earth by Shelia Hamanaka. Using the past days papers, create a book for students with a blank cover. Identify what is on the covers of the two books you just read. Discuss with students what should be on the cover of their book. Also explain that authors put their name on the book, locate this on the two books read aloud.

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Kindergarten Interdisciplinary African and African American Studies Quarter 1 Unit Plan
Week Four: Me in the Classroom Read a text that focuses on differences in the classroom (listed above). Have students turn and talk about how the students in the classroom were different from one another then discuss how they were the same. Discuss how the classroom from the story is similar and different to our own classroom. Have students create an illustration that shows our own classroom and write a sentence describing their illustration. Have a discuss leading to the student outcome that everyone in this classroom is a student (a similarity). This information will then be added to the students' selfportrait. With the classroom make a list of all the things we do as a student, which will lead to more outcomes to add to the self- portraits (I am a writer, readers, scientist, etc.). Students will present their self-portraits. They will use sentence starters. I am happy being me because I_____. Week Five: Respecting Myself and Others Read a text that focuses on respect in the classroom (listed above). Have students turn and talk throughout the book identifying things that are and aren't respectful. Review the ways in which students are the same and different. Explain that even though we are the same and different, we must all respect each other. On an anchor poster write down different ways students can respect themselves and others with information from the text and their own experiences. Have students illustrate themselves being respectful to their table neighbor during school time. Have them write a sentence explaining their illustration. Create illustrations of scenarios where students are not respecting one another. Use a mix of scenarios of people looking different and acting disrespectful. Show these illustrations to the classroom, have students identify how the students should be respecting one another. Have students finish the sentence starter, I am respectful by _____________, on a piece of paper. They will then illustrate and label themselves being respectful.

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