Action Example Template

GRADE: 1 TEACHER(S): Steve Sapere

CONTENT TOPIC: American Presidents (Reading Enrichment Unit)

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STANDARDS FOR THE 21 -CENTURY LEARNER GOALS: Standard 1: Inquire, think critically and gain knowledge. Standard 3: Share knowledge and participate ethically and productively as members of our democratic society. Standard 4: Pursue personal and aesthetic growth. Skills Indicator(s): 1.1.2 Use prior and background knowledge as context for new learning. 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres. Benchmark(s): -Connect ideas to personal experiences. -Recognize and use facts that answer specific questions. -Present facts and simple answers to questions. -Follow school guidelines related to the acceptable use of technology. -Read, view, and listen to a variety of fiction and non-fiction for enjoyment and information. -Use technology tools to create and present ideas. Dispositions Indicator(s): 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. 4.2.1 Display curiosity by pursuing interests through multiple resources. Responsibilities Indicator(s): 1.3.5 Use information technology responsibly.

3.3.5 Contribute to the exchange of ideas within and beyond the learning community. 4.3.1 Participate in the social exchange of ideas, both electronically and in person. Self-Assessment Strategies Indicator(s): 1.4.4 Seek appropriate help when it is needed. 3.4.2 Assess the quality and effectiveness of the learning product. 4.4.2 Recognize the limits of own personal knowledge. CONNECTION TO LOCAL OR STATE STANDARDS: Grade One: AMERICAN HEROES In the first grade, students continue their introduction to United States history through the study of selected historical figures. In the history strand, students study the important contributions each historical person made. In the geography strand, students learn about where these historical people lived and explore important basic geographic concepts. The civics strand provides a study of the positive character traits exhibited by these important historical figures. The economics strand continues the introduction of basic economic concepts. SS1H1: The student will read about and describe the life of historical figures in American history. SS1CG1: The student will describe how the historical figures in SS1H1a display positive character traits of fairness, respect for others, respect for the environment, conservation, courage, equality, tolerance, perseverance, and commitment. OVERVIEW: Before reading books (1 each) about George Washington and Abraham Lincoln to the class, teacher will lead a class discussion about what students already know about each historical figure. After each read-aloud, students will individually select additional titles about Washington and Lincoln from either the classroom library or the school library in order to broaden their knowledge about each historical figure. Students respond to a variety of questions about Washington and Lincoln on a classroom blog set up specifically for this lesson. Teacher will lead the class in a discussion in which Washington and Lincoln are compared and contrasted using a Venn diagram to organize the information. FINAL PRODUCT(S): Students final products will be in the form of their responses to blog prompts. Possible prompts include: Washington Blog Questions: Why was George Washington a good president? Tell/explain one interesting fact you learned about George Washington.

Why was George Washington called the Father of Our Country? What do you think was the most important thing George Washington did while he was President? Why? Lincoln Blog Questions: Why was Abraham Lincoln a good president? Tell/explain one interesting fact you learned about Abraham Lincoln. Why was Abraham Lincoln called Honest Abe? What do you think was the most important thing Abraham Lincoln did while he was President? Why? Compare/Contrast Blog Questions: Which president was more important to American history, Washington or Lincoln? Why? Which president do you think was a better president, Washington or Lincoln? Why? Which president would you want to be our president today? Why? LIBRARY LESSON(S): Students will select their own reading material in order to respond to questions and use the internet/technology to share their responses. ASSESSMENT Product: Students will self-assess their blog posts using a teacher-designed rubric. Process: Teacher will formatively assess student knowledge through informal questioning and viewing of student blog posts. Student self-questioning: y y y Am I able to accurately find information after reading independently? Which historical figure (Washington or Jefferson) appeals to me more? Why? How do I appropriately express myself in a blog post?

INSTRUCTIONAL PLAN Resources students will use: y y y Selected books from the classroom and school libraries Computers w/internet access Wordpress blog site: o http://johnstonsfirstgradereadingblog.wordpress.com/

INSTRUCTION/ACTIVITIES: Modeling and guided practice: Teacher will model the reading process as well as leading students through discussion of the reading. Teacher will also lead a discussion over students previous knowledge of Washington and Lincoln. During the first lesson, the focus will be on George Washington, while the second lesson will focus on Abraham Lincoln. The third and final lesson will compare and contrast the two historical figures. Independent practice: Students will select and read one additional book about each historical figure in order to better answer the blog questions. Sharing and reflecting: Students will post their responses to questions on the blog created for this lesson. ASSESSMENT OF STUDENT LEARNING Blog Rubric for Student Self-Assessment
4 Accomplished Purpose My blog entries have a My blog entries are about My blog entries are My blog entries appear to clear purpose and are the correct topics. mostly about the correct be about unrelated topics. about the correct topics. topics, but sometimes my blog entries are off subject. Content My blog entries are My blog entries are accurate and interesting. I accurate. I use use the information from information from my my reading to draw reading to draw original conclusions about conclusions about the the topic. topic. Most of my blog entries are accurate. I try to draw some conclusions, but my entries are not always based on facts. My blog entries are often inaccurate. I rarely draw conclusions. I usually just copy information from other sources. 3 Proficient (Target) 2 Developing 1 Entry

4 Accomplished Voice

3 Proficient (Target)

2 Developing

1 Entry

My writing shows that I My writing shows that I care deeply about the care about the topic I am topic I am writing about. I writing about. clearly want my readers to understand my point of view. Writing

Sometimes, my writing shows that I care about the topic I am writing about.

My writing shows that I am just completing an assignment and do not care about the topic.

My writing style is My writing style is I try to write so my My writing is confusing interesting and understandable. If I have audience can understand and often does not make appropriate for my any errors in grammar, my message. Errors in sense. audience. I have no errors spelling, punctuation, or grammar, spelling, in grammar, spelling, sentence structure, they punctuation, and punctuation, do not take away from my sentence structure capitalization, or sentence message. sometimes make my structure. message hard to understand.

14 16 = Accomplished 10 13 = Proficient (Target) 7 9 = Developing 0 6 = Entry