4.+Five+Day+Unit+Plan

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 * Pre- and Post-Test**


 * Monday - Friday Lesson Plan** (original format)

 Anticipatory Set: Voki of Obama **// (ESOL Accommodation: Visuals) //** 1 minute
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 * ====// “Good morning, class! This is President Barack Obama speaking from the White House! For the next five days, we will be talking about Civics and Government. First we'll talk about our great country of America; next we'll discuss the Rules and Responsibilities of our country and the classroom. On Wednesday, we'll go over Authority and Respect and finally our Election Day, where you all will have the chance to run for office. You may even be the next President of your classroom! So get ready for an exciting week learning about your great country of America, Our America.” // ====


 * ====Review pre-test on the Interactive White Board 10 minutes ====
 * [[file:1st grade pre test.pptx]]
 * Multiple choice questions
 *  Create a Tagxedo in the shape of the United States with how much they know **// (ESOL Accommodation: Visuals; Sharing One Word) //** 10-15 minutes
 * Ask the question “What do you know about the symbols of patriotism/freedom?”
 * NOTE: Continue asking/brainstorming and then demonstrate after post-test all they’ve learned
 * Direct teach: Symbols of American Patriotism (i.e. The Flag, The Bald Eagle, the President, Statue of Liberty, the White House, the Capital Building…)10-15 minutes [[file:American Symbols 1st grade.pptx]]
 *  PowerPoint **// (ESOL Accommodation: Visuals) //**
 * Share Virtual White House:
 * []
 *  Share a book: //America the Beautiful// **// (ESOL Accommodation: Visuals) //** 5 minutes
 * Acrostic poem of AMERICA with the song //America the Beautiful// playing in the background 15-20 minutes (can finish coloring, depending on how our timeline goes)
 * Show example FIRST!

*Display Classmade Tagxedo and/or the Wordle of Constitution for reference
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A **America!** (given)

 * ==== Break into cooperative groups **// (ESOL Accommodation: Groups) //** (for the rest of allotted time) ====
 * Center One: Make a quilt square of your class flag
 * Center Two: Statue of Liberty (book); paste face on liberty clipart

** Tuesday: Responsibilities and Rules **

 * ====**Review** symbols and invite children to share their AMERICA poem **// (ESOL Accommodation) //**====
 * ====Anticipatory Set: //“If I were the teacher…”// 10 minutes Rules in the cafeteria, library, physical education class, art & music etc. //(discussion)//====
 * **Write and draw** **// (ESOL Accommodation) //****:** Students will role play being the teacher of their own class and make up three rules that they would want in their classroom and illustrate one of the rules being implemented. Finish coloring during independent work time.
 * http://www.superteacherworksheets.com/printing/writing-paper-dotted-picture-name.pdf
 * Family Rules 5 minutes
 * Brainstorm on the board some rules from home
 * Discuss aloud the various answers and why these rules are important **// (ESOL Accommodation) //**
 * School Rules & Responsibility 20-25 minutes
 * Street Safety - //Street Smart//w/s “How you get to school”
 * Bus, car riders, after-school care and walkers identify their specific signs
 * Street signs: “Have you seen these signs? What do they mean?” **// (ESOL Accommodation) //**
 * (signs will be displayed on the interactive white board with an option of having multiple choice answers in order for them to interact)
 * ====Direct instruct via PowerPoint **// (ESOL Accommodation) //**on street signs====
 * [[file:street signs 1st grade.pptx]]
 * ====Make a “School Rules” chart (place & rule)====
 * ====How to be a “good school citizen” discussion====
 * “How to rules at home and at school help us all to get along?”
 * Classroom Rules 5 minutes
 * Discuss why classroom rules are important
 * Sing song in the form of a march/chant while stomping feet **// (ESOL Accommodation) //**:
 * Sing song in the form of a march/chant while stomping feet **// (ESOL Accommodation) //**:

// We raise our hands to speak.We work quietly at our seats.We use voices soft and sweet.We keep our places tidy and neat.We are helpful, friendly, and fair.We take turns and willingly share. //

 * ====Country Rules 5-10 minutes====
 * Rules are important for our country, too (discussion)
 * Share artifakes of important documents **// (ESOL Accommodation) //**
 * Share book: //We the Kids…// **// (ESOL Accommodation) //**

** Wednesday: Authority and Respect **

 * ====Review street signs and importance of rules **// (ESOL Accommodation) //**====
 * ====Anticipatory set: RESPECT song from //Youtube// 5 minutes====
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 * Carousel Learning Groups **// (ESOL Accommodation) //**10-15 minutes
 * //Requires a timer or bell or horn//.
 * Split children into three groups.
 * On a corresponding sheet of construction paper (red for teacher, blue for president, and yellow for principal) each table will list characteristics of specified authority figure.
 * After time is called, papers are switched to the next table and new characteristics not previously mentioned will be recorded.
 * Repeat for each authority figure.
 * Teacher will lead class discussion comparing and contrasting characteristics.
 * Class discussion: Authority in the US
 * //On interactive white board://write President, Vice President, Mayor & Treasurer
 * Students can come up and write simple characteristics for each
 * For example: President is in charge of keeping US rules; Vice President helps the President make and keep rules, Takes over if President cannot do job; Mayor keeps city rules; Treasurer keeps track of US money
 * Read aloud //Grace for President//
 * Mini Class Fieldtrip: Authority Figures at Your School! **// (ESOL Accommodation) //**25-30 minutesGo on a school campus tour and let the children see the various jobs in action!
 * Introduce chart paper with job titles on it (ex. Librarian, PE coach, School nurse, Principal, Guidance Counselor, Cafeteria Cooks/Cashiers, etc.)
 * The next column will be for job descriptions (to be filled in after tour)
 * //Note: Classroom Job chart will also be created and introduced at this time. It will be filled in later in the lesson.//
 * [[file:Classroom Job Chart.docx]]
 * ====When the class returns, complete graphic organizer====
 * ====Refer to Classroom Job Chart created earlier 15 minutes====
 * List of jobs: Line Leader, Door Holder, Head of Materials (paper pencils etc), Animal Keeper, Garbage, Lights, Board Eraser, Computer Manager, Student Substitute, Class President (their job to make sure everyone does their job)
 * Explain that children will have the opportunity to become one of these jobs
 * The president will randomly pick out each student for the job, signifying the authority the president has to decide jobs
 * Remind children “Tomorrow is Election Day!”
 * Homework: Children will write out president speech for election.

** Thursday: Election Day! **

 * ====Review respect and the importance of jobs. Invite children to share their favorite job they visited during the field trip. **// (ESOL Accommodation) //**====
 * ====Anticipatory set: Teacher for President Voki **// (ESOL Accommodation) //** 3-5 minutes====
 * Show kids our pre-made Voki of us running for President of the US
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 * Computer Lab: Creating their own Voki 20-25 minutes
 * Students will have time in the computer lab to create a presidential Voki of themselves running for president!
 * Upload to class website/wiki
 * Back to the class: Share Vokis and VOTE! 20 minutes
 * Spend time sharing each students’ presidential Voki
 * Introduce vocabulary word via white board: Ballot
 * Define as “a secret way of keeping track of who you voted for”
 * Students will place their ballots in the Ballot Box (decorated shoe box)
 * Teacher will count the ballots and announce our class president!
 * Quilt Square: Independent Activity (while teacher counts ballots) **// (ESOL Accommodation) //**15 minutes
 * Write a “thank you” note to one school worker you visited and illustrate.
 * Once the President is announced, he/she will draw names randomly (signifying his/her authority) for the other class jobs 5 minutes
 * Teacher will write the children’s names down and cycle after one week

** Friday: Review and Assess **
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 * ====Final Quilt Square **// (ESOL Accommodation) //** 15 minutes====
 * ====The children will create ONE final quilt square reflecting all learning====
 * ====As a review, the children will choose one quilt square that they will share with the class====
 * ====The class as a whole will either Add or Elaborate on each square====
 * ====Teacher-Led Discussion 15-20 minutes====
 * ====The teacher will cover important parts that were not mentioned by review of quilt squares.====
 * ====The teacher will elaborate on important parts previously mentioned if needed.====
 * ====Final Assessment 10 minutes====
 * ====The teacher will pass out the formal assessment.====
 * **Pre- and Post-Test**
 * ====Edible American Flag **// (ESOL Accommodation) //** 15-20 minutes====
 * ====To celebrate the end of the unit, children will prepare an edible American Flag.====
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