integrated unit everyone is different n.
Skip this Video
Loading SlideShow in 5 Seconds..
Integrated Unit: “Everyone is Different” PowerPoint Presentation
Download Presentation
Integrated Unit: “Everyone is Different”

Loading in 2 Seconds...

play fullscreen
1 / 26

Integrated Unit: “Everyone is Different” - PowerPoint PPT Presentation

  • Uploaded on

Integrated Unit: “Everyone is Different”. By: Jamilet Rivera EDEL 453-001 Professor: Dr. Kolar. Table of Contents. Grade Level. The grade level that I choose is grade level 4. Grade level 4 is in the intermediate section. Children’s Book.

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

Integrated Unit: “Everyone is Different”

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
    Presentation Transcript
    1. Integrated Unit: “Everyone is Different” By: Jamilet Rivera EDEL 453-001 Professor: Dr. Kolar

    2. Table of Contents

    3. Grade Level • The grade level that I choose is grade level 4. • Grade level 4 is in the intermediate section.

    4. Children’s Book • The children’s book that I choose is A Day’s Work . • The themes that I will focus on is: • Family Issues • Immigrants • The social studies focus for grade level 4 is human life in varied environments.

    5. Summary of the book • This book takes you through a day of work with Francisco and his grandfather. They come from a family that is struggling with money because they are immigrants. Francisco and his grandfather go to a place where other people looking for a day of work. Since, Francisco’s grandfather does not speak English well enough, Francisco goes with him to help get a job. A character named Ben showed up as an employer and wanted one man. While others could have gotten the job Francisco convinced Ben that his grandfather was a gardener and a good one and that he would have two workers for the price of one. Francisco lied to Ben to get the job. Ben asked at the job site for them to get all the weeds removed and leave the flowers at the end of the day when Ben came back there was a mistake. Francisco and his grandfather accidently took out all the flowers and left the weeds. Ben was mad and at the end of telling Francisco and his grandfather what they had done, Francisco’s grandfather died IS THIS THE WORD YOU WANT- DIED? to offer Ben if they could come back tomorrow to fix it. Ben appreciated the offer and so Francisco learned his lesson of lying. Ben learned Francisco’s grandfather was a good man and might consider him for future jobs.

    6. Connection to Themes • Family Issues: When Francisco’s grandfather found out Francisco lied he got mad at him because he knew they lost a whole day of pay. They needed that money because their family did not have much to eat. • Immigrants: Since this family are immigrants they have family issues because of the financial hardship from not being able to get a job because they are immigrants.

    7. NCSS Themes • Individual Development: Francisco is a young little boy and for everything that he is going through he is very smart and clever. Francisco cleverness gets in the way for what is wrong and what is right. In this story he learned his mistake and grows from it especially since his grandfather models an action of what makes his wrongful doing right. • Production, Distribution, and Consumption: This family is struggling trying to get money just to eat. Francisco grandfather knows that and when he set himself and Francisco to work again the next day he knew he was showing the employer the good man he was and knew he was going to get the full pay that they originally were working for. In this story they model what they need which is work to earn money for food vs. what Francisco wants which was to watch the game.

    8. Integration of subjects

    9. Unit Standards

    10. Unit Standards

    11. Calendar ADW=A Day’s Work (story book)

    12. Calendar ADW=A Day’s Work (story book)

    13. Calendar ADW=A Day’s Work (story book)

    14. Calendar ADW=A Day’s Work (story book)

    15. Calendar ADW=A Day’s Work (story book)

    16. Calendar ADW=A Day’s Work (story book)

    17. calendar ADW=A Day’s Work (story book)

    18. calendar ADW=A Day’s Work (story book)

    19. Day 1 lesson plan Nevada state college

    20. Day 1 lesson plan

    21. Day 4 lesson planNevada state college

    22. Day 4 Lesson Plan

    23. Day 7 Lesson Plan • The last day of the unit students will be able to act out A Day’s Work with their groups. Students will also be able to reflect on their service learning. The last day is really the students having fun with acting out A Day’s Work and being in the shoes of the character to really see the character's perspectives. The reflection of the service learning is for students to gather all their thoughts and have a real ponder of what they did and how they helped. • The day will start with the teacher saying a couple of lines of the one of the characters and then suddenly announce that it is time to act. Each group will act out A Day’s Work and teacher will be observing the group acting the and the audience that should be listening. After all groups presented a opener about thoughts on how the teacher feels what they did to help those students in their service learning will be shared. Students then be prompted to get into thought of how they really feel about the service learning and how the felt that they helped. In the reflection students will be encouraged to be honest and to share any ideas thoughts on what could have gone better. After the reflection is complete students will turn it into the basket to move on to the next subject.

    24. reflection • This unit was a challenge integrating subjects was the main challenge. In other units you mainly focus on one subject. Developing this unit was also challenging because the base of it is the storybook. I really thought hard about which storybook to pick and then I came across A Day’s Work. A Day’s Work is a wonderful story because it sends a message about the different types of people and some of the struggles people go through. I enjoyed the illustrations because they were painted it seemed. Overall I pick the story because I liked the message it could send to students. When I started to develop this seven day unit I was a bit overwhelmed because I did not know where to start. The calendar was my biggest challenge because I wanted to activities and the days go in a flow and I really wanted the students to try to get the message of the book and teach them a couple of things that relate to the characters. My biggest highpoint was when I completed the calendar and felt that the unit really was going to turn out great. Overall I am proud of my unit and do like how it turned out; in the end as well I am happy I overcame the challenge of this integrated unit.

    25. resources • Bean, T. W., Readance, J. E., & Baldwin, R. S. (2011). Content area literacy: An integrated approach. (10 ed.). Dubuque: Kendall Hunt. • Berk, L. E. (2012). Infants and children, prenatal through middle childhood. (7th ed ed.). Pearson College Div. • Bunting, E., & Himler, R. (1994). A Day's Work. New York: Clarion Books. • Corn, M. (2010). “our choices” unit. Unpublished raw data, Nevada State College, Henderson, Nevada. Retrieved from • Kaye, C. B. (2004). The complete guide to service learning: Proven, practical ways to engage students in civic responsibility, academic curriculum, & social action. Minneapolis, MN: Free Spirit Publishing. • Melber, L. M. (2009). Integrating language arts and social studies, 25 strategies for k-8 inquiry-based learning. Thousand Oaks, CA: Sage Publications, Inc.

    26. Scoring sheet NAME: Jamilet Rivera 60 Points Possible (20% OF COURSE GRADE) _____/ 5 Title Page and Table of Contents + Over-all Presentation of Unit _____/ 20 Introduction to the Unit – The grade level, the theme, a summary of the central piece of literature (children’s book) of the unit, and the NCSS Themes addressed by your selected children’s book. Brainstorming Chart for the Integration of Multiple Subject Areas (Visual) AS WELL AS statement of the subject areas you chose for your unit. YOU COMPLETED THIS IN PART I. YOU DETERMINE HOW THIS IS PRESENTED IN YOUR FINAL UNIT. _____/20 Calendar of Lessons for the 7-10 days of your unit. This calendar will delineate the subject areas in each lesson AND the CEF objectives for each subject area. Also, you will detail the activities. PORTION COMPLETED FOR PART II/ HERE WILL BE ALL 7-10 DAYS- COMPLETE CALENDAR ____/10First four days including objectives (COMPLETED PART II) ____/10 The remaining days of the calendar including objectives (PART III) _____/10 Lesson Plans (one for the FIRST day of the unit, one for a MIDDLE day of the unit in DOE Lesson plan format or proposed lesson plan format; your THIRD lesson details the culminating activity of the unit (you can select your format of presentation) _____/2 Presentation of Resources (ALL teacher and student- books, articles, websites, etc. used in the development of the unit) _____/3 A 1-2 page comprehensive reflection on the total process of developing your unit. You can include narrative and visuals. TOTAL POINTS = _____ GRADE = _____ Bonus Points will be assigned for exemplary contents _____