ELA Unit Overview
1st Grade, 3rd Quarter, 3-5 Weeks
Global Community
Unit Overview: Global CommunityUnifying Concept: Building Communities
Overview:
In this unit, Global Community, students will begin to explore the similarities and differences between communities throughout the world. The literature in this unit will expose students to communities similar to their own and places outside of their experiences. From these books, students will deepen their understanding of types of communities, the people who live there, and the unique cultures and physical elements of these communities. By the end of the unit, students will be able to read, write, and communicate similarities and differences of communities and compare physical and cultural elements of global communities.
Purpose:
The AZCCRS requires students to read, write and communicate using grade level texts. This unit provides opportunities for students to interact with complex literary and informational text in a variety of ways (whole group, small group, and independently). It allows students to have writing opportunities to formulate and write an informative/explanatory piece, making connections and reflecting on their understandings.
Enduring Understanding:
· Organisms create and shape their communities through their unique and shared experiences. / Essential Questions:
· Who lives in our global community and how are we connected?
· How is one community different from another?
· What does your community look like?
Target Standards Assessed:
Reading Literature:
1.RL.1 Ask and answer questions about key details in text.
1.RL.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
1.RL.3 Describing characters, settings, and major events in story, using key details.
1.RL.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
1.RL.9 Compare and contrast the adventures and experiences of characters in stories.
Reading Informational:
1.RI.5 Know and use various text features (e.g. headings, tables of contents, glossaries, electronic menus, icons to locate key facts or information in a text.
Writing:
1.W.2 Write informative/explanatory text in which they name a topic, supply some facts about the topic, and provide some sense of closure.
1. W. 4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose (Grade specific expectations for writing types are defined in standards 1-3 above)
1. W. 4 (a) With guidance and support from adults, produce functional writing (e.g., classroom rules, experiments, notes/messages, friendly letters, labels, graphs/tables, directions, posters) in which the development and organization are appropriate to task and purpose.
1.W. 7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write sequence of instructions).
1. W. 8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Speaking & Listening:
1.SL.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
Content Connections:
All the World by Liz Garton Scanlon
Homes Around the World by Max Moore
Uptown by Brian Collier
How I Learned Geography by Uri Shulevitz
This is the Way We Go to School by Edith Baer
Whoever You Are by Mem Fox
Somewhere in the World Right Now by Stacey Schuett
Blackout by John Rocco
Performance Assessments:
Formative:
Literature Response Journal/Activities for How I Learned Geography by Uri Shulevitz and Me on the Map by Joan Sweeney
Literature Response Journal for This is the Way We Go to School by Edith Baer
Literature Response Journal for All the World by Liz Garton Scanlon
Questions/Oral Discussion for Uptown by Brian Collier
Questions/Activities for Whoever You Are by Mem Fox
Summative:
Write an informative/explanatory essay about the differences and similarities of homes throughout world communities.
Write an informative/explanatory essay about how their communities are similar or different from that of other communities they read about.
Write a narrative about their home, classroom, or a special place in their community. Students will tell why that place is important to them.
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