Unit Title:
Unit Overview
DAY #1 Read Aloud
Objective -After listening to the story,
students can pick out
important parts of a story
and answer grand
conversation questions.
-After completing the
reflection activity, students
will demonstrate an
understanding of the
importance of a main
character through their own
written example.
Standards IAS: K.RL.2.3
K.W.6.2c
Materials Book: Still a Family, picture of
my family, response worksheet,
completed example of
worksheet
Management When students sit at the rug,
give reminder to sit in a spot
where they won’t be distracted
Anticipatory -Share my own story of a time
Set when my family went through
something difficult but we
worked through it together.
Because of that, the members in
my family are some of the most
important people to me.
-Tell students to pay attention
to what the family does and
who is the main character.
Purpose “Today we are going to be
reading a book that talks
about the closeness of a
family even in a difficult
situation. We are going to
work on seeing the main
characters and why they are
important in the story, and
then think about the ‘main
characters’ in our own lives.”
Lesson INPUT: Provide a read aloud
Presentation performance of the book Still a
Family. Students will respond
through group discussion about
what a family looks like and who
main characters are in their
lives.
OUTPUT: Students will work
individually to complete a visual
worksheet showing and telling
who a main character is in their
lives. (Looking at family and how
it has impacted who you are)
Closure or Have 3-4 students share out
Conclusion loud the work that they
completed. Vary the work that is
shared so students see that
there are different people that
can be a main character in
someone’s life.
Formative During the lesson presentation,
Assessment students will be asked questions
Name: Hannah Sedlock
DAY #2 Social Studies (past,
present, future)
-Given pictures, students can
place the images in
chronological order (past,
present, and future).
-Students will create images
and descriptive sentences
showing themselves in the
present or future.
IAS: K.1.3
NCSS: Time, Continuity and
Change
Scrapbook, picture sort pictures,
present and future worksheet,
completed example of worksheet
Students will change from sitting
on the rug to sitting at their tables
during group instruction. Specific
students will need reminders of
where to sit and how to behave.
-Show a scrapbook of my life and
my family.
-“What do you know about
scrapbooks? Why do we make
them?”
“Today we are going to learn
about the past, present and
future and apply it in our own
lives. We are going to think
about what we are doing now,
and use our imaginations to
think about our lives in the
future.”
INPUT: Introducing the concepts
of past, present and future. We
will be learning hand motions,
verbal definitions, and visual
pictures to solidify the terms.
OUTPUT: Students will work
individually to complete a
reflection worksheet on either the
present or the future. They are
connecting the concept to
themselves and thinking about
what they are doing right now, or
what they will be doing in the
future. Students will know the
difference between the past,
present, and future and can
connect these to their own lives.
At the end of the writing time,
students who are willing will stand
up to share what they have
written. We will listen to 4-5
examples of student work. We will
review the hand motions for past,
present, and future one last time
for the closure.
-Students will be learning motions
to go along with the words “past,
DAY #3 Social Studies (then and
now)
-Given pictures, students can sort
them into categories of past or
present.
-Students will explore the
differences found in the past and
present through hands-on
activities.
IAS: K.1.1
NCSS: Time, Continuity and Change
& People, Places and Environments
Power point (spot the
difference/videos), T-chart, glue.
Scissors. Crayons, tape, picture sort
pictures, pictures of houses, tipi cut
out, feathers/tempera pain/white
paper, pens/pencils, then/now
worksheet
Students names and centers will be
listed on the board as a reference
for who they should be with and
where they will go. There will be a
timer on the board to hold students
accountable for managing their time
at each center.
-As a whole group, we will play a
“Spot the Difference” game.
-Students will be shown three
different pairs of pictures and will
need to spot the differences.
“Today we are going to be
looking at the differences
between the past and the
present. Kids a long time ago
lived very differently than we do
now and we are going to see and
explore what has changed.”
INPUT: Students will watch two
Mickey Mouse videos (one from the
past and one from the present) and
do a discussion on the differences in
the videos. This will lead into the
center explorations. We are
observing the changes and
differences between people and
things of the past versus the
present.
OUTPUT:
Center 1: Explore writing tools
(quills, pens, pencils)
Center 2: Picture sort: past and
present
Center 3: Cut and paste worksheet
Center 4: Exploring living spaces,
creating a tipi.
With the centers, students will know
what has changed in the past to the
present both with people and other
developments.
Ask: What is something you learned
about the past and present, how
have things changed? What was
your favorite center and why?
-We will be reviewing concepts
learned in the last lesson. Look for
DAY #4 (Math)
-Through individual work,
students will be able to create and
continue patterns.
-Given shapes, students can show
and tell how the pattern starts
and how it can be continued.
IAS: K.CA.5
Matching game, cut out shapes,
paper for individual patterns.
-Work one-on-one with specific
students who struggle to keep up and
follow along with direction.
-Have specific students also exchange
patterns with the teacher to hold
them accountable to their work.
-Students will play a simple matching
game with their table group. This will
get them thinking about patterns,
repetition and repeated shapes.
“Today we are going to be looking
at patterns. Specifically where
they start, where they end, and
how we can continue them
forever.”
INPUT: Students will learn the term
“pattern” and understand that there
is a beginning that can be repeated
on forever. As a whole group we will
practice continuing a pattern. A group
of students will hold given shapes
while the rest of the class thinks
about how to continue the pattern.
OUTPUT: Students will independently
practice starting a pattern and will
then pass the patterns along to other
members of the class to continue on.
Students will be able to see the
beginning of a pattern and know how
to continue the pattern to match the
beginning.
Students will look at the pattern they
made and see how it grew after
passing it along to other members of
the class. I will ask a concluding
question of “what is something new
you learned? What part of this lesson
was surprising to you?”
-Questions asked at the beginning of
lesson, observe volunteers.
Unit Title:
regarding the book and the
topic of the activity. Observing
students who pay attention well
during the book, actively
participate in the discussion,
and show understanding in
doing the reflection worksheet.
Adaptations See lesson plan:
Remediation: Teacher support
EXNEEDS: A dotted line font will
be provided on the worksheets
to aid with forming letters for
those students who cannot read
or write.
Summative Students will turn in a
Assessment completed hand out about a
(as needed) main character in their lives.
Name: Hannah Sedlock
present and future” and I will
observe students each time we do
them to see who understands the
terms.
-Observe individuals and groups
during the picture sort (are they
understanding? Did they place the
pictures in the right order?)
See lesson plan:
Remediation: Teacher support
Enrich: Movement is included to
enrich learning and adapt to the
needs of students who learn
kinesthetically.
Students will turn in a worksheet
highlighting either the present or
the future.
students that remember these terms
and volunteer to answer the review
questions.
-During centers, walk around the
room to observe groups and student
work (are they understanding the
directions? Are they staying on
task?)
See lesson plan:
Remediation: Peer support
EXNEEDS: Picture sort is used with
words and images for students who
cannot read.
At the end of the unit, students will
complete their own picture sort on
paper, showing their knowledge of
the past and present.
-Observe student participation during
whole group activity.
-Observe student participation during
independent work.
See lesson plan:
Remediation: Teacher support
EXNEEDS: Extra time will be given for
students who are slower to process or
write down information. I will adjust
time for each pattern round as
needed.
-Certain students will be exchanging
their pattern cards with me, to give
them a clear example and to hold the
students accountable to do the work.
At the end of the unit, students will
be given individual assessments in
which they will say a pattern and
continue the same pattern.