Embedded Files
Unit Overview: Each unit overview provides a description of the content knowledge students will gain through learning and applying literacy skills while engaging with texts. Additional information in the Resources section.
We begin first grade by having students explore how they connect to where they live, beginning in their neighborhood and expanding outward to how they are global citizens. Throughout the unit, students explore what diversity is through an exploration of different cultures and the immigrant experience. In kindergarten, students begin to ask and answer questions about texts, identify the main idea of texts and their details, and explore connections between individuals, events, or ideas in texts with prompting in support. In first grade, students will continue this practice independently. Students will use texts to find and support answers and begin to apply their learning to new situations. In planning, teachers should select the most high-leverage words for their students. Students’ language development can be supported using discourse and engagement practices that allow for discussion with peers and between students and adults. All Foundational standards and skills are prioritized as students participate in activities to support print concepts such as recognizing the distinguishing features of a sentence. Students will engage in fluency activities to read grade-level text accurately with purpose and understanding and confirm or self-correct word recognition.
In order to promote learning for all students, practices have been incorporated into the day-to-day lesson design. For ELs, strategies such as the use of different complexities of sentence frames and inviting students to use their home language will support their ability to express their understanding of learning. For students with Individualized Education Plans (IEP), providing positive and constructive feedback can guide students’ learning and behavior to increase student motivation, engagement, and independence. As part of the district’s initiative to promote equity, we will cultivate students who are able to process their identity as a member of a neighborhood, their state, and their country and hone their storytelling skills. Through writing and drawing, students will write narrative stories that apply their understanding of the content learned throughout the unit. This unit may contain texts from Wit and Wisdom and/or ReadyGen that are aligned with the content and priority standards.
As designed the unit is paced for 40-45 days. Teachers will use additional time in the quarter for reteaching, reviewing, or enrichment activities aligned to the unit’s goals. Additional times may be used to develop the performance tasks and allow for district based assessments.
Big Ideas:
Our country is made up of many diverse cultures and is full of places to explore.
The most important part of a neighborhood is the people who live in it.
Our state of Pennsylvania has an ample history and many points of interest.
Immigration and diverse cultures make up the United States of America.
Essential Questions:
Where are the places that I can explore?
How are cultures alike and different?
How do we connect with others in our neighborhood?
Why is it important to know the history of my city?
Culminating Task:
You have done a lot of hard work sharing what you have learned with the extraterrestrial family about your neighborhood, your state, and your country. The extraterrestrial family is interested in learning about cultures outside of the United States as well. You know that you still have a lot to learn about other cultures, but you want to share stories with them that will help them understand the experience of another culture. Choose one country that you have learned about and write a story about what it would be like to visit that country and what you would do while you are there. Your story should include where you are visiting, what you experience, what you do, and what you learned about the country you visit.
Unit Overview: This document provides a unit overview that includes Big Ideas, Essential Questions, Historically Responsive framework, alignments to SEL, CEW, and core resources.
If you encounter non-functional links to books on Epic, exercise your discretion in selecting alternative texts that align with the grade-level recommendations provided in the list of texts distributed to schools. As you make these substitutions, keep in mind the lesson objectives and lesson standards, and ensure that the chosen texts are suitable and academically challenging. Books Purchased By Grade
Lesson Guidance Documents: These documents provide guidance for lesson planning.
Lesson Guidance Documents: These documents provide guidance for lesson planning.
Module 1:
Module 2:
Module 3:
Module 4:
Performance Tasks
Performance Tasks
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