Standards:

CC.1.2.K.A: With prompting and support, identify

the main idea and retell key details of text.
CC.1.2.K.C: With prompting and support, make a
connection between two individuals, events, ideas,
or pieces of information in a text
CC.1.4.K.B: Use a combination of drawing,
dictating, and writing to focus on one specific topic
CC.1.4.K.I: Support the opinion with reasons
CC.1.4.K.W: With guidance and support, recall
information from experiences or gather
information from provided sources to answer a
question.
CC.1.5.K.A: Participate in collaborative
conversations with peers and adults in small and
larger groups
CC.1.2.K.H: With prompting and support, identify
the reasons an author gives to support points in a
text
CC.1.2.K.I: With prompting and support, identify
basic similarities and differences between two
texts (read or read aloud) on the same topic
CC.1.3.K.H: Compare and contrast the adventures
and experiences of characters in familiar stories
CC.1.4.K.C: With prompting and support, generate
ideas and details to convey information that relates
to the chosen topic.
CC.1.4.K.G: Use a combination of drawing,
dictating, and writing to compose opinion pieces
on familiar topics
CC.2.3.K.A.2: Analyze, compare, create, and
compose two- and three-dimensional shapes.
CC.2.4.K.A.1: Describe and compare attributes of
length, area, weight, and capacity of everyday
objects.

Teaching Methods:

Project based
Interviews
Multi-modal
Prediction, observation,
conclusion

Read alouds
Whole group
discussions
Independent
writing
Group work

Knowledge of Students and Context:

Curriculum Materials:

Singapore Math
Writers Workshop
Childrens Literacy Initiative
Lifecycle of a butterfly
Responsive Classroom
Student Journals
Summative assessments in math
and science
SmartBoard
Live caterpillars

What

Unit

Students are able to write 2-3 sentences

independently
Many arguments about who is right
Focus on getting things right
Many students are focusing eyes but
moving head around, showing interest in
seeing things from different angles
High parent involvement
Majority of student perform at or above
grade level
One student receiving speech therapy
No Special Education or ESOL students
Class as a whole struggles with keeping
voice level low and not talking over one
another
Students will have learned about
measuring length

Why

How

Theories of Teaching and

Learning:

Educational Philosophy and Beliefs:

Building a community within the school and

classroom
Moving around the room
Little to no worksheets!
Learning from ourselves and our own experiences
Using formative assessments to inform teaching
Integrating technology in to the classroom
Teach from student interests
Group work is essential building an empathetic
class community
There are always more questions to be asked

Making real life connections

Creating a classroom
community
Investigation and inquiry
Differentiation
Making observations
Employ multi-modal learning
and engage multiple
intelligences
Backwards planning: starting
with the goal and breaking
that goal down to
activities/assessments
Ask students to explain their
answers there is always
another why
Inquiry of teaching reflecting
on and adjusting lessons,
asking for colleagues advice