Unit Title: Gray Block
Unit Overview
DAY #1
Objective After reading Those Shoes, the
students will be able to state
how they know what Jeremey’s
wants and needs are based on
textual evidence.
Standards IAS: 2.RL.4.1
Materials Those Shoes by Maribeth Boelts
and illustrated by Noah Z. Jones
and shoe print outs for each
student
Management Students will be seated on the
carpet for the read aloud and I
will expect students to
participate in the grand
conversation. I will pre assign
them partners for the response
activity.
Anticipatory I will share a story about when I
Set wanted a dog when I was
younger but my parents always
said no- we could not afford one
and we did not need one.
Purpose We are going to read Those
Shoes today and by reading it
we will be learning what
Jeremey’s wants and needs are
so that we can better
understand our wants and
needs.
Lesson Input: Read aloud ending with a
Presentation grand conversation about
poverty by talking about wants
and needs and how to confront
the issue using empathy
Output: Students will “walk a
mile in their partners shoes” as
they share their greatest needs
with each other.
Closure or Two or three students will share
Conclusion their shoe print needs with the
rest of the class.
Formative Grand conversation discussion
Assessment will tell me right away who is
understanding the concepts of
wants and needs. I will also
collect their shoes to make sure
they can list needs they have.
Adaptations There will be limited writing
because students struggle with
it. The few students who cannot
sit still do not have to come to
the carpet but instead can stay
in their seats so they can wiggle.
Summative
Assessment
(as needed)
Name: Emily McDonald
DAY #2
While completing the comparison
activity, students will be able to
look at a community from around
the world with their own
community and find at least one
similarity and one difference.
IAS: 2.3.4
NCSS: PP&E
Three wrapped mystery boxes
(map of Gas City, map of Indiana,
globe, laptop connected the big
screen tv in the room, each
student needs a computer or iPad,
comparison charts, and resource
pages for different communities
Students will stay seated at their
desks for my instruction and the
activity. They will be expected to
participate in conversation and fill
out a community comparison
chart.
I will have three mystery boxes to
introduce the topic- one will have
a map of Gas City, one will have a
map of Indiana and one will have a
globe. Three students who are
sitting quietly and correctly will be
chosen to open a box.
Today we are going to look at
different communities in Indiana
and around the world and
compare them with our own city
in order to see the ways in which
we might live differently or the
same as people in other cities
Input: I will model for them how
to look at Google Maps and then
how to compare two different
communities on a chart.
Output: Students will compare
their own community to a
community from around the world
on a comparison chart using
resource pages I provide.
I will ask two or three students to
share a fun fact they learned
about the community they chose
from around the world.
During instruction I will look for
students answering questions and
making observations. Before they
begin the activity I will ask for fist
of five for how well they
understand. I will also collet the
comparison charts to know if they
met the objective.
Students can draw pictures on
their comparison charts instead of
writing. I will keep a close eye on
the struggling readers and the
early finishers will use Google and
Google Earth to explore the
communities more.
DAY #3
Given the vocabulary terms about
consumption, students will be able
to apply them to create their own
good or service for a price their
peers pay.
IAS: 2.4.4
NCSS: PD&C
Slideshow for anticipatory set and
mini lesson, computer for each
student, Kahoot, paper for each
group so they can tell me whether
they are choosing to sell a good or
service and at what price
Students will stay seated at their
desks. I will expect them to listen
intently as I teach, give examples of
goods and services, and be creative
with the simulation activity in their
groups I assign them.
I will show students pictures of me
when I was younger when I had a
lemonade stand.
This morning we are going to learn
about goods, services and prices so
that all of you can brainstorm goods
and services you could sell to the
class so that we can better
understand how we pay for goods
and services in our own
communities.
Input: I will instruct students on
what goods, services, and prices are
and we will come up with examples
of each as a class.
Output: Students will use the
vocabulary terms we learn to choose
a good or service to sell to the class
for a fair price.
Each group will share what good or
service they will be selling to the
class in our classroom market.
The Kahoot will review the terms we
learn and will show me on an
individual level how well students
understand them. Then I will collect
the groups paper that lists the good
or service they will be selling which
will show if they can apply their
knowledge on a group basis.
Groups will be strategically created
by me so there is a balance in
academic level and those who get
along well. I will keep a close eye on
Caisa so she does not get
overwhelmed. The assessment
papers will not consist of much
writing or reading for the struggling
students.
DAY #4
Given a pen pal, students will be able
to properly write a friendly letter that
asks the pen pal questions that will
help him/her to better understand
that person and his/her community.
IAS: 2.W.3.3
slideshow with pictures from my trips
to Mexico, anchor chart, paper for
writing letters
Students will stay at their desks for
this lesson. I expect them to listen
carefully and help make the anchor
chart. They should be able to write a
letter to a pen pal with good
questions.
I will show students pictures of my
trips to an orphanage I go to in
Mexico. I will explain that I can only
talk to them through messages and
letters because they live so far away.
Today we get to learn about writing
letters to people from all around the
world so that we can ask them
questions about the way they live in
their communities and better
understand them and where they are
from
Input: I will instruct students on how
to write a friendly letter by making an
anchor chart during instruction.
Output: Students will use this new
knowledge to write a friendly letter to
a pen pal from around the world to
better understand how people live
differently from them.
I will ask two students with exemplary
friendly letters to share them with
class.
I will collect the letters before they
are sent out so I can be sure they
have all parts of the letter- including
good questions they asked their pen
pal.
Students will be allowed to write
their letters on their computers since
they struggle with writing but have
had more practice on computers. I
will check in with Caisa to make sure
the work is not too much for her to
handle in the moment.