Thematic Unit

Mariela Patino
ED 450 Student Teaching in the Urban Elementary Classroom I

Instructor: rthi !ao
"all #0$%
Thematic Unit Pro&ect 'due (o)ember $$* #0$%+
Cross,curricular unit -lanning is a critical o--ortunity .or teachers to design*
de)elo-* deli)er* and assess meaning.ul lessons that adhere to district goals as /ell
as your -ersonal )ision and mission o. teaching and learning0
To-ic: Perspective
% content areas you /ill integrate:
Social Studies
Science
Literacy
Planning .or Student 1earning: Review the grade level state and district standards
(CCSS) and think about what you want your students to learn, know and be able to do as
a result of this unit. egin gathering student and teacher resources and start thinking
about how you will teach and assess students! learning relative to the content standards
you select. "sk yourself#
$ %hat do & need to learn 'yself in order to teach this unit well(
$ %hat kinds of resources will & need to teach this unit(
$ %hat types and genres of children)s literature are available(
$ "re there artifacts, si'ulations, songs, photographs, etc. & could use(
$ %hat hu'an and 'aterial resources are available in 'y co''unity( %hat
guest speakers 'ay be appropriate( %hat field trips 'ay be planned as a
preview or cul'ination of the unit(
Introduction * Students and teachers need to know what will be learned as a result of
participating in this unit. In this section* e2-lain /hy your unit to-ic is an im-ortant
one .or young learners0 Describe ho/ students might use this 3no/ledge 4in the
real /orld40 5o/ is this unit rele)ant to your current students6
+his unit is intended for fifth grade students integrating three content areas, social
studies, science, and literacy. +his unit is co'posed of several lessons based on the topic
of perspective. +he topic of perspective is i'portant for all learners, particularly for
young learners because at this age group, they tend to solely focus on the'selves and
have difficulty taking different perspectives. +his is particularly true if they have not
e-plored different cultures, or neighbourhoods, outside of their co''unities. .any of
'y students have little access to the world outside of their co''unities, this unit is
particularly i'portant for the' in order to e-plore the outer world. %ithin this unit,
students will e-plore the definition of the ter' perspective and will e-plore different
perspectives. +his will help broaden their understanding of the world surrounding the'
and the effects it creates on society. Students can apply this knowledge in the real world
/
in several aspects. 0or e-a'ple, throughout the unit, students will e-plore how beliefs
and values of individuals shape their perception about the world. &n doing so, they are
going to e-plore different countries and their lifestyles to better understand differences
and the ways in which those influence oh society co'es to perceive the world.
1lti'ately, this infor'ation is practical, as students will also e-plore technology and its
influence on society.
Essential 7uestions: %hat 2uestions should students be able to discuss, address, and
analyse at the end of the unit (consider higher order thinking, big picture 2uestions).
/. 3ow do different points4of4view shape perception, co''unication, and
understanding a'ong hu'an beings(
5. 3ow does perspective i'pact 'y thinking about the world(
cti)ation: 0ocus students) attention and assess their prior knowledge (upon
introduction of the unit).
&n order to activate students) background knowledge and introduce the' to the
the'e of the unit, & will have students observe 6ake (the classroo' snake pet) eat a live
'ouse (appro-i'ately /7 'inutes). Students will then be grouped into five groups. 8ach
group will receive a bo- of 'aterials (each bo- will contain the sa'e 'aterials). "sk
each group to build a pathway in which the 'ouse could have scaped 6ake)s 9aws. "sk
the' to get as creative as they want. 8ach group will present on their strategy and show
the class the pathway they created. & will ask students to e-plain why they picked the
strategy they did and why they think it 'ight work. :iscuss how a 'ice)s perspective is
different fro' that of hu'ans. "lso, point out the different strategies; approaches that
students presented on and engage students in a conversation on how;why everyone)s
perspective in the 'ouse)s escape is different based on their life e-periences.

Common Core State Standards and Illinois State Standards 'i. a--licable+
addressed:
1anguage rts
CCSS.8L"4Literacy.RL.7./ <uote accurately fro' a te-t when e-plaining what the te-t
says e-plicitly and when drawing inferences fro' the te-t.
CCSS.8L"4Literacy.RL.7.= Co'pare and contrast two or 'ore characters, settings, or
events in a story or dra'a, drawing on specific details in the te-t (e.g., how characters
interact).
CCSS.8L"4Literacy.RL.7.7 8-plain how a series of chapters, scenes, or stan>as fits
together to provide the overall structure of a particular story, dra'a, or poe'.
CCSS.8L"4Literacy.R&.7.5 :eter'ine two or 'ore 'ain ideas of a te-t and e-plain how
they are supported by key details, su''ari>e the te-t.
CCSS.8L"4Literacy.SL.7./a Co'e to discussions prepared, having read or studied
re2uired 'aterial, e-plicitly draw on that preparation and other infor'ation known about
the topic to e-plore ideas under discussion.
CCSS.8L"4Literacy.SL.7./ 8ngage effectively in a range of collaborative discussions
(one4on4one, in groups, and teacher4led) with diverse partners on grade 5 topics and
texts, building on others) ideas and e-pressing their own clearly.
5
Science
80 9no/ and a--ly conce-ts that describe the interaction bet/een science*
technology and society0
$%080%b &dentify i'portant contributions to science and technology that have been 'ade
by individuals and groups fro' various cultures.
Social Studies
80 Understand the roles and interactions o. indi)iduals and grou-s in society0
$:080%b 8-plain how social institutions contribute to the develop'ent and trans'ission
of culture.
1esson Ideas:
1esson $
Content "rea(s)# Literacy
Lesson ?b9ectives#
Students will be able to e-plain how their own personal history i'pacts their
perspective on the world.
3ow does this lesson adhere to your essential 2uestion(s) and how does it e'power your
students to further consider the 2uestion(
&n this lesson students are going to e-plore the connection between @cause and
effectA and @past and present.A +his is the first step to getting students to
understand personal e-periences affect our perspective on the world. +his
knowledge will be used to allow students to start understanding why people
perceive the world differently.
&nstructional .aterials#
=5 copies Past to Present graphic organi>er
Past to Present organi>er in a chart paper
=5 copies of 8speran>a Rising
&nstructional Strategies#
.odeling
Peer collaboration
<uestioning
:iscussion
Read4aloud
"ssess'ents (0or'ative and;or su''ative)#
& will check students understanding on the lesson by listening to the answer to the
2uestions asked. & will also listen to students) conversations during peer work and
& will look for co''ents that let 'e know students understand the relationship
between causes and effects and their si'ilarities to past and present. & will write
key points during students) conversations as they work in pairs. Students will also
=
turn in their graphic organi>ers.
Su''ary;rief :escription#
egin with a five4'inute @freewriteA as the @:o BowA# Recall a 'e'ory fro' the
past in which you learned a lesson. "sk for so'e volunteers to share and ask the'
how that lesson i'pacted the'.
8-plain that personal histories shape who we are today, and the past influences
our present.
Students will be given a @Past to PresentA graphic organi>er. (%hat happened in
the past, affects who we are in the present). 8-plain both ter's and their
relationship.
"sk students to go back to their @freewriteA and highlight at lest one thing that
happened in the past, and one present action (whether it is a thought, feeling,
goals, etc.) .odel what that should look like.
+ell students that past to present is si'ilar to cause and effect. 8-plain that what
happened in the past, cause, affects the present, effect). .odel what that looks
like and e-plain the relationship between the two.
"sk students to get their Esperanza Rising books out. Read aloud chapter (Los
8sparragos) and ask students to think about so'e of the present actions that
8speran>a is doing and how that is an effect fro' her past. .odel the first
e-a'ple.
3ave students pair up and find 'ore causes and effects fro' chapter twelve.
Close lesson by asking students to write on flashcards three things they learned,
two things they still have a 2uestion on, and one thing they want to tell the
teacher. +hese will be dropped off at the e-it bo-es.
1esson #
Lesson ?b9ectives#
&n this lesson, students will continue e-ploring how cause and effect relate to past
and present, which takes the' closer to understanding how their past influences
how they perceive the world today.
=5 copies of Esperanza Rising
Scripts (scenarios)
C
Peer groups
.odeling
<uestioning
:iscussing
Students will share their causes and effects fro' chapter twelve and & will use
their responses to evaluate whether or not they understand cause and effect. & will
listen for students answer to the 2uestion, @&n what ways do cause and effect
relate to past and present, and how does this affect the ways in which we perceive
the world(A +heir responses will help 'e evaluate whether students see the
connection between the two and any further instruction they 'ight need.
Su''ary;rief :escription# (focus specifically on how 8speran>a)s personal history (her
past) influenced the ways in which she acted and how she perceived the world).
Students will open their Esperanza Rising books and will revisit chapter twelve
fro' the previous day and they will be asked to share causes and effects that
where not discussed.
Students will be broken into five groups and they will be given different scenarios
that are controversial.
8ach scenario is well detailed and students are to role4play it in front of the class.
3ave students get into their groups to read their scenarios and brainstor' possible
ideas on how they will role4play their scenarios. (Students will role paly on the
following day).
ring the class together and post the 2uestion (in what ways do cause and effect
relate to past and present, and how does this affect the ways in which we perceive
the world() and hold a class discussion.
1esson %
Lesson ?b9ectives#
&n this lesson, students go a step further fro' the previous lesson, as students role4
play, they are going to e-plore how several factors affect the way the characters
acted. +his will help deepen students understanding on how personal e-periences,
and history, affect the ways in which we see the world and those around us.
Checklist
7
Scenarios (scripts)
Role playing
<uestioning
Peer group
:iscussion
+he checklist will be sued to assess students on their productivity as they worked
with their group. %hen students role4play, they will be assessed on their
e-planations of why they think the people in each scenario acted the way they did.
0or each scenario, & will have a list of possible answers that will be used to
evaluate whether students have accurate e-planations. &f students present an
e-planation that & did not think of, but they can prove that it)s right, & will accept
that too. Students will also be assessed on the connections they 'ake between
personal history and how that influences people)s perspectives. & will also collect
their e-it slips and will be used to evaluate their understanding of the lesson and
to infor' 'e whether students are 'aking the connections or if they need further
instruction, e-tension, etc.
Students will get into their groups and will continue working on their role4plays.
+hey will be given a checklist of what is e-pected of each presentation. Students
are also re2uired to write an e-planation of why the people in the scenario acted
the way they did, applying what we have been learning on past and present and its
effects on how people perceive the world.
"fter students role4play, they 'ust briefly e-plain the scenario they had and give
an e-planation as to why they think the people in the scenario acted the way they
did (taking into consideration ti'e period, gender, race, econo'ic status, etc.)
Scripts where very intentional so that this factors where apparent to students and
they could na'e the' and 'ake the connections.
"fter all groups are done presenting, we will have a whole4class discussion on
why they think the people in each scenario acted the way they did. Students will
be asked to think specifically about how personal history i'pacts people)s
perspective.
8nd with an 8-it slip# @&n what ways do personal history i'pacts perspective on
the world(A
1esson 4
Content "rea(s)# Social Studies
Lesson ?b9ectives#
Students will be able to e-plain how values and beliefs of individuals shape their
perception about the world.
D
&n this lesson, students continue to e-plore perspective as they e-plore different
countries and are e-posed to different points of view, which is an i'portant
co'ponent of the essential 2uestion.
utcher paper
:ecorations traditional to 6apan, &ndia, Ereece, and Peru.
PowerPoint presentation for each of the four countries presented above
0our co'puters
Eraphic organi>er
Chart paper
Peer collaboration
Eallery walk
:iscussion
<uestioning
& will check students understanding as & walk around while students are e-ploring
each station. & will write down observation on students actions, related to whether
or not they are filling our their graphic organi>ers as they walk through each
station. & will also assess students at the end of the lesson when we have the
@popcornA ga'e and everyone shares a fact they learned or found interesting.
Set up four @tentsA around the roo' (ho'e4like tents 'ade out of butcher paper)
representing different countries. 8ach one will be decorated according to
traditional decorations fro' that country. .usic fro' that country will be playing
in he background, there will be a flag, facts, pictures, 'aps, and a PowerPoint
presentation.
Students will break into four groups and each group will travel one city at a ti'e.
Students will be given a graphic organi>er where they will record their
observations fro' each country they @visit.A
"fter each group has visited each country present in the classroo', we will
discuss our findings as a class (& will record infor'ation on a graphic organi>er
placed in front of the roo').
3aving students play a @popcornA ga'e as they share the 'ost interesting fact
they learned in today)s lesson will close the lesson.
1esson 5
F
Lesson ?b9ectives#
+his lesson helps students take a different person)s perspective as they e-plore the
daily lives of residents fro' the country they chose. +his help further push their
thinking on how peoples) perspectives i'pact their thinking about the world.
+wo large tables
=G books representing different countries.
Rubric
Co'puter lab (=5 co'puters)
Checklist
Eroup work
Research
Students will be assessed on wether they are on task and acco'plishing their
work. +he checklists will be used to assess whether students where on task and
also this will let 'e know how far in their research they got. "t the end of the
checklist there is a 2uestion, @:o you understand what you are doing and working
towards(A Students are re2uired to answer the 2uestion (they know fro' previous
lessons that they 'ust answer in full sentences, yes or no answers are
unacceptable.) +his will be another for' for 'e to assess students)
understandings.
+here will be two large tables placed in the roo' with several books representing
different countries.
+he @:o BowA for todays) lesson is for students to get with their table 'e'bers
and as a group walk around the roo' observing the different books. 8ach group
'ust pick one country.
Students will be taken to the co'puter lab (but are encouraged to bring the books
on the country they chose with the') for forty 'inutes and will research
infor'ation on the country they picked to create a pro9ect (the pro9ect can be done
in a variety of for's, PowerPoint presentation, poster presentation, video, skit,
etc. as long as students 'eet the re2uire'ents).
" rubric will be given to students for what is e-pected of each presentation,
H
regardless of the for'at of the presentation.
+hey will be given a checklist to ensure consistency and co'pleteness while in
the lab. ?ne of the re2uire'ents present in the rubric is that in their presentations,
students 'ust include values and beliefs of that country that are different to theirs,
and;or that are interesting to the', and 'ust e-plain why. +hey 'ust co'pare
those custo's to what they are accusto'ed to. .ust include an overview of what
the life of a typical eleven4year4old would look like living in the country they
chose, starting fro' the ti'e they wake up, to the ti'e they go to bed. Co'pare
and contrast their daily activities to those they perfor' here in the 1.S. 0inally,
they 'ust include a brief e-planation on why they chose that particular country.
"t the end of forty 'inutes, bring students back to the roo' and allow ten
'inutes for students to decide what for' of presentation they are doing and who
will be responsible for bringing what.
1esson ;
Lesson ?b9ectives#
"s students work in groups, this lesson will help the' further their
understandings on how a person)s e-periences (including values and beliefs)
shape their perspective on the world.
Rubrics
Peer collaboration
Research
& will walk around 'onitoring students and looking to see whether or not they are
working on their groups and creating their presentations. & will listen to the
conversations that students hold and will look for co''ents on how peoples)
values and beliefs shape who they are and how they perceive the world. & will
write those co''ents down to see if there are any patterns, etc.
Students will get into their groups and will begin working on their pro9ects, they
I
will reference their cause and effect organi>er (created during literacy class) to
help the' co'plete their presentations.
Students will have an opportunity to continue getting infor'ation fro' the
&nternet by using the classroo' co'puters, as well as the books & brought to the
class.
+he students who have all the infor'ation will begin working on their
presentation.
Students will be using the rubric they were given the previous day to help the'
stay on task.
1esson <
Lesson ?b9ectives#
+his relates to the essential 2uestion as students are e-ploring the ways in which
points4of4view shape understandings a'ong hu'an beings. Students will take the
role of e-perts as they present on the country they chose. &n doing so, they are
taking an active role as they evaluate how values and beliefs of individuals
influence peoples) perspective about the world.
Checklist
Rubric
Peer groups
Presentations
0or'ative assess'ent will focus on students) presentations. & will use a rubric to
assess whether or not they included everything on the rubric that was given to
the'.
Students will present their pro9ects.
& will have a checklist with 'e and will use it to grade each presentation.
Like 'entioned earlier, presentation for'at is optional, but students are graded on
content and whether they address all the points present in the rubric. (Students
pro9ects 'ust reflect understanding on how points4of4view shape understandings
a'ong hu'an beings. +hey 'ust also be e-plicit on how values and beliefs of
/G
individuals influence how they perceive the world.)
1esson :
Content "rea(s)# Science
Lesson ?b9ectives#
Students will be able to provide e-a'ples of the ways in which technology
influences society)s perception about the world.
Students will be able to practice research skills by using both print and online
resources.
Students will e-plore the ways in which technology influences our lives and will
be introduced to the ways in which it shapes our perspective on the world.
Co'puter with web ca'era
=5 copies of the (teacher 'ade) article
0lashcards
Copies of guidelines on Close Reading strategy
Chart paper
.arkers
Close Reading strategy
<uestioning
.odeling
"ssess students on their co''ents throughout discussions to check for
understanding.
0lashcards will be read in order to assess students) understandings, confusions,
'isunderstandings, or any patterns.
+he students and & will have an online conversation through Skype with 'y friend
who is a teacher in China.
3e will show us around his classroo' (he 'ight have to pre4fil' his class
because of ti'e differences) and will talk to us about education in China.
%hen we are done video chatting, engage students in a conversation on how
technology allowed us to co''unicate with so'eone who is thousands of 'iles
away. :iscuss ideas on how this is different fro' 7G years ago. %rite ideas on
chart paper.
Eive students an article (teacher 'ade) co'paring technology now to /G, 5G, and
//
7G years ago. 3ave the' apply the close reading strategy as they read.
Eive students a graphic organi>er where they will write their infor'ation.
3old a discussion on the article and specifically focus on how we perceive the
world differently now than people 7G years ago.
0or closure, on flashcards, ask students to answer, @what did you learn today(
%hat do you think is co'ing up ne-t(A
1esson =
Lesson ?b9ectives#
resources.
+his lesson helps students gather infor'ation on technology uses in the 1nited
States. +hrough this, they will begin developing a sense of the role that
technology plays in our country and how that influences our perspective on the
world.
Chart paper
"t least =5 co'puters (co'puter lab)
=5 copies of the checklist
<uestioning
:iscussion
Research
.odeling
Eraphic organi>er
Students will be for'atively assessed based on the checklists. +he checklist will
re2uire students to put a check'ark on ever role that they co'plete. +his will help
'e see how far students got and & can decide how 'uch ti'e should be devoted to
this the ne-t ti'e we go to the co'puter lab. "lso, at the end of the checklist,
students have a 2uestion, @0ro' / to 7, how well do & understand the assign'ent(
/ 'eaning J& don)t get it at all), and 7 'eaning J& clearly understand what & a'
e-pected to do in this assign'ent.)A +his will also give insight as to whether or
not students understand what they are e-pected to do.
/5
Students will be asked to list three technological devices they own, or use, and
briefly write why they are i'portant.
"sk students to i'agine what life would be like if there were no co'puters, iPads,
phones, videoga'es, iPods, and other technologies students 'ention.
%rite their answers on chart paper.
+ake students to the co'puter lab and have the' research the ways in which
technology influences science and society.
Provide graphic organi>er to record their findings. .odel what is e-pected of
the' in the lab, and what kinds of infor'ation they should be looking for.
%rite links that 'ight be useful to students on the board.
Eive students a checklist to keep the' on task and for the' to know what is
e-pected.
%rite ideas on the board on what are so'e of the things they should be looking
for. Students should specifically focus on how technology influences science in
the 1nited States (for e-a'ple clinical;'edical technology in the 1nited States is
advanced, therefore there are not 'any infectious diseases that we should worry
about. &t that aspects, we see the 1.S. as a safe place. "lso, cultivation in the 1.S.
4 there are hydroponically grown gardens that are environ'ent friendly.)
Checklists are to be turned in at the end of the period.
1esson $0
Lesson ?b9ectives#
resources.
&n this lesson, students will begin to e-plore the role of technology in different
countries. +hrough this, students are going to begin understanding how
technology influences the ways in which people live and how these factors affect
perspective on their surroundings, and the overall world.
=5 co'puters
"rticles, books, and other resources related to science and technology.
Copies of the graphic organi>er
=5 copies of the rubric
/=
?ne copy of the docu'entary, @Prophets of Science 0iction# :ark views of
+echnology.A
.odeling
<uestioning
Lecturing
:iscussing
Students will be assessed on the responses in their graphic organi>ers. & will be
looking for evidence that they are 'aking connections between so'e of the topics
we discussed in class, that also appear on the rubrics. Students will also be
assessed on their conversation as they work on their research. %ill walk around
and will 9ot down thing & hear the' discussing to deter'ine whether or not they
are on the rick track. "nything they say that 'ay be beneficial for the rest of the
class, & will write on the board so we can discuss it.
Students will continue researching infor'ation on technology, its effects on
society, and how that affects the ways in which society views the world. +hey will
use co'puters, articles, 'aga>ines, videos, and books that will help the' find
infor'ation. Students will continue writing their infor'ation on their graphic
organi>ers.
"t this point, student should start thinking about how the role of technology in
different countries influences how people perceive the world. (:o they see the
world as safe, or not safe( 3ow 'any people die in different places in the world
due to infectious diseases( %hy is that not the case in every country( &n which
ways do technology, or the lack of, threaten different parts of the world()
+his section will not end in three days. &n order for students to 'eet the ob9ective,
they are going to continue their e-ploration for a few 'ore days. "lso, on the
following days, they are also going to watch parts of a docu'entary @Prophets of
Science 0iction# :ark views of +echnologyA to give the' a different perspective
on the topic. Students will need to revisit certain skills, including co'paring and
contrasting.
+hese science lessons will be the beginning of the cul'inating pro9ect. 3owever,
the infor'ation they learned in all lessons is essential for students in order for
the' to create the cul'inating activity.
>hat do you see as a culminating -ro&ect that /ould demonstrate students? gro/th
in their understanding o. the underlying conce-ts o. the unit 'i0e0 your essential
@uestions+6
0or the cul'inating activity, students will create a pro9ect where they address
/C
several 2uestions, including, @%hat is the role of technology in different parts of
the world( 3ow does technology influence science, co''unication, and
understandings of the world( &n what ways does technology influence 'y
perspective, and how does perspective i'pact 'y thinking about the world(A
Students will create a pro9ect where they will display their infor'ation (it can be
in any fro' they want, Pre>i, PowerPoint, cardboard, etc.) Students will work in
groups and to create their pro9ects. Si'ultaneously, & will teach students how to
work i.ovie and .ovie .aker because they will need this. Students will learn
several skills that will help the' with the usage of technology for future classes,
pro9ects, etc. %hen students are done with their pro9ects, students will have so'e
ti'e to rehearse. %hen students are ready to present, they will present to the class
but they will also be video recorded. 8ach group will be video recorded and
students will edit and co'pile the videos to 'ake an infor'ational 'ovie.
Students will 'ake copies of the 'ovie, enough to put one in the classroo'
library for students to take ho'e and show their fa'ilies. +here will also be one
in the school library so that others in the school can watch it. "n announce'ent in
the interco' will be 'ade infor'ing students and staff of its e-istence. "t the end
of the year, as a present, students will receive a copy of the fil' to take ho'e and
keep. Students will not receive one right away since 'aking the' costs 'oney
and & will provide all the 'aterials, 'eaning & have to save up in order to 'ake
one for all 'y students.
!esource 8ibliogra-hy:
Esperanza Rising by Pa' .uno>4Ryan
Greece by "nn 3einrichs.
India by :on Bardo
Japan by arbara ". So'ervill
Peru by .arion .orrison.
+eacher 'ade articles
Prophets of Science Fiction: Dark vies of !echno"og#
%ebsites
/7

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Mariela Patino

ED 450 Student Teaching in the Urban Elementary Classroom I

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