Culminating Task:
Students will form groups of 4-5 based on their choice of story from among the folktales they have heard. In these small groups, students will first identify the main problem in their chosen story. Next, with adult facilitation as necessary, they will compare the behavior of each character to the class’s previously generated list of traits of good citizens and discuss what different choices the characters might make as members of a community within the story. With an adult taking dictation, the students will then re-write the folktale, incorporating the community-minded choices into the new version. Finally, each group of students will rehearse its adaptation and perform it for the class from beneath the class tree of community.
Week 1 (two days): August 18-19, 2011
Content objectives for Week 1
Describe & provide examples of fairness
Step 1 Title: Class Rules
Brief Description: Students will use an affinity process to make class rules and tell about things that have happened to them that make each rule important for our classroom community.
Week 2, : August 22-26, 2011
Content objectives for Week 2:
Explain what is meant by “good citizenship,” to include: (e.g., taking turns and sharing, taking responsibility for own actions, assignments and personal belongings within the classroom, and respecting the property of others). Use spatial vocabulary to describe relative position. Develop and use mental images of geometric shapes to solve problems (e.g., represent three-dimensional shapes in two dimensions). Observe that objects are made of different types of materials (e.g., metal, plastic, cloth, wood). Observe that different materials have different properties (e.g. color, odor).
Step 2a Title: Good Citizenship Rubric
Brief Description: Students will listen to a read-aloud of David Goes to School by David Shannon, “turn and talk” about what it would be like to have David as a classmate, talk in whole group about what it means to be a good citizen in the classroom community, and make a rubric of good citizenship.
Step 2b: Title: Tree of Community Brief Description: Students bring paper towel and toilet paper tubes from home and put them in our “Shared Resources Box.” They will use the materials in the box, including wire, to design and build a class tree in our alcove, applying their knowledge of good citizenship as they work in small groups of 4-5. Once the tree is finished, students observe classmates displaying good citizenship, they can choose to affirm them by recording their names and (with adult support if the student wants it) a description of the act on paper leaves. After sharing the affirmation in a way acceptable to the person being affirmed, the student tapes the leaf to the tree.
Week 3: August 29 toSeptember 2, 2011
Content objectives for Week 3: Sequence a story Identify characters, setting, and important events Relate characters and events to their own life experiences.
Explain what is meant by “good citizenship,” to include: (e.g., taking turns and sharing, taking responsibility for own actions, assignments and personal belongings within the classroom, and respecting the property of others).
Step 3 Title: Story Retelling
Brief Description: In whole group, the students will hear several folktales, such as “The Ginger Bread Man,” “The Little Red Hen,” “Goldilocks and the Three Bears,” “The Smell of Soup and the Sound of Money” and practice picking out and naming the different pieces that make a story by completing story maps. They will also practice comparing the behavior of characters in a story to our class rubric of good citizenship using a checklist and using a Venn diagram. In small groups, they will practice putting a mixed-up story in order.
Week 4: September 5 toSeptember 9, 2011
Content objectives for Week 4: Plan, rehearse, and perform improvised classroom dramatizations in which students share the stage space in such a way that they can be seen and heard by the audience. List and describe activities which are appropriate for audience members and those which are not .Be able to distinguish between the behaviors through modeling. After the performance when re-grouped, evaluate themselves individually and as a class. Explain emotional response, personal preferences and give constructive feedback about dramatic performances.
Explain what is meant by “good citizenship,” to include: (e.g., taking turns and sharing, taking responsibility for own actions, assignments and personal belongings within the classroom, and respecting the property of others).
Step 4 Title: Acting out a Story and Receiving the Gift of Performance
Brief Description: Students will discuss how a watching a performance is different from watching a show at home, and how good citizens behave when they are part of an audience. They will take turns role-playing the two kinds of behaviors. They will also talk about how it is important for performers to share the space so they can be seen, and speak so they can be heard. The teacher will model constructive feedback. Next, they will listen to a story in whole group, map it, then form small groups and take turns performing the story for the whole group. After each performance, the class will evaluate itself as an audience and give constructive feedback to the performers about whether they could be seen and heard, and whether the performed story had a beginning, middle, and an end.
Hah! You've already got a "Step 2b"! Nice work on that Step 2, in which both parts are mutually beneficial of the overall goal of the step. I wonder if the same might be needed in Step 3, where there are so many component parts (character, setting, etc.) that could use a thorough drafting process to develop a thoughtful character, for example. Imagine the critique between children that could happen if each of these parts were to be given full class critiques by students?! Just a thought. Otherwise, you clearly have a "mountain" here, and the various lessons that will come from you are evident through how students will be asked to apply those lessons in steps. Let me know if you have any questions. Best, Josh
FOR EVERYONE: STEPS ARE ONLY USEFUL IF EACH STEP COMES WITH A CLEAR SET OF INSTRUCTIONS, CONTEXT AND RUBRIC.
ALSO, PLEASE REMEMBER THAT THE STEPS YOU PLANNED MAY VERY WELL BE INSUFFICIENT AS YOU ARE ACTUALLY IMPLEMENTING THIS UNIT, AND YOUR ABILITY TO BUILD IN “SUB-STEPS” OR WHOLE NEW STEPS WILL VASTLY INCREASE YOUR EFFECTIVENESS IN GUIDING YOUR STUDENTS, STEP-BY-STEP, TO THE CULMINATING TASK.
Lia Atherton’s Step 3 Curriculum Map, Revision 1
Culminating Task:
Students will form groups of 4-5 based on their choice of story from among the folktales they have heard. In these small groups, students will first identify the main problem in their chosen story. Next, with adult facilitation as necessary, they will compare the behavior of each character to the class’s previously generated list of traits of good citizens and discuss what different choices the characters might make as members of a community within the story. With an adult taking dictation, the students will then re-write the folktale, incorporating the community-minded choices into the new version. Finally, each group of students will rehearse its adaptation and perform it for the class from beneath the class tree of community.
Week 1 (two days): August 18-19, 2011
Content objectives for Week 1
Describe & provide examples of fairness
Step 1 Title: Class Rules
Brief Description: Students will use an affinity process to make class rules and tell about things that have happened to them that make each rule important for our classroom community.
Week 2, : August 22-26, 2011
Content objectives for Week 2:
Explain what is meant by “good citizenship,” to include: (e.g., taking turns and sharing, taking responsibility for own actions, assignments and personal belongings within the classroom, and respecting the property of others). Use spatial vocabulary to describe relative position. Develop and use mental images of geometric shapes to solve problems (e.g., represent three-dimensional shapes in two dimensions). Observe that objects are made of different types of materials (e.g., metal, plastic, cloth, wood). Observe that different materials have different properties (e.g. color, odor).
Step 2a Title: Good Citizenship Rubric
Brief Description: Students will listen to a read-aloud of David Goes to School by David Shannon, “turn and talk” about what it would be like to have David as a classmate, talk in whole group about what it means to be a good citizen in the classroom community, and make a rubric of good citizenship.
Step 2b: Title: Tree of Community Brief Description: Students bring paper towel and toilet paper tubes from home and put them in our “Shared Resources Box.” They will use the materials in the box, including wire, to design and build a class tree in our alcove, applying their knowledge of good citizenship as they work in small groups of 4-5. Once the tree is finished, students observe classmates displaying good citizenship, they can choose to affirm them by recording their names and (with adult support if the student wants it) a description of the act on paper leaves. After sharing the affirmation in a way acceptable to the person being affirmed, the student tapes the leaf to the tree.
Week 3: August 29 toSeptember 2, 2011
Content objectives for Week 3: Sequence a story Identify characters, setting, and important events Relate characters and events to their own life experiences.
Explain what is meant by “good citizenship,” to include: (e.g., taking turns and sharing, taking responsibility for own actions, assignments and personal belongings within the classroom, and respecting the property of others).
Step 3a Title: Story Maps
Brief Description: In whole group, the students will hear several folktales, such as “The Ginger Bread Man,” “The Little Red Hen,” “Goldilocks and the Three Bears,” “The Smell of Soup and the Sound of Money” and practice picking out and naming the different pieces that make a story by completing story maps.
Step 3b Title: Character Comparison
Brief Description:
In whole group students will practice comparing the behavior of a character in a story to our class rubric of good citizenship using a checklist and using a Venn diagram, and discuss other choices that character could make to be a good citizen. Students will learn about the critique process and try a group critique of the "new" character. In small groups they will try it character comparison on their own, with an adult recording their thinking as necessary. Back in whole group, students will provide a critique of each groups "new" character.
Step 3c Title: Putting a Story in Order
Brief Description:
In small groups, students will practice putting a pictures from mixed-up story in order then using their ordered creation to retell the story to a colleague and receive feedback.
Week 4: September 5 toSeptember 9, 2011
Content objectives for Week 4: Plan, rehearse, and perform improvised classroom dramatizations in which students share the stage space in such a way that they can be seen and heard by the audience. List and describe activities which are appropriate for audience members and those which are not .Be able to distinguish between the behaviors through modeling. After the performance when re-grouped, evaluate themselves individually and as a class. Explain emotional response, personal preferences and give constructive feedback about dramatic performances.
Explain what is meant by “good citizenship,” to include: (e.g., taking turns and sharing, taking responsibility for own actions, assignments and personal belongings within the classroom, and respecting the property of others).
Step 4a Title: Receiving the Gift of Performance
Brief Description:Students will discuss how a watching a performance is different from watching a show at home, and how good citizens behave when they are part of an audience. They will take turns role-playing the two kinds of behaviors. Next, they will practice being an audience for a skit be the teacher and another adult, and the class will evaluate itself as an audience.
Step 4b Title: Acting out a Story Brief Description: Students will talk about how performers have responsibilities, just like audience members do, and how important it is for performers to share the space so they all can be seen, and speak so they all can be heard. Next, they will listen to a story in whole group, map it, then form small groups and take turns performing the story for the whole group. The teacher will model constructive feedback. After each performance, the class will evaluate itself as an audience and give constructive feedback to the performers about whether they could be seen and heard, and whether the performed story had a beginning, middle, and an end.
Students will form groups of 4-5 based on their choice of story from among the folktales they have heard. In these small groups, students will first identify the main problem in their chosen story. Next, with adult facilitation as necessary, they will compare the behavior of each character to the class’s previously generated list of traits of good citizens and discuss what different choices the characters might make as members of a community within the story. With an adult taking dictation, the students will then re-write the folktale, incorporating the community-minded choices into the new version. Finally, each group of students will rehearse its adaptation and perform it for the class from beneath the class tree of community.
August 18-19, 2011
Describe & provide examples of fairness
Title: Class Rules
Brief Description: Students will use an affinity process to make class rules and tell about things that have happened to them that make each rule important for our classroom community.
August 22-26, 2011
Explain what is meant by “good citizenship,” to include: (e.g., taking turns and sharing, taking responsibility for own actions, assignments and personal belongings within the classroom, and respecting the property of others).
Use spatial vocabulary to describe relative position.
Develop and use mental images of geometric shapes to solve problems (e.g., represent three-dimensional shapes in two dimensions).
Observe that objects are made of different types of materials (e.g., metal, plastic, cloth, wood).
Observe that different materials have different properties (e.g. color, odor).
Title: Good Citizenship Rubric
Brief Description: Students will listen to a read-aloud of David Goes to School by David Shannon, “turn and talk” about what it would be like to have David as a classmate, talk in whole group about what it means to be a good citizen in the classroom community, and make a rubric of good citizenship.
Title: Tree of Community
Brief Description: Students bring paper towel and toilet paper tubes from home and put them in our “Shared Resources Box.” They will use the materials in the box, including wire, to design and build a class tree in our alcove, applying their knowledge of good citizenship as they work in small groups of 4-5. Once the tree is finished, students observe classmates displaying good citizenship, they can choose to affirm them by recording their names and (with adult support if the student wants it) a description of the act on paper leaves. After sharing the affirmation in a way acceptable to the person being affirmed, the student tapes the leaf to the tree.
August 29 to September 2, 2011
Sequence a story
Identify characters, setting, and important events
Relate characters and events to their own life experiences.
Explain what is meant by “good citizenship,” to include: (e.g., taking turns and sharing, taking responsibility for own actions, assignments and personal belongings within the classroom, and respecting the property of others).
Title: Story Retelling
Brief Description: In whole group, the students will hear several folktales, such as “The Ginger Bread Man,” “The Little Red Hen,” “Goldilocks and the Three Bears,” “The Smell of Soup and the Sound of Money” and practice picking out and naming the different pieces that make a story by completing story maps. They will also practice comparing the behavior of characters in a story to our class rubric of good citizenship using a checklist and using a Venn diagram. In small groups, they will practice putting a mixed-up story in order.
September 5 to September 9, 2011
Plan, rehearse, and perform improvised classroom dramatizations in which students share the stage space in such a way that they can be seen and heard by the audience.
List and describe activities which are appropriate for audience members and those which are not .Be able to distinguish between the behaviors through modeling. After the performance when re-grouped, evaluate themselves individually and as a class.
Explain emotional response, personal preferences and give constructive feedback about dramatic performances.
Explain what is meant by “good citizenship,” to include: (e.g., taking turns and sharing, taking responsibility for own actions, assignments and personal belongings within the classroom, and respecting the property of others).
Title: Acting out a Story and Receiving the Gift of Performance
Brief Description: Students will discuss how a watching a performance is different from watching a show at home, and how good citizens behave when they are part of an audience. They will take turns role-playing the two kinds of behaviors. They will also talk about how it is important for performers to share the space so they can be seen, and speak so they can be heard. The teacher will model constructive feedback. Next, they will listen to a story in whole group, map it, then form small groups and take turns performing the story for the whole group. After each performance, the class will evaluate itself as an audience and give constructive feedback to the performers about whether they could be seen and heard, and whether the performed story had a beginning, middle, and an end.
FOR EVERYONE: STEPS ARE ONLY USEFUL IF EACH STEP COMES WITH A CLEAR SET OF INSTRUCTIONS, CONTEXT AND RUBRIC.
ALSO, PLEASE REMEMBER THAT THE STEPS YOU PLANNED MAY VERY WELL BE INSUFFICIENT AS YOU ARE ACTUALLY IMPLEMENTING THIS UNIT, AND YOUR ABILITY TO BUILD IN “SUB-STEPS” OR WHOLE NEW STEPS WILL VASTLY INCREASE YOUR EFFECTIVENESS IN GUIDING YOUR STUDENTS, STEP-BY-STEP, TO THE CULMINATING TASK.
Lia Atherton’s Step 3 Curriculum Map, Revision 1
Students will form groups of 4-5 based on their choice of story from among the folktales they have heard. In these small groups, students will first identify the main problem in their chosen story. Next, with adult facilitation as necessary, they will compare the behavior of each character to the class’s previously generated list of traits of good citizens and discuss what different choices the characters might make as members of a community within the story. With an adult taking dictation, the students will then re-write the folktale, incorporating the community-minded choices into the new version. Finally, each group of students will rehearse its adaptation and perform it for the class from beneath the class tree of community.
August 18-19, 2011
Describe & provide examples of fairness
Title: Class Rules
Brief Description: Students will use an affinity process to make class rules and tell about things that have happened to them that make each rule important for our classroom community.
August 22-26, 2011
Explain what is meant by “good citizenship,” to include: (e.g., taking turns and sharing, taking responsibility for own actions, assignments and personal belongings within the classroom, and respecting the property of others).
Use spatial vocabulary to describe relative position.
Develop and use mental images of geometric shapes to solve problems (e.g., represent three-dimensional shapes in two dimensions).
Observe that objects are made of different types of materials (e.g., metal, plastic, cloth, wood).
Observe that different materials have different properties (e.g. color, odor).
Title: Good Citizenship Rubric
Brief Description: Students will listen to a read-aloud of David Goes to School by David Shannon, “turn and talk” about what it would be like to have David as a classmate, talk in whole group about what it means to be a good citizen in the classroom community, and make a rubric of good citizenship.
Title: Tree of Community
Brief Description: Students bring paper towel and toilet paper tubes from home and put them in our “Shared Resources Box.” They will use the materials in the box, including wire, to design and build a class tree in our alcove, applying their knowledge of good citizenship as they work in small groups of 4-5. Once the tree is finished, students observe classmates displaying good citizenship, they can choose to affirm them by recording their names and (with adult support if the student wants it) a description of the act on paper leaves. After sharing the affirmation in a way acceptable to the person being affirmed, the student tapes the leaf to the tree.
August 29 to September 2, 2011
Sequence a story
Identify characters, setting, and important events
Relate characters and events to their own life experiences.
Explain what is meant by “good citizenship,” to include: (e.g., taking turns and sharing, taking responsibility for own actions, assignments and personal belongings within the classroom, and respecting the property of others).
Title: Story Maps
Brief Description: In whole group, the students will hear several folktales, such as “The Ginger Bread Man,” “The Little Red Hen,” “Goldilocks and the Three Bears,” “The Smell of Soup and the Sound of Money” and practice picking out and naming the different pieces that make a story by completing story maps.
Step 3b
Title: Character Comparison
Brief Description:
In whole group students will practice comparing the behavior of a character in a story to our class rubric of good citizenship using a checklist and using a Venn diagram, and discuss other choices that character could make to be a good citizen. Students will learn about the critique process and try a group critique of the "new" character. In small groups they will try it character comparison on their own, with an adult recording their thinking as necessary. Back in whole group, students will provide a critique of each groups "new" character.
Step 3c
Title: Putting a Story in Order
Brief Description:
In small groups, students will practice putting a pictures from mixed-up story in order then using their ordered creation to retell the story to a colleague and receive feedback.
September 5 to September 9, 2011
Plan, rehearse, and perform improvised classroom dramatizations in which students share the stage space in such a way that they can be seen and heard by the audience.
List and describe activities which are appropriate for audience members and those which are not .Be able to distinguish between the behaviors through modeling. After the performance when re-grouped, evaluate themselves individually and as a class.
Explain emotional response, personal preferences and give constructive feedback about dramatic performances.
Explain what is meant by “good citizenship,” to include: (e.g., taking turns and sharing, taking responsibility for own actions, assignments and personal belongings within the classroom, and respecting the property of others).
Step 4a
Title: Receiving the Gift of Performance
Brief Description:Students will discuss how a watching a performance is different from watching a show at home, and how good citizens behave when they are part of an audience. They will take turns role-playing the two kinds of behaviors. Next, they will practice being an audience for a skit be the teacher and another adult, and the class will evaluate itself as an audience.
Step 4b
Title: Acting out a Story
Brief Description: Students will talk about how performers have responsibilities, just like audience members do, and how important it is for performers to share the space so they all can be seen, and speak so they all can be heard. Next, they will listen to a story in whole group, map it, then form small groups and take turns performing the story for the whole group. The teacher will model constructive feedback. After each performance, the class will evaluate itself as an audience and give constructive feedback to the performers about whether they could be seen and heard, and whether the performed story had a beginning, middle, and an end.