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Rigorous Curriculum Design
Unit Planning Organizer
Franklin County Schools
** Select 1 Priority Science Standard. Integrate an informational text priority standard, a writing standard, and a speaking/listening standard.
Subject(s) / Science, ELAGrade/Course / Kindergarten
Unit of Study / Animals K.L.I
Unit Type(s) / ❑ Topical ❑ Skills-based Thematic
Pacing
Priority Common Core State Standards (CCSS)
Supporting CCSS
Priority Standard(s)
(EX: 1.RI.1) / Supporting Standard(s)
(EX: 1.RI.2)
K.L.1.2
K.RI.9
K.SL.1
K.W.2 / K.L.1.2 K.SL.3 K.W.8
K.RI.3 K.SL.6
K.RI.4 K.W.5
K.RI.7 K.W.7
“UNWRAPPED” Priority Standards
Type the Skills (All CAPS & Bold) & Underline the Concepts
K.L.1.2 COMPARE characteristics of living and non-living things in terms of their *Structure *Growth *Changes *Movement *Basic Needs
K.RI.9 With prompting and support, IDENTIFY basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures)
K.SL.1 PARTICIPATE in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
· Follow agreed-upon rules for discussions (e.g., LISTENING to others and TAKING TURNS SPEAKING about the topics and texts under discussion).
· CONTINUE A CONVERSATION through multiple exchanges.
K.W.2 Use a combination of drawing, dictating, and writing to COMPOSE informative/explanatory texts in which they NAME what they are writing about and SUPPLY some information about the topic.
“Unwrapped” Skills
(students need to be able to do) / “Unwrapped” Concepts
(students need to know) / Bloom’s Taxonomy Levels/DOK
Compare
Identify
Participate (listening and taking turns speaking)
Compose (name and supply) / Characteristics of living and non-living things
Similarities in and differences
between two texts
Collaborative conversations with
diverse partners about
kindergarten topics and texts
Informative/explanatory texts-
what they are writing about and
some information about the topic / Understanding/DOK 2
Remembering/
DOK 1
Applying/DOK 2
Understanding/DOK 2
Essential Questions / Corresponding Big Ideas
K.L.1.2 What makes something living or non-living?
K.RI.9 What are the similarities and differences between the two texts?
K.SL.1 Orally explain to a partner the differences and similarities between living and non-living things?
K.W.2 How can you show me through composing a text that you can explain a topic? / K.L.1.2 Differences between living and non-living things. Compare and contrast the characteristics of living and nonliving things in terms of structure, growth, changes, movement, and basic needs.
K.RI.9 Compare and contrast two texts about living and non-living things.
K.SL.1 Through discussions, the students will be able to share, with multiple peers, similarities and differences between living and non-living things.
K.W.2 Students will compose informative or explanatory text based on information on living and non-living things.
Standardized Assessment Correlations
(State, College and Career)
Note to Curriculum Designers: Review grade-or course-specific state standardized assessments for the types of questions directly related to the “unwrapped” Priority Standards concepts and skills in focus for this unit of study. Identify the vocabulary used and frequency of these questions. Compare/contrast this information with the “unwrapped” concepts and skills listed above to determine how closely the two are aligned.
Unit Assessments
Pre-Assessment / Informal Progress Monitoring Checks
After creating the Unit Post-Assessment, decide whether the pre-assessment will be aligned (directly matched to post-assessment but with fewer questions) or mirrored (exact number and type of questions as post-assessment). / Create short, ungraded “checks for student understanding” for the educator to administer throughout the unit of study that are directly aligned to the post-assessment questions (selected-, short-, extended-response, and/or performance-based) and that coincide with learning progressions—the “building block chunks” of instruction.
Post-Assessment
See Unit Assessment Planner
Scoring Guides and Answer Keys
See Unit Assessment Planner
Engaging Learning Experiences
Learning Activities Using
Text or Program / Authentic Performance Tasks
Referring to selected texts from a variety of sources listed in the Instructional Resources and Materials—Physical and Technology-Based section, identify specific learning activities to use while teaching students the “unwrapped” Priority Standards concepts and skills, supporting standards, interdisciplinary connections, unit vocabulary terms, and extension/enrichment activities. / See Engaging Learning Experiences Planner
Activity 1 Opening: Ask the students to create a list of what makes something living. Even if the answer, write it. Then, give an example of something living, like a dog. Do all the items on the list fit a dog? (“Are you Living?” Song and song book to the tune of “Are you sleeping?”) Living and Nonliving- Laura Purdi Salas 2009 (DOK & Blooms: Level 1) (K.L.1.2)
Activity 2: Sorting Living and Nonliving Things:
As a whole group, give each child a picture of an abject. Have the students sort the objects as living or non-living. (Sorting Activities) After whole group, have students sort objects (pictures) by their own attributes. (DOK & Blooms: Level 2) (K.L.1.2)
Activity 3: Select two books, one book could have a real and one with a fake animal. Compare and contrast the two animals. What make the students think one is alive and one is fake?
Smart Exchange lesson on
“Tacky, The Penguin”
Create a Venn Diagram to compare and contrast the living and nonliving animals. Create a Venn Diagram to compare and contrast a real and fake plant—EXT: Grow plants in the classroom. (DOK & Blooms: Level 3)(K.R.1.9)
Activity 4: Cut pictures out of a magazine. The student must tell if the items are living and nonliving. They must explain why, using a telling (declarative) sentence. The others can tell if they agree with the students’ ideas. (DOK & Blooms: Level 4)(K.SL.1 & K.W.2)
Research-Based Effective
Teaching Strategies / 21st Century Learning Skills
ü Check all those that apply to the unit:
❑ Identifying Similarities and Differences
❑ Summarizing and Note Taking
❑ Reinforcing Effort, Providing Recognition
❑ Homework and Practice
❑ Nonlinguistic Representations
❑ Cooperative Learning
❑ Setting Objectives, Providing Feedback
❑ Generating and Testing Hypotheses
❑ Cues, Questions, and Advance Organizers
❑ Interdisciplinary Non-Fiction Writing / ü Check all those that apply to the unit:
❑ Teamwork and Collaboration
❑ Initiative and Leadership
❑ Curiosity and Imagination
❑ Innovation and Creativity
❑ Critical thinking and Problem Solving
❑ Flexibility and Adaptability
❑ Effective Oral and Written Communication
❑ Accessing and Analyzing Information
❑ Other
Differentiation Strategies
(Additional Supports + Enrichment) / Intervention Strategies
(Tiers 1, 2, 3) / Specially Designed Instruction for
Special Education Students / Strategies for English Language Learners
See Details to Accompany Unit Planning Organizer / See Details to Accompany Unit Planning Organizer / See Details to Accompany Unit Planning Organizer / See Details to Accompany Unit Planning Organizer
Instructional Resources and Materials
Physical / Technology-Based
Identify a variety of tangible resources that include selected texts and hands-on manipulatives, maps, charts, diagrams, realia, multimedia, etc., to use while teaching students the “unwrapped” Priority Standards concepts and skills, supporting standards, interdisciplinary connections, unit vocabulary terms, and extension/enrichment activities. / Locate Internet sites and software that correspond with the “unwrapped” Priority Standards concepts and skills, supporting standards, interdisciplinary connections, unit vocabulary terms, and extension/enrichment activities.
Unit Vocabulary Terms / Enrichment / Extension / Interdisciplinary Connections
“Unwrapped” Priority Standards Concepts / Supporting Standards Concepts and
Other Unit-Specific Terms
similarities
differences
compare
contrast
living
nonliving
fake
real
fiction
non-fiction