Unit # : 2
Grade: PreK
Subject:Information Literacy
TITLE: Families
Knowledge and Skills / Time Frame: 7 sessions / Prior Knowledge:Knowledge of the Super 3 research protocol
Knowledge of simple graphic organizers such as Venn diagrams and KWL charts
Indicator:
- Inquire, Think Critically, and Gain Knowledge.
- Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
- Share Knowledge and Participate Ethically and Productively as Members of Our Democratic Society.
- Pursue Personal and Aesthetic Growth.
Information Literacy Objectives:
Skills
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
1.1.2 Use prior and background knowledge as context for new learning.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
2.1.2 Organize knowledge so that it is useful.
4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.
4.1.4 Seek information for personal learning in a variety of formats and genres.
Responsibilities
2.3.2 Consider diverse and global perspectives in drawing conclusions.
Self Assessment
1.4.4 Seek appropriate help when it is needed.
3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints.
Social StudiesObjectives:
PK1A.1. Identify the importance of rules
PK1A.1.a. Recognize why people have rules at home and at school
PK1C.1. Identify the roles and responsibilities of being a member of the
family and school
PK1C.1.c. Identify and discuss rights, responsibilities and choices in the
classroom and family
PK2A.1. Identify themselves as individuals and members of families that have the
same human needs as others
PK2A.1.a. Identify the members of their families and the ways that they meet
their human needs for food, clothing, shelter, and other commonalities, such
as recreation, stories, and music
PK2C.1. Identify how groups of people interact
PK2C.1.a. Identify and demonstrate appropriate social skills, such as listening to others, settling disagreements, and taking turns that help people live, work, and play together at home and in school
PK3A.1. Recognize that a globe and maps are used to help people locate places
PK3A.1.a. Recognize that maps are models of places
PK3A.1.b. Recognize that a globe is a model of Earth
Assessment Limits:
1.a Clearly define a task.
1.b Develop appropriate questions (divergent and/or convergent).
1.c Select appropriate resources.
1.g Navigate through text and illustrations to locate relevant information.
2.b Employ critical thinking and problem solving skills to make sense of information gathered from diverse sources.
3.a Reflect on their learning.
4.b Choose materials independently.
4.c Read widely for pleasure and personal growth.
4.e Apply what is learned to their own lives.
4.f Follow the rules for using materials.
4.g Follow the library rules and procedures.
VOCABULARY
Venn diagram
KWL chart
Scotland
SMARTboard
CPU
globe
map
sibling
laptop
projector
speaker
keyboard
mouse
click
cursor
resource
investigation
community
Hanukkah
Kwanzaa / ENDURING UNDERSTANDINGS
- Different questions require different resources
- There is a logical sequence for researching a question
- Print and electronic resources are used in different ways
- Some resources are more accurate than others
- A variety of print and electronic resources provides the most accurate facts
- Credit must be given to authors and creators of information
- Reading and thinking require the use of a variety of skills
- Not everything you read is needed to solve your problem
- Facts must be combined to solve a problem
- Facts are different from opinions
- Self-reflection, peer feedback and instructor feedback often improves research.
- Different tools can present different types of information
- Sharing ideas can be done in many formats
- Safety and responsibility are essential in electronic communications
- There are many decision-making tools for choosing personal reading materials.
- Creative and artistic formats express personal ideas and opinions
- Specific rules and procedures apply to libraries
- Can problem solving be spontaneous?
- Should rules regarding use of print and non-print resources be created and enforced?
- Can ideas belong to an individual person?
- Does the way we read (fiction, nonfiction and/or poetry) affect the meanings we make?
1
Baltimore City Public Schools Office of Humanities Information Literacy Unit 2, Indicators1-4 GRADE Prek DRAFT
Unit # : 2
Grade: PreK
Subject:Information Literacy
TITLE: Families
Suggested Learning Plan / Learning Activities and StrategiesEssential Question: can problem solving be spontaneous?
SC Objective: / Activity / Description / Materials/Resources
Super 3 Inquiry
Process
2.1.2
Assessment
Limits
2.b / 2. Families are Alike—And Different /
- READALOUD: Read”The World’s Fastest Bicycle,” from the Poetry for Kids web site.
- PLAN: Explain what a Venn diagram is and tell students that we are going to use a Venn diagram today to record how families are alike and how families are different. You will choose and book and I will choose a video. When we are done, we will compare the family in the book to the family in the video.
- DO: Read and view the selected resources. Record information using the Venn diagram.
- What did we learn? Did we learn enough? Do we need to find some more information? Are all families alike? Do they need to be alike?
Colman Communications,1999. Full Video.
4 June 2010.<
Bridwell, Norman. Clifford's Family. New York: Scholastic, 1984. Print.
Diversity Elementary: Culture and Ethnicity.
Entertaining Diversity,2000. Full Video.
4 June 2010.<
Lock, Fiona. Family Vacation. New York: DK Publications, 2008. Print.
Morris, Ann. Families. [New York]: HarperCollins, 2000. Print.
Nesbitt, Kenn. "Poetry for Kids: Funny Family Poems for Children by Poet Kenn Nesbitt." Poetry for Kids. Web. 09 June 2010. <
Pellegrini, Nina. Families Are Different. New York: Holiday House, 1991. Print.
Schories, Pat. Breakfast for Jack. Asheville, NC: Front Street, 2004. Print.
Schuette, Sarah L. Adoptive Families. Mankato, Minn.: Capstone, 2010. Print.
Schuette, Sarah L. Blended Families. Mankato, Minn.: Capstone, 2010. Print.
Schuette, Sarah L. Foster Families. Mankato, Minn.: Capstone, 2010. Print.
Simons, Rae. Single Parent Families. Philadelphia, PA: Mason Crest, 2010. Print.
Trumbauer, Lisa. Families. Mankato, MN: Yellow Umbrella, 2001. Print.
3. Family Differences Around the World /
- READALOUD: Read “A Trip to the Big City,” from the Electric Scotland web site.
- PLAN: Where did the story take place? Where is Scotland? Let’s locate it on a map. Did Maggie do the same things with her grandfather that you might do in Baltimore with one of your relatives? As we look at different stories about families in different countries, we are doing to stop and record differences between families in different countries on a Venn diagram. Remember to include Scotland!
- DO: Read the stories, stopping to record family differences and similarities.
- REVIEW: How are families different around the world? How are they the same?
"Children's Stories - A Trip To The Big City." Electric Scotland Is All about the History of Scotland and the Scots. Web. 06 June 2010. <
Diakité, Penda, and Baba Wagué Diakité. I Lost My Tooth in Africa. New York: Scholastic, 2006. Print.
Frost, Helen. A Look at China. Mankato, Minn.: Pebble, 2002. Print.
Johnston, Tony, and F. John. Sierra. My Mexico = México Mío. New York: Putnam's Sons, 1996. Print.
Krebs, Laurie, and Christopher Corr. Off We Go to Mexico!: an Adventure in the Sun. Cambridge, MA: Barefoot, 2006. Print.
Wolf, Bernard. Coming to America: a Muslim Family's Story. New York: Lee & Low, 2003. Print.
Essential Question:CAN IDEAS BELONG TO AN INDIVIDUAL PERSON?
SC Objective: / Activity / Description / Materials/Resources
Responding
to Literature
4.1.3
Assessment
Limit
4.c / 4.Families Make You Feel Good /
- READALOUD: Read”I Do Not Want to Go to Bed At Night,” from the Poetry for Kids web site.
- PLAN: Being a kid is scary sometimes. We don’t always know what to do. Who helps us during those times? Today we are going to create a web to see how parents or older siblings help keep us calm. You get to choose the story from this week’s selection.
- DO: Read the story, stopping at intervals to record how a parent or sibling keeps a younger child from feeling bad.
- REVIEW: What did we learn about how families help us with our feelings? Did we learn enough? Do we need to find some more information? Will you thank someone in your home tonight for helping you to feel good in bad times?
Keats, Ezra Jack. Peter's Chair. New York: Viking, 2006. Print.
Kellogg, Steven. The Three Little Pigs. New York: Morrow Junior, 1997. Print.
Kraus, Robert, and Jose Aruego. Leo the Late Bloomer. [S.l.]: Windmill, 1998. Print.
Marshall, James, and James Marshall. The Three Little Pigs. New York: Dial for Young Readers, 1989. Print.
Nesbitt, Kenn. "Poetry for Kids Funny Family Poems for Children by Poet Kenn Nesbitt." Poetry for Kids. Web. 09 June 2010. <
Viorst, Judith, and Arnold Lobel. I'll Fix Anthony. New York: Aladdin, 1988. Print.
ESSENTIAL QUESTION:SHould rules regarding use of print and nonprint resources be created and enforced?
SC Objective: / Activity / Description / Materials/Resources
Super 3 Inquiry
Process
1.1.1
Assessment
Limits
1.a / 5.Families Work Together /
- READALOUD: Project and read the directions to the game.
- PLAN: Teach basic vocabulary for using the equipment—laptop, projector, speakers, keyboard, mouse, SMARTboard, or whatever computer equipment is being used. Explain that, whether we are using electronic resources, or whether we are using books, it is important to give credit to the creator of the work. It is also important to use equipment the way the owner wants them to be used. Show how a grownup would give credit to the source. Why are there computers in school—for learning or for fun?
- Remind students that it is now fall—a time when the heat is turned on and holiday decorations are everywhere, One thing that families do when they live together to stay safe. Today we are going to play the safety game twice. Each time we play the game, we are going to record our score. Hopefully, the score will get better each time we play.
- DO: Play the game, keeping score.
- REVIEW: Did the scores increase each time the game was played? As an example of why more research is often needed during an investigation, show the slide show on the Kid Safety web site to review procedures for fire safety. What new information did you learn? How did we plan, do, and review today? This is the way we learn—plan, do, review.
(child safety)
Welcome to SurviveAlive.org | Firefighters Survive Alive! Web. 06 June 2010. <
Click on Videos and Games, then click on Find the Fire Hazards
Essential Question: DOES THE WAY WE READ (FICTION, NONFICTION AND/OR POETRY) AFFECT THE MEANINGS WE MAKE?
SC Objective: / Activity / Description / Materials/Resources
Super 3 Inquiry
Process
1.1.1
Assessment
Limits
1.b
Diverse
Perspectives
2.3.2, 3.3.2
Assessment
Limit
2.b / 6.Families Celebrate Together at Thanksgiving /
- READALOUD: Read”Ancient,” from the Poetry for Kids web site.
- PLAN: Use a KWL chart with students to illustrate how we are using Super 3 in our weekly investigation. First, we list what we want to know, and what we will use for our investigation. Next, we “do” the plan and record our findings. Finally, we think about what we still need to know. Let’s come up with a few questions about families during the Thanksgiving holiday.
- DO: Read and view several resources and record information on the KWL chart at appropriate intervals.
- REVIEW: In the third part of the KWL chart, assess what was learned. Did we learn enough? Do we need to find some more information? How could we find it? If we were writing a report about the holiday, how could we respect the people who made today’s books and films?
Families Celebrating Together.
Colman Communications,1999. Video Segment.
4 June 2010.<
Hoban, Lillian. Silly Tilly's Thanksgiving Dinner. New York: Harper & Row, 1990. Print.
Kupperstein, Joel, and Priscilla Burris. Celebrating Thanksgiving: Giving Thanks. Huntington Beach, CA: Creative Teaching, 1999. Print.
A Modern-Day Thanksgiving Celebration.
Colman Communications,1992. Video Segment.
4 June 2010.<
Nesbitt, Kenn. "Poetry for Kids Funny Family Poems for Children by Poet Kenn Nesbitt." Poetry for Kids. Web. 09 June 2010. <
Perfect Thanksgiving.
Scholastic,2004. Video Segment.
4 June 2010.<
Prelutsky, Jack, and Marylin Hafner. It's Thanksgiving. New York: Greenwillow, 1982. Print
Spinelli, Eileen, and JoAnn Adinolfi. The Perfect Thanksgiving. New York: H. Holt &, 2003. Print.
Two Grandmothers for Thanksgiving.
Scholastic,2004. Video Segment.
4 June 2010.<
Watson, Wendy. Thanksgiving at Our House. New York: Clarion, 1991. Print.
7. Families Celebrate Together in December: Hanukkah /
- READALOUD: “Infant Joy, “from the Poetry Foundation web site.
- PLAN: Review the use of a KWL chart. Next, help students come up with a few questions about families during the Hanukkah holiday.
- DO: Read and view several resources and record information on the KWL chart at appropriate intervals.
- REVIEW: In the third part of the KWL chart, assess what was learned. Did we learn enough? Do we need to find some more information? How could we find it? How is the investigation process the same, no matter which holiday is being explored? If we were writing a report about the holiday, how could we respect the people who made today’s books and films?
Families Celebrating Together.
Colman Communications,1999. Video Segment.
4 June 2010.<
"Infant Joy by William Blake : The Poetry Foundation [poem] : Find Poems and Poets. Discover Poetry." The Poetry Foundation : Find Poems and Poets. Discover Poetry. Web. 09 June 2010. <
Martin, David, and Melissa Sweet. Hanukkah Lights. Somerville, Mass.: Candlewick, 2009. Print.
8. Families Celebrate Together in December: Kwanzaa /
- READALOUD: “Mother Doesn’t Want a Dog,” from the Brownielocks web site.
- PLAN: Review the use of a KWL chart. Next, help students come up with a few questions about families during the Kwanzaa holiday.
- DO: Read and view several resources and record information on the KWL chart at appropriate intervals.
- REVIEW: In the third part of the KWL chart, assess what was learned. Did we learn enough? Do we need to find some more information? How could we find it? How is the investigation process the same, no matter which holiday is being explored? If we were writing a report about the holiday, how could we respect the people who made today’s books and films?
Colman Communications,1999. Video Segment.
4 June 2010.<
Heller, Daryl. Kwanzaa. New York: PowerKids & Editorial Buenas Letras, 2004. Print.
Rissman, Rebecca. Kwanzaa. Chicago, Ill.: Heinemann Library, 2011. Print.
Seven Candles for Kwanzaa.
Weston Woods,1993. Full Video.
4 June 2010.<
Tokunbo, Dimitrea, and Lisa Cohen. The Sound of Kwanzaa. New York: Scholastic, 2009. Print.
Trueit, Trudi Strain. Kwanzaa. New York: Children's, 2007. Print.
What Is Kwanzaa?.
Weston Woods,1993. Video Segment.
4 June 2010.<
Viorst, Judith. "Poems for Children & Big Kids Too! Fun & Silly from Brownielocks." BROWNIELOCKS and THE 3 BEARS - Educational, Fun and Colorful For Ages 12on Up! Web. 09 June 2010. <
DIFFERENTIATION
Accommodations / Arts Integration / Classroom Management / G.A.T.E./Enrichment / Graphic Organizers
Library Integration / Reading Strategies / Teacher Definitions / Technology Integration / Vocabulary Activities
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Baltimore City Public Schools Office of Humanities Information Literacy Unit 2, Indicators1-4 GRADE Prek DRAFT