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School District:Sioux Falls Public
Unit of Study Title:Who’s who in our first grade classroom? Smile! You're on digital camera!
Grade Level:K-2
Time Frame:Sixteen days, depending on how many students we have in our classroom.
Key Words:Getting to know you, interviewing, shared writing, shared reading, digital camera, power point
 
Unit Designer:Kim Hankel
Unit Designer E-mail:Kim.Hankel@k12.sd.us
Date Added:6/13/2002 3:13:49 PM
Date Last Revised:6/24/2002 4:36:41 PM
 
Topic Area:Communications/Language Arts
 
Peer Reviewer:Tammy Henry
Peer Reviewer E-mail:Tammy.Henry@k12.sd.us

Brief Summary of Unit: We are going to choose a student each day. This student is the focus of literacy activities throughout the day. We will be interviewing each student and interactively writing about them. Each day we will share read the charts written previously. We will focus on each name to emphasize the importance of words, letters, beginnings/endings, uppercase/lowercase, and any jargon appropriate to literacy. We will then integrate the use of the digital camera into our curriculum, publish an original composition, and allow the students to contribute to the publication. This will be published on a Powerpoint presentation to be played for parents at fall conferences and made into a book for our classroom library.
Students will Understand: Students will be equipped to compete in the global market place with the capabilities of using speaking, writing, reading, and technology as tools to create and communicate.

Link to Standards #1
Goal:

Communications/Language Arts
Students will write effectively for different audiences and specific purposes.

Indicator:Writing

Indicator 1: Students will use appropriate mechanics, usage, and conventions of
language.
Indicator 2: Students will use appropriate style, organization, and form in
technical, transactional, creative, and personal writing.
Indicator 4: Students will write to clarify and enhance understanding of
information.

Speaking

Indicator 1: Students will use the appropriate structure and sequence to best
express ideas and convey information.
Indicator 2: Students will use appropriate language and style for a variety of
social, occupational, formal, and informal situations.

Benchmark(s):K-2 Benchmarks for Writing:

Indicator 1:
a. Apply simple conventions of language in written work.

Indicator 2:
a. Recognize ways to organize writing based on the intended purpose and audience.

Indicator 4:
a. Write to determine what is known about specific topics.

K-2 Benchmarks for Speaking

Indicator 1:
a. Present information in a clear and logical form.
b. Use responses from peers to judge speaking success.

Indicator 2:
c. Use accepted language in personal communication.
Other Content Standards:Writing:
1. Write complete sentences for a specific purpose.
2. Begin sentences with capital letters and use ending punctuation in final copies.

Listening:
2. Recognize and demonstrate the importance of focusing on the speaker when listening.
3. Use appropriate volume and tone of voice when interacting with other.
11. Ask appropriate questions to clarify information.

Speaking:
5. Use appropriate voice when asking and responding to questions in small-group settings.
6. Express ideas in complete and coherent sentences.
7. Follow simple rules for conversation.

National Education Technology Standards
http://cnets.iste.org/sfors.htm
2. Social, ethical, and human issues
o Students practice responsible use of technology systems, information, and software.
o Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.


3. Technology productivity tools
o Students use technology tools to enhance learning, increase productivity, and promote creativity.
o Students use productivity tools to collaborate in constructing technology with peers, experts, and other audiences.

4. Technology communication tools
o Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.

Other Components
Essential Questions to Guide this Unit and Focus Teaching and Learning: In what ways are these get-acquainted activities helpful in learning about the children in our class and in learning about print?
In what ways are teachers and students integrating technology into student learning activities?
Key Knowledge and Skills Students will Acquire: Students will be able to get to know their classmates through peer interaction. We will use the digital camera and Powerpoint presentation to publish and share this information.
Assessment Plan: Use a checklist to track emerging concepts of print.
Use teacher observation and anecdotal records of behaviors and skills.

Learning Activities: 1.Interviewing and Shared Writing: After choosing a child for the day, the class acts as reporters who interview the child and find out what he likes to eat, play, etc. After the interview, we write the article using a shared writing format.
2.Shared Reading of the Charts: Next choral reread the chart and other charts as appropriate.
3.Create Power Point presentation with this information to share.
Notes:Kim Hankel and Jenelle Strecker (Jenelle.Strecker@k12.sd.us/) developed this unit together. This unit was based from the August/September Getting to Know You section of the Month by Month Phonics book.

Cunningham, Patricia. Month-By-Month Phonics. Greensboro: Carson-Dellosa Publishing Company, Inc., 1997.
Internet Resource Link: http://kh081.k12.sd.us/

Adapted from the the work of Jay McTighe and Grant Wiggins. Understanding by
Design. Association for Supervision and Curriculum Development. Alexandria, VA. 1998.

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