Family History Name: Allison Weingarden Time Allotted: 4-5 45-minute sessions st Grade Level: 1 Subject: Social Studies,

ELA Materials Required: Family History explanation letter to families (one per student) My Family History worksheet (one per student) Colored paper (various colors, enough for two sheets per student) Plain, white, 8 x 11 inch copy paper (enough for at least five sheets per student) Stapler & staples Pencils Colored pencils Microphone (optional) Michigan Content Expectations: 1 H2.0.3 Investigate a family history for at least two generations, identifying various members and their connections in order to tell a narrative about family life. (GLCE Social Studies) SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (CCSS ELA) SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. (CCSS ELA) Student Objectives (learning targets visible to students): 1. I can investigate my family history. 2. I can write and illustrate my family history. 3. I can describe my family history to the class. Teacher Objectives (for teacher use only): 1. The students will investigate at least two generations of their family histories by completing the family history sheet. (Analysis) 2. The students will write and illustrate a five- to ten-sentence narrative about their families based on the family history sheet. (Synthesis) 3. The students will describe their family histories by reading their narrative books aloud to the class. (Comprehension)

Assessment: Formative assessments: All three objectives will be assessment in an informal, formative way as I rotate around the room while students work. This includes: During completing the worksheet During writing narratives During illustrating narratives During putting narratives into logical order

As I rotate, I will be able to assess informally and formatively where each student is in terms of progress toward meeting each objective. I will be able to use this information formatively in order to determine when students are ready to move on. Students must also get each item checked by me or another teacher before moving on to another step (i.e. writing and order of pages must be approved before moving onto illustrations). These checkpoints allow me to informally and formatively assess each student. A formal, formative assessment will be the completed My Family History worksheet, which will be assessed according to the following rubric. 4 All blanks are filled out. I took my worksheet home, talked to my family, and found at least two more details to add at the bottom. TOTAL SCORE: _____/8 A students score of six to eight on this rubric shows evidence of investigation into his or her family history and preparation to achieve objectives 2 and 3. I know by scoring each childs worksheet whether or not that student is ready to move on to the next steps, because I know by that score whether or not objective 1 has been achieved and progress has been made toward objectives 2 and 3. Summative assessments: The final product (completed narrative book) will serve as my formal, summative assessment. This will be assessed according to the following rubric. 3 One blank is not filled out. I took my worksheet home, talked to my family, found at least one more details to add at the bottom. 2 Two to four blanks are not filled out. I took my worksheet home. I did not talk to my family, but I found at least two more details on my own to add at the bottom. 1 0 Five to six blanks Seven or more are not filled out. blanks are not filled out. I did not take my I did not take my worksheet home. I worksheet home. I did not talk to my did not talk to my family, but I family. I did not found at least one find any more more detail on my details to add to own to add to the the bottom. bottom.

4 My book has at least five pages. Each page has at least one complete sentence that gives details about my ideas, thoughts, or feelings about the topic.

3 My book has four pages. Most of the pages (all except one) have one complete sentence that gives details about my ideas, thoughts, or feelings about the topic. Each page has a Most of the pages detailed (all except one) illustration that have a detailed clarifies the words illustration that on the page. clarifies the words on the page. The pages of my Most of the pages book are in logical of my book are in order. There is a logical order. One clear beginning, or two details in middle, and end. the middle are out The details in the of order or do not middle are make sense where organized they are, but the logically. beginning, middle, and end are clear. My book includes My book includes all of the details most (all except from my Family one) of the details History from my Family worksheet. History worksheet. TOTAL SCORE: _____/20

2 My book has three pages. Half of the pages have one complete sentence that gives details about my ideas, thoughts, or feelings about the topic. Half of the pages have a detailed illustration that clarifies the words on the page. Some of the pages of my book are in logical order. The beginning and end are clear. The details in the middle are not in logical order.

1 My book has two pages. One or two of the pages have one complete sentence that gives details about my ideas, thoughts, or feelings about the topic. One or two of the pages have a detailed illustration that clarifies the words on the page. One of the pages of my book is in logical order. The beginning or end is clear, but the rest of the pages are not in logical order.

0 My book has one page. None of the pages have one complete sentence that gives details about my ideas, thoughts, or feelings about the topic. None of the pages have a detailed illustration that clarifies the words on the page. None of the pages of my book is in logical order.

My book includes half of the details from my Family History worksheet.

My book includes one or two of the details from my Family History worksheet.

My book does not include any of the details from my Family History worksheet.

A students score of fifteen to twenty on this rubric indicates proficiency in the first two objectives. Including at least five pages in the book allows for a clear beginning and end to the narrative with at least three details in the middle. Including at least one complete sentence and one detailed illustration on each page which detail and clarify the students ideas, thoughts, and/or feeling indicates proficiency in the second objective. Having the books pages in logical order demonstrates proficiency in taking the information found from the investigation and turning it into a narrative (which is stated in the first standard and included in the second objective). Including all or most of the details from the Family

History worksheet indicates that investigation into the family history has taken place and been processed by the student (first objective). An informal, summative assessment will also be included. This takes place in the form of the students presentations. I will informally assess whether each student is describing (through reading his or her book aloud) his or her thoughts and feelings about the topic. Instructional Procedure: 1. Anticipatory Set: a. What is a family? Allow students to express their ideas about what a family is. There is no right or wrong answer here every family is unique and different. b. We have been learning to write our stories in logical order. We have also been learning how to describe characters and events in stories using details. We have also been working on adding detailed drawings to our stories. c. We are going to work on these skills for the next few days. Today is Friday. We will be doing a little bit of preparation for that today, and then next week we will work hard to finish up. 2. State Purpose and Objective of Lesson: a. We are going to learn about our family histories and how to describe our families using details and talking about how we feel. We will be writing our next stories about our family histories and drawing detailed pictures in our books. We will read our books aloud to the class. b. This is important because we can talk about our families in a way that others will understand. When we use details and talk about our own feelings and ideas, it makes us better writers and speakers. 3. Instructional Process: a. Pass out the My Family History worksheet. Model completing the worksheet along with the students, one blank at a time. Leave the last blank for them to complete at home with their families. Explain to the students that they can add as many details as they want, but they need to be the ones doing the writing and thinking (not their parents or families although I encourage working together with their families to brainstorm ideas). b. Send home on Friday the My Family History worksheet and the explanation letter to families. This gives the students and their families the weekend to complete the worksheet. c. On Monday (second day), when students have brought back their worksheets, pass out plain, white pieces of paper. (Students in my class will have done this before and will know how to make their own books. For the purpose of the reader of this lesson plan, I am clarifying the process of making books). The students take one piece of paper at a time. These will be the inside pages of their book. We do this because we dont know how many pages they will end up needing (one page per sentence). When students have finished with the words of their books, they get two pieces of colored paper to be the front and back covers. They staple their books together (my class will know how to do this teachers who are concerned can have an adult do the stapling). They then add a title

d.

e.

f.

g.

h.

i. j.

k.

l.

m.

and write By [first name] [last name] on the cover of the book. The last step is illustrating, which for this lesson, they will do on the second day. Model how to create a book from the worksheet. (I will use my own completed worksheet to model the steps described in letter d below). Today, we are just doing the words, not the pictures. Explain to students that they are using their My Family History worksheets as a guide to writing their books this time. They need to write one sentence on each page. For example, the first page will say, My name is [name]. The second page will say, I am [number] years old. They are to continue this until they have included all the information from their worksheets they completed at home. I will be constantly circulating, nurturing the students who are making good choices and resetting those who are not. I will be offering assistance or suggestions to those who need it with their books as they write. Students should put a box around the added details from home at the bottom of the worksheet. They are still to create a page for each sentence, but these may need to go in a different place in the book in order to create a logical order. Putting a box around these details will help students to remember to reread their story and make sure they are putting those details in a logical place. I will be rotating to help students with this and give them any guidance necessary. When students have completed all the pages, they may staple their books, add the title and their names, and raise their hands to be checked. When I or another adult in the room have checked their books, I will collect them along with the worksheets. The third day (or third 45-minute session approximately) will be for adding the visuals to their books. Model just one page (modeling all the pages would take too long) as a continuation of yesterdays modeling. I will again be circulating, doing just as I did before. Drawings are expected to be colored and neat. As students complete their books and get them checked, I will collect them. Between the end of the second day (or second lesson) and the beginning of the third, finish the pictures in the book that has been used for modeling in lessons one and two. This is so that it is a complete book to be presented in the final lesson. On the fourth day, model reading the book aloud to the class. Model using a clear voice and adding side notes of ideas or feelings not listed in the book. Tell the class it is okay to say something not written on the page when we are presenting something to others. Encourage them to do so. One at a time, allow students to come up to the front of the class to present their books. Students may choose to use the microphone if they wish. Students may not all have time to present in one day. Some students may need to present on the fifth day. As students finish reading, allow them to place their books onto the bookshelf so that others may look at them or read them during quiet free choice time. They are then accessible for assessment purposes, as well.

4. Differentiation Considerations: Students who do not bring in a completed My Family History worksheet on Monday will need to complete that prior to writing a book. The worksheet is how the students organize their ideas, thoughts, and feelings before writing, making objective #2 more attainable. Therefore, I will sit with any students who do not complete the

assignment at home to work on the worksheet. I know my students well enough to know some of the information on the sheet about their families (who they live with, if they have siblings, etc). Students who struggle to get their work done on time will be provided extra time to complete their books. Not everyone has to present on the fourth day. Students can present as they finish. Any students who are struggling to transfer ideas, thoughts, or feelings from the worksheet to their books can make changes to their original drafts. I will sit with those students one-on-one, asking questions that prompt them to think about or come up with complete sentences which express their own ideas. This makes objective #2 more attainable for these students as they are able to provide relevant details and express ideas and feelings clearly.

5. Closure: a. Say each of the student-friendly objectives aloud with the students. After each one, ask students to give a thumbs-up if they feel the statement is true and a thumbs-down if they feel the statement is false. This is not an assessment but a way of allowing the students to measure their own success and for the teacher to gauge a sense of each students confidence level with each of the objectives. b. Go around the room and ask each student to name the most interesting fact about their family. Ask them why they think that (encouraging again the use of relevant details and expression of ideas and feelings). c. Suggest extension ideas students could try on their own or with their families (i.e. going back one more generation and finding out information about their grandparents, writing a story about someone elses family history the next time they get to choose their writing topics at school or at home, finding books to read about families, etc). 6. References: Common core state standards: English language arts, speaking and listening, grade 1. (2012). Retrieved from http://www.corestandards.org/ELA-Literacy/SL/1 Grade level content expectations: Social studies, grade 1. (2007). Retrieved from http://www.michigan.gov/documents/mde/1stgradeSSGLCE_229665_7.pdf