Kinder Elementary ELA Unit Plan 5

Unit Title Healthy Habits, Healthy Minds

Instructional Days 20 days

Standards K.RI.2: With prompting and support, identify the main topic and retell key details of a text.

K.RI.3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a
text.

K.RI.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what
person, place, thing, or idea in the text an illustration depicts).

W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to
answer a question.

SL.K.8

SL.K.5
 Focus
What is the clear and explicit purpose for
the instruction in this unit? What are the
essential questions of this unit? What
will students learn and be able to do by
the end of this unit?
Coherence
How does this unit fit in with what
students have already learned and what
they will learn next? What connections
will students make to other content
areas?
Reading: Through thoughtful discussion and hands-on experiences with healthy options, students will learn about nutrition,
exercise, and hygiene. Instruction will focus on the importance of a balanced, healthy diet, including the types of foods to eat,
portion control, and drinking lots of water. Students will gain understanding of the different kinds of food through exposure to the
food plate (http://www.choosemyplate.gov/). Teachers will model making healthy snacks and will encourage students to try new
foods (e.g., squash, pomegranate). Cross curricular connections will be highlighted through cooking (e.g., fractions – cutting foods in
half; sequencing – order of events in a recipe). Student multiculturalism will be honored through inviting students and parents to
share their favorite foods and through introducing students to a variety of ethnic foods.
Students will also learn about the different body systems and connect how foods contribute to a healthy body and a healthy mind.
Students will also learn that physical activity is essential for good health. Active play and movement will be incorporated throughout
the day and traditional exercises will be modeled when appropriate (e.g., jumping jacks, jump rope, yoga, jog around the school
grounds).The concept of expending energy in a positive way will be discussed. For example, students will understand that there are
appropriate times and ways to become physically active. Conversely, behaviors such as hitting or running in the school building will
be described as inappropriate. . Students will learn the connection between emotional and physical health.
Finally, hygiene, such as brushing teeth, washing hands, and how to cover a sneeze, will be addressed through modeling, process
charts, and practice. These activities will be integrated into the classroom routines. To make learning come alive, invite professionals
such as the school nurse or local dentist to model healthy habits for the students.
Writing: In this unit, students will write informational nonfiction books. Students use what they learned to educate their readers
about what it is to eat healthy, practice proper hygiene, participate in physical activity and how to keep you body healthy overall.
Reading: This unit is the logical next progression after a unit covering solely fiction. Now students will be exposed to almost
primarily nonfiction texts. Students will get a preview of 1.R.K.5 when they learn a variety of nonfiction text features (beyond front
cover, back cover, title page).
Writing: Students were introduced to writing letters in Unit 4 to tell the audience about themselves. Now they are writing to an
audience to educate them about a completely different subject than themselves.
 Vocabulary
What is the essential vocabulary Nonfiction: Books that give you information and help you learn something new.
students need to master the content of
this unit (comprehension standards)? Main topic: What the nonfiction text is mostly about.
What is the vocabulary that students are
learning in SS/SCI class that should be Details: The little pieces of information that tell you more about the main topic.
reinforced in this unit?
Front Cover: The front of the book, where the title, author, and illustrator are located

Back Cover: The back of the book.

Title page: The first page inside the book that retells the title, author, and illustrator of a book.

Author: The person who writes the words in a book.

Illustrator: The person who draws the pictures in the book. (Sometimes there is not an illustrator because the nonfiction text uses
photographs).

Nonfiction text features:

• Captions: The words under a photograph that tell you what is shown in the picture.
• Photographs: Pictures that are taken with a camera and show real things.
• Bold words: The words that the author thinks are important for the reader to know, and so he makes them darker in color
or highlights them.
• Table of Contents: A list of the parts of the book in order.

Vocabulary from each of the books will also be included.

Healthy body and healthy living engageny.org

Text List • Growing Strong by Christina Goodings
•
• Taking Care of Pets by Susan Ring
•
• Good Enough to Eat by Lizzy Rockwell
•
• The Vegetables We Eat by Gail Gibbons Germs Are Not For Sharing by Elizabeth Verdick Jo-Jo’s Flying Side
•
• Kick by Brian Pinkney
•
• The Great Trash Bash by Loreen Leedy

Unit 3 Informational Explorers

Week 1:
Monday Tuesday Wednesday Thursday Friday

01.4.16 01.5.16 01.6.16 01.7.16 01.8.16

Big Idea Reading: Why do we read nonfiction texts and How do we identify nonfiction texts?

We spent our last unit reading fiction books. Another type of book is a nonfiction book. We read nonfiction texts in order to learn something new or
to answer a question we have about a topic. It is important to be able to identify a nonfiction text so that we know which book to choose when we
want to learn something about a topic.

Writing: Students will begin their informational texts. I will explain what we will do and they will write the title on the cover of their books.
Standards Addressed K.RI.5: Identify the front cover, back cover, and title page of a book.

K.RI.2: With prompting and support, identify the main topic and retell key details of a text.

CCSS.ELA-LITERACY.W.K.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.

CCSS.ELA-LITERACY.W.K.8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a
question.

Focus Lesson SWBAT describe the reason SWBAT identify the skeletal SWBAT explain how the SWBAT recall one basic SWBAT recall one basic fact
for reading a nonfiction system. skeletal and muscular fact about the digestive about the circulatory
book. system work together. system. system.

Text Selection This week will be focused on nonfiction texts about the the human body (which have nonfiction text features to identify).

• The Human Body engaging.org

Vocabulary Nonfiction, body systems joints, skeletal system, ribs, tendon, muscle, esophagus, stomach, Fiction, nonfiction, table of
spine involuntary, voluntary large/small intestine contents, captions,
photographs, subtitle
 Instructional Introduce the new unit on
Approach nonfiction.
Show nonfiction anchor
chart with different types of inferences to KWL chart
nonfiction.
Preview some of the books Skeletal System
that you will read
throughout the unit (build
excitement)
Explain the reason for
reading nonfiction (to get
information/learn
something new)
IP: Have students turn and
talk about why we read
nonfiction/what they are
excited to learn about.
Read:The Human Body
Review the definition of Body Review the definition of
Systems
Add prior knowledge and
Read:The Human Body: The
Add what we learned to the The Muscular System
learn section of the the KWL
chart.
Title our first page The
Skeletal System
IP:Write a sentence about a
fact we learned about the
skeletal system.
Review the definition of Review the definition of
body systems and what we body systems and what we body systems and what we
learned about skeletal learned about learned about
system skeletal/muscular system skeletal/muscular/digestive
system
Add prior knowledge and Add prior knowledge and
inferences to KWL chart inferences to KWL chart Add prior knowledge and
inferences to KWL chart
Read:The Human Body: Read:The Human Body:
The Digestive System Read:The Human Body: The
Circulatory System
Add what we learned to Add what we learned to
the learn section of the the learn section of the Add what we learned to the
the KWL chart. the KWL chart. learn section of the the KWL
chart.
Title our second page The Title our third page The
Muscular System Digestive System Title our fourth page The
Ciculatory System
IP:Write a sentence about IP:Write a sentence about
a fact we learned about a fact we learned about IP:Write a sentence about a
the muscular system. the digestive system. fact we learned about the
circulatory system.

Resources *Nonfiction anchor chart *Text features anchor chart *Text features anchor *Text features anchor *Text features anchor chart
(add on each day) chart (add 2 features) chart (add 2 features)
*Books to preview *The Human Body
The Human Body * The Human Body * The Human Body

*IP worksheet *IP worksheet

Assessment See independent practice (IP) above.

Shared Reading SWBAT complete a picture SWBAT solve unknown words SWBAT solve unknown SWBAT identify 3-5 sight SWBAT solve unknown
walk in order to build by using stretchy snake to say words by using stretchy words from current word words by using stretchy
schema. each sound, then blend them snake to say each sound, lists. snake to say each sound,
to say them fast. then blend them to say then blend them to say
 them fast. them fast.

Text Selection We See Grandma

Writing SWBAT analyze SWBAT write a sentence SWBAT accurately draw a SWBAT edit by adding more
SWBAT write a sentence
informational text. about they skeletal system. picture of the digestive labels to their diagrams
about the muscular
system.
system.

Instructional Teacher will model looking Teacher will tell students that Teacher will tell students Teacher will tell students Teacher will tell students
Approach through how-to books and we are writing an that we are writing an that we are writing an that we are writing an
noting prominent features informational text, a book informational text, a book informational text, a book informational text, a book
on a chart: main topic, that teaches the reader that teaches the reader that teaches the reader that teaches the reader
diagrams, steps. something. Our first something. Our first something. Our first something. Our first
informational book will be informational book will be informational book will be informational book will be
TW define each feature. about the human body. about the human body. about the human body. about the human body.

SW look through a page of Students will tell me what
a how-to book and find they learned about the
main topic and diagram skeleton system and I will
write it down just as they tell
me.
Students will tell me what Students will tell me what Students will tell me what
they learned about the they learned about the they learned about the
muscular system and I will digestive system and I will circulatory system and I will
write it down just as they write it down just as they write it down just as they
tell me. tell me. tell me.

Students will draw a picture
of the skeletal system using a
model then write a sentence.
IP:Students will write a
sentence.
Students will draw a Students will draw a Students will draw a picture
picture of the muscular picture of the digestive of the circulatory system
system using a model then system using a model then using a model then write a
write a sentence. write a sentence. sentence.
IP:Students will write a IP:Students will write a IP:Students will write a
sentence. sentence. sentence.

Text Selection The Human Body

Assessment See IP See IP See IP See IP See IP

Week 2:
Big Idea
How does this week fit in
with the focus of the unit?
How does it fit with what
students have already
learned and will learn next?
Standards Addressed
Focus Lesson
Text Selection
Monday Tuesday Wednesday Thursday Friday
01.11.16 01.12.16 01.13.16 01.14.16 01.15.16
The author and the illustrator or photographer work together to help the reader understand the story.
The pictures/photographs and the text/words on the page should always support or match one another.
The Human body is all connected with one another with each system depending on each other to function.
This will be review from unit 2 on fiction. However, the content will be more academic and the students will be able to use the features as well as the
photographs to help them gather information.
Writing: I can write more and sustain a topic for longer. I can follow the writing process to make sure my writing is it's best.
K.RI.6: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
K.RI.3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
K.RI.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing,
or idea in the text an illustration depicts).
Spiraled standards: K.RI.1 and K.RI.5
SWBAT describe the SWBAT identify the skeletal, SWBAT explain that germs SWBAT explain the SWBAT identify the
connection to the brain and muscular, digestive, circulatory cause diseases. importance of exercise, component food groups in a
the five senses system. cleanliness and a balanced balanced diet
diet.
The Human Body
Vocabulary brain, nerves, nervous review of vocabulary diseases, immunizations, exercising, nutritious, balanced diet, nutritious,
system vaccines, pasteurization healthy pyramid

Instructional Teacher will tell students Students will switch books with Read:Dr. Wellbody’s Read: Five Keys to Read: The Pyramid
Approach that we are writing an one another and read what they Heroes Health Pantry
informational text, a book wrote about the different types
that teaches the reader Add inferences, Add inferences, Add inferences,
of the body systems.
something. Our first predictions and predictions and predictions and
informational book will be knowledge to KWL knowledge to KWL knowledge to KWL chart.
Gallery walk with all the
about the human body. chart. chart.
systems.
IP: Turn and talk to
Read: The Control System Have a picture of Louis Flash different pictures discuss what other foods
Cards will be handed out to the
Discuss how all of our Pasteur and students of foods on slides. could belong to any given
students. They will have 15
systems depend on the will tell me all the Students stand up if food group
seconds to find the system that
brain to work. things we learned about they food is nutritious
matches the card. Once they are
him and his first or sit down if the food
Discuss how all the organs there, students will name the
vaccine. is non nutritious.
are dependent on each system and talk about what
other to work. each system does. IP: Turn and talk and IP: Turn and talk to
discuss a time you had discuss what foods they
IP: Turn and talk to tell each Students will then choose a
to get a vaccine think are nutritious.
other what part of the body spokesperson to explain what
the brain controls. What that system does.
does that system do?

Resources The Human Body Slides and powerpoint The Human Body The Human Body The Human Body

The Human Body Slides and powerpoint Slides and powerpoint. Slides and powerpoint

Assessment See independent practice (IP) above.

Shared Reading SWBAT complete a picture
walk in order to build
schema.
Text Selection Lunch
Writing SWBAT read each others
books
Instructional Teacher will model how to
Approach switch books with a
classmate. One person will
read the book first then the
next person will read the
book. Explain we are just
reading today and will have
a chance to edit throughout
the week.
SW switch book and read
each others books.
Text Selection Students books titled The Body Systems
Assessment See instructional approach.
Week 3:
Monday
SWBAT solve unknown words by
using stretchy snake to say each
sound, then blend them to say
them fast.
SWBAT edit their peers writing.
Teacher will model to look for a
capital letter at the beginning of
the sentence, punctuation mark,
and a complete sentence.
SW switch books and edit first
page.
Tuesday Wednesday
SWBAT solve unknown
words by using stretchy
snake to say each sound,
then blend them to say
them fast.
SWBAT edit their peers
writing.
Teacher will model to look
for a capital letter at the
beginning of the sentence,
punctuation mark, and a
complete sentence.
SW switch books and edit
second page.
Thursday
SWBAT identify 3-5 sight
words from current word
lists.
SWBAT edit their peers
writing.
Teacher will model to look
for a capital letter at the
beginning of the sentence,
punctuation mark, and a
complete sentence.
SW switch books and edit
third page.
Friday
SWBAT solve unknown
words by using stretchy
snake to say each sound,
then blend them to say
them fast.
SWBAT edit peer books.
Teacher will model to look
for a capital letter at the
beginning of the sentence,
punctuation mark, and a
complete sentence.
SW switch books and edit
fourth page.
 01.18.16 01.19.16 01.20.14 01.21.16 01.22.16

Big Idea Reading: What is the main topic of a book? How can I determine the main topic of a book?

How does this week fit in

with the focus of the unit?
How does it fit with what Now that I know what a nonfiction text is and how to identify them, I am able to start reading a variety of nonfiction texts about things I want to
students have already know more about. Nonfiction books have a main topic. The main topic is what the book is mostly about.
learned and will learn
next?
Writing: I can write in response to my reading in order to show what I know.

Standards Addressed K.RI.2: With prompting and support, identify the main topic and retell key details of a text.

K.RI.3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Spiraled standards: K.RI.1 (questions), K.RI.5 (text features)

Focus Lesson NO SCHOOL: MLK DAY SWBAT identify the 5 senses. SWBAT identify the parts SWBAT describe how the SWBAT describe some
of the eye sense of hearing helps ways the sense of smell
people learn about the protects people from
world. harm

Text Selection The Five Senses

Vocabulary NO SCHOOL: MLK DAY amazing, harm, sight, iris, leap, protect, echo, invisible, vibrates, mucus, nostrils, scents
smell, taste, touch pupil volume smell receptors
 Instructional NO SCHOOL: MLK DAY Discuss with students how
Resources we will be diving deeper into
specific parts of the body
that are controlled by the
brain.
Add inferences, predictions
and knowledge of what we
know about the five senses
on the KWL chart.
Read:My Senses Are
Amazing
IP: Turn and talk to discuss
what pictures i flip on screen
they use what sense for
Resources NO SCHOOL: MLK DAY The Five Senses
Assessment NO SCHOOL: MLK DAY Exit Ticket: Cut out
activity. Picture of body
parts associated with use
and a chart with the name
of senses. Student cut and
glue body part and match
it to the sense.
Shared Reading NO SCHOOL: MLK DAY SWBAT solve unknown
words by using stretchy
snake to say each sound,
then blend them to say
them fast.
Discuss with students
how we will be diving
deeper into specific parts
of the body that are
controlled by the brain.
Add inferences,
predictions and
knowledge of what we
know about the five
senses on the KWL chart.
Read:The Sense of Sight
The Five Senses
Slides and powerpoint
Exit Ticket: See writing Exit Ticket: See Writing
SWBAT solve unknown
words by using stretchy
snake to say each sound,
then blend them to say
them fast.
Discuss with students how
we will be diving deeper
into specific parts of the
body that are controlled by
the brain.
Add inferences, predictions
and knowledge of what we
know about the five senses
on the KWL chart and
review what we learned
about the sense of sight.
Read:The Sense of Hearing
The Five Senses
Slides and powerpoint
Exit Ticket: See Wriitng
SWBAT identify 3-5 sight
words from current word
lists.
Discuss with students how
we will be diving deeper
into specific parts of the
body that are controlled by
the brain.
Add inferences, predictions
and knowledge of what we
know about the five senses
on the KWL chart and
review what we learned
about the sense of sight.
Read:The Sense of Smelling
The Five Senses
Slides and powerpoint
SWBAT solve unknown
words by using stretchy
snake to say each sound,
then blend them to say
them fast.
 Text Selection The Hen and the Hat

Writing SWBAT draw a picture under SWBAT identify the SWBAT categorize
SWBAT label the parts of
each heading about what difference between a soft pleasant and unpleasant
the eye.
they observed on our walk sound and a loud sound. odors.

Instructional NO SCHOOL: MLK DAY TW have an example of TW have a diagram of TW review and explain TW review and explain the
Approach what their charts should an eye up and review the difference between difference between
look like, draw one the parts of the eye soft sounds and loud pleasant and unpleasant
example for them with a quick review of sounds. Each sound smells. Each sound would
their functions. would be categorized in be categorized in the
SW draw a picture the proper column. proper column.
depicting each sense. SW color and label the
parts of the eye. SW put pictures of soft SW put pictures of smells
sounds in correct in correct category.
category.

Text Selection The Five Senses

Assessment See instructional approach above

Week 4:

Monday Tuesday Wednesday Thursday Friday

1.25.16 1.26.16 1.27.16 1.28.16 1.29.16

Big Idea Reading: What is the main topic of my nonfiction text?

How does this week fit in Students will know and explain the five senses
with the focus of the unit?
How does it fit with what Students will able to understand what will happen if senses do no function properly.
students have already
learned and will learn
next?

Standards Addressed K.RI.2: With prompting and support, identify the main topic and retell key details of a text.

Spiraled standards: K.RI.1 (questions), K.RI.5 (text features)

Focus Lesson NO SCHOOL:PD SWBAT provide simple SWBAT describe some ways SWBAT describe the five SWBAT match an
explanations about how the sense of touch protects senses and which body action to which
the tongue works people from harm parts are associated with sense they use.
them.

Text Selection The Five Senses

Vocabulary congested, flavorful, pucker, nerves, sensitive, skin, review Review

saliva, tastebuds texture
Instructional NO SCHOOL:PD Discuss with students how
Approach we will be diving deeper into
specific parts of the body that
are controlled by the brain.
Add inferences, predictions
and knowledge of what we
know about the five senses
on the KWL chart and review
what we learned about the
sense of smell, sight and
hearing.
Read:The Sense of Taste
IP: Turn and talk to discuss
what foods can both taste
and smell delicious. Discuss
what foods can taste and
smell unpleasant.
IP:Pucker/ smile when i say a
food to let me know if it is
sweet or sour.
Resources NO SCHOOL:PD The Five Senses
Assessment See IP
NO SCHOOL:PD
Discuss with students
how we will be diving
deeper into specific parts
of the body that are
controlled by the brain.
Add inferences,
predictions and
knowledge of what we
know about the five
senses on the KWL chart
and review what we
learned about the sense
of smell, sight,hearing,
taste.
Read:The Sense of Touch
IP:What are some ways
your sense of smell help
you learn about the
world?
The Five Senses
See IP See IP
We will review all the We will review all the
senses on the KWL chart. senses on the KWL
chart.
Body part will be on the
board on one side and Image cards of a name
objects on another side. of a sense will be on a
Students will draw a line card, student comes up,
from body part to object. reads the card and acts
out what is on the
IP:Students will go back cards.
to their seats to
complete their own IP:Each student will get
worksheets. a card and go to
designated area. They
Playing With our senses will talk about what the
game (see engageny sense is and why it is
resources) important.
One person from group
will speak and discuss.
The five Senses The Five Senses
See IP
Shared Reading NO SCHOOL:PD SWBAT solve unknown words
by using stretchy snake to say
each sound, then blend them
to say them fast.
SWBAT solve unknown SWBAT identify 3-5 sight SWBAT read fluently by
words by using stretchy words from current word echo reading after the
snake to say each sound, lists. teacher reads aloud.
then blend them to say
them fast.

Text Selection School

Writing NO SCHOOL:PD SWBAT label what parts of SWBAT draw and picture SWBAT draw and picture
SWBAT explain and
the tongue have certain taste and write about a specific and write about a specific
describe what an injury is
buds sense sense
and how you might
acquire one.

Instructional NO SCHOOL:PD Teacher have a piece of paper
Approach folded into four sections.
Each section represents taste
buds: sweet, salty, bitter and
sour.
Student will label the paper
and draw their favorite foods
in the middle.
Injury will be in the TW break students up into 5 TW break students up into
middle and students will groups. 5 groups.
brainstorm about how to
get an injury, when there Each group will be assigned Each group will be
was a time they ever had a sense. assigned a sense.
one and how to prevent
one. Each group will draw, label Each group will draw, label
and write a picture and write a picture
Turn and talk about what describing that sense. We describing that sense. We
you learned about the will put the pictures will put the pictures
word injury together to create a book. together to create a book.

Text Selection The Five Senses

Assessment See instructional approach