Friendship2010

=Third Grade Unit 1: Friendship= Students will be able to describe the qualities and nature of friendship as shown by their work as a grade-level on a multimedia presentation (VoiceThread) that will be a portfolio of what questions they have, and what they have learned about friendship.
 * ==Stage 1 - Desired Results== ||
 * ===Establish Goals:===
 * //What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?//**

1.0 Listening and Speaking Strategies Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation. //Comprehension// 1.1 Retell, paraphrase, and explain what has been said by a speaker. 1.2 Connect and relate prior experiences, insights, and ideas to those of a speaker. 1.3 Respond to questions with appropriate elaboration. __Listening and Speaking__ //Beginner// Answer simple questions with one- to two-word responses. Respond to simple directions and questions by using physical actions and other means of nonverbal communication (e.g., matching objects, pointing to an answer, drawing pictures). Begin to speak with a few words or sentences by using a few standard English grammatical forms and sounds (e.g., single words or phrases). Use common social greetings and simple repetitive phrases independently (e.g., “Thank you,” “You’re welcome”). Ask and answer questions by using phrases or simple sentences. //Intermediate// Ask and answer instructional questions by using simple sentences. Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses. Ask and answer instructional questions with some supporting elements (e.g., “Which part of the story was the most important?”). Participate in social conversations with peers and adults on familiar Organization and topics by asking and answering questions and soliciting information. //Advanced// Negotiate and initiate social conversations by questioning, restating, Delivery of Oral soliciting information, and paraphrasing the communication of Communication others. || //Students will understand that. . .// Friendship is made up of feelings, actions, and words. • **What specific understandings about them are desired?** How do you make friends? How do you keep friends? How do your resolve conflicts? Just focusing on the initial stage of friendship and not understanding it is an ongoing process, and that friends never have conflicts. || ===Essential Questions:=== How do you make and keep friends? What questions do you have about friendship. || Vocabulary: friend, friendship, conflict, relationship, actions, feelings, communication || Friendship is work, but there are actions and skills you can use to make and keep friends Better conflict resolution and quality of friendship. || ====//Students will be able to know. . .//==== • **Through what authentic performance tasks will students demonstrate the desired understandings?** The grade level will complete a VoiceThread that includes visual representations of friendship, questions about friendship, and answers to those questions. • **By what criteria will performances of understanding be judged?** A rubric to assess will be developed. || ===Other Evidence:=== Demonstration of ASL to our buddy class Question on what they learned at the end of the unit via VoiceThread || Objective develop ideas about friendship Goal answering the question, "What does friendship look like?" Intro watch "The Happy Lion" Activity pick out pictures of friends to add to our VoiceThread Intro watch "Weekend with Wendell" Activity do online activities about friendship Objective continue developing ideas about friendship Goal answering the question, "What does friendship sound like?" Intro watch "Yo! Yes!" Activity getting ready to meet our buddy class Intro meet our ASL buddy class Activity talk about the pictures we picked out for our VoiceThread Objective continue developing ideas about friendship Goal answering the question, "What does friendliness look like without sound?" Intro watch "Monty" Activity talk about the pictures we picked out for our VoiceThread Intro learn from our ASL buddy class Activity practice friendship signs Objective think about friends of different ages Goal developing questions we have about friendship Intro watch "Wilfred Gordon McDonald Partridge" Activity add questions to our VoiceThread Intro learn from our ASL buddy class Activity review lessons from our buddy class Objective think about what happens when we have conflicts with friends Goal answering questions we have about friendship Intro watch "Tutenstein: The Truth Hurts" Activity practice friendship signs Intro show our ASL buddy class what we've learned Activity answering questions on our VoiceThread Objective think about what happens when we have conflicts with friends Goal answering questions we have about friendship Intro watch "The Red Shoes" Activity recording students showing "friendly" ASL signs Intro watch "The Red Shoes" ||
 * California State Language Arts Standard: Listening and Speaking**
 * California State ELD Standards**
 * ===Understandings:===
 * • What are the big ideas?**
 * • What misunderstandings are predictable?**
 * • What provocative questions will foster inquiry, understanding, and transfer of learning?**
 * ^  || ===Essential Background:===
 * • What background knowledge and skills will students need to have or be brought up to speed on and how will this be done?**
 * ====//Students will know . . .//====
 * • What key knowledge and skills will students acquire as a result of this unit?**
 * • What should they eventually be able to so as a result of such knowledge and skills?**
 * They will learn ASL signs for meeting and greeting, and learn about how to convey friendliness with, and without sound. ||
 * ==Stage 2 – Assessment Evidence== ||
 * ===Performance Tasks:===
 * • Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?**
 * • How will students reflect upon and self-assess their learning?**
 * ==Stage 3 - Learning Plan== ||
 * ===Learning Activities:===
 * Week One**
 * Week Two**
 * Week Three**
 * Week Four**
 * Week Five**
 * Week Six**
 * ===Links:===

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