PLEASE SIGN IN. PLEASE WRITE YOUR NAME ON A SLIP OF PAPER AND ADD IT TO THE BOWL BESIDE THE SIGN IN SHEET. Welcome to 3rd Six Weeks Social Studies (K-1) Weeks 13-18!

Entering Activity What questions have come up since we last met? What new questions have emerged during weeks 7-12?

Goals for the Session At the conclusion of this session: I can implement photo/illustration analysis in my lesson plans. I can design a unit using Understanding by Design. I can create formative/summative assessments.

Photo/illustration analysis:  enables students to develop their sense of observation.  encourages students to formulate questions.  helps students make interpretations.  helps students sharpen their critical thinking skills. encourages discussion and deeper understanding of literacy content. serves as a formative assessment after reading a content book. satisfies KCAS standards: RL.K7, RI.K10, SL.1.2, RL.1.6, RL.1.7 Why is photo/illustration analysis a great strategy

There are four areas of objective questioning in photo/illustration analysis:  Subject  Setting  Action  Other clues

The subject includes the people and objects that are the focus of the photo or illustration. o Describe the people (or other subject). o What are they wearing? o Are they young or old? o How do you think they feel? o What do they look like? o What are the differences and/or similarities of the people?

The setting includes the environment around the subject(s). o Is the subject indoors or outdoors? o Describe the environment. o Describe the objects surrounding the subject.

The action includes the activity or event depicted in the photo or illustration. o What are the people (subjects) doing? o What event is taking place? o Are they working in groups or alone? o What is the relationship of the people?

Other Clues o What else do you see in the photo/illustration? o Is anything unusual or out of place? o Is there a title? What information does it give you? o Is there a caption? What information does it give you

Subjective Observation What conclusions can you draw from the people or objects in this photo/illustration? What questions do you now have that are not answered in the photo/illustration?

Kindergarten First Grade Where have we been?  Unit:  We are good Students (14 weeks)  Topic:  Rules for School (4 weeks) 1-4  Who Leads the School (4 weeks) 5-8  Making Good Decisions (4 weeks)9-12 Where are we going?  Rules at Home ( 2 weeks)  Unit:  All About Me (4weeks)  I Grow and Change (1 Weeks) 15  I’m Special (1 week) 16  My Feelings (2 weeks) Where have we been?  Unit:  Good Citizens at Home and School (6weeks)  Topic:  Why we have rules? (2weeks) 1-2  Rights and Responsibilities (2 weeks) 3-4  Authority Figures (2 weeks) 5-6  Unit:  At Home and at School (6 weeks)  Topic  Classroom Mapping (2 weeks) 7-8  School is a Place for Learning (1 week) 9  Schools of the Past and Present (1week) 10  Schools are Part of a Community (1 week) 11 Where are we going?  Homes Are in a Community (1 week) 12  Unit:  Children Around the World (6 weeks)  Topic:  Children Around the World (6 weeks) K/1 Unit/Topics at a Glance

Formative/Summative Assessment Social Studies is such a powerful part of the curriculum – I feel it helps students practice for life…about the world they are entering, about the economic system in our country, about voting, about history and why we are what we are.” Joann Winkler

Show Road Map

Show Stages of UbD Graphic Organizer

6 Facets of Understanding ExplanationPerspective Self- Knowledge Interpretation Explanation Application Perspective Self-Knowledge Empathy Interpretation Cultures And Societies

Formative/Summative Assessment Ability to demonstrate, derive, describe, design, justify, or prove something using evidence. The ability to use learned knowledge in new, unique, or unpredictable situations and contexts- for example, to build, create, invent, perform, produce, solve, or test. The ability to analyze and draw conclusions about contrasting viewpoints on a given topic, or situation. The ability to self examine, self reflect, self, evaluate, express reflective insight, and monitor and modify one’s own comprehension of information and events. The capacity to walk in another’s shoes – for example, to participate in role –play, describe another’s emotions, or analyze and justify someone else’s reactions. The ability to create something new from learned knowledge- for example to formulate a critique, create analogies and metaphors, draw inferences, construct meaning, translate, make predictions or form hypotheses. Explanation Application Perspective Self-Knowledge Empathy Interpretation

Show Key Entry Points pg 276

Task Get in groups of three (3). Identify the three Stages of Understanding by Design (McTighe and Wiggins)  Group 1 Stage 1  Group 2Stage 2  Group 3 Stage 3 Share

Break 6:00 – 6:15

Planning Time Go to com com Click on “join this Wiki.” In pairs or school teams:  Create your Unit Plan on the WikiSpace  Include the following:  Resources from the Curriculum Map  Photo analysis strategy  Stage 1, 2, and 3 of Understanding by Design  Integrate another content standard into design Share

WIIFM What’s in it for me? Emphasize student understanding Expand assessment tools Create a repertoire of student achievement, instead of a snapshot Meet the needs of all learners