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Unit Title

The First 6 Weeks of School- Building a Community of Learners

Course(s)

Designed by

Jen Byrnes

Time Frame

6 weeks

Stage 1- Desired Results

Establish Goals

  • Set the foundation for a productive and cooperative year of learning.
  • Create a climate and tone of warmth and safety where students feel safe to take risks.
  • Teach the schedule and routines of the school day and our expectations for behavior in each of them.
  • Introduce students to the physical environment and the materials of the classroom and the school, and teach students how to use and care for them.
  • Establish expectations about ways we will learn together in the year ahead.

Transfer

Learners will be able to....

  • Work independently and in collaborative groups in a positive and collaborative manner.
  • Decide what tools are appropriate for the task and their learning style.
  • Organize themselves and their work practically and efficiently.
  • Respond


What kinds of
long-term independent accomplishments are desired?

  • Build autonomy and independence in their day to day learning.
  • Work in varied collaborative groups.
  • Work efficiently and effectively and to the best of their ability.
  • Organization
  • Know themselves as learners and choose the most effective way to share their learning.

Meaning

UNDERSTANDINGS

Learners will understand that...

  • Everyone is an important member of our class community.
  • We are all responsible for building a positive community.
  • Our words and actions contribute to the type of community we have.
  • Different tools are effective for different tasks.
  • How we organize ourselves impacts our learning.
  • We are all responsible for building a positive community.

Essential Questions

Learners will keep considering...

  • How can I contribute to a positive class community with my words?
  • How can I contribute to a positive class community with my actions?
  • What apps will help me showcase my learning?

Acquisition

Learners  will know…

  • Classroom expectations and routines
  • How to access and organize their Google Drive and Seesaw Accounts
  • How to post to Seesaw and reflect on each other’s work.
  • We all make mistakes and there are meaningful ways to make them right
  • What the logical consequences are when expectations are not followed
  • How to initiate an apology of action when mistakes happen

Learners will be skilled at...

  • Communicating with each other
  • Voicing their own opinions
  • Listening to each other
  • The language of agreeing and disagreeing
  • Work in collaborative groups
  • Reflecting on their own learning and the learning of others
  • Setting personal and learning goals
  • Holding themselves and each other accountable in a positive way.

 

Stage 2- Evidence

PERFORMANCE TASK(S):

Learners will show that they understand by evidence of…

GRASPS Task written in student-friendly language:

Goal

To create a friendly, fun and interesting learning environment.

Role

You are a member of our community and you matter

Audience

Grade 4C

Situation

The way we establish ourselves as a community will shape the tone of the year we have together.

Product

A positive learning environment where everyone feels safe and comfortable to take risks, do their personal best and share their learning.


OTHER EVIDENCE:

Learners  will show they have achieved Stage 1 goals by demonstrating their understanding through the Six Facets of Understanding...

Explain

Students create their hopes and dreams for 4th grade and share them with each other.

Interpret

Students analyze their own and each other’s hopes and dreams and brainstorm ideas for classroom agreements that will help everyone achieve their goals.

Apply

Students create a set of class agreements and develop a course of action to celebrate success and help each other reflect and move forward when challenges arise. Students work together to create in interactive tech tools board that they will maintain and update throughout the year.

Have perspective

Modeling the Apology of Action - Students will role play different, real-world, 4th grade challenges/conflicts and create an apology of action plan to help make things right and continue to build a strong and cohesive community.

Empathize

Students will watch each other’s role play and write their thoughts and feelings from the perspective of one of the participants. For example, one student will take on perspective of the person apologizing and the other will take on the perspective of the person being apologized to. t

Have self-knowledge

Students will set personal goals for themselves at the start of the unit, reflect on them throughout the year and establish new goals as and when they are ready for them.

Stage 3- Learning Plan

Time Frame

Learning Events

Progress Monitoring

First 6 weeks of school.

Week 1:

  • Introductions
  • Morning Meeting
  • Daily Schedule
  • Getting to know our classroom
  • Introduction to you iPad

Week 2

  • Getting to know each other
  • Creating Mini Me
  • Timecapsule
  • Introducing Hopes and Dreams
  • Getting to know our Tech Tools - Google Drive/Classroom & Seesaw
  • Begin generating interactive Tech tool board

Week 3

  • How we organize ourselves
  • Technologically
  • Physically
  • Establish Class Agreements
  • Continue practicing routines

Week 4

  • What do we do when challenges arise?
  • Taking a break
  • Buddy teacher
  • Logical Consequences

Week 5-6

  • Working independently
  • Working in Groups
  • Knowing when to do which  
  • Implement logical consequences and apology of action  -
  • Students show an understanding of the role of logical consequences by contributing ideas for their use during class meetings, independent conflict resolution, and apology of action

Week 6

  • Celebrate & Reflect

Resources / Materials:

  • iPads
  • Interactive bulletin board
  • 99 Games and Activities - great resource!
  • Google Drive
  • Google Classroom
  • Seesaw
  • Videos for team building -
  • Time Capsule sheets
  • Mini me materials (cardstock, fabric, craft supplies)