Biographies:
Leadership Past and
Present
Social Studies
Grade Two
Overview Of Unit
The second grade unit entitled
“Biographies: Leadership Past and
Present” is intended to be completed during the third marking period. The second grade social studies curriculum
was revised in 2001. Second grade
teachers are now beginning to feel comfortable with the unit. Montgomery County Public Schools revised
their Reading/Language Arts curriculum in 2002.
They created a non-fiction genre study that included a mini-unit on
biographies. The goal of both units is
to read and write to inform.
The Social Studies department in
Montgomery County Public Schools has created a curriculum framework of
“structure and change” to help focus the social studies curriculum. The entire social studies curriculum taught
in MCPS is organized around the study of existing structures of human
organization and how those structures change over time. The purpose of “Biographies: Leadership Past and Present” is to teach
students that individuals can influence the outcome of events, that people from
all different backgrounds can be leaders, and that there are certain
characteristics that leaders demonstrate.
The Reading/Writing/Language Arts
department in MCPS recognizes that understanding different genres enhances
readers’ background knowledge about text.
This helps readers anticipate and comprehend text. Biographies are a
nonfiction genre that are often written in narrative form. Biographies tell a story and are written in a
sequence.
The second grade team leader at Laytonsville and I decided to connect these two different
units into one cohesive unit that meets the objectives of both. Connecting these two units is a relatively
easy task. Along with reading/language
arts and social studies objectives, we choose to incorporate information
literacy skills (library media objectives) into this unit.
I met with the second grade team
leader to collaborate on ways to connect these two units. I expressed my desire to incorporate the
information literacy skills that make up the library media objectives. At our initial meeting we reviewed the
objectives for each unit. We listed all
of the objectives for each unit and an outline of activities that we would use
to meet the objectives. We took some of
the activities from the social studies curriculum, some from the
reading/language arts curriculum, and some from the information literacy
curriculum. When our outline was
completed, we decided which of us would be responsible for each of the
activities. We also determined which
activities would be completed in the classroom and which activities would be
completed in the media center and/or computer lab.
The unit will begin in the media
center. I will provide an overview of
the genre of biographies and an explanation of the final project. At this time I will begin to model note
taking strategies on the form the students will be using for their
research. The next activity will also
take place in the media center. I will
“book talk” some of the biographies that are available for the students to read. Students will then be allowed to choose their
biographies and begin to read and take notes.
At this time the teacher will make some modifications to allow for
differentiation. She will monitor the
student’s choices and make partners if she feels it is necessary. The students will spend the next several
sessions in their classroom reading and taking notes. When they return to the media center, I will
model how to take the information they have collected on their note-taking form
and write an informational paragraph that tells why their person is
famous. The students will begin writing
their paragraphs. In their
classroom/computer lab they will finish writing their rough drafts; revise,
edit, and proofread their draft; and type a final draft using KidPix. The classroom teacher will facilitate this
aspect of the unit. The students will
then return to the media center where I will model how to choose the dates that
best describe their famous person. I
will model how to use the dates to create a biographical timeline. The students would be given time in the media
center and if necessary in the classroom to complete their timelines. Our next activity will take place in the
computer lab. I will model how to use
Timeliner to publish the timeline I created.
I will also model how to add a title to the timeline and how to import a
photograph of their famous person. I
will locate photographs and store them in a Handout file on the computers so
the students will not have to search for appropriate photos. The classroom teacher will complete the final
activity. She will have the students
share their paragraphs and timelines.
The student’s projects will be used to create a definition of a leader.
Biographies: Leadership Past and Present
Unit Plan, Grade
Two
Stage 1: Desired Results |
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Enduring
Understandings |
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Essential
Questions |
Indicators |
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Stage 2: Assessment Evidence |
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Students
will be assessed through teacher observations/checklists and through task
specific rubrics.
completed note-taking form that shows an
understanding of the important characteristics
of a leader
Through
this unit, students will receive a writing grade, a speaking grade, a social
studies grade, and a work/studies grade.
These grades will be used when averaging grades for report cards. |
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Stage 3: Learning Activities |
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Session 1: (30
minutes – media center time) F
Introduction
to biographies (Power Point presentation) F
Present
an overview of the unit to the students.
Share an example of the final projects. F
Brainstorm
topics to include on our notes. F
Begin
modeling how to take notes/record facts on the note-taking form. Session 2: (30
minutes – media center time) F
Review
session one. F
“Book
Talk” some of the biography books the students will be able to choose from. F
Students
will choose a biography that they would like to read (classroom teacher will
help guide choices as necessary). F
Students
will begin reading and taking notes. Session 3: (30
minutes – social studies instructional time) Additional time may be required
to complete the research. F
Students
will finish reading their biographies and complete their note-taking form. F
Classroom
teacher will evaluate the “completeness” of the notes. Session 4: (30
minutes – media center time) F
Media
specialist will model how to take research and turn it into an informational
paragraph. F
Students
and teachers will go over the Writing to Inform
rubric that will be used to evaluate the student’s work. F
Students
will begin writing a rough draft. Session 5: (30
minute – social studies time) F
Students
will complete their rough drafts. F
Students
will revise, edit, and proofread their rough drafts. F
Classroom
teacher will proofread the students drafts. Session 6: (25
minutes – computer lab time) F
Students
will type a final draft using KidPix. F
Students
will use the drawing feature on KidPix to
illustrate their paragraphs. Session 7: (45
minutes – media center time) F
An
example of a completed timeline will be shown to the students. F
The
media specialist will again use the note-taking form and model how to choose
important dates from their famous person’s life. F
Students
will create a timeline for their famous person on paper. Session 8: (60
minutes – computer lab time) F
The
media specialist will model how to use Timeliner to
publish their biographical timeline. F
The
media specialist will model how to add a title to their timeline and how to
import a photograph and paste it onto their timeline. F
Students
will complete their timelines. Session 9: (30
minutes – social studies time) F
Students
will share their final projects. F
The
classroom teacher and students will generate a definition of a leader. |
Teacher Resources
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