Jasmine A.

Bazinet-Phillips 1

Unit Plan: Taking Care of the Earth

Primary Source Engage NY Listening and Learning Strand

Subject: Language Arts & Environmental Science

Grade: Kindergarten

Topic: Taking Care of the Earth

Content: Close reading of texts identifying the main idea and key details in a text and
with prompting and support, creating connections between two ideas using specific
content knowledge of taking care of the Earth. Commented [JB1]: The content is the rigorous learning
goal, but the unit goal is to intertwine content with
knowledge of learners and the community context.
Unit Goal: Consequently, following the unit students not only
understand how a person takes care of Earth, but also
The unit goal is to encourage students to create a positive relationship and appreciation how students themselves can take care of Earth in their
city by making sure the inner harbor stays clean and
for our Earth. In Baltimore, this unit allows students to develop a fond relationship with healthy.
the work of the Waterfront Partnership, an organization working to keep our harbor
clean, and think about how individually each student can keep our harbor healthy and
clean.

Common Core State Standards:

RL.K.1 With prompting and support, ask and answer questions about key details in a text

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

RL. K. 3 With prompting and support, describe the connection between two individuals,
events, ideas
Commented [JB2]: As displayed by the unit goal and
common core state standards the unit plan is composed
of knowledge of learners and the community context
Learning Objectives: aligned to meeting rigorous learning goals. Each unit plan
is designed accordingly to affirm students in their
Students will: learning and knowledge as readers and writers.
Understand and articulate the importance of taking care of our Earth. (RL.K.2) Commented [JB3]: When planning for instruction I
draw upon knowledge of learners, community context
Identify different natural resources and their importance to humans on Earth. and rigorous learning goals. The rigorous learning goals
(RL.K.1) drive instruction but the intertwining of knowledge of
Learn new content specific vocabulary to facilitate a positive relationship and learners and community context provides pedagogy to
apply and facilitate a curriculum, which is relevant to
appreciation for our Earth. (RL.K.1) learners. The key components in this unit are students
Students will gain a familiarity with our harbor and partner with local activists to gaining the key content specific knowledge and
keep our harbor clean and healthy. (RL.K.3) vocabulary of natural resources, garbage and recycling
and applying their knowledge to understand their
responsibility in our city to take keep our harbor clean
Essential Question: and healthy. The unit is content specific, but also
encourages students to apply content knowledge to
community context.
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How can we take care of Earth?

Unit Question(s):

What does the Waterfront partnership do to keep our harbor clean and healthy?
What does the Recy-Queen do to keep our harbor clean and healthy?
How can we keep our harbor clean and healthy?

Content Question(s):

Why are natural resources important to humans?

o What are examples of natural resources?
o How can we conserve and protect natural resources?
What is recycling?
o How does recycling help our earth? Commented [JB4]: When planning for instruction it is
important to have general themes to discuss with the
class. The questions guide instruction and also are
Resource List: displayed in the classroom with rigorous learning goals
to communicate with students and community
If the Shoe Fits by Gary Soto stakeholders the purpose of each unit an lesson planned.
Commented [JB5]: The resource list is a compilation of
the resource guide handout, in addition to other teacher
This material is a picture book about a boy who learns that it is better to give than receive chosen resources to enhance and deliver instruction for
and to appreciate what he has. students comprehension.

Garbage: Engage NY Read-Aloud

This material is part of the Taking Care of the Earth listening and learning strand. In this
read-aloud students will learn about what happens to garbage after you it in the trash
can (Engage NY, 22, 2013).

Natural Resources: Engage NY Read-Aloud

This material is part of the Taking Care of the Earth listening and learning strand. In this
read-aloud students learn about ways in which reducing, reusing, and recycling can help
conserve or protect natural resources (Engage NY, 41, 2013).

Reduce, Reuse, Recycle: Engage: NY Read-Aloud

This material is part of the Taking Care of the Earth listening and learning strand. In this
read-aloud students learn about ways in which reducing, reusing, and recycling can help
conserve and protect natural resources (Engage NY, 41, 2017).

Recycle! Recycle! Recycle!: Engage NY Read-Aloud

o In Class Baltimore Harbor Simulation
The simulation allows students to identify the Baltimore harbors
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location spatially and physically in our city. Additionally, as

students add trash to the water, students begin to understand the
effects of pollution and the why our harbor water is not clean.
o Recy-Queen Classroom Visit with Bridget Parlato partnered with the
Waterfront Partnership Eco Tour

This material is part of the Taking Care of the Earth listening and learning strand and will
be taught in conjunction with a classroom visit from the Recy-Queen and an Eco Tour
with the Waterfront Partnership. The Recy-Queen bestows on students (of any age)
knowledge of litter, pollution, conservation and solutions (Parlato, 2017). In this read-
aloud students will learn about different steps that take place when something is
recycled (Engage NY, 53, 2013).

Guided Reading Groups facilitated by Read Works Digital

o Group 1: Save Paper, Help Earth 450 Lexile
o Group 2: How Trees Help 410 Lexile
o Group 3: How Plastic is Recycled 200 Lexile
o Group 4: Wow, Water! 180 Lexile

This material supports the Engage NY domain, Taking Care of the Earth, by providing
supplemental instruction during guided-reading time. Students will engage with
appropriately leveled read works texts, which will reiterate and build on their learning of
each material previously presented. Commented [JB6]: Guided reading is an important
component of any unit because it is an activity, which
builds students reading fluency and independence.

Assessment(s): Commented [JB7]: Assessments for each unit provide

check points or benchmarks to ensure each student is
meeting rigorous learning goals. The assessments allow
End of the Week Assessment me to identify students strengths and weaknesses
o The end of the week assessment assesses each students ability to identify moving forward and fill in the gaps or supplement
and spell content specific vocabulary and sight-words introduced in the instruction as needed.
unit weekly. The introduction of sight-words will help students when
reading guided reading texts. Commented [JB8]: The end of the week assessment is a
Word Work Assessment teacher created assessment aligned to Frys First 100
word list, which correlates to the guided reading
o Word Work assessments assess each students understanding of content curriculum. Students comprehension of our five weekly
specific vocabulary introduced in the unit weekly. In the beginning of the sight-words is important for each students growth as a
unit there are approximately two word work assessments per week as reader and writer. Therefore, the end of the week
assessment are given across units throughout the year.
extension activities for each read-aloud. In addition, to demonstrating
student understanding of content knowledge the word work assessments
also allow students to demonstrate their ability to write complete sentences
when applying content specific vocabulary to different contexts. Commented [JB9]: Word work assessments are unit
Domain Review Assessment specific and align to rigorous learning goals for content
specific vocabulary predetermined by Common Core
o The domain review assessment measures students gained knowledge and State Standards and the EngageNY curriculum. Word
is a summative assessment. The domain review assessment is structured work assessments are teacher adjusted to ensure
from the domain review assessment provided by the Engage NY students are not only growing their vocabulary as
readers, but also as writers.
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resources, but is adapted by the teacher to align exactly to the unit learning
presented to the class. Commented [JB10]: The Domain Review Assessment is
Accommodations for Differentiated Instruction: given at the end of each unit as a summative assessment
to assess each students learning. The Domain Review
Assessment is content specific and is taken from the
Note: the classroom Easy CBM formative assessment predetermines differentiation for EngageNY curriculum to demonstrate students ability to
each unit. meet rigorous learning goals.
Commented [JB11]: As a result of the formative Easy
Emerging Reader: CBM assessment throughout the year, I am able to plan
units and instruction that support every student in
meeting rigorous learning goals by drawing upon
A word bank is provided on each end of the week assessment, measuring each knowledge of content areas, curriculum, cross-
students ability to identify and spell the word with a spelling aid. disciplinary skills, ad pedagogy, as well as learners and
the community context. The accommodations for
Supplementary one-on-one word study practice 15 minutes per day. differentiated instruction as informed by the Easy CBM
Additional small group guided reading practice 15 minutes per day. assessment allows me to appropriately scaffold
instruction for student growth and understanding in each
Wednesday after-school club, which includes 45 minutes of small group word unit.
study practice and guided reading, including activities, which encourage students
to write and illustrate lessons learned.

On-Grade Level Reader:

Guided reading texts on grade-level.

Close reading strategies, which allow each reader to identify key details and
vocabulary in each text read.

Above-Grade Level Reader:

Guided reading texts according to each students reading level.

Close reading strategies, which allow each reader to identify key details and
vocabulary in each text read.
Introduction to more challenging content specific vocabulary.
One-on-one and small group conversations, which encourage students to apply
content specific knowledge, identify the main idea and details and make
connections to broader concepts explored in and outside of the unit.
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References:

Bridget Parlato. (2017, January 26). Retrieved April 09, 2017, from
http://bakerartist.org/portfolios/bridget-parlato

Kindergarten English Language Arts. (2015). Retrieved April 09, 2017, from
https://www.engageny.org/resource/kindergarten-english- language-arts

The Solution to Reading Comprehension. (2015). Retrieved April 09, 2017, from
http://www.readworks.org/

Waterfront Partnership of Baltimore. (n.d.). Retrieved April 09, 2017, from

http://baltimorewaterfront.com/