Saki Kashimura- Grade 1- Lanakila Elementary

Bristie Rouf- Grade 1- Ewa Elementary

Kristina Shigaki- Grade 1- Kaleiopuu Elementary

3b. Unit Plan Curricular Overview & Narrative (Group & Individual)

Curriculum Overview
Fill in the following with the appropriate question, standard, task, etc.
(Do not include your explanation or rationale here. It will go in the “Rationale” section below.)
Component Plan/Overview

Compelling Compelling Question:

Question & ● Can an individual make a difference?
Enduring ● How do community members make a difference at our school?
Understanding (emphasis on local v. state v. national)

Enduring Understanding:
Students will understand that:
● The actions of individuals affect society
● Individuals have roles and responsibilities
● Rights and responsibilities are interrelated

Standards and HCPS III Standard:

Practices SS 1.5.1 Identify rights and responsibilities of Community Leaders (members)

D1.5.K-2. Determine the kinds of sources that will be helpful in answering

compelling and supporting questions.
D2.Civ.1.K-2. Describe roles and responsibilities of people in authority.
D2.Civ.2.K-2. Explain how all people, not just official leaders, play important
roles in a community
D2.Civ.3.K-2. Explain the need for and purposes of rules in various settings
inside and outside of school
D3.1.K-2. Gather relevant information from one or two sources while using
the origin and structure to guide the selection.
D4.2.K-2. Construct explanations using correct sequence and relevant
information.

Lesson 1) Identify Community Leaders

Lesson 2) Interviews with School Community Leaders
Lesson 3) Rights and Responsibilities of Community Leaders
Lesson 4) Providing Support for Community Leaders (All)
 GLO #2: Community Contributor: The understanding that it is essential for
human beings to work together

Nā Hopena Aʻo 1. Belonging

(HĀ): 2. Responsibility
3. Aloha
4. Excellence

Staging the Question What are community leaders? Who are they?
Pre-Assessment
(baseline data)

(SLOs) I Can... (SLOs) I Can... (SLOs) I Can... (SLOs) I Can...

I can identify I can explain the roles I can list the community I can list ways we can
members in my of members in my members; rights and support our community
community. community. responsibilities. members.

(Local v. state v. I can explain why the

national) members of my
community are
important in society.

Supporting Question Supporting Question Supporting Question Supporting Question

(Lesson 1) (Lesson 2) (Lesson 3) (Lesson 4)

Who are the members What are the community What are the What are first grade
in my community? members’ roles in community members’ rights and
(local v. state v. society? rights and responsibilities?
national) responsibilities?
What do they do? How can we (in first
How do their rights grade) support
Why are they important? allow them to practice community members?
their responsibilities?
What would happen if
they did not fulfill their
responsibility?

Featured Sources Featured Sources Featured Sources Featured Sources

Information from the Primary source: Primary source: School’s vision / mission
school office on the Interview featuring Interview the school statement
faculty/ staff school community community leaders
leaders Core values, etc.
School website | PEN | People: President Recording community
Obama & Michelle leaders’ interview, Do Something In Your
Visual powerpoint Obama Answer Kids' reviewing in class and City by Amanda
with images of Adorable Questions create a graphic Rondeau
community members organizer/list of
of local, state, and https://www.youtube.co answers and ideas It Takes a Village by
national m/watch?time_continue Visual powerpoint Hillary Clinton
=4&v=eXh1K36ZVo8 depicting examples of
https://www.youtube. power with/without
com/watch?v=mw6R Brain pop: Conducting authority
BvUmayA an interview
https://www.brainpop.co
m/english/writing/condu
My Community by J. ctinganinterview/
Jean Robertson
https://www.getepic.c
om/app/read/13830 Brain pop: Listening and
speaking

https://jr.brainpop.com/r
eadingandwriting/comm
unication/listeningandsp
eaking/

Formative Formative Formative Formative

Performance Task Performance Task Performance Task Performance Task
(description/tools) (description/tools) (description/tools) (description/tools)
Assessment #2 Assessment #3 Assessment #4 Assessment #5

Cut-and-Paste activity Choose one question Match responsibilities Create a poster by

(teacher-formed list) to and rights drawing a picture with a
Worksheet with ask the school “E.g. Can a principal detailed caption of how
images of community community leader treat a student for a we (first graders) can be
members/leaders and stomach ache? No, that good community
their Record (written) is a school nurse’s members--to be done
descriptions/traits response responsibility. individually
(Interviewee will come
After listening to each into the classroom. Reasoning: The school
description, students nurse had the proper
will paste the image Students will conduct an training to do and
of the community interview, which will be earned that right. (Put
member next to it audio/ video recorded w/
(e.g. a police officer the permission of the into simpler terms for
keeps our community community school first grade).
safe and make sure leaders, teacher will
people obey the replay in class so that Power with
laws). students may write down authority/without
on the interview authority activity
handout)
Written response
depicting “power with
authority” or “power
without authority”

Summative
Performance Task ● Written test with matching community member and description
(Activity #6) ● Poster with drawing and detailed caption

Taking Informed ● Demonstrating one way to help support the community leaders and
Action members as first graders (e.g. picking up litter)
○ How can we, as first graders, help our community leaders?
Rationale
Fill in the following with a detailed description and rationale for each of the following components of
your unit plan.
Component Description & Rationale

Compelling Compelling Question:

Question & ● Can an individual make a difference?
Enduring ● How do community members make a difference at our school?
Understanding (emphasis on local v. state v. national)

Enduring Understanding:
Students will understand that:
● The actions of individuals affect society
● Individuals have roles and responsibilities
● Rights and responsibilities are interrelated

Description: Students will identify the roles and responsibilities of community

members, particularly community members in the school (e.g. principal,
school nurse, custodians, lunch servers, etc.) It is also important for the first
graders to begin to predict or anticipate “what would happen” if someone did
not fulfill their responsibility and complete their job.

Rationale: We decided to ask the overarching question, “Can an individual

make a difference?” First graders are responsible beings and already begin to
take great pride when doing their classroom jobs. We are hoping that this unit
will encourage the students to realize the importance of symbiotic relationship
i.e. that it truly “takes a village” to ensure things run smoothly. Additionally,
we are hoping that the students understand the importance of being good
citizens and being proactive in the community for years to come.

Standards and HCPS III Standard:

Practices SS 1.5.1 Identify rights and responsibilities of Community Leaders (members)

Description: Students will identify the rights and responsibilities of

Nā Hopena Aʻo community (emphasis on local/ school community leaders).
(HĀ):
Rationale: We decided on this standard because it aligned seamlessly with
many of the components of HĀ. We will focus on three of the components:
Belonging, responsibility, and Aloha. We decided to put an emphasis on the
local community because of Hawaii’s unique culture (i.e. the spirit of Aloha).

1. Belonging- Know about the place I live and go to school, know who I
am and where I am from
 2. Responsibility- For self, family, community, and the larger society
3. Aloha- Share the responsibility for collective work, give joyfully
without expectation of reward

Staging the Question Description: The questions we will ask students to determine their initial level
Pre-Assessment of comprehension about this lesson are, “What are community leaders? Who
(baseline data) are they?” “What do leaders do for their community?” “Who is a leader in
your life?”

● Individual K-W-L chart (pre-assessment)

● Introduction to unit plan with questions and think-pair-shares

Rationale: We decided to ask these questions to collect baseline data because

it will allow us to determine what students already know about community
leaders. Students will complete a worksheet where students will match each
picture of a community leader to its corresponding description. This
information collected during this classroom discussion will allow teachers to
understand how they can modify instruction to meet their learning outcomes.
Understanding prerequisites students already have accumulated about
community leaders will enable the teacher to connect their prior knowledge
with new knowledge.

Summative
Performance Task ● Written test with matching community member and description
(Activity #6) ● Poster intended to inform to inform the public of specific community
leaders and their roles and responsibilities

Description:
Students will synthesize what they gained from the interview to create a poster
with a detailed caption of how first graders can help their specific community
leader. For example, if a student interviewed a lunch worker, the student could
draw a picture of cleaning up the grade level table and write a corresponding
caption. If a student interviewed an office worker, the student could draw a
picture of coming to school on-time everyday, etc.

In addition to the poster, we will be administering a written summative

assessment on the last day of the unit. First, students will be expected to match
the right and responsibility to the correct community member. Then, students
will write more about a community leader’s rights and responsibilities.
 Ideas on sharing this information to the rest of the community:
● School office
● School library
● School cafeteria.
● Additionally, the finished products may be sent home through grade
level and/or whole school newsletter.

Rationale:
We chose to share the student-gathered information with the community so
that students experience first-handedly that they have a voice that can be heard.
Additionally, publication is powerful.
Additionally, we will be using two summative performance tasks for this unit.
As a grade level, we came to this conclusion because we agreed that a poster
with a detailed caption (based on only one type of community member) would
not be sufficient to give a grade on the HCPSIII standard.

Taking Informed Description: Demonstrating one way to help support the community leaders
Action and members as first graders (e.g. picking up litter)

Rationale: We chose to have students pick up litter to demonstrate their

support for their community leaders. In school, students are aware of janitors
who help to ensure their campus is clean to provide safety for others. Through
picking up litter, they will be demonstrating their ability to become a
community leader and support others. Students can also understand the
concept of The Three R’s (recycle, reuse and reduce) by picking up litter.

Part 1 Part 2 Part 3 Part 4

Saki Kristina Bristie ALL

Day 1: Day 1: Make the Discuss students’ findings Day 1:

Read a book connection of community from interview through
Pre-expose/introduce one members to own school creating a three column Day 2: Review
community member campus
chart community leaders
● Walk around
Day 2: school campus ● Share data through classroom
Pictures with community Day 2: What is an collection in discussion. Review rights
members (local and state): interview? partners and with and responsibilities for
Governor, Mayor, ● Discuss “Wh” class each leader.
Principal, Vice Principal, questions
Teacher, Police ● Mock-interview Engage in class activity: Complete summative
(Custodian) with a peer
Power with or without assessment individually.
(student-to-
student interview authority
 Day 3: Additional practice ● Visuals depicting
with mock-interview a person
● Mock- performing with
interviewwith
authority or
different question
● Choose question without authority
to ask ● Practice using
community body language to
member, state power
transcribe onto with/without
interview sheet authority
Day 4: Community
member interview (will
vary)
● Ask community
member question
● Record on
interview sheet

Pre-Assessment: Formative assessment: Formative Assessment: Summative assessment:

● K-W-L chart ● Interview ● Community ● Poster (drawing
handout Leaders handout: with detailed
Formative Assessment: caption,
(writes down Explain
● Cut and Paste (individual)
(matching notes on space community ● Written
pictures of provided) leader depicted summative
community ● Conducts in image. assessment with
members and interview matching
their title/jobs) (verbally asks pictures to
question) roles/responsibili
ties
Summative Assessment:

WB DP MP ME

(Published piece) Identify rights and Identify rights and Identify rights and Identify rights and
SS 1.5.1 Identify responsibilities of responsibilities of responsibilities of responsibilities of
rights and community leaders, community leaders community leaders community leaders
responsibilities of with many with a few with no significant with accuracy.
significant errors. significant errors. errors.
Community Leaders
(members)

(Poster) No illustrated Illustrate a drawing Illustrate a drawing Illustrate a drawing

LA 1.SL.5 Add drawing that that matches the that matches the that matches the
drawings or other matches the rights rights and rights and rights and
visual displays to and responsibilities responsibilities of a responsibilities of a responsibilities of a
descriptions when of a community community leader community leader community leader
appropriate to leader and no labels. with no labels. with labels. with labels.
clarify ideas,
thoughts, and
feelings.