LyndaStage1

=Stage 1 Identify Desired Results= Content Area: English and Language Arts Standard: E. Process of Writing and Speaking Grade Level: Pre-K-2 Students will demonstrate the ability to use the skills and strategies of the writing process. 1. Tell about experiences and discoveries, both orally and in writing.
 * **Establish Goals:** **(G)** ||
 * Maine Learning Results

Maine Learning Results Content Area: Mathematics Standard: C. Data Analysis and Statistics Grade Level: Pre-K-2 Students will understand and apply concepts of data analysis. 2. Make tallies and graphs of information gathered from immediate surroundings.

Maine Learning Results Content Area: Social Studies Standard : A. History: Chronology Grade Level: Pre-K-2 Students will use the chronology of history and major eras to demonstrate the relationships of events and people. 1. Place individual and family experiences in historical time and place. ||

//What understandings are desired?//
• numbers are concepts that enable people to represent quantities, sequences, and rates. (math sample essential question). • knowing about family history and events can make life more interesting and engaging. ||
 * //Students will understand that:// **(U)** ||
 * • time can be represented in different ways to help us function in our lives with more efficiency, security and happiness.

//What essential questions will be considered?//
• What can numbers show me? (what day it is, what time it is, what is next etc.) • How can I keep track of family history and upcoming events? ||
 * **Essential Questions:** **(Q)** ||
 * • If I become confused or frustrated about where I fit in time, what can I do to resolve these feelings?

//What key knowledge and skills will students acquire as a result of this unit?//
timeline schedule/clock family history calendar
 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * •vocabulary

•key factual information birthdays happen once a year there are 5 school days in a week home on the weekends 7 days in a week number of days in a month 12 months in a year 365 days in a year

•critical details reading a calendar reading a clock reading a schedule arranging a schedule reading a timeline important events in family history || •U2: express time in standard expression when looking at the clock. (explain) •U3: document family history on timeline. (interpret) •U1: use knowledge by designing daily schedule to determine where to go during the day. (apply) •U2: analyze the personal timeline, calendar //and daily schedule//. (perspective) •U3: consider the timeline //and daily schedule// of a friend. (empathy) •U1: be aware of how I fit in my daily schedule and family. (self-knowledge) ||

interpret
 * 2004 ASCD and Grant Wiggins and Jay McTighe**