Timeline of Who are we in Room 230

March 7th:

send a letter home to families about our upcoming who are we in 230! unit to families. About the
units aims, and the expectations for their students about me poster
as well as the date of our class culture celebration

March 9th:
I model the expectations for the about me poster and share where I am from in the class

March 10th- 17th

We begin work some work on our posters in class in the afternoons (to make sure kids with
parents who have less time to help on projects get proper support)

March 20th
I will collect families submissions for about me poster

Assessment:
Observe/ record Student responses/discussion post presentation

March 20th

Shared reading: Shared reading for context clues with use of Ratty Tatty and snap word songs
( routines not directly related to my unit but important in our classroom)
Literacy: First Anansi story just focusing on story immersion
Math: introduction to measurement, read aloud of How Big is a Foot?
Discussion of measurement post reading
Social Studies:
Review of the five continents with song
Read aloud of book about world cultures that includes map features
two students share their heritage posters and we put stickers on countries their families came
from.

Assessments: Do student understand the idea of using one standard unit of measure
Can they verbally recognize five continents?
Daily evaluation of student presentations

March 21st

Shared Reading: shared reading of Ratty Tatty, snap words

Social Studies: introduction of compass rose and directions via song and dance
learning a song and dance about the directions
Literacy: (re reading Anasi) read another Anansi story (Anansi and The Melon) : look back at
text talk about how folk tales have lessons, teach kids other elements of folktales
Math: Re reading How big is a foot creating and exploring with a class standard measuring unit
(cut out of a foot)
Social Studies after lunch :
Presentations Continue
Reading Me on the Map
Have students do me on the map activity locating what room, building, city , street , country
and continent we are on. After discussion Have each group illustrate and and features to a map
for each level so we can chart where we are in the world in room 230

Assessments:

Are students able to understand unfamiliar words during shared reading by looking at
surrounding words and illustrations
Are students able to understand the difference between different types of maps and starting to
recognize common features

March 22nd

Shared Reading: close up shared reading of poem about kids around the world to be
determined
Literacy: re read (Anansi and The Melon) , with a purpose to look for special elements of
folktales
Writing : Writing: create a four panel organizer have students write the problem the solution the
character , moral of the story
Discussion of
Science : Practicing of compass song
exploration with compasses what direction to make sense of direction in the classroom find
something to the east, west north south of where they are
Math: measuring items in the classroom with our teachers foot
Social studies:
Presentations
Read theres a map on my lap
Give kids some maps at their tables to look at and record what they notice is the same and
different about different maps
Use this to launch discussion of compass rose, keys and other common map features

Assessments:
student writing does it show understanding of folktale structure
Daily evaluation of student presentations
Do students know the four cardinal directions and can they meaningfully make sense of their
environment using those skills
Are students able to take and record measurements

March 23rd:
Shared poem: continuation of close up shared reading of poem about kids around the world to
be determined
Literacy: Re read Anansi and the melon , read another Anansi story, Anansi goes fishing
 discuss similarities between the stories and start to talk about Anansis character I want
students to lead the discussion and come to an conclusion amongst themselves
Writing: have a writing share where we share our work with our peers
Write response to the story about Anansis character (i think Anansi is _____ sneaky, smart,
mean etc ) with illustrations from the stories, have the books out if students are having difficulty
Math: Students use kings foot measurement to compare and record the size of various class
objects
Social Studies :
Presentations
Students practice song about directions
Students play compass savager hunt and use direction words to guide their partner to object in
the classroom

Assessments:
Assessment of directions knowledge: students are able to describe the direction of familiar
objects in the classroom using cardinal direction words
Assessment of measurement: do students understand measurements can tell us information
about an object
Can students support assertions about the text with evidence

March 24th
Shared poem: ask students questions , have them illustrate poem
Literacy : Read Anansi goes fishing. Talk about how this Anansi story was the same or different

Writing: Review elements of a folktale , give students a template a four panel chart to plan their
own Anansi story , (possibly partner up students to work together) conference with individual
students (give students guidelines two character in the story etc)
Math: have kids use a mini map activity to find points on a grid (have them direct each other ) 2
up, 2 left
Social Studies: Presentations , show students
Map key activity: give students a bunch of maps with keys (tap into prior knowledge of maps
during bear activity)
possible seat work map key activity
brainstorm what would be important to know on a map of room 230 we would want in our key

Assessments: do students understand map features , esp. map keys

Are they able to read map key
Are they able to apply their directional skills on a abstract level and start to think about grids

March 27th

Send home reminder about celebration on March 31st

Shared poem: exploration of chunks and sight words ,publish poem

Literacy: : Read Anansi goes fishing. Talk about how this Anansi story was the same or different
Writing: have students start on their own Anansi stories first draft (aim for three pages total)
Science: Measurement investigation 2: Volume :have kids discuss what different containers of
water will hold more. have them write and draw their guesses . have a experiment where kids
figure out how to fill and compare the cups
Social Studies:
Presentation s
Model drawing a key of our class map based on student brainstorm from yesterday
have the students them make their own class maps with a list of features to include (with the
class rugs and windows already put in to the map to start them off and space for a key at the
bottom)

Assessment:
Can they make and evaluate predictions about an experiment?
Do they understand (volume) informally is a measure
Can they write a narrative text with assistance with relevant illustrations?
Can they create a map of their environment ?

March 28th :
Big book: emphasis on vowel chunks (review class library of shared reading texts)
Literacy:
Look at a map to see where Anansi stories are from
learn about how folk tales are told orally , listen to videos of oral Anasi folk tales that are familiar
Math/Science: chart results of experiment *(which cup filled up more red blue green) have us
brainstorm as a group why we got the results we did and what that means for our predictions
Writing: continue to write Anansi stories , color illustrations
Social Studies: Have students create a compass rose and use our real compasses figure out
where things are in in relation

Assessments:
Can students come to a group consensus about what they discovered??
Can students interpret a simple table of their results
Can students work on an extended piece of writing and publish it
Can students recreate map features
Can students contextualize where Anansi stories are from using their map skills

March 29th:
Big book: emphasis on context clues
Math: chart results of experiment *(which cup filled up more red blue green) have us brainstorm
as a group why we go
Can they reach a consensus and interpret their results
Literacy: Model oral retelling of a Anansi story, with drums and other aspects of oral traditions
Writing: Create covers for Anansi stories
Social Studies: now that students drew their keys and compasses have them draw their features
in the body of the map
Last presentations
complete maps of classroom . color in add finishing touches
Assessments:

Can Students conclude information from charted data

Can Students use the map features we learned about in their own maps

March 30th
Literacy: have students orally interpret Anansi stories we learned for a partner have props and
costumes available for students who want them
Math: Volume exploration II using containers and beans and a variety of containers groups
figure out which holds the most to the least and record the results
Writing: Continue creating covers for Anansi celebration
Social Studies: finish coloring maps
Look at class map of discuss what we learned over all and the different places our families
come from

Assessments:
Can students recall details
Can students publish an extended piece of work
Can students problem solve and reach conclusions from a mathematical investigation

March 31st : Class Celebration

Celebration of class cultures:

sharing of about me books in a class library for literacy time
music/ dance dancing to different music from students
food: in the afternoon food celebration of dishes from families
Reading folktales and stories from different countries we visited during our class exploration
Stations for students in the afternoon including arts activities based on countries we studied
through our peers

Assessment:
Do families feel welcomed in the classroom?
Are all students represented in the activities ?
Do students see the connection between the celebration and what we have learned together ?
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