Grade: 1 Subject: Guidance
Unit: Personal/Social
Time frame for Completion:
2/15/2016
1
Enduring Understandings / Big Ideas:
Knowing how to get along with others should help me to make and keep friends.
Awareness of my feelings and how I express them impacts others.
Becoming aware of my strengths and needs in social situations.
Essential Questions: How do get along with others? How do I deal with a problem? How do my actions affect others? What am I
good at and what do I need to work on? How do I decide what is the right thing to do?
Learning Competencies What the students will know
and be able to do upon
completion of the unit
Students will identify and
utilize appropriate social
skills.
Students will be able to
identify personal feelings
and express them (I feel ….
when…)
Students will understand
how their behaviors affect
friendship.
Supportive Learning
Activities
Watching video to
demonstrate skills
Work in cooperative groups
to collaborate on how to
solve a problem
Using literature to model
and demonstrate a skill
Students will create a trifold showing ways they are
the same and different
Rewrite a booklet
identifying appropriate ways
to make friends
Assessments
Resources
Formative:
Teacher made
assessments and
observation
WIDA Access
Placement Test (W-A)
Role Play
Sunburst Video - A Tattler’s
Tale
Summative:
Discipline referrals
Report card
Getting Along Curriculum
ASCA National Standards
For Personal/Social
Development
PS:A1.6 – Distinguish
between appropriate and
inappropriate behavior
Book - One Smile
Book - How to Lose All
Your Friends
Book - Sneetches
Book – Hands are Not for
Hurting
PS:B1.5 – Demonstrate when,
where, and how to seek help
for solving problems and
making decisions
PS:A1.9 – Demonstrate
cooperative behavior in
groups
PS:A2.6 – Use effective
communication skills
Book – Mookey the Monkey
Book – Artie and the
Skateboard Gang
Book – Hunter’s Best
Friend at school
Sunburst Video – I Had it
First
PS:A2.8 – Learn how to make
and keep friends
PS:A1.1 – Develop positive
attitudes toward self as a
unique and worthy person
PS:B1.4 – Develop effective
coping skills for dealing with
problems
Grade: 1 Subject: Guidance
Unit: Personal/Social
Time frame for Completion:
2/15/2016
2
Supplemental Resources:
ESL staff
Bilingual dictionaries
ELL:
http://www.cal.org/siop:
Fifty Strategies for
Teaching; English
Language Learners, 2nd
edition; Adrienne Herrell,
Michael Jordan;
(Merrill/Prentice Hall, 2003)
Every Teacher Teaches ESL
ELP Standard 1: English
Language Learners
communicate in English for
social and instructional
purposes within the school
setting.
ELP Standard 2: English
Language Learners
communicate information,
ideas, and concepts
necessary for academic
success in the content area of
Language Arts.
Grade: 1 Subject: Guidance
Unit: Personal/Social
Time frame for Completion:
2/15/2016
3
*Zone of Proximal Development:
That area between what the student is capable of at the moment and the point you want the student to
reach next (Vygotsky, 1978)
Stages of Second Language Acquisition: (Hill, J., Flynn, K., 2006)
Stage
Characteristics
Approximate Time Frame
Teacher Prompts
Preproduction
PDE: Entering
The student
Has minimal comprehension
Does not verbalize
Nods “yes” and “no”
Draws and points
0-6 months
Show me…
Circle the…
Where is…?
Who has…?
Early Production
PDE: Beginning
The student
Has limited comprehension
Produces one- or two-word
responses
Participates using key words
and familiar phrases
Uses present-tense verbs
The student
Has good comprehension
Can produce simple sentences
Makes grammar and
pronunciation errors
Frequently misunderstands
jokes
The Student
Has excellent comprehension
Makes few grammatical
errors
The student has a near native level
of speech.
6 months to 1 year
Yes/no questions
Either/or questions
One-or two-word answers
Lists
Labels
1-3 years
Why…?
How…?
Explain…
Phrase or short-sentence answers
3-5 years
What would happen if…?
Why do you think…?
5-7 years
Decide if…
Retell…
Speech Emergence
PDE: Developing
Intermediate Fluency
PDE: Expanding
Advanced Fluency:
PDE: Bridging
0
