Michelle Ingram

Thematic Unit
Grade Level: 4
1. The theme of all three of my books is respect.
Text Set /Books:
a. Song And Dance Man / by: Karen Ackerman
b. Hey, Al / by: Arthur Yorinks
c. Stellaluna / by: Janell Cannon
d. How Full Is Your Bucket? By: Tom Rath
e. Poem / Winners are not Bullies by: Adele Tolley Wilson
5 Big Ideas / Essential Questions:
1. What is respect?
2. How can one be respectful to others?
3. Can you be respectful to just other people?
4. Should you always respect others?
5. Treat others the way you want to be treated!
Introduction Activity (2):
1. Gather the students at the carpet located in the front of the room. Be excited and
have fun! Explain to the students what is respectful and what isnt respectful.
2. Children will watch the YouTube video Respect Song Video Classroom Mix
Version (song based off of what respect is, children can sing along and dance if
they want) [http://youtu.be/ZgidfFs-j4M]
Culminating Project / Conclusion (2):
1. Gather the students at the front of the classroom and review what respect is.
2. Children will pledge to be respectful as a whole class. By using
thebekindpeopleproject.org pledge. I pledge to be encouraging, be
supportive, be positive, be helpful, be honest, be considerate, be thankful, be
responsible, be respectful, and be a friend.
Standards
Introduction, Accommodatio Assessment /
Responding,
ns /
Evidence
and Exploring Differentiation
Activity

Reading

Teacher will

Blindness

Story Skills

Literature:
Standard CC.1.3.4.J
Acquire and use
accurately
gradeappropriate
conversational,
general
academic, and
domain-specific
words and
phrases,
including those
that signal
precise actions,
emotions, or
states of being
and that are
basic to a
particular topic.

read the book

Hey, Al to the
class. The
teacher will then
hold an open
discussion with
the students.
The teacher will
ask questions to
assess the
students
understanding
of the story. The
students will
then complete
the story skills
worksheet. The
story skills
worksheet
consists of the
students must
know
Standard vocabulary
CC.1.2.4.B
words, nonRefer to details
fiction or fiction
and examples in text, characters,
text to support
point-of-view,
what the text
authors
says explicitly
purpose, and
and make
setting.
inferences.

Have a recorder
so the student
can say their
story instead of
writing it.
Also, have a
copy of the book
in brail if
possible.

Worksheet
(attached)

Foundational
Skills:
Standard CC.1.1.4.E
Read with
accuracy and
fluency to
support
comprehension:
Read on-level
text with
purpose and
understanding.
Read on-level
text orally with
accuracy,
appropriate
rate, and
expression on
successive
readings. Use
context to
confirm or selfcorrect word
recognition and
understanding,
rereading as
necessary.

Content Area:
Standard 5.1.K.C
Define respect
for self and
others.
Standard CC.1.3.4.A
Determine a
theme of a text
from details in

The teacher will

Emotional /
read the story
Behavioral:
How Full is Your
The student
Bucket? aloud
may be
to the class.
uncomfortable
After this the
completing this
teacher will
activity. Remind
identify key
the student that
words and
this is a positive
points in the
experience, that
story. The
this is fun! If the
teacher will
student still
discuss the
does not want
main idea with
to participate,
the students
have the
(respect). The
student choose
teacher will
at least three
explain what
students to
respect is. Then
write too. Give
the students will
the student
complete the
choices and do
bucket filling
not pressure the
activity.
student!
Students will
walk around the
classroom and
write a
respectful
comment on
each of their
peers buckets.
(Example: Miss
Michelle has
really nice hair!)
Students will
Hard of
read the book
Hearing /
Stellaluna as a
Deafness:
whole class. The
For these
teacher will then students make
ask discussion
sure that they
questions to the
have a copy of
class as a group.
the book to
Once we do this,
follow along.
students will
Also, make sure
complete the
that these
beginning,
students sit in

Bucket
worksheet
template
(teacher will
collect to make
sure each
student wrote a
respectful
comment)

See lesson plan

and
attachments.
(Heart template
and beginning,
middle, and end
graphic
organizer)

the text;
summarize the
text.

Writing:
Standard CC.1.2.4.A
Determine the
main idea of a
text and explain
how it is
supported by
key details;
summarize the
text.

Speaking and
Listening:
Standard CC.1.5.4.A
Engage
effectively in a
range of
collaborative
discussions on

middle, and end

graphic
organizer. Then
the students will
fill out the
hearts to show
respect.
The teacher will
read the book
Song and
Dance Man to
the class aloud.
During the
reading the
teacher will
point out
important parts
of the story.
After reading
the teacher will
discuss what
happened in the
book with the
class. The
students then
will write a
summary of the
story using lined
paper. Students
will need an
introduction, 3
events that
occurred in the
story, and a
conclusion
written on lined
paper.
The teacher will
read the poem
Winners are
not Bullies
aloud to the
students. The
teacher should
ask the student
what they think

the front of the

classroom. If
possible, have
someone sign
for the child.
Provide hearing
aids if needed.
Dyslexia:
Be mindful that
this activity
might take
longer for
students who
are dyslexic.
Provide this
student with
more time.

Traumatic
Brain Injury
(TBI):
The teacher
may not be able
to read the
poem so make
sure that he /
she has a

Lined Paper
Teacher will
grade paper on
completion.

Teacher will
informally
assess the
student using
discussion.

grade level
topics and texts,
building on
others ideas
and expressing
their own
clearly.

the poem is
about. The
teacher should
also discuss the
main idea of the
poem with the
student.

recorded
reading. Make
sure that the
student has a
copy of the
student can
read this way he
/ she can follow
along.