{"id":1229,"date":"2021-12-06T17:38:53","date_gmt":"2021-12-06T22:38:53","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1229"},"modified":"2022-04-06T16:47:19","modified_gmt":"2022-04-06T20:47:19","slug":"being-responsible","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/being-responsible-2\/being-responsible\/","title":{"rendered":"Unit Support"},"content":{"rendered":"\n
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For more about inquiry units, see:<\/h3>\n\t\n Inquiry Units in Grade One<\/a>\n\t\t\t\n
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INTRODUCTION TO THE UNIT<\/h2>\n\t\n\t\t\t

Learning the purposes for rules and responsibilities when they are young enables students to develop important skills to be effective members of the various groups within their world such as family, school, and community. As students understand the connection between significant relationships in their lives and the responsibilities that are part of these relationships, they begin to develop an appreciation and respect for the rights of individuals and groups, which is a critical part of citizenship. When students are able to differentiate between times when it is appropriate to act on personal choice or to follow established rules, they demonstrate initiative and self-regulation.<\/p>\n\t\t\t

In this unit, the Read Aloud and two Shared Reading texts present opportunities for students to explore how rights, responsibilities, and rules influence their daily lives. Students will evaluate personal choices with regard to rules and codes of behaviour and realize the consequences of breaking rules or not following through on responsibilities. <\/p>\n\t\t\t

The Read Aloud text, Please Clean Up Your Room!<\/em>, focuses on the consequences of a young boy’s refusal to follow through with one of his household chores. The text promotes discussion about responsibilities and how family members need to work together to live in harmony. <\/p>\n\t\t\t

The Shared Reading text, How Do Dinosaurs Go to School?<\/em>, demonstrates how the choices an individual makes can affect the rights of others. In this case, dinosaur characters misbehave, disturb others, and do not follow school or classroom rules, creating chaotic situations. Students will see the necessity for rules and realize that when rules and codes of behaviour are followed, others are safe and happy. The other Shared Reading text, Stop at the Safety Village<\/em>, encourages discussion of community-based rules created for safety purposes. <\/p>\n\t\t\t

Opportunities for oral language activities and playful learning are woven throughout the unit as students discuss rights, responsibilities, and rules; dramatize story events and alternative solutions; role-play situations without rules; follow rules during game situations; and use puppets to act out story retells. <\/p>\n\t\t\tContextual Working with Words lessons accompany each Shared Reading text and can be done with the class or with a small group of students having similar needs. A brief text-type writing study invites students to create a persuasive poster. The mentor text to support this writing project is the Stop at the Safety Village <\/em>poster.\n\t
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\n\t\nFor details about the unit, see the Being Responsible Plan-at-a-Glance Chart.<\/a>\n\t\t\t
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Inquiry Question<\/h3>\n\t\t\t

A critical thinking approach is stimulated when a key question focuses our thoughts. This inquiry question can cause us to ask new questions, to seek possible answers, and to determine the best solutions. It draws us deeper into an issue and helps us to make connections. The inquiry question for this unit is \u201cWhy do we need rules and responsibilities?\u201d<\/strong><\/p>\n\t\t\t

Students explore the inquiry question by examining the various reasons rules and responsibilities have been established (e.g., for protection, safety, preservation of the environment, fair division of work, order, predictability, harmony, etc.). Throughout the unit, students will focus on taking responsibility for their own behaviour and contributing to group effectiveness, demonstrating social skills and citizenship (e.g., understanding, tolerance, respect, including others). Through discussions and teacher-questioning, students’ thinking will be supported, challenged, and extended to encourage understanding of the necessity of rules and responsibilities. As the unit concludes, students will be able to respond to the inquiry question by explaining how and why relationships, rules, and responsibilities may change over time, and in different places.\n\t\t\t
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ELL Note<\/h3>\n\t\n\t\t\t

This inquiry unit is extremely useful for English Language Learners (ELLs) as it promotes an awareness of classroom\/school rules and responsibilities. Since the unit contains many opportunities for students to dialogue about rules and responsibilities, specific vocabulary will be highlighted. Also, the unit fosters an understanding of acceptable and unacceptable behaviour at school and in the community, which promotes respect for others. <\/p>\n\t\t\t

ELLs could be encouraged to practise reading the two Shared Reading texts, How Do Dinosaurs Go to School? <\/em>and Stop at the Safety Village<\/em>, and use Wikki Stixs to circle and underline words or to match words and pictures. The digital version of Stop at the Safety Village <\/em> allows ELLs to target specific words using the circling, highlighting, underlining, or cloze tools. <\/p>\n\t\t\t

Enlist the help of parent volunteers or students fluent in the ELLs\u2019 language. They can partner with the ELLs and together they can discuss the book\/pictures in their own languages and work together on the activities. While listening to the words of the Shared Reading texts on the Media Key, the ELLs\u2019 partners can point to the written words, establishing a sound\/symbol correspondence. (Audio for Stop at the Safety Village<\/em> is also available online.) <\/p>\n\t\t\t

Specific words contained in rules from students\u2019 first languages can be illustrated and labelled on sticky notes, added to the Working with Words display, and then explained and pronounced by the ELLs. <\/p>\n\t\t\t

You may choose to modify the assessment rubric by reducing the number of expectations to be covered. The wording of the expectations can also be modified to read, \u201cbegins to <\/em> respond appropriately to questions,\u201d and so on. <\/p>\n\t\t\t

Students learn English by looking and listening, so include non-verbal activities in order to promote eye contact and a keen ear. Encourage ELLs to use puppets to assist them in dramatic play. Skits can be performed with a partner in their first language, sprinkled with some new English vocabulary.
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MONITORING PROGRESS<\/h2>\n\t\t\t

You will have numerous opportunities to observe students as they inquire through talk, play, dramatization, movement, and artwork.<\/p>\n\t\t\t