This is Where I Come From

This unit was created by the Ascending Greatness team as part of the 2022 cohort of The 1619 Project Education Network. It is designed for facilitation across approximately three weeks.

Objectives

By the end of this unit, students will be able to…

1. Make a text to self connection. 
   • Level 2/3 will use picture supports
2. Name characters, settings and events from a story.
   • Level 2/3 will use picture supports
3. Describe characters and events based on illustrations from a story.
   • Level 2/3 will point to pictures within a story to identify named characters and events.
4. Describe similarities and differences between two characters in a story.
   • Level 2/3 will select similarities and differences between two characters in a story.
5. Retell a story, including the main idea and details.  (With support for level 2 and 3)
6. Distinguish the beginning poems of Born on the Water from the ending poems of Born on the Water
7. Ask and answer questions during content-specific topics and tasks.
   • Level 2/3 will use picture supports
8. Communicate in sentences. (Level 2/3 will communicate messages in multi-word responses)

Unit Overview

This unit utilizes Born on the Water with students who have moderate disabilities and learn in a class with a significantly modified curriculum. Students analyze and discuss each poem, and engage with graphic organizers to analyze character traits, plot, and theme for each poem. Students also practice making text-to-self connections for several poems and engage in a discussion about how Born on the Water reflects an origin story for many people in the United States.

By the end of the unit, students apply their analyses to creating their own "Where I am from" poems that reflect their own origin stories.

Performance Task

Students will have three choices to pick from to reflect their analysis throughout the unit:

1. Students will write a story map that names characters, setting, and plot using pictures supports such as a communication board and story illustrations. 

2. Students will describe the experience of riding The White Lion using their five senses using pictures supports such as a communication board and story illustrations. 

1. Students will summarize a poem read aloud that includes the problem and the solution using pictures supports such as a communication board and story illustrations.

Assessment/Evaluation

Students will be graded based on an assignment rubric that includes the student’s level of independence. 
Rubric Significantly Modified [.pdf][.docx]

Fifteen lessons implemented over the span of three weeks for teachers, including pacing, texts and multimedia resources. Download below, or scroll down to review key resources included in the unit plan.

Unit Resources

Common Core Reading Standards for Literature

Key Ideas and Details: 

• Identify characters, setting and events in a story. 
• Retell a familiar story, including the main idea and key details.

Craft and Structure: 

• Recognize the beginning and ending of a story

Integration of Knowledge and Ideas: 

• Use illustrations to describe characters and events in a story.  
• Compare or contrast characters and events in the same story.

Range and level of text complexity:

• Experience grade level and age-appropriate literature materials, including stories and poems that are adapted to student reading level.

Reading Standards for Foundational Skills

Print Concepts:

• Demonstrates an understanding of print features (left  to right, page to page, etc)

Fluency:

• Read appropriately leveled text with purpose and understanding.

Standards for Speaking and Listening

Comprehension and Collaboration: 

• Ask and answer questions about text read aloud or  information presented orally. 

Presentation of Knowledge and Ideas:

• Communicate in sentences or multi-word expressions  relevant to a task or topic. 

Knowledge of Language: 

• Apply conventions of language to communicate

The following examples capture engagement by second and third-grade students from Chicago, IL who engaged with this unit in spring 2023. Participating students have moderate disabilities and learn in a class with a significantly modified curriculum.

1. Students start the unit by exploring character trait as they engage with the first two poems from Born on the Water.

2. Students then practiced documenting the plot of the poem, "And they danced" from Born on the Water and describing the emotions they felt while engaging with the poem.

3. Students continue their analysis of Born on the Water by continuing to analyze the plot of each poem and by making text-to-self connections to several poems.