Web viewMultiple Means of Representation. Provide options for perception. Offer ways of customizing the display of information. Offer alternatives for auditory information

Teeth: What Big Plans Do You Have For Them?First Grade, Dental Health

Why should I care about my teeth?

Unit Developed by Tammy McMorrowIndian Creek Elementary, Kuna School District

Kuna, Idaho

The Core Teacher ProgramA program of the Idaho Coaching Network

Idaho Department of Education

An Idaho Core Teacher Program Unit Developed by Tammy McMorrow Teeth:What Big Plans Do You Have For Them?

Universal Design for Learning (UDL)

Multiple Means of RepresentationProvide options for perception

✓ Offer ways of customizing the display of information

❏ Offer alternatives for auditory information

❏ Offer alternatives for visual information

Provide options for language, mathematical expressions, and symbols

✓ Clarify vocabulary and symbols

❏ Clarify syntax and structure

✓ Support decoding text, mathematical notation, and symbols

❏ Promote understanding across languages

✓ Illustrate through multiple media

Provide options for comprehension

✓ Activate or supply background knowledge

✓ Highlight patterns, critical features, big ideas; and relationships

❏ Guide information processing, visualization and manipulation

✓ Maximize transfer and generalization

Multiple Means of Action and ExpressionProvide options for physical action

✓ Vary the methods for response and navigation

❏ Optimize access to tools and assistive technologies.

Provide options for expression and communication

❏ Use multiple media for communication

❏ Use multiple tools for construction and composition

❏ Build fluencies with graduated levels of support for practice and performance

Provide options for executive functions

✓ Guide appropriate goal-setting

✓ Support planning and strategy development

✓ Facilitate managing information and resources

✓ Enhance capacity for monitoring progress

Multiple Means of EngagementProvide options for recruiting interest

✓ Optimize

Provide options for sustaining effort and persistence

✓ Heighten salience

Provide options for self-regulation

❏ Promote expectations and beliefs that

1 Original unit development sponsored by The Idaho Coaching Network

An Idaho Core Teacher Program Unit Developed by Tammy McMorrow Teeth:What Big Plans Do You Have For Them?individual choice and autonomy

✓ Optimize relevance, value, and authenticity

❏ Minimize threats and distractions

of goals and objectives

❏ Vary demands and resources to optimize challenge

✓ Foster collaboration and communication

❏ Increase mastery-oriented feedback

optimize motivation❏ Facilitate personal

coping skills and strategies

✓ Develop self-assessment and reflection

Webb's Depth of Knowledge - Level 1 (Recall)❏ Who, What, When, Where, Why ✓ Label ❏ Recite✓ Define ❏ List ✓ Recognize✓ Identify ✓ Match ✓ Report✓ Illustrate ❏ Measure ✓ Use

Webb's Depth of Knowledge - Level 2 (Skill/Concept)✓ Categorize ❏ Estimate ✓ Observe✓ Classify ❏ Graph ✓ Organize✓ Collect and Display ❏ Identify Patterns ✓ Predict❏ Compare ✓ Infer ✓ Summarize✓ Construct ✓ Interpret

Webb's Depth of Knowledge - Level 3 (Strategic Thinking)✓ Assess ❏ Differentiate ✓ Hypothesize✓ Construct ✓ Draw Conclusions ✓ Investigate✓ Critique ❏ Explain Phenomena in Terms of Concepts ✓ Revise✓ Develop a Logical Argument ❏ Formulate ❏ Use Concepts to Solve Non-


An Idaho Core Teacher Program Unit Developed by Tammy McMorrow Teeth:What Big Plans Do You Have For Them?Routine Problems

Webb's Depth of Knowledge - Level 4 (Extended Thinking)✓ Analyze ✓ Create ❏ Prove✓ Apply Concepts ✓ Critique ❏ Synthesize✓ Connect ✓ Design

Idaho Coaching Network Unit Plan Template

Unit Title: Teeth: What big plans do you have for them?

Created By: Tammy McMorrow

Subject: Health/ELA/Writing

Grade: First Grade

Estimated Length: three and a half weeks

Unit Overview:

I chose dental health because the topic is highly engaging, meaningful, important, and real-life. It’s a topic worth exploring because it transfers to students’ lives now while daily habits need to be taught and internalized, and it’s a topic that affects life forever. Many first graders have already, or will soon be, losing teeth and most are typically visiting the dentist by first grade, which speaks to timeliness of the unit and the transfer to real life. During shared and guided reading, students will be reading appropriate non-fiction texts. During writing workshop, students will be writing about teeth. During our health block, students will be learning specifics about dental health through literature, demonstrations, experiments, and presentations. They will create plans for home dental health care, implement the plans at home, and teach kindergarten students what they have learned through speaking and writing. I will teach the unit in February during Dental Health Month and by that time of year, my students will have many foundational reading, writing, and speaking skills. Many will be well on their way towards first-grade independence, so they will be ready to do the hands-on work that will be required of them. Also, by that time of year I will have already taught opinion writing during Writing Workshop, so the students will not need as much scaffolding when they work on their culminating writing projects.

I teach in Kuna, Idaho in a school with around 45% free and reduced lunch. I have 21 students. Three are on IEPs for both academics and language. Our kindergarten students go to school all day, every other day, which has affected the at-risk population who need consistency.



Unit Rationale:

Key Shift #2: Students will participate in Reading/Writing/Speaking that is grounded in evidence from the text, across the curriculum. This shift is essential to the unit because students will be invited to internalize and transfer their understanding of the content beyond the walls of the classroom. They’ll take the content into their homes, into a kindergarten room, and most importantly into their futures. The reading, writing, and speaking they experience will be the avenue for making this happen.

Dental health is worth exploring because it transfers easily to students’ lives now and forever. Daily habits need to be taught and internalized early before any permanent damage is done. Poor dental health could very well impact future self-concept, finances, and even life opportunities.

Essential Question:● Why should I care about my teeth?

Enduring Understandings:● Caring for teeth is a daily life habit.● You only get one set of adult teeth.● Teeth will be important your whole life.● It’s important to have big plans for your

teeth.

Measurable Outcomes:Learning Goals:

● Students will share their opinions and provide evidence in writing.● Students will clearly present their opinions.● Students will learn about healthy behaviors.● Students will assess their own behaviors.● Students will encourage others to make positive choices.

Success Criteria:● Students can write a persuasive piece.● Students can name a topic, write an opinion, share a reason why they should care about

teeth, and provide a sense of closure.● Students can present a topic to a kindergarten student with important details in order to

express ideas and feelings clearly.● Students can document healthy behaviors.● Students can identify a personal goal and create a plan to help them reach that goal.● Students can talk to a kindergarten student and encourage him/her to care about his/her

teeth.

Student-friendly Learning Targets:● I can write a persuasive piece about why we should care about teeth.● I can name my topic, write my opinion, write a reason, and finish my piece.● I can talk like an expert and present my topic to a kindergarten student.● I can make a poster that shows what I’ve learned about teeth.


An Idaho Core Teacher Program Unit Developed by Tammy McMorrow Teeth:What Big Plans Do You Have For Them?● I can choose a goal and keep track of my progress at home.● I can help my friends understand how important teeth are.

Targeted Standards:Idaho English Language Arts/Literacy Standards:● W.1.1 Write opinion pieces in which they

introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

● SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Supporting Standards● RI.1.4 Ask and answer questions to help

determine or clarify the meaning of words and phrases in a text.

● RI.1.1 Ask and answer questions about key details in a text.

● RI.1.2 Identify the main topic and retell key details of a text.

● W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

● SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Targeted Standards:Content Standards (if applicable):

● K-2.H.6.1.1. Identify a short-term personal health goal and take action towards achieving the goal.

● K-2.H.8.1.2. Encourage peers and family to make positive health choices.

● K-2.H.1.1.1. Identify that healthy behaviors affect personal health.

● K-2.H.7.1.1. Demonstrate healthy practices and behaviors to maintain or improve personal health.

Targeted Standards:Standards for Mathematical Practice (if applicable):



● L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

Summative Assessment:● Summative Assessment Description: Students will write a persuasive piece (book, letter, or brochure) to share with a kindergarten student.

● Depth of Knowledge (DOK) Explanation: DOK Level 4 Extended Thinking: When students write a persuasive piece to share with a kindergarten student, they will be required to design, apply, prove, and synthesize.

● Rubric or Assessment Guidelines: See instructional notes.

Primary Text(s):● The Tooth Book by Edward Miller

Supplemental materials/resources:● All About Teeth by Mari Schuh● Brushing Teeth by Mari Schuh● Loose Tooth by Mari Schuh● Flossing Teeth by Mari Schuh● Taking Care of My Teeth by Terri DeGezelle● Brush, Floss, and Rinse by Amanda Doering Tourville● How many Teeth? By Paul Showers● I Know Why I Brush My Teeth by Kate Rowan● What If You Had Animal Teeth by Sandra Markle● Brushing Well by Helen Frost● Your Teeth by Claire Llewellyn● The Tooth Fairy Wars by Kate Coombs● Wibble Wobble by Miriam Moss● Little Rabbit’s Loose Tooth by Lucy Bate● Doctor DeSoto by William Steig● A variety of high-interest literary and informational books from the library will be available for students to look at independently.



Text Complexity Analysis:

Text Description Recommended Complexity Band LevelThe Tooth Book, a picture book by Edward Miller, is a lively introduction and guide to healthy teeth and gums. The author answers questions such as: How would it be to have no teeth? What are primary and permanent teeth? What is tooth decay and how do we prevent it? The text, both in pictures and words, is presented in fun, engaging, and memorable ways that draw the reader in.

What is your final recommendation based on quantitative, qualitative, and reader-task considerations? Why?The qualitative measures of The Tooth Book place this text at the 4-5 Grade Band Level. However, because this book will be used as a read-aloud with appropriate teacher scaffolding, this text is appropriate for grades K-5.

Mark all that apply:Grade Level Band: K-5 X 6-8 9-12 PD ☐ ☐ ☐

Content Area: English/Language Arts (ELA) Foreign Language (FL) ☐ ☐General (G) Health/Physical Education (HPE) X☐History/Social Studies (HSS) Humanities (H) Math (M) ☐ ☐ ☐Professional Development (PD) Professional/Technical Education (PTE) ☐ ☐Science (S) ☐

Quantitative MeasureQuantitative Measure of the Text:930L

Range:N/A (K-1 text bands have an N/A)

Associated Grade Band Level:Grade Band 4-5

Qualitative MeasuresText Structure (story structure or form of piece):Very complex: Connections between the range of ideas presented is subtle and not necessarily presented in a sequential, predictable fashion. Young learners will need support making those connections. The text features and graphics enhance and are integral to the understanding of the text, although there are some graphics that might distract the reader from the main focus. The teacher will need to help students zero in on the most important information.

Language Clarity and Conventions (including vocabulary load):


An Idaho Core Teacher Program Unit Developed by Tammy McMorrow Teeth:What Big Plans Do You Have For Them?Moderately complex: The conventionality is largely explicit and easy to understand. Sentence structure is primarily simple with some complex constructions. Most vocabulary is familiar and conversational. Although the pictures offer good support, many of the Tier 2 and 3 words will require supportive conversations between students and teacher.

Levels of Meaning/Purpose:Moderately complex: The purpose is implied but easy to identify based on context or source. Since the author adds additional facts that widen the focus of the book, the teacher will want to continually check on student understanding of content and meaning.

Knowledge Demands (life, content, cultural/literary):Very complex: Subject matter knowledge and intertextuality are made more complex by outside ideas the author adds. Though interesting, additional facts presented throughout the text will require additional background knowledge supported by the teacher.

Possible Major Instructional Areas of Focus (include 3-4 CCS Standards) for this Text:

RI.1.1 Ask and answer questions about key details in a text.RI.1.2 Identify the main topic and retell key details of a text.RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.RI.1.7 Use the illustrations and details in a text to describe its key ideas.L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

Below are factors to consider with respect to the reader and task:

Potential Challenges this Text Poses:

Though the text is fun and engaging with a variety of text features and additional facts, students will need to remain focused on the main details and topics.

Students will need support with some of the academic vocabulary.

Differentiation/Supports for Students:

This text will be used as a read-aloud that is repeatedly returned to throughout the unit.

There are some Tier 2 and Tier 3 words that will require some instruction prior to and during the read-aloud.

Think-pair-share will frequently be used to support all learners in comprehending the text.

Students will be asked to make personal connections and use


An Idaho Core Teacher Program Unit Developed by Tammy McMorrow Teeth:What Big Plans Do You Have For Them?background knowledge to help them understand the text more deeply.

Models, such as sets of teeth, and hands-on learning will be used to assist those who might struggle with comprehension.

Scaffolds and ExtensionsUDL Components: Support for students who are ELL,

have disabilities or read well below grade level text band:

Extensions for advanced students:

Representation● Clarify and support vocabulary

● Illustrate through multiple media.

● Activate or supply background knowledge

● Highlight patterns, critical features, big ideas, and relationships

● Maximize transfer and generalization

Representation● Vocabulary will be supported

with specific vocabulary lessons as well as with visuals, models, actions, and sound effects when possible.

● Students will view content through multiple sources: books, videos, pictures, presentations, models, etc.

● Anchor charts will be created and available.

● Think, pair, share will be used to support comprehension of various texts.

● The mentor text will be visited repeatedly.

● Certain students will be given supports for documenting their learning (drawing pictures, dictating to a scribe).

● Students will be repeatedly asked to think about and share their learning from day to day.

Representation

● Students will be provided with additional texts to read in guided reading groups.

● Both fiction and nonfiction read-aloud texts will be available for students to read independently.



Action and Expression● Vary the methods for response and

navigation.

● Facilitate managing information and resources.

● Support planning and strategy development

● Enhance capacity for monitoring progress

Engagement● Optimize individual choice and autonomy● Optimize relevance, value, and

authenticity● Heighten salience of goals and objectives● Foster collaboration and community● Develop self-assessment and reflection

Action and Expression● Students will receive feedback

from a writing partner and teacher.

● Students will manage new information in small chunks and have opportunities to revisit and revise their thinking.

● Students will practice giving presentations to peers.

● Students will be given a checklists with picture supports.

Engagement● Students will be offered choice

with the culminating project.● Students will apply their

learning to their home life.● Students will work in

partnerships and groups.● Students will assess themselves

throughout the unit.

Action and Expression● Students will be given options of additional

craft moves from mentor texts for their opinion pieces byway of conferring.

Engagement● Students will be given opportunities to take

content to a larger school audience.

Vocabulary

Targeted Academic Vocabulary (and kid-friendly definitions)Healthy - not sickLifetime - forever

Targeted Content Area Vocabulary (and kid-friendly definitions)permanent teeth - adult teethtooth decay - rotPlaque - a sticky layerCavity - a hole in a tooth



*Post vocabulary on the wall as a reading, writing, and spelling reference throughout the unit (refer to resource often)*Additional content vocabulary words from the primary mentor text are mentioned throughout the lesson unit plan but are not explicitly taught.

Instructional Sequence

Day(s) and Desired Outcome(s)

Texts and Resources Instructional Notes (including Scaffolding, Extensions, Vocabulary Terms and strategies, UDL Principles, and Formative Assessments)

Day 1:

Desired Outcomes:Explore topics about teeth

Identify the essential question

Pictures

Charts

Labels for charts

Essential question

Post-its

Space on the wall for a Concept Wall

Concept wall letter

Important Instructional Notes for the Unit are included at the end of the document. An online book of throughout the unit can be viewed here.

Intro to unit (frontloading/background knowledge)● Create picture charts for various topics about teeth: healthy teeth, unhealthy teeth, ways we

take care of teeth, healthy foods, unhealthy foods. Place charts around the room. Give students time to move quietly to each chart and write on the charts what they notice. Gather the students and charts together. Show the class some pre-written labels that describe each chart. Use Think-Pair-Share to identify which label goes with each chart. Then discuss and label as a group. Make the point that they already know so much about teeth.

● Share our essential question: Why should I care about teeth? that will be posted in the room and referred to daily throughout the unit. Briefly share the culminating projects as well.

Pre-assessment● Give each student a post-it note. Ask them to answer the essential question. Use this as an

opportunity to reinforce writing a complete sentence by offering this sentence frame: I should care about teeth because...Also, expect that they have used appropriate punctuation. Post their answers with the essential question and leave them there throughout the unit.

● Share out some answers and remind them of things to come.Concept Wall

● Introduce the concept wall. Invite students to bring artifacts (pictures, objects, drawings, etc.) from home throughout the unit that have to do with what they’re learning regarding teeth. When students do, provide them with paper to write or label about their object, and give them time to share with the class. Send home a letter so parents understand what students are



looking for.

Day 2:

Desired Outcome:Identify the benefits and uses of teeth

DBI video: Why Do We Have Teeth?

DBI pictures

Note catcher

T-Chart

DBI: Why do we have teeth?● First celebrate our essential question Why should I care about my teeth? Share a few of the

answers students wrote for the pre-assessment.● Part one: Provide the purpose. Why do we have teeth? Write this on chart paper as well as a

notice and wonder t-chart. Watch a video, although present it as a video that they will “read.” Watch the video first without the note catcher. Give them their note catcher, describe how it will help them document what they notice and wonder, and “read” the video one more time. Plan for several pausing points throughout the video for those who need moments to process and write without having to listen and watch at the same time. Afterwards, allow them quiet time to write additional notes. They can also add pictures. (Those students who struggle with writing will be given the opportunity to only draw.) Give students time to share their notes at their groups with the intent that they can listen for something interesting to add. Provide these sentence frames: I notice...and I wonder...before they share. Demonstrate what this will sound like. Lastly, provide them a quiet minute to add noticings and wonderings if they’d like to.

● Meet as a class in the living room. Discuss their noticings and wonderings and begin an anchor chart of their ideas.

● Part two: Remind the students of the purpose. Why do we have teeth? Hand out pictures to each group. Describe how they will “read” the pictures to notice and wonder. Allow them quiet time to write their notes and draw pictures. Give students time to share their notes at their groups using the same protocol as before, again with the intent that they can listen for something interesting to add. Give them a quiet minute to add.

● Meet as a class in the living room. Discuss their noticings and wonderings and continue the anchor chart of their ideas. Collect their note catchers for tomorrow.

Day 3:

Desired Outcome:Identify the benefits and uses of teeth

DBI text part three: (use p. 3 of Brush, Floss, and Rinse by Tourville for part three of the DBI;

DBI text part four: Why Do We Need Teeth and Gums

DBI: Why do we have teeth?● First celebrate our essential question Why should I care about my teeth? Share a few more

post-its.● Review the purpose of the DBI: Why do we have teeth? Look at yesterday’s anchor chart.

Review in partners and then as a group what we learned from yesterday’s noticings and wonderings. Pass out their note catchers.

● Part three: Hand out a simple and short text to partnerships that are chosen specifically to match up proficient readers with those who need more support. Give them the task of reading it together. Allow them quiet time to write their notes and draw pictures. Give students time to



Note catcher

T-Chart (from yesterday)

Paper for class book

share their notes at their groups, again with the intent that they can listen for something interesting to add. Give them a quiet minute to add.

● Meet as a class in the living room. Ask students to bring their note catchers, pencils, and whiteboards for a hard surface to write on. Discuss their noticings and wonderings and continue the anchor chart of their ideas.

● Part four: Ask students to sit on their tools and remind them again about our purpose. Then read a short but more difficult text to them. Allow them quiet time to write their notes or draw pictures. Give students time to share their notes with a neighbor, again with the intent that they can listen for something interesting to add. Give them a quiet minute to add.

● Discuss their noticings and wonderings from the day and add to yesterday’s anchor chart.● Ask each student to draw a star next to the most important point in each of their sections of

their note catcher.Formative assessment

● Create a classroom book. Each students will create their own page. They’ll write this sentence frame using correct spelling and punctuation: I have teeth so that I can… They will also draw a picture to match.

Day 4:

Desired Outcomes:Identify the types of teeth and their uses

Learn essential vocabulary

The Tooth Book

Text-dependent questions

Teeth Model

Vocabulary foldable

Food centers

Tooth diagram (copied from The Tooth Book)

Food checklist

Read-aloud: The Tooth Book ● Before reading, celebrate our essential question: Why should I care about teeth? as well as

yesterday’s question, anchor chart, and formative assessment.● Text vocabulary: primary teeth, permanent teeth, incisors, canines, bicuspids, molars (not

specifically taught)● Only read the Tooth Timeline and Permanent Teeth sections of the book. Use text-dependent

questions and Think-Pair-Share to increase comprehension. During reading, use a large model of a set of teeth to identify permanent teeth, incisors, canines, bicuspids, and molars. Then hand out individual hand mirrors so students can identify their own primary teeth, permanent teeth, incisors, canines, bicuspids, and molars. Allow partners to identify those teeth in each other’s mouths as well.

Vocabulary CODE Strategy: permanent teeth, lifetime● Connect: See it, Say it, Show it, Store it. Students will see the word, say it, write it with help,

and write a definition of the word’s meaning in a foldable to be added to their journals.● Deep process: With support and modeling, students will draw a picture for the vocabulary

word to add to their foldable.Centers



Journals

Camera

● Students will visit centers around the room. There will be a different type of food at each center, along with a tooth diagram labeled with types of teeth. They will use their food checklist to check off how their teeth were helping them eat each type of food.

Formative assessment● Ask students to draw a picture in their journals of their favorite food and write: “I use my teeth

to…” (bite, tear, and/or chew). Give them time to share their picture and writing with a neighbor.

● Meet in the living room to discuss the essential question and celebrate their new learning. Ask “Why should I care about primary and permanent teeth? Why should I care about incisors, canines, bicuspids, and molars?” Use Think-Pair-Share.

● At some point, take pictures of each student’s smile of primary and permanent teeth for a classroom book. Put this book into the classroom library.

Day 5:

Desired Outcome:Understand the basic structure of teeth

The Tooth Book


Tooth model

Small strips of paper (5 per student)

Post-it notes

A large drawn tooth and words on post-its for each group

A small tooth sheet and student words written on strips

Journals


yesterday’s learning and formative assessment.● Text vocabulary: enamel, dentin, crown, root, nerves, blood vessels, pulp, gum tissue (not

explicitly taught)● Only read the See Inside a Tooth section of the book using questions and Think-Pair-Share to

increase comprehension. During reading, use a large tooth model to support vocabulary development. Use interactive writing* to write the main parts of a tooth (crown, root, enamel, dentin, pulp) on post-its. (The rest of the class will write the words at the same time but on small strips of paper to be used later in the lesson.) With student help, place the labels on the tooth model.

● Give each group a drawing of a large tooth and the main parts of the tooth pre-written on post-its. Have them work together to label their tooth. When done, give each group time to visit the other teeth to check on their labeling work.

Formative Assessment:● Give each student a small pre-drawn tooth. Ask them to glue the words they wrote during the

group lesson to the correct parts of the tooth. Allow them to refer to their group’s large tooth drawing if they need to. When finished, ask them to glue their tooth into their journal.

● Meet in the living room to discuss the essential question and their new learning.*Interactive Writing:

● Write the words by sharing the pen with individual students as the rest of the class writes the



words on small strips of paper, although typically the class will use their whiteboards to write the same words. Use this opportunity to focus on hearing sounds in words, word parts, and syllabication. Provide any unknown letters or tricky parts. (See further notes at the end of the unit plan.)

Day 6:

Desired Outcomes:Identify what happens to teeth when they are not cared for

Learn essential vocabulary

The Tooth Book


Visuals of plaque, cavities, and gum disease

Acid experiment: two chicken bones, vinegar, container

Apple experiment: apples

Vocabulary foldables

Vocabulary words on post-its to sort

Journals


yesterday’s learning.● Text vocabulary: healthy, tooth decay, plaque, cavity, gum disease (not explicitly taught)● Only read the Tooth Decay section of the book. Use text-dependent questions and Think-Pair-

Share to increase comprehension. Display pictures of plaque, cavities, and gum disease to help support understanding. Use the acid experiment to help support vocabulary and comprehension. (For sake of time, consider doing the experiment already but sharing the results.)

● Do the Apple experiment. (For lack of time and to simplify the process, do this experiment as a whole group instead of in small groups.) It will take a few days for the experiment to run its course, so be prepared to observe and write reflections on a later date. (For sake of time, this might have to take place during a separate part of the day.)

Vocabulary CODE Strategy: healthy, tooth decay, plaque, cavity● Connect: See it, Say it, Show it, Store it. Students will see the word, say it, write it with help,

and write a definition of the word’s meaning in a foldable to be added to their journals.● Deep process: With support and modeling, students will draw a picture for the vocabulary

word to add to their foldable.● Group and label: Sort the words into two categories. 1) healthy 2) tooth decay, plaque, cavity

and ask where the students think the final word (permanent teeth) would fit best and why?● Meet in the living room to discuss the essential question and their new learning.

Day 7:

Desired Outcomes:Identify good brushing techniques and why

The Tooth Book


Tooth Model and toothbrush


yesterday’s learning.● Only read the Brushing section of the book. Use text-dependent questions and Think-Pair-

Share to increase comprehension. After reading, use interactive writing to create an anchor chart outlining proper brushing techniques. Follow the anchor chart steps by brushing your own teeth. Ask students to watch carefully for each step and assess your technique. Use a large



Create a poster that demonstrates learning

Assess their habits

Chart

Student posters

Picture rubric for posters

Self-assessment (copy the two self-assessments back to back so that the students can take the second version at the end of the unit)

set of teeth to practice proper brushing as well. Give everyone a chance to practice.Home Care Posters

● Students will begin creating a poster that they’ll eventually take home as part of their home plan. Show the students a picture rubric for a proficient poster which includes three versions rated as 3, 2, and 1. Discuss each version and the criteria that will help make their posters proficient 3. Today they’ll draw and label a section dedicated to brushing. Allow them quiet time to work. When finished, give students time to share their posters at their groups with the intent that they can listen for something interesting to add. Lastly, provide them a quiet minute to add if they’d like to. Collect the posters for tomorrow.

Formative assessment● Self-assessment: Students will reflect on their current brushing techniques and habits. This

assessment will be used repeatedly, so collect for tomorrow.● Meet in the living room to discuss our essential question and today’s learning, as well as their

reflection.

Day 8:

Desired Outcomes:Identify good flossing techniques and why


Assess their habits

Video: How to Floss for Kids

The Tooth Book


Fantastic Floss Experiment: rubber glove, peanut butter, dental floss

Chart

Hands-on flossing activity: red paper plates, large


yesterday’s learning with a video about brushing.● Only read the Flossing section of the book using questions and Think-Pair-Share to increase

comprehension. Use the Fantastic Floss Experiment to support vocabulary and comprehension. Use interactive writing to create an anchor chart outlining proper flossing techniques. Follow the anchor chart steps by flossing your own teeth while students watch. Ask students to watch carefully for each step and assess your technique.

● Pass out tools for the hands-on flossing activity to small groups of students. As they refer to the anchor chart, have them practice flossing and provide each other feedback.

Home Care Posters● Students will continue creating a poster that they’ll take home as part of their home plan.

Review the picture rubric and share a few student examples from yesterday’s work. Today they’ll draw and label a section dedicated to flossing. Allow them quiet time to work. When finished, give students time to share their posters at their groups with the intent that they can listen for something interesting to add. Lastly, provide them a quiet minute to add if they’d like to. Collect the posters for tomorrow.

Formative assessment



marshmallows, playdough, pipe cleaners

Picture rubric for posters

Student posters

Self-assessment

● Self-assessment: Students will reflect on their current flossing techniques and habits. This assessment will be used repeatedly, so collect for tomorrow.

● Meet in the living room to discuss our essential question and today’s learning, as well as their reflection.

Day 9:

Desired Outcomes:To identify healthy foods and why


Assess their habits

Video: How to Floss for Kids

The Tooth Book


Food containers and pictures of food (use pictures from the nutrition unit)

Picture rubric

Student posters

Self-assessment


yesterday’s learning with a video about flossing.● Vocabulary: vitamins, minerals, calcium, fluoride, acid (not explicitly taught)● Only read the Eat Right section of the book. Use text-dependent questions and Think-Pair-

Share to increase comprehension. Show the students several food containers (or pictures of food). Model a think aloud as you sort a few into foods that care about teeth and foods that don’t. Ask the students to help you sort the rest. Allow small groups of students to visit stations around the room to sort pictures of food.

Home Care Posters● Students will continue creating a poster that they’ll take home as part of their home plan.

Review the picture rubric and share a few student examples from yesterday’s work. Today they’ll draw and label a section dedicated to eating. Allow them quiet time to work. When finished, give students time to share their posters at their groups with the intent that they can listen for something interesting to add. Lastly, provide them a quiet minute to add if they’d like to. Collect the posters.

Formative assessment● Self-assessment: Students will reflect on their current eating habits. This assessment will be

used repeatedly, so collect for later in the unit.● Meet in the living room to discuss our essential question and today’s learning, as well as their

reflection.

Day 10: Video: Healthy Foods for Your Teeth




Desired Outcome:To learn about visiting a dentist and why

The Tooth Book


Dentist

Post-its

Charts

Paper for thank you cards

yesterday’s learning with a video about eating the right snacks.● Vocabulary: repair, damaged, numbs, paste, dental hygienist (not explicitly taught)● Only read the Dentist Visits section of the book. Use text-dependent questions and Think-Pair-

Share to increase comprehension.● Prepare students for the dentist visit. Review appropriate audience protocol, which they have

had much experience with already. Give students time to write down a question on a post-it they would like to ask the dentist. Place post-its on a chart, and the dentist can choose as many as he/she has time for.

After the dentist visit● Give each group a topic that the dentist talked about. Ask each group to write down everything

they remember the dentist taught them about their topic on chart paper. Place the charts around the room. Mix the groups up so that one person from each chart is represented. Do a gallery walk.

● Meet in the living room to discuss our essential question and today’s learning.Writing (at an additional time during the day or following day)

● Writing thank you cards to the dentist. Use this as an opportunity to reinforce capitalization, punctuation, and spelling.

Day 11:

Desired Outcome:

Use text-dependent questions to investigate text

Close reading letter

Close reading document (on smartboard and student copies)

Questions and Sentence frames

Magnifying glasses

Close reading● Ask students to meet at the Smartboard and bring their whiteboards and pencils with them.● Once they are sitting on their tools, share with them an envelope that’s been displayed all day

that’s addressed to them and says, “For your eyes only. Open at 2:00.” (The envelope includes a letter telling them about the activity, questions, sentence frames, and copies of the close reading text.)

● Display the text “Taking Care of Your Teeth” on the Smartboard. Prepare visible sentence frames in advance that match the text-dependent questions. Be prepared to use Think-Pair- Share, annotations, rereading, and finding evidence in the text.

● Remind students of our essential question. Tell them we’re going to read like detectives which involves repeatedly looking at the text like detectives repeatedly look at clues. Read the text aloud to the students.

● Hand out student copies of the text along with magnifying glasses. Use these copies and magnifying glasses for their annotations. When the tools are not being used, students will sit on them. Allow students to work in partners as they do the following:

● Teacher: Reread box number one. How are teeth important? Underline all the ways teeth are



important.● Teacher: Reread box number two. Circle any hard or important words.● Teacher: Reread box number six. How did the author help us understand the meaning of

plaque?● Teacher: Reread boxes number two, three, four, and five. Is the author trying to convince you

to do something? How do you know? Underline the evidence.● Teacher: The author told you ways to take care of your teeth. Which way do you need to work

on the most?Formative Assessment:

● Provide the students with this sentence frame: I learned that… Ask students to answer this question on their back of their close reading sheet and collect when they are finished.

● Meet in the living room. Celebrate their new learning and what’s to come.

Day 12:

Desired Outcomes:Demonstrate knowledge of essential vocabulary

Identify a goal and create a five-day plan for home

Concentration cards(print on colored paper or cardstock and cut apart for pairs of students)

Vocabulary mini-assessment

Self-assessment

A log for home

Student posters

Stickers

Parent letter

Vocabulary CODE Strategy: healthy, lifetime, permanent teeth, tooth decay, plaque, cavity● Before reviewing vocabulary, celebrate our essential question: Why should I care about teeth?

as well as yesterday’s learning.● Exercise vocabulary: Vocabulary Concentration: The class will play concentration in pairs

using picture and word cards for the vocabulary words.● Mini-Assessment: Given a set of pictures and vocabulary words, students will be able to match

the pictures to the appropriate words.Home Care Posters

● Ask students to review the self-assessment they’ve been taking the last few days and write a goal. Use this sentence frame: I need to… Pass out their posters and logs to glue to the backs of their posters that will help them log their brushing, flossing, and eating at home for the next five days. Give them stickers to take home as well. Send the posters home. (Inform parents about this. Give them explicit directions and a date to send the poster back to school.)

Day 13:

Desired Outcome:

Mentor texts (a letter, book, and brochure)

Writing Project● Before introducing writing options, celebrate our essential question: Why should I care about

teeth? as well as yesterday’s learning and home project status.



Identify a persuasive piece, plan, and start draft

Planning paper

Appropriate types of paper for each type of writing (stationery, trifold brochure, and booklets)

Teacher rubric (from TCRWP Opinion Units of Study)

Revising Checklist (from TCRWP Opinion Units of Study)

Editing checklist

Anchor charts

Journals

● Share writing project options to the class: persuasive letter, book, and brochure. All three will be persuasive. (I will have already taught persuasive writing, so this is not new content. The students have used booklets throughout the year, so this is not a new concept either.) Share mentor texts for each type of writing. Share a *writing rubric as well.

● Have each student choose which project they would like to do.● Model how to make a plan using a planning sheet. Students will name their topic. State their

opinion. Give at least one reason. Write a powerful ending. Give students time to create their plans. Make anchor charts and journals available for writers as they add content to their plans.

● Meet with IEP students as a group to help them get started. Then confer with individual writers.

*The rubric is a fantastic tool but not first-grade friendly, so show students the revising and editing checklists instead. They are identical in content to the rubric but easier for first graders to understand. Copy them back to back before handing them out in a future lesson.

Day 14:

Desired Outcome:Draft and revise a persuasive piece

Revising Checklist (from TCRWP Opinion Units of Study)

During Writing Workshop● Use writing workshop time to begin drafting projects. Teach a mini-lesson reminder on

persuasive writing (since students have already experienced persuasive writing earlier in the year) and share the rubric again. Give students plenty of time to write. Meet with IEP students to help them get started. If needed, dictate for these students. Meet with groups of students who are writing the same type of project. Meet with advanced students to nudge them with addition craft moves. Share at the end of workshop time. Highlight successes.

During unit time● Continue writing and conferring.● Share a simple checklist derived from the rubric. Model how to use the checklist one item at a



time, allowing a few minutes for writers to do the same work in their own writing. Then model how writing partners would use the checklist to help each other with their writing. Give time for established writing partners to give feedback using the checklist. Allow time for writers to use their feedback to revise their writing.

● Meet in the living room. Reflect on their home project with a neighbor. Discuss as a group.

Day 15:

Desired Outcome:Edit and publish a persuasive piece

Editing checklist (will illustrate before giving to students)

Publish

During Writing Workshop● Share the rubric again. Share a simple checklist derived from the rubric. Model how to use the

checklist one item at a time, allowing a few minutes for writers to do the same work in their own writing. Then model how writing partners would use the checklist to help each other with their writing. Give time for established writing partners to give feedback using the checklist. Allow time for writers to use their feedback to revise their writing.

During unit time● Model how to publish their pieces. Publishing by re-writing is not a new concept, but model

how this would look. Reiterate how a professional looking piece shows the audience that the author means business. Give students time to rewrite, draw, color any illustrations.

● Meet in the living room. Reflect on their home project with a neighbor. Discuss as a group.

Day 16:

Desired Outcome:Learn about and practice presentations

Video: How to Brush, Floss, Freshen Bad Breath

Chart

Presentations● Prepare students for their presentations. Watch a video of a young girl talking about teeth.

Watch the video twice, once to become acquainted and twice to notice. Before watching it a second time, ask students to pay attention and think about how the girl talks to her audience.

● Create a presentation anchor chart based on what the students noticed.● Use the anchor chart to model what a presentation should look and sound like and ask the class

to use the anchor chart to give feedback. Practice presenting to partners. Partners will give feedback using the anchor chart as their guide. Provide sentence stems: I notice… I wonder...

● Meet in living room. Reflect on their home project with a neighbor. Discuss as a group.

Day 17:

Desired Outcome:Present to kindergarten students

Chart Presentations● Review yesterday’s anchor chart, and give students one more opportunity to practice their

presentations with a partner using the chart as a way to provide feedback and the following stems: I notice… I wonder...

● Present to Kindergarten kids.● Meet in the living room. Reflect on their presentations and on their home project. Remind



them to bring their posters back to school tomorrow.

*Advanced students will also be given the opportunity to present to a different school audience of their choosing.

Day 18:

Desired Outcome:Reflect on their work and content knowledge

The Tooth Book

Self-assessment

Student posters

Post-its (from beginning of the unit as well as new ones)

Beach ball

Blank cardstock for postcards

Camera

Read-aloud: The Tooth Book (from beginning to end) ● Before reading, celebrate our essential question: Why should I care about teeth?● Give students time to share the results of their home project with others around the room.● Give students a new copy of the self-assessment that they took throughout the unit. Ask them

to take it again now that they’ve worked on new habits at home. Collect these.● At the beginning of the unit they were asked to answer the essential question on a post-it note.

Give students new post-its and ask them to answer the question again. Hand back their first answers. Celebrate their answers by standing in a circle with a beach ball. The student holding the beach ball will share what they wrote and then toss it to a new person who will share until everyone has had a chance. Collect the post-its.

● Finally, ask students to write a postcard to their future second grade selves about something important they want to remember about their teeth. Give them explicit directions and a visual to refer to about the format. Collect and address them. Send them to students the following year.

● (Make a classroom book outside of class time. Take each child’s picture of their smiling face. Add their final answer to the essential question to each child’s page of the book. Add the book to our class library.)

Important Instructional Notes for the Unit:

Guided, Shared, and Independent Reading● Guided, shared, and independent reading will be used daily to help support the content of the unit for all learners. Guided reading texts will be

used that are appropriate for small groups of readers at all levels. Students will learn content while reading books at their instructional levels with teacher support. They will practice foundational literacy skills, reading strategies, fluency, and comprehension. They will also have opportunities to write about content while in these guided reading groups. Shared reading will also support content as well as foundational reading and writing skills with teacher support. Independent reading and self-selected reading both occur daily. Students will spend quality time reading texts that are at their independent level. They will also have opportunities to select books to read purely by their interest. Guided, shared, and independent reading are mentioned in the instructional sequence of the unit plan, because they occur at a separate time of day, they


An Idaho Core Teacher Program Unit Developed by Tammy McMorrow Teeth:What Big Plans Do You Have For Them?occur daily, and they are quite complex. It would be quite an undertaking to describe them in detail throughout the unit. Below are a few important details about all three.

● During daily guided reading, meet with small groups of students who have similar needs. Use appropriate leveled texts and teacher scaffolds to further develop literacy skills. Taylor instruction and scaffolds to each group’s needs, ranging from those who need extra support using strategies that pertain to print, problem solving, fluency, or comprehension. If applicable, based on what’s available in the book room, use guided reading texts specific to dental health. In addition to guided reading, groups will also have the opportunity to practice their writing skills in a guided writing format during the week. This will allow them the chance to write about their reading where spelling, grammar, and conventions can be practiced with teacher support. Guided reading will also include a few opportunities throughout the unit for groups to practice and present reader’s theater scripts about dental health. Free scripts from TPT (Moose’s Loose Tooth and Tooth Fairy) will be chosen to match reading levels. For those students who need extra support, dental poems that they already know from their poetry anthology will be turned into reader’s theater scripts.

● During daily shared reading, use a dental health big book to support the teaching of a variety of skills, including phonics, sight words, fluency, and comprehension while developing content knowledge as well. The same big book will be used repeatedly in order to give all students consistent practice and access to the text and opportunities to work on a variety of skills with teacher support.

● Independent reading occurs daily. Each child has their own book basket of books that are at their instructional level. They also choose books from these baskets to read at home on a daily basis. Before independent reading, teach a mini-lesson pertaining to foundational literacy skills, fluency, or comprehension. While students are reading, confer with readers.

Daily 5● Daily 5 provides students with additional opportunities to practice their reading, writing, and listening skills in authentic ways that support all

learners. On a daily basis students will choose from a menu of five options: Read to Self, Read to Someone, Listen to Reading, Word Work, and Work on Writing. During this block of time, they will be practicing an array of skills: foundational literacy skills, phonics, sight words, spelling, fluency, comprehension, etc.

Writing Workshop● Writing Workshop occurs daily, providing all learners with a mini-lesson, guided practice, opportunities to work with a partner, and confer

with the teacher.

Poetry Anthology● Students will chorally repeatedly read poetry throughout the unit about dental health. They will read one poem per week (Got My Toothpaste,

The Lost Tooth Song, Wiggly Jiggly) as a fluency warm-up before shared reading. At the end of the week, students will receive their own copy of the poem to put into their poetry anthologies. Students will also sing a brushing song (to the tune of Row, Row, Row Your Boat) throughout the unit during transitions. They’ll receive a copy of the song (Brush) for their poetry anthologies as well.

Foundational Literacy Skills


An Idaho Core Teacher Program Unit Developed by Tammy McMorrow Teeth:What Big Plans Do You Have For Them?● Foundational literacy skills, such as: concepts of print, phonological awareness, the alphabetic principle, high frequency sight words, and

phonics are specifically taught and practiced throughout the school day (ie. during guided and shared reading) but are naturally embedded within certain parts of this unit. When students are writing and reading, they will be incorporating their knowledge of these skills. During interactive writing, students will be using these skills with teacher guidance. (Interactive writing is mentioned throughout the unit but only in a detailed matter once. A similar procedure will be used each time.)

Read-Alouds● With limited unit minutes, additional read-aloud time throughout the day will be used to read both literary and informational texts. These texts

are listed in the Supplemental Materials/Resources section of the unit plan. These texts will also be available for students to enjoy independently after they’ve been read aloud.


Web viewMultiple Means of Representation. Provide options for perception. Offer ways of customizing the display of information. Offer alternatives for auditory information

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