Sugimoto 1

Sustainability and HumanEnvironment Interdependence

Taylor Rae Sugimoto

ITE 317
Fall 2014
Table of Contents:

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Narrative Summary
3
Unit Plan Framework
. 33
Content Area Instructional Matrix
34
Standards, Benchmarks, and General Learner Outcome Matrix
.. 35
Assessment Plan Matrix
.. 37
Lesson 1: Do You Know About Sustainability?
39
Lesson 2: Digging Deep into The Lorax
.. 50
Lesson 3: Interdependence Within the Ahupua`a System
76
Lesson 4: Lets Barter!
. 93
Lesson 5: Learning about Causes and Effects
.. 114
Lesson 6: Sustainability Within the Food Chain
. 130
Lesson 7: Impacts of the Food Chain on the Ahupua`a System
148
Lesson 8: Writing to Make a Difference
163
Resources

.. 191

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Fall 2014 Narrative Summary

Context of Learning:
Iliahi Elementary School is located in a rural community called Wahiawa Heights.
It is one of seven schools in the Leilehua Complex, located in the Central Oahu District,
Northside Complex Area. According to the 2012-2013 Iliahi Elementary School Status
Improvement Report, Iliahi School is considered a Title 1 school. The goal of Iliahi
Elementary School is to improve student achievement and to close the achievement
gaps by implementing the schools Professional Learning Community. The PLC program
utilizes Data Teams to help improve instructional practices throughout all grade levels.
According to the Hawaii Public Schools School Year 2013-1014 Strive HI School
Performance Report, Iliahi Elementary scored 302 points out of a total 400 points, and
has been rated as having continuous improvement (Strive HI Performance Report).
The school administrators at Iliahi Elementary include the principal, Garret Yukumoto,
and the vice principal, Tom Yamamoto.
During the 2012-2013 school year, 437 students were enrolled at Iliahi
Elementary school. Of those students, the two dominant ethnicities include Native
Hawaiian (34 percent) and Filipino (31 percent). Other ethnicities that follow include
White, Japanese, Samoan, Chinese, and Hispanic. There are currently 425 students
enrolled at Iliahi Elementary school during the 2014-2015 school year. The socio-

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economic status of the Leilehua Complex is slightly lower than the average of the state
of Hawaii. Based on the 2010 U.S. Census, the median household income of the
Leilehua Complex is $50,592. During the 2012-2013 school year, about 50 percent of
students received free or reduced-cost lunches. More information about Iliahi
Elementary School can be found on their website: http://iliahiel.k12.us/index.html
(School status and improvement, 2014).
Iliahi Elementary School has a total of three fourth grade classrooms. There is a
teacher in each classroom, and two paraprofessional tutors (PPTs) that assist all three
classrooms. There is a total of 67 fourth grade students: two of the classrooms have 21
students, one classroom has 20 students, and there are 5 fully self-contained special
education students.
The grade level uses the same curriculum, instructional materials, and resources
for each of the core subjects. For language arts, the grade level uses the Wonders
basal program, which is the basal program that is now implemented by most of the
public schools in the state of Hawaii. For math, the grade level uses McGraw Hills
Everyday Math basal program. For science, the grade level uses the Science basal
program by Harcourt School Publishers. Since the Hawaii Content and Performance
Standards III requires fourth grade social studies to be focused on Hawaiiana, the grade
level uses six different books to teach the social studies content: Plants of Old Hawaii,
From the Mountains to the Sea, Stories of Old Hawaii, Hawaii the Pacific State, World
Almanac (Library of the States), and The Hawaiians of Old.
Each teacher in the grade level is responsible for teaching her own classroom of
students. Every month, the grade level teachers, grade level coordinators (GLC), and

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paraprofessional tutors come together for a Professional Learning Community (PLC). In
these PLC meetings, they discuss the curriculum that should be taught, how to teach it,
and how to create assessments for the curriculum. It is then the responsibility of the
teacher to teach the content to students. The two paraprofessional tutors ensure that
the teachers remain on pace, teach the right curriculum, and help teachers when
needed. The required amount of time to teach math and reading blocks is ninety
minutes a day, which is a total of seven and a half hours a week. Social studies and
science blocks are taught for two hours a week on alternating weeks. Art, music, health,
and PE are taught about once every two weeks on days that social studies and science
are not being taught.
The entire grade level teachers assess students skills and knowledge on the
core subjects. The grade level uses the Wonders assessments to assess students
language arts knowledge at the beginning of the year and at the end of each unit. The
Wonders assessment at the beginning of the year determines the placement of students
into guided reading groups. The Wonders end of selection assessment determines
students knowledge and progress at the end of each reading unit. Each unit is taught in
about two to three weeks.
Each grade level teacher also uses Dynamic Indicators of Basic Early Literacy
Skills (DIBELS) at the beginning, middle, and end of the year to assess students
reading fluency.
At the end of each math unit, the grade level uses the Everyday Math end of unit
tests to assess students learning and progress. Each unit of math is taught in about two
to three weeks.

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Starting this year, the grade level uses an assessment called SOAR: Edify
Learning three times a year to assess students progress in language arts and math.
In order to assess students knowledge in social studies and science, the grade
level creates project-based assessments for students to complete inside and outside of
the classroom. For example, at the end of the year students are required to create a
diorama of an ahupuaa system as a form of summative assessment. The grade level
creates a standards-based assessment rubric to determine students learning of
strategies and skills in all content areas. This rubric is based on the State of Hawaii
Department of Education Standards-Based Report Card Guidelines, which includes the
ratings of meets with excellence (ME), meets proficiency (MP), developing proficiency
(DP), well below proficiency (WB), and not applicable at this time (NA).
I am currently placed in is a fourth grade classroom at Iliahi Elementary School.
In the classroom, the physical arrangement consists of six groups of tables four table
groups of four desks, one table group of five desks, and one table group of six desks.
The entire floor is covered with tile. On the walls, there is a Promethium board at the
front of the classroom and a whiteboard at the back of the classroom. An Elmo projector
is connected to the Promethium board to display larger images onto the board. By the
teachers desk, there is a television on top of a mobile stand allowing it to be moved for
all students to watch. Other electronics in the classroom include a radio, CD player,
printer, and one laptop. There is also a game center on the shelf next to my mentor
teachers desk that is usually used during indoor recess. Near the entrance of the
classroom is a large bookshelf containing hundreds of books for students to read
throughout the day.

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My mentor teacher has twenty-six years of teaching experience. She has been
employed at Iliahi Elementary and has taught fourth grade for nine years. In her
classroom, there is a total of twenty-one students in the classroom, which includes
eleven boys and ten girls. Two students in the classroom are currently enrolled in the
special education (SPED) program at the school; one student for language arts and
math and the other student for math. The five fully self-contained students join my
mentor teachers classroom during art, music, and physical education blocks. None of
the students in my mentor teachers class is considered an English Language Learner
(ELL) or in the Gifted and Talented (GT) program.
The beginning-of-the-year-assessments are used to form instructional groups.
Based on the reading assessments that were given to students at the beginning of the
year, there are nine students below grade level, ten students on-grade level, and two
students above grade level. Based on the math assessments that were given to
students at the beginning of the year, there are nine students below grade level, nine
students on-grade level, and three students above grade level. During the school day,
students are grouped based on academic levels during guided reading sessions. My
mentor teacher takes the seven students who are the well below grade level, a PTT
takes the seven students who are almost on grade level and on grade level, and I take
the seven above grade-level students.
Based on observations and evidence from homework and assessments, my
mentor teacher and I have assessed students behaviors in the classroom. According to
my mentor teacher, the students social and academic behavior in this class is immature
compared to her previous classes. These students do not seem as responsible because

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they often finish their homework in the classroom on the morning that it is due. They are
often very talkative inside and outside of the classroom. Looking at evidence from
assessments that involve the application of learned concepts, students seem to struggle
with higher order problem solving. Most of the students in the classroom are also
interested in lessons that involve creating art projects, playing music, and lessons that
include performing arts. Most students had put in extensive effort into their self-portraits
at the beginning of the year. More than half of the class, when asked, do not enjoy
language arts and math. Based on the observations of my mentor teacher, many of the
students seem to treat school as a social activity rather than a place to excel
academically.
Students attitudes toward their work ethics are often displayed in the homework
that they turn in; many homework assignments have scratches over unwanted answers
and cannot be used as proof of quality work. Students seem to understand that they
come to school to learn, but they dont perform it in the classroom. However, they are
very respectful towards the teacher and peers. Students sometimes display positive
work habits by turning in assignments, but they often do not show quality work during
classwork and homework. Many of the students have messy handwriting or make
careless errors on their tests and homework assignments.
In order to help students, my mentor teacher has implemented support systems
and classroom procedures targeted to improve positive work habits. My mentor teacher
created the Habooboo folder system to help students improve their grades, gain extra
practice in skills, and become quality producers. Every two weeks, all of the corrected
work that students have done is put into a folder called the Habooboo. Students take

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the folders home and have a week to correct any incorrect assignments. If students
decide to revise their work, my mentor teacher will re-grade it and take the average of
the two scores to create their final grade. My mentor teacher also implements a SPIN
(Student Parent Information Notebook) journal to help students remember and complete
homework assignments. Students write their daily homework assignments in a SPIN get
it signed by their parents, and turn in their homework in the morning after getting
checked by my mentor teacher.
My mentor teacher implements Mad Minute Math, which is a skilled time test,
that none of the other grade level teachers implement. The instructional blocks in this
classroom differs from the other grade level classes. Everyday, math is the first
instructional block in the morning. After recess, language arts is taught for two hours
until lunch. After lunch, social studies, science, art, music, or PE is taught for an hour
until the end of school. Due to time constraints, science and social studies are taught on
alternate weeks. All of the teacher assessment tools that my mentor teacher uses are
also used by the whole grade level.
My mentor teacher implements classroom procedures to improve time efficiency
and transitions in the classroom. The less time spent on transitions, the more time my
mentor teacher can devote to instruction. One of the main rules and
rewards/consequence system is implementation of the Dragon Dollar system. All
students begin with 100 points at the beginning of the day. Each time a student
misbehaves, according to the degree of the misbehavior, a certain amount of points is
taken away from the student. For example, one point is taken away for each incomplete
homework assignment, whereas three points are taken away for each time the teacher

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scolds them for misbehaving during a lesson. If students have 95 points or more at the
end of the day, they receive a Dragon Dollar. Every Friday, the school holds a Dragon
Dollar Fair where students can trade in their Dragon Dollars for a prize. In my mentor
teachers classroom, Dragon Dollars can be taken away if students lose a homework
assignment or forget to write their names on their papers. It teaches students to be
responsible for their own behaviors, attitudes, and work habits. If a student continually
misbehaves, my mentor teacher calls his/her parents and arranges a conference.
My mentor teacher has created a daily homework procedure for the class. At the
end of each day, students copy the homework assignments that my mentor teacher has
written on the board. Once students copy the homework assignments into their SPIN
journal, they walk up to my mentor teachers desk for approval. My mentor teacher
stamps parent signature into their SPIN journals and gives them their homework. The
next morning, students come to my mentor teachers desk to check-in. They submit
their homework into the bin, and show my mentor teacher their parent signature,
reading log, and math log. If a student did not finish their homework, points are taken
away. They are also asked to finish the incomplete assignments for homework.
Most of the students understand and are able to apply the rules, consequences,
and homework procedures of the classroom. My mentor teacher believes that students
are able to tell someone, but dont always follow through with the procedures or
reminders. For example, my mentor teacher can ask the class to explain the rules of the
classroom, but they often forget to follow the rules. Students often follow the rules more
frequently when there is a punitive consequence related to the rule. For example, if my
mentor teacher threatens to take away dragon dollars, the class does a better job at

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following the rules. Students also work better and put in more effort when the wanted
result is related to an external reward.

Child Development, Learning, and Motivation

I have planned and implemented this Assessment 3 unit plan through the
teaching and learning style of constructivism. Unlike traditional instruction that is based
on the transmission and absorption of knowledge, constructivism is theorized using
contrasting views and concepts (Clements & Battista, 2009). Characteristics of
constructivism are centered on knowledge that created by the child and peers. Children
reflect on physical and mental actions to create meaningful ideas and integrate those
ideas into their existing knowledge. Learning is also seen as a social process in which
children learn through intellectual relationships with others. Therefore, a constructivism
classroom is seen as an interactive learning environment in which students are involved
in discovery, negotiation, sharing, and reflection with peers (Clements & Battista, 2009).
Throughout this unit plan, I have interactive and social activities that allow
students to learn through their own learning experiences and socialization with peers.
Students will have the opportunity to learn different content areas through multiple
constructivist activities, such as investigative inquiries, reenacting scenarios,
collaborative skits, and peer feedback. These collaborative activities will enable
students to integrate new ideas into their existing knowledge through multiple forms of
physical and mental actions. I feel that creating a constructivist unit and classroom
environment is important because it allows students to branch knowledge and create

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connections between what is taught in class to the world around them. I feel creating
opportunities for students to become immersed in experiences helps them to reason
and relate their experiences to real world situations that occur around them.
When developing ideas for this unit plan, I reflected upon Vygotskys Zone of
Proximal Development to create intellectually and socially appropriate lessons for the
students in my classroom. According to Vygotskys, The Zone of Proximal Development
(ZPD) describes the area between a childs level of independent performance (what
he/she can do alone) and the childs level of assisted performance (What he/she can do
with support) (Jones, 2014, p. 2). Instruction aimed within the ZPD increases not only
childrens academic success, but also childrens ZPD. In order to successfully instruct
within a students ZPD, the teacher needs to make sure that students will be able to
independently function at the same high level that they were previously able to function
with added assistance. Scaffolding, although not explicitly stated by Vygotsky, assists
students through the gradual transitions from assisted learning to independent work
(Jones, 2014).
By following the Vygotskian approach, my unit plan consists of scaffolded
lessons that are within students ZPD. Being in an elementary field placement for almost
a semester, I have observed students interests, behaviors, strengths, and weaknesses.
Based on performance assessments, students often do well when answering
convergent questions, but also have a difficult time articulating and reasoning with
divergent, or higher-order questions. Therefore, I believe that students ZPD can be
aimed towards answering higher-level, divergent questions. Each lesson in this unit plan
is a scaffolded lesson that transitions from the learning of convergent knowledge to

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applying and synthesizing their thinking into divergent responses. Each lesson involves
a collaborative activity that scaffolds knowledge through instructional strategies, such as
group discussions, creating skits, experiencing scenarios, and peer feedback.
Curriculum
Literacy, especially in elementary school, holds the key to enjoyable, lifelong
learning and opportunities for success. Students who experience effective elementary
literacy instruction gain both linguistic and cognitive abilities that are needed as an
educational foundation across all content areas (Bowerman, 2014). In order to become
sufficient in literacy, all of its components need to be taught, Oral language, reading,
writing, and content instruction support and enrich each other. Students must be
provided with experience in all these areas if they are to achieve success (Bowerman,
2014, p. 3). Therefore, I have created a unit plan in which the components of literacy,
reading, writing, and oral language, all come together to support the common theme of
promoting sustainability through participating in community service and spreading
awareness.
The main reading skill that I will focus on throughout my lesson is reading
comprehension. In order to aid and improve students reading comprehension, I am
going to incorporate both cognitive involves thinking and metacognitive involves
reflecting on ones thinking - comprehension strategies into my lessons. I chose to focus
on using comprehension strategies because I believe these strategies, if properly
exposed and practiced, are thoughtful behaviors that students can use to strengthen
their understanding of a text as they read (Tompkins, 2014).

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The comprehension strategies focuses of my unit plan are determining the
importance and details, using text structures, and vocabulary. Determining the
importance of a text helps readers to distinguish big ideas from the details and helps to
recognize what is important in order to summarize. One way to help students identify
the big ideas is to create connections. This helps students to relate what they are
reading to their background knowledge and personal lives (Tompkins, 2014). In this unit
plan, students will determine the importance of maintaining a sustainable through
creating text-to-self connections with the book, The Lorax. They will apply what they
have learned to create a poster that promotes sustainability in their own communities.
The target standard to assess students abilities of determining the importance of a text
and creating connections is CCSS.ELA-Literacy.RL.4.7: Integration of knowledge and
ideas make connections between the text of a story and an oral presentation of the
text, identifying where each version reflects specific descriptions in the text.
Text structures help students comprehension skills by identifying patterns in the
text, When readers are aware of these patterns, its easier to understand what theyre
reading, and when writers use these structures to organize their writing, its easier for
readers to understand (Tompkins, p. 308). For this unit plan, students will learn text
structure by completing a cause and effect graphic organizer on a BBC news article,
World Wildlife Populations Halved in 40 Years. In the next lessons, students will apply
their knowledge by identifying the causes and effects that could occur in an unbalanced
food chain and in an unbalanced ahupuaa system. The target standard to assess
students ability to use and apply this text structure is CCSS.ELA-Literacy.RI.4.5: Craft

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and structure Describe the overall structure (cause/effect) of events, ideas, concepts,
or information in a text or part of a text.
Vocabulary helps students comprehension skills by aiding students abilities to
comprehend what theyre reading, how to write effectively, and how to learn contentarea information (Tompkins, 2014). Throughout this unit, I will focus on teaching
students Tier 2 academic words. According to Tompkins (2014), Students knowledge of
academic vocabulary is part of their background knowledge, and it affects their school
success (p. 219). Teaching academic words expands students knowledge and results
in a more powerful impact on learning. For this unit plan, students will learn vocabulary
through verbally discussing terms, writing reflections using key vocabulary words, and
reading vocabulary words in different mediums and contexts (Tompkins, 2014). The
target standard to assess students ability to understand and apply vocabulary is
CCSS.ELA-Literacy.RI.4.4: Craft and Structure Determine the meaning of general
academic and domain-specific words or phrases in a text relevant to a grade 4 topic or
subject area.
The two main writing concepts that I will focus on throughout my lesson are
writing to reflect and the writing process. After each lesson, students will have the
opportunity to reflect and apply the knowledge that they have learned. I believe that
reflecting is an important component to both reading and writing because it allows the
student to summarize, synthesize, and evaluate what they have learned. Metacognitive
reflections is both a reading and writing strategy that allows students to learn and
enhance their metacognitive activity: As students become increasingly familiar with and
adept at strategy use, we enhanced their conditional knowledge of how to orchestrate

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cognitive strategies by focusing on metacognition, Thinking about ones thinking is the
core of strategic behavior (Olson & Land, 2010, p. 281). The target standard to assess
students ability of summarizing using reflective practices is CCSS.ELALiteracy.W.4.2.B: Text Types and Purposes Develop the topic with facts, definitions,
concrete details, quotations, or other information and examples related to the topic.
The main writing concept that I will focus on is creating a published business
letter using the writing process. Business letters can be written to local, state, and
national government leaders to express their concerns, make suggestions, or seek
information. Learning how to write a business letter promotes professional writing, and
students can feel proud to send a published and polished business letter to inform a
council member about sustainability (Tompkins, 2014). In order to create a meaningful,
fulfilling, and professional business letter that can be send to a council member,
students will learn and use the writing process: The writing process is a series of five
stages that describe what students think about and do as they write; the stages are
prewriting, drafting, revising, editing, and publishing (Tompkins, 2014, p. 15). The target
standards to assess students ability of creating an informative, published business
letter are CCSS.ELA-Literacy.W.4.4: Production and Distribution of Writing Produce
clear and coherent writing in which the development and organization are appropriate to
task, purpose, and audience, and CCSS.ELA-Literacy.W.2.A: Informative and
Explanatory Texts Introduce a topic clearly and group related information into
paragraphs and sections, including formatting, illustrations, and multimedia when useful
to aiding comprehension.

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Oral language is a literacy concept that conveys ideas through the language
modalities of speaking and listening. Oral language is necessary to learn in order to
thrive in the outside world: Chiefly, it is through speaking and listening that the young
child initially explores his environment, which, by large is a verbal environment. It is by
means of these oral communicatory activities that the child asserts his individuality and,
on the other hand, that he learns to become a social being, that he learns to weave
endless webs of human relationships which form the structure of social living (Baker,
2012, p. 48). This unit plan promotes oral language by communicating ideas and
knowledge through acting and sharing accomplishments through oral inquiry
discussions, skits, and oral presentations. Students will participate in a whole-class
inquiry discussion about the impacts of humans on the environment and creating a
sustainable environment. The target standard that assesses students ability to
respectfully participate and collaborate in an inquiry is CCSS.ELA-Literacy.SL.4.1.B:
Comprehension and Collaboration Follow agreed-upon rules for discussions and carry
out assigned roles. Students will also participate in a skit, which allows students to
share their knowledge through the oral means of speaking and acting.
At the end of the unit, students will publish their business letters by orally
presenting their letters to the class. The target standard that assess students ability to
present their knowledge and accomplishments is CCSS.ELA-Literacy.SL.4.4:
Presentation of Knowledge and Ideas Report on a topic or text, tell a story, or recount
an experience in an organized manner, using appropriate facts and relevant, descriptive
details, to support main ideas or themes; speak clearly at an understandable pace.

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In the classroom, my mentor teacher currently uses the Wonders basal program
to teach reading, writing, and oral language. While a basal reading curriculum is being
used, I chose to create a unit plan that fosters student engagement and learning
through an interactive instructional approach. This instructional literacy approach allows
students to explore comprehension through multiple interactive activities, such as an
inquiry discussion, performing arts presentation, writing a letter to a councilman, and
participating in reenactments. Another reason why I chose not to use the Wonders basal
program is because the curriculum did not fit with my theme and enduring
understanding. For my unit plan, I chose to focus on create a meaningful theme with an
enduring understanding of sustainability that students can take home and apply to the
environment around them.
Social studies is defined as, The study of political, economic, cultural, and
environmental aspects of societies in the past, present, and future (National Council for
Social Studies, 2010, p. 1). This content area provides students with the knowledge and
understanding of the world around them to enable them to understand and effectively
participate in proper citizenry. Social studies can also provide students with skills of
productive problem solving, decision making, and making thoughtful value judgments.
Overall, I feel social studies is an important is necessary to help students integrate
these skills and understandings so they can participate as a responsible citizen,
whether it is on the playground, school, home, or in the community (National Council for
Social Studies, 2010).
In the fourth grade curriculum, the focus of social studies is Hawaiian culture and
the state of Hawaii. The main social studies concepts that will be taught in this unit plan

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is ancient Hawaiian economy and their practice of sustainability in the ahupua`a system.
Students will learn about the ancient Hawaiian economic system by participating in a
classroom bartering reenactment. Students will also apply knowledge that they
previously learned about the ahupua`a sytem and the text structure, cause and effect, to
understand the impact that unbalanced resources would have on the ancient Hawaiian
ahupua`a system. All of these social studies concepts that will be taught will connect to
the overall enduring understanding of the unit plan, which is the importance of
sustainability and human-environment interdependence. The target standard to assess
students knowledge and understanding of the ancient Hawaiian economy and
dynamics of the ahupua`a system are HCPS III:SS.4.6.1: Cultural Dynamics/Change
and Continuity Describe how individuals or groups deal with conflict, cooperation, and
interdependence within the ahupua`a, and HCPS III: SS.4.8.1: Economic
Interdependence Describe the economic interdependence among those living in the
ahupua`a.
In the classroom, my mentor teacher uses six different books to teach the social
studies content instead of a traditional textbook (see section Context of Learning, p. 4).
Students are usually taught through literature focus units. Using literature to create
focus units rather than textbooks allow my mentor teacher to transition between
teacher-centered and student-centered activities (Tompkins, 2014). As a result, my
mentor teacher has larger amount of opportunities to teach social students content
through discussions, activities, and interactive unit projects. This gave me the
opportunity to create interactive collaborative activities and reenactments to give
students authentic, social studies lessons and activities.

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Elementary science provides an important foundation for acquiring skills in
reasoning, experimenting, justifying, and questioning: Moreover, elementary science
education, when done well, not only helps students understand science, but it also
equips them with broader skills and habits of mind. The ability and propensity to ask
questions, observe closely, look for evidence, and make rational arguments are all byproducts of rich science learning experiences at a young age (John, 2007, p. 3). I feel
that science provides students with opportunities to participate in scientific inquiries by
using critical thinking, argumentative, and reasoning skills.
The main science concept that is the focus of this unit plan is the food chain.
Students will learn about the process of the food chain, and will later apply this
knowledge to determine the causes and effects that could occur in an altered food
chain. Students will learn these concepts through multiple strategies, such as predicting,
questioning, and looking for evidence. Lastly, science will be integrated into a social
studies lesson to examine the impacts that an altered food chain would have had on the
interdependence of the ahupuaa system. The target standard to assess students
knowledge and understanding of the food chain and interdependence is HCPS III:
SC.4.3.2: Interdependence Describe how an organisms behavior is determined by its
environment.
I have not yet had the opportunity to see science being taught in my mentor
teachers classroom, but my mentor teacher uses the Harcourt Trophies science basal
program to teach science. Like the Wonders basal program, I found it difficult to find a
lesson that could be connected to the ahupuaa system or Hawaiiana. Creating a

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science lesson based on a topic on food chain and interdependence offers an
opportunity for an interactive and authentic learning activity for students.
All three of these content areas are integrated to support the teaching and
learning about the purpose and enduring understanding of this unit, which is humanenvironment interdependence and the importance of sustainability. These five lessons
integrate content areas to teach students about sustainability in the past, the effects of
maintaining and depleting a sustainable environment, and what can be done to inform
and promote sustainability in the future.
Instructional Practices
The instructional practices and strategies that will be implemented in this lesson
encourages the development of critical thinking and problem solving skills. The first
instructional strategy that I will discuss is Blooms Taxonomy. Formerly known as the
Taxonomy of Educational Objectives, Blooms Taxonomy is a framework created by
Benjamin Bloom that categorizes educational goals into six major categories. These
categories lie on a continuum from simple to complex, and concrete to abstract:
remember, understand, apply, analyze, evaluate, and create (Armstrong, 2014).
This unit plan uses all of taxonomies to develop critical thinking and problem
solving skills. Remembering will be used in every lesson to recall previous knowledge
and to recognize new knowledge that is being taught. Understanding will also be used
in all content areas to summarize and interpret knowledge that was learned. Students
will show understanding of sustainability by summarizing the importance of maintaining
a sustainable environment and classifying causes and effects of alterations of the
environment and ahupuaa system. Applying, otherwise characterized by implementing,

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will be used during science, reading, and writing to assess students ability to apply
knowledge to larger concepts. For example, students will create a poster promoting
ways to create a sustainable environment after having a classroom inquiry about
sustainability. Students will also apply knowledge that was taught during the lesson to
create a skit to communicate the effects an altered food chain could have on the
environment. By writing the letter, students will apply the information that they have
learned throughout the unit to write a letter to a council member about the promotion of
sustainability in the community. Evaluating will be used during science, social studies,
reading, and writing. Students will write a self and peer reflection/assessment at the end
of science, social studies, and writing in order to synthesize important ideas and values
learned during each lesson and to evaluate the effort put into each assignment. During
the reading inquiry, students will participate in a philosophical inquiry about the book,
The Lorax. Students will evaluate the actions of characters, the consequences that
occurred, and how it can be related to current society. Lastly, students will create
posters that promote sustainability in their own communities.
The main connection between all of the lessons in this unit plan is the enduring
understanding of sustainability and human-environment interdependence. The order of
my unit plan structured by scaffolding each lesson to build knowledge on top of existing
knowledge learned from the previous lesson.
Instructional Modifications
Instructional modifications are necessary for all students in the classroom to be
successful: Tomlinson (2001) explains that in differentiated classrooms, teachers
provide specific ways for students to learn as deeply as possible and as quickly as

Sugimoto 23
possible without assuming one students road map for learning is identical to anyone
elses (as cited in Tompkins, 2014, p. 365). It is important for teachers to recognize and
modify/adapt lessons that are based on each students learning styles, behaviors, and
academic levels. There are three different ways to modify instruction: differentiating the
content, differentiating the process and the product. For this unit plan, I will modify my
lesson by differentiating the process and differentiating the product. There is one
student who has just entered my mentor teachers classroom from the Philippines, and
speaks and understands very little English. There is no outside support for English
Language Learners (ELL) students, so my mentor teacher and I often have to create
accommodations and modifications for her. I plan to differentiate the process for her by
grouping her with students that often voluntarily provide support for those in need and
students who are effective communicators. I would also provide her individual support
and assistance while students are independently working on their performance tasks. To
differentiate the product, I will allow her to have the choice to either write down her
reflections/responses or verbally answer the questions to me, and I will write down her
responses for evidence. However, for the writing piece, she will have to write down her
response. Modifications that will be provided for that student includes individualized
attention to strengthen sentence structure, main ideas, vocabulary, and comprehension.
As a modification for all students, I created a variety of performance
assessments that varied in processes and complexity. Students must also complete an
informative letter to a local councilman as a final product. Differentiating the product
allows students to show their knowledge and application of knowledge in different forms
(Tompkins, 2014). For example, if a student has a difficult time in writing, they can show

Sugimoto 24
their learning through acting. If a student has a difficult time explaining their ideas
through words, they will have the opportunity to show their ideas through drawings by
creating a sustainability poster. These instructional modifications for the performance
task will allow students to show their understanding in multiple forms.
Throughout this unit, I will also use instructional adaptations to support and aid
students progress and success. Instructional adaptations involve changing the way in
which material is presented and/or the way students practice and demonstrate learning
(Tompkins, 2014, p. 256). Teachers often need to adapt lessons to support students
behavioral needs. In order to help students who often need reminders of expectations
and rules, I will project the rubric on the Promethian board as students work on their
performance tasks. To consider students behavioral needs, I will reinforce positive
behavior throughout the lessons and set behavioral and academic goals with students
before the start of the lesson.
Student Engagement and Language Development
In order to develop students use of effective communication skills that foster
active inquiry and a supportive interaction in the classroom, I will introduce students to
the idea of intellectual safety. According to Dr. Peter Jackson, the only way that students
can engage in dialogue and inquiry is to create an intellectually safe environment: In an
intellectually safe place there are no put-downs and no comments intended to belittle,
undermine, negate, devalue, or ridicule. Within this place, the group accepts virtually
any question or comment, so long as it is respectful of the other members of the circle
(Makiau & Miller, 2012, p. 15). As a class, we will discuss what this definition means,
and write down rules that the class follows during inquiries and collaborative groupwork.

Sugimoto 25
I will introduce students to the community ball, which is a large yarn ball that students
will throw to anyone who wants to speak. The community ball gives each student an
identity that supports further classroom inquiry. This deepened inquiry leads to the
expansion of learning and discovery that goes beyond the content to text (Makiau &
Miller, 2012). The person who has the community ball is the only person who is
speaking, and everyone else is listening to the person with the community ball.
Students will partake in both student-to-student activities and teacher-student
mini lessons. For each lesson, the only teacher-student interaction that will occur is
during the mini-lessons. I will teach students the main convergent knowledge, such as
defining and explaining the food chain, bartering system, and the steps of the writing
process. Students will then engage in student-student interactions and collaborative
activities to further enhance their knowledge and understanding of the concept, such as
creating a skit, become involved in a class inquiry, and partake in reenactments. These
collaborative and interactive activities allow students to gain authentic experiences that
they can connect to existing knowledge.
Student-to-student interactions will be supported by the principles of productive
group work. The five principles of productive group work include positive
interdependence, face-to-face interaction, group and individual accountability,
interpersonal and small-group skills, and group processing (Frey, Fisher, & Everlove,
2009). Each lesson in my unit plan will have student-to-student interactions that include
those productive group work principles. For example, students will have the opportunity
to display positive interdependence by delegating tasks during collaborative group
activities. Face-to-face interactions will occur as students communicate verbal and

Sugimoto 26
nonverbal ideas to collaborative achieve a task. After each activity, students will reflect
upon their individual accountability and group processing by completing a peer and self
assessment. Lastly, students will practice small-group skills by solving any conflicts that
may occur.
The four language modalities (speaking, listening, reading, and writing) will be
used in this unit. Incorporating each language modality is important because each
modality is needed to improve literacy and create an effective educational foundation.
Reading, oral language, and writing emerge in overlapping phases rather than strict
sequential steps (Tompkins, 2014). Based on this information, I have created a unit in
which oral language, writing, and reading are integrated and extended through the use
of all four language modalities.
Another reason to incorporate all language modalities into a lesson is because it
helps to differentiate lessons for students with diverse literacy needs: Literacy research
continues to explore ways that multiple modalities influence the literacy and learning of
our students. Through the use and creation of multimodal texts, students have
opportunities to use linguistic, visual, and audio modes in order to experience,
conceptualize, analyze, and apply meaning (Keating, 2008, p. 5).
Students will be able to use the four language modalities throughout this unit.
Students will be asked to speak during science, reading, and writing through classroom
inquiries, performing skits, and presenting a published letter to the class. Students will
also speak to others throughout each lesson due to collaborative and partner activities.
Students will listen to their peers discuss sustainability through multiple collaborative
activities, including the inquiry discussion. Students will partner read the book, The

Sugimoto 27
Lorax, and learn about text structures to aid in comprehension. Lastly, students will write
multiple reflections to assess themselves, their peers, and their work. At the end of the
unit, students will write a published business letter to a council member by completing
the writing process.
Assessment
Assessment of student learning is important for two reasons: Assessments are
needed for improvement, and assessments are needed for accountability (Wynne,
2010). Assessments give both the teacher and students the opportunity to engage in
self reflection of their learning and teaching goals. Assessments help to determine the
degree in which these goals were achieved, and it evaluates if students learning and
teachers teaching reached the expectations of larger grade-level and state goals and
expectations. Assessments are also used as evidence of student achievement that can
be used as data for accreditation groups, state legislators, school administrations. For
teachers, assessments are important because it gives teachers evidence of their
teaching proficiency. From the results of performance assessments and student self
assessments, teachers can see student progress and struggles. From those results, the
teacher can adjust their instructional strategies to better suit the learning styles and
behaviors of the students (Wynne, 2010).
For each lesson, I will use anecdotal notes and an observation chart as a
formative assessment tool. Monitoring and collecting evidence as a formal assessment
is vital to student success: Teachers monitor students learning every day and use the
results to make instructional decisions. As they monitor students progress, teachers
learn about students and their individuals strengths and weaknesses and about the

Sugimoto 28
impact of their instruction (Tompkins, 2014, p. 73). From these notes and reports that
are observed and recorded throughout the lesson, I can determine how well students
have met the standards, especially the GLO standards. I will use these anecdotal notes
to write down any notes concerning cooperative learning, disagreement, important
statements, or interesting quotes said by students. Using the observations and evidence
that I received from the anecdotal notes, I will assess students on GLOs, such as the
ability to be a community contributor, effective communicator, and self directed learner. I
will also use these anecdotal notes to assess my own teaching, and reflect upon ways
to improve my teaching for the next lessons.
The two types of summative assessments that I will use are analytical rubrics
and holistic rubrics: Teachers use rubrics, or soring guides, to evaluate student
performance according to specific criteria and levels of achievement. Theyre similar to
checklists because they specify what students are expected to do, but they go beyond
checklists because they describe specific criteria and levels of achievement (Tompkins,
2014, p. 75). Analytical rubrics allow teachers to objectively assess students work using
specific criteria that are based on grade level standards, national standards, or
standards-based curriculum. The fourth grade teachers at Iliahi Elementary School uses
analytic rubrics as grade-level assessment tools. They create rubrics for each unit exam
or project in order to objectively grade students success of the standards. Another
reason why I chose to use rubrics for my summative assessments are because these
tools can also be used to help students self assess their work and performance: To be
successful, students need to analyze anonymous work samples and identify the
qualities that demonstrate strong, average, and weak achievement (Tompkins, 2014, p.

Sugimoto 29
77). Before each performance task, Ill post the rubric on the board for students to see
while they are working on their performance tasks. At the end of each lesson, Ill ask
each student to highlight the parts of the rubric that they feel they have effectively
completed. This will help students self-assess their own performance, and it also helps
me to gain a better understanding of students feelings and efforts in each performance
task.
Classroom Management and Procedures
The main classroom management strategy that I will use is promoting
accountability for ones actions through collaborative and productive learning
opportunities in the classroom. Before the start of the unit, the class will work as a
community to create a community builder agreement. Together, the class will brainstorm
actions and feeling to create supportive and respectable environment, which includes
intellectual safety (see Student Engagement, p. 25). Once the main ideas and
thoughts are written down, students will sign their names on the bottom of the
agreement. This will show students that they are now accountable for their own actions
in the classroom, and are all contributors to creating a positive classroom environment.
At the end of each lesson, students will verbally or non-verbally reflect upon the
classroom environment, and suggest ways to improve the classroom for future lessons.
Students will receive intrinsic rewards by knowing more about their peers, creating a
community and positive environment, and feeling accomplished of their work and
achievements.
In order to facilitate a positive classroom environment, I will focus on three main
concepts to promote respectful relationships: developing and reinforcing classroom

Sugimoto 30
rules and norms, promoting positive peer relationships, and nurturing positive
relationships with all students. The classroom community agreement will help to create
a safe learning environment for students. It gives students guidelines as to
characteristics that supportive learning and allows students to contribute to a
constructivism classroom environment. I will promote positive peer relationships by
planning collaborative activities that involve cooperation and peer support, paying
attention to the social dynamics of the classroom, and having an intellectually safe
inquiry with peers. Lastly, I will show students that I care not only about their academic
progress, but also care about them as human beings as well. Some examples include
greeting students at the door every morning, using warm facial expressions, learning
more about students lives outside the classroom, and finding time to have powerful
interactions with students.
During lessons, I will use different classroom management strategies for all
students. In order to gain students attention during a lesson, I will use the waterfall
attention getter. When I say Waterfall! the class replies by saying SSSHHH and
students bring their attention to the front of the room. If a student is having a difficult
time listening to the lesson, talking to others, or needs a break, Ill tell them to take a
sixty second cool down outside and come back in when they are calmed down and
show signs that they are ready to learn. If a student is having a difficult time working
with group members, I will act as a mediator and take the student outside to calmly
discuss the problem and how we can all work together to improve the situation for all
parties.
Resources and Technology

Sugimoto 31
For this unit plan, the main type of technology that I will use is the projector on
the Promethean board. For each lesson, I will create a power point presentation on my
personal laptop to present the knowledge to be learned in front of the class. I will project
the power point on the overhead projector. Another technology that I will frequently use
is the Elmo projector. I will the Elmo projector to project student work, rubrics, and other
visuals onto the projector. Students will go to the computer lab to type and publish their
letters to a council member. Other materials that I will need to prepare for this unit plan
is a community ball made out of yarn, a large cause and effect chart, laminated
currency, and baskets of scattered materials for the interdependence social studies
lesson.
Professional Goals
The main professional goals that I would like to attain while teaching this unit is
become a reflective and flexible educator. Throughout the unit, I will reflect on the
events that occurred throughout the lesson, students attitude towards the enduring
understanding, and students academic progress to gauge my overall teaching
effectiveness. Having students complete a self-assessment will also give me insight to
how students are feeling about their work and understanding of each topic. Depending
on the responses that I receive in the assessments and attitudes that I have observed, I
want to think of ways to adjust the rest of the unit in a way that suits students rate of
pace and understanding of the knowledge and enduring understandings. Being able to
reflect upon my teachings and adjusting lessons according to students learning
progress will help with my professional growth, reflection, and evaluation (ACEI 5.1).

Sugimoto 32

Unit Plan Framework

Theme and Overview: Sustainability
The focus of this unit will be about the concept of sustainability. Students will understand the
definition and importance of sustainability through activities in five different content areas:
reading, writing, oral language, social studies, and science. It is important for students to learn
about sustainability because it promotes positive citizenry and can help students to learn how to
make an environmental difference. It is a concept that students can take with them and apply it
to their everyday lives with their parents, peers, and community. This unit will take place from
March 2, 2015 through March 30, 2015.

Essential Questions: Why is sustainability important? How can you help to promote a
sustainable environment?
I selected this essential question because it allows students to divergently think about the
importance of sustainability. These essential questions will provoke students to think about the
positive impacts of practicing sustainability versus the negative impacts of ignoring the practice
of sustainability. Students will respond to these questions throughout the unit using different
mediums: verbal class discussions, brief written responses, and analysis of their own physical
experiences.

Enduring Understanding: Human-environment Interdependence

Sugimoto 33
The enduring understanding of this unit plan is human-environment interdependence. This year,
students will understand that sustainability is dependent upon how humans interact with the
environment and will be able to apply this knowledge when they learn about environmental
changes in future science, social studies, and other upper-level classes. This is important
because we all have the ability to nourish or destroy the environment, and our choices will
impact the environment for future generations.

Sugimoto 34

1.

2.

Lessons
Do You Know
About
Sustainability
? (Baseline
Assessment)
Digging Deep
into The
Lorax

Reading

Students will partner read The

Lorax by Dr. Seuss.

Writing
Students will write responses
about prior knowledge and
experiences of sustainability and
interdependence.

Oral language
Students will answer
questions after watching
and listening to a short
video about sustainability
and interdependence.

Students will work together to create a

poster promoting sustainability and
alternative resources rather than cutting
down trees.

Students will become

involved in a class
discussion about the cause
and effects that occurred
throughout the book.

Students will collaborate with parents

about ways to sustain the environment.

3.

Interdepende
nce within
the Ahupuaa
System

Students will use specific words

and terminology taught throughout
the lesson to answer their
reflection questions.

Students will write about the

importance of interdependence by
completing a reflection about their
personal thoughts and opinions
about the reenactment.

4.

Lets Barter!

Students will use specific words

and terminology taught throughout
the lesson to answer their
reflection questions.

Students will reflect on the

bartering activity and describe the
economic system among those
living in the ahupua`a system.

Students will be introduced to the

text structure, cause and effect.
They will complete a cause and
effect graphic organizer for the
article, World wildlife populations
halved in 40 years.
Students will identify causes and
effects for each mini scenario.

Students will write a paragraph

about the importance of preserving
wildlife using the causes and
effects that they found from the
article, World wildlife populations
halved in 40 years.

Students will justify by writing what

natural resource located in the
ahupuaa would have the worst
effects on the environment and
people if the natural resource was
depleted.
Students will write an informative
letter to a community official to
explain the importance of
sustainability and ways to promote
sustainability in the community.

5. Learning
About Causes and
Effects

6.

Sustainability
Within the
Food Chain

7.

Impacts of
the Food
Chain on the
Ahupuaa
System

Students will use specific words

and terminology taught throughout
the lesson in their written
justifications.

8.

Writing to
Make a
Difference

Students will identify causes and

effects of creating a sustainable
environment.

Social Studies
Students will answer q
about the ahupua`a sy
its relationship to susta
based on prior knowled

Students will be put int

and given specific mate
They need to work toge
groups as well as a cla
complete all tasks to re
interdependence. They
be introduced to the an
Hawaiian bartering sys
Students will participat
bartering activity in whi
groups need to barter w
another in order to gain
materials needed to su

Students will create skits of

mini scenarios to show the
causes and effects of food
depletion.

Students will understan

importance of humanenvironment interdepe
within the ahupuaa sys
Students will orally present
their sustainability letters to
the class.

Content Area Matrix

Standards, Benchmarks, and General Learner Outcome Matrix
Lesson
1.

Do You Know
About
Sustainability?
(Baseline
Assessment)

Reading

Writing
CCSS.ELALiteracy.W.4.2.D: Text
Types and Purposes
Use precise language
and domain-specific

Oral Language

Social Studies
HCPS III: SS.4.6.1:
Cultural
Dynamics/Change and
Continuity Describe
how individuals or

Sc

HCPS II
Interdep
Describe
organism
is determ

Sugimoto 35
vocabulary to inform
about or explain the
topic.

groups deal with

conflict, cooperation,
and interdependence
within the ahupuaa.

2.

Digging Deeper
Into The Lorax

CCSS.ELALiteracy.RL.4.7:
Integration of
knowledge and
ideas: make
connections
between the text of
a story and an oral
presentation of the
text, identifying
where each version
reflects specific
descriptions in the
text.

CCSS.ELALiteracy.W.4.2.B: Text
Types and Purposes
Develop the topic with
facts, definitions,
concrete details,
quotations, or other
information and
examples related to
the topic.

CCSSS.ELALiteracy.SL.4.1.B:
Comprehension and
Collaboration Follow
agreed-upon rules for
discussions and carry
out assigned roles

3.

Interdependence
Within the
Ahupuaa
System

CCSS.ELALiteracy.L.4.4:
Vocabulary
Acquisition and
Use Determine or
clarify the meaning
of unknown and
multiple-meaning
words and phrases
based on grade 4
reading and
content. Choosing
flexibly from a
range of strategies.

CCSS.ELALiteracy.W.4.2.D: Text
Types and Purposes
Use precise language
and domain-specific
vocabulary to inform
about or explain the
topic.

HCPS III: SS.4.6.1:

Cultural
Dynamics/Change and
Continuity Describe
how individuals or
groups deal with
conflict, cooperation,
and interdependence
within the ahupuaa.

4.

Lets Barter!

CCSS.ELALiteracy.L.4.4:
Vocabulary
Acquisition and
Use Determine or
clarify the meaning
of unknown and
multiple-meaning
words and phrases
based on grade 4
reading and
content. Choosing
flexibly from a
range of strategies.

CCSS.ELALiteracy.W.4.2.D: Text
Types and Purposes
Use precise language
and domain-specific
vocabulary to inform
about or explain the
topic.

HCPS III: SS. 4.8.1:

Economic
Interdependence Describe the economic
interdependence
among those living in
the ahupuaa

5.

Learning about
Causes and
Effects

CCSS.ELALiteracy.RI.4.5:
Craft and Structure
Describe the
overall structure
(cause/effect) of
events, ideas,
concepts, or
information in a text
or part of a text

CCSS.ELALiteracy.W.4.2.D: Text
Types and Purposes
Use precise language
and domain-specific
vocabulary to inform
about or explain the
topic.

environm

Sugimoto 36
6.

Sustainability
Within the Food
Chain

CCSS.ELALiteracy.RI.4.5:
Craft and Structure
Describe the
overall structure
(cause/effect) of
events, ideas,
concepts, or
information in a text
or part of a text.

7.

Impacts of the
Food Chain on
the Ahupuaa
System

CCSS.ELALiteracy.RI.4.5:
Craft and Structure
Describe the
overall structure
(cause/effect) of
events, ideas,
concepts, or
information in a text
or part of a text.

CCSS.ELALiteracy.SL.4.4:
Presentation of
Knowledge and Ideas
Report on a topic or
text, tell a story, or
recount an experience
in an organized
manner, using
appropriate facts and
relevant, descriptive
details, to support main
ideas or themes; speak
clearly at an
understandable pace.

HCPS II
Interdep
Describe
organism
is determ
environm

CCSS.ELALiteracy.W.1.B: Text
Types and Purposes
Provide reasons that
are supported by facts
and details.

HCPS III: SS.4.6.1:

Cultural
Dynamics/Change and
Continuity Describe
how individuals or
groups deal with
conflict, cooperation,
and interdependence
within the ahupuaa.

CCSS.ELA-Literacy
W.4.4: Production and
Distribution of Writing
Produce clear and
coherent writing in
which the
development and
organization are
appropriate to task,
purpose, and
audience.
CCSS.ELALiteracy.W.2.A:
Informative and
Explanatory Texts
Introduce a topic
clearly and group
related information
into paragraphs and
sections, including

HCPS III: SS.4.6.1:

Cultural
Dynamics/Change and
Continuity Describe
how individuals or
groups deal with
conflict, cooperation,
and interdependence
within the ahupuaa.

CCSS.ELALiteracy.L.4.4:
Vocabulary
Acquisition and
Use Determine or
clarify the meaning
of unknown and
multiple-meaning
words and phrases
based on grade 4
reading and
content. Choosing
flexibly from a
range of strategies.
8.

Writing to Make a
Difference

CCSS.ELALiteracy.RI.4.5:
Craft and Structure
Describe the
overall structure
(cause/effect) of
events, ideas,
concepts, or
information in a text
or part of a text.

HCPS II
Interdep
Describe
organism
is determ
environm

Sugimoto 37
Lessons

Teacher
Student Learning
Content Areas
formatting
(eg.
Assessment
Tool
Task
headings),
Holistic Rubric
using Sustainability
Writing
illustrations, and
checklist format
and
and
multimedia when
to aiding
Narrative useful
Summary
Interdependenc
comprehension.
e Questionnaire
CCSS.ELA-

1. Do You Know
About
Sustainability?
(Baseline
assessment)
Literacy.W.4.2.D: Text
Types and
Purposes

2. Digging Deep into Holistic Rubric

using
Promotional
Use precise language
The Lorax
Checklist Format
and domain-specificPoster about
vocabulary to inform
Sustainability
about
or
explain
the
3. Interdependence Analytic Rubric
Economical
topic.
within the Ahupuaa
Problem and
System
Solution
Scenarios
4. Lets Barter!

Analytic Rubric

5. Learning about
Causes and Effects
6. Sustainability
within the Food
Chain

7. Impacts of the
Food Chain on the
Ahupuaa System
8. Writing to Make a
Difference

Checklist
Analytic Rubric

Checklist
Analytic Rubric

Self-Assessment
Bartering
Experience Self
Reflection
Self-Assessment
Cause and
Effect Paragraph
Food Chain
Cause and
Effect Activity
Sheet and Skit
Self and Peer
Assessments
Written
Justification
Published Letter
to the Mayor

Reading
Social Studies/Writing

Social Studies/Writing

Reading/Writing/Science
Science/Reading

Social
Studies/Science/Writing
Writing

Peer and Self

Assessment
Assessment Plan Matrix
Lesson Plan #1: Do You Know About Sustainability?

Sugimoto 38
Name: Taylor Rae Sugimoto

Grade: 4th grade

Date: TBA

Content Area: Writing

Duration: 1 hour
Materials needed:
- laptop
- Because Were All Connected video (on laptop)
- projector
- pre-video questionnaire activity sheet
- post-video questionnaire activity sheet
Guiding Questions:
- What was the main idea of the video?
- What is sustainability?
- How is the video related to sustainability?
- What does interdependence mean?
- How are we related to sustainability?
Enduring understanding:
For the teacher, this lesson is a baseline activity to assess students prior knowledge
and experiences about the unit theme and concepts.
For the students, this lesson is an introduction to the unit theme and concepts of
sustainability and interdependence.
What component/s will be the lesson
Strategy or skill emphasis
focus?
- Using context clues
Vocabulary
- Finding main ideas
Purpose of lesson
The purpose of this lesson is to gain information about students knowledge of the unit
theme prior to teaching this unit. The information gathered through this lesson will serve
as a baseline assessment of students knowledge.
Language modalities to be used in this lesson:
Listening/Observing: Students will watch a quick video about sustainability and humanenvironment interdependence.
Writing: Students will write the definition of the unit themes and describe any prior
experiences related to the unit.
Language function, forms, demands and academic vocabulary used in this
lesson:
Language function: Describing
Language form: Listening, Writing, Speaking
Language demand: Defining academic terms using prior knowledge, experiences, and
inferences
Academic Vocabulary: sustainability, human-environment interdependence, ahupua`a

Sugimoto 39
Critical Thinking Skills

Student Engagement Techniques and

Grouping

ACEI 3.3-Critical thinking, problem solving and

performance skills.

- Students will develop definitions of academic

terms based on inferences from a sustainability
video.

ACEI 3.4-Active Engagement in Learning

- Students will share ideas about academic terms

with their table groups.

DIFFERENTIATION PLAN
ACEI 3.2 Adaptation to diverse students.

Identify type of learner

List type of differentiation

Instructional approach

(ELL, SPED, Accelerated Learners,

Striving learners, 504 students,
reading)

(learning environment, content,

process, product, performance task)

(Write the instructional

approach/accommodations that will
be used for these learners)

ELL Students

Process, Product

SPED Students

Process

Accelerated Learners

Content

Struggling Learners

Process

ELL students will be

verbally asked the
questions on the
performance task. The
teacher will write down their
responses.
SPED students will be
allowed to re-watch the
video twice before
completing the
performance task. The
questions on the
performance task will be
read out loud by the
teacher.
Accelerated students will
have the option to
elaborate on their
definitions by giving
examples and relating each
term to their personal
lives/prior experiences.
The teacher will be allowed
to verbally read the
questions to struggling
students.

Sugimoto 40

1. Standards/Benchmarks/GLOs
ACEI 2.1-2.4 Content Area Knowledge. List CCSS, HCPS III, GLOs

CCSS.ELA-Literacy.W.4.2.D: Text Types and Purposes Use precise language and

domain-specific vocabulary to inform about or explain the topic.
I can use specific, academic vocabulary to explain a topic.
HCPS III:SC.4.3.2: Interdependence Describe how an organisms behavior is
determined by its environment.
I can describe how an organisms behavior is determined by its environment.
HCPS III: SS.4.6.1: Cultural Dynamics/Change and Continuity Describe how
individuals or groups deal with conflict, cooperation, and interdependence within the
ahupuaa.
I can describe how interdependence was used within the ahupua`a.

2. Assessment Task
(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative assessments to
guide and assess student learning, including criteria)

Students will complete a questionnaire to provide baseline information about their

knowledge of sustainability and animal-environment interdependence. This
questionnaire will be given before and after watching a video. A narrative summary will
be used to analyze students pre and post knowledge of these concepts.

3. Activities/Instructional Strategies
(ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking,
problem solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster
learning

Attention
getter/s to be
used in this
lesson.
Introduction
5 minutes

1) Call students attention by saying Waterfall

2) Wait for students to respond by saying Shhhhhh
3) Ask students
a) Can you imagine what life would be like if there were no
trees?
i) Without plants, do you think you would be able to eat?
Would you be able to live? Make clothing? Find shelter?

Sugimoto 41

Building
background
15 minutes

4) Tell students to talk in their table groups about the major

changes society would have to make if there were no trees and
plants on Earth
a) Examples: no air, no vegetables, no fruits, animals wouldnt
have anything to eat
5) Share ideas with the whole class
6) Introduce unit theme to students
a) Unit theme: Sustainability
i) Were going to learn about sustainability, why its
important, and how we can help to create a sustainable
environment in our communities.
ii) Also, were going to learn how sustainability impacted
the lives of ancient Hawaiians, and how sustainability
impacts our lives today.
iii) Another important term well be discussing is humanenvironment interaction (I know it sounds really long and
hard, but by the end of the unit, youll all be experts at
this).
7) Explain the definition of a unit and unit procedures to students
a) A unit is when you learn about one main idea using different
lessons and different types of subjects. This unit will be
about sustainability and human-environment interaction.
b) Throughout the next couple weeks, were going to be
learning about these concepts by participating in five
different lessons. The first lesson is a reading lesson, then
two social studies lesson, two science lessons, a combined
social studies and science lesson, then finally a writing
lesson to combine everything that you have learned
throughout this unit.
8) Explain purpose of todays baseline assessment activity
a) Today, were going to see how much you already know
about sustainability. Dont worry if you dont know anything
because its not graded. I just want to see if you do know
any knowledge about sustainability.
9) Read together the I can statement on the board
a) I can use specific, academic vocabulary to explain a topic.
10)Explain pre-video questionnaire activity sheet
a) Before we begin, I would like for you to complete this
questionnaire activity sheet. On this sheet, there are four
questions. Answer it to the best of your ability. If you dont
know the answer, I would like for you to take an educated
guess.
b) Dont worry if you dont know the answers, this will not be
graded. Im just going to see how much information you
already know about the unit before I teach it to the class.
11) Pass out pre-video questionnaire activity sheet to the class

Sugimoto 42

Focus/Mini
lesson (I do)
5 minutes
Guided practice
7 minutes

Work Time
Independent
work
15 minutes

Monitoring Plan

Closure
15 minutes

12) Monitor students by walking around the classroom and answer

any questions
13)Read questions aloud and write responses for ELL students
14) Allow SPED students to re-watch the video on the back table
15) Inform students that they will now be watching a video that
gives them a hint as to what sustainability is, why its important,
and how its related to human-environment interdependence.
16) Watch video twice on the projector.
17)Tell students to talk to their side partner about the video:
a) What was the video about?
b) Who were the characters in the video?
c) Why were the characters in a circle?
d) How do you think this connects to the questions you
answered on your activity sheet?
18) Share ideas with the whole class
19) Explain post-questionnaire activity sheet
a) Right now, were going to re-take the questionnaire activity
sheet that we completed before we watched the video. It has
the exact same questions, but I want you to use what you
saw in the video to help you answer the questions.
b) Once again, its alright if you dont get the answer correct
because youre not being graded on your answers. But what
you learned from the video should help you take a better
educated guess.
20) Pass out post-video questionnaire activity sheet
21) Monitor students by walking around the classroom and
answering questions.
- Read questions aloud and write responses for ELL students
- Allow SPED students to re-watch the video on the back table
- Inform accelerated learners that they can give examples or
personal experiences that relate to the terms on the questionnaire
sheet if they have extra time
- Read questions aloud for struggling students if needed
22)Ask students to share their responses to their table groups
a) I now want you to share your responses to each question
with your table group.
b) Once everyone has shared, your whole table group is going
to think of a definition for each term: sustainability, humanenvironment interdependence, and ahupua`a system. On a
piece of folder paper, your team captain is going to write
your groups definitions and share it with the rest of the
class
23) Monitor table groups and write anecdotal notes of verbal
responses and actions.

Sugimoto 43
24) Share ideas with the whole class
25) Explain definition of sustainability, human-environment
interaction, and ahupua`a system.
a) Sustainability: maintaining the world we live in
b) How are we related to sustainability: We must act
responsibly so that the resources on the planet will be able
to support many generations to come
c) Human-environment interaction: relationship between
people and their environment, or how they work together
d) Relationship: Humans interact with the environment to
maintain the world we live in
e) Ahupua`a system: land system from mountains to the ocean
where ancient Hawaiians lived
i) What happened in one part of the ahupuaa affected all
other parts of the system
ii) Needed to create a sustainable environment so everyone
could survive: cook, eat, shelter, clothes, drink
26) Describe the next lesson to students
a) reading lesson: reading The Lorax, having a p4c discussion
about the importance of sustainability, and creating a poster
about what we can do to help create a sustainable
environment.
Complete the Assessment 3 Lesson Reflection
Writing: CCSS.ELA-Literacy.W.4.2.D: Text Types and Purposes I can
use academic vocabulary to explain a topic
1) What is sustainability?
2) What is human-environment interaction? Give two examples.
3) What is the ahupua`a system?
Science: HCPS III: SC.4.3.2 - I can describe how an organisms
behavior is determined by its environment.
1) What is human-environment interaction? Give two examples
2) How can humans help to create a sustainable environment?
HCPS III: SS.4.6.1: Cultural Dynamics/Change and Continuity
Describe how individuals or groups deal with conflict, cooperation,
and interdependence within the ahupuaa.
1) What is the ahupua`a system?
2) How did ancient Hawaiians practice sustainability?
Teacher Assessment Tool: Narrative Summary

Guiding questions for Narrative Summary:

Sugimoto 44

What vocabulary words do students use to demonstrate their understanding of

sustainability?

Are students able to describe the concept of sustainability?

Are students able to describe the concept of interdependence?

Are students able to describe ancient Hawaiian sustainability?

Has the prior knowledge of the ahupua`a system (taught throughout the school
year) aided students knowledge of sustainability?

Name
Anolani
Ariez
Ayden
Carly
Caleb
Hope
Jahsiah
Jaren
Javan
Kiyanah
Leila
Lenz
Makayla
Mari
Nohi
Phoenix

Question 1

Question 2

Question 3

Question 4

Question 5

Sugimoto 45

Ryder
Ryker
Shezdon
Tai
Trinity
Trisha
Assessment Data Table
Check the amount of questions students answered correctly, and write grade in last column

Anecdotal Notes

Anolani

Ariez

Ayden

Carly

Caleb

Hope

Jahsiah

Jaren

Javan

Kiyanah

Leila

Lenz

Sugimoto 46

Makayla

Mari

Nohi

Phoenix

Ryder

Ryker

Shezdon

Tai

Name: ____________________

Date:

______________
Do You Know About Sustainability?
Answer the questions to the best of your ability. Its all right if you do not know the
answer, just take an educated guess!
1) What is sustainability?
______________________________________________________________________
______________________________________________________________________
____________________

2) What is human- environment interaction? Give two examples.

______________________________________________________________________
__________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________

Sugimoto 47

3) How can humans help to create a sustainable environment?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________

4) What is the ahupua`a system?

______________________________________________________________________
______________________________________________________________________
____________________

5) How did ancient Hawaiians practice sustainability?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
____________________________

Sugimoto 48
Lesson Plan #2: Digging Deeper Into The Lorax
Name: Taylor Rae Sugimoto

Grade: 4th Grade

Date: TBA

Content Area: Reading, Writing, Oral

Language

Duration: Total: 285 minutes

Day 1: 50 minutes
Day 2: 65 minutes
Day 3: 90 minutes
Day 4: 80 minutes
Materials needed:
- 12 copies of The Lorax
- community ball
- chart paper
- construction paper
- markers
- pencils
- colored pencils
- pre-discussion reflection prompt
- post-discussion reflection prompt
- scissors
- glue
- expo pens (one for each student)
- individual whiteboards
- video recorder
- Photograph of smog in China
Guiding Questions:
- What is sustainability?
- What is the authors message in The Lorax?
- What did the Lorax represent?
- What are ways to help create a sustainable environment?
- What happens if we dont take care of the environment?
- How will be affected? How does sustainability affect us?
Enduring understanding:
It is important for humans to learn about sustainability, and it is our responsibility to
maintain a sustainable environment.
What component/s will be the lesson
focus?
- Vocabulary: sustainability, sustainable
environment
- Comprehension: text-to-self connections

Strategy or skill emphasis

- Main idea and using self-to-text
connections during p4C
discussion
- Creating a poster

Sugimoto 49
Purpose of lesson
The purpose of this lesson is to learn about how humans can both help and harm the
environment by the amount of effort they put into maintaining a sustainable
environment.
Language modalities to be used in this lesson:
- Reading: Students will partner read The Lorax
- Writing: Students will write a reflection about a wonder that they have about
sustainability. Students will also write another reflection about what they learned through
participating in a class p4c discussion
- Speaking and listening: Students will learn from one anothers thoughts by
participating in a p4c discussion.
Language function, forms, demands and academic vocabulary used in this
lesson:
- Language functions: comparing, defining, interpreting
- Language forms:
- Reading: Students will partner read the book The Lorax,
- Writing: Students will write self reflections about their perspectives and insights
that they have gained from participating in class p4c discussions
- Speaking: Students will speak about their own thoughts during the p4c
discussions. Students will also collaboratively speak about the impacts of
sustainability during the p4c discussion.
- Listening: Students will listen to peers thoughts and perspectives when
participating in p4c discussions.
- Language Demands: what if?, is it true that.?, because., used to but now, I
think we should, I think we should not
- Academic vocabulary: sustainability, interdependence, human-environment
interdependence
Critical Thinking Skills
Student Engagement Techniques and
ACEI 3.3-Critical thinking, problem solving and
Grouping
performance skills.

inferring authors message through reading

the text
creating a poster to promote sustainability
inquiring through a p4c discussion
evaluating/reflecting own thoughts through
a written reflection

ACEI 3.4-Active Engagement in Learning

talk-pair-share
small group table discussions and activities
whole class p4c discussion
partner reading

Sugimoto 50
DIFFERENTIATION PLAN
ACEI 3.2 Adaptation to diverse students.

Identify type of
learner

List type of
differentiation

(ELL, SPED, Accelerated

Learners, Striving
learners, 504 students,
reading)

(learning environment,
content, process, product,
performance task)

ELL

Learning
Environment,
Process

SPED

Learning
environment,
process

Accelerated
Learners

Learning
Environment,
Content,

Instructional approach
(Write the instructional approach/accommodations that will
be used for these learners)

- During the p4c discussion, ELL students

will sit next to accelerated learners.
Throughout the discussion, accelerated
learners can inform ELL students on parts of
the discussion that are confusing or hard to
understand.
- For the written reflection, the teacher will
verbally ask the questions and write down
student responses before the student
attempts to write. The teacher can help by
asking guiding questions to create a deeper
reflection.
- ELL students will be able to draw ways to
promote sustainability on their posters
- During the p4c discussion, students will sit
next to accelerated learners. Throughout the
discussion, accelerated learners can inform
ELL students on parts of the discussion that
are confusing or hard to understand.
- During the written reflection, the teacher
will ask students guiding questions to help
students to think deeper about their
thoughts and opinions.
- For the poster, students will have the
opportunity to both draw and write ways to
promote sustainability.
- During p4c discussion, accelerated
learners will be asked to sit next to SPED or
ELL students to offer guidance
- For the poster, students will have the
opportunity to write ways to promote
sustainability that was not already
mentioned during the discussion or on the
chart paper.

Sugimoto 51

Striving Learners

Learning
environment,
process

- During the p4c discussion, striving learners

will be able to learn through hearing
everyones thoughts and opinions
- During the written reflection, the teacher
will ask students guiding questions, if
needed, to deepen students thoughts and
opinions.
- For the poster, students will have the
opportunity to both draw and write ways to
promote sustainability

Sugimoto 52

2. Standards/Benchmarks/GLOs
ACEI 2.1-2.4 Content Area Knowledge. List CCSS, HCPS III, GLOs

CCSS.ELA-Literacy.RL.4.7: Integration of knowledge and ideas: make connections

between the text of a story and an oral presentation of the text, identifying where each
version reflects specific descriptions in the text.
I can make connections between events in a story by speaking about the details of a
story.
CCSSS.ELA-Literacy.SL.4.1.B: Comprehension and Collaboration Follow agreedupon rules for discussions and carry out assigned roles
I can follow guidelines set for a respectful discussion and become a respectful
community contributor.
CCSS.ELA-Literacy.W.4.2.B: Text Types and Purposes Develop the topic with facts,
definitions, concrete details, quotations, or other information and examples related to
the topic.
I can create a topic that includes supporting definitions, details, quotes, examples, and
other related information.
GLO 2: Community Contributor Students work together to create a safe environment
and contribute to the p4c discussion.
I can work together to create a safe environment and contribute my ideas to the p4c
discussion.
GLO 4: Quality Producer Students are able to create a quality piece of work by
designing a poster that can be displayed around the school.
I can create a poster using quality work that I will be proud to display to others.
GLO 5: Effective Communicator Students respect ideas during inquiry and/or writes a
reflection piece with opinions
I can respect others ideas during the p4x discussion and write a reflection piece with
my own thoughts and opinions.

Sugimoto 53
3. Assessment Task
(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative assessments to
guide and assess student learning, including criteria)

On the third day of this lesson, students will be asked to participate in a p4c discussion.
Students will be assessed on the quality of their responses throughout the discussion. A
self and peer assessment will also be used to assess students knowledge and GLOs.
On the fourth day of this lesson, students will create a poster that promotes
sustainability. Students will be assessed on their ability to create a poster with multiple
ways to promote sustainability in the environment and being a quality producer. A
holistic rubric will be used to assess students.
3. Activities/Instructional Strategies: DAY 1 Explanation of p4c
(ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking,
problem solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster
learning)

Attention
getter/s to be
used in this
lesson.
Introduction
3 minutes

Building
Background
7 minutes

1) Call students attention by saying Waterfall

2) Wait for students to respond by saying Shhhhhh
3) Ask students
a. What is something that youve always wondered? It
could be about life, school, anything that youve
wondered about
4) Tell students to share a wonder that they have with their side
partner
5) Explain todays introduction lesson and purpose for
participating in todays lesson
a. Today, were going to learn about how to have a p4c
class discussion. Ill explain what p4c is when we
begin our lesson. Were going to create classroom
rules for our discussion, a community ball, and
prepare for having a p4c discussion.
b. Tomorrow, were going to have a practice p4c
discussion by talking about a wonder that weve
always had. Its important to practice this discussion
because the next day were going to actually have a
p4c discussion.
c. The day after, were going to read the book, The
Lorax, and have an actual p4c discussion about why
its important to create a sustainable environment.
Then, everyone will create their own poster that tells
people about the importance of sustainability and
what you can do to help.
6) Describe p4c to students
a. P4c stands for philosophy for children
b. The goal of p4c is for students to really use their
critical thinking skills and learn lessons together by

Sugimoto 54

Focus/Mini
lesson (I do)
25 minutes

having a discussion
c. Learn from the thoughts from others
d. During the discussion, youre going to start to think
one way, and your friends can help you learn more
about the topic by discussing more about the topic
with the whole class
7) Introduce p4c guidelines
a. Pick a subject or question to think about
b. Write a reflection
c. Sit in a circle
d. Start a discussion
e. Listening to each other speak
i. Respecting one anothers thoughts and
feelings
f. Learning from one another through a discussion
g. Can be as open as you want to be
h. Reflect on what you learned and your new thoughts
on the subject
8) Post chart paper in the front of the classroom
9) Tell students to talk in their table groups about what respect
means to them
10)Share responses with the rest of the class
11) Explain that were going to write guidelines as to how our
class can respect one another while we are having a
discussion
a. Emphasize that the class is called a community
during the discussion, meaning that they are like
family and they should treat one another like families
do
12) Ask students to give examples of how we can have a
respectful p4c discussion
a. Examples:
i. One person speaks at a time
ii. No one talks while someone is speaking
iii. Pay attention to conversation
iv. Don't say someone is wrong
v. Dont say something that would hurt
someones feelings
13) Write students responses on chart paper
14) Remind students that they can look at these guidelines
while they are having the p4c discussion, and explain
importance of paying attention to guidelines
a. students will fill out a self and peer reflection about
how they felt about the p4c discussion and whether
they believe that their classroom turned into a
respectful community

Sugimoto 55
15) Explain community ball guidelines to students
a. during the discussion, only the person with the
community ball can speak
b. the person with the community ball can pass the ball
to someone who is raising their hand, or they can also
invite someone to speak
i. If you are passing the ball to someone who is
nearby, do not throw the ball, gently toss it to
that person
ii. If you are passing the ball to someone who is
across the room, do not throw like a
quarterback. Its better to throw and be too
short rather than throw and hit a classmate in
the head.
c. the person with the community ball also has the right
to pass if they do not want to speak out loud in front
of the class
16) Practice applying community ball guidelines by asking
students, Do you think teachers should stop giving students
homework?
a. Allow a minimum of four students to speak with the
community ball and passing the ball to others in the
classroom
b. Remind students of guidelines if the guidelines are
not followed
Closure
17 minutes

17) Inform students about the p4c practice discussion tomorrow

about a wonder that theyve always had
18) Call on students to share a wonder that they are having
right now with the whole class
19) Call on another student to share their response to the
previous persons wonder
20) Call on two more students to share their response/opinion
to the previous persons response
21) Explain that this small discussion is a simplified version of a
p4c discussion: learning from others responses
22) Assign students homework for the p4c practice discussion
a. In your SPIN notebook, write down a wonder that
you have. It could be about anything, just like how we
did today at the beginning of the lesson. Tomorrow,
were going to vote on one of your wonders for the
whole class to think about and have a p4c
discussion.

Sugimoto 56

3. Activities/Instructional Strategies: DAY 2 p4c practice discussion

(ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking,
problem solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster
learning

7:45 a.m.
When students
are checking-in
homework
Attention
getter/s to be
used in this
lesson.
Introduction
2 minutes

Building
background
2 minutes

1) Remind students to think of a wonder question if they have

not done so for homework.
2) Call students attention by saying Waterfall
3) Wait for students to respond by saying Shhhhhh
4) Ask students
a. Does anyone ever wonder how big the Earth actually
is?
b. Guess how big you think the world actually is.
5) Call on students to share guesses
6) Give students the answer
a. Almost 4,000 miles long
7) Introduce the narrative overview for todays lesson
a. Today, we will actually be having a p4c discussion
about wonders that you sometimes think about. First,
well review what p4c is and how it works. Then, were
going to discuss some of the wonders that you wrote
for homework. Lastly, well reflect on our thoughts,
community, and overall feelings that you had during
the lesson.
b. Its important to practice this p4c lesson today
because tomorrow were going to have a p4c
discussion on our unit theme, which is sustainability.
The p4c discussion will help us learn and relate to
sustainability in our classroom, community, and
island.
8) Review definition of p4c
a. Classroom discussion about a specific topic
b. Helps us to think deeply about a topic and relate our

Sugimoto 57

Focus/Mini
lesson and
Guided Practice
(I do)
45 minutes

own lives to help each other learn

9) Ask students to talk to their table groups to recap what they
did as a class yesterday
10)Call on students to share with the whole class
a. Class discussion guidelines
b. Community and respect
c. Community ball and guidelines
d. Thinking and writing about wonders
11) Review p4c procedures
a. Get into a circle
b. Ask a question
c. Vote on a question
d. Reflect on question
e. Class discussion
f. Reflect at the end of discussion
12)Begin p4c discussion with step-by-step guidance
13) Move desks to the outer parts of the classroom and arrange
chairs to form a large circle
14) Pass out whiteboards and have students take out their expo
pen
15) Tell students to write down their wonder question that they
wrote for homework onto the whiteboard
a. The morning of the lesson, give students time to write
down a wonder to ensure that everyone has a wonder
to share during this lesson.
16) Put the whiteboards with questions in the middle
17) Read out loud each question
18) Instruct and call on students in groups (according to their
class numbers) to vote on a wonder question that they would
like to further discuss
a. vote by writing a tally on the top left of the board
19) Tally up the votes and determine the question that received
the most votes
a. If there is a tie, have students revote only on the two
questions that were tied
20) Write wonder question on the board
21) Pass out reflection paper
22) Instruct students to try their best to answer the wonder
question for 5 minutes
a. Students can attempt to answer the question
b. Write any prior experiences or evidence related to the
question
c. Ask more questions
23) Begin p4c discussion by passing the community ball to the
person who created the question to start the discussion
24) Remind students of community ball and respectful

Sugimoto 58
discussion guidelines
25) Take anecdotal notes throughout the discussion of student
responses, questions, actions, participation
Closure
15 minutes

26) Instruct students to take out a piece of folder paper and

write their name and date on the top right corner
27) Write reflection questions on the board
28) Explain reflection questions and instructions to the whole
class
a. What did you learn from this discussion?
b. What is something that you found interesting? If you
did not find anything interesting, explain why.
c. Do you believe that our class worked well to form a
respectful community? Give at least two examples.
d. Did you show that you were respectful during the
discussion? Give at least two examples.
29) Collect reflection papers
30)Explain plans for the next day
a. Read The Lorax
b. Have a p4c discussion about the book and
sustainability

Monitoring Plan

I will take a picture and later write all of the wonders that students
wrote for homework. During the discussion, I will use anecdotal
notes to write down student responses, observations, actions, and
feelings that occurred. Some students may have difficulties with
waiting for their turn to speak during the discussions. Other
students may have a difficult time participating during the p4c
discussion. While students are writing their reflections, I will read
and simplify reflection questions for ELL and SPED students. For
ELL students, I will write down written responses before they begin
to write down responses.
Complete the Assessment 3 Lesson Reflection

3. Activities/Instructional Strategies
(ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking,
problem solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster
learning)

Attention
getter/s to be
used in this
lesson.
Introduction
3 minutes

1) Call students attention by saying Waterfall

2) Wait for students to respond by saying Shhhhhh
3) Ask students
a. Yesterday, we learned that the Earth is 4,000 miles

Sugimoto 59

Building
background
20 minutes

long! How do you think people take care of Earth if its

so huge?
4) Call on students to share ideas
5) Explain the overview for todays lesson
b. Today, were going to start by reading the book, The
Lorax, by Dr. Seuss. After reading the book with a
partner, were going to have a p4c discussion about
the books and how its connected to sustainability.
Together, were going to dig deep into the importance
of sustainability, what would happen if we did not
practice sustainability, and what we can do to help
maintain a sustainable future.
c. At the end of the lesson, you will be assessed on
your reflection response about the p4c discussion.
Youll be able to connect your ideas from the text and
the p4c discussion.
d. Tomorrow, well be creating a sustainability poster
that can be hanged in different classroom to teach
students about sustainability.
6) Read out loud the I can statements and GLOs
e. CCSS.ELA-Literacy.RL.4.7: I can make connections
between events in a story by speaking about the
details of a story.
f. CCSSS.ELA-Literacy.SL.4.1.B: I can follow guidelines
set for a respectful discussion and become a
respectful community contributor.
g. CCSS.ELA-Literacy.W.4.2.B: I can create a topic with
supporting definitions, details, quotes, examples, and
other related information.
h. GLO 2: Community Contributor I can work together
to create a safe environment and contribute my ideas
to the p4c discussion.
i. GLO 5: Effective Communicator I can respect
others ideas during the p4x discussion and write a
reflection piece with my own thoughts and opinions.
7) Review the terms sustainability and human-interdependence
8) Tell students to take out their original work from lesson one
as a reference
9) Ask students to talk to their side partner about the terms in
this order:
j. Sustainability
k. Interdependence
l. Human- environment interdependence
m. Relationship between humans, environment, and
sustainability
10)Call on students to share responses

Sugimoto 60

Focus/Mini
lesson and
Guided Practice
40 minutes

n. Sustainability: maintaining the world we live in

o. How are we related to sustainability: We must act
responsibly so that the resources on the planet will be
able to support many generations to come
p. Interdependence: relying on each other to succeed
q. Human-environment interdependence: relationship
between people and their environment, or how they
work together
r. Relationship: Humans interact with the environment
to maintain the world we live in
11) Introduce The Lorax to students
s. Book by Dr. Seuss about how humans can affect the
environment
12)Tell students to think of these terms as they are reading the
book with their partners
13) Assign students reading partners based on reading levels:
t. Carly and Lenz
u. Trisha and Ariez
v. Ryker and Trinity
w. Caleb and Anolani
x. Phoenix and Hope
y. Mari and Tai
z. Jaren and Kiyanah
aa. Nohi and Javan
ab. Leila and Ryder
14) Monitor students as they read together, observe how
students are reading, answer questions
15) Write anecdotal notes of anyone struggling to read the text
16) Pass out a whiteboard to each student
17)Tell students to think of a question that you are wondering
about the book that involves sustainability and maintaining
the environment
ac. Write their questions on their whiteboard
18) Explain to students that they will now have a p4c discussion
about the book, The Lorax
19) Review the guidelines and procedures for p4c discussion
ad. Procedures:
i. Question
ii. Vote
iii. Reflect
iv. Discuss
v. Reflect
ae. Guidelines:
i. Respectful discussion on chart paper
ii. Community ball and community ball rules
20) Move desks to the outer part of the classroom and arrange

Sugimoto 61

Work Time
Independent
work
15 minutes

chairs into a large circle

21) Put students whiteboards in the middle of the circle
22) Call on students to vote for their question according to their
class numbers
23) Tally the amount of votes
24) Write the winning question on the board
25) Pass out the first pre-discussion reflection
26) Tell students to try to answer the question that is posed on
the board using what they already know and have
experienced
27) Allow students to write their responses for about five
minutes
28) Call on the student who originally wrote the question to start
in the discussion and pass the community ball
af. student can talk about how they came up with the
question and how it relates to sustainability
29) Continue passing the community ball and having students
discuss the question along with sustainability
ag. Guiding questions:
i. Who was the Lorax?
ii. Why do you think Dr. Seuss created the Lorax?
iii. What did the Lorax symbolize?
iv. What does sustainability mean?
v. How can humans be sustainable?
vi. Was the Oncler helping to maintain a
sustainable environment?
vii. Why is it important to maintain the
environment?
viii. How are we connected to the trees and air
around us?
ix. What would happen if we didnt have trees and
fresh air?
x. What can we do to help a sustainable
environment and future?
ah. Record and write down student responses and
actions on video recorder and anecdotal notes
30) Pass the ball to each student and ask the question
ai. How can you relate The Lorax to something youve
seen or experienced in your own life?
31) Record responses in anecdotal notes to assess CCSS.ELALiteracy.RL.4.7
32)Explain the post-discussion reflection prompt to students
aj. Ten minutes to write about one thing that you found
interesting about this discussion, and how is The
Lorax related to sustainability
33)Pass out the post-discussion reflection prompt to students

Sugimoto 62
34) Monitor student work by observing and writing anecdotal
notes
35) Verbally read the questions out loud to ELL students and
write down their verbal responses before having them write
down their responses
36) Assist SPED and striving students if needed
a. Students may struggle understanding the definition of
sustainability
b. Remind students of the definition, and give examples
of sustainability that is related to their own lives
i. Planting a garden
ii. Saving trees by using less paper
iii. Throwing away trash
37)Pass out the self and peer assessment form when students
turn in their reflection prompt
Monitoring Plan

During the discussion, I will be both writing down interesting

responses during the discussion and audio/video recording the
discussion for further reflection. During the written reflection, I will
answer any questions, verbally help the ELL students, and provide
extra guidance for SPED and striving students. These students
may have trouble with the text-to-world connection of The Lorax to
sustainability. They may need extra assistance with the relationship
between the events of the story and the concept of sustainability.
Closure
38) Collect reflection papers
10 minutes
39) Pass the community ball around in a circle to have students
each share something interesting that they took away from
this discussion
40) Ask students to share one example of how The Lorax is
related to sustainability
41) Explain tomorrows lesson to students
ak. creating a poster to inform others why it is important
to create a sustainable environment
al. bring in any supplies that you would like to add onto
your poster: glitter, buttons, glue gun
Complete the Assessment 3 Lesson Reflection

Sugimoto 63

Sugimoto 64

3. Activities/Instructional Strategies: DAY 4 The Lorax Posters

(ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3:
Critical thinking, problem solving and performance skills; ACEI 3.4: Active engagement in learning;
ACEI 3.5: Communication to foster learning)

Attention
getter/s to be
used in this
lesson.
Introduction
3 minutes

1) Call students attention by saying Waterfall

a. Wait for students to respond by saying Shhhhhh
2) Show students a photograph of the air and smog in China
3) Ask students:
a. Does anyone know where this photograph was
taken?
b. Why is the sky so dark and gray?
c. What is the cause of all of the smog and pollution in
the air?
4) Explain importance of this photograph
a. This is what happens when people do not work on
creating a sustainable environment.
5) Similar to the Onceler when he cut down all of the Thneeds
without thinking of what would happen to the environment.
6) Explain the narrative overview of the lesson
a. Today were going to take everything that weve
learned to help spread the word about keeping the
environment clean and sustainable. Everyone is
going to make their own poster that informs others
about the importance of keeping the environment
clean and making the book, The Lorax, relatable to
the audience, or the people reading the book.
Hopefully, well be able to post these posters around
the school so others can learn more about
sustainability.
7) Read out loud the I can statements and GLOs
a. CCSS.ELA-Literacy.RL.4.7: I can make connections
between events in a story by speaking about the
details of a story.
b. CCSSS.ELA-Literacy.SL.4.1.B: I can follow guidelines
set for a respectful discussion and become a
respectful community contributor.
c. CCSS.ELA-Literacy.W.4.2.B: I can create a topic with
supporting definitions, details, quotes, examples, and
other related information.
d. GLO 2: Community Contributor I can work together
to create a safe environment and contribute my ideas
to the p4c discussion.
e. GLO 4: Quality Producer I can create a poster using

Sugimoto 65

Building
background
7 minutes

Guided
Practice/MiniLesson
15 minutes

Work Time
Independent
work
45 minutes

quality work that I will be proud to display to others.

8) Review the previous days lesson
a. The Lorax
b. Discussion
c. Information learned during the discussion
d. Sustainability, maintaining the environment
9) Ask students to talk to their group members and write down
what they believe sustainability means
10)Share responses with the whole class
11) Post chart paper onto the whiteboard
12) Explain purpose of this next activity
a. For our posters, were going to write down things that
students, adults, and the community can do to
promote sustainability. To brainstorm, were going to
write ideas on this chart paper, and each student can
pick which ideas they think is the most important to
include into their poster.
13)Ask students to talk to their table groups and come up with
five different ways to help the environment and create a
sustainable future
14) Walk around the classroom, answer questions, and write
anecdotal notes of student participation, responses, and
actions
15) Call on each group to share ideas and write the ideas on
chart paper
a. Examples
i. Replanting trees
ii. Cutting down less trees
iii. Recycling
iv. Picking up trash from the ground
v. Watering plants
16) Explain poster expectations to whole class (already written
on chart paper)
a. Pretend that youre teaching someone in C-8 or C-9
about sustainability
b. Poster has to show your understanding of
sustainability
c. Must have at least three ways to promote
sustainability on your poster
d. Must also relate to something that you learned from
The Lorax
17) Explain poster procedures to the whole class
a. Draw and write draft on printer paper
b. Find a classmate to revise the poster:
i. Make sure there are three ways to promote
sustainability

Sugimoto 66
ii. Relatable to The Lorax
iii. Grammar: capital letters, spelling, punctuation
c. Person who corrected work must sign on the top right
of draft
d. Come up to the teacher and get it revised again
before getting a construction paper to do final draft
e. Use materials that you brought from home to create
poster as well
18) Pass out printer paper to all students
19) Monitor students progress by walking around the classroom
and taking anecdotal notes about students behaviors,
responses, etc.
20) Guide ELL, SPED, and striving students to look at the chart
paper for assistance
a. Read the chart paper out loud for ELL students
21) Revise and edit students poster drafts by looking for:
a. correct grammar
b. related to sustainability
c. related to The Lorax
22) Make a checklist to know who finished the draft, and who
still needs to be revised
23) Continue to monitor students as they create their drafts,
revisions, and final poster
Monitoring Plan
While students are creating their posters, I will monitor their
behavior and progress by walking around the classroom and taking
anecdotal notes about their questions and responses. I will be
looking for students evidence of vocabulary and word knowledge
by their ability to define and describe ways to promote
sustainability. I will guide ELL, SPED, and striving students by
allowing them to sit near the expectation chart and guided practice
chart so they can gain ideas of how and what to do for their
posters.
Closure
24)Call on students to stand up and present their poster to the
15 minutes
rest of the class
25) Ask students to share with a partner why they believe
sustainability is important
26) Share thoughts with the whole class
27) Ask students to share one thing that they would like to do to
help create a sustainable environment and community
28) Ask students to think of one place where they would like to
post their poster (if permission was given by the principal)
Complete the Assessment 3 Lesson Reflection

Sugimoto 67
Teacher Assessment Tool: Holistic Rubric
ME

MP

Always followed the

Most of the time
respectful community followed the
guidelines during the respectful
p4c discussion
community
guidelines during the
p4c discussion
(needed 1 reminder)
Made multiple
connections between
The Lorax and
Made a
sustainability
connection between
throughout the p4c
The Lorax and
discussion
sustainability
throughout the p4c
Always respected
discussion
others ideas during
the p4c discussion
Most of the time
respected others
ideas during the p4c
Poster included
discussion
definition of
(reminded once)
sustainability and
three ways to
promote
Poster included
sustainability
definition of
sustainability and
two ways to promote
Poster shows all
sustainability
signs of quality work:
neat handwriting,
multiple colors, no
Poster shows
pencil marks, easy to three signs of quality
read
work: neat
handwriting, multiple
colors, no pencil
marks, or easy to
read

DP

WB

Some of the time

followed the
respectful
community
guidelines during
the p4c discussion
(needed 2
reminders)

Rarely followed
the respectful
community
guidelines during
the p4c discussion
(needed 3 or more
reminders)

Attempted to
make a connection
between The Lorax
and sustainability
throughout the p4c
discussion

Did not attempt

to make a
connection between
The Lorax and
sustainability
throughout the p4c
discussion

Some of the
time respected
others ideas
during the p4c
discussion
(reminded twice)

Rarely respected
others ideas during
the p4c discussion
(reminded three or
more times)

Poster included
definition of
sustainability and
one way to
promote
sustainability

Poster included
definition of
sustainability or one
way to promote
sustainability

Poster shows
two signs of quality
work: neat
handwriting,
multiple colors, no
pencil marks, or
easy to read

CCSS.ELA-Literacy.SL.4.1.B: Comprehension and Collaboration I can follow

guidelines set for a respectful discussion and become a respectful community
contributor.

Poster shows one

or no signs of quality
work: neat
handwriting,
multiple colors, no
pencil marks, or
easy to read

Sugimoto 68
GLO 2: Community Contributor I can work together to create a safe environment and
contribute my ideas to the p4c discussion
CCSS.ELA-Literacy.RL.4.7: Integration of knowledge and ideas I can make
connections between events in a story by speaking about the details of a story.
GLO 5: Effective Communicator I can respect others ideas during the p4c discussion
and write a reflection piece on my own thoughts and opinions
CCSS.ELA-Literacy.W.4.2.B: Text Types and Purposes I can create a topic with
supporting definitions, details, quotes, examples, or other related information
GLO 4: Quality Producer I can create a poster using quality work that I will be proud to
display to other

Sugimoto 69

Assessment Data Table

Name

# ME

Anolani
Ariez
Ayden
Carly
Caleb
Hope
Jahsiah
Jaren
Javan
Kiyanah
Leila
Lenz
Makayla
Mari
Nohi
Phoenix
Ryder
Ryker
Shezdon
Tai
Trinity
Trisha

Anecdotal Notes

# MP

# DP

#WB

Overall Grade

Sugimoto 70

Anolani

Ariez

Ayden

Carly

Caleb

Hope

Jahsiah

Jaren

Javan

Kiyanah

Leila

Lenz

Makayla

Mari

Nohi

Phoenix

Ryder

Ryker

Shezdon

Tai

Name: _________________________

Date: ________________

The Lorax and Sustainability: Discussion Reflection

Answer the questions on the lines below based on your own opinions and knowledge
you have learned throughout this lesson.
1. What is one thing that you found interesting during our discussion? If you did not find
anything interesting, explain why.

Sugimoto 71

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. How is the book, The Lorax, related to sustainability?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Sugimoto 72

Name: _______________________

Date: ____________

The Lorax and Sustainability: Peer and Self Assessment

1. I followed the respectful community guidelines during our p4c discussion.
never

some of the time

most of the time

always

2. The class followed the respectful community guidelines during out p4c discussion.
never

some of the time

most of the time

always

3. I participated by speaking in the discussion and by sharing my opinions.

never

some of the time

most of the time

always

4. The whole class participated by speaking in the discussion and by sharing their
opinions.
never

some of the time

most of the time

always

5. I would want to participate in another p4c discussion in class.

never again

I wouldn't mind

yes I want to

6. I understand the definition of sustainability.

not at all

kind of

most definitely

7. I understand why sustainability is important for our environment.

not at all

kind of

most definitely

8. I was a quality producer by putting in effort to create a poster that I am proud to show
to others.
not at all

kind of

most definitely

Sugimoto 73

Lesson Plan 3: Interdependence within the Ahupuaa System

Name: Taylor Rae Sugimoto

Grade: 4th grade

Date: TBA

Content Area: Reading, Writing, Social

Studies

Duration: 90 minutes
Materials needed:
- 1 task sheet per group
- 1 large manila folder per group (4 groups)
- 4 pencils
- 6 pairs of scissors
- 40 paper clips
- 2 rulers
- 2 glue sticks
- 4 markers
- 6 red sheets of paper
- 4 white sheets of paper
- 10 blue sheets of paper
- 10 yellow sheets of paper
- 6 green sheets of paper
- 6 purple sheets of paper
- 4 four inch sheets of red paper
- 4 four inch sheets of white paper
- 13 index cards
- reflection sheet with prompts
- interdependence borrowing activity sheet
- peer and self assessment
Guiding Questions:
- What are some things that we depend on?
- What does interdependence mean?
- How did ancient Hawaiians depend on one another?
- How is the ahupua`a system related to interdependence?
- Why is it important to create connections?
Enduring understanding:
Ancient Hawaiians practiced interdependence within the ahupua`a system in order to
gain proper necessities.

Sugimoto 74
What component/s will be the lesson
focus?
- vocabulary: interdependence,
dependence, ahupua`a

Strategy or skill emphasis

- Reenactment of
interdependence actions
- Questioning
- Making connections

Purpose of lesson
The purpose of this lesson is to introduce students to the idea of interdependence and
understanding that interdependence involves collaboration amongst groups of people.
Language modalities to be used in this lesson:
- Writing: students will write a reflection about specific academic vocabulary and
knowledge taught throughout this lesson
- Listening: Students will listen to others in order to negotiate for resources with
other groups. Students will listen to others ideas during the class discussion.
- Speaking: Students will speak to one another when negotiating for resources
with other groups. Students will participate in a oral debrief and discussion.
Language function, forms, demands and academic vocabulary used in this
lesson:
- Language function: express opinions, defining academic vocabulary words and
terms
- Language forms:
o Writing: students will write a reflection about specific academic vocabulary,
actions, and knowledge that was taught throughout this lesson
o Listening: Students will listen to others in order to negotiate resources with
others. Students will also listen to peers thoughts, opinions, and ideas
during the class discussion.
o Speaking: Students will speak with each other when negotiating for
resources with other groups. Students will also express their thoughts,
opinions, and ideas during the class discussion.
- Language demands: .. is, I believe..
- Academic vocabulary: dependence, interdependence, ahupua`a system
Critical Thinking Skills
Student Engagement Techniques and
ACEI 3.3-Critical thinking, problem solving and
Grouping
performance skills.

consider multiple perspectives to acquire

their necessary resources
generate new and creative ideas to fulfill
the task
evaluate self and peer performances

ACEI 3.4-Active Engagement in Learning

work in small groups to complete required

tasks
engage in table discussions
talk-pair-share

Sugimoto 75

DIFFERENTIATION PLAN
ACEI 3.2 Adaptation to diverse students.

Identify type of learner

List type of differentiation

Instructional approach

(ELL, SPED, Accelerated Learners,

Striving learners, 504 students,
reading)

(learning environment, content,

process, product, performance task)

(Write the instructional

approach/accommodations that will
be used for these learners)

ELL

Learning environment,
process

SPED

Learning environment,
process

Accelerated Learners

Learning environment,
process

- for the unequal resources

group activity, ELL students
will be put together with
accelerated learners who
often take on leadership
roles in the classroom for
support.
- For the reflection and
peer/self assessment,
students will verbally
answer the questions
before writing down their
response on paper.
- for the unequal resources
group activity, ELL students
will be put together with
accelerated learners who
often take on leadership
roles in the classroom for
support.
- for the reflection and
peer/self assessment,
students will have the
opportunity to ask for
clarification of questions.
- for the unequal resource
group activity, students will
have the opportunity to take
on a leadership role and
support others who need
extra guidance.
- for the reflection and
peer/self assessment,
students can work on
writing about personal
connections that they can
find within the content
knowledge that was

Sugimoto 76
learned.

Striving Learners

Learning environment,
process

- for the unequal resource

group activity, students will
have the opportunity to
work in a group to complete
the given tasks.
- for the reflection and
peer/self assessment,
students will have the
opportunity to ask for
clarification of questions.

Sugimoto 77

1. Standards/Benchmarks/GLOs
ACEI 2.1-2.4 Content Area Knowledge. List CCSS, HCPS III, GLOs

CCSS.ELA-Literacy.L.4.4: Vocabulary Acquisition and Use Determine or clarify the

meaning of unknown and multiple-meaning words and phrases based on grade 4
reading and content. Choosing flexibly from a range of strategies.
I can explain the meaning of 4th grade reading level words.
CCSS.ELA-Literacy.W.4.2.D: Text Types and Purposes Use precise language and
domain-specific vocabulary to inform about or explain the topic.
I can use specific, academic vocabulary to explain a topic.
HCPS III: SS.4.6.1: Cultural Dynamics/Change and Continuity Describe how
individuals or groups deal with conflict, cooperation, and interdependence within the
ahupuaa.
I can describe how interdependence was used within the ahupua`a.
GLO 2: Community Contributor Working cooperatively, respecting ideas, resolve
disagreements, and demonstrate understanding that it is essential for human beings to
work together.
I can be a community contributor by working cooperatively, respect ideas, resolve
disagreements, and understanding that we all need to work together to succeed.
GLO 5: Effective Communicator Practice negotiating skills, listen to new ideas
I can use my words to trade with others, and I can listen to new ideas.
2. Assessment Task
(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative assessments to
guide and assess student learning, including criteria)

Students will participate in a collaborative activity, which involved working and

negotiating with others to complete multiple tasks. I will use anecdotal notes to record
students behaviors and attitudes, which will be used to assess GLO 2 and GLO 5.
Students will also complete a written reflection about academic vocabulary and topics
that were taught throughout the lesson.

Sugimoto 78
3. Activities/Instructional Strategies
(ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking,
problem solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster
learning)

Preparation
before class
begins

Attention
getter/s to be
used in this
lesson.
Introduction
3 minutes

1) Create a task sheet with procedures (shown in the handouts

below)
2) Assemble materials listed above into eight large manila
envelopes into the following groups
a. Envelope 1:
i. Four pairs of scissors, two rulers, forty paper
clips, four pencils, four 4 squares of red paper,
four 4 squares of white paper
b. Envelope 2:
i. Two pairs of scissors, two glue sticks, four
sheets of blue paper, four sheets of white paper,
and four sheets of yellow paper
c. Envelope 3:
i. Four felt pens, four sheets of green paper, four
sheets of yellow paper, four sheets of blue
paper, four sheets of red paper, and four sheets
of purple paper
d. Envelope 4:
i. Two sheets of green paper, two sheets of yellow
paper, two sheets of blue paper, two sheets of
red paper, and two sheets of purple paper
3) Number each envelope on the outside with a black marker
4) Staple a copy of the task sheet to the outside of each
envelope
5) Write the numbers 1-4 on pieces of index cards and tape
horizontally to the white board
6) Write education, industry, shelter, clothing, and food on the
remaining index cards and tape vertically on the whiteboard
7) Call students attention by saying Waterfall
8) Wait for students to respond by saying Shhhhhh
9) Ask students
a. Have you ever wondered what the world was like
before money? Do you think the world existed without
money?
10)Tell students to discuss with their table groups
11) Share answers with the whole class
12)Explain narrative overview for today
a. The first activity were going to do today will help to
show you what life would be like without money. Youre
going to have to use your critical thinking skills in order

Sugimoto 79

Building
Background
5 minutes

Guided
Practice
40 minutes

to complete your given tasks. Then, were going to

debrief. Debrief means talk about what you did in your
activity, and write a reflection about your thoughts and
experiences.
13)Read out loud the I can statements and GLOs
a. I can explain the meaning of 4th grade reading level
words.
b. I can use specific, academic vocabulary to explain a
topic.
c. I can describe how interdependence was used within
the ahupua`a.
d. I can be a community contributor by working
cooperatively, respect ideas, resolve disagreements,
and understanding that we all need to work together to
succeed.
e. I can use my words to trade with others, and I can
listen to new ideas.
14) Ask students:
a. What does it mean to depend on someone?
15) Tell students to talk in their table groups and think of people
or things that they depend on a daily basis
16) Share with the whole class
a. Examples:
i. Parents: wake you up, take you to school, cook
dinner
ii. Friends: play with during recess and lunch
iii. Teachers: teach important information
17) Tell students connect between dependence and this next
activity
a. In this next activity, youre going to have to depend on
the people in this classroom to complete your next
assignment.
18) Divide the class into four different groups
a. Group 1:
iv. Anolani, Ariez, Ayden, Leila, Nohi, Trinity
b. Group 2:
v. Carly, Jahsiah, Lenz, Ryder, Tai, Trisha
c. Group 3:
vi. Caleb, Hope, Makayla, Mari, Shezdon
d. Group 4:
vii. Jaren, Javan, Kiyanah, Phoenix, Ryker
19) Explain purpose and procedure of unequal resource activity
to students
a. Our classroom is an ahupua`a, but the ahupua`a is
divided into different sections.
b. Each group represents a different section of the

Sugimoto 80

Focus/Mini
lesson
20 minutes

ahupua`a.
c. Their task is to provide for their own section of the
ahupua`a and to help other sections of the ahupua`a to
succeed as well.
20) Distribute the envelopes to each group, instructing students
not to open the envelopes until you give the signal
21) Call on a student to read the task sheet
22) Explain that the resources for their ahupua`a section are in
their envelopes, but resources will vary from section to section
23) Explain the focus of the lesson
a. For the next 30 minutes, they must complete the tasks
that are listed on the task sheet
b. They may negotiate with other countries
c. They are NOT allowed to use resources that are not in
the envelopes
d. When they borrow an item from another group, write it
down on the interdependence activity sheet
e. When they feel they have finished the tasks, they can
go to the whiteboard and tape each task under their
group number and in the row next to the proper
category
24) Ask students if they have questions, if not, instruct students to
begin
25) Walk around the room and observe actions and
conversations
26) Take anecdotal notes of student progress, actions, words,
and other observations that you could share with students
during the debrief
27) Allow students time to complete tasks and tape it on the
board for thirty minutes
28) Tell students to clean up all the extra materials from off the
desks
a. Throw away scraps and put extra resources back into
the envelope
29) Begin debriefing by having students observe the different
tasks on the board
30) Ask students debriefing questions:
a. What resources did your section have? (Ask every
group)
b. Could you have completed the tasks without getting
resources from another ahupuaa section? Why or why
not?
c. How did your section adapt to not having all the
resources it needed?
d. Did any conflicts (arguments) come up? Why?
e. Were there communication problems when dealing with

Sugimoto 81

Work Time
Independent
work
25 minutes

Monitoring
Plan

Closure
5 minutes

other sections?
f. How did you feel when you realized that the resources
were unequally distributed?
31) Explain the definition of interdependence to students
a. Interdependence: relying/depending on others for some
needs.
32) Ask students
a. How is this activity related to interdependence?
b. What did you need to depend on to complete these
tasks?
33) Relate interdependence to the ahupua`a
a. Was there interdependence within the ahupua`a
system? Do you think one part of the ahupua`a could
survive without the other parts?
34) Give examples of interdependence in the ahupua`a system
a. Fisherman catching fish for community
b. Planting taro and distributing it to the other parts of the
ahupua`a
c. Pigs from the mountains being cooked and shared with
others
viii. Interdependence to gain food, shelter, clothing
35) Ask students for additional examples
36)Explain reflection to students
a. Complete a reflection about todays activity
b. Answer questions with knowledge that you have
learned today
37) Explain self and peer assessment to students
a. When reflection is completed, turn it in and complete a
self and peer assessment
38) Pass out reflection to students
39) Pass out peer and self assessments to students when they
turn in their reflection
40) Read questions out loud to ELL students and write down
verbal responses
41) Guide SPED and striving students if necessary by asking
scaffolded question
During the unequal resources activity, I will be taking anecdotal notes
of students actions, behaviors, and responses. During the reflection
and peer/self reflections, I will walk around the room and answer any
questions that students may have. For ELL students, I will read the
question and write down their verbal responses to the question. For
SPED and striving students, I will help to interpret any questions they
do not understand.
42)Ask the class
a. Do we depend on the environment for things? What do
we depend on the environment for?

Sugimoto 82
43) Tell students to talk in their table groups and answer this
question:
a. What does human-environment interdependence
mean?
b. What would happen if people in the different sections of
the ahupuaa did not want to help each other?
ix. For example, what happened if the people in the
uka decided to not share their wood with others.
How would that affect the community?
c. Based on what we talked about, why is humanenvironment interdependence so important?
44) Share responses with the whole class
45)Explain overview of next lesson
a. For our next lesson, were going to be doing the same
activity, EXCEPT this time were not going to just be
borrowing resources from other groups, but were going
to be bartering with others in order to complete the
tasks
Complete the Assessment 3 Lesson Reflection (for now, leave this blank)

Sugimoto 83

ME
CCSS.ELA- Student
Literacy.L.4.4: I defined the
can explain the meaning of
meaning of 4th
interdependenc
grade reading
e with multiple
level words
details and/or
examples
CCSS.ELA- Student could
Literacy.W.4.2. use multiple
D: I can use
academic
specific,
vocabulary to
academic
explain the
vocabulary to
application of
explain a topic. interdependenc
e within the
ahupua`a
system
HCPS III:
- Student used
SS.4.6.1: I can multiple
describe how
examples to
interdependenc describe how
e was used
interdependenc
within the
e was used
ahupua`a
within the
ahupua`a
GLO 2:
- student
Community
worked
Contributor I
cooperatively
can be a
with other
community
group
contributor by
members,
working
respected ideas
cooperatively,
of others,
respecting
resolved
ideas, resolving disagreements
disagreements, (if any), and
and
showed an
understanding
understanding
that we all need that everyone
to work
needed to work
together to
together to
succeed.
succeed
GLO 5:
- Student used

MP
- Student
defined the
meaning of
interdependenc
e

DP
- Student
partially defined
the meaning of
interdependenc
e

WB
- student could
not define the
meaning of
interdependenc
e

- student could
use academic
vocabulary to
explain the
application of
interdependenc
e within the
ahupua`a
system
- student used
an example to
describe how
interdependenc
e was used in
the ahupua`a

- student
partially used
academic
vocabulary to
explain the
application of
interdependenc
e within the
ahupua`a
system
- student
partially
described how
interdependenc
e was used in
the ahupua`a

- student could
not use
academic
vocabulary to
explain the
application of
interdependenc
e within the
ahupua`a
sytem
- student could
not describe
how
interdependenc
e was used in
the ahupua`a

- student
showed three
out of four
criteria: worked
cooperatively
with other
group
members,
resolved
disagreements
(if any), and
showed an
understanding
that everyone
needed to work
together to
succeed
- Student used

- student
showed two out
of four criteria:
worked
cooperatively
with other
group
members,
resolved
disagreements
(if any), and
showed an
understanding
that everyone
needed to work
together to
succeed
- student used

- student
showed one or
none of the
criteria: worked
cooperatively
with other
group
members,
resolved
disagreements
(if any), and
showed an
understanding
that everyone
needed to work
together to
succeed
- student did

Sugimoto 84
Effective
Communicator
I can use my
words to trade
with others, and
I can listen to
new ideas

respectful
words to trade
resources with
others and
listened to
group
members ideas

words to trade
resources with
others and
listened to
group
members ideas

words to trade
resources with
others or
listened to
group
members ideas

not use words

to trade
resources with
others and did
not listen to
group members
ideas

Teacher Assessment Tool: Analytic Rubric

Assessment Data Table

CCSS.ELA CCSS.ELAName
Literacy.W.4.
Literacy.L. 2.D
4.4
Anolani
Ariez
Ayden
Carly
Caleb
Hope
Jahsiah
Jaren
Javan
Kiyanah
Leila
Lenz
Makayla
Mari

HCPS III:
SS.4.6.1

GLO 2

GLO 5

Sugimoto 85

Nohi
Phoenix
Ryder
Ryker
Shezdon
Tai
Trinity
Trisha

Sugimoto 86

Anecdotal Notes
Anolani

Ariez

Ayden

Carly

Caleb

Hope

Jahsiah

Jaren

Javan

Kiyanah

Leila

Lenz

Makayla

Mari

Nohi

Phoenix

Ryder

Ryker

Shezdon

Tai

Sugimoto 87

Task Sheet
Yourgrouphastheresponsibilityofprovidingcertainneedsandwantsforyourahupua`a.
Theseneedsandwantsaremetbycompletingthetaskslistedbelow:

1.

Food
Make4stripsofyellowpaper,each3inchesby1inch

2.

Clothing
MakeagreenT,4incheshigh

3.

Shelter
Makea2inchwhitesquareandattachayellowtriangletothetopsideofthesquare

4.

Industry
Makea4linkpaperchain,eachlinkadifferentcolor

5.

Education
Makea4pagebookoutoftwodifferentcolors,withtext/pictures

Task Sheet

Yourgrouphastheresponsibilityofprovidingcertainneedsandwantsforyourcountry.
Theseneedsandwantsaremetbycompletingthetaskslistedbelow:

1.

Food
Make4stripsofyellowpaper,each3inchesby1inch

2.

Clothing
MakeagreenT,4incheshigh

3.

Shelter
Makea2inchwhitesquareandattachayellowtriangletothetopsideofthesquare

4.

Industry
Makea4linkpaperchain,eachlinkadifferentcolor

5.

Education
Makea4pagebookoutoftwodifferentcolors,withtext/picture

Sugimoto 88

Group Members: _____________________________________________________

Trading Log
Directions: Every time you or a group member take a resource from another group, fill in
the information below.

Name

Resource taken

From which group

number

Ms. Sugimoto

Marker

Sugimoto 89

Name: ____________________

Date: ______________

Unequal Resources and Interdependence Reflection

1. What is interdependence?
______________________________________________________________________
______________________________________________________________________

2. Explain the type of interdependence that occurred in the ahupua`a system.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. Give an example of interdependence that occurred in the ahupua`a system.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

4. Do you think ancient Hawaiians needed interdependence with others and the
environment in order to survive? Explain why or why not.
______________________________________________________________________
______________________________________________________________________

Sugimoto 90

______________________________________________________________________
______________________________________________________________________
Name: ______________________

Date: ________________

Did Our Group Work Together?

1. Did you enjoy the group activity? Why or why not?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. Did my group work well to find and complete all the tasks? Why or why not?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. Were there any arguments that occurred? If so, how did you solve the problem?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. Do you feel like you understand interdependence? Give at least two examples.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Sugimoto 91

Sugimoto 92
Lesson Plan 4: Lets Barter!
Name: Taylor Rae Sugimoto

Grade: 4th Grade

Date: TBA

Content Area: Reading, Writing, Social

Studies

Duration:
110 minutes
- Materials needed:
- 1 task sheet per group
- bartering key
- 1 large manila folder per group (4 groups)
- 4 pencils
- 6 pairs of scissors
- 40 paper clips
- 2 rulers
- 2 glue sticks
- 4 markers
- 6 red sheets of paper
- 4 white sheets of paper
- 10 blue sheets of paper
- 10 yellow sheets of paper
- 6 green sheets of paper
- 6 purple sheets of paper
- 4 four inch sheets of red paper
- 4 four inch sheets of white paper
- 13 index cards
- reflection paper prompt
- bartering log sheet
- peer and self assessment sheet

Guiding Questions:
- What is bartering?
- What is interdependence?
- How did ancient Hawaiians get/receive their resources?
- What type of economic system did ancient Hawaiians use?
- How is bartering related to interdependence?
Enduring understanding:
Bartering is a type of economic system that was used by different cultures, including the
ancient Hawaiians.

Sugimoto 93
What component/s will be the lesson
Strategy or skill emphasis
focus?
- Making connections and
- Comprehension
emphasizing word knowledge
- Vocabulary
through an oral discussion
- performing arts
- Finding the main idea and key
- oral language
details in a text
Purpose of lesson
The purpose of this lesson is to understand the economic system of Ancient Hawaiians
to further learn about interdependence within the ahupua`a system.
Language modalities to be used in this lesson:
- Reading: Students will read a paragraph about bartering in the ahupua`a system.
- Writing: Students will write a reflection about content knowledge and personal
thoughts. Students will write a peer and self assessment.
- Speaking: Students will work together to complete tasks using oral cues and
discussions
Language function, forms, demands and academic vocabulary used in this
lesson:
- Language function: express opinions, defining academic vocabulary words and
terms, determining main ideas and key details of a text, displaying knowledge of
vocabulary terms through reenactments.
- Language forms:
o Reading: Students will read a paragraph about bartering in the ahupua`a
system
o Writing: Students will write a
- Language demands: .. is, I believe..
- Academic vocabulary: bartering, interdependence, ahupua`a system
Critical Thinking Skills
Student Engagement Techniques and
ACEI 3.3-Critical thinking, problem solving and
Grouping
performance skills.

compare multiple perspectives to acquire

their necessary resources
generate new and creative ideas to fulfill
the task
evaluate self and peer performances

ACEI 3.4-Active Engagement in Learning

work in small groups to complete required

tasks
engage in table discussions
talk-pair-share

DIFFERENTIATION PLAN
ACEI 3.2 Adaptation to diverse students.

Identify type of
learner

List type of
differentiation

Instructional approach
(Write the instructional
approach/accommodations that will be used

Sugimoto 94
(ELL, SPED, Accelerated
Learners, Striving
learners, 504 students,
reading)

(learning environment,
content, process, product,
performance task)

ELL

Learning environment,
process

SPED

Learning environment,
process

Accelerated Learners

Striving Learners

Learning environment,
process

Learning environment,
process

for these learners)

- unequal resources group activity: ELL

students will be put together with
accelerated learners who often take on
leadership roles in the classroom for
support.
- bartering reading activity: the teacher
will help ELL students read,
comprehend, and simplify text.
- reflection and peer/self assessment:
students will verbally answer the
questions before writing response on
paper.
- unequal resources group activity: ELL
students will be put together with
accelerated learners who often take on
leadership roles in the classroom for
support.
- bartering reading activity: the teacher
will help SPED students read,
comprehend, and simplify text.
- reflection and peer/self assessment:
students will have the opportunity to
ask for clarification of questions.
- unequal resource group activity:
students will have the opportunity to
take on a leadership role and support
others who need extra guidance.
- bartering reading activity: accelerated
learners can aid striving learners in
finding the main ideas in the text.
- reflection and peer/self assessment:
students can work on writing about
personal connections that they can find
within the content knowledge that was
learned.
- unequal resource group activity:
students will have the opportunity to
work in a group to complete the given
tasks.
- bartering activity: striving learners
may get assistance from the teacher or
accelerated learners to find the main
ideas of the text.

Sugimoto 95
- reflection and peer/self assessment:
students will have the opportunity to
ask for clarification of questions.

Sugimoto 96

1. Standards/Benchmarks/GLOs
ACEI 2.1-2.4 Content Area Knowledge. List CCSS, HCPS III, GLOs

CCSS.ELA-Literacy.L.4.4: Vocabulary Acquisition and Use Determine or clarify the

meaning of unknown and multiple-meaning words and phrases based on grade 4
reading and content. Choosing flexibly from a range of strategies.
I can explain the meaning of 4th grade reading level words.
CCSS.ELA-Literacy.W.4.2.D: Text Types and Purposes Use precise language and
domain-specific vocabulary to inform about or explain the topic.
I can use specific, academic vocabulary to explain a topic.
HCPS III: SS.4.8.1: Economic Interdependence Describe the economic
interdependence among those living in the ahupua`a.
I can explain the economic interdependence that occurred within the ahupua`a.
GLO 2: Community Contributor Working cooperatively, respecting ideas, resolve
disagreements, and demonstrate understanding that it is essential for human beings to
work together.
I can be a community contributor by working cooperatively, respect ideas, resolve
disagreements, and understanding that we all need to work together to succeed.
GLO 5: Effective Communicator Practice negotiating skills, listen to new ideas
I can use my words to trade with others, and I can listen to new ideas.
2. Assessment Task
(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative
assessments to guide and assess student learning, including criteria)

During the bartering group activity, I will take anecdotal notes of students behaviors,
actions, and responses to assess GLO 2 and GLO 5 (community contributor and
effective communicator). Students will be assessed on their responses from their
reflection questions and peer/self assessments. An analytic rubric will be used to assess
students knowledge of the standards.

Sugimoto 97
3. Activities/Instructional Strategies
(ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking,
problem solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster
learning

Preparation
Before Lesson

Attention
getter/s to be
used in this
lesson.
Introduction
3 minutes

1) Create a task sheet with procedures (shown in the handouts

below)
2) Create a barter key for students and put one barter key in
each envelope
3) Assemble materials listed above into eight large manila
envelopes into the following groups
a. Envelope 1:
i. Four pairs of scissors, two rulers, forty paper
clips, four pencils, four 4 squares of red paper,
four 4 squares of white paper
b. Envelope 2:
i. Two pairs of scissors, two glue sticks, four
sheets of blue paper, four sheets of white
paper, and four sheets of yellow paper
c. Envelope 3:
i. Four felt pens, four sheets of green paper, four
sheets of yellow paper, four sheets of blue
paper, four sheets of red paper, and four
sheets of purple paper
d. Envelope 4:
i. Two sheets of green paper, two sheets of
yellow paper, two sheets of blue paper, two
sheets of red paper, and two sheets of purple
paper
4) Number each envelope on the outside with a black marker
5) Staple a copy of the task sheet to the outside of each
envelope
6) Write the numbers 1-4 on pieces of index cards and tape
horizontally to the white board
Write education, industry, shelter, clothing, and food on the
remaining index cards and tape vertically on the whiteboard
7) Call students attention by saying Waterfall
8) Wait for students to respond by saying Shhhhhh
1) Tell students a scenario
a. Today, the government stopped making all currency,
that means all dollar bills, quarters, nickels, dimes,
and pennies!
b. Talk as a table group and think about these questions
i. What would happen to America if the
government stopped making all

Sugimoto 98

2)
3)
4)

5)

Building
background
7 minutes

6)

7)
8)
9)

currency/money?
Share ideas with the whole class
i. How would you be able to buy things?
Share ideas with the whole class
Explain narrative overview of todays lesson
a. Today, were going to do the same group activity that
we did yesterday, but with a twist. Instead of just
borrowing materials from other groups, youll have to
barter for resources that you need to complete your
tasks. Well then learn more about bartering by
reading a short paragraph about the bartering system
in the ahupua`a system. Lastly, youll write another
reflection about what you learned, how you feel, and
complete a self and peer assessment.
Read out loud the I can statements and GLOs
a. I can explain the meaning of 4th grade reading level
words.
b. I can use specific, academic vocabulary to explain a
topic.
c. I can explain the economic interdependence that
occurred within the ahupua`a.
d. I can be a community contributor by working
cooperatively, respect ideas, resolve disagreements,
and understanding that we all need to work together
to succeed.
e. I can use my words to trade with others, and I can
listen to new ideas.
Review last weeks activities and concepts by talking to their
table groups and then sharing with the whole class
a. Unequal resources activity
b. Interdependence
c. Ahupua`a interdependence
Explain the currency system during Ancient Hawaii
a. No type of currency
Ask students
a. If they had no currency, how were they able to get the
materials needed to survive?
Explain bartering definition (use the examples below)
a. Bartering = trading something for something else of
the same value
b. Similar to trading, but bartering involves trading
something for something else of the same value
c. For example: Would it be right for someone to barter
a coconut for a whole tree bark?
i. No because the tree bark is much larger than a
coconut can make more things with the

Sugimoto 99

Guided practice
40 minutes

amount of wood compared to a single coconut

d. Ask students what would be two things in the
classroom that they would be able to barter
i. Example: pencil for a marker, pencil for an
eraser, folder paper for printer paper
e. Ask students what would be two things in the
classroom that they would not be able to barter
i. Example: Chromebook for a pencil, a
mechanical pencil for a regular pencil
f. Another way at thinking of bartering is fair trading or
trading that is fair
g. A synonym for fair is equitable, meaning equal, so
bartering can be considered equitable trading.
10) Divide students into same groups as last lesson
a. Group 1:
i. Anolani, Ariez, Ayden, Leila, Nohi, Trinity
b. Group 2:
i. Carly, Jahsiah, Lenz, Ryder, Tai, Trisha
c. Group 3:
i. Caleb, Hope, Makayla, Mari, Shezdon
d. Group 4:
i. Jaren, Javan, Kiyanah, Phoenix, Ryker
11) Explain purpose and procedure of bartering unequal
resource activity to students (same as last lesson, but with
added bartering)
a. Our classroom is an ahupua`a, but the ahupua`a is
divided into different sections.
b. Each group represents a different section of the
ahupua`a.
c. Their task is to provide for their own section of the
ahupua`a and to help other sections of the ahupua`a
to succeed as well.
12) Distribute the envelopes to each group, instructing students
not to open the envelopes until you give the signal
13) Call on a student to read the task sheet
14) Explain that the resources for their ahupua`a section are in
their envelopes, but resources will vary from section to
section
15) Explain the focus of the lesson
a. For the next 30 minutes, they must complete the
tasks that are listed on the task sheet
b. Inside the envelope is a bartering sheet
c. Project bartering key onto the projector
d. Explain the procedures of bartering and give an
example
i. Must barter according to the bartering key

Sugimoto 100

Focus/Mini
lesson (I do)
30 minutes

ii. Example: 2 felt pens = 4 pieces of paper

iii. Non example: 5 felt pens for a pair of scissors
e. They may negotiate with other countries
f. They are NOT allowed to use resources that are not
in the envelopes
g. When they barter an item with another group, write it
down on the bartering activity sheet
h. When they feel they have finished the tasks, they can
go to the whiteboard and tape each task under their
group number and in the row next to the proper
category
16) Ask students if they have questions, if not, instruct students
to begin
17) Walk around the room and observe actions and
conversations
18) Take anecdotal notes of student progress, actions, words,
and other observations that you could share with students
during the debrief
a. Allow students time to complete tasks and tape it on
the board for thirty minutes
19)Debrief by comparing the procedures from yesterday and
the procedures from today
a. What were the differences between todays activity
and yesterdays activity?
b. Which was easier to do?
c. Do you think that sharing in yesterdays activity, or
bartering in todays activity was more equitable?
d. What do you think would happen if everyone just took
something when they needed to? Do you think that
would work out for everyone in society?
20) Begin to define and explain bartering
a. Today, we actually practiced bartering with the
different groups in the classroom
b. Bartering = trading something for something else of
the same value
21) Relate bartering to student interests
a. How much does a kendama cost? How much does an
eraser cost?
b. Do you think it would be fair to barter a kendama for
an eraser? Why or why not?
c. What would be something that is closer to the same
value of an eraser that you could barter?
i. Examples: pencil, sticker, marker, colored
pencil
22) Inform students that ancient Hawaiians used a bartering
system as a form of currency

Sugimoto 101

Work Time
Independent
work
25 minutes

23) Pass out bartering response activity sheet

24) Explain procedures to the class
a. individually read and answer the questions below
25) Monitor students as they read and answer questions
a. answer any questions
b. help ELL and SPED students read and comprehend
text at the back table
26) Review answers to the questions with the whole class when
completed
a. What is an example of items that ancient Hawaiians
would barter?
i. Fish and vegetables for fruit and lumber, tapa
b. What was a valuable item that ancient Hawaiians
would use to barter?
i. Tapa
c. Why was tapa a popular item to barter?
i. It had many different uses: clothing, blankets,
wrapping, candle wicks, oakum for caulking
holes
27) Reiterate definition of bartering
a. trading something for something of the same value
b. emphasize that it must be of the same value
28) Explain connection between bartering and interdependence
a. bartering is an example of interdependence
b. ancient Hawaiians depended on each other to barter
items
29)Explain reflection questions and peer/self assessment
a. Questions (convergent questions to assess students
content knowledge, and a divergent question [#4] to
assess students application of content knowledge)
i. What is bartering?
ii. How did ancient Hawaiians barter with one
another?
iii. How is bartering related to interdependence?
iv. If you could choose whether to barter using
things that you have, or buy and sell things
using money, which would you rather do?
30) Explain peer and self assessment (convergent questions
just to gain an understanding of students opinions of their
GLO achievements and struggles)
a. Do you understand what bartering is and how
bartering works?
b. Did your group work well together during the group
activity?
c. Did you help your group complete the tasks?
d. Did you enjoy this activity?

Sugimoto 102
31) Pass out reflection question sheet
32) Monitor students by walking around, answering questions,
and guiding students who need help
33) Verbally ask ELL students reflection and peer/self
assessment and write down their responses
34) Pass out peer/self assessment when students turn in
reflection questions
Monitoring Plan
During the group activity, I will be taking anecdotal records of
students responses, actions, and behaviors.
During the bartering paragraph activity, I will help ELL and SPED
students read and comprehend the paragraph and questions.
Students may need help finding the definitions of academic words
in the paragraph activity, so I will define words for students to aid
their reading comprehension.
During the reflection and assessment activities, I will verbally ask
ELL students reflection and peer/self assessment questions and
write down their responses. ELL students may have a difficult time
expressing their feelings and thoughts about bartering, the
bartering activity, and the overall lesson. I will help to simplify the
questions for SPED and striving students.
Closure
35)Instruct students to talk to their partners about the last
5 minutes
question in the reflection sheet:
a. How did the bartering system help ancient Hawaiians
live their daily lives?
b. How is bartering related to interdependence?
c. If you could choose whether to barter using things
that you have, or buy and sell things using money,
which would you rather do?
36) Share responses with the rest of the class
37) Explain next lesson to students
a. Were going to continue our unit on sustainability and
interdependence by coming back to the present day
society
b. In the next lesson, were going to learn about causes
and effects, and how sustainability and
interdependence affects our world today
Complete the Assessment 3 Lesson Reflection (for now, leave this blank)

Sugimoto 103

Teacher Assessment Tool: Analytic Rubric

ME
CCSS.ELA- Student
Literacy.L.4.4: I explained the
can explain the meaning of
meaning of 4th
bartering with
grade reading
multiple details
level words
and/or
examples
CCSS.ELA- Student could
Literacy.W.4.2. use multiple
D: I can use
academic
specific,
vocabulary to
academic
explain the
vocabulary to
application of
explain a topic. bartering and
interdependenc
e within the
ahupua`a
system
HCPS III:
- Student used
SS.4.8.1: I can two or more
explain the
examples to
economic
describe how
interdependenc the bartering
e that occurred system was
within the
used within the
ahupua`a
ahupua`a
GLO 2:
- Student
Community
worked
Contributor I
cooperatively
can be a
with other
community
group
contributor by
members,
working
respected ideas
cooperatively,
of others,
respecting
resolved
ideas, resolving disagreements
disagreements, (if any), and
and
showed an
understanding
understanding
that we all need that everyone
to work
needed to work
together to
together to
succeed.
succeed

MP
- Student
defined the
meaning of
bartering

DP
- Student
partially defined
the meaning of
bartering

WB
- Student could
not define the
meaning of
bartering

- Student could
use academic
vocabulary to
explain the
application of
bartering and
interdependenc
e within the
ahupua`a
system
- Student used
an example to
describe how
the bartering
system was
used in the
ahupua`a

- Student
partially used
academic
vocabulary to
explain the
application of
bartering and
interdependenc
e w ithin the
ahupua`a
system
- Student
partially
described how
the bartering
system was
used in the
ahupua`a

- Student could
not use
academic
vocabulary to
explain the
application of
bartering and
interdependenc
e within the
ahupua`a
sytem
- Student could
not describe
how ithe
bartering
system was
used in the
ahupua`a

- Student
showed three
out of four
criteria: worked
cooperatively
with other
group
members,
resolved
disagreements
(if any), and
showed an
understanding
that everyone
needed to work
together to
succeed

- Student
showed two out
of four criteria:
worked
cooperatively
with other
group
members,
resolved
disagreements
(if any), and
showed an
understanding
that everyone
needed to work
together to
succeed

- Student
showed one or
none of the
criteria: worked
cooperatively
with other
group
members,
resolved
disagreements
(if any), and
showed an
understanding
that everyone
needed to work
together to
succeed

Sugimoto 104
GLO 5:
Effective
Communicator
I can use my
words to trade
with others, and
I can listen to
new ideas

- Student used
respectful
words to trade
resources with
others and
listened to
group
members ideas

- Student used
words to trade
resources with
others and
listened to
group
members ideas

- Student used
words to trade
resources with
others or
listened to
group
members ideas

- Student did
not use words
to trade
resources with
others and did
not listen to
group members
ideas

Sugimoto 105

Assessment Data Table

CCSS.ELA CCSS.ELAName
Literacy.W.4.
Literacy.L. 2.D
4.4
Anolani
Ariez
Ayden
Carly
Caleb
Hope
Jahsiah
Jaren
Javan
Kiyanah
Leila
Lenz
Makayla
Mari
Nohi
Phoenix
Ryder
Ryker
Shezdon
Tai
Trinity
Trisha

HCPS III:
SS.4.8.1

GLO 2

GLO 5

Sugimoto 106

Anolani

Ariez

Ayden

Carly

Caleb

Hope

Jahsiah

Jaren

Javan

Kiyanah

Leila

Lenz

Makayla

Mari

Nohi

Phoenix

Ryder

Ryker

Shezdon

Tai

Anecdotal Notes

Sugimoto 107

Task Sheet
Yourgrouphastheresponsibilityofprovidingcertainneedsandwantsforyourahupua`a.
Theseneedsandwantsaremetbycompletingthetaskslistedbelow:

1.

Food
Make4stripsofyellowpaper,each3inchesby1inch

2.

Clothing
MakeagreenT,4incheshigh

3.

Shelter
Makea2inchwhitesquareandattachayellowtriangletothetopsideofthesquare

4.

Industry
Makea4linkpaperchain,eachlinkadifferentcolor

5.

Education
Makea4pagebookoutoftwodifferentcolors,withtext/pictures

Task Sheet
Yourgrouphastheresponsibilityofprovidingcertainneedsandwantsforyourcountry.
Theseneedsandwantsaremetbycompletingthetaskslistedbelow:

1.

Food
Make4stripsofyellowpaper,each3inchesby1inch

2.

Clothing
MakeagreenT,4incheshigh

3.

Shelter
Makea2inchwhitesquareandattachayellowtriangletothetopsideofthesquare

4.

Industry
Makea4linkpaperchain,eachlinkadifferentcolor

5.

Education
Makea4pagebookoutoftwodifferentcolors,withtext/picture

Sugimoto 108

Bartering Key

1 pair of scissors = 1 glue stick

1 marker = 2 sheets of any color paper
1 pencil = 5 paper clips
1 ruler = 1 marker and 7 paper clips
1 sheet of red paper = 2 sheets of purple paper
1 sheet of green paper = 2 sheets of yellow paper
1 square sheet of red paper = 3 sheets of blue paper
1 square sheet of white paper = 2 sheets of green paper

Bartering Key

1 pair of scissors = 1 glue stick

1 marker = 2 sheets of any color paper
1 pencil = 5 paper clips
1 ruler = 1 marker and 7 paper clips
1 sheet of red paper = 2 sheets of purple paper
1 sheet of green paper = 2 sheets of yellow paper
1 square sheet of red paper = 3 sheets of blue paper
1 square sheet of white paper = 2 sheets of green paper

Sugimoto 109

Group Members: ____________________________________________________________

Bartering Log
Every time you or a group member barters for a resource with another
group, fill out the log below.

Name
Ms. Sugimoto

Bartered _______

For ____________

To ___________

Five paper clips

One pencil

Group 2

Sugimoto 110
Name: _______________________

Date: _______________

Bartering Reading Activity

Huna: Ancient Hawaiian Secrets for Modern Living by Serge Kahili King

Barter is an ancient concept, and so is money. In Old Hawaii, the

islands were divided into pie-shaped districts called ahupua`a that ran from
the sea to the mountains. Each district was also a political and economic
unit, designed to be as self-sufficient as possible. The people on the coast
would trade fish and vegetables with the people of the uplands for fruit and
lumber. That worked well until someone from one part of the ahupua`a
wanted something special from another part of the ahupua`a, like a fine
wood carving or the well-made stone tool of a highly skilled craftsman. Those
people didnt want fish or vegetables or fruit or lumber because they already
had them in their ahupua`a. They often looked to barter items that were
used for many different things. The most common was a bundle of tapa, a
type of cloth made from tree bark that was used to make a lot of different
things, including clothing, blankets, wrapping, candle wicks, and oakum, for
caulking the seams in boats and ships. Because of its versatility, tapa
became one of the most common forms of money in Old Hawaii, with higher
quality tapa traded for more valuable things. It was barter when it was
traded directly for some kind of goods and services, and money when it was
traded indirectly, that is, held until it could be traded for something else.
King, S. K., (2008). Huna: Ancient hawaiian secrets for modern living. Hillsboro, Oregon: Atria Books.

Sugimoto 111

1. Pick one item that ancient Hawaiians used and explain how the item was
used to barter.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________
______________________________________________________________________________
____________________________________________

2. What was a valuable item that ancient Hawaiians would use to barter and
explain why it was a valuable item throughout the ahupua`a?
______________________________________________________________________________
____________________________________________
______________________________________________________________________________
____________________________________________
______________________________________________________________________________
____________________________________________

3. Why was tapa a popular item to barter?

______________________________________________________________________________
____________________________________________
______________________________________________________________________________
____________________________________________
______________________________________________________________________________
____________________________________________

Sugimoto 112

Name: ____________________

Date: ______________

Bartering and Interdependence Reflection

1. What is bartering?
______________________________________________________________________
______________________________________________________________________

2. How did ancient Hawaiians barter with one another?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. How is bartering related to interdependence?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

4. If you could choose whether to barter using things that you have, or buy and sell
things using money, which would you rather do? Explain why.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Sugimoto 113

Name: ______________________

Date: ________________

Lets Barter Self and Peer Assessment

1. Do you understand the definition of bartering and how bartering works? If yes, write
the definition of bartering and an example. If no, explain what you do not understand
about bartering.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. Did your group work well together during the group activity? Give at least two
examples.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. Did you help your group complete all of the assigned tasks? Give at least two
examples.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. Did you enjoy this activity? Why or why not?

______________________________________________________________________
______________________________________________________________________

Sugimoto 114

______________________________________________________________________
______________________________________________________________________

Read the statement in the left box. Then circle the sentence that best describes your
understanding.

I understand

I do not

I have some

I understand

I understand

the meaning of

understand the

understanding

the meaning

the meaning

bartering.

meaning.

of the meaning.

and can use

and can teach

the word in a

a friend.

sentence .
I understand

I do not

I have some

I understand

I understand

how bartering

understand

understanding

understanding

the meaning

works.

how bartering

of how

of how

and can can

works.

bartering works

bartering works

teach a friend.

and can use

the word,
bartering, in a
sentence .

Lesson Plan #5: Learning About Causes and Effects

Sugimoto 115

Name: Taylor Rae Sugimoto

Grade: 4th Grade

Date: TBA

Content Area: Reading, Writing

Duration: 85 minutes (one day)

Materials needed:
- promethean board
- projector
- Elmo projector
- Single cause and single effect graphic organizer
- Single cause and multiple effects graphic organizer
- Multiple causes and single effect graphic organizer
- E`Ho`omau article
- group activity graphic organizer
- E`Ho`omau interdependence cause and effect assessment
Guiding Questions:
- What is a cause?
- What is an effect?
- How are causes and effects related?
- Can there be multiple causes and multiple effects?
- Are humans practicing sustainability today?
Enduring understanding:
Readers can find the meaning and main ideas through identifying the causes and
effects of a text.
What component/s will be the lesson
focus?
- Text structure

Strategy or skill emphasis

- Identifying causes and effects

Purpose of lesson
The purpose of this lesson is to introduce students to the text structure, cause and
effect, and relate it to the unit theme of sustainability and interdependence.
Language modalities to be used in this lesson:
- Reading: Students will independently read an article about the effects of not
being sustainable.
- Writing: Students will write the main ideas of the text by identifying the causes
and effects of each article.
- Listening: Students will listen to the ideas of others during the group activity.
- Speaking: Students will speak their own ideas during the group activity.

Sugimoto 116
Language function, forms, demands and academic vocabulary used in this
lesson:
- Language form:
o Reading: Students will independently read an article about the causes and
effects of being unsustainable
o Writing: Students will find the main ideas of the text by identifying the
causes and effects of each article
o Listening: Students will listen and gain insight from peers during the group
activity
o Speaking: Students will speak their own ideas during the group activity
- Language function: explain cause/effect
- Language Demands: since..,, because., in order..
- Academic Language: sustainability, interdependence
Critical Thinking Skills
Student Engagement Techniques and
ACEI 3.3-Critical thinking, problem solving and
Grouping
performance skills.

Evaluation of articles to sustainability and

interdependence
Determining causes and effects of news
articles and statistics

ACEI 3.4-Active Engagement in Learning

talk-pair-share
table discussions
group activities

Sugimoto 117
DIFFERENTIATION PLAN
ACEI 3.2 Adaptation to diverse students.

Identify type of learner

List type of differentiation

Instructional approach

(ELL, SPED, Accelerated Learners,

Striving learners, 504 students,
reading)

(learning environment, content,

process, product, performance task)

(Write the instructional

approach/accommodations that will
be used for these learners)

ELL

SPED

Accelerated Learners

Striving Learners

Learning environment,
process

Learning environment,
process

Learning environment,
process

Learning environment,
process

- for the group activity and

performance task, the
teacher will read out loud
with students to simplify the
text and help with
comprehension. The
teacher will aid students to
highlight the causes and
effects.
- for the group activity and
performance task, the
teacher will read out loud
with students to simplify the
text and help with
comprehension. The
teacher will aid students to
highlight the causes and
effects.
- for the group activity,
accelerated learners can
take on the leadership role
of the group and help
striving students identify the
causes and effects.
- for the group activity,
striving learners will receive
the aid of accelerated
learners to identify causes
and effects.
- for the performance task,
students may ask the
teacher for guidance on
understanding the texts.

Sugimoto 118

1. Standards/Benchmarks/GLOs
ACEI 2.1-2.4 Content Area Knowledge. List CCSS, HCPS III, GLOs

CCSS.ELA-Literacy.W.4.9.8: Research to Build and Present Knowledge Apply grade 4

reading standards to informational texts (e.g., Explain how an author uses reason and
evidence to support particular points in a text.
I can use the text structure, cause and effect, as evidence that supports the authors
point of view.
CCSS.ELA-Literacy.RI.4.5: Craft and Structure Describe the overall structure
(cause/effect) of events, ideas, concepts, or information in a text or part of a text
I can determine the causes and effects in a text.
GLO 2: Community Contributor working collaboratively, respecting ideas, resolving
conflicts
I can be a community contributor by working collaboratively, respecting others ideas,
and resolving conflicts

2. Assessment Task
(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative assessments to
guide and assess student learning, including criteria)

During the group activity, I will take anecdotal notes to record students behaviors,
actions, and responses, which will be used to assess GLO 2. For the performance task,
students will read an article and paste the correct causes and effects into a graphic
organizer. This performance task will be used to assess students understanding and
application of the text structure, cause and effect. A checklist will be used as a teacher
assessment tool.
3. Activities/Instructional Strategies
(ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking,
problem solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster
learning)

Attention
getter/s to be
used in this
lesson.
Introduction
2 minutes

1) Call students attention by saying Waterfall

2) Wait for students to respond by saying Shhhhhh
3) Ask students to talk to their side partner and decide
a. What came first, the chicken or the egg?
4) Share answers with the whole class
5) There is no right answer
6) Introduce the narrative overview

Sugimoto 119

Building
background
2 minutes
Focus/Mini
lesson
20 minutes

b. Today, were going to learn about the text structure

called causes and effects. Were going to talk about
causes and effects, give examples, do a group
activity, and then complete an assessment of your
understanding.
7) Read out loud I can statements and GLOs
c. I can use the text structure, cause and effect, as
evidence that supports the authors point of view.
d. I can determine the causes and effects in a text
e. I can be a community contributor by working
collaboratively, respecting others ideas, and resolving
conflicts
8) Ask students to raise their hand if they have heard or
understand what cause and effect is
f. Ask a student to explain if they are raising their hand
to the rest of the class
9) Explain the definition of cause and effect
g. Cause is an action that makes something else
happen
i. To find a cause, you can ask yourself Why did
it happen?
h. Effect is a result of that action
i. To find an effect, you can ask yourself What
happened?
10)Ask a student to raise their hand if they have been late to
school
i. Emphasize that the cause is _____________ and the
effect was that he/she was late to school
j. Because _________________ he/she was late to
school
k. ___________________ caused him/her to be late to
school
11) Show example on the promethean projector and have
students talk to their table groups to determine the cause
and effect
12)Share ideas with the whole class and go over answers by
highlighting the cause in one color, and the effect in the
other
l. Since we ran out of milk, we went to the grocery
store.
m. You should brush your teeth, so you dont get
cavities.
n. Alligators almost became extinct because people
killed too many of them.
13) Introduce the chain link graphic organizer to students
(single cause and effect)

Sugimoto 120

Guided practice
25 minutes

o. Write the previous three examples into the cause and

effect graphic organizer
14)Show the branching tree graphic organizer (multiple causes
and multiple effects)
15) Explain that there could be multiple causes and multiple
effects in a sentence or paragraph
a. relate the graphic organizer to a tree that has
branches coming out from the bark
16)Ask students to talk with their partners and figure out the
causes and effects of
p. Since I woke up late, could not find my clothes, and
sat through traffic, I was late to school
17)Guide students by asking, Was there a single chain of
events, or was there causes that branched out to create a
single effect?
18)Show both graphic organizers on the board so students can
visualize the causes and effects in both graphic organizers
19) Share ideas with the whole class
20) Complete the graphic organizer
21) Show single cause and multiple effect graphic organizer
22) Ask students to talk with their side partner and figure out the
cause and effects of
q. Since there was a car accident on the freeway,
children were late to school, parents were late to
work, and everyone was not in a good mood.
r. The animal population has decreased due to the
deforestation of trees and plant life.
23) Share ideas with the whole class
24) Complete the graphic organizer
25)Explain the group cause and effect group activity
s. Working in table groups
t. Read the article individually
u. Discuss the article with table group
v. Together, highlight the causes in yellow and effects in
pink
w. Complete the graphic organizer
26) Monitor students by walking around the classroom and
taking anecdotal notes
27) Help ELL and SPED students read, comprehend, and
interpret text
28) Call each group to the promethean board to share their
graphic organizer
29) Explain the causes and effects by completing the graphic
organizer using the think-aloud strategy
x. Causes:
i. Non-native/invasive species were introduced to

Sugimoto 121
Hawai`i
y. Effects:
i. Native animals were eaten/killed
ii. The reef and marine life were destroyed
iii. Trees were uprooted
iv. Oceans became polluted
v. New diseases killed native animals
Work Time
30)Explain cause and effect assessment to students
Independent
z. Reread the article
work
aa. Fill in the blanks to create two different cause and
20 minutes
effect graphic organizers: branching tree organizer
and chain link organizer
31) Monitor students by walking around and answering any
questions
32) Read out loud with ELL and SPED students and simplify
article for them
Monitoring Plan
For the group activity and independent work, I will help ELL and
SPED students read, simplify, and comprehend the article.
Accelerated learners can help the striving students in their group
find the differences between causes and effects in the article. I will
take anecdotal notes of students behaviors, actions, and progress
throughout the lesson.
Closure
33)Discuss the concept of cause and effect
15 minutes
a. Define cause, define effect
b. Ask students why they think causes and effects are
important to identify
34) Ask students to talk in their table groups and explain how
this article are related to sustainability
35) Share responses with the whole class
ab. These new animals destroyed the land, but did not do
anything to help the land
ac. As a result, the land was become less and less
sustainable
ad. That is why it is important to practice sustainability,
because if people forget to take care of the land, then
it may cause damages that can never be fixed.
36)Explain next lesson to students
ae. Science lesson that focuses more on the food chain,
and what happens if a food chain is not sustainable.
Complete the Assessment 3 Lesson Reflection (for now, leave this blank)

Sugimoto 122

Sugimoto 123

Teacher Assessment Tool: Checklist

CCSS.ELA-Literacy.W.4.9.8: I can use the text structure, cause and effect, as evidence
that supports the authors point of view.
CCSS.ELA-Literacy.RI.4.5: I can determine the causes and effects in a text.
Identified
causes
one cause
two causes
three
causes
Identified
effect

ME

MP

DP

WB

4 points

3 points

2 points

1 point

GLO 2: Community Contributor: I can be a community contributor by working

collaboratively, respecting others ideas, and resolving conflicts

worked
cooperatively
with group
members
respected
others ideas
used
respectful
language
had no
conflicts/resolv
ed conflicts
respectfully

ME

MP

DP

WB

4 points

3 points

2 points

1 point

Sugimoto 124

Assessment Data Table

ME
Name
Anolani
Ariez
Ayden
Carly
Caleb
Hope
Jahsiah
Jaren
Javan
Kiyanah
Leila
Lenz
Makayla
Mari
Nohi
Phoenix
Ryder
Ryker
Shezdon
Tai

MP

DP

WB

GLO 2

Sugimoto 125

Trinity
Trisha

Sugimoto 126

Anecdotal Notes

Anolani

Ariez

Ayden

Carly

Caleb

Hope

Jahsiah

Jaren

Javan

Kiyanah

Leila

Lenz

Makayla

Mari

Nohi

Phoenix

Ryder

Ryker

Shezdon

Tai

Sugimoto 127

Education Oasis. (2012). Cause and effect graphic organizers. Education Oasis.
Retrieved from http://www.educationoasis.com/curriculum/GO/cause_effect.htm

Sugimoto 128

National Geographic. (2013). One cause multiple effects diagram. Education: National
Geographic. Retrieved from
http://education.nationalgeographic.com/education/media/one-cause-multipleeffects-diagram/?ar_a=1

*Jen: Just letting you know that I did not plagiarize. I cited the sources in the work cited
section, I just did not put the citation below each picture.

Sugimoto 129

Group Activity Graphic Organizer

Invasive species
were introduced to
Hawai`i

Attention Worksheets. (2013). One cause three effects graphic organizer worksheet.
Attention Worksheets. Retrieved from http://www.attentionworksheets.com/onecause-three-effects- graphic-organizer-worksheets/

Sugimoto 130

E Ho`omau: Interdependence in Hawai`is Rainforest

As native species evolved over millions of years in our islands, they had no
need to protect themselves from predators because there were no predators.
Thorns, toxins, strong odors, and other protective mechanisms were
unnecessary. Native species could thrive without any threats in unique and
rich rainforest ecosystems.
As people settled in the islands, non-native animals were introduced to
Hawa`ii. These animals flourished in a virtually defenseless environment.
Because of this, they eventually invaded rainforests. They now pose one of
the greatest threats to Hawai`is rainforests.
Wild pigs, goats, sheep, cattle, mongoose, rats, and ants were just some of
the animals that can ruin native rainforests. Rats, wild cats, and wild dogs
prey on native birds while introduced frogs and chameleons eat insects that
are food for native wildlife. Often, one invasive animal creates an opportunity
for another. This chain reaction eventually damages our environment.
For example, one of the worst invaders in the rainforests are wild pigs. These
four-legged animals aggressively toss and turn the soil with their snouts and
uproot native plants. This leaves deep pockets of soil that easily collect
rainwater. Mosquitoes then breed in the standing water. Mosquitoes are
carriers of avian malaria, a disease that can be fatal to native birds.
Pigs also quickly speed up erosion of our rainforests. When there are heavy
rains, the uprooted soil flows into streams and eventually ends up in our
ocean. The soil then acts as a huge brown cloud that smothers coral reefs
and prevents sunlight from penetrating the water. This in turn kills the reef
and marine life. It is astonishing to see how one type of invasive animal can
affect an entire watershed from the mountains to the sea.
Goats, sheep, and other grazing animals also cause great devastation to
Hawai`is rainforests. As they feast on a plant, they do not stop at the
ground; they devour the roots as well. This makes it practically impossible for
plants to grow again. Eventually, the land loses vegetation that acted like
glue, holding the soil in place. When the rains come, erosion is inevitable.
Soil is quickly washed to sea and coral reefs suffer. Pacific Resources for Education and
Learning. (2011). Interdependence in hawai`is rainforest. EHoomau. Retrieved from http://ehoomau.prel.org/interdependence-inhawai%E2%80%98i%E2%80%99s-rainforest/.

Name: ______________

Date: _________

Sugimoto 131
E`Ho`omau: Interdependence Cause and Effect Assessment

Hawai`is rainforest
became ruined and
unsustainable.

National Geographic. (2013). One cause multiple effects diagram. Education: National
Geographic. Retrieved from
http://education.nationalgeographic.com/education/media/one-cause-multipleeffects-diagram/?ar_a=1

Sugimoto 132

Rats, wild cats, and wild

dogs were introduced to
Hawai`i

Roots of the trees

were pulled out of the
ground.

The reefs and marine

life were destroyed.

Education Oasis. (2012). Cause and effect graphic organizers. Education Oasis.
Retrieved from http://www.educationoasis.com/curriculum/GO/cause_effect.htm

Sugimoto 133
Lesson Plan 6: Sustainability Within the Food Chain
Name: Taylor Rae Sugimoto

Grade: 4th Grade

Date: TBA

Content Area: Reading, Oral Language,

Science

Duration: 90 minutes
Materials needed:
- Promethean Board
- Projector
- Elmo projector
- Food chain with questions sheet
- Food chain cycle with questions sheet
- Multiple food chain with questions sheet
- Activity sheet
- Scenario cards
- Velcro boards
- Laminated animal cards
- Food chain sheet for each group
- Peer/self assessment
Guiding Questions:
- What is a food chain?
- What are the different types of food chain?
- Can food chains become altered?
- Does one part of the food chain affect the rest of the food chain?
- How does the food chain affect sustainability?
Enduring understanding:
Different circumstances can alter a food chain and the animals within the food chain.
What component/s will be the lesson
focus?
- comprehension
- performing arts

Strategy or skill emphasis

- Comprehension through
creating a skit
- Making connections through
performing a skit
- Performing arts skills: narrating,
reenactments, projection
- Creation of a food chain using
physical representations

Purpose of lesson
The purpose of this lesson is for students to learn how animals and the food chain is
affected by its surroundings.

Sugimoto 134
Language modalities to be used in this lesson:
Reading: students can determine the causes and effects of an altered food chain
Listening: Students will be listening to other ideas throughout the lesson when working
in groups
Speaking: Students will speak about their designated characters during the food chain
skit
Language function, forms, demands and academic vocabulary used in this
lesson:
Language functions: text structure
Language forms:
- Reading: Students can determine the causes and effects of an altered food chain
- Listening: Students will be listening to other ideas throughout the lesson when
working in groups
- Speaking: Students will speak about their designated characters during the food
chain skit
Language demands: because., since.
Academic vocabulary: sustainability, interdependence
Critical Thinking Skills
ACEI 3.3-Critical thinking, problem solving and
performance skills.

- physically reenacting an altered food chain

Student Engagement Techniques and

Grouping
ACEI 3.4-Active Engagement in Learning

talk-pair-share
group activity
collaborative skit with small group

Sugimoto 135
DIFFERENTIATION PLAN
ACEI 3.2 Adaptation to diverse students.

Identify type of learner

List type of differentiation

Instructional approach

(ELL, SPED, Accelerated Learners,

Striving learners, 504 students,
reading)

(learning environment, content,

process, product, performance task)

(Write the instructional

approach/accommodations that will
be used for these learners)

ELL
Learning environment

SPED

Learning Environment

Accelerated Learners

Learning Environment

Striving Learners

Learning Environment

- ELL students will be

placed with accelerated
learners during the
collaborative skit
presentation.
- ELL students have the
opportunity to learn about
the food chain using
visuals, such as the visual
Velcro board with laminated
animal stickers
- SPED students will be
placed with accelerated
learners during the
collaborative skit
presentation.
- SPED students have the
opportunity to learn about
the food chain using
visuals, such as the visual
Velcro board with laminated
animal stickers
- Accelerated learners will
have the opportunity to take
on a leadership role during
the collaborative group skit
- Striving learners will have
the opportunity to learn
about a science concept
using diagrams and visuals.
- Students will have support
of accelerated learners
during the collaborative skit
activity.

Sugimoto 136

1. Standards/Benchmarks/GLOs
ACEI 2.1-2.4 Content Area Knowledge. List CCSS, HCPS III, GLOs

CCSS.ELA-Literacy.RI.4.5: Craft and Structure Describe the overall structure

(cause/effect) of events, ideas, concepts, or information in a text or part of a text.
I can determine the causes and effects of ideas and in a text.
CCSS.ELA-Literacy.SL.4.4: Presentation of Knowledge and Ideas Report on a topic or
text, tell a story, or recount an experience in an organized manner, using appropriate
facts and relevant, descriptive details, to support main ideas or themes; speak clearly at
an understandable pace.
I can explain an idea with supporting details
HCPS III:SC.4.3.2: Interdependence Describe how an organisms behavior is
determined by its environment.
I can describe how an organisms behavior is determined by its environment.
GLO 2: Community Contributor working collaboratively, respecting ideas, resolving
conflicts
I can be a community contributor by working collaboratively, respecting others ideas,
and resolving conflicts.
GLO 5: Effective Communicator clearly communicated ideas through skit.
I can be an effective communicator by clearly communicating my ideas when acting in
the skit.

2. Assessment Task
(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative assessments to
guide and assess student learning, including criteria)

Throughout the lesson, I will be taking anecdotal notes of students behaviors, actions,
and responses, which will be used to assess GLO 2 and GLO 5. For the performance
task, students will create a skit about an altered food chain. I will use a checklist to
assess students activity sheet and performance, which will assess CCSS.ELALiteracy.SL.4.4, CCSS.ELA-Literacy.RI.4.5, and HCPS III: SC.4.3.2.

Sugimoto 137
3. Activities/Instructional Strategies
(ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking,
problem solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster
learning) NUMBER BULLET EACH STEP in one numeral sequence (e.g., 1, 2, 3). Use

letters if there are substeps (1a, 1b, 1c)

Attention
getter/s to be
used in this
lesson.
Introduction
2 minutes

Building
background
5 minutes

1) Call students attention by saying Waterfall

a. Wait for students to respond by saying Shhhhhh
1) Ask students
a. What do you think is more powerful, a lion or a zebra?
b. Why do you believe a lion is more powerful?
c. Lion eats the zebra, which makes the lion the more
powerful animal.
2) Introduce narrative overview to students
a. Today, were going to review the food chain, but
were going to go one step further and talk about how
and why a food chain begins to fall apart. Youre then
going to work in groups to create a skit. In the skit,
youre going to act out what happens when a food
chain is broken.
3) Read out loud the I can statements and GLOs
a. I can determine the causes and effects of ideas and
in a text
b. I can explain an idea with supporting details
c. I can describe how an organisms behavior is
determined by its environment
d. I can be a community contributor by working
collaboratively, respecting others ideas, and resolving
conflicts
e. I can be an effective communicator by clearly
communicating my ideas when acting in a skit
4) Post a picture of a food chain on the board with questions
and have them answer these questions with their table
groups
a. What plants and animals are involved in this food
chain?
b. Where does the food chain begin?
c. Where does the food chain end?
d. What is a producer?
i. A plant or animal that makes/produces food
e. What is a consumer?
i. A plant or animal that eats/consumers other
animals
f. What are the producers, and what are the
consumers?

Sugimoto 138

Focus/Mini
lesson
15 minutes

Guided practice
15 minutes

5) Share answers with the whole class

a. Nuts, mouse, snake, hawk
b. Begins with the nuts
c. Ends with the hawk
d. Nuts = producer, mouse, snake, hawk = consumers
6) Post a picture of the food chain cycle on the board with
questions and have them answer these questions with their
table groups
a. What animals are involved in this food chain?
b. Where does this food chain start?
c. Where does this food chain end?
d. What is the difference between this food chain and
the previous food chain?
7) Share answers with the whole class
8) Explain significance of cycling food chain
a. Doesnt have a start or end cause it cycles in a circle
9) Post a picture of the multiple food chains on the board with
questions and have them answer these questions with their
table group
a. What animals are involved in this food chain?
b. Where does this food chain start?
c. Where does this food chain end?
d. What is the difference between this food chain the
previous food chains?
10) Explain significance of multiple food chain
a. most things are eaten by multiple animals, and most
animals eat multiple things
b. shows more detail, but it also shows valuable
information
11) Pass out velcro boards and Velcro laminated animal pieces
to each table
a. Laminated pieces:
i. Plants
ii. Mouse
iii. Snake
iv. Wolf
v. Hawk
vi. Deer
vii. Grasshopper
12) Explain procedures to students
a. as a table, complete the food chain by placing the
correct animal into the correct position
13)Monitor students behaviors, responses, and actions by
writing anecdotal notes
14) Share answers with the whole class
15) Tell students to think about the effects of this scenario as a

Sugimoto 139

Work Time
Collaborative
Group work
45 minutes

table group and display the effects using the Velcro food
chain
a. The state of California made a new law that stated all
snakes must be killed when spotted. How would that
affect the food chain?
16) Monitor students behaviors, responses, and actions by
writing anecdotal notes
17) Share answers with the whole class
a. Increase of mice, deer
b. Decrease of grasshoppers and plants
18) Emphasize how a small change can affect the whole food
chain
19)Give students another scenario
a. California made a new rule stating that all mice
should be killed when spotted. How would that affect
the food chain?
20)Share answers with the whole class
a. Snakes, hawks, wolves would not have enough food
b. Increase of plants
21)Explain performance task to students
a. Pass out food chain, scenarios, and activity sheet to
each table
b. 2 groups of 7, 1 group of 8
i. Anolani, Ariez, Ayden, Carly, Caleb, Hope,
Jahsiah, Jaren
ii. Javan, Kiyanah, Leila, Lenz, Makayla, Mari,
Nohi
iii. Phoenix, Ryder, Riker, Shezdon, Tai, Trinity,
Trisha
c. Each person represents a different animal on the food
chain
d. Read the scenario, and decide what happens to each
of the animals in the food chain
e. Complete the activity sheet by writing what happens
to each animal
f. Create a skit that shows how each animal is affected
in the food chain by that specific scenario
g. Share the skit in front of the rest of the class
22) Explain procedures
a. read the scenario
b. complete activity sheet
c. have the sheets checked by the teacher
d. assign roles
e. create skit
23) Monitor students by observing each group and aiding each
group to form a concise skit

Sugimoto 140
24) Check each activity sheet when completed
25) Move desks and chairs to the back of the room to create a
stage in the front
26) Call on groups to perform their skit
a. Introduce their characters
b. Introduce scenario
c. Perform skit
d. Ask if there are questions
Monitoring Plan
During both the guided practice activity and the performance task, I
will monitor students behaviors, actions, and responses by taking
anecdotal notes. I will walk around each group and ask if anyone
needs individualized help. If a student does not understand the
food chain concepts, I will help them individually on the back table.
Some skills and strategies that may be difficult for students include
finding multiple effects from an altered food chain and working
together to act out the effects of each animal in the food chain.
Closure
27)Ask students to talk to their partner
15 minutes
a. How does sustainability affect the food chain?
28)Share answers with the whole class
29)Explain to students
a. Sustainability can help the food chain remain the
same
i. It will help plants grow, so animals can gain
energy from the plants, and nothing will be
lacking
b. The lack of sustainability can affect food chains
i. Overfishing: lack of fish means less food for
sharks, humans, and other sea creatures that
eat fish
1. Overabundance of seaweed and other
plants/small fish that larger fish eat
30) Pass out peer/self assessment for students to complete
31) Explain the difference between effect and affect
a. effect = a noun
i. What effects does the wolf have in the food
chain?
b. Affect = a verb
i. How was the mouse affected when the wolves
disappeared?
Complete the Assessment 3 Lesson Reflection

CCSS.ELA-Literacy.RI.4.5: Craft and Structure: I can determine the causes and effects of ideas
and in a text

Sugimoto 141
CCSS.ELA-Literacy.SL.4.4: Presentation of Knowledge and Ideas: I can tell an idea using
descriptive details that support the main idea.
HCPS III: SC. 4.3.2: I can describe how an organisms behavior is determined by its
environment

Collaborative
Activity Sheet:
Correct
response
sun
grass
seeds
mouse
squirrel
weasel
fox
Performance:
showed
cause and
effect of
scenario on
character
presented
and acted in
character

ME

MP

DP

WB

9 points

7-8 points

4-6 points

0-3 points

GLO 2: Community Contributor: I can be a community contributor by working collaboratively,

respecting others ideas, and resolving conflicts
GLO 5: Effective Communicator: I can be an effective communicator by clearly communicating
my ideas when acting in a skit

worked
cooperatively
with group
members
respected
others ideas
used
respectful
language
had no
conflicts/resolv
ed conflicts
respectfully
communicated

ME

MP

DP

WB

5 points

4 points

3 points

0-2 point

Sugimoto 142
character
through words
and actions

Teacher Assessment Tool:

Assessment Data Table
ME
Name
Anolani
Ariez
Ayden
Carly
Caleb
Hope
Jahsiah
Jaren
Javan
Kiyanah
Leila
Lenz
Makayla
Mari
Nohi
Phoenix
Ryder
Ryker
Shezdon

MP

DP

WB

GLOs

Sugimoto 143

Tai
Trinity
Trisha
Anecdotal Notes: Recording Sheet

Anolani

Ariez

Ayden

Carly

Caleb

Hope

Jahsiah

Jaren

Javan

Kiyanah

Leila

Lenz

Makayla

Mari

Nohi

Phoenix

Ryder

Ryker

Shezdon

Tai

Sugimoto 144

Single Food Chain:

a) What plants and animals are involved in this food

chain?
b) Where does the food chain begin?
c) Where does the food chain end?
d) What are the producers, and what are the
consumers?

*Jen, I feel that using animals that are do not necessarily

live in Hawaii is sufficient for this lesson. For the SBAC
and other national tests, students are going to have to
interpret food chains and I feel that they need to
understand that many of these national tests do not
include local animals. I can add an extra segment for this
lesson if you would like me to that can verbally discuss
local animals and how these animals can be put into a
local food chain. I also looked on the E`Hoomau website
and could not find a relatable food chain illustration.

Sugimoto 145

Food Chain Cycle

a) What animals are involved in this food chain?

b) Where does this food chain start?
c) Where does this food chain end?
d) What is the difference between this food chain and
the previous food chain?

Sugimoto 146

Multiple Food Chain:

a) What animals are involved in this food chain?

b) Where does this food chain start?
c) Where does this food chain end?
d) What is the difference between this food chain and
the previous food chains?

Sugimoto 147

Collaborative Activity Food Chain

Sugimoto 148

Scenarios:

The sun disappeared for a century, so the earth was left

with a century of darkness.

A law was passed that said mice were no longer to exist

in America.

Humans began cutting down too many plants, so there

were no longer any seeds to plant.

Group Members: ________________________________________________

Sugimoto 149

Food Chain Skit Activity Sheet

1. Scenario:
______________________________________________________________________________
____________________________________________

2. How does your scenario affect each plant and animal? If it doesnt affect
an animal, just write not affected.

Sun: _________________________________________________________

Seeds: ________________________________________________________

Grass: ________________________________________________________

Mouse: _______________________________________________________

Squirrel: ______________________________________________________

Weasel: _______________________________________________________

Fox: _________________________________________________________

3. What plant/animal will you act out in your skit? __________________

Lesson Plan 7: Impacts of Sustainability on the Ahupua`a System

Sugimoto 150
Name: Taylor Rae Sugimoto

Grade: 4th grade

Date: TBA

Content Area: Reading, Writing, Social

Studies, Science

Duration: 90 minutes
Materials needed:
- white boards
- expo pens
- twelve pencils
- fourteen leaves
- ten marbles
- seventeen pieces of brown paper
Guiding Questions:
- What is sustainability?
- What is interdependence?
- Why is sustainability important?
- How can we practice sustainability?
- How did ancient Hawaiians practice sustainability?
Enduring understanding:
Sustainability and interdependence was necessary in ancient Hawaii.
What component/s will be the lesson
Strategy or skill emphasis
focus?
- creating opinions supported with facts
- understanding and applying
sustainability
- understanding and applying
interdependence
Purpose of lesson
The purpose of this lesson is for students to deeply think about sustainability, the
importance of the practice, and how they can inform others about it.
Language modalities to be used in this lesson:
Reading: Students will use academic and content-level vocabulary to explain concepts
Writing: Students will write two paragraphs about past and present sustainability
practices and write an opinion about their thoughts on sustainability and
interdependence.
Speaking: Students will participate in a reenactment of the lack of sustainability and
speak about their thoughts and feelings with the rest of the class.
Listening: Students will listen to others feelings and thoughts during the reenactment
and peer response.
Language function, forms, demands and academic vocabulary used in this
lesson:
- Language function: interpretation, justification

Sugimoto 151
-

Language form: text-to-self connection, express opinion about the importance of

sustainability
- Language demands: I believe., I think that....
- Academic vocabulary: sustainability, interdependence
Critical Thinking Skills
Student Engagement Techniques and
ACEI 3.3-Critical thinking, problem solving and
Grouping
performance skills.

evaluation of past and present

sustainability
justification of the importance of
sustainability

ACEI 3.4-Active Engagement in Learning

talk-pair-share
small group discussion
whole class discussion

DIFFERENTIATION PLAN
ACEI 3.2 Adaptation to diverse students.

Identify type of learner

List type of differentiation

Instructional approach

(ELL, SPED, Accelerated Learners,

(learning environment, content,

(Write the instructional

Sugimoto 152
Striving learners, 504 students,
reading)

process, product, performance task)

ELL

Learning environment,
process

SPED

Learning environment,
process

Accelerated Learners

Striving Learners

Learning environment

Learning environment

approach/accommodations that will

be used for these learners)

- students will become

involved in a reenactment
of the lack of sustainability
and interdependence
- students will verbally
answer the questions to the
performance task before
writing the answer.
- students will become
involved in a reenactment
of the lack of sustainability
and interdependence
- accelerated learners will
have the opportunity to
learn and show knowledge
through multiple mediums,
such as a physical
reenactment, group game,
and written response
- striving learners will have
the opportunity to learn and
show knowledge through
multiple mediums, such as
a physical reenactment,
group game, and written
response

Sugimoto 153

1. Standards/Benchmarks/GLOs
ACEI 2.1-2.4 Content Area Knowledge. List CCSS, HCPS III, GLOs

CCSS.ELA-Literacy.W.4.2.D: Text Types and Purposes Use precise language and

domain-specific vocabulary to inform about or explain the topic.
I can use specific, academic vocabulary to explain a topic.
CCSS.ELA-Literacy.L.4.4: Vocabulary Acquisition and Use Determine or clarify the
meaning of unknown and multiple-meaning words and phrases based on grade 4
reading and content. Choosing flexibly from a range of strategies.
I can determine the meaning of grade 4 words and content.
CCSS.ELA-Literacy.W.1.B: Text Types and Purposes Provide reasons that are
supported by facts and details.
I can provide reasons to justify an opinion that is supported by facts and details.
HCPS III: SS.4.6.1: Cultural Dynamics/Change and Continuity Describe how
individuals or groups deal with conflict, cooperation, and interdependence within the
ahupuaa.
I can describe how ancient Hawaiians practiced interdependence within the ahupua`a.
GLO 2: working cooperatively, respecting ideas, resolving conflicts
I can be a community contributor by working cooperatively, respecting others ideas, and
resolving conflicts
2. Assessment Task
(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative assessments to
guide and assess student learning, including criteria)

Students will participate in a small group review game. That will be used as a formative
assessment to see if students have learned and retained the information that has been
taught throughout the unit. At the end of the lesson, students will write a paragraph
about their opinion and justify their opinion by writing about the importance of
sustainability during the past and present day society. A checklist will be used to assess
students knowledge.

Sugimoto 154
3. Activities/Instructional Strategies
(ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking,
problem solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster
learning)

Attention
getter/s to be
used in this
lesson.
Introduction
2 minutes

Building
background
15 minutes

1) Call students attention by saying Waterfall

2) Wait for students to respond by saying Shhhhhh
1) Ask students to talk to their side partners
a. What do you think would be the effects of not having
enough water on earth to support the world?
2) Share answers with the rest of the class
3) Explain narrative overview of lesson
a. Today, were going to combine what weve learned
from both social studies and science to talk about the
effects that a lack of sustainability could cause.
4) Read out loud I can statements and GLOs
I can use specific, academic vocabulary to explain a topic.
a. I can use specific, academic vocabulary to explain a
topic.
b. I can provide reasons to justify an opinion that is
supported by facts and details.
c. I can describe how ancient Hawaiians practiced
interdependence within the ahupua`a.
d. I can be a community contributor by working
cooperatively, respecting others ideas, and resolving
conflicts.
5) Review all concepts, terms, and vocabulary by playing a quick
trivia game
6) Pass out whiteboards and expo pens
7) Explain procedures
a. Each table group is a team
b. Take turns passing around the board to answer
question, meaning only one person can answer the
question at a time
c. Team members may help, but cant write on the board if
it is not their turn
d. When I ask a question, write the answer on the
whiteboard
e. First team to raise their board with the correct answer
wins a point
f. Winning team wins cheerios
8) Ask review questions
a. What does sustainability mean?
i. Maintaining the environment
b. What does interdependence mean?

Sugimoto 155

Focus/Mini
lesson (I do)
10 minutes

Guided
practice (We
do)
25 minutes

i. Relying on someone or something

c. Name the cause and effect of this sentence: The fish
population has lowered because humans have been
overfishing.
i. Cause: humans overfishing
ii. Effect: fish population has lowered
d. Create a food chain using any four animals
e. There is a food chain that starts with grass, then mice,
then fox. What would happen if mice began to
disappear?
f. What are the three parts of the ahupua`a?
9) Tally the scores and determine winner
10) Project powerpoint on the promethean board
11) Describe interdependence between the three sections of the
ahupua`a
a. Uka = mountains
i. Natural resources = mountain pigs, trees, berries
b. Kula = valley
i. Natural resources = loI patches, fresh water,
other vegetables
c. Kai = beach
i. Natural resources = water, salt, seafood
d. Ancient Hawaiians lived in these three sections of the
ahupua`a, so they would barter with one another to get
all of the supplies that they need
e. Bartering = trading something for something else of
equal value
f. Example: bartering fruit for wood, bartering taro for fruit
g. Non-example: bartering one taro for whole tree bark
12) Ask students to talk to their table groups
a. What do you think would happen if ancient Hawaiians
did not have a sustainable environment? Do you think
they could survive?
13) Share ideas with the whole class
14)Explain the next activity to students
a. The next activity is very simple
b. Move the chairs to form a circle in the middle of the
room
c. Pass out survival kit to students
d. Were going to act like a classroom ahupuaa.
e. Your goal is to complete all of the tasks on your survival
kit by receiving resources
i. Pencil = wood to build a house
ii. Blue marble = water to drink
iii. Green leaf = food to eat
iv. Brown paper = clothes to wear

Sugimoto 156
f. Give each resource to a different student to pass out to
the rest of the class
15)Take anecdotal notes of students behaviors, responses,
learning and challenges, and actions as they are passing out
resources
16)Wait for students to react, critically think, and attempt to solve
the problem once they realize there is not enough resources
to go around
17) Instruct students to have a seat and write down on their
worksheet what they do and do not have
18) Name off each item and tell students to raise their hands if
they have that resource
19) Explain the purpose of this activity
a. shows the importance of sustainability and maintaining
a sustainable environment
b. consequences of not maintaining a sustainable
environment = not having necessities that you need
20) Explain importance of interdependence
a. Interdependence: interdependence involves everyone
to produce and give away resources
b. depended on each other to produce and give them
resources
c. if they did not rely one someone to give them
resources, then they would have nothing
21) Ask students
a. Who would be able to survive based on the resources
that you now have?
22) Post chart paper on the whiteboard and create a t-chart
23) Explain that we are going to brainstorm ways that both
Ancient Hawaiians practice sustainability, and how we practice
sustainability today
24) Tell students to brainstorm ideas with table group
25)Share ideas with the whole class and write down examples on
the t-chart
a. Sustainability practices by ancient Hawaiians
i. Replanting trees
ii. Taking only the fish they needed
iii. No overfishing
iv. Dont take more than they needed
v. Kept track of resources
vi. Used natural resource for multiple things
b. Way that we can promote sustainability today
i. Planting trees
ii. Not taking more fish than we need
iii. Recycling
iv. Using less gas

Sugimoto 157

Work Time
Independent
work
30 minutes

Monitoring
Plan

Closure
15 minutes

v. Not littering
vi. Cutting down less trees/using more technology
26)Explain performance task
a. Write a paragraph about whether you believe that it is
important practice sustainability
i. Need to define sustainability
ii. Need to have at least two reasons and examples
b. Write another paragraph about whether you believe the
ancient Hawaiians did a good job at practicing
sustainability
i. Need to have at least two reasons and examples
c. Can use the chart paper for guidance
27) Pass out performance task activity sheet
28) Monitor students by walking around the classroom and
clarifying any questions
29) Ask questions to ELL students and record their responses
before having them write down their responses
Throughout the lesson, I will be taking anecdotal notes of students
behaviors, responses, and actions to assess GLO 2. During the
performance task, I will answer any questions students have about
the task. Specific strategies and skills that students may find difficult
include clearly writing an opinion and justifying by using relevant
examples. I will record ELL students verbal responses to the
questions before having them write their responses.
30)Pass out peer response sheet
31) Explain peer response sheet to students
a. Your partner is going to read his/her paragraphs to you
b. Youre going to use this peer checklist to see if your
partner completed all parts of the task
c. For example, if you notice that your partner explained
sustainability but did not give examples, check off
defined sustainability but do not check off gave
examples.
d. Use an example involving students in the classroom
i. Lets say Ariez and Kiyanah are partners. Ariez
was able to give two examples of sustainability,
but was not able to say the definition. Kiyanah
would check off the boxes that say examples,
but not the box that says definition.
32) Allow students time to read, listen, and assess their partners
work
33) Explain the summative lesson to students
a. writing a business letter to a local councilman about
sustainability
b. start thinking about more ideas of how you can promote
sustainability

Sugimoto 158
c. letter includes information about both sustainability
practiced by the ancient Hawaiians and how we can
practice sustainability now
Complete the Assessment 3 Lesson Reflection (for now, leave this blank)

Sugimoto 159

CCSS.ELA-Literacy.W.4.2.D: I can use specific, academic vocabulary to explain a topic

CCSS.ELA-Literacy.L.4.4: I can determine the meaning of grade 4 words and content
CCSS.ELA-Literacy.W.1.B: I can provide reasons for a topic that is supported by facts and
details.
HCPS III.4.6.1: I can describe how ancient Hawaiians practiced interdependence within the
ahupua`a
Performance
Task: Paragraph
1
defined
sustainability (2
pts)
stated an
opinion
gave an
example that
supported
opinion
gave two
examples that
supported
opinion
Performance
Task: Paragraph
2:
stated opinion
gave an
example that
supported
opinion
gave two
examples that
supported
opinion (1 pt. for
each example)

ME

MP

DP

WB

9 points

7-8 points

4-6 points

0-3 points

GLO 2: Community Contributor: I can be a community contributor by working collaboratively,

respecting others ideas, and resolving conflicts
ME

MP

DP

WB

Sugimoto 160
worked
cooperatively
with group
members
respected
others ideas
used
respectful
language
had no
conflicts/resolved
conflicts
respectfully

4 points

3 points

2 points

0-1 point

Teacher Assessment Tool: Checklist

Assessment Data Table

Name
Anolani
Ariez
Ayden
Carly
Caleb
Hope
Jahsiah
Jaren
Javan
Kiyanah
Leila
Lenz
Makayla

ME

MP

DP

WB

GLOs

Sugimoto 161

Mari
Nohi
Phoenix
Ryder
Ryker
Shezdon
Tai
Trinity
Trisha

Anecdotal Notes
Anolani

Ariez

Ayden

Carly

Caleb

Hope

Jahsiah

Jaren

Javan

Kiyanah

Leila

Lenz

Sugimoto 162

Makayla

Mari

Nohi

Phoenix

Ryder

Ryker

Shezdon

Tai

Sugimoto 163

Name: _________________________

Date: ________________

Is Sustainability Really That Important?

Write a paragraph explaining whether you believe sustainability is important.

Define sustainability, describe if it is important or not, and give two reasons
or examples to support your claim.
______________________________________________________________________________
____________________________________________
______________________________________________________________________________
____________________________________________
______________________________________________________________________________
____________________________________________
______________________________________________________________________________
____________________________________________
______________________________________________________________________________
____________________________________________
______________________________________________________________________________
____________________________________________
______________________________________________________________________________
____________________________________________
______________________________________________________________________________
____________________________________________
______________________________________________________________________________
____________________________________________
______________________________________________________________________________
____________________________________________

Sugimoto 164

Write a paragraph explaining whether you believe the ancient Hawaiians did
a good job practicing sustainability. Include at least two reasons or examples
to support your claim.

______________________________________________________________________________
____________________________________________
______________________________________________________________________________
____________________________________________
______________________________________________________________________________
____________________________________________
______________________________________________________________________________
____________________________________________
______________________________________________________________________________
____________________________________________
______________________________________________________________________________
____________________________________________
______________________________________________________________________________
____________________________________________
______________________________________________________________________________
____________________________________________
______________________________________________________________________________
____________________________________________
______________________________________________________________________________
____________________________________________

Sugimoto 165

Your name: ____________________

Your partners name: _______________

Peer Checklist
As your partner is reading his/her paragraphs, check the box if they completed each
requirement.
Paragraph 1: Did your partner.
Define sustainability

Write whether or not they believe sustainability is important

Write two examples to support his/her reasons

What were these two examples?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Paragraph 2: Did your partner.

Write whether or not they believe ancient Hawaiians did a good job at practicing
sustainability

Write two examples to support his/her claim

What were these two examples?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Sugimoto 166
Lesson Plan 8: Writing to Make a Difference
Name: Taylor Rae Sugimoto

Grade: 4th grade

Date: TBA

Content Area: Reading, Writing, Oral

Language, Social Studies

Duration: (How many minutes, days?)

Day 1: 70 minutes
Day 2: 90 minutes
Day 3: 90 minutes
Day 4: 110 minutes
Total: 360 minutes
Materials needed:
- Ziploc bags
- Sustainability cards
- Prewriting graphic organizer
- Envelopes
- Drafting graphic organizer
- letter sequencing parts
- red pen
- blue pen
- revising example sheet
- editing example sheet
- editing marks
- computer (in computer lab)
- computer formatting sheet
Guiding Questions:
- What is sustainability?
- What are the causes and effects of the lack of sustainability?
- What can we do to help create a sustainable environment?
- What is a business letter?
- How can students make a difference in the community
Enduring understanding:
Students can make a difference by using their voices to advocate change.
What component/s will be the lesson
Strategy or skill emphasis
focus?
Main idea and details
Writing a letter using the writing process
Informative opinion writing
Purpose of lesson
The purpose of this lesson is to teach students how to inform others about sustainability
by writing a business letter to a council member.

Sugimoto 167
Language modalities to be used in this lesson:
Reading: Students will be reading peers letters for revisions and editing. They will also
read their letters out loud as a published piece.
Writing: Students will be writing a business letter to a council member to promote
sustainability in the community
Listening: Students will be listening to others ideas and opinions during group activities.
Speaking: Students will be speaking their own ideas and opinions during group
activities.
Language function, forms, demands and academic vocabulary used in this
lesson:
- Language functions: express opinion, principles
- Language forms
o Reading: Students will be reading peers letters for revisions and editing.
They will also read letters out loud as a published piece
o Writing: Students will be writing a business letter to a council member to
promote sustainability in the community
o Listening: Students will be listening to others ideas and opinions during
group activities
o Speaking: Students will be speaking their own ideas and opinions during
group activities
- Language demands: I believe, because in order to.
- Academic vocabulary: sustainability, interdependence, ahupua`a
Critical Thinking Skills
ACEI 3.3-Critical thinking, problem solving and
performance skills.

students will evaluate peers work while

revising and editing
students will create an opinion about
sustainability and the importance of
sustainability

Student Engagement Techniques and

Grouping
ACEI 3.4-Active Engagement in Learning

talk-pair-share
partner work
small group activities

Sugimoto 168
DIFFERENTIATION PLAN
ACEI 3.2 Adaptation to diverse students.

Identify type of learner

List type of differentiation

Instructional approach

(ELL, SPED, Accelerated Learners,

Striving learners, 504 students,
reading)

(learning environment, content,

process, product, performance task)

(Write the instructional

approach/accommodations that will
be used for these learners)

ELL

SPED

Learning environment,
process

Learning environment,
process

Learning environment
Accelerated Learners

Striving Learners

Learning environment,
process

Throughout the writing

process, ELL students will
have the opportunity to
have individualized help
with comprehension,
reading, and typing skills.
Students also have the
opportunity to learn through
others during collaborative
group activities.
Throughout the writing
process, SPED students
will have the opportunity to
have individualized help
with comprehension,
reading, and typing skills.
Students also have the
opportunity to learn through
others during collaborative
group activities.
Accelerated learners will
feel accomplished knowing
that there is a purpose
behind this activity, which is
making a change and
writing to help the
community. They will also
have the opportunity to take
on leadership roles during
collaborative group
activities.
Striving leaners will be able
to receive individualized
attention from both the
teacher and accelerated
learners who want to help
others.

Sugimoto 169

1. Standards/Benchmarks/GLOs
ACEI 2.1-2.4 Content Area Knowledge. List CCSS, HCPS III, GLOs

CCSS.ELA-Literacy.RI.4.5: Craft and Structure Describe the overall structure

(cause/effect) of events, ideas, concepts, or information in a text or part of a text.
I can use the text structure, cause and effect, to describe ideas or information.
CCSS.ELA-Literacy.L.4.4: Vocabulary Acquisition and Use Determine or clarify the
meaning of unknown and multiple-meaning words and phrases based on grade 4
reading and content. Choosing flexibly from a range of strategies.
I can determine the meaning of 4th grade reading level words.
CCSS.ELA-Literacy.W.4.5 - With guidance and support from peers and adults, develop
and strengthen writing as needed by planning, revising, and editing.
I can develop and strengthen my writing by planning, revising, and editing my work. I
can write a business letter.
HCPS III: SS.4.6.1: Cultural Dynamics/Change and Continuity Describe how
individuals or groups deal with conflict, cooperation, and interdependence within the
ahupuaa.
I can describe how ancient Hawaiians dealt with interdependence within the ahupua`a.
GLO 1: Self Directed Learner completing work, remaining focused throughout lesson
I can remain focused throughout the lesson in order to complete my work.
GLO 2: Community Contributor working cooperatively, respecting ideas, resolving
conflicts
I can work cooperatively, respect ideas of others, and resolve conflicts.

Sugimoto 170
2. Assessment Task
(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative assessments to
guide and assess student learning, including criteria)

Students will partake in the writing process throughout this lesson. Through a
combination of formal (analytic rubric) and informal (checklists and anecdotal notes)
students will be assessed on GLO 2, standards related to content knowledge, and
standards related to the writing process.

3. Activities/Instructional Strategies: DAY 1 - PREWRITING

(ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking,
problem solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster
learning

Attention
getter/s to be
used in this
lesson.
Introduction
2 minutes

1) Call students attention by saying Waterfall

2) Wait for students to respond by saying Shhhhhh
3) Explain that this last lesson will give students the power to
make a difference in the community
4) Explain narrative overview of the lesson
a. Today, were going to complete our unit about
sustainability and interdependence. Were going to
start this lesson by brainstorming ideas about a
sustainability letter that youre going to write to a
community council member. Throughout the next
couple days, were going to learn how to write a
business letter, then revise, edit, and publish the letter
so it can be sent. Hopefully our letters and respectful
words can make a difference in the community.
b. Focus for the day is going to be on brainstorming
ideas for our sustainability letter.
5) Read out loud I can statements and GLOs for todays lesson
a. I can use the text structure, cause and effect, to
describe ideas or information.
b. I can determine the meaning of 4th grade reading level
words.
c. I can develop and strengthen my writing by planning,
revising, and editing my work. I can write a business
letter.
d. I can describe how ancient Hawaiians dealt with
interdependence within the ahupua`a.
e. I can remain focused throughout the lesson in order
to complete my work.
f. I can work cooperatively, respect ideas of others, and
resolve conflicts.

Sugimoto 171
Building
background
3 minutes
Focus/Mini
lesson
3 minutes

Guided practice
20 minutes

6) Tape the chart paper from lesson 7 onto the whiteboard

7) Review sustainability practices for both past and present
society
8) Explain purpose of the upcoming activity by explaining the
business letter
a. To finish the unit, were going to write a business
letter to a council man about sustainability practices in
the past, and how we can practice sustainability in the
future
b. In order to write this business letter, you need to
inform the council member about sustainability
i. What it is and how it was used in the past
ii. How were affected
iii. Whats happening to society today
iv. How to promote sustainability in the future
9) Explain group activity
a. Inside each Ziploc bag is a list of sustainability terms,
concepts, practices, and actions
b. Each table group will categorize these terms/actions
into these categories:
i. Sustainability practices by ancient Hawaiians
ii. Causes and Effects of the lack of sustainability
iii. Current sustainability practices/what we can do
to help
10) Pass out Ziploc bag to each table and monitor their
progress
11) Monitor each group by taking anecdotal notes of actions,
responses, and behaviors
12) Discuss correct categories and reasons
a. Sustainability practices by ancient Hawaiians
i. Taking only the male fish out of the ocean
ii. Replanting banana trees nearby the loi patch
iii. Using natural resources for multiple things
(example: kapa for clothing, sails, blankets)
iv. Not overfishing in the fish ponds
v. Did not pull out more plants, vegetable, fruits
than they needed to eat
b. Causes and effects of the lack of sustainability
i. There is a decrease of fish because of the
amount of overfishing.
ii. There is a decrease of animal species due to
the cutting down of trees.
iii. There is more pollution in the air because of
the increase of gas in the air
iv. There are less areas for animals to live due to
deforestation.

Sugimoto 172

Work Time
Independent
work
30 minutes

Monitoring Plan

Closure
10 minutes

c. Current sustainability practices/what we can do to

help
i. Planting more trees in the community
ii. Recycling trash
iii. Picking up trash from the beaches
iv. Cutting down less trees
v. Cleaning up the community
vi. Using less gas
vii. Less fishing
13)Explain content formatting of lesson
a. Three paragraphs, one paragraph per category
i. Answer the questions:
1. What is sustainability, and how did
ancient Hawaiians practice
sustainability?
2. What happens if we dont practice
sustainability
3. What can we do to help create a
sustainable environment
14) Explain graphic organizer of the letter
a. Answer the questions in graphic organizer
b. Your answers will be used to help you write your
business letter
c. Form of prewriting
15) Emphasize that they do not have to use the examples used
in the previous activity
a. If they can think of their own ideas, or want to use the
ideas from any other lesson, they are allowed to use it
as long as its approved
b. Can look at the t-chart from previous lesson for
guidance
16)Pass out graphic organizer
17)Monitor student progress by answering questions and aiding
ELL, SPED, and striving students
During the collaborative activity, I will take anecdotal notes to
assess students achievements of GLOs 1 and 2. While students
are completing their graphic organizers, I will give individualized
attention to ELL students by describing each term, and further
discussing each topic. I will also give individualized attention to any
SPED and striving students who do not understand how to answer
each question.
18)Tell students to share their graphic organizers with a side
partner
a. Brainstorm any other ideas they would want to
include into their letters
19) Share ideas with the whole class

Sugimoto 173
20) Give a temperature check to students to see their
understanding of each question in the graphic organizer
21) Ask students: Why is it important to know how to write a
business letter?
22) Tell students to share their answers
a. Look professional
b. Get a good professional job
23) Explain overview of next lesson
a. learn how to format a business letter
b. write the draft
Complete the Assessment 3 Lesson Reflection

Sugimoto 174

Sugimoto 175
3. Activities/Instructional Strategies: DRAFTING
(ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking,
problem solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster
learning

Attention
getter/s to be
used in this
lesson.
Introduction
2 minutes

Building
background
5 minutes

Focus/Mini
lesson
15 minutes

1) Call students attention by saying Waterfall

2) Wait for students to respond by saying Shhhhhh
1) Read the last quote of The Lorax to students
a. Unless someone like you cares a whole awful lot,
nothing is going to get better. It is not.
2) Ask students if they feel like they are making a difference by
writing this letter
3) Explain narrative overview for the day
a. Today, were going to continue writing our letters by
learning about the format of a business letter. Were
going to do a group activity to help us remember the
formatting of business letters, and then well write our
draft onto a business letter template.
4) Read I can statements and GLOs for the day
a. I can work cooperatively, respect ideas of others, and
resolve conflicts.
b. I can determine the meaning of 4th grade reading level
words.
c. I can describe how ancient Hawaiians dealt with
interdependence within the ahupua`a.
d. I can use the text structure, cause and effect, to
describe ideas or information.
5) Tell students to bring out their graphic organizer from the
previous day and review their opinions and examples with
their side partner
6) Share anything interesting they noticed about their own or
their partners graphic organizer
7) Review the importance of this letter
a. This letter is a way that this whole class can make a
difference in the community
b. Just like the posters around the school
8) Ask students if anyone know the parts of a formal, or
business letter
9) Share if there are any responses
10)Show a picture of a formal business letter on the
promethean board
11) Introduce the different parts of a formal letter and reasoning
behind each part
a. heading
i. shows who is writing it, and from where

Sugimoto 176

Guided practice
15 minutes

Work Time
Independent
work
45 minutes

Monitoring Plan

Closure

b. greeting
i. polite to always greet someone
c. body
i. main part of the letter: where you want to say
the most important things
d. closing
i. polite to say goodbye
e. signature
i. shows who wrote the letter
12)Introduce group activity to students
a. Working in table groups
b. In the Ziploc bag is a business letter that is cut up into
different parts
c. In another Ziploc bag are the names of the different
sections
d. Recreate the letter in the correct sequence
e. Put labels next to the correct section
13) Pass out Ziploc bags to each table group
14) Monitor students by walking around, taking anecdotal notes
of student behaviors, actions, and responses
15) Aid ELL students and SPED students by individually
explaining each question and letter formatting
16)Explain letter drafting graphic organizer to students
a. Use what you learned to complete the graphic
organizer as a draft
b. Complete your heading, greeting, body, and closing
c. Use complete sentences, as if you were writing a
letter
d. Body: first paragraph about definition of sustainability
and ancient Hawaiian sustainability, second
paragraph about the effects of non-sustainability, and
third paragraph about what we can do to help
17)Pass out graphic organizer to students
18) Work individual with ELL and SPED students for further
clarification
19) Answer any questions
During the collaborative activity, I will take anecdotal notes to
assess informally students achievements of GLOs and
benchmarks. During the performance task, I will be looking for
students understanding of letter writing. I will also be looking for
students understanding of sustainability based on the content in
their drafts. Some students may have difficulties organizing their
opinions, reasons, and examples into a business letter format. I will
give individualized attention to SPED and striving students who
need extra assistance with writing.
20)Call a student to read what they wrote for each letter section

Sugimoto 177
10 minutes

a. Heading
b. Greeting
c. Body, paragraph 1
d. Body, paragraph 2
e. Body, paragraph 3
f. Closing
21) Ask students if they have done something at home or
outside of school that pertains to sustainability
a. Community service
b. Recycling
c. Planting trees/plants/garden
22)Ask students to talk about what they believe is the most
important fact that the council member should know
23)Explain to students about the next day of the lesson
a. Work on revising and editing letters
Complete the Assessment 3 Lesson Reflection (for now, leave this blank)

3. Activities/Instructional Strategies: REVISING AND EDITING

(ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking,
problem solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster
learning)

Attention
getter/s to be
used in this
lesson.
Introduction
2 minutes

1) Call students attention by saying Waterfall

2) Wait for students to respond by saying Shhhhhh
3) Ask students
a. Do you think your letters are ready to be sent to be
read by our community council member yet?
b. What do you think we need to do before we send it to
him/her?
4) Share ideas with the whole class
5) Explain the narrative overview for todays lesson:
a. Today, were going to work on revising and editing
our letters. Were going to learn about the differences
between revising and editing, and then help each
other revise and edit our letters to get ready to
publish.
6) Read out loud I can statements and GLOs
a. I can work cooperatively, respect ideas of others, and
resolve conflicts.
b. I can determine the meaning of 4th grade reading level
words.
c. I can describe how ancient Hawaiians dealt with
interdependence within the ahupua`a.
d. I can use the text structure, cause and effect, to

Sugimoto 178

Building
background
3 minutes

Focus/Mini
lesson
20 minutes

Guided practice
30 minutes

describe ideas or information.

e. I can develop and strengthen my writing by planning,
revising, and editing my work.
7) Ask students to talk to their side partner
a. Raise your hand if you know what to do during the
revising stages of the writing process.
b. Raise your hand if you know what to do during the
editing stages of the writing process.
c. Do you know the difference between the revising and
editing stages? Is there a difference?
8) Share answers and ideas with the whole class
9) Explain the revising stage to students
a. For this letter, the revising stage is when you look at
your own letter, or someone elses letter for organized
opinions, reasons, and examples.
b. You are looking to see if there are words, sentences,
or ideas that need to be added into the letter to make
the ideas flow better in your letter.
10)Explain the editing stage to students
a. The editing stage is where you look for correct
conventions. Conventions means to look for the right
punctuation, such as correct capitalization, spelling,
periods, and commas.
11) Show students the revise vs. edit poster
a. Explain what ARMS stands for
b. Explain what CUPS stands for
12)Tell students about the next activity
13)Show sentence on the promethean board
a. Many fisherman like to catch fish, but they catch more
than they need. There is research that show
overfishing is causing a disappearance of fish in the
ocean.
14) Tell students to talk to their side partner about how to revise
these sentences
15)Share ideas with the whole class
16)Call a student up to correct the sentences
a. Switch sentence one with sentence two
17) Show sentence two on the promethean board
a. Because people use too much gas. The air is become
polluted.
18)Tell students to talk to their side partner about how to revise
these sentences
19)Share ideas with the whole class
20)Call a student to correct the sentence
a. Switch the word because from the beginning of the
sentence to the middle of the sentence.

Sugimoto 179

Work Time
Independent
work
30 minutes

Monitoring Plan
Closure
5 minutes

21)Explain editing activity

22) Review ARMS vs. CUPS poster
23)pass out editing marks sheet to students
24)project editing marks sheet onto the Elmo
25)Introduce the editing mark sheets by going over each
symbol and its meaning
26) Explain importance of using editing marks:
a. easy way of understanding what to edit
27) Pass out editing activity sheet to each student
a. Ancient hawaiians practiced sustainability by planning
trees after the trees were cut down
b. I believe sustainability is important bc it keeps our
land green
c. It is amazing how many fish have been dissappeering
recently?
28) Tell students to work with a partner to use the editing mark
to edit each sentence
29)Share with the rest of the class
30)Call on students to edit the mistakes on the promethean
board
31)Explain to students that they will now revise and edit their
partners work
32)Tell students their partners
33)Explain procedures for revising and editing
a. Read your paper out loud
b. Revise using blue pen
c. Edit using red pen
d. Use editing marks to edit your own and partners
paper
e. When done, give to partner to revise and edit
f. Write name on top right corner of your partners letter
34) Monitor students by walking around and asking any
questions
35)Help ELL and SPED students read their partners letter and
using the editing/revising marks to correct partners letter
During independent work, I will walk around and answer any
questions. I will help ELL and SPED students read their partners
letter and use the editing/revising marks to correct partners letter.
36)Instruct students to talk to their side partner, share revisions
and edit marks on their piece
37) Ask students to share some of the revisions/edits that they
made, or revisions/edits that their partner made
38) Ask students to think about why it is important to revise and
edit work
39) Share answers with the whole class
a. GLO #4: Being a quality producer

Sugimoto 180
b. Shows that you are professional and educated
c. Make sure that you are saying/writing the right
information
40) Discuss publication step that will occur on their next lesson
a. I will look over each paper and add revisions/edits
that I feel are necessary
b. Next lesson, were going to the computer lab to
publish letter by typing.
Complete the Assessment 3 Lesson Reflection (for now, leave this blank)

Sugimoto 181
3. Activities/Instructional Strategies: DAY 4 - PUBLISHING
(ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking,
problem solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster
learning

Attention
getter/s to be
used in this
lesson.
Introduction
2 minutes

Building
background
3 minutes

Focus/Mini
lesson
15 minutes

1) Call students attention by saying Waterfall

2) Wait for students to respond by saying Shhhhhh
3) Ask students
4) Are you ready to publish your letter?
5) Explain narrative overview to students
a. Today, were going to work on publishing our letters.
Were going to learn how to format our letter on
Microsoft word. Then were going to go down to the
computer lab and actually type our letter so it can be
sent in the mail.
6) Read out loud I can statements and GLOs
b. I can work cooperatively, respect ideas of others, and
resolve conflicts.
c. I can determine the meaning of 4th grade reading level
words.
d. I can describe how ancient Hawaiians dealt with
interdependence within the ahupua`a.
e. I can use the text structure, cause and effect, to describe
ideas or information.
f. I can develop and strengthen my writing by planning,
revising, and editing my work.
7) Review steps that weve done to create this published piece
g. Prewriting
h. Drafting
i. Revising
j. Editing
k. Now publishing
8) Explain the definition of publishing
l. Publishing is creating a final piece, similar to a final draft
m. Think of a clean piece of writing
9) Explain medium for our published letter
n. Typing our letter in the computer lab
10)Pass out formatting piece to students
11) Explain formatting piece to students
12)Explain computer lab procedures
o. Open desktop
p. Find Microsoft word
q. Open to new blank document
r. Put cursor at the top right line
s. Follow the formatting page

Sugimoto 182

Guided practice
10 minutes

Work Time
Independent
work
45 minutes
Monitoring Plan

13)Pass out draft, revisions, and edited letters to students

14)Explain final revisions and edits to students
15)Put students into partners
t. Do one last final revision and edit
u. Read partners paper
v. Add any revisions and edits that they see
16)Allow students time to revise and edit
17)Share ideas with the whole class
18)Take students to the computer lab
19)Monitor students as they are typing
20)Help ELL students type using the keypad
21)Make sure students are following format
22)Print letters

Help ELL and SPED students format and type letters on Microsoft
word. Help any student who feels uncomfortable working on a
computer.
Closure
23)Call on each student to stand and read their letter to the rest of
30 minutes
the class
24) Pass out an envelope
25) Show and instruct students to fold their letter into three parts
26) Fold letter and put inside envelope
27)Ask students to discuss what could happen to Iliahi Elementary
and the Wahiawa community if their letters were read by the
council members and they agreed to promote sustainability
28) Ask students if they feel like they made a difference
a. For those who did feel like they made a difference, what
emotions are they feeling?
29)Explain the importance of sharing their knowledge and feeling
of sustainability to their friends, family, and community
a. Help other people to join in and take care of the
environment
b. Everyone practices interdependence, so they should
also give back to the land
c. Also brings everyone together, helps to build a better
community and society
Complete the Assessment 3 Lesson Reflection

Sugimoto 183

Teacher Assessment Tool: Analytic Rubric

MP
- student
defined
sustainability

DP
WB
- student
- student could
partially defined not define
sustainability
sustainability

- student used
at least two
examples with
descriptive
details to
describe the
causes and
effects nonsustainability
has on the
environment.
CCSS.ELA- student
LITERACY.W.2. defined
D I can use
sustainability
specific,
terms and used
academic
it throughout
vocabulary to
the letter using
explain a topic
correct context.

- student used
at least two
examples to
describe the
causes and
effects nonsustainability
has on the
environment.

- student used
one example to
describe the
causes and
effects nonsustainability
has on the
environment.

- student did
not use
examples to
describe the
causes and
effects nonsustainability
has on the
environment.

- student used
sustainability
terms and used
it throughout
the letter using
correct context.

- student was
unable to use
sustainability
terms
throughout the
letter.

CCSS.ELALITERACY.W.4.
5: I can develop
and strengthen
my writing by
planning,
revising, and
editing my
work.
Literacy.W.2.A:
Informative and
Explanatory
Texts
Introduce a
topic clearly

- student used
all of the
revisions and
edits made by
peers and the
teacher to
improve his/her
published piece

- student used
most of the
revisions and
edits made by
peers and the
teacher to
improve his/her
published piece

- student used
sustainability
terms
throughout the
letter but may
not be using
the correct
context.
- student used
some of the
revisions and
edits made by
peers and the
teacher to
improve his/her
published piece

- students
letter included
all of the
following:
correct
heading,

- students
letter included
all of the
following:
correct
heading,

- students
letter included
two of the
following:
correct
heading,

- students letter
included two or
less of the
following:
correct
heading,

CCSS.ELALITERACY.L.4.
4: I can
determine the
meaning of 4th
grade reading
level words.
CCSS.ELALITERACY.RI.E
.5: I can use
the text
structure,
cause and
effect, to
describe ideas
or information.

ME
- student
defined
sustainability
using
descriptive
details

- student used
none of the
revisions and
edits made by
peers and the
teacher to
improve his/her
published piece

Sugimoto 184
and group
related
information into
paragraphs and
sections,
including
formatting (eg.
headings),
illustrations,
and multimedia
when useful to
aiding
comprehension
.
HCPS III:
SS.4.6.1: I can
describe how
ancient
Hawaiians dealt
with
interdependenc
e within the
ahupua`a.

GLO 1: I can
remain focused
throughout the
lesson to
complete my
work

GLO 2: I can
work
cooperatively.
Respect ideas
of others, and
resolve
conflicts

correct usage
of paragraphs,
and correct
closing
- student
grouped all
related
information into
paragraphs

correct usage
of paragraphs,
and correct
closing
- student
grouped most
related
information into
paragraphs

correct usage
of paragraphs,
or correct
closing
- student
grouped most
related
information into
paragraphs

correct usage
of paragraphs,
or correct
closing
- student was
unable to group
related
information into
paragraphsAre

- student used
at least two
examples with
descriptive
details to
describe how
ancient
Hawaiians dealt
with
interdependenc
e within the
ahupua`a
- student turned
in all stages of
the writing
process
- student was
not asked to
remain focused
- student
completed all
work on time

- student used
at least two
examples to
describe how
ancient
Hawaiians dealt
with
interdependenc
e within the
ahupua`a

- student used
one example to
describe how
ancient
Hawaiians dealt
with
interdependenc
e within the
ahupua`a

- student did
not describe
how ancient
Hawaiians dealt
with
interdependenc
e within the
ahupua`a

- student turned
in all stages of
the writing
process
- student was
asked once to
remain focused
- student
completed
almost all work
on time
- students
achieved three
out of four:
student worked
cooperatively
with group
members,
respected
ideas, used

- student turned
in most stages
of the writing
process
- student was
asked twice to
remain focused
- student
completed
almost all work
on time
- students
achieved two
out of four:
student worked
cooperatively
with group
members,
respected
ideas, used

- student did
not turn in most
stages of the
writing process
- student was
asked to
remain focused
more than twice
- student did
not complete all
work on time
- students
achieved one
out of four:
student worked
cooperatively
with group
members,
respected
ideas, used

- student
worked
cooperatively
with group
members,
respected
ideas, used
respectful
words, and had

Sugimoto 185
no conflicts or
resolved
conflict

respectful
words, and had
no conflicts or
resolved
conflict

respectful
words, and had
no conflicts or
resolved
conflict

respectful
words, and had
no conflicts or
resolved
conflict

Sugimoto 186

Assessment Data Table

CCSS.ELACCSS.ELAName
Literacy.L.4.4 Literacy.RI.4.5:
Anolani
Ariez
Ayden
Carly
Caleb
Hope
Jahsia
h
Jaren
Javan
Kiyana
h
Leila
Lenz
Makayl
a
Mari
Nohi
Phoeni
x
Ryder
Ryker
Shezdo
n

CCSS.ELALITERACY.W.4.5:

HCPS III:
SS.4.6.1:

GLO
1

GLO
2

Sugimoto 187

Tai
Trinity
Trisha

Sugimoto 188

Anolani

Ariez

Ayden

Carly

Caleb

Hope

Jahsiah

Jaren

Javan

Kiyanah

Leila

Lenz

Makayla

Mari

Nohi

Phoenix

Ryder

Ryker

Shezdon

Tai

Anecdotal Notes

Sugimoto 189

Sustainability

Causes and effects

Current

practices by

of the lack of

sustainability

ancient Hawaiians

sustainability

practices/what we
can do to help

Took only the male

Replanted banana

Used natural

fish out of the ocean

trees nearby the loi

resources for

patch

multiple things (EX:

kapa for blankets
and sails)

Did not overfish in

There is a decrease

There is a decrease

fish ponds

of fish because of

of animal species

the amount of

due to the cutting

overfishing.

down of trees.

There is more

There are less areas

Planting more trees

pollution in the air

for animals to live

in the community

because of the

due to deforestation.

increase of gas in
the air.
Recycling trash
Cleaning up the
community

Picking up trash

Cutting down less

from beaches

trees

Using less gas

Less fishing

Sugimoto 190

Name: _____________________________

Date:

________________
Prewriting Graphic Organizer

Paragraph 1: Introduction What is sustainability?

Paragraph 3:
2: What were
are the
sustainability
causes and practices
effects that
by lead
ancient
to aHawaiians
lack of
sustainability?

Example
Example
2
Paragraph
2: 1What were sustainability practices
by ancient
Hawaiians?

Example 1

Example 2

Paragraph 4:
2: What were
can we
sustainability
do to help create
practices
a sustainable
by ancientenvironment?
Hawaiians

Sugimoto 191

Example 1
Day 2: Drafting with letter formatting

Example 2

_____________________________
_____________________________
_____________________________

___________________________

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

______________________________________________________________________
______________________________________________________________________

Sugimoto 192

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

___________________________

___________________________

Sugimoto 193

Sugimoto 194

________Name_____________________

Heading = 3 lines

__________Address ___________________
_________Address____________________

Press [return] three times

__________Greeting,_________________
press [return] twice
______________________Body: Paragraph 1_______________________________
______________________________________________________________________
___________________________________________________________________

press [return] twice

______________________Body: Paragraph 2_______________________________
______________________________________________________________________
___________________________________________________________________

press [return] twice

______________________Body: Paragraph 3_______________________________
______________________________________________________________________
___________________________________________________________________

Press [return] twice

____________Closing,_______________

Press [return] three times

Sugimoto 195

___________Name________________Resources:
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Sugimoto 196
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