Thematic Unit

Topic: The Community Around Us

Content areas you will integrate: Math, Reading, Writing, and Fine Arts
Planning for Student Learning:
Finding a topic that is relevant for all students
Locating material that is at their instructional level
Differentiating material to fit the instructional needs of all students
uilding classroom community !y using relevant material that incorporates the
students neigh!orhood community
"aving students understand their relationship #ith their community
Developing students comprehension of #hat their community proves to them and
#hat they can do for their community
Introduction $ Students and teachers need to know what will be learned as a result
of participating in this unit. In this section e!plain why your unit topic is an
important one for young learners. "escribe how students might use this knowledge
#in the real world#. $ow is this unit rele%ant to your current students&
As a result of developing a unit on the topic of community students #ill !e a!le to
gain %no#ledge regarding the community of &ilsen' (tudents #ill also !e a!le to identify
the community #hich they attend school in and different components that ma%e up their
community the place that it is' Through the use of different content areas students #ill
apply certain s%ills and strategies in relation to their community in order to ma%e the
content relevant to them' As the lesson evolves students #ill o!tain and meet the re)uired
standards for fourth grade' This unit #ill delve into various core su!*ects and #eave in
different aspect of their community into them' Throughout this particular unit students
#ill gain a historical perspective' They #ill also develop a greater understanding of ho#
academic studies can intert#ine #ith material that is relevant to have lessons in #hich
students are engaged in'
'ssential (uestions: )hat *uestions should students be able to discuss address and
analy+e at the end of the unit ,consider higher order thinking big picture
*uestions-.
As a result of developing this lesson and instructing it + #ould li%e students to !e
a!le to address three main )uestions throughout the unit'
Who am + in relation to my community,
What do + contri!ute to my community,
What does my community provide for me,
.cti%ation: /ocus students 0attention and assess their prior knowledge ,upon
introduction of the unit-.
+n order to activate prior %no#ledge + #ill introduce my lesson !y having students
dra# a map of the school community' + #ill as% students to include details such as stores,
par%s, homes, and other places that ma%e up the area in #hich they live in' Upon dra#ing
these maps + #ill have students ver!ally share #ith their el!o# partner #hat they have
incorporated in their maps' "aving them %eep in mind the similar features the pairs have +
#ill then have a #hole group discussion in #hich the students share #hat significant
places-details they included in their maps'' + #ill #rite some of the common ans#ers on
the !oard and form lin%s !et#een student responses' y doing this activity + am having
students thin% a!out the community they are a part of' + am also having them e.plore
their artistic a!ilities !y dra#ing maps in order to have a visual representation' This #ill
ultimately help students picture their community and dra# the places they consider to !e
important' To add to this, the activity #ill help students !e a!le to share out their
illustrations #hich #ill ultimately elicit students to thin% a!out the different places' This
#ill dra# out prior %no#ledge and serve as a transition to the ne# unit !y addressing its
relevancy to the class'
Common Core State Standards and Illinois State Standards ,if applicable-
addressed.
CCSS.Math.Content.4.MD.A.1
CCSS.Math.Content.4.MD.A.3
CCSS.Math.Content.4.G.A.1
CC(('/LA0Literacy'RL'1'2
CC(('/LA0Literacy'R+'1'2
CCSS.ELA-Literacy.W.4.1a
CCSS.ELA-Literacy.W.4.3a
CC(('/LA0Literacy'(L'1'1
Lesson Ideas: ,T$' L'SS12S .3' 431UP'" T14'T$'3 56 C12T'2T
.3'. 21T 56 T$' ).6 I2 )$IC$ T$'6 )ILL 5' T.U4$T-
Lesson 7
Content .rea,s-: Math
Lesson 1b8ecti%es: (tudents #ill !e a!le to visit different places throughout the
community and o!tain measurements of the different places in order to find e)uivalent
units of measuring'
$ow does this lesson adhere to your essential *uestion,s- and how does it empower
your students to further consider the *uestion& As students ta%e a field trip through
different local attractions that impact the community they #ill !egin to recogni3e its
importance' (tudents #ill have the opportunity to discuss ho# these locations impact
their lives as #ell as thin% a!out the #ays in #hich they contri!ute to these attractions'
They #ill also !e a!le to apply the concept of measurement as they gather different
measurements and can then complete e)uivalent measurements !ased on our findings'
Instructional 9aterials: HSP Math Illinois Edition pg. 461, tape measure, worksheets
Instructional Strategies:
Field trip to locations such as community par%, local store, and art museum
"ave students ta%e their tape measurers and find measurements for the specific
places they are assigned'
Wor% in partners in order to complete the activity
.ssessments ,/ormati%e and:or summati%e-: (tudents #ill collect data and then they
#ill have to !e a!le to convert their findings from inches to feet' The #or% #ill !e
collected and assessed in order to see that students comprehend the lesson and can apply
the materials appropriately' The #or%sheet #ill !e entered as a grade'
Summary:5rief "escription: As a class #e #ill go on a field trip in order to find
measurements around our community' As #e go around #e #ill #or% in small groups
and have each group !e in charge of a measurement for a separate location' Upon
reuniting in the classroom #e #ill have a #hole group discussion in order to investigate
#hy it is that #e traveled to these different places' Furthermore, #e #ill discuss these
locations #ithin our community and tal% a!out the #ays in #hich #e contri!ute to these
places and #hat these places provide for us' 4eeping our topic of focus in mind this field
trip #ill then allo# us to thin% a!out different #riting pro*ects' As #e !egin to discuss
these topics #e #ill then tal% a!out the different #ays of converting the measurements
#e have' + #ill go through them #ith an e.ample of the school this it is the essential part
of the community' After #e have gone over one e.ample #e #ill then have the
opportunity to #or% #ith small groups and partners in order to solve for the rest of their
findings'
Lesson ;
Content .rea,s-: Math
Lesson 1b8ecti%es: (tudents #ill !e a!le to apply the area and perimeter formula in
order to resolve #ord pro!lems that em!ed properties located throughout the community'

$ow does this lesson adhere to your essential *uestion,s- and how does it empower
your students to further consider the *uestion& This lesson allo#s students to
understand the concept of area and perimeter' Furthermore, it allo#s the students to apply
the concept to a tangi!le and relata!le topic such as places #ithin their community' +t also
delves into #ays in #hich the selected areas of the community !enefit its citi3ens and
#hat the people provide for the community' +n tal%ing a!out these pro!lems #e could
discuss the reasons as to #hy particular places #ill need to !e larger in area and perimeter
as opposed to other places #hich do not need as much space'
Instructional 9aterials: HSP Math Illinois Edition pg. 632
Instructional Strategies:
Analy3e pro!lems and distinguish #hether it is referring to area or perimeter
Apply the appropriate e)uation and solve the pro!lem
Determine the important information in the #orld pro!lem in order to solve for
the missing component
Create an illustration !ased on the #ord pro!lem

.ssessments ,/ormati%e and:or summati%e-: (tudents #ill have to turn in !oth the
pro!lems #e #or% on in class and their home#or%' The in class #or% #ill !e informally
assessed and the home#or% #ill !e graded and given a percentage #hich #ill !e entered
in the grade !oo%'
Summary:5rief "escription: As a #hole group #e #ill !egin to discuss the different
places in the community that provide something for its residents' We #ill then tal% a!out
the field trip #e too% and discuss reasons #hy having a small space or !ig space is
important' Then + #ill tal% a!out ho# to solve for area and perimeter using the standard
algorithm' 5nce #e have gone over a fe# practice pro!lems using the measurement from
our field trip to different community locations students #ill have the opportunity to solve
another pro!lem #ith their small group' This #ill eventually lead students to solve
pro!lems independently'
Lesson <
Content .rea,s-: Math
Lesson 1b8ecti%es: (tudents #ill !e a!le to identify the term geometry and !egin to
solve pro!lems that involve geometry functions in relation to the unit of community'
$ow does this lesson adhere to your essential *uestion,s- and how does it empower
your students to further consider the *uestion& This lesson allo#s students to apply
the concept of geometry to a relata!le topic, such as their community' y introducing
students to geometry and discussing different angles + can lin% their community as a #ay
to ma%e the pro!lems !e something that students understand' For e.ample, finding the
missing side of an angle can !e determined !y giving student relevant pro!lems regarding
shortest distance !et#een house and school using different routes'
Instructional 9aterials:
6ouTu!e video of finding angels using different locations, #or%sheet, follo# up activity
for e.tra practice #hen introducing a ne# concept
Instructional Strategies:
Comprehend the definition of geometry and finding for missing side using
varia!les such as .
Apply ne# %no#ledge to different pro!lems
Form connections !et#een concept of geometry and o#n lives
.ssessments ,/ormati%e and:or summati%e-: (tudents #ill have home#or% !ased on
the introduction of our ne# lesson' + #ill provide students #ith pro!lems that #ill
measure their understanding of the ne# concept' They #ill !e similar to those that #ere
covered in class' 6et, they #ill allo# me to understand #hether students are a!le to apply
the %no#ledge learned at school at home' This #ill guide my instruction for the ne.t
math lesson as #ell as !ecome a home#or% grade'
Summary:5rief "escription: (tudents #ill !e introduced to the concept of geometry,
more specifically dra#ing angels, rays, and line segments in order to determine the value
of the angel and define #hether it is acute, o!tuse, or right' As a class #e #ill go over
pro!lems that #ill help us identify certain angles and their measurements' + #ill then
provide e.amples of the concept and allo# students to #or% in partners #hile + #or% #ith
students individually' We #ill reconvene as #hole group and go over the pro!lems' They
pro!lems they #or% on #ill have to deal #ith their community and finding out in #hat
type of angles certain routes are from their home to school' We #ill further delve into the
lesson my determining the measure of the angle' (tudents #ill then have to complete
practice pro!lems for home#or% as #e normally do #ith the lessons' The home#or%
assignment #ill guide my instruction for the ne.t day as + #or% #ith individuals #ho
continue to have difficulty #ith the concept'
Lesson =
Content .rea,s-: Reading
Lesson 1b8ecti%es: (tudents #ill read a te.t that goes through different places #ithin a
community and highlights the important of these places in order to understand #hat a
community is'
$ow does this lesson adhere to your essential *uestion,s- and how does it empower
your students to further consider the *uestion& (tudents #ill !etter understand #hat a
community is and #ho the citi3ens of a community are' They #ill gain a !etter
understanding of the material that #ill !e covered throughout the unit' Through this
reading they #ill also thin% of themselves as mem!ers of the &ilsen community and gain
ideas of ho# their community is similar and different to the one descri!ed in the !oo%'
Instructional 9aterials:
Book: Plaes in M! "ommunit!, follo# along activity #or%sheet, graphic organi3er
Instructional Strategies:
+dentify similarities and differences #ithin the !oo% in comparison to their o#n
community
Ta%ing perspectives of #hat the !oo% descri!es and their o#n ideas
Comprehending a te.t and !eing a!le to apply the %no#ledge learned to their o#n
e.periences
.ssessments ,/ormati%e and:or summati%e-: (tudents #ill !e reading a story in order
to gain a !etter understanding of #hat a community means in general' They #ill !e given
an activity #hich allo#s me to assess their comprehension in order to determine ho# +
shall proceed #ith the follo#ing lessons #ithin the unit 7can #e move onto to thin%ing
a!out our o#n community in general or do #e continue to tal% a!out communities in
general to understand the concept8' There #ill also !e further )uestions in #hich students
need to form relationships !et#een the !oo% read and their o#n community' + #ill assess
the comprehension )uestions as a small )ui3 grade #hich #ill !e entered in the grade
!oo%' 6et, the other )uestions #hich #ill pro!e students to thin% a!out themselves as an
active mem!er of the community #ill !e used to further guide my instruction throughout
the lesson and understand student9s interest'
Summary:5rief "escription: (tudents #ill !e given a te.t to read' First, students #ill
cold read the te.t, #hich is something #e have !een #or%ing on since first )uarter and
#ill continue to do so throughout the year' They #ill then group read the story
considering the important points in the story' 5nce students have finished reading the
story + #ill go over the story #ith them as%ing )uestions that are discussed throughout it'
After, students have read and #e de!riefed the class #ill #or% on a graphic organi3er
#hich compares the similarities and differences #ithin the community they read a!out
and their o#n' Then students #ill ta%e a comprehension assessment in order to assess
their understanding on the role of communities' The graphic organi3er and ver!al
responses #ill !e a #ay for me to informally assess their understanding and to have a
sense of idea #here they stand as #ell as serve as a participation grade' The #ritten
assessment #ill !e entered as a grade #hich #ill !e #orth points for the day'
Lesson >
Content .rea,s-: Reading
Lesson 1b8ecti%es: (tudents #ill !e a!le to read different articles regarding their
community and !e a!le to identify the importance in relation to themselves, as citi3ens of
the community' They #ill also have to discover #ays in #hich these locations are
important to them and #hat they contri!ute to these places'
$ow does this lesson adhere to your essential *uestion,s- and how does it empower
your students to further consider the *uestion& This lesson adheres to the essential
)uestion as it allo#s students to delve into the focus of communities and e.plore ho# the
communities serve its citi3ens and ho# citi3ens give !ac% to these particular locations'
Instructional 9aterials:
http:--###'timeoutchicago'com-things0to0do-;<2==-tal%ing0to0the0pilsen0
community
http:--pilsenneigh!ors'org-
http:--###'ne#communities'org-communities-pilsen-
http:--###'uicni'org-page'php,section>neigh!orhoods?su!section>pilsen
Instructional Strategies:
Close0read different te.t selection in order to !ecome informed of different
locations throughout the community
Analy3e different te.ts in order to understand the importance of these locations
#ithin their community
/valuate #ays in #hich these places affect them in their o#n lives
Thin% a!out #ays in #hich students contri!ute to the community and the #ays in
#hich these locations provide different things for them
.ssessments ,/ormati%e and:or summati%e-: (tudents #ill !e given a graphic
organi3er and #or%sheet in order to trac% their reading' They #ill also !e as%ed to use
their highlighter in order to determine the important information upon close reading' +
#ill informally assess their mar%ing on their close0readings to gather information
regarding #hat they considered important' + #ill also collect their notes and #ill use this
to determine #hich locations students !elieved #ere most important #ithin their
community'
Summary:5rief "escription: (tudents #ill !e given different articles that pertain to
their community' Through close0reading these various articles students #ill !e a!le to
identify locations throughout their community' (tudents #ill have the opportunity to
thin% a!out #ays in #hich these particular locations !enefit them and #ays in #hich they
give !ac% to them' Then students #ill have to ans#er )uestions that are !ased on the
comprehension of the article as #ell as )uestions that elicit students to thin% a!out their
role #ithin their community'
Lesson ?
Content .rea,s-: Writing
Lesson 1b8ecti%es: (tudents #ill !e a!le to produce narratives through the use of
se)uencing events #hich portrays a specific character living in a community' Their story
#ill have to convey a message #hich relates #hat it means to !e a part of a community
and more specifically, ho# #e can !ecome !etter citi3ens in the community'
$ow does this lesson adhere to your essential *uestion,s- and how does it empower
your students to further consider the *uestion&
Instructional 9aterials:
&aper, graphic organi3er, pencil, other narrative piece #ith feed!ac% on it to serve as a
tool
Instructional Strategies:
Comprehend the essential components of a narrative
Develop ideas in se)uence form 7first, ne.t, then, etc'8
Understand #hat appropriate transition #ords are in order to have a story flo#
#ell together
Reflect on personal events that are tied to community in order to develop a
#riting assignment
.ssessments ,/ormati%e and:or summati%e-: (tudents assignment #ill !e !ased on the
ru!ric #hich discusses the important components that a narrative essay should include'
This ru!ric #ould !e presented previously on another lesson' They #ill !e graded !ased
on their #riting s%ills and the content of their narratives' The paper #ill !e graded and
inserted in the grade !oo%' 7(tudents have #or%ed #ith developing narrative pieces
!riefly in the first )uarter of school8
Summary:5rief "escription: (tudents #ill !e discussing neigh!orhoods throughout the
unit' They #ill have the opportunity to !e creative and #rite a narrative a!out #hat a
character and descri!e #hat it means to !e a part of the community' They #ill have to
incorporate details that descri!e #ays in #hich communities serve them as #ell as thin%
a!out ho# they can ma%e their community a !etter place' This #ill allo# students to
thin% a!out their o#n e.periences and share their thoughts on paper #hich #ill
eventually elicit thoughts #hich can !e shared throughout the rest of the unit'
Lesson @
Content .rea,s-: Writing
Lesson 1b8ecti%es: (tudents #ill !e a!le to learn a!out different types of places located
throughout their community and develop a multi0paragraph essay that descri!es these
types of places'
$ow does this lesson adhere to your essential *uestion,s- and how does it empower
your students to further consider the *uestion& This lesson #ill !e a lesson that
transitions into different pro*ects that #e #ill cover throughout the unit' +t #ill allo#
students to !egin to understand the different locations #ithin their community and
e.press their thoughts as #ell as finding as to #hat these particular locations have to offer
to its citi3ens' @ot to mention, this #ill also !e the introduce students to #ays in #e
contri!ute to specific places and ho# these places serve us' Through investigation and
o#n e.perience students #ill create a #ell #ritten essay that e.presses different
locations'
Instructional 9aterials:
http:--###'timeoutchicago'com-things0to0do-;<2==-tal%ing0to0the0pilsen0
community
http:--pilsenneigh!ors'org-
http:--###'ne#communities'org-communities-pilsen-
http:--###'uicni'org-page'php,section>neigh!orhoods?su!section>pilsen
Instructional Strategies:
(elect different locations throughout the community that are important to its
citi3ens
/.amine different locations throughout the community and thin% a!out different
locations and #hat they #ill contri!ute to us
+dentify #ays in #hich citi3ens give !ac% to this location
Analy3e and #rite a!out the different places #ithin our community and form lin%s
on #ays the location !enefits us and ho# #e !enefit from it
.ssessments ,/ormati%e and:or summati%e-: (tudents #ill have to create a multi0
paragraph essay and #ill !e assessed #ith the use of a ru!ric' They #ill have particular
guidelines to meet' This assignment #ill !e inserted in the grade !oo% as a pro*ect'
Summary:5rief "escription: (tudents #ill !e as%ed to read different materials
regarding the different places that are #ithin the community' (tudents #ill have to read
through the articles and select different locations that are important to the community
they #ill have to create a graphic organi3er that sho#s #ays in #hich these places are
important to the community, ho# people contri!ute to these places, and #hat these places
provide for us' 5nce students have organi3ed their thoughts they #ill have to prepare a
multi0paragraph essay that incorporates their findings and thoughts in order to convey
their ideas in a coherent #ay'
Lesson A
Content .rea,s-: Fine Arts
Lesson 1b8ecti%es: (tudents #ill !e a!le to consider their #riting pro*ect #hich e.plains
the importance of one location in the community' This #riting piece should then !e
transferred into an art pro*ect'
$ow does this lesson adhere to your essential *uestion,s- and how does it empower
your students to further consider the *uestion& Through a visual representation
students #ill have to represent through dra#ing, painting, creating a model, or any other
type of art form a place #ithin their community' Along #ith this they should include
different aspects of #hat their selected location is important, #here is this location
particularly located, #hy is it important to have this location #ithin the community, #hat
do citi3ens provide for this place 7do they shop there, do they form an essential part of its
development, do they play there8 and they have to sho# through their representation #hat
this place provides for them as citi3ens'
Instructional 9aterials: Paper coloring utensils clay paints brushes different art
supplies
Instructional Strategies:
+nterpret the importance of their #riting assignments in order to select a pro*ect
topic #hich they #ill focus on
Apply their #riting and !e a!le to create a visual representation
+nclude components that represent different aspects of fine arts discussed in art
class
.ssessments ,/ormati%e and:or summati%e-: (tudents #ill have to adhere to particular
guideline #ithin in a ru!ric' They #ill also !e assessed !ased on their creativity and their
decisions that are related to their #riting assessment unless they have tal%ed to me a!out
creating a topic that is not related to their assignment'
Summary:5rief "escription: Throughout the lesson #e #ill !e discussing different
location #ithin our community and ho# they are important to us' We #ill have the
opportunity to #rite a!out various particular locations in order to further discuss #hy this
is important to our community' 5ur pro*ect #ill also have us incorporate the %ey details
that ma%e this location important to us or #hat does this location provide to us' The ne.t
part of the essay should introduce #ays in #hich #e give !ac% to this particular place'
5nce #e have completed this assignment students #ill have the opportunity to select one
of the places they #rote a!out and continue researching this location' They #ill then !e
as%ed to create a fine arts pro*ect through a visual representation that displays this
particular location and its relevancy to us #ithin the community' Their pro*ect #ill !e a
part of a fine arts gallery #al%'
Lesson B C 7D
,This particular lesson will focus on two days of instruction. 1ne day will be where
students go through their content and learn how to plan and sort out information to
ade*uately present a speech. The ne!t day students will come prepared in order to
gi%e out their speech and ha%e time for *uestions and answers pertaining to their
speech-
Content .rea,s-: /nglish
Lesson 1b8ecti%es: (tudents #ill !e a!le to appropriately develop and present their fine
arts pro*ect in order to discuss the models they have created' They should !e a!le to
descri!e #hat their pro*ect is and relate tie in components of their #riting assignment into
the pro*ect presentation'
$ow does this lesson adhere to your essential *uestion,s- and how does it empower
your students to further consider the *uestion& This particular lesson adheres to my
essential )uestions as it illustrates #ays in #hich students rely on their communities for
various needs' +t is also allo#ing students to meet the spea%ing and listening standard'
Instructional 9aterials:
Their #ritten multi0paragraph papers
The fine arts pro*ect
Instructional Strategies:
Analy3e t#o previous activities completed and determine the important facts
/.amine %ey points and find ideas to convey !ased on their representations
Create a presentation in order to ver!ally present to the class
.ssessments ,/ormati%e and:or summati%e-: Students will be e!pected to %erbally
present their pro8ect within a fi%e minute period of time. They will ha%e a rubric to
adhere to which points out se%eral concepts they must co%er throughout their
representation.
Summary:5rief "escription: ased on their #riting assignments and their fine arts
pro*ect students #ill !e given the opportunity to thin% a!out #hat in their community is
most important to them' They #ill need to ta%e the different pieces of information they
have found in order to prepare a speech that portrays their selected location' +n preparing
for their speech they #ill need to determine the main points that highlight ho# their
community is a part of them' They #ill also need to spea% a!out the #ays in #hich they
are a!le to provide for their community, specifically their chosen location' As students
!egin to develop ideas they #ill have to prepare a speech #hich they #ill present to the
class'
)hat do you see as a culminating pro8ect that would demonstrate studentsE growth
in their understanding of the underlying concepts of the unit ,i.e. your essential
*uestions-&
+n order to consider the students gro#th and understanding of the unit + #ill have
students create a small presentation that #ill em!ed all of their pro*ects #ithin it' +t #ill
!e more e.tensive then the spea%ing and listening pro*ect #hich served the purpose for
our class' This particular pro*ect #ill !e similar !ut presented in on a larger scale' This
#ill serve students the purpose of analy3ing #hat they have #or%ed on for the past
#ee%s' (tudents #ill also !e e.pected to thin% a!out their ho# to prepare and present
using visual and oral means of representation' Their pro*ect #ill !e presented to the class
as #ell as other parents in order to inform them of the community #e attend school in
and #e call home' This pro*ect #ill further their comprehension of #hat it means to them
to !e a part of the community' 6et, it #ill also !e insightful as they share out #hat their
community contri!utes to its mem!ers and #hat they give !ac% to the community' This
#ill em!ed all the lessons #ithin the unit and is to !e presented to the parents #ho are a
part of the same community in order to inform them of the valua!le resources #ithin it'
3esource 5ibliography:
5ook:
HSP Math Illinois Edition 7student te.t!oo%8
Plaes in M! "ommunit! #!$ %o##ie &alman
)ebsites:
http:--###'timeoutchicago'com-things0to0do-;<2==-tal%ing0to0the0pilsen0community
http:--pilsenneigh!ors'org-
http:--###'ne#communities'org-communities-pilsen-
http:--###'uicni'org-page'php,section>neigh!orhoods?su!section>pilsen
/ield Trip:
Local places around community
9edia:
Different 6ou Tu!e videos in order to see visual representations of the &ilsen community