LITERACY & SOCIAL SCIENCE

2nd Grade Interdisciplinary African and African American Studies Quarter 2 Unit Plan

THEME: Culture, Dignity, and Identity CONCEPT: Lessons from Africa African and African American Community The role of community related to African and African American ideals CONTENT TOPIC: Exploring the concept of community and its impact on African and African American identity and culture through fiction and nonfiction texts UNIT TITLE: People in my Community
Unit Topic: People in my Community Unit Description: The role of community related to African American ideals Key Themes: Developing a sense of community; learning about community members (roles and responsibilities of community members/community workers); importance of businesses, churches, and other establishments that support a community and its people. Length: 4-5 Weeks (week #5 to be used for reteaching/remediation/assessment)

Enduring Understandings

Different people make up a community (workers, leaders, elders, etc.) and each person is important to the community and structure (locally/globally) Workers have different jobs to do and the job(s) that they do are important within a/the community (locally and globally) Residents and community members depend on each other for goods and services (locally and globally). Communities are made up of different establishments (churches, synagogues, stores, etc.) that operate and function within communities, and these establishments generate/foster a sense of community. Good readers ask/answer questions of themselves, text, and others while reading to deepen understanding.

Essential Questions Common Core State Standards Primary Secondary

How do culture and identity influence who we are? How do time, culture and history influence works of art and/or the advancement of science and technology? What can I do to positively impact my community? Primary: Standards Assessed RI.2.1: Ask and answer questions (Who, What, When, Where, Why and How) to demonstrate understanding of key details in a text. W.2.2: Write informative/explanatory texts in which they introduce a topic, use facts to develop points, and provide a concluding statement. RI.2.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Secondary: Standards Addressed SL 2.2: Recount or describe key ideas or details from a text read aloud or information presented orally through other media. RI.2.9: Compare & Contrast the most important points presented by two texts on the same topic.

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2nd Grade Interdisciplinary African and African American Studies Quarter 2 Unit Plan
RF.2.3: Know and apply grade level phonics and word analysis skills in decoding words. RF.2.4: Read with sufficient accuracy and fluency to support comprehension. SL.2.1; 2.2, 2.5: Listen effectively in formal and informal situations.

Cognitive Skills

Reading, Writing, and Citing Textual Evidence Questioning (oral and written) Locating/citing text evidence (verbal and written) Reading (fluency and comprehension) Listening (Generate/expand ideas through listening/speaking) Speaking (Generate and expand your ideas through talk) Writing (write for a specific purposeinclude important information)

Content

Text analysis Building Knowledge through Texts Students will locate text evidence to support thinking and use during conversations. Students will locate text evidence to support thinking and will generate written responses using text evidence to demonstrate understanding. Students will ask/answer questions of self/text/others while reading, and will participate in diverse conversations related to reading and discussions.

Assessments (D) Diagnostic (F) Formative (S) Summative

Students will identify authors purpose. Diagnostic (Pre-Assessment) Week #1: Name a community worker. Describe the role/responsibility of that community worker. Illustrate that community worker. Week # 2: Identify (name) the President, Governor, and Mayor. Week #3: Explain why/how community leaders/representatives are important. OR Explain ways in which residents depend on others within community for goods/services. Week #4: Determine ways citizens/residents/people can be involved in their community and make a difference. Formative: Teacher monitors students conversations, writing and illustrations, and generate anecdotal records. Teacher works with students in guided reading groups - anecdotal evidence to be collected. Teacher monitors students written responses from guided and independent practice Teacher addresses concerns from guided and/or independent work and provides additional support (mini-lesson) to student(s) in small groups. Classroom discussions (student pairs, whole and small group). Exit Slips/written responses/illustrations

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2nd Grade Interdisciplinary African and African American Studies Quarter 2 Unit Plan
Think/read aloud (whole and small group teacher and/or students) Close reading with text dependent questions generated by students and teacher

Summative Performance Assessment (Possible assessments) Students will write a formal letter to an alderman (or Mayor) or community leader describing an issue they have noticed in their community. Student will use explicit details when describing concern(s). Student will express a possible remedy/solution that they would like to see as a result of the letter writing, and explain why correcting the identified problem is necessary. Identify a need within the community and generate a school-wide campaign to solve the problem (Ex: trash on the playgrounduse example of trash collector to clean up playgroundmake posters to display in halls to explain importance of littering, etc.) Interview a community member and write a report about him/her, their job, role(s)/responsibilities within the community, etc. Create an illustration, painting, photomontage, etc. about that person.

Texts/Resources

Suggested texts for teacher read aloud/guided reading groups/Videos/Online Resources Communities A Day in the life of an African Village One Big Family: Sharing Life in an African Village by Ifeoma Onyefulu A Family from South Africa by Jan Green A Day in the Life of an African Village by Avelyn Davidson My Neighborhood: Places and Faces by Lisa Bullard Helpers in My Community by Bobbie Kalman Community Helpers from A to Z by Bobbie Kalman and Niki Walker Communities by N. Morris A World of Communities by Marcia Gresko Exploring Communities and its Workers (DVD) Government Workers What does the President do? by Amanda Miller (Scholastic News NF readers) Duck For President by Doreen Cronin Amelia Bedelia 4 Mayor by Herman Parish Mayor for a Day by Carl Sommer A Day in the Life of a Mayor by Liza Burby Being a Governor by Sarah De Capua Serving your Community by Christin Ditchfield Great African Americans in Government by Karenn Dudley Business In Business with Mallory by Laurie Friedman Benjy in Business by Jean Van Leeuwen Arthurs Pet Business by Marc Brown

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2nd Grade Interdisciplinary African and African American Studies Quarter 2 Unit Plan
Great African Americans in Business by Pat Rediger Any title(s) from the Wizards of Business Collection (could be useful for students to have texts available for research and writing report) Madame CJ Walker: Building a Business Empire by Penny Colman (also leveled readers on raz-kids.com)

Citizenship Being a Good Citizen: A Book about Citizenship by Mary Small Citizenship Book Series by Capstone The Seven Chinese Sisters by Kathy Tucker If Everybody Did by Ann Stover Good Citizenship Counts by Marie Bender Global Citizenship for Young Children by Margaret Collins Online Resources http://www.brainpopjr.com/socialstudies/communities/communityhel pers/grownups.weml(BrainPop) http://www.greatchicagostories.org/ (Chicago History Museum: Great Chicago Stories) http://smartmuseum.uchicago.edu/learn/k-12/Bronzeville_Story_F.pdf www.timeforkids.com www.raz-kids.com (leveled readers many different titles that support this unit) www.unitedstreaming.com (videos)

Learning Activities

In preparation for students to read: During Week #1 Session 1: Teacher will introduce concept of community workers and explore it by showing images of different community workers (images should vary and include workers from other communities/countries). Generate word web re: Who are community workers?

Differentiated Strategies for Varied Learning Profiles

Work with students in small groups Provide audio of text when available Paired reading Allow for extra time on assessments and class activities Provided leveled reading materials Provide concrete models for

RL.2.1 and RI. 2.1 Ask/answer questions to demonstrate understanding.

Note: Teacher will administer Pre-assessment prior to launch of lesson for Session #1. Session 2: Students will learn about the different types of community through various texts and images. Teacher will model ask/answer questions of text and self; model writing and answering questions about community and community workers. Students will use ask/answer strategy to deepen understanding of reading and demonstrate comprehension. Students will complete an Exit Slip (Possible questionsName 3 things that make up a community? How/why are the people in a community important? What is the role(s) of people in a community? Which community worker do you think is the most important? Explain. )

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2nd Grade Interdisciplinary African and African American Studies Quarter 2 Unit Plan
Session 3: Students will develop a greater understanding of community through reading widely, daily questioning, and through exploration of different community workers (questioning should focus on reading and focus on RL/RI 2.1) Teacher will provide various videos about community workers and have students ask/answer questions re: same (many varieties from Brain Pop and United Streaming) Use of ask/answer strategy to demonstrate understanding of community and community workers. Session 4: Students will read material independently and demonstrate understanding of compare/contrast by identifying similarities and differences and completing a Venn diagram. Teacher will read aloud from Community Helpers from A to Z; modeling the thinking involved in comparing and contrasting similarities and differences and noting those thoughts on a Venn diagram. Students will read (insert text about community) in small groups and use information gained to complete Venn diagram. Students will read (insert text about community) in small groups and independently complete teacher-generated questions about text. Session 5: Teacher will model conducting research, gathering information, and going through the writing process (to be completed all week) to write report about a community worker (job, role, responsibility, significance within community). students to follow Reread material with students to ensure understanding Allow differentiation in assessments (oral response vs. written) Provide student assistance with writing or dictation

RL.2.1 and RI. 2.1 Ask/answer questions to demonstrate understanding.

RI.2.9: Compare & Contrast the most important points presented by two texts on the same topic.

W.2.2: Write informative/explan atory texts in which they introduce a topic, use facts to develop points, and provide a concluding statement.

Teacher will work with students in small groups to being research and discuss prewriting as part of beginning the writing process. Students will begin researching and prewriting to collect ideas and facts specific to their topic choice. Provide summative assessment: Respond in writing to the following: Why are community workers/helpers important to the function and operation of a community? Working in small groups or in pairsStudents will generate writing about community worker (job description, significance in community, etc.) Session 6: Administer Pre-assessments prior to launch of lesson for week #2. Session 7: Teacher models and scaffolds how he/she as a proficient reader/writer

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2nd Grade Interdisciplinary African and African American Studies Quarter 2 Unit Plan
identifies/locates text evidence and uses text evidence in conversations and writing to demonstrate understanding.

RI.2.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RL 2.1 and RI. 2.1 Ask/answer questions to demonstrate understanding.

Teacher and students ask/answer questions of self, text, others Daily/Weekly (verbal and written) using various texts; providing text evidence to support thinking Session 8: Students will read material independently and demonstrate understanding of compare/contrast by using a Venn diagram; complete extended response question to explain in writing same/differences between texts. Read aloud Mayor for a Day (fictional tale that shows what can happen if there were no rules) Read aloud A Day in the Life of a Mayor (NF) Model for students using Venn with Mayor for a Day and A Day in the Life of a Mayor Session 9: Read aloud from Great African Americans in Government; demonstrate understanding of text through the use of ask/answer questions of self, text, others (verbal and written) using various texts; providing text evidence to support thinking.

RL.2.1 and RI. 2.1 Ask/answer questions to demonstrate understanding.

Session 10: Administer Summative Assessment Session 11: Students will learn that the government is a group of people that generates rules and ensures that all rules are fair for everyone. Students will explain (verbal/written) why/how having rules and laws (home, school, and community) are important; express thinking re: what would happen if laws were not in place within community, home. etc. Sessions 12 and 13: Students will understand that many government officials are elected and that citizens are allowed to elect/vote for leaders that represent the needs of the community and its people. Describe how within all schools there is a governing body and a hierarchy within school to support function/operation/rules/consequences. Read various F/NF texts about government leaders; identify roles and responsibilities of each (Ex: What does the President do?) Identify why laws are needed; how laws/rules are created; how

RI.2.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RL.2.1 and RI. 2.1 Ask/answer questions to demonstrate understanding. RL.2.1 and RI. 2.1 Ask/answer

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questions to demonstrate understanding.

2nd Grade Interdisciplinary African and African American Studies Quarter 2 Unit Plan
community members can participate to ensure that laws and rules are being obeyed (block clubs, neighborhood watch, form community groups) Session 14: Students will be able to determine ways that they can improve their community (identify their role and significance within various communities home/school/neighborhood)

W.2.2: Write informative/explan atory texts in which they introduce a topic, use facts to develop points, and provide a concluding statement.

Discuss ways in which laws are fair/unfair (local/globalpast/present) Identify importance of having leaders within a community, school, church, etc. Sessions 15 and 16: Students will demonstrate understanding of text(s) by comparing/contrasting texts; Students will use Venn diagram to compare/contrast role/responsibilities of President, Governor, and /or Mayor. Begin prewriting (small groups or pairs) report about President, Governor, or Mayor (could be changed to community worker, principal, etc.) (teacher will work in small groups with students, have writing conferences, and conduct mini-lessons) Sessions 17 and 18: Provide Summative Assessment: (suggestions) Conduct research/write about an HBCU, Tuskegee Airman, local church, neighborhood history, or African American alderperson. Present report to class. Sessions 19-20: Students will read a text at their independently level and identify authors purpose and provide text evidence to support thinking.

RL.2.1 and RI. 2.1 Ask/answer questions to demonstrate understanding.

W.2.2 Write informative/explan atory texts in which they introduce a topic, use facts to develop points, and provide a concluding statement.

With teacher guidance, students will read from Great African Americans in Business; teacher will remind students that many African American businesses were started because of the refusal of many white store/shop owners to service African American people. Discuss vocabulary and what it means to be an entrepreneur. Students will use ask/answer question strategy to demonstrate understanding. Students will begin prewriting report (Through explicit teacher modeling/researching/generating writing/pre-writing re: entrepreneurs). Session 21: Students will be able to explain how community residents/businesses are dependent upon each other.

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RI.2.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

2nd Grade Interdisciplinary African and African American Studies Quarter 2 Unit Plan
Describe the need for various businesses within a community. Identify difference between want vs. need Identify difference between goods/services. Respond in writing to: What type of business do you think is important to a community? Explain. Respond in writing to: As an entrepreneur (vocabulary learned during week), what type of business would you like to own/operate? Explain.

W.2.2: Write informative/explan atory texts in which they introduce a topic, use facts to develop points, and provide a concluding statement.

Session 22: Complete summative assessment: (OPTIONS) Explain why businesses are important to a community and its residents (written) Design (3-d, Diorama, digitally, illustrate) a community; explain choices for design. Generate informative/descriptive writing explaining your community/design choice(s).

RI.2.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

R. 2.1 and RI.2.1 Ask/answer questions to demonstrate understanding.

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