DAY 1

Grade: 3rd Grade

Topic: Social Studies
Title: The Things We Are: Community
Total Time Allotted: 1 hour

Goals

2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details.

2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or
subject area.

2.RI.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute
to and clarify a text.

2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and
definitions to develop points, and provide a concluding statement or section.

2.SL.1a Build on others' talk in conversations by linking their comments to the remarks of
others.

2.SL.5a Identify real-life connections between words and their use (e.g., describe foods that are
spicy or juicy).

Objectives

Students will be able to learn about their community from different perspectives
(personal, historical, peer)
Students will be able to learn the definition of community
Students will be able to write/draw about their own experiences of community
Students will be able to draw ideas from their physical surroundings of the community

Pre-requisite Knowledge or Skills

Students can take turns when sharing ideas

Students can express their thoughts through written English and signed language ASL

Materials/Equipment/Supplies/Technology/Preparation

Easel and easel paper

o Located by the group carpet at front of the room
Markers
o Located in the basket below the easel
 Projector + community images
o Use computer to open the projector. Password is in the top drawer of my desk.
o In my computer > Documents > Social Studies > Week 9 > Day 1 > Community
Images
Community and Culture Books
o Notebooks with each students name located in the pink social studies bin on my
desk
Procedure

Anticipatory Set/Motivation/Hook

I will tell students that we are going to take a trip around our community. For two days we are
not actually going anywhere, but through our minds, experiences, and thoughts we will learn
about our community and our cultures. On the third day we will actually go on a trip to the
Ellensburg Museum of Culture and Environment and visit an exhibit.

Teaching Step-by-Step

1. Students will gather at the front of the room on the group carpet
2. I will get out the materials needed for our discussion (easel paper and a marker)
3. I will ask students to discuss with one another and the group the following questions
about our community
a. Where is it located?
b. Who is part of our community?
c. What buildings do we see?
d. What makes our community unique?
e. Other comments/questions *Let students lead
4. I will document their comments on the paper
5. I will show pictures on the projector of different historical images of the community

Group Application

1. After weve discussed our community we will discuss the definition of community from
the dictionary
2. Once students have an understanding of the definition we will create our own definition
of community based on our classroom
3. I will write the definition on the board
4. I will give each student a Community Book and explain that during the week we will
add things we learn about community and culture and our field trip to this book

Independent Application

1. Students will go back to their desk and expand on our classroom definition of community
in their own words in the Community Book I give to each of them
 a. Students can draw a picture
b. Students can write a sentence
c. Students can create a concept map
2. As students are working I will come by each of their desks and ask them to explain to me
in ASL what their definition of community means

Closure

1. I will ask students to clean up their desks and place their Community Books to the green
box on my desk
2. Students will line up and transition to P.E.

Meeting Varying Needs

Brandon has limited language so I will work supplemental with him one-on-one to get
some ideas from him about community. If he needs more support I will use visual aides
like books, videos, and pictures to expand on culture and community.

Assessment

Formative Assessment

As students are working I will come by each of their desks and ask them to explain to me
in ASL what their definition of community means
I will take notes on their comprehension to determine if I need to review in-depth the
second day