Unit Plan Jamie Kaufman EdSE 604, Teaching Social Studies and the Arts in General Education and

Special Education, Grades 1-6. Professor Gura Summer 2011

1. Class Description: This class is a general education, third grade class of 23 students. Three of the students are ESL students. One is from France, and two are from China.

2. Title of Unit: Where are you from? Curricular Theme: Home and Community 3. Objectives: The students will be able to identify what country, state, and city they live in. They will be able to describe their community in terms of what is there (post office, school, hospital etc.) They will be able to describe the type of community they live in (urban vs. suburban). They will be able to identify the type of home they live in (ranch, colonial, condo, etc.) They will learn about what their peers idea of community and their homes through student presentation. Students will create a poster describing their community. This unit will allow for sutdents to learn about each other and learn tolerance for all types of people. Students will learn that not everyone is the same and that it is important to accept and be nice to everyone no matter what their differences are. 4. Standards: The Arts- Standard 2: Knowing and Using Arts Materials and Resources: Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles. Students experiment and create art works, in a variety of mediums (drawing, painting, sculpture, ceramics, printmaking, video, and computer graphics), based on a range of individual and collective experiences Students explain their reflections about the meanings, purposes, and sources of works of art; describe their responses to the works and the reasons for those responses Students use different types of models, such as graphs, sketches, diagrams, and maps, to represent various aspects of the real world. Social Studies- Standard 3: Geography Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we livelocal, national, and globalincluding the distribution of people, places, and environments over the Earths surface. Social Studies Standard 1, Key Idea 3 Students will gather and organize information about the important accomplishments of individuals and groups, including Native American Indians, living in their neighborhoods and communities. Social Studied Standard 1, Key Idea 4 Students will explore different experiences, beliefs, motives, and traditions of people living in their neighborhoods, communities, and State Social Studies Standard 3, Key Idea 1 Students will locate places within the local community, State, and nation; locate the Earths continents in relation to each other and to principal parallels and meridians (Adapted from National Geography Standards, 1994)

5.

Strategy: In this unit, students will work individually based on their own life experience to create a poster that identifies who lives in their house, what their community is like, who works in their community, and how they help the community. Each student will present their project to the class individually. This project follows the guidelines of the NYS Social Studies and Arts

Curriculum listed above. 6. Rationale: By the end of this unit, students will be able to talk and discuss about their own community as well as their classmates communities. The content of this unit is taken specifically from the New York State Content Area for Grade 2. Various concepts of themes will be included in this unit such as identity, cultural independence, places and regions, citizenship/civic life, and civic values. 7. Content: The students will be producing a poster regarding all things in the community after discussing, reading books, watching clips and seeing hands on what is actually in their communities. They will be watching video clips about community helpers, discussing who they know from their own communities, what type of home they live in, pets, and style of home. They will be read On the Town, by Judith Casey and Living in Suburban Communities by Kristin Sterling. 8. Student Preparation: Students should know how many people are in their family, who lives in their house, if they have any pets. All other knowledge will be taught in order for them to identify other parts of the lesson. Students should know the name of the state and town they live in and who lives in their house. They should also be able to identify people they see on an

everyday basis (neighbors, teachers etc.) Students should also have a camera available for images of people and places in their community. 9. Motivation: The students will be engaged in particularly when they get to go out and take pictures of the people in their community. They will have to really think and distinguish what this person does and why he or she is important for the community. The motivation also comes from allowing the students to be creative and really implement what they think a community is made of. 10. Technology: Students will use digital cameras and computers to complete this project. Some may use the internet and do online research if necessary. The students will all present their posters to the class, and then they will be put together into one slideshow. 11. Student Product/Performance: Students will be creating a poster based on what their idea of a community is like based on the lessons in class. They will use any materials they want including a camera, or the internet, magazine cut-outs, computer printouts to illustrate their community. 12. Assessment: Students will be assessed by how they present their projects and if what is included on their posters is what was discussed and learned in class. Students should use proper vocabulary when describing their community (suburban vs. urban, style of home etc.)

12. A) Student Project Rubric:

0 Includes a picture of your home (drawing, photo etc.) and states the type of home 1 2 3

Includes at least 5 community members Includes what city and state you live in States whether or not you live in an urban or suburban community Includes brief descriptions of your chosen community members and why they are important in the community Poster is neat and creative Poster has your name on it Includes at least two real photographs Project is presented to class

13. Modifications/Accommodations: No students will receive special accommodations however, the ESL students will be able to work on their projects in school during their designated ESL time. The ESL teachers will be notified of the project being done and will be asked to structure some sort of curriculum related to the unit and time to work on the project with the student. Session by Session PROCEDURE/IMPLEMENTATION PLANS a) Session 1: Activating Prior Knowledge and Introduction to Communities b) Time: 20-25 minutes c) General: Students and teacher will sit on the reading carpet for a brief discussion. Teacher will ask students to describe where they live and instruct them to do knee-to-knee with the person sitting next to them. After a few moments, students will come back to a circle and have an organized discussion about where the students live. Teacher will ask if anyone knows what state and country we live in and show students on a map the exact location of where they are located. d) Goal(s): Teacher will activate and assess prior knowledge. Teacher will explain to students what country and state the students live in. e) Logistics: Students will all be sitting together on the reading carpet with the teacher sitting in the reading chair. They will sit knee-to-knee for a few minutes when discussing and describing where they live to their partners. Students will sit on the floor in a circle for the remainder of the discussion. This will give the teacher an understanding of what that students know and how they think about the idea where do you live? This part of the unit only requires a large globe or map that the teacher will hold. No materials will be distributed and no actual work or assignments will be done. This part of the unit is completely oral. f) Teacher Narrative: Teacher will instruct all students to come to the reading carpet and sit in a circle around the reading chair. Teacher will tell students that this week we will be discussing where we live, but not just our homes. We will talk about all the things that make up a community and where our community is. Teacher will ask students, Does anyone know where we live? Teacher will call on a few students. When the students answer correct, the teacher will

bring out a globe or a map and show students where they live. Teacher will then ask students to get into knee-to-knee with the person sitting next to them and each partner will describe where they live, but not just about your house. Teacher will instruct them to think bigger than their homes and talk about what is outside their homes and outside their school etc. After a few moments, teacher will bring the attention back asking the students to sit in a circle again. Teacher will go around the circle asking the students to talk about what they learned about their partner. Every student will get a chance to discuss what their partner told them. g) Materials and Resources: Reading area, reading chair, globe or map _____________________________________________________________ a) Session 2: What is your home like? b) Time: 30-45 minutes c) General: Teacher will read, Living in Suburban Communities, by Kristin Sterling and then discuss the differences between a city and a suburb. Teacher will create a class chart comparing and contrasting the differences between a city an a suburb. Students will identify which they live in. Teacher will demonstrate with a picture of their own home to model for students. Students will bring in a picture of their home. Students will discuss what type of home they live in (how many people, pets, style of home, etc.) Students will present their pictures and talk about their homes with the class. Students will write a brief description of their homes using vocabulary words learned in class. d) Goal(s): Students will be able to identify a city vs. A suburb. Students will learn the different types of homes they live in (Ranch, split-level, colonial, etc.) Students will write descriptions of their homes using their vocabulary words. e) Logistics: Students will all be sitting on the reading carpet while teacher reads the book. After a brief discussion about the book, teacher will create a chart describing the differences between a city vs. suburb. Students will go back to their seats and take out their notebooks, pencils, and the picture of their homes. Each student will go around the room and describe their home and where they live to the class. As the students talk, the teacher will create another chart about the characteristics of the different styles of homes. As each person describes a house, she will add to the chart. Students will then write a description of their own home using their new vocabulary words, the differences between cities and suburbs and the picture of their home. This lesson is an individual learning lesson with group instruction. f) Teacher Narrative: Teacher will call students over to the reading carpet and introduce the book. Teacher will go through the book and do a picture walk asking students what they think the book is about. Teacher will then read the book in its entirely. Teacher will ask students if they see any similarities or differences between where they live and the places in the book. Teacher will create a compare and contrast chart calling on students for characteristics of cities and suburbs, as well as what they have in common. Teacher will guide students in asking questions about specifics in the book leading to clues about characteristic. Once the chart is complete, teacher will instruct students to go back to their seats, take out their notebooks, pencils and photograph of their home. Teacher will have each student go around and talk about their picture and what makes up their home. As each student speaks, teacher will talk about the different types of homes, the

characteristics of each one, and create a chart describing them. Teacher will continue to add to the chart based upon what the students say. After the chart is complete, teacher will go over the vocabulary again and then ask students to write a description of their homes and where they live using their new vocabulary from the book, and what they have leaned about their homes. Students will hand in their written work. g) Materials and Resources: Living in Suburban Communities, by Kristin Sterling, pictures of students homes and teachers home, pencils, notebooks, markets, large poster-board paper. _______________________________________________________________ a) Session 3: What is a community? b) Time: 25 minutes c) General: In this lesson, teacher will activate prior knowledge about what students believe communities are and what does that word mean to them. Teacher will do a picture walk and ask the students what they think is going on in the story and if they see anything that looks familiar to them Teacher will read, On the Town, by Judith Caseley. Teacher will talk about people in students own communities and what the various people do. Teacher will show students the video clip Community Helpers. Teacher will then ask students who they know in their own communities and how they help the community. Teacher will explain the project to students in detail. d) Goal(s): Students will learn what a community is, each persons role in the community, and how/why it is important for the community. They will understand what their project is about and what the requirements are. e) Logistics: Students will sit on the carpet while teacher reads book. Students will sit at their desks while watching the video clip and while teacher explains the project. An assignment sheet will be distributed telling students exactly what is required of them to get a good grade on this project. The assignment sheet will include a checklist (I included what city and state I live in, I included information about my house and family, I included at least 5 community members etc.) for students on their worksheet so they can keep track of what parts they have done. This will help students stay on track and make sure they complete the entire project. f) Teacher Narrative: Teacher will call students to reading carpet. ask students questions about what they think a community is. Students will go knee-to-knee to talk to each other about they they think. Teacher will bring the students attention back and call on people to see what the students are thinking. Teacher will give students exact definition and ask if anyone wants to give an example of a community or something they know about their own community. Teacher will call on a few people and then introduce the book, On the Town, by Judith Caseley. Teacher will activate prior knowledge using a picture walk. Teacher will then read book in its entirety and ask students for similarities and differences in their own communities. Teacher will then have students go back to their seats for the video. Teacher will show students the video and discuss with students the people who they saw in the video and who they know in their own community that was shown the in video. She will ask what their job is and why do you think they help in the community. Teacher will then hand out project sheet and explain in great detail what the students are to do and tell them it is due next week. Teacher will explain to students that they should use

the checklist to keep track of what they have done and use all the things they have learned in the books, videos, and discussions that the students have talked about this past week and include their own version of what they learned. Teacher will ensure students not to hesitate if they have any questions at any time. g) Materials and Resources: project worksheet and checklist, computer. LCD projector and screen, video clip Community Helpers, Book On the Town, by Judith Caseley. _________________________________________________________________ a) Session 5: Project Presentations b) Time: each student will present for 3-5 minutes. Half the class will go one day and half the next. Day. c) General: Students will bring in their posters to school and present what they chose to include on their posters. d) Goal(s): Students will have completed their projects and will be on the last phase which is the presentation aspect. e) Logistics: Students will sit on the reading carpet to watch their peers present. Teacher will collect posters and call students one by one to sit in the reading chair and show their classmates the poster. f) Teacher Narrative: Teacher will tell students its time for their presentations and ask if everyone can hand in their projects. Teacher will bring projects to reading carpet and sit in chair in the back. Teacher will call students one by one to get their poster and sit in the reading chair to present to their peers what they have learned. Teacher will ask questions such as, Why did you include this person? What is that over there on your poster? If you could have any community job what would it be? Teacher will observe body language and oral language while students present. g) Materials and Resources: Student presentations