web viewusing a web format place the word community in the center and ... identify the differences...

In My CommunityUnit Plan

Created By: Kendall WegnerGrade: 1

Subject Areas: Social Studies/Language Arts

Unit OverviewUnit Theme: In My CommunityGrade Level: 1

Subject areas: Social Studies/Language Arts-Throughout the unit depending on the daily

schedule language arts may be incorporated with social studies or may be held at a separate time but will use the same theme.Time Period: 13-16 Days (Added a few extra depending on understanding of content area.Class Length: 30 minutesGoals/Objectives/Skills:

*Learn to use, create, and need for mapping skills. *Learn to use and compare items likes and

differences.*Learn to apply four main directions. (N, S, E, W)*Learn a variety of vocabulary relating to community.*Learn that communities are the key to all areas of

this unit and combine/links together all the major

aspects.Assessments:

*Social Studies Daily Journal-used to assess students learning and look for areas that may need to be

covered in a different way or in more detail.

*Observation of student’s activities.*Class whole group discussions.*Small group discussions.*Rubrics to rate and grade projects.

How to Pick Partners for activities:*Place each student’s name on a ____________ and randomly draw out two names.*Use of different colored shapes in a variety of

shapes could be matched by color or shape.

Unit Vocabulary:

Neighborhood-a place where people live, work, and play

Community- a group of people and the places where they liveSymbol- a picture that stands for a real thingMap key- a set of pictures and words that tell what the symbols on a map meanDirections- things on a map that tell which way to goLaw- a rule that people must obeyLeader- someone who helps people decide what to doState- a part of a countryContinent- a very large piece of land

Book List*Books that are used throughout the unit as well

as books that could be used.A Day with a Police Officer by Jan Kottke

I Want to be a Vet by Dan LiebmanI Want to be a Builder by Dan Liebman

I Want to be a Doctor by Dan LiebmanI Want to be a Firefighter by Dan LiebmanI Want to be a Librarian by Dan LiebmanI Want to be a Mechanic by Dan Liebman

I Want to be a Nurse by Dan LiebmanI Want to be a Police Officer by Dan Liebman

I Want to be a Teacher by Dan LiebmanHow to Make an Apple Pie and see the world by Marjorie Priceman

Arthur’s Neighborhood by Marc BrownCity Mouse-Country Mouse by John Wallner

A Day with a Mail Carrier by Jan KottkeMy Community

Helpers in My Community by Bobbie Kalmans

Lesson Plan

Name: Kendall Wegner Grade Level: 1st

Unit: In My Community Day: 1

Subject of Lesson: Social Studies/Language Arts/Reading /Writing

Students: 16 first grade students. There are 7 girls and 9 boys in the class.

Instructional Goals:

The students will be able to:

Identify a variety of vocabulary words including community, neighborhood, law, leader, state, and continent.

Identify how to use and apply likes and differences in common everyday items and people.

Organize thoughts of what a community is using graphic organizers. Identify what a community is and what is found in a community. Create a short story and illustration of what a community is to them.

Instruction:

Social Studies:

Begin by singing the song This Is My Community on page 44 Next ask the students “What is a community?” Using a web format place the

word community in the center and what the students have to say off of that. Display web in the classroom

Next looking at page 46-Vocabulary Previewo Discuss the vocabulary words that will be found throughout the unit.o Have the students give their meaning of the words, and why they feel their

meanings are correct.o Create a chart placing all the vocabulary words in the first column, before

unit starts definitions and thoughts in the second and after taught about the word changed definition in the last column.

Next discuss the ideas of likes and differenceso Start this by having the students find a partner and hand out a work sheet

with two circles on them.o Have the students label one side likes and one side differences.o With their partners have the students compare the likes and differences

between each other. Record their results on their worksheet.o Come back together as a class and discuss the characteristics they found.

Finally allow the students to complete the class by holding a discussion looking at other likes and differences in topics or materials of their choice.

Have students end class with filling out their Social Studies Daily Journal reflecting about what they learned.

Language Arts:

Begin by reading the story My Community.o Before reading have the students go through a picture walk looking at the

cover and pages of the story.o Have students make predictions of what they think the story will be about.o While reading have the students look for “What a community is?” “What

is found in the community?”o Read the story.

o After the story check for comprehension by asking the students the answer to the question that was given to them at the beginning of the story. Discuss other aspects of the story.

Next have the students create a short story about what they think a community is/or is made up of.

o Give each student a copy of the “What is a Community” handout.o Explain to students they must first write a few sentences about what their

definition of a community is and why they feel that way. Next tell the students to draw a picture.

o Allow the students to share their pieces with their peers.

Content Standards:

Social Studies:

3K1 The theme of people, places, and environments involves the study of location, place, and the interactions of people with their surroundings.

3K3 Physical and human characteristics of the school, community, state, and region, and the interactions of people in these places with the environment.

Language Arts:

Key ideas and details:

Ask and answer questions about key details in a text. Retell stories, including key details, and demonstrate understanding of their

central message or lesson.Integration of Knowledge and Ideas

Use the illustrations and details in a text to describe its key ideas.Print Concepts

.Demonstrate understanding of the organization and basic features of print. Recognize the distinguishing features of a sentence (e.g., first word,

capitalization, ending punctuation).Production and Distribution of Writing

With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

Comprehension and Collaboration Ask and answer questions about key details in a text read aloud or information

presented orally or through other media.

Instructional Materials/Resources:

Textbook: All Together by Scott Foresman Book: My Community by J. Jane Robertson

Chart paper Likes and Differences Handout What is a Community? Handout Markers Pencils Social Studies Daily Journal

Accommodations:

Provide student with a partner who will provide assistance and understanding for student’s ability level.

Give student assistance finding or thinking of a variety of examples of items that can be compared using likes and differences.

Assessment:

Through class discussion can students recognize the vocabulary word community and apply the meaning to What is a Community handout.

Through observation can students identify the likes and differences of two people. Through class discussion can students recognize aspects of a community. Through class discussion can students recognize a variety of vocabulary terms. Through daily journal can students express what they learned in class that day.

Lesson Plan







Identify the meaning of neighborhood. Identify how to properly address an envelope with their address. Organize meaning of a neighborhood through illustrations.

Identify the job of a mail carrier.

Instruction:

Social Studies:

Begin by looking at the vocabulary word neighborhood.o Allow students to give definitions, characteristics, and other aspects of

what a neighborhood means.o Give the students the exact definition of neighborhood-a place where

people live, work, and play. Next have the students draw a picture of their neighborhood.

o Discuss the pictures as a class pointing out different aspects each student placed in their neighborhoods.

o Discussion the likes and differences of the neighborhoods by creating a diagram on the board.

Next discuss what an address is and why it is an important aspect to a neighborhood.

o Using page 50 in the text book ask the students “What is Kim’s address?” “What is the number of her house?” “What street does she live on?”

o Ask students “Why it is important to have an address?” “What is the purpose of an address?”

o Have the students write their own on their picture of their neighborhood.o Review address as a way to dismiss students throughout the next few

weeks. Goal being that all students will know their whole address by the end of the unit.

Next using page 52 look at the pictures given. Have the students discuss what they notice about the two pictures (such as likes and differences).

o Hold a discussion on why there are different types of neighborhoods. Conclude by bring the students back and reviewing what was discussed during the

class time.o Ask a variety of questions to check for understanding: “What is a

neighborhood?” Discuss the similarities and differences of different neighborhoods and types.

o Finally look at vocabulary chart and decide if there is anything to add to created definition. Make all changes students would like.

Finally have the students reflect what they learned in class by filling out their social studies daily journal.

Language Arts/Process:

Begin by reading the story “A Day with a Mail Carrier”

o Before reading have the students go through a picture walk looking at the cover and pages of the story.

o Have students make predictions of what they think the story will be about.o While reading have the students look for “What is the job of a mail

carrier?”o Read the story.o After the story check for comprehension by asking the students the answer

to the question that was given to them at the beginning of the story. Discuss other aspects of the story.

o Hold a discussion on "Why it is important for you to have an address?” “What does your address help the mail carrier do?” Review from S.S.

Next give each student a copy of the envelope template. Show students how to successfully label an envelope so

that a mail carrier can deliver it. Next have the students place their name and address on the

envelope. Allow the students to design a stamp for their envelope and

explain the need for a stamp.

Content Standards:

Social Studies:

3K1The theme of people, places, and environments involves the study of location, place, and the interactions of people with their surroundings.


Language Arts:


Ask and answer questions about key details in a text. Retell stories, including key details, and demonstrate understanding of their

central message or lesson.

Integration of Knowledge and Ideas Use the illustrations and details in a text to describe its key ideas.

Comprehension and Collaboration Participate in collaborative conversations with diverse partners about grade 1

topics and texts with peers and adults in small and larger groups.

Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Presentation of Knowledge and ideas Add drawings or other visual displays to descriptions when appropriate to clarify

ideas, thoughts, and feelings.


Textbook: All Together by Scott Foresman Book: A Day with a Mail Carrier by Jan Kottke Vocabulary Chart White printer paper Envelope template Markers Pencils Social Studies Daily Journal

Accommodations:


Give student assistance or note card with their address written out on it.

Assessment:

Through class discussion can students recognize the vocabulary word neighborhood and describe aspects of their own neighborhood.

Through observation can students identify the likes and differences of their neighborhood illustrations compared to their peers.

Through class discussion can students recognize the job of a mail carrier. With the use of an envelope students can properly label an envelope with their correct

address. Through daily journal can students express what they learned in class that day.

Lesson Plan







Identify the meaning of map key and symbol. Identify how to create a map to get to a specific location or destination. Identify why we use and need maps in our neighborhoods and communities. Write a variety of sentences about the effectiveness of their maps.

Instruction:

Social Studies:

Begin by writing the vocabulary words on the board: map key and symbol o Have the students discuss meaning of the words and why.o Next give the students the definitions for the words

Map key-a set of pictures and words that tell what the symbols on a map mean

Symbol-a picture that stands for a real thingo Next show the students a variety of different symbols that represent

different real life things (H-Hospital, etc.)o Allow students to give examples of symbols they know of and

what they mean.o Discuss that we use symbols to stand for something that is real.

Next using the map on page 54/55o Have the students look at the map and describe areas and things they see

on the map.o Next have the students look at the map key.

Discuss why maps use keys and what the key helps people do. Looking at the map key what types of play equipment do they

think they will find on the map. Have the students check to see if they can find each picture on the

map. Next using the Smartboard allow the students to practice getting from one place to

another.o Allow them to each receive a turn using a variety of interactive maps.o Have the students draw a line showing the path they would take to get to

one place or another. Next have the students practice their map skills by creating a map that shows how

to get from their desk to the teachers desk.o Show example on page 51 and discuss the type of map used and how to

map a map to show where and how to get to a specific locationo Remind the students to make sure they create a clear path as well as use

symbols and a map key to help people on their journey.o Finally when students complete map have them try out their maps with a

partner to check if their map will successfully get them to their desired location.

o When students check for map accuracy have them write a few sentences explaining whether their map was successful or not and what they would change if they did it again.

Finally bring students back together and hold a discussion of why we use maps and how they help use in our neighborhoods and communities to find our way to different locations or places.

Allow students to take some time to fill out their Social Studies Daily Journal reflecting on what they learned for the day.

Content Standards:

Social Studies:


3K2 Concepts such as: location, direction, distance, and scale. 3K3 Physical and human characteristics of the school, community, state, and

region, and the interactions of people in these places with the environment. 3K9 Tools such as maps, globes, and geospatial technologies in investigating the

relationships among people, places, and environments.

Language Arts:


ideas, thoughts, and feelings.Integration of Knowledge and Ideas

Use the illustrations and details in a text to describe its key ideas.


Textbook: All Together by Scott Foresman Vocabulary Chart White construction paper Lined paper Symbols Markers Pencils Smartboard Maps Social Studies Daily Journal

Accommodations:


Give students a pre made outline of the classroom allowing them to just put important pieces and landmarks into their maps.

Assessment:

Through class discussion can students recognize the vocabulary words symbol and map key.

Through observation can students create a map that gets them from their desks to the teacher’s desk.

Through class discussion can students recognize the usefulness or imperfections in their maps.

Through class discussion can students recognize why we use maps in our neighborhoods and communities.

Through daily journal can students express what they learned in class that day.

Lesson Plan







Identify the meaning of the word community. Identify the differences of neighborhoods and communities. Observe and note a variety of characteristics of both a community and

neighborhood.

Identify the differences of a town, cities, farms, suburbs and that they are all a variety of communities.

Identify what community helper they wish to be and why they want to be this person.

Understand how community helpers benefit our community and neighborhoods

Instruction:

Social Studies:

Begin by reviewing the vocabulary words from the day before-map key and symbol.

o Have the students fill out the vocabulary chart with information they have learned or think should change from their previously created definition of the words.

o Review the other vocabulary words on their vocabulary chart to check for understanding

Next place the word community on the boardo Discuss what the word means. Examples of it? Places and things in your

community? o Give the students the definition of the word

o Community- a group of people and place where they live. Next have the students compare their idea of neighborhood to their idea of a

community.o This can be done by using a venn diagram and finding the likes and

differences of the two words. Next have the students look at a variety of pictures of different types of

communitieso Cities, towns, farms, suburbs-Discuss what they notice in each picture and

compare them to each othero Explain the variety of different types of communities.

Finally take a walking field trip around the different neighborhoods and communities around school.

o Have the students take notes or draw pictures of what they see on the walk.

o Make sure each student had a clipboard, paper, and something to write on.o Have the students look for places, landmarks, neighborhood, symbols, etc.

Language Arts:

Begin by discussing and writing down a list of things the students found on their wall through the neighborhoods and community.

Read the story Helpers in My Community by Bobbie Kalmanso Before reading have the students go through a picture walk looking at the

cover and pages of the story.o Have students make predictions of what they think the story will be about.o While reading have the students look for “Different types of community

helpers?” “Why they help our community?” “What community helpers they saw on their walk?”

o Read the story.o After the story check for comprehension by asking the students the answer


Next have the students compare what was seen in the story to what they saw on our walk.

o Discuss that not all communities have the same things in them but often times have similar places.

o Review by looking back at the pictures of the towns, suburbs, farms, and cities talk about the different sizes and why they are all different types of communities.

Have the students create and write about what type of community helper they would want to be.

o Have the students draw a picture of the community helper they would like to be.

o Next have them write reasons for their choices.o Share.

Content Standards:

Social Studies 3K3 Physical and human characteristics of the school, community, state, and

region, and the interactions of people in these places with the environment. 3K1The theme of people, places, and environments involves the study of location,

place, and the interactions of people with their surroundings.

Language Arts:

Production and Distribution of Writing With guidance and support from adults, focus on a topic, respond to questions and

suggestions from peers, and add details to strengthen writing as needed.

Comprehension and Collaboration

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.


Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.



Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.


Vocabulary Chart Community Helper Handout Clipboards Note paper Book: Helpers in My Community by Bobbie Kalmans Pencils Venn Diagram Pictures of different types of communities-cities, farms, towns, suburbs

Accommodations:


Assessment:

Through class discussion can students recognize the vocabulary word community. Through class discussion and observations can students place a variety of characteristics

about a neighborhood and community in a venn diagram. Through class discussion can students recognize the need for community helpers in our

community and neighborhood. Through class discussion can students recognize why we use maps in our neighborhoods

and communities.

Through observation students can recognize a variety of different types of communities. Through writing of sentences about their community helper can students properly use

capitol letters and periods.

Lesson Plan







Identify the meaning and characteristics of the vocabulary words: neighborhood, community, map key, and symbol.

Create a map containing their house, neighborhood, community, starting location, ending location, map key, address, and symbols.

Explain in three to five sentences why they placed and created their maps in the manor they did.

Instruction:

Social Studies:

Begin by reviewing the vocabulary words on the vocabulary chart.o Have the students give input and examples of each word as well as their

definitions.o Students will have vocabulary chart handout used to refer to during class

discussion.o Discuss each word on the vocabulary chart giving definitions, examples

and by showing pictures in the textbook of each word.

Next introduce the project for the day which will be a review of all the topics covered during the week’s lessons.

o Give each student a large piece of construction paper.o Instruct the students to create a map of their community.

Tell the students their maps must include a map key, symbols, their neighborhood (house), as well as a place such as school, or another place in town where their map leads to, and community aspects. (refer to rubric)

Show example from page 51in their textbooks. Give students entire class time to work on their maps. If they do

not finish they must bring it completed on Monday. Finally bring the students back together and allow some of the students to share their

maps. Have them discuss what was placed where and why they placed those things in their map.

End with the students filling out the Social Studies Daily Journal.

Language Arts:

During this class time allow students to continue working on their maps. o Tell students besides making their maps they need to write 3-5 sentences

about their map and what they placed on their maps.o Also tell the students to add their address on to their house which should

be located on their map.(review why addresses are so important)

Content Standards:

Social Studies





Language Arts:




ideas, thoughts, and feelings. Print Concepts

.Demonstrate understanding of the organization and basic features of print. Recognize the distinguishing features of a sentence (e.g., first word, capitalization,

ending punctuation).


Vocabulary Chart Textbook: All Together by Scott Foresman Large white construction paper Map rubric Crayons Pencils Markers

Accommodations:


Give students a pre made outline of a basic community outline. Provide students with an index card with their address on it.

Assessment:

Through class discussion can students recognize the vocabulary words community, neighborhood, map key, and symbol.

Through the map rubric can students successfully create a map that fits the materials listed on the map rubric.

Through observation can students distinguish and explain why they created their map in the manor they did through oral presentation and writing of 3 to 5 sentences.

Lesson Plan







Identify the meaning and characteristics of the vocabulary word direction. Locate the four basic directions throughout the classroom and on their created

maps.

Distinguish between a farm and city community.

Instruction:

Social Studies:

Begin by allowing the students to share their map projects with the class.o This will allow for a time of review and to check for understanding of the

terms and ideas from the previous weeks lessons. Next introduce the vocabulary words direction.

o Ask the students for their definitions and thoughts behind the word. Fill in any ideas on the vocabulary chart.

Next explain to the students the main four directions.o Using a map shown on page 60 show the students the different directions

using the map on the smartboard. (allow for interaction with the directions)

o Label the classroom walls with their correct directions.o Have the students move towards the signs calling out the child’s name

and say is moving north etc. continue the game by adding in abbreviations for each direction (N, S, E, W)

o Explain to the students the phrase Never Eat Soggy Waffles can be used to remember the four different directions.

o Explain to the students that these are types of symbols used to represent different directions.

Finally have the students add N, S, E, and W to their map projects and discuss what places are in which direction.

Bring class back together and adjust their thoughts on the vocabulary word direction.

Have students reflect on what they have learned using the Social Studies Daily Journal.

Language Arts:

Begin by reading the story City Mouse Country Mouse by John C. Wallnero Before reading have the students go through a picture walk looking at the

cover and pages of the story.o Have students make predictions of what they think the story will be about.o While reading have the students look for the differences between the two

communities.o Read the story.

o After the story check for comprehension by asking the students the answer to the question that was given to them at the beginning of the story. Discuss other aspects of the story.

Next have the students find a partnero Have the students draw story settings for each of the two different

communities. One partner will draw the city scene and the other will draw the

country scene. Remind students to use detail and a variety of images to show the

similarities and differences. Share final result with class.

Content Standards:

Social Studies:





Language Arts:


Ask and answer questions about key details in a text. Retell stories, including key details, and demonstrate understanding of their central

message or lesson.


Comprehension and Collaboration Participate in collaborative conversations with diverse partners about grade 1 topics

and texts with peers and adults in small and larger groups. Ask and answer questions about key details in a text read aloud or information

presented orally or through other media. Ask and answer questions about what a speaker says in order to gather additional

information or clarify something that is not understood.


Vocabulary Chart Textbook: All Together by Scott Foresman Smartboard Large direction signs (West, North, South, East) Large direction signs with abbreviations (W, E, S, N) Crayons Pencils Markers Book: City Mouse Country Mouse by John C. Wallner Construction paper City Mouse Setting Handout Country Mouse Setting Handout Social Studies Daily Journal

Accommodations:


Assessment:

Through class discussion can students recognize the vocabulary word direction. Through labeling of their maps can students identify and locate the four main directions

north, south, east, and west. Through observation can students find likes and differences in a country and city

community. Through daily journal can students express what they learned in class that day.

Lesson Plan







Identify the meaning and characteristics of the vocabulary words: law and leader. Identify school rules and people who give or create the rules. Identify people in the community who create rules and enforce them. Create a sign that represents a law or rule in our community.

Recognize the jobs and purpose of a police officer in our community. Write concrete questions to be used and asked in a presentation.

Instruction:

Social Studies:

Begin by discussing the vocabulary words law and leader.o Have the students give their ideas and examples of each of the words.o Fill in vocabulary chart as needed.o Give students exact definitions of the words

Law-a rule that people must obey Leader- someone who helps people decide what to do

Read as a group pages 71 and 72 in the textbook discuss pictures and learning questions.

Give the students examples from school such as rules. o Ask the students “Can you name people from school who make the rules

for the classroom? school?” Discuss. “Can you name the people in our community that make the rules?” Discuss

o Explain to the students that the rules made in our community are called laws. “What are some laws you can think of we have in our community?”

Next ask the students “Who do you think the leaders of our school are?” Discusso “Who are the leaders of our community?” mayor, police officer “What are

their jobs?” Next have the students create a sign that shows a law or rule in their community. Finally have the students share their signs and display them throughout the

classroom.o Next have the students relook at the vocabulary sheet and update the chart

as they see fit. Have the students write their Daily Social Studies Journal reflecting on what they

learned in class today.

Language Arts:

Begin by explaining to the students that a police officer from our community will be coming into our classroom tomorrow to talk to us about laws and his job in the community.

Next read the story “I want to be a Police Officer.” o Before reading have the students go through a picture walk looking at the

cover and pages of the story.o Have students make predictions of what they think the story will be about.

o While reading have the students look for three jobs a police officer does for a community.

o Read the story.o After the story check for comprehension by asking the students the answer


Next have the students write questions to the officer they would like to ask tomorrow.

o Brainstorm question ideas and vocabulary place on whiteboard.o Place a variety of words on board to assist with spelling.o Remind students to use capitol letters and question marks.

Content Standards:

Social Studies:



Language Arts:









message or lesson.


Vocabulary Chart Textbook: All Together by Scott Foresman Construction paper Markers Crayons Scissors Glue Book: I Want to be a Police Officer Lined paper Social Studies Daily Journal

Accommodations:


Give examples of signs or rules could draw or create. Provide students with question starters.

Assessment:

Through class discussion can students recognize the vocabulary words law and leader. Through observation can students successfully create a rule or sign seen in their

community. Through observation can students create two to three questions using proper capitol

letters and question marks. Through daily journal can students express what they learned in class that day.

Lesson Plan







Identify job of a police officer in their community. Identify different laws police officers enforce in our community. Create a proper thank you letter as a group.

Instruction:

Social Studies:

Begin by reviewing vocabulary words from the previous day –law and leadero Do this by allowing the students to relook at their vocabulary chart and

discuss. Next introduce Officer Mike Smith and allow him to discuss different laws and

the jobs he does for our community.o Allow students to ask their questions at the end of the presentation.

Conclude by thanking Officer Mike Smith for coming to our class.

Language Arts:

Begin by allowing students to discuss what they learned from the officer.o “Ask the students “How does a police officer help our community?”

“What type of laws did they learn about?” “What other important information did they learn from the officer?”

Next explain to the students they will be writing a thank you letter to Officer Mike Smith.

o Show the students how to write a proper thank you letter using an example given by the students.

o This will be done on a large piece of chart paper.o Show students how to set up a letter, what types of information goes into a

letter, how to form sentences to go into a letter, and how to end a letter. Next create the thank you letter to Officer Smith.

o This time share the ideas of what to put in the letter with the students.o Take turns writing the words with the students to complete the letter.

Content Standards:

Social Studies:



Language Arts:





Print Concepts .Demonstrate understanding of the organization and basic features of print. Recognize the distinguishing features of a sentence (e.g., first word,

capitalization, ending punctuation).


Vocabulary Chart Police Officer from the community Set of questions created by the students Chart paper Marker

Assessment:

Through observations can students recognize the job of a police officer in the community. Through observation can students successfully name a rule or law that a police officer

enforces. Through observation can students help to create a letter including the beginning, middle,

and end.

Lesson Plan







Identify what Jane Addams did to help her community. Create a writing piece and drawing showing how they could help in the

community. Identify the job of a social worker.

Instruction:

Social Studies:

Begin by turning to pages 72/73 in the text book-Story: Meet Jane Addamso Discuss “What does a social worker do?”o Read the captions on the story introducing Jane Addams.o Look at the pictures to predict what the story will be about.o Have students look for as we read “What did Jane Addams do in her

community?” Read Story Ask concluding questions/check for comprehension

o “What did Jane Addams do in her community?”o “Why did Jane Addams start the Hull House?”o “What is one way you could help people in your own community?”o Why was winning the Nobel Peace Prize such an honor for Jane

Addams?” Finally have the students write about how they could help in their community.

o This should include how they will help and what could change if they helped.

o Provide students with a brainstorming of ways they could help and spelling words they could use in their writing piece. Write on board.

o Also have the students draw a picture of them helping in their community.o Share with peers.

Have students reflect on what they learned in class in their social studies daily journals

Content Standards:

Social Studies:



Language Arts:



message or lesson.


Print Concepts .Demonstrate understanding of the organization and basic features of print. Recognize the distinguishing features of a sentence (e.g., first word, capitalization,











How I would help in my community handout Textbook: All Together by Scott Foresman Markers Pencils Social Studies Daily Journal

Accommodations:

Give a list of words to help students properly spell throughout their sentences. Provide students with examples of ways they could help the community.

Assessment:

Through class discussion can students recognize efforts of Jane Addams. Through observation can students identify their role in helping the community.

Through the writing can students create two to three sentences explaining their role in helping the community.

Through drawing can students create a visual to go with their created sentences. Through daily journal can students express what they learned in class that day.

Lesson Plan







Identify the meaning and characteristics of the vocabulary words state and continent.

Identify their state on a map and its name. Identify their continent and locate it on a map of the world. Recognize that neighborhoods, community, state, and continent fit together. Create a story using a map of the world.

Instruction:

Social Studies:

Begin by introducing the vocabulary terms: state and continent.o Allow the students to discuss the words and the definitions for each word.o Give the students the definitions of each word.

State-a part of a country Continent-a very large piece of land

o Show each word on a map. Next by ask the students “Have you ever traveled to another state?” “Which

states?”o Create a list of the stateso Then show and mark each state on a map.o Also have the students discuss what state they live in and locate it on the

map.o Next show the students a picture of just their state (Wisconsin) and locate

where their community is located on the map. Discuss how a neighborhood fits into a community and then into a

state.o Place the state back on to the map with all of the other states. Explain to

them that all of the states are called the United States of America. Next show students a map of the world. Explain that this map shows seven

continents.o Discuss what a continent is and where the United States of America fits

into a continent on the map.o Again discuss that it starts out a neighborhood, then a community, next a

state, and finally a continent.o Show the students that the United States is located inside North America.

Have the students find North America on the map and mark it.o Next have the students look at the map and discuss the different features

found on it. (water, land, etc.)o Have the students fill out “This Is My World” handout.o Go over the handout as a class and review vocabulary, and information

discussed in class. Have students fill out the Social Studies Daily Journal to reflect on what they

have learned in class today.

Language Arts:

Begin by displaying the map at the beginning of the book “How to Make an Apple Pie and See the World”

o Have the students compare the map from the book to the map in their text books on page 76.

o Discuss the similarities and differences. Next read the story “How to Make and Apple Pie and See the World “

o Before reading have the students go through a picture walk looking at the cover and pages of the story.

o Have students make predictions of what they think the story will be about.o While reading have the students look for different places the storyteller

arrives in.o Read the story.o As the story is being read locate each new place the storyteller goes on a

map.o After the story check for comprehension by asking the students the answer

to the question that was given to them at the beginning of the story. Discuss other aspects of the story and locate corresponding locations on the map.

Next give each student a map like the one found on page 76.o Have the students trace the route the storyteller took throughout the story.o Use smartboard to model and show her path.

Finally have students create a new story with a partner.o Each group will be given one page in the story.o Each page will then be put into a book and a map will be created showing

the path around the world they took.o Topic of this story is How to find the missing ice cream.o Have the students create their own journey around the world.o Be sure to include pictures and a map with the route you will be taking. o Give each set of partners a world map and copy of story writing handout.o Brain storm ideas and words to be used on the board as a guide for the

students.

Content Standards:

Social Studies:





Language Arts:



message or lesson.




Text types and purposes Write informative/explanatory texts in which they name a topic, supply some facts

about the topic, and provide some sense of closure. Write narratives in which they recount two or more appropriately sequenced events,

include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.












Map of the United States on Smartboard Map of Wisconsin on Smartboard Map of the world on Smartboard This is my world handout. 2 copies per student of a world map Story writing handout Markers Pencils Rubric for story writing project Social Studies Daily Journal

Accommodations:

Give a list of words to help students properly spell throughout their sentences. Provide students with examples or ideas to help start their story creating process. Provide partner to accommodate ability level of students.

Assessment:

Through class discussion can students recognize their state and locate it on a map. Through observation can students identify which continent they live in by pointing to it

on a map and addressing it by name. Through rubric can students create a story using a map of the world. Through daily journal can students express what they learned in class that day.

Lesson Plan







Identify the meaning and characteristics of the vocabulary words state, continent, direction, neighborhood, community, map key, symbol, law, and leader.

Explain why they corresponded each vocabulary term with the given characteristic or definition.

Identify a working order for their vocabulary terms and reason why they will work.

Recognize likes and differences between a story and their own story.

Instruction:

Social Studies:

Begin by reviewing the terms state and continent.o Have the students fill out the vocabulary chart and adjust information as

they see fit. Next review that we start out a small neighborhood, then become a community,

then a state, and finally a continent. Review all words and information on the vocabulary chart. Allowing students to

adjust the information as see fit and make final additions to the chart. Next have the students pick a partner and give each set of partners note cards.

o Each note card had either a vocabulary word or a characteristic or definition of the terms.

o Have the students match each vocabulary terms with its characteristics and definitions.

o Give each student copies of the Vocabulary Organizer.o Have the students write the vocabulary word in the box provided then

draw a picture to correspond to the word. Next write in the last box the words definition and characteristics of the word. (good source of review and connection making)

o Have the students cut out each individual vocabulary organizer and place the words in an order that makes sense to them (from neighborhood to world or world to neighborhood) this shows the order or the putting together of concepts and finding the main idea.

o Have each group share their creations and discuss why they placed each term with the characteristics and pictures as well as the order in which they placed their book together.

Finally have the students reflect on what they learned or discovered in class today by allowing the students to fill out their Social Studies Daily Journal.

Language Arts:

Begin by reviewing what occurred in the story the day before.o Reexamine the route the storyteller took in the story and look at the

differences and similarities on the maps. Finally allow students to continue work on their stories.

o This should be completed by the end of the day or may be carried over to free time throughout the day.

Content Standards:

Social Studies:





Language Arts:



message or lesson.




Text types and purposes Write informative/explanatory texts in which they name a topic, supply some facts

about the topic, and provide some sense of closure. Write narratives in which they recount two or more appropriately sequenced events,

include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.


Eight sets of the vocabulary words/definitions/characteristics index cards. Vocabulary Organizer handouts Markers Crayons Pencils Vocabulary chart Social Studies Daily Journal

Accommodations:

Provide students with examples or ideas to help start their story creating process. Provide students with vocabulary chart to assist with matching. Provide partner to accommodate ability level of students.

Assessment:

Through class discussion can students recognize vocabulary terms from the entire unit using a matching activity.

Through observation can students explain why they placed their vocabulary in the given order.

Through observation can students create a story using a map of the world. (use rubric to assess)


Lesson Plan







Identify the meaning and characteristics of how the world is one large community and each small part fits inside.

Recognize aspects of a poem to create a simulation of what is occurring in the poem.

Work together collaboratively to reach a common goal. Edit their own story to show that makes sense.

Instruction:

Social Studies:

Begin by introducing the poem “One Great Big Community”.o Point and read the title; then identify the author of the poem.

o Then ask the students “What do you think the poem will be about?” (Look at the title and pictures before answering)

o Before reading the poem remind the students of the song they sang at the beginning of the unit.

Go back and sing the song as a reminder. (pg. 44)o Next discuss that a poem is a kind of writing that often has rhyming

words.o Read the poem aloud.o Next read the poem again this time line by line with the students

help.o Ask students a variety of questions about the poem.

“What are some ways to describe the boy’s house?” “What things do you see in the boy’s neighborhood?” “How is the boy’s neighborhood different from his

community?” (create list on the board) “Name two very big communities in which the boy lives.”

o Next organize the students into six groups: home, neighborhood, community, state, country, and world.

o Give each group a different sized box starting with a small one leading to a large one.

o Have the groups reread their section in the poem related to their assigned topic.

o Have the students design their boxes according to pictures in their text books or from characteristics they have learned throughout the unit on the given vocabulary term.

o After the students have read their sections and created their boxes o help the students assemble the boxes. Demonstrate how each fits

into the next biggest box.o Reread the poem again as a group.

Ask the students “What do you think the title means now?” Explain that the boy sees the world as a huge community in which there are other communities of smaller and smaller size, all the way down to his own home.

If time review the student’s vocabulary chart they have been working on throughout the unit. Have the students discuss each word and give a final definition to each of the words. (review and check for understanding)

Wrap up and closing thought about unit. Finally have the students reflect on the class time by filling out their Social

Studies Daily Journal.

Language Arts:

Review the expectations for the student’s parts to the story how to find the missing ice cream.

After students have completed the story writing handout which should contain two pictures, at least five sentences, and their map labeled allow for students to place their finished work on a piece of construction paper using any type of lay out they wish.

Next combine all pages together and read the story as a class.o This will give students opportunities to hear what their peers have

written and edit areas or add areas to their work.o This will also show students that their editing and writing

processes are never complete and can always use more work.

Content Standards:

Social Studies:





Language Arts:



message or lesson.


Comprehension and Collaboration

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.



Textbook: All Together by Scott Foresman Social Studies Daily Journal Varity of cardboard boxes Markers Glue Scissors Construction paper Vocabulary Chart

Accommodations:

Through daily journal can students express what they learned in class that day. Provide partner to accommodate ability level of students.

Assessment:

Through class discussion can students recognize and demonstrate how the world is a huge community and with smaller aspects that fit inside.

Through observation can students create a simulation of aspects of the poem to create the big idea of the unit.

Through observation can students adjust and add to their vocabulary chart based off of what they have learned throughout the unit.

Through observation can students successfully complete their story piece following the guidelines of a rubric.

Through observation can students edit areas of their own work. Through daily journal can students express what they learned in class that day.

Lesson Plan







Identify the meaning and characteristics of how the world is one large community and each small part fits inside.

Recognize aspects of a poem to create a simulation of what is occurring in the poem,

Work together collaboratively to reach a common goal.

Instruction:

Social Studies:

Begin by having the students fill out the Vocabulary and Skills Review handout.o Go over the handout as a class. (look for areas that may need to be

refocused on before the completion of the unit)o Go over the areas that seem to be unclear to the students.

Next introduce the final project and assessment piece for the unit.

o Explain to the students they will be

Content Standards:

Key Ideas and Details Analyze how and why individuals, events, and ideas develop and interact

over the course of a text. Determine a theme of a story, drama, or poem from details in the text,

including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts

independently and proficiently.Texts Types and Purposes

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Comprehension and Collaboration Engage effectively in a range of collaborative discussions (one-on-one,

in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

Presentation of Knowledge and Ideas Report on a topic or text or present an opinion, sequencing ideas

logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.


Textbook: All Together by Scott Foresman Social Studies Daily Journal Varity of cardboard boxes Markers Glue Scissors Construction paper Vocabulary Chart

Accommodations:


Provide partner to accommodate ability level of students.

Assessment:

Through class discussion can students recognize and demonstrate how the world is a huge community and with smaller aspects that fit inside.

Through observation can students create a simulation of aspects of the poem to create the big idea of the unit.

Through observation can students adjust and add to their vocabulary chart based off of what they have learned throughout the unit.


City Mouse Setting

Country MouseSetting

Farm

Suburb

Suburb

Community Helper

I want to be a ______________________________Draw picture below.

Examples of Community Laws and Rules(Smartboard)

How I Can Help in My Community!

Directions: Draw a picture of a way you could help in our community just like Jane Addams did in her community. Then write a

few sentences explaining your picture and your role in helping in your community.

How to Find the Missing Ice CreamStory Creation Rubric

+ Excellent (2 points) - Needs WorkStory page must include:_______1 Map of the world with location(s) marked_______2 pictures _______5 sentences showing or telling what is happening

_______Partner work_______Sentences with capitol letters and periods

Total Points ________/10

How to Find the Missing Ice CreamStory Creation Rubric

+ Excellent (2 points) - Needs WorkStory page must include:

_______1 Map of the world with location(s) marked_______2 pictures _______5 sentences showing or telling what is happening_______Partner work_______Sentences with capitol letters and periods

Total Points ________/10Likes and Differences

Likes

Differences

Likes Differences

Map of Continents(Sample)

Map of the United States(Sample)

Map Rubric+ Excellent - Needs Work

_____ Map key

_____ Symbols

_____ Neighborhood

_____ Your house

_____ Destination

_____ Community

_____ Your address

_____ 3-5 sentences explaining mapTotal Score: ______/8

Police Officer Contact Information

Watertown Police DepartmentPhone Number: 920- 261-6660Address: 106 Jones Street Watertown WI 53094Officer Name: Mike Smith

Police Officer SmithQuestions

Social Studies Daily Journal

How to Find the Missing Ice Cream

Today I learned…

Some new words I learned are…

One thing I found interesting is…

I would like to learn more about…

Story Writing HandoutWrite your part of the story on the lines below.

Next using the boxes below draw at least two pictures of what is occurring in your sentences.

Finally show where your part of the story is taking place on the map of the world attached to this sheet.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__

This is My WorldDirections: Be sure to answer each of the questions listed below. Look closely to the directions for each set of questions to be sure you are fully answering the questions being asked.

1. Write your address like you are filling out an envelope:

___________________________________

___________________________________

___________________________________

2. What state do you live in? _____________________________________

Find your state on the map below and color it purple.

3. What is the group of states called on the map above? ____________________

Label the map above with its directions North, South, East, and West

4. What continent do we live on? __________________________

Find your continent on the map below and color it orange.

On the map above color the land green and the water blue.

Vocabulary Chart(Sample)

Vocabulary Word

Student Definition

Before Lesson

Student Definition

After Lesson

Student Definition After Unit

neighborhood

community

law

leader

state

continent

map key

symbol

direction

Neighborhood A place where people, live, work, and play

Direction Things on a map that tell which way to go

Community A group of people and the place where they live

Law A rule that people must obey

Leader Someone who helps people decide what to do

Continent A very large piece of land

State A part of a country

Symbol A picture that stands for a real thing

Map key A set of pictures and words that tell what the symbols on a map mean

NorthEast

SouthWest

Never Eat Soggy Waffles My house

Police Officer Mayor

Principal Teacher

Stop Sign Jane Addams

United States Wisconsin

North America World

Neighborhood/Community WalkNotes

_________________________

_________________________

__________________________

_________________________

_________________________

__________________________

_________________________

_________________________

__________________________

What is a Community?

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________

web viewusing a web format place the word community in the center and ... identify the differences...

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