Day 1: Geography
Name : Megan Harpool Date: April 7, 2004 Age/Grade: 3rd grade
Subject: Social Studies # of Students: 8 # of IEP students: 0
Major content: Japan Unit Title: Community
Goal: The students will get a broad understanding of social studies and their community through literature.
Objectives
Connections
Statement: These connections relate to the broad theme of community by allowing students to explore physical features of two places.
Academic Expectations:
2. Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives.
Program of Studies
Core Content for Assessment
Context
Resources
Procedures
I will introduce the lesson my emphasizing the basic concept of landforms, and how more than one location or place can have the same types of landforms, and that is how communities can often relate to other communities.
After we finish reading Grandfather’s Journey we will test our predictions to see if anyone had the right idea of what the story was about. I will let students briefly share their feelings about the story. We will also discuss the relationship between Japan and California, and what they have in common from a geographical perspective. At this time, we will use the globe to see what we find.
I will ask students what the location of Japan and California has in common. I will also ask students what types of landforms the grandfather saw in the story. I will explain to the students that communities sometimes move, which is called migration (to move from one country to another). We will briefly discuss each question.
At this point the Literature based writing process lesson will take place. I will explain to the class that we are about to answer an open-response question, where they will have to complete a writing process to ensure that their response covers the question in detail. Before the question is given, we will brainstorm as a class, where we might want to migrate to, and list a few reasons why we would want to migrate there; we will create a web on the board at this time. I will then give students the open-response question. After we have discussed the above questions, students will be given the following open-response prompt: Imagine that you were migrating from the United States to another country. Where would you want to migrate to? Describe at least three landforms in the new country that intrigue you. *Students will be able to use the Internet to research a country they would want to migrate to and its landforms. Students will then create a draft, of their open response, and get their ideas down on paper. Students will then check through their response and to ensure that they answers all parts of the question; this is the revising stage of the writing process. Next, students will have the opportunity to peer edit, and conference with me, so that we can check for spelling, grammar, and punctuation. This is the editing stage of the writing process. Students will then compose a final copy of their response and be given the opportunity to share it with the class. This stage is the publish/share portion of the writing process.
Student Assessment
Reflection
Lesson Extension/Follow-up
Bibliography
Boston: Pearson Education Co.
Day 2: Culture/Society
Name : Megan Harpool Date: April 7, 2004 Age/Grade: 3rd grade
Subject: Social Studies # of Students: 23 # of IEP students: 0
Major content: New Year Celebrations Unit Title: Community
Goal: The students will get a broad understanding of social studies and their community through literature.
Objectives
Connections
Statement: These expectations relate to the broad theme of community because it allows students to compare New Year celebrations of two cultures or communities.
Academic Expectations:
2. Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives.
Program of Studies:
Core Content for Assessment:
Context:
Resources:
Procedures:
I will introduce this lesson by introducing a few concepts such as holiday and tradition and engaging the students in the vocabulary of the lesson.
*Pre Reading
*During Reading
After we finish reading, I Live in Tokyo, we will discuss the traditions in the book from the Japanese culture and students will be able to discuss their feelings about the book, as well as, some of their traditions in their home.
*Post Reading
I will ask students to describe their New Year’s traditions and what they have in common with Japanese New Year’s traditions. I will explain to students that all communities have their own ways to celebrate events which are significant to them, and that American traditions originate from all over the world.
After discussing the New Year’s traditions of Japan and America, students will play a matching game where they match the tradition to the correct country.
Student Assessment
Reflection
Lesson Extension/Follow-up
Bibliography
Marzano, R., D. Pickering, & J. Polluck. (2001). Classroom instruction that works.
Alexandria, VA: Association for Supervision and Curriculum Development.
Takabayashi, M. (2001). I live in tokyo. New York: Houghton Mifflin.
Yopp, R., & H. Yopp. (2001). Literature-based reading activities. 3rd ed.
Boston: Pearson Education Co.
Day 3: Government/Civics
Name : Megan Harpool Date: April 21, 2004 Age/Grade: 3rd grade
Subject: Social Studies # of Students: 12 # of IEP students: 0
Major content: Government in Community Unit Title: Community
Goals:
Objectives:
Connections:
Statement: This relates to the broad them of community because the students will learn how to make a change in their community through the government and a petition.
Academic Expectations:
2. Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives.
Program of Studies:
SS-P-CS-4: Students will understand how human needs are met through social groupings and institutions.
Core Content for Assessment:
Context:
*Students will be creating a drawing of what they would like for their neighborhood to look like, which is a nonlinguistic representation. (Marzano 5: Nonlinguistic representations).
Resources:
Procedures:
*Pre Reading:
Before reading the story I will introduce it by having the students create a preview-predict-confirm chart for the book.
*During Reading:
While we are reading the story the class will create a feelings chart as I periodically stop to ask about a character in the book.
*Post Reading:
After reading the book, I will have the students to create a literary report card for the book, describing the events of the book.
After completing all activities pertaining to the story, I will allow the students to briefly discuss a time when they wanted to make a change in their neighborhood, and what they did to make that happen.
After this discussion, I will explain to the students that in the story, the city owned an empty lot on Marcy’s city block and it was never going to be used for anything else, so the government agreed to lease it to the people on the block for a very small fee. I will also point out that Marcy and her neighbors had to go to a government building called city hall with a petition to get this goal accomplished. I will explain to students that people in communities can be from all different cultures, however, they can all work toward a common goal for their community. I will discuss with students examples of conflict and cooperation in the book. I will explain that decisions made by a group of people to solve a problem may not satisfy everyone. I will relate this to Old Man Hammer’s feelings at the beginning of the story. I will explain to the students that the city helps a community; an example from the book would be that they dropped off some tools for the neighbors to use.
To close the lesson, I will allow students to share their comments on how the neighborhood got cleaned up and how the community came together and got the job done. I will then pass out drawing paper to the students and have them draw what they would like for their neighborhood to look like. The students will then share their drawings with the class and discuss what they would like for their neighborhood to look like.
Student Assessment:
Reflection:
Extension/Follow-up:
Bibliography:
Boston: Pearson Education Co.
works. Alexandria, VA: Association for Supervision and Curriculum
Development.
Day 4: Economics
Name : Megan Harpool Date: April 21, 2004 Age/Grade: 3rd grade
Subject: Social Studies # of Students: 12 # of IEP students: 0
Major content: Bartering and Trade Unit Title: Community
Goal:
Objectives:
Connections:
Statement: These objectives relate to the broad theme of communities because it shows how people in a community get the goods they need for survival.
Academic Expectations:
Goal 1: Students are able to use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives.
Goal 2: Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives.
Goal 4: Students shall develop their abilities to become responsible members of a family, work group, or community, including demonstrating effectiveness in community service.
Program of Studies:
Core Content for Assessment:
Context:
* I will be questioning students regarding bartering, trade, and a world without currency. (Marzano 9: Questions, Cues, and advanced organizers.)
Resources:
Procedures:
*Pre Reading
For the pre reading activity, we will create an anticipation guide.
Agree Disagree
*During Reading:
For the during reading activity, the students will create a feelings chart. I will stop periodically while reading the story and ask students how they think certain characters in the book feel.
*Post Reading:
After reading the story we will create a plot organizer on chart paper. This will allow the students to better follow the sequence of events in the story.
Strategy
After completing all activities pertaining to the story, I will allow the students to briefly discuss what life would be like without money. I will ask questions, such as, “How would you get groceries, if you didn’t have any money?” and, “If there were no currency or money, how would we get clothes?”
Independent Practice:
Students will understand that people have traded with each other for products long before money existed. Tell students that for many people in the world bartering is still a common practice. Tell students that for bartering to work, a person who has something to trade must find someone else who wants the item who is offering something that they want in return. In a monetary economy (which is what we live in) everyone accepts money in exchange for products. Bartering can be more complicated because people have to agree on the products. Explain to students that trade between countries in similar to trade or bartering between individuals; when one country or person trades with another, that country or person exchanges a product of which it has a surplus for a product that it needs. Explain the benefits of trade, such as it enables citizen of trading countries to have more types of products than they were restricted to what their own country could produce.
Closure:
Have students think about the following question: How do people in your community buy products form other countries? Have students think about the types of products and services exchanged within their community. Have students discuss where the products come from that are in their community.
Student Assessment:
Bibliography:
Torres, L. (1997). Saturday sancocho. New York: Farrar, Straus, and Giroux.
Yopp, R., & H. Yopp. (2001). Literature-based reading activities. 3rd ed.
Boston: Pearson Education Co.
Marzano, R., D. Pickering, & J. Polluck. (2001). Classroom instruction that works.
Alexandria, VA: Association for Supervision and Curriculum Development.
Day 5: History
Name : Megan Harpool Date: April 21, 2004 Age/Grade: 3rd grade
Subject: Social Studies # of Students: 12 # of IEP students: 0
Major content: History of a Community Unit Title: Community
Goal:
Objectives:
Connections:
Academic Expectations:
Goal 2. Students shall develop their abilities to apply core concepts and
principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives.
Program of Studies:
Core Content Assessment:
Context:
*In this lesson students will be creating a map of their community, which is a nonlinguistic representation. (Marzano 5: Nonlinguistic Representations).
Resources:
Procedures:
Initiation: Have students brainstorm the different reasons people may move from a community. Point out that at such times, like in the story, people are forced to move, and an even may even compel someone to move. Let students know that these events make up the community’s history.
*Pre Reading:
For the pre reading activity create a contrast chart on the board, that compares things that are easy about moving to a new community and things that would be easy about moving to a new community.
*During Reading:
For the during reading activity, students will create a double-entry journal on notebook paper.
*Post Reading:
For the post reading activity, students will create a plot organizer to put the events in the story in the order in which they happened.
After completing all activities pertaining to the story, I will allow the students to briefly discuss what they think makes up some key factors in the history of their community. We will also discuss historical places and where they are located in their community.
Independent Practice:
Construct an undated timeline with students to help them visualize and sequence changes in the story. Explain to students that they do not need to know exact dates to be able to put them in order. Discuss how one of the residents of Shaker Lane could have become a community leader, who represented the interests of the people of Shaker Lane. Explain that a good community leader does not only confront members of the government, but cooperates with them to find the best solution. In the story we find that communities change over time, and when we look back at how a community used to be, we are looking at the community history.
Closure:
Have students think about why certain elements of a community change over time and whether any of the elements were due to conflicts. Have students think about whether the ways the community has changed are more important than the ways it has stayed the same. Have student create a map of what they think their community looked like ten years ago.
Student Assessment:
Bibliography:
Boston: Pearson Education Co.
works. Alexandria, VA: Association for Supervision and Curriculum Development.