Curriculum Development: Character Development and Community

School: Martin Luther King Elementary School

Thematic Unit Lesson Plans: Grade Level 2
Contributors: Amber De Foe, Lauren Cruz, Kiersten Zaelit, Awa Chibasa
School Name:
Our school is Martin Luther King Jr. Elementary School. Martin Luther King Jr. Elementary
School is a reflection of our curricula and mission by teaching and supporting characteristics
that build on qualities that create positive and goodly citizens. Community, culture, and identity
are important focal points that we at King Elementary would like to address. Our school is a
tribute to a great man, Martin Luther King Jr., of moral character who has exhibited qualities of
leadership and perseverance. Martin Luther King Jr. is an example of a great citizen who
contributed immensely to his community and our nation.
School Focus:
Martin Luther King Jr. Elementary School focuses on the core curriculum in align with
STEM(Science, technology, engineering, and mathematics) and literacy (reading, writing,
speaking). The thematic unit that follows uses these focuses to create lesson plans that are
culturally relevant to students lives and learning. As apart of our focus, environmental aspects
are incorporated to head students thinking about how their surrounding affect themselves and
others. Our environmental curriculum allows us to focus on dynamic subjects using integrated
courses such as the earth system, ecosystem, living things, community, and how we play a role
in our environments. Our students will gain valuable education that enables them to become
great assets to all parts of their home life, neighborhood, school, and community.
Mission Statement:
Martin Luther King Jr. Elementary School strives for excellence in aspects that affect the
students holistic being: cognitively, socially, and physically. We teach students to strategize and
think critically in order to become problem solvers. We understand that students learn
differently, and we teach to those differences, which allows our students to achieve their unique
potentials. In collaboration with staff, parents, and the community, we ensure that all our K- 5
graders acquire a meaningful all inclusive education. King Elementary is a non-discriminatory
school which allow for parents and community members to be active members our school
community.
Vision:
We seek to create a K- 5 school that values student-centered, diversity, collaboration, integrity,
accountability, dedication, progress, and success, and is highly regarded for its academic
excellence, and active contributions to its community. All children are individually unique and
carry characteristics that require distinctive educational supports. Through differential learning
methods and student-centered practices, educators at Martin Luther King Jr. Elementary believe
we can effectively assist students to achieve educational success. We define successful
educational attainment as being able to understand, comprehend, and effectively demonstrate
that he or she is meeting their full potential.
Goals and Subgoals:

1. Build on students funds of knowledge by incorporating students home and community

teachings.
1. Utilizing parents and students as a resource for academic growth and
achievement within the formal education setting.
2. Assist students holistically in achieving healthy habits and attitudes in all their
environments.
3. Incorporating what students already know and implementing known knowledge
to investigate and find meaning of new knowledge.
b. The academic measurements will be administered in a manner that addresses students
needs as well as aligned with Arizona State Standards and the Common Core
Curriculum that prepares students for college and career readiness skills.
1. Prepares students for college and career readiness.
2. Incorporates the fine arts that are culturally relevant to diverse populations.
3. All parts of the academic guidelines are to be reevaluated to ensure students
needs are met appropriately.
b. Teachers will be expected to meet the needs of their students by engaging in curriculum
that is culturally responsive.
1. Effective communication between teacher, students, guardians, and
administration.
2. Lessons and materials are of high quality, engaging, and appropriately
challenging.
3. Learning diversities and exceptionalities are included in all parts of teachers
plan.
b. Professional development ensures the schools team for learning is able to address all
parts of students growth.
1. Admiration, teachers, and staff will take part in required training to improve and
progress current goals.
2. Classroom instruction, lesson planning, and addressing standards within the
classroom.
3. As technology progresses, teachers, staff and administration will need to be up to
date with its use and purposes. New technology is pertinent to students holistic
development in all parts of learning.
b. Expectations for assessment require higher order thinking to determine how student
academic learning will be assessed and how well instruction is administered.
1. Formative assessments will take place daily to understand students thinking
about lessons given. Formative assessments will help teacher determine what is
best for learning and address any changes in instruction that are needed.
2. Interim assessments will be used to determine how well students have grasped
expected learning outcomes and instructional objectives.
3. Summative assessments will be used to measure what students have learned and
are administered after a long period of time; quarterly, bi-yearly, yearly.
Summative assessments will be primarily used to determine the strengths and
weaknesses of the schools instruction.
Teaching Format:
Martin Luther King Jr. Elementary School utilizes student-centered approaches to navigate
instruction. Student-centered approaches allow students to play an equal role in the learning

process as teachers take on the authoritative role. As the authoritative figure, teachers facilitate
and coach students learning and the general understanding of the material. Students learning is
assessed through both formal and informal assessments, including class participation, group
projects, and student portfolios.
We chose this format because we believe that students should be the center of their own
learning and we recognize students as differential learners. We teach to those different learning
styles in various methods, which allows our students to achieve their exceptional potentials. We
also believe in cooperative learning, which falls under the student-centered approach,
emphasizing group work and a strong sense of community.
Assessment
King Elementary emphasizes the importance of authentic and meaningful learning. Through
assessment we wish to achieve a greater understanding of how students understand, interpret,
and execute the lessons and tasks presented to them. Assessments are administered daily to
address students needs as learners as well as ensuring that lessons are equitably appropriate for
student success. As stated in Martin Luther King Elementarys goals, assessment is broken
down into 3 parts: formative assessment, interim assessment, and lastly summative assessment.
Formative addresses the daily needs and changes that needs to be met for students daily
learning. Interim address students overall understanding of instructional objectives in the form
of but not limited to quizzes, projects, and reports. Summative addresses standardized tests,
quarterly exams, and high stakes testing that measure the effectiveness, clarity, and achievement
of instruction and curriculum, not students knowledge attainment. We believe that creating a
culture of testing puts unnecessary pressure on students and does not always accurately reflect
what students know. Our goal is to teach students in guideline of the curriculum and standards,
but allow them to show their knowledge in nontraditional, student-centered approaches.
Furthermore, authentic assessments allow students to apply their knowledge in real-world
settings, rather than in high stakes testing contexts. Students may be assessed at King
Elementary through portfolios, projects, writing assignments, journals, diagrams, and a variety
of other authentic assessments. While we place a primary emphasis on these forms of
assessment, teachers do give students tests, on occasion, to prepare them for benchmark and
standardized testing.
System of Curriculum Evaluation:
To determine whether our curriculum goals and objectives measure academic success we carry
out assessments. At King Elementary, we choose to use formative, interim and summative
assessments to evaluate our curriculum. As defined under the assessment section, formative
addresses the daily needs and changes that needs to be met for students daily learning. Interim
address students overall understanding of instructional objectives in the form of but not limited
to quizzes, projects, and reports. Summative addresses standardized tests, quarterly exams, and
high stakes testing that measure the effectiveness, clarity, and achievement of instruction and
curriculum, not students knowledge attainment. These assessments allow us to go through five
processes of curriculum evaluation which are: instructional evaluation, teachers behavior,
students behavior, content, and learning environment. Assessment helps us determines how
successful our program is terms of equitably achievable, teaching practices, and monetary
expense.

1. Grade Level Configurations

King Elementary is a K-5 school.
2. Instruction:
Instruction will be in English but teachers will incorporate Sheltered English Immersion
strategies to support students preferred language in the classroom. Methods that
teachers may use in their classrooms to support SEI include the use of visuals,
manipulatives, graphic organizers, gestures, facial expressions, work banks and students
funds of knowledge.
3. Language Use:
English is the primary language used in the classroom however, students are encouraged
to use their preferred language while working on designated tasks. Although students are
encouraged to utilize their language tests, interim and formative assessments will be
administered in English. During whole-class instruction, students must try their best to
speak in English, as this is the best time to practice and learn with the help and support
from their teachers and peers. We foster a friendly classroom environment and do not
tolerate teasing or any type of negative attitudes towards other language use.
4. Homework:
Homework questions must be answered in English, in order to help students work on
their writing skills. However, instructions can be provided in Spanish as well as English
for ELL students or students with parents who only speak Spanish. Homework will also
include SEI strategies such as graphic organizers, visuals, and any vocabulary words
will be written out and defined and many more components to help the student at home.
5. Program Resources:
Students will have access to technology with different learning programs. Technology in
the classroom will help engage students and create a different way of learning. This will
help ELL students especially because it provides second language assistance with
reading and vocabulary words. These will be accessible through laptops in order for
them to be available to all classrooms. The school will have a library of diverse books
that will interest multiple students. Teachers will be encouraged to have their own
library within their classroom in order to give students a variety of options for them to
read. Students can participate in field trips that allow for them to venture into their
communities. Through community field trips students will learn more about their
surrounding and how they can use their community.
6. Family & Community Involvement:
Parents and community members will be provided opportunities to get involved within
school functions. Parents will be granted an open door policy to increase participation

and involvement in their childs academics. An example of a community member

coming into the classroom would be firefighters or policemen to share what they do for
the community. It is also important for us as educators to allow students families to
assist us in their childs learning and development. Parents will be encouraged to
volunteer and share their experience and roles in their community.
7. Assessment:
Student knowledge will be assessed in a variety of authentic ways that will support
English Language Learning. Students are expected to demonstrate their knowledge in
whatever ways they can. Some of the types of assessment that will be used include
journals, projects, artwork, diagrams, graphs, performances, and writing. Students are
expected to demonstrate their writing skills to an extent in most of their assessments. At
the beginner ELL level, however, students may use drawings or visuals to express what
they know about the content. The goal of assessment is to find out what students know
in a non-stressful way. Teachers will use these authentic performance assessments to
find out what students have learned from teacher; however, there will be minimal
quizzes and testing in order to begin to prepare students for benchmark and standardized
testing.
Thematic Teaching: A Focus on Character Development and Community
This thematic unit plan focuses on the overall character development of a child and its
relationship to their environments and communities. The thematic unit plan is called Character
Development and Community and its intended grade level is 2 grade. The thematic plan covers
Arizona State Standards and Common Core Curriculum for reading, writing, language arts,
mathematics, science, and art. Further standard specifications are listed below each days lesson.
nd

For the thematic unit plan I focused on how environment and character development are
perceived by 2 grade students, ages 7 to 8 years old. We believe that students need to participate
in the study of communities to get a better understanding of how communities work and what
they are. They will be learning about what it takes for communities to develop. This unit will be
used to address civics and government concept for Arizona States social studies curriculum
standard. This unit will be used to address morality concepts through government, civics, and
peer connections with classmates. As educators, we want to support the development of respect,
appreciation, and positive growth within a diverse classroom.
Character Development and Community will be launched with a literacy component of
reading and writing. The unit plan is supplemented with a read-aloud that introduces the entire
thematic unit lesson. The first lesson will be used to assist students understanding of qualities
that are important to the preservation and improvement of democracy. Communities participate
in various types of activities that other students might not be aware of. This thematic unit plan
also gives us the opportunity to bring student cultures into the classroom. Through these
communicative efforts we will be able to create a culturally conscientious classroom.
The goals for the unit plan are to incorporate the community, literature, various subjects,
and students as resources. This unit allows for students to become teachers and educate their
peers on issues that are important to them. Students will be able to learn about the way a
community works and how their characteristics also affect the way a community grows. At the
end of the unit, students will be able to understand the importance to community and how it
nd

benefits their lives. As the thematic unit plan progresses students will be expected to think about
big ideas and questions that pertain to the concepts of character development and community:

What are characteristics that make a good person?

Who is your community do you see that has the characteristics of a good person?

What roles do we have in our communities that help us to be better citizens?

Why do you think is it important for us to strive to be good people?

How does our character affect our community?

Annotated Bibliography

1.
2.

Aardema, V. (1991). Borreguita and the Coyote: Tale from Ayutia. New York: Knopf.
Borreguita, whose name means little lamb, uses her wits to keep Coyote from eating her.
This folktale which uses five Spanish words in the English text will delight children.
Anzuldua, G. (1993). Friends From the Other Side/Amigos Del Otro Lado. San Francisco:
Children's Book Press.
This book is about the immigration of a young, undocumented Mexican worker who
struggles against hardship and misunderstanding of his new community.

3.

Bullard, L (2002). My Neighborhood: Place and Faces (All About Me). Minneapolis, MN:
Picture Window Books.
Libbie wants to show you around her neighborhood and all of her favorite spots and the
people that live there or go there often. At the end, you have the choice to map out your own
places and faces in your own neighborhood.

4.

Caseley, J (2002). On The Town: A Community Adventure. New York City, NY:
Greenwillow Books.
A boy and his mother go on an adventure around their community and record the places and
people they see in and around their neighborhood. The boy has a homework assignment to
record different things about a community, and does so while running errands with his
mother throughout his community. He learns more about his community and has a lot to tell
his class when he gets back to school.

5.

Cisneros, S. (1997). Hairs/Pelitos. New York: Dragonfly Books.

This picture book conveys the diversity within Latino cultures through the simple story of a
young girl talking about the different kinds of hair her family members have. This book
shows diversity within families and gives students more ideas to think about diversity.

6.

Cooper, M (1995). I Got Community. New York City, NY: Henry Holt & Company.

This book is all about the little things that we do for one another to make the community a
great place to live. It talks about neighborhood helpers and different scenarios that they are a
part of in the community.
7.

Disalvoryan, D (1994). City Green. New York City, NY: HarperCollins.

This book is about a girl named Marcy who is hurt emotionally when the city destroys a
building in her neighborhood. Marcy and her neighbor decide to plant a garden where the
building used to be located. After some time, everyone on the street soon donates time and
effort to create a super garden. It turns out to be a community event that everyone loves to
help with.

8.

Kalman, B (2000). What is a Community From A to Z? New York City, NY: Crabtree
Publishing Company.
This book talks about the common aspects shared in a community such as people, culture,
government, buildings, transportation, etc. It also talks about how the physical features have
an impact on the way of life in communities. They will read about the environment, family,
and rules.

9.

McCloud, C. (2006). Have You Filled a Bucket Today?: A Guide to Daily Happiness for the
Kids. Northville, MI: Ferne Press.
This book talks about behaviors that express kindness, appreciation, and love on a daily
basis. It also offers concrete ways for children to connect their feelings with their behavior
with simple, everyday examples about making emotional deposits into invisible buckets.
10. Mohr, N. (1993). All For the Better: The Story of El Barrio. Austin, Tex.: Raintree SteckVaughn.
Renowned Puerto Rican writer Mohr tells the true story of a young girl, Evelina Lopez
Antonetty (1984-1992), who made a difference in her community.
11. Mora, P. (1994). The Desert Is My Mother/El Desierto Es Mi Madre. Houston, Tex.: Piata
Books.
With English and Spanish text, Mora captures the wondrous beauty of Mother Earth through
vivid pictures and descriptions of the desert.
12. Palacios, A. (1993). Viva Mxico!: The Story of Benito Jurez and Cinco de Mayo. Austin,
Tex.: Raintree Steck-Vaughn.
Inspire kids to have faith against all odds with the story of Zapotec Indian Benito Jurez,
who became president of Mexico. The author provides information on Cinco de Mayo, a
major holiday celebrated by Mexicans and Mexican-Americans.
13. Rondeau, A (2004). Do Something in your Community. South Pasadena, CA: Sandcastle.
This book features a lot of pictures and explanations that show helpers in the community.
There are many different roles in the community, from doctors to firefighters to teenagers
and what they do for the community.
14. SaundersSmith, G (2000). Community. North Mankato, MN: Capstone Press.
This book talks about the different kinds of workers in the community. These workers are
explained about what service they provide through their occupation. Throughout the book
you will find many different workers that help the community and bring it to life.

15. Small, M. (2005). Being a Good Citizen: A Book About Citizen. Minneapolis, MN: Picture
Window Books.
This book explains many different ways that children can be good citizens and show good
citizenship. It includes activities that young children can actually do. From taking action like
picking up trash and planting flowers to giving back found money and keeping an eye on
your sister even when playing with friends. These are ways the books teaches
trustworthiness, responsibility, and accountability.
16. Soto, G. (2002). Too Many Tamales. Weston, Conn.: Weston Woods Studios.
This book is about a young girl named Maria who tries her mother's wedding ring on while
she is making tamales for Christmas dinner. When the ring is missing, Maria is sure it is in
one of the tamales, and she and her cousins try to eat their way out of trouble. This book
reflects on characteristics and traits of honesty.
17. Sterling, K (2007). Living in Rural Communities. Minneapolis, MN: Lerner Classroom.
This book talks about the different things you will find in a rural community. You will find
that there are different characteristics with living in a rural community rather than an urban
community. It gives a list of the different settings, such as farming, the country, and other
aspects of living in the country.
18. Sterling, K (2007). Living in Urban Communities. Minneapolis, MN: Lerner Classroom.
This book talks about the different things you will find in an urban community. You will
find that there are different characteristics with living in an urban community rather than a
rural community. It gives a list of the different settings, such as tall buildings, apartments,
and cities.
19. Sweeney, J (1998). Me on the Map. New York City, NY: Dragonfly Books.
This book is about a girl who starts with a map of her bedroom and then it expands to a map
of the world. Throughout the book, she draws a map of her bedroom, to a map of her home,
her street, to her town, to state, to country, and finally to the world. It makes you think about
where your house is and where your community is located in the world.
20. Zapater, B. (1992). Three Kings Day. Cleveland: Modern Curriculum Press.
Come meet two young Puerto Rican children living in the United States as they prepare for
the celebration of Three Kings Day on January 6.
Theme and Subject: Character Development, Social Studies, Reading & Writing
Lesson: Positive Citizenship and Leadership
Name: Amber De Foe
School: Martin Luther King Elementary
Background: This unit will be used to address civics and government concept for Arizona
States social studies curriculum standard. This unit will be used to address morality concepts
through government, civics, and peer connections with classmates. As educators, we want to
support the development of respect, appreciation, and positive growth within a diverse
classroom.
Positive Citizenship and Leadership will be taught with a literacy component of
reading and writing. The lesson is supplemented with a read-aloud that introduces the lesson.

Kay Winters and Denis Brunkus, My Teacher for President, will be used to assist students
understanding of qualities that are important to the preservation and improvement of democracy.
Using, My Teacher for President, students will participate in discussion about the book and
civics duties and characteristics that they would like to see in their classroom and school.
Following the brief book discussion, students will work in pairs to create a group poster about
what it means to them to be a great leader like the president. The poster prompt will say, What
characteristics do you think makes a great leader? With your partner, make a poster that shows
what you think makes a great leader. Your poster should include 2 sentences from you and your
partner and a drawing that represents leadership.
In closing, follow-up questions will be asked of students to reflect on the reading and
activity. Identifying with the book, student inquiry, and dialogue will be encouraged.
English proficiency levels: This lesson addresses the needs of English Language Learners for
emergent English speakers. The lesson includes a word bank both in English in Spanish and
English. Students are expected to work in pairs. Working in pairs gives student the opportunity to
talk about the task and give each other ideas about the task concepts. The lesson begins with a
read aloud that includes various illustrations to help students follow along with the story if they
are unable to understand. During the lesson task students will be able to refer back to the book
read aloud to make connections to the task. Strong student discussions will also be utilized to
help students make meaning of the read and the lesson task. Students will be encouraged to
discuss in the language they feel comfortable in.
Grade Level: Grade Level 2
Standards:
SS02-S3C4-P02: Describe the rights and responsibilities of citizenship
SS02-S3C4-P04: Identify traits of character (e.g., honesty, courage, cooperation and patriotism)
that are important to the preservation and improvement of democracy.
R02-S1C6-P01: Predict what might happen next in a reading selection.
R02-S2C1-P02: Describe characters (e.g., traits, roles, similarities) within a literary selection.
W02-S2C1-P01: Write stand-alone text that expresses a clear message.
W02-S2C1-P02: Incorporate relevant details that give text interest.
Content Objectives:
Students will be able to identify positive character traits of a leader.
Students will be able to illustrate the responsibilities of a good leader on a poster.
Language Objectives:
Students will be able to discuss examples of responsible citizenship in school.
Students will be able to retell key points of the read-aloud by being active listeners and
retelling key points of the story.
Students will be able to infer meaning of key vocabulary words from the context clues in
the read-aloud, discussion, and collaboration.
Students will be able to write about their ideas based on their understanding of the lesson.
Materials:
Book, My Teacher for President, by Kay Winters and Denise Brunkus
Poster paper for end of read-aloud discussion
Large drawing paper for student posters

Crayons
Markers
Vocabulary: English and Spanish
Leader
Lder
Characteristics
Caractersticas
Responsible
Responsable
Traits
Rasgos
Motivation:
What characteristics make a great leader?
How should we behave to become responsible citizens?
Pre-lesson Preparation:
PART A: Read-Aloud
1. Get the book, My Teacher for President, by Kay Winters and Denise Brunkus
2. Prepare book for discussion (selection of pages to checkpoint comprehension,
vocabulary, and retelling)
3. Setup poster paper for writing down students ideas during the conclusion of the readaloud discussion
PART B: Qualities of A Good Leader Poster
1. Prepare poster guidelines
2. Prepare materials to make posters - markers, crayons, poster paper
3. Write prompt on board
Activity Instructions:
PART A: Read-Aloud
20 minutes, whole group activity
1. Have students sit quietly at the rug.
2. (*inquiry*)Introduce activity by presenting My Teacher for President and asking class,
1. What can you predict from the title of the story?
2. Why do you think the teacher would make a good president?
3. What does the president do?
b. After discussion, begin the read-aloud.
c. (*comprehension*)Stop at 2 checkpoints in the book to ask about students
understanding
1. Page 15, Whats happening on this page? Why do you think this page has been
included in the story?
2. Last page, Why do you think Oliver wants his teacher to wait until the end of the
school year for his teacher to be president?
b. (*comprehension*)Wrap up the read-aloud with discussion about the similarities
between the president and Olivers Teacher.
1. In what ways are the president and Olivers teacher similar?
2. What important things do they do?
b. (*comprehension*)Have students discuss the questions with a partner for 1 minute.
c. Ask question again and ask for volunteers to answer.
d. During the discussion, write down students ideas about the similarities.
e. Wrap-up discussion and transition to PART B of the lesson plan.
PART B: Qualities of A Good Leader Poster
25 minutes, pairs of 2

1. Introduce poster activity while students are still sitting on the carpet.
2. (*comprehension*)Ask students,
1. What did we learn about being the president?
2. What kind of characteristics does a leader have?
Refer back to discussion poster on similarities discussion to refresh students memory.
3. (*inquiry*)(*collaboration*)After the brief assessment, direct students to the activity
prompt. Read the prompt.
a. What characteristics do you think makes a great leader? With your partner,
make a poster that shows what you think makes a great leader. Your poster should
include 2 sentences from you and your partner and a drawing that represents
leadership.
3. Inform students that this will be a group project and everyones best efforts and ideas
need to be put into the project.
3. Present students with an example of Qualities of a Good Leader poster.
3. Address all question, concerns, and misunderstandings about the activity.
3. Dismiss students from the carpet by pairs of 2. Pairs will be randomly formed at the time
of carpet dismissal using a jar of names.
3. (*collaboration*)As students are dismissed to their seats hand them their poster to work
on.
3. While students are working on poster walk around the room to assist students, ensure
time is spent on activity, and to prevent misbehaviors.
3. When activity is done and time allows, have students volunteer to present their posters.
3. (*inquiry*)(*comprehension*)In closing, follow-up questions will be asked of students
to reflect on the reading and activity. Identifying with the book, student inquiry, and
dialogue will be encouraged.
Teacher Notes:
Strengths: This lesson utilizes practices that allows for students seek help from their peers as
well as teachers. The lesson focuses on the students communities, what they see, and how they
feel others should be treated. From various aspects of students lives they are taught to be nice to
others and treat others with respect. The lesson focuses on how students see other as moral and
good people. Students are able to use other aspects of their lives to complete the task.
Challenges: Although the lesson incorporates students funds of knowledge it might be difficult
for those who are not given the opportunity to venture out and learn about how others are able to
positively contribute to their communities. Some students may not know about doctors, police
officers, or service workers. To address those challenges I would have resources of books about
different kinds of people in the community to help students navigate their thinking.

Theme and Subject: Character Development and Community: Science & Writing
Lesson: Roles in the Community
Name: Lauren Cruz
School: Martin Luther King Jr. Elementary School
Background:
The topic of this lesson is the importance of different roles and behaviors in communities,
families, and schools. This lesson further gives the students a chance to observe characteristics

of good communities and good citizens, and apply what they have already learned to analyze
their own families and identify roles their family members play. Students will address the
science standard on familiar systems, and identify components of a familiar system (content
objective 1). Students will also use their speaking, listening, reading, and writing skills in
working with groups and independently on addressing important components of a community.
English proficiency levels:
If there are ELLs in the class, this lesson can be modified to address their needs. For group
work, the ELLs will be arranged with language buddies. Students must share their own answers
in English, in order to practice their verbal skills; however, they may give peer feedback in their
language of choice. Beginner ELLs may also do the independent work with a partner. Each
student must produce their own work; however, these students may talk with a language buddy
for help.
Grade Level: 2
Standards:
L02-S1C1-PO1: Write multiple sentences in an order that supports a main idea or story.
L02-S1C2-PO2: Demonstrate command of the conventions of Standard English capitalization,
punctuation, and spelling when writing.
S02-S2C2-PO1: Identify components of familiar systems (roles in the community).
Content Objectives:
1. Students will identify components of familiar systems.
2. Students will recognize qualities that are assets to the community.
Language Objectives:
1. Students will discuss reasons why it is important for people within a community to
interact positively with each other.
2. Students will listen to their classmates responses to the driving question.
3. Students will write examples of at least 4 roles people in their families have in their
families, communities, and school.
4. Students will read the examples of their peers writing.
Materials:
Anchor chart (for teacher)
Markers (teacher)
Paper (students)
Pencils/Pens (students)
Vocabulary:
Community
Positivity
Roles
Motivation:

Ask the students what they want to be when they grow up. This will get students excited about
their specific passions, and draw on their interests and Funds of Knowledge.
Lesson Sequence:
First, I will begin the lesson with the motivation part. I will ask the students what they want to
be when they grow up. (*inquiry*) This will motivate students to participate and get them to
begin thinking about different roles in the community. I will put an anchor chart on the board
with the title different professions with a t-chart of profession and why it is important to the
community/school/family. I will call on different students and put about 10-15 professions on
the chart. Then, I will model what I want the students to do by putting the importance of some of
the professions. (For example, doctors help keep people in the community healthy; teachers
teach students the things they need to know, etc.) I will write a few, and then ask the students to
think about the importance of the remaining questions. I will call on them to help fill out the
chart. (*comprehension*)
(*Collaboration*) Next, I will have the students break up into small groups (table groups). First
I will have the students consider the driving question why is it important for people within a
community to interact positively with each other? I will walk around and listen to students
conversations. If students seem to be struggling with the topic, I will ask questions to further
probe their thinking? What would happen if teachers, parents, principals, and students did not
all treat each other nicely and work well together? How do you feel when people do not act
positively with you?
After the students have discussed this topic, I will then have them make a list similar to the one I
made. This time, they must consider their own families. Students will choose at least four
family members and write about a role they play in their family or community.
(*Comprehension*) This will be an independent activity. The students will then share in their
groups.
Lastly, the students will apply what they have learned and show what they have learned by
writing down 3 things they will do today or this week to help their family or community in some
way.
Teacher Notes:
Strengths: This lesson is versatile and can apply to every student in a different way. Students
will be thinking about their own family and community experiences (drawing on their funds of
knowledge). The students will be able to see a wide range of community and familial roles by
sharing within their groups.
Potential Challenges: Some students may not have four people in their families who are
employed or benefit the community somehow on a daily basis. In order to avoid challenges here,
I will make sure to emphasize that the roles people play can take many different shapes and
forms. For example, a stay-at-home mom may not be benefitting the community in the same
way a doctor or lawyer does, but she plays many extremely important roles within that family. If
an example like this is not brought up during my initial lesson and discussion, I will add one to
the anchor chart and emphasize this point.

Theme and Subject: Character Development and Community: Reading

Lesson: Read Aloud: Growing up Tamales/ Los Tamales de Ana by Gwendolyn Zepeda
Name: Awa Chibasa
School: Martin Luther King Jr. Elementary School
Background:
This is a read aloud lesson, the teacher will read the text: Growing up Tamales/ Los tamales de
Ana by Gwendolyn Zepeda. The main purpose of the lesson is to have students think about and
discuss their favorite family activities, and how they could use those to make a difference in the
community. Students will also compare their families to the main characters and their peers.
English proficiency levels:
I would use illustrations in the text, and gestures to make sure that ELLs understand the story if
there are ELLs in the class. Also, I would have ELL students to sit next to a language buddy in
their groups when they are having discussions.
Grade Levels: 2
Standards:
1. 2.RI.4: Determine the meaning of words and phrases in a text relevant to a grade 2 topic
or subject area
2. 2.RI.6: Identify the main purpose of a text, including what the author wants to answer,
explain, or describe.
3. 2.RI.2:Identify the main topic of a multiparagraph text as well as the focus of specific
paragraphs within the text.
4. 2.RI.1: Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
Content Objectives:
1. Students will engage with the text and participate in a discussion about family, siblings,
and the community.
2. Students will explain the definition of these word; dough, trust, factory, deliver, as they
relate to the text.
Language Objectives:
1. Students will discussion things that they like to do in their families, and community.
2. Students will discuss who they want to become in the future.
3. Students will discus how things that they enjoy doing in their families could make a
difference in the community.
Materials:
Text - Growing up Tamales? Los tamales de Ana by Gwendolyn Zepeda.
Classroom board + marker (for teacher).
Vocabulary:
Dough
Trust
Factory
Deliver
Motivation:

To start the lesson I will have students sit on a rug that has rows of different colors; Ill ask each
row to form a group, there will be four groups. To engage my students in the lesson, Ill ask them
a question that will introduce them to the text. My question will be, Do you have a brother or a
sister? How does it make you feel having older or younger brothers and or sisters? After the
students finish discussing in their groups, Ill then ask them to raise hand and share their
answers. While they are sharing their answers out loud, Ill be writing some keywords from their
answers on the board. After that, Ill show the students the cover of the text, and read the name of
the author and the illustrator.
Lesson Sequence:
After I have draw students attention, they will be eager to hear the story, and then I will start to
read the text. While reading, Ill stop right on the first page where the word dough is. Ill ask
student, does anyone know what a dough is? Raise your hand, do you know what it is used
for? After students give their definition, Ill then read the definition of the word dough. As
defined by Wordsmyth Dictionary-Thesaurus, dough is a thick mixture of flour and a liquid
such as water of milk. You make bread, cookies and other things to eat out of a dough. Ill
clarify to them that to get dough we have to mix flour and water or milk so that we can get
dough, then we use the dough to make tortillas, cookies, tamales and many other things that we
eat. Ill continue reading and stop on page 9, again a vocab definition; this is where the word
trust is. Ill ask them, raise your hand if you know the meaning of the word trust. I may have
to re-read that sentence for the to guess the meaning, then I will read the definition from as
defined by Wordsmyth Dictionary-Thesaurus, trust is a belief that someone is good, honest, or
able to be depended on and to use it in an example I may say, I trust you, boys and girls that
youll listen to this story carefully.
Ill continue to read the text and stop on page 16; this far student will have the image or
prediction in their heads. On page 16, Ill ask the meaning of the word deliver, and after
hearing students definition, Ill read the meaning of the word deliver as defined by Wordsmyth
Dictionary-Thesaurus, deliver is, an act of bringing something to a particular place. Ill give
them an example such as, I can say, Monique, please deliver this book to the principals office,
or sometimes at home we can order a pizza or some other items through phone or computer and
they will be delivered to us. Finally, on page 21, Ill define the word factory Ill read it as
defined by Wordsmyth Dictionary-Thesaurus, factory is, a building or set of building where
products are made by machines using the previous techniques I give an example like, a
factory is a place where things are made, like books, shoes, toys, some food are placed in
wrapper using machines.
To initiate discussion, Ill ask students, Does Anas story relate to your lives? Do you do
something in your family that inspires you to pursue it as a career and make contribute to the
community? and finally, Ill also ask them, is there any new thing that you learned from the
story? From the students answers, Ill be looking to see if they will keep the discussion on the
topic of family and community.
Teacher's Note:
Strength: Students will enjoy the story and the illustrations in the text: they will compare their
family to the main characters, and they will also learn about their peer favorite family activity.
Students will also learn that a passion or a family activity can be used to make a difference on the
community.

Potential Challenges: Some students might not have siblings, and some might not have families
or favorite activities that they enjoy as a family, and therefore, they might not have an interest in
the story. Nevertheless, I will encourage students in those situations to discuss their favorite
activities, and how they might be useful to the community.

Theme and Subject: Character Development and Community: Math & Science
Lesson: Community, Math and Writing
Name: Kiersten Zaelit
School: Martin Luther King Jr. Elementary
Background: Students need to get more familiar with the community that they are in everyday.
The students also need to learn that they can relate their community to multiple different
subjects. In this lesson it will teach students how they can find math in their community and can
write about math. Students are already pretty familiar with their surrounding school. Students
have learned how to measure small objects but this lesson will advance what they know about
measurement. I would like students to find abstract and different things throughout the
community with a group of students. I want the student to be able describe the object, and talk
about it in terms of measurement. Student will write about their findings and investigations at the
end of the lesson.
English proficiency levels: This lesson is very easily modified for ELL students. ELLs will
have SEI methods in order to help them understand the task better. Students will have word
walls, examples on the projector, and students with have language buddies as well in order to
help them understand the concept better. Students will best understand this lesson at the middle
English proficiency levels because it talks a lot about different measurements.
Grade Level: 2
nd

Standards: Math
S02-S1C2-PO4: record data from guided investigations in an organized and appropriate format
(e.g., lab book, lab, notebook, chart paper)
S02-S1C3-PO1/ M02-S2C1-02: Organize data using graphs (i.e. pictograph tally chart) tables
and journals.
S02-S1C4-PO1/ M02-S2C1-02: Communicate the results and conclusions of an investigation
Preparation
Content Objectives:
1.
Students will explore different objects within their community by conducting
investigative math practices.
2.

Students will measure at least 5 different objects in their community school

3.

Students will collect and record data.

Language Objectives:

1.
Students will write about at least 3 key ideas about their date, independent work and
communication within the group.
2.

Students will discuss in their groups the data they found

3.

Students will listen to their group members report their findings.

Materials:
Students will need to use their community within their school for this activity. They will need to
find 5 objects throughout their school community to measure. They will use something that is no
smaller than a dictionary but no longer than a chair. Students will need a yardstick in order to
measure accurately. They will need the data worksheet with a chart on it to add in their
measurements. They will need whatever writing materials they are comfortable with to fill in the
chart and a pencil and paper for their final writing.
Vocabulary:
Measurement- a number that shows the size or amount of something
Yardstick- a measurement tool that uses the measurement yards
Inches- used for measuring lengths
Yards- used for measuring lengths
School community- typically refers to the various individuals, groups, businesses, and
institutions that are invested in the welfare and vitality of a public school and its community
i.e., the neighborhoods and municipalities served by the school.
Motivation
To draw in students attention I want to make sure the lesson is relatable for the students. That is
why they are using their school community as the place to measure things. Their school
community is what is best known to students and they have an idea of what would be best for
them to measure. Students also get to use props during their lesson so the hands on task might
help engage students and motivate them best.
Lesson Sequence
First, Students will participate in a field trip that entails math and writing integrations. Students
will explore their school community in groups and find five objects (has to be larger than a
dictionary but no larger than a chair.) Students will work in groups of 5 and each student will be
required to measure one object with assistance of their group members.
Then, students will measure each object they find 3 different times. They will measure it so
many times in order to ensure the accuracy of the object. After the object has been recorded each
member of the group will record all measurement data from each object. A data worksheet will
be provided to each student.
Last, after students have completely their measurements, students will discuss their
measurements of each object with their group, select most accurate measure for each object.
Student will then select the most accurate measure for each object, and create a bar graph
representing the different sizes of each object. The graph is a team effort. One graph will be
expected from each group.
After, students will have completed the bar graph students will then individually write about their
field trip and will include 3 key ideas about how they collected data, worked as a team and
communicated in the group. The writing portion will be independently completed.
Students will be

I will start this lesson with a discussion about different things students would be able to measure
around their community. We will also discuss ideas of what type of measurement there is to use.
Teacher will write all things down on the board so students have a visual representation. Teacher
will start with a demonstration of the whole task. Showing how to measure and how to collect
the data. Students will then do one on their own before being released into groups. Students will
at the end turn all their findings and writing into me so that I can gauge what they have learned.
Students will get to do their work hands on but will get examples in order to guide their practice.
Students will be able to do the activity by themselves after practice.
Teacher Notes
I think strengths of this lesson were the activity was really hands on for the students. They could
see, measure and collect about the discoveries they find. I think this lesson gives a good variety
of subjects and allows them to practice their math and writing skills in order to strengthen them.
A challenge that might come of this lesson is that the children are lost on how to measure
something. Some students might not know the proper way to measure something but they will
have their group members to help them. Language might be a challenge for students as well
because sometimes they might forget what measurement they need to write in or even use.