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THEME: Culture, Dignity, and Identity CONCEPT: Lessons from Africa - Living, Learning and Working Together: Connecting people, places, and cultures to develop pride and dignity in who you are CONTENT TOPIC: Exploring literary and historical themes: respect for oneself and others and appreciating ones personal and cultural identity through fiction and nonfiction texts UNIT TITLE: People Working Together To Make Their Community Work Unit Topic: What is in my neighborhood? & Where am I in the world? Unit Description: During this unit, students will explore different neighborhoods in Chicago and Africa and examine buildings, outdoor places, and people. Students will explore the idea that they are part of several concentrically larger communities. In a series of mini lessons U1
and activities, students take on specific roles to design a neighborhood park or school.
Key Themes: Community Length: 5 weeks Enduring Understandings
Essential Questions
How do culture and identity influence who we are? How do neighborhood/community and identity
influence who we are?
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SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Secondary RI.K.2 With prompting and support, identify the main topic and retell key details of a text. RI.K.5/RL.K.5 Identify the front cover, back cover, and the title page of a book. SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. RI.K.10 Actively engages in group reading activities with purpose and understanding. Skills Reading, Writing, Speaking and Listening Solving Words Recognize high frequency words Segment sounds Searching for & Using Information Read left to right with return sweep Search for and use information in pictures and print Use language patterns to help with reading a text Comprehension Classifying Predicting Drawing conclusions Making connections across texts Questioning Oral and Written Communication Taking turns speaking with partners Asking and responding to questions Building on ideas of others Write ideas sequentially Introduce ideas and follow with details and/or examples Use words to create interesting descriptions Say words slowly to hear sounds and write letters that represent them Use conventional symbols to write words Communicating through writing and the reading of
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Content
Building Knowledge through Texts Chicago and African neighborhood/communities Culture Diagnostic (Pre-Assessment) Individual Response: A piece of paper will be given to students to draw what neighborhood/community means to them. Teacher will explain to students to include messages and pictures to answer the following: What is a community? Whos in your neighborhood/community? Anything else they know about neighborhood/community. Class: A class KWL chart will be created. This chart will be on large poster board and filled out prior to first lesson. The teacher will ask the students what they know about neighborhood/community. Next the students will generate questions they want to learn about neighborhood/community and additional lessons. Students will be introduced to a community web and students will add on after each additional lesson. The web will be on giant poster with room to add additional information to show growth during unit.
Formative Assessments:
Teacher Observations/Anecdotal Notes The KWL chart Community Web Discussions Writing samples using rubrics Post-it notes
Summative Performance Assessment
Final Product/Culminating Project: Students will complete a service-learning project as a class. This will be discussed throughout the course of the unit as part of
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Texts/Resources
Suggested Text:
It Takes A Village, by Jane Cowan My Rows and Piles of Coins, by Tololwa M. Mollel Families by Ann Morris Houses and Homes (Around the World Series) by Ann Morris Homes in many cultures by Heather Adamson Families around the family the world, One Kid at a time by Sophie Furland A life like mine: How children live around the world by DK Publishing Off to class: Incredible and unusual schools around the world by Susan Hughes Angel City by Johnston, Tony Do Something in Your Community by Rondeau, Amanda. Be My Neighbor by Ajmera, Maya Little Neighbors on Sunnyside Street by Spanyol, Jessica Only One Neighborhood by Harshman, Marc Franklins Neighborhood by Paulette Bougeois On the Town: A Community Adventures by Judith Caseley Me on the Map by Joan Sweeney Mapping Pennys World by Loreen Leedy
Online Resources:
Learning Activities
Week 1 Preview: Engage reader in establishing good reading habits by modeling the following:
Making predictions Taking picture walks Visualizing Reading the front cover of texts (title, author, illustrator) Questioning Examining text features
Introduce the concept of neighborhood/ community Teacher will encourage students to interact with the read aloud texts by prompting them to look at the pictures carefully throughout this lesson. Students will then locate their neighborhood on a city map. Students will identify three key characteristics of a neighborhood/community. Brainstorm and list neighborhood buildings, people who work in the community. Students will then practice reading texts and pictures in print and digitally about neighborhoods/communities and list other buildings and workers independently. Instructional Approach: Instructional Read Aloud-focus on retelling, asking and answering questions and details Close Reading and Shared Writing (Pictures and Texts)focus on asking and answering questions and details Collaborative Conversations-focus on sustaining conversations through questioning and sharing details with partners and small groups. Partner Reading-focus on asking questions and sharing details with partners based on reading texts/pictures. Week 2 Teacher will encourage students to interact with the read aloud
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Textbooks Boyd, C.D., Gay, G., et al (2003). Social Studies: Communities. Glenview, IL: Pearson Education. Student Internet Resources http://questgarden.com/43/80/9/061207044532/i ndex.htm http://www.planning.org/kidsandcommunity/more _planning/default.htm http://www.usda.gov/oc/photo/ruraltowns.htm http://www.usda.gov/oc/photo/countryroads.htm http://www.planning.org/kidsandcommunity/ http://www.pbs.org/klru/forgottenamericans/build comm/intro.html http://www.mobot.org/education/02programsreso urces/mappingenvironment/mynaturalcommunity/ front.htm http://www.inspire.net
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