communities: a second grade social studies unit
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Communities: A Second Grade Social Studies Unit
Information Sheet for Elementary Informational or Explanatory Module Module title: Communities: A Second Grade Social Studies Unit
Module description (overview):
This is a social studies unit that focuses on communities. During this unit, students will explore different types of communities through reading, viewing pictures, exploring maps, and discussion. They will also study wants and needs specific to each type of community. This is important because it prepares students for later social studies topics such as: supply and demand, population/demographics, politics, and economics. By the end of this unit, students will have a strong understanding of communities in general, and will be able to discuss the positive and negative characteristics of each type of community as well as how each community obtains its resources. At the end of this unit, students will also be able to write factbased opinion pieces supported with reasoning. They will also be able to effectively use
digital tools to support and enhance learning. Template task (include number, type, level):
(Modified for Grade 2) Elementary Task 3: [Insert optional question] After reading _____ (literary or informational text/s), write a/n_____ (product) in which you identify ____ (concept, term) and argue_______ (content). Give____ (an, some or #) example/s from ____ (text/s) to support your opinion. (Argumentation/IdentifyArgue)
Teaching task: After reading various texts about communities, write and present (using an illustrated VoiceThread recording) 23 paragraphs in which you identify the type of community you would like to live in, describe its characteristics, and argue why it is best to live in this type of community. Support your opinion with evidence from the texts.
Grade(s)/Level: Grade 2
Discipline: Social Studies and ELA
Course: EPSY 582 Spring 2015
Author(s): Dana Hritz
Contact information: Email: [email protected]
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Section 1: What Task?
TEACHING TASK Background to share with students:
How different would your life be if you lived in a different type of community? Would you still have the same items in your home? Would you walk or drive to school or stores? How would your family get the things they need and want? There are many differences when we look at life in urban, suburban, and rural communities. A community thrives by contribution of its people to get the resources that are needed to sustain life. During this unit we will be discussing the many differences between different types of communities. We will explore how communities work and discuss the positive and negative characteristics of each one.
Teaching task:
After reading various texts about communities, write and narrate (using VoiceThread) 23 paragraphs in which you identify the type of community you would like to live in, describe its characteristics, and argue why it is best to live in this type of community. Support your opinion with evidence from the texts.
Reading texts:
Communities by Lisa Trumbauer Needs and Wants by Jordan Fujiaka Various library books about cities, farms, and suburban neighborhoods
COMMON CORE STATE STANDARDS
READING STANDARDS FOR INFORMATIONAL OR EXPLANATORY “Built In” Reading Standards “When Appropriate” Reading
1- Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2- Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
4- Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
10- Read and comprehend complex literary and informational texts independently and proficiently.
7- Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
8- Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9- Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
LDC Elementary Informational or Explanatory Module Template – version 1 | © Literacy Design Collaborative, 2012 2
WRITING STANDARDS FOR INFORMATIONAL OR EXPLANATORY
“Built In” Writing Standards “When Appropriate” Writing Standards 2- Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
6 - Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
7 - Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
9- Draw evidence from literary or informational texts to support analysis, reflection, and research.
10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
LANGUAGE STANDARDS FOR INFORMATIONAL OR EXPLANATORY
“Built-in” Language Standards “When Appropriate” Language Standards (applicable in black) 1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
5- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
6- Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
3- Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
LDC Elementary Informational or Explanatory Module Template – version 1 | © Literacy Design Collaborative, 2012 3
CONTENT STANDARDS FROM STATE OR DISTRICT
Standards source:
Social Studies Core Curriculum Common Core State Standards ELA
NUMBER CONTENT STANDARDS SS.2.1 My community and region today: My urban, suburban, or rural community can be located on a map. Urban, suburban, and rural
communities differ from place to place. Events, people, traditions, practices, and ideas make up my urban, suburban, or rural community. Communities in the future may be different in many ways. My urban, suburban, or rural community has changed over time. Roles and responsibilities of families in rural, urban, and suburban communities change over time.
○ Students will examine the pros and cons of life in urban, suburban, and rural communities. ○ Students will describe and explain the differences in roles of people in urban, suburban, and rural communities.
SS.2.3 Challenge of meeting needs and wants: Rural, urban, and suburban communities provide facilities and services to help meet the needs and wants of the people who live there. People in rural, urban, and suburban communities are producers and consumers of goods and services. People in rural, urban, and suburban communities must make choices due to unlimited needs and wants and limited resources.
○ Students will examine needs and wants, as well as how they are provided by a community. ○ Students will discuss how different communities need different resources in order to thrive.
L.RF.2.4 Read with sufficient accuracy and fluency to support comprehension. L.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. L.W.2.1 Write opinion pieces in which they introduce the topic they are writing about, state an opinion, supply reasons that support the
opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. L.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing.
LDC Elementary Informational or Explanatory Module Template – version 1 | © Literacy Design Collaborative, 2012 4
Section 2: What Skills?
SKILL DEFINITION
SKILLS CLUSTER 1: PREPARING FOR THE TASK 1. Task engagement Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
2. Topic exploration Ability to explore and discuss subjects related to or within the topic represented by the final product.
3. Task analysis Ability to understand and explain the task’s prompt and rubric.
SKILLS CLUSTER 2: READING PROCESS 1. Active reading Ability to read explicitly and identify the central point and main supporting elements of a text.
2. Essential vocabulary Ability to identify and master terms essential to understanding a text.
3. Note-taking Ability to select important facts and passages for use in one’s own writing.
SKILLS CLUSTER 3: TRANSITION TO WRITING 1. Bridging Ability to begin linking reading results to writing task.
SKILLS CLUSTER 4: WRITING PROCESS 1. Controlling idea Ability to establish a controlling idea and consolidate information relevant to task.
2. Planning Ability to develop a line of thought and text structure appropriate to an informational/explanatory task.
3. Development Ability to construct an initial draft with an emerging line of thought and structure.
4. Editing Ability to proofread and format a piece to make it more effective.
5. Completion Ability to submit final piece that meets expectations.
LDC Elementary Informational or Explanatory Module Template – version 1 | © Literacy Design Collaborative, 2012 5
Section 3: What Instruction? PACING SKILL AND
DEFINITION MINI-TASK INSTRUCTIONAL STRATEGIES
PRODUCT AND PROMPT SCORING (PRODUCT “MEETS EXPECTATIONS” IF IT…)
SKILLS CLUSTER 1: PREPARING FOR THE TASK Day 1 1. Task engagement
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
Bulleted List
What do you know about communities, specifically cities, suburban neighborhoods, and farms? Complete the ”Know” and “Want to Know” parts of a KWL chart.
● Lists what the student knows about communities
● Lists what the student wants to know about communities
● Introduce the topic of communities ● Link to earlier class content. ● Show pictures of the different types of
communities: cities (urban), suburban areas, and farms (rural areas).
● Direct students to complete the “Know” portion of a KWL chart, listing what they already know about the different types of communities.
● Direct students to complete the “Want to Know” portion of the KWL chart, listing what they want to know about the communities.
● Discuss student responses. Day 2 2. Topic Exploration
Ability to explore and discuss subjects related to or within the topic represented by the final product.
Small Group Activity
Work in small groups to place pictures or objects in categories labelled “needs” and “wants.”
● Works collaboratively to complete the task.
● Teacher will monitor and observe groups as they work.
● Lesson Plan 1: Meeting Needs and Wants in a Community
Day 3 3. Task analysis
Ability to understand and explain the task’s prompt and rubric.
Discussion and List of Expectations
In a small group, discuss what is expected from you for this particular assignment. Make a list of the expectations.
● Includes all the expectations explained by the teacher.
● Introduce the task. ● Discuss expectations (for writing, reading,
and illustrating) ● Introduce and discuss the rubric for this
writing task ● Show and discuss a model assignment. ● Explore VoiceThread and show examples of
a finished product.
SKILLS CLUSTER 2: READING PROCESS Day 4 1. Active reading/3.
Note-Taking Brief Notes on Each Text
Take brief notes while reading various texts. Be sure to record the title and
● No scoring. ● Teacher will observe
students and ask
● Lesson Plan 2: Brainstorm and Outline: In What Type of Community Would I like to Live?
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Ability to read explicitly and identify the central point and main supporting elements of a text.
Ability to select important facts and passages for use in one’s own writing.
author along with any key facts or ideas that could be used while writing.
questions as they read and take notes.
On-going
2. Essential Vocabulary
Ability to identify and master terms essential to understanding a topic.
Vocabulary list
In your notebook, list words and phrases essential to the topic of community. Add definitions, and (if appropriate) notes or illustrations in this context.
● Lists appropriate words or phrases.
● Provides accurate definitions.
● Work with class to identify and define key words
● Identify language of the discipline or topic. ● Make a detailed list of the key words used
during this unit for students to use as a guide while taking notes.
SKILLS CLUSTER 3: TRANSITION TO WRITING Day 4 1. Bridging
Ability to begin linking reading results to writing task.
“Guiding Questions” handout
Answer the questions on the handout to prepare for writing. Use evidence from the texts you explored.
● Responds fully to each of the six guiding questions
● Includes factual evidence from the texts
● Lesson Plan 2 Continued: Brainstorm and Outline: In What Type of Community Would I like to Live?
SKILLS CLUSTER 4: WRITING PROCESS Day 4 (before bridging)
1. Controlling Idea
Ability to establish a controlling idea and consolidate information relevant to task.
Community Choice Discussion
Write your name on an index card and place it in one of the boxes labelled: urban, suburban, or rural to make your choice. Briefly discuss your choice with a partner, citing reasons why you chose a particular community.
● Establishes a controlling idea/writing choice..
● Identifies key points that support that choice.
● Lesson Plan 2 Continued: Brainstorm and Outline: In What Type of Community Would I like to Live?
Day 5 2. Planning
Ability to develop a line of thought and text structure appropriate to
Prewriting cube
Create a prewriting cube based on the questions provided and answered on the “Guiding Questions” handout.
● Creates a prewriting cube using ideas from “Guiding Questions” handout.
● Discusses the cube with a partner
● Lesson Plan 2 Continued: Brainstorm and Outline: In What Type of Community Would I like to Live?
LDC Elementary Informational or Explanatory Module Template – version 1 | © Literacy Design Collaborative, 2012 7
an informational/ explanatory task.
Day 6 3. Development
Ability to construct an initial draft with an emerging line of thought and structure.
Rough draft
After planning and highlighting key points using prewriting cubes, write a rough draft where you state your opinions and give reasons for them.
● Introduces the topic ● states opinion ● Gives reasons for
opinion ● Uses linking words to
connect opinion with reasons
● Provides a conclusion
● Lesson Plan 3: Rough Draft Prep: In What Type of Community Would I like to Live?
Days 7-9 4. Editing
Ability to proofread and format a piece to make it more effective.
Draft Correction and Checklist
Work with a partner to revise draft to have sound spelling, capitalization, punctuation and grammar. Adjust formatting as needed to provide clear, appealing text.
● Teacher observes as students peer-edit and make revisions
● No formal scoring yet, but students will complete a checklist and work with the rubric throughout the process..
● Lesson Plan 4: Editing and Completion: In What Type of Community Would I like to Live?
Days 10-12
5. Completion
Ability to submit final piece that meets expectations.
Final Composition
Turn in the final copy of your writing along with an illustration of your chosen community.
Reading (recording)
Read your writing for the VoiceThread class presentation.
● Provides edited final writing product free from major errors.
● Reads writing with fluency and obvious knowledge of the content.
● Provides an illustration that matches the topic
● Rubric
● Lesson Plan 4: Editing and Completion: In What Type of Community Would I like to Live? Continued...
● Complete the VoiceThread to include finished products, illustrations, and recordings.
● Show the finished VoiceThread to students during a celebratory snack party.
● Post the finished product to the class website and invite parents to come watch!
LDC Elementary Informational or Explanatory Module Template – version 1 | © Literacy Design Collaborative, 2012 8
MATERIALS, REFERENCES, AND SUPPORTS FOR TEACHERS FOR STUDENTS Article Review 1 Article Review 2 Article Review 3 Dipity Presentation by Dana Hritz Bio Cube Presentation by Danielle Fedele (Bio Cube was used after viewing this presentation) Levstik, L. S. & Barton, K. C. (2011). Doing history: Investigating with children in elementary and middle schools. New York, NY: Routledge. https://voicethread.com/ https://www.engageny.org/ Rubric Created Using: http://rubistar.4teachers.org/index.php Teacher-created materials used within lessons:
● “I Can” Statement ● “Fact or Opinion?” Worksheet ● “Guiding Questions” Handout ● Sample Prewriting Cube ● Peer-Edit Checklist ● Book Reflection Sheet
Unit Presentation
Bio Cube http://www.readwritethink.org/files/resources/interactives/cube_creator/ Voice Thread https://voicethread.com/
LDC Elementary Informational or Explanatory Module Template – version 1 | © Literacy Design Collaborative, 2012 9