iaaas literacysocialscience grade2 q4lesson

LITERACY & SOCIAL SCIENCE

2nd Grade Interdisciplinary African and African American Studies

Quarter 4 Launch Lesson

THEME: Culture, Dignity, and Identity

CONCEPT: The African and African American Community

CONTENT TOPIC: African and African American Communities’ Influence Across Time

UNIT TITLE: Different Communities

Quarter: 4 Unit: 4Week 1 of 5Day 1

Objective(s): Students will be able to deepen their understanding of what a community is by reading various texts

Materials/Resources: Uptown by Brian Collier

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and by looking at images of different types of communities.

Summary: Uptown is a rich mix of flavors, colors, sounds, and cultures that come together to create a vibrant community like no other in the world. Seen through the eyes of one little boy who lives there, the details of life in Harlem are as joyous as a game of basketball on a summer's afternoon and as personal as a trip to the barbershop where old-timers

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reminisce.

● White chart paper (one sheet per group)

● Crayons/markers/colored pencils

● Pencils

CCSS Standards:RL.2.1 and RI.2.1:Ask and Answer

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questions…using who, what, what, when, where, why and how to demonstrate understanding.

Sample Student Outcome Statements

Students will be able to --- with African and African American Studies Connections

Students will be able to --- from Literacy and Social Science Planning Guides

Understand the importance of Identify and understand the role of

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community and the importance of the community members with an African and African American Studies Connections.

different communities and those individuals can make a difference in their communities through service and civic action.

“I DO IT” Input & Modeling

Teacher says:

“Today we are going to discuss communities. We know that the

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definition of a community is the area where people live, work, and play. There are many different types of communities. The people that live in the community have roles that are important. There are also places in the community that are important (teacher will reference churches, barbershops, shelters, etc.) to the people. The ways in which we view our community is important. The things that we do within our community to make it better

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are important too.

“Now I am going to read a story told from the point of view of one of its residents. The story takes place in Harlem. Harlem is located in New York. It’s a community that is located…(show on map) and many of the residents there are African American. The boy in the story, who is also the narrator, takes us on a journey through his community, which is called “Uptown”.

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While I read I want you to listen to the ways that the boy describes his community. He continually repeats the phrase “Uptown is…” and describes something in his community. While I am reading I am going to generate a word web. Remember that good readers use tools such as a graphic organizer, to organize the information that they read and collect their text evidence. I will collect details in this web that describes the community

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talked about in the book. As you can see, I am writing the words Harlem and Uptown in the center of the word web. These are the names that the narrator uses for his community. We have already discussed communities and how they have specific names (teacher can reference community discussed previously Chinatown, Bronzeville) or nicknames. This is the same for this community. Remember, I am going to be collecting evidence from the story

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that the boy uses to describe his community and neighborhood.”

Teacher will conduct read aloud. Teacher will stop at different points in the story to model think aloud for adding details to graphic organizer.

“WE DO IT” Guided Instruction

“What we are going to do right now is

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illustrate important people, places, and things in our community. Does anyone know what illustrate means?” (Allow for 2 responses and move on). We are going to be illustrating or creating a drawing/picture, of your community. All you are going to do right now is draw your community. Let’s review the definition of a community together.”

Teacher will ask the students to

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chorally read the definition that is pre-printed on chart.

● Students will create illustration as outlined above.

● Teacher will administer pre-assessment to whole group (See assessment for week #1 on unit plan).

● Students will work in groups and complete web to show important people, places, and

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things that are important to their community.

● Teacher will monitor on task actions by students/group, while beginning to collect anecdotal records.

“YOU DO IT TOGETHER” Collaborative Learning

Teacher says:

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“Now it is time for us to write about our community. I will show you what I mean.”Teacher will model by writing sentences and thinking aloud, describing the community from Uptown. Teacher will explain to students:

“You will now write 3 to 5 sentences about the important people, and places in your community. When I say 3 to 5

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sentences that means that you can write 3, 4, or 5 sentences about your illustration or write sentences that describe your community. This is going to be independent writing and thinking time. Remember that when we complete independent work it should be silent to so that we can do our best thinking and writing. Are there any questions before we get started?”

● Teacher will answer any

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questions that will promote clarification of assignment.

● Monitor on task behavior of students.

Groups will be given an opportunity to share responses with class; Teacher will generate whole group anchor chart, which will be created from details collected.

Students will work in groups to write

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description of illustration created.

“YOU DO IT ALONE” Independent Practice

“Now it is time for us to show what we know. We are going to take our illustrations and the sentences that we generated and apply our learning and knowledge. When I apply my knowledge and learning I am showing what I know and think by transferring

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that information into another format. This time we are going to be answering a question that I have generated. Remember that good readers always ask and answer questions of themselves, others, and the texts that they read. Here is the question that you will be responding to:

What are some places in your community that are important?What makes these places important to

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your community and the people that live there?”

“CLOSURE of LESSON” whole group reflection

“Now it is time for us to share our thinking. Turn to your reading partner (neighbor, etc.) and share one person or place in your community that you wrote about. Share your illustration

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and explain why you think that person and/or place is important to your community.”

“We always need to think and reflect on our reading before and after answering questions. It is always important for readers and writers to review our work and share our thinking and demonstrate understanding. We wrote about important people and places in our community and described

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their impact on the community. As the boy in the story proudly gave us a tour around his city, we should always want to experience the same pride about our community and ourselves. It is important to be proud of where you live, who you are, your culture and heritage, and always find ways to celebrate it.”

ASSESSMENTWhat will you ask? When will

ASSESSMENTWhat will you ask? When will you ask during the

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you ask during the lesson? What will kids say or do to

demonstrate understanding of the objective?

lesson? What will kids say or do to demonstrate understanding of the objective?

Formative:Written response

Summative:

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iaaas literacysocialscience grade2 q4lesson

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