iaaas literacysocialscience gradek q4lesson

LITERACY & SOCIAL SCIENCE

Kindergarten Interdisciplinary African and African American Studies

Quarter 4 Launch Lesson

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 one’s personal and cultural identity through fiction and nonfiction texts

UNIT TITLE: People Working Together To Make Their Community Work

Quarter: 4 Unit: 4Week 1 of 5

Objective(s): Students will be able to describe and explain the types of buildings

Materials/Resources:Off to Class: Incredible and Unusual

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Day 1 in a neighborhood/community, outdoor places and people based on texts read aloud.

Students will draw, write or dictate types of buildings in a community.

Schools Around the World by Susan HughesAngel City by Tony JohnstonDo Something in Your Community by Amanda RondeauBe My Neighbor by Maya AjmeraLittle Neighbors on Sunnyside Street by Jessica SpanyolOnly One Neighborhood by Marc HarshmanOn the Town: A Community Adventures by Judith CaseleyFranklin’s Neighborhood by Paulette Bougeois

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Me on the Map by Joan SweeneyMapping Penny’s World by Loreen Leedy

● Picture cards of the neighborhood around the students school

● Toilet paper tubes, small wooden blocks

● Construction paper white and black

● Masking tape● Glue● Crayons, markers, color pencils● Scissors● U.S. Wall map● Globe (spins)

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● Chart paper

CCSS Standards:W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Sample Student Students will be able to --- with African and Students will be able to --- from Literacy and

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Outcome Statements African American Studies Connections Social Science Planning Guides

● Students will be able gather information about African communities.

● Students will listen to informational text read aloud to respond to text dependent questions that require students to recall information.

“I DO IT” Input & Modeling

Teacher does…● The teacher will gather the

students at the rug and state what the objective of the lesson will be

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over the next four weeks.Teacher says…

● “In this lesson, you will learn that a neighborhood has buildings, outdoor places, and people. Together we will work together to build a three dimensional neighborhood. In problem solving teams, you will design a neighborhood park. Finally, you will demonstrate how we are part of our neighborhood around our school.”

Teacher does…

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● Teacher will help the students brainstorm a list of buildings that they find in a neighborhood. Write each building type on chart paper (note: this list does not need to be lengthy.) The important topic is for students to recognize that there are other buildings other than homes in all neighborhoods.

Teacher says…● “Here in the text of an African

community I see a church. A church is where people come to celebrate their religion. What

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other kinds of buildings do you see? (The teacher can prompt by asking, where do people live?) What other buildings might we find in a neighborhood?”

● Teacher will explain that they will each make their own home to add to the neighborhood. Pointing out that not all homes look the same. Briefly review some different types of homes by showing illustrations of homes around the world. What kinds of buildings do people live in? Teacher will read aloud Houses

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and Homes (Around the World Series) by Ann Morris.

● The teacher will create a class KWL chart. This chart will be on large poster board and be filled out prior to first lesson. The teacher will ask the students what they know about their neighborhood/community. Next, the students will generate questions they want to learn about their neighborhood/community and additional lessons and activities can be added to unit plan

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if students are curious about a top not covered in the current lessons. Teacher will introduce students to a community web and students will add on after each additional lesson. The web will be on a giant poster board in the room if students want to add additional information throughout the unit.

“WE DO IT” Guided Instruction

Teacher does…Show the cover of On the Town: A

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Community Adventures by Judith Caseley. Ask students to point out the front/back cover, title, author and illustrator, which we have been talking about in previous lessons. Read the title. Ask students what they think the book is about. What do you want to be when you grow up? Have students turn to elbow partners and talk about what they want to be when they grow up. Now we’re going to learn about different people in our community. What is a community? Who are some people in our community? Read the book to students.

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Teacher does…● The teacher works with students

using a document camera (if available) to project images of buildings (including the structure) and workers. Teacher guides students in their understanding of how workers and buildings serve communities and/or neighborhoods.

“YOU DO IT TOGETHER” Collaborative Learning

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Students do…● Students use literary and

informational texts to locate different types of buildings in text. Students’ work in partnerships to locate buildings, talk about building structures, community workers and predict how each building serves the community/neighborhood.

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“YOU DO IT ALONE” Independent Practice

Tell students they will each make a special book to show where they live.

● Teacher read aloud the phrase I live in a _____ kind of building, prompting students to response with the name of type of structure they live in. Briefly discuss buildings and locations that make your city special (place of historical interest, monuments, sport arenas, parks and so on…

● Ask students to draw a picture of

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their community with buildings and workers.

“CLOSURE of LESSON” whole group reflection

● Tell students that there are many people in our communities/neighborhoods.

● A lot of people help us in our neighborhood/community such as firemen and police officers. What other neighborhood/community helpers keep us safe? Tell students

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that later in the week we will be learning about African neighborhoods/communities.

ASSESSMENTWhat will you ask? When will

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

demonstrate understanding of the objective?

Formative:DrawingsObservationsNotes from conversations

Summative:

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iaaas literacysocialscience gradek q4lesson

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