What makes a community?
DAY 1 - PLAN 1
DAY 2 - SEED 1
DAY 3 - SEED 2
DAY 4 - SEED 3
DAY 5 - SEED 4
Day 6 - PLAN 2
DAY 7 - SEED 5
DAY 8 - SEED 6
DAY 9 - SEED 7
DAY 10 - SEED 8
DAY 11–15 - PLAN 3
DAY 16–17 - PLAN 4
DAY 18- SEED 9
DAY 19–20 - SEED 10
DAY 21 - SEED 11
DAY 22 - SEED 12
DAY 23 - SEED 13
DAY 24 - SEED 14
DAY 25 - SEED 15
DAY 26–30 - PLAN 5
Download Seeds, Plans, and Resources (zip)
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Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.
Lesson Plan 1 - Day 1
This is the first lesson to begin the Communities Unit. Students will determine and clarify the meaning of the word community. The students will use a
KWL chart to organize their current understanding of the concept, and to guide their research and study of the topic.
The model lessons in this unit feature best practices to address Common Core State Standards. The lesson plans were designed for heterogeneous classes. When teachers implement these plans, they should consider the skills and special needs of their students and make adjustments accordingly.
Apply appropriate elements of UDL:
The following websites provide alternate strategies and information for differentiation of lesson:
English Language Learners
National Association for Gifted Children
Special Education and 504 LD Online
**Prepare for small group/guided reading instruction by selecting appropriate text and making connections to “Communities”
and other topics related to this theme.
What is a community?
Teacher will have students determine the focus of the unit by playing Hangman with the word community. Students will use their knowledge of
letters and words to guess the word community as letters are correctly guessed.
Have students decode the word community by applying grade-level phonics and word analysis skills.
Post the word community to represent an accurate spelling for students. Demonstrate how to locate definitions for a word in a print (alphabetical order and guide words) and online (enter a word) dictionary. Explain that dictionaries provide more than one definition for a word and that the first definition is the one used most often. Assign student partners the task of locating the word community in a classroom or online dictionary and recording an assigned definition on prepared sentence strips e.g.
Post all definitions. Highlight common terms in all definitions. Engage in a collaborative discussion to synthesize a general idea of community: a group of people, plants, or animals that live close together. Explain that the word community comes from the Latin word communis which means common, public, shared by many.
Formative assessment: Based on dictionary definitions and class discussion, explain the meaning of the word community to a partner.
Have students begin to gather information on the topic using a KWL chart - the teacher will record the students' ideas about the concept of community. Students will share (K) what they already know about the concept and (W) what they want to learn about the concept. This chart will be revised during the unit to document what the students have learned about the concept of Communities. Remind students that the KWL chart is a graphic organizer used to help guide researching and studying a specific topic.
Show a multi-media production of information about a community. The suggested video clip in the resource section is an example of what could be used as a resource. This will provide initial information on "What is a Community?"
Routine Writing: Have students reflect on their understanding of the concept of community in their writing journal. Students answer the question,
What is a Community?"
Reading: Foundational Skills
Speaking & Listening