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.
This is the first of a two-day lesson focusing on the book The Great Fuzz Frenzy. This lesson will provide an opportunity to listen to and engage in a close reading of the text. Students will respond to text dependent questions and participate in a cooperative discussion about the story. Students will engage in a collaborative writing activity.
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 by selecting appropriate leveled text and making connections to “Communities” and other topics related to this theme.
Are there animal communities?
The Great Fuzz Frenzy by Janet Stevens and Susan Stevens Crummel
Summary: Deep, deep down in their underground town, the prairie dogs live in harmony--until a mysterious,
fluorescent, very fuzzy thing (otherwise known as a tennis ball) rolls down their hole. When the prairie dogs discover that they can pluck and
pull the fuzz into fabulous fashions, their fear quickly turns to curiosity, then delight, then pure greed. The frenzy that erupts threatens to tear
apart the prairie-dog town forever. But when mean ol' Big Bark is kidnapped after taking all the fuzz for himself, the prairie dogs come to the rescue
and remember the true meaning of community. (Amazon)
Alternate text: This link provides access to a reader's theatre script http://www. susanstevenscrummel. com/teachertipsfuzz.htm which
can be used in small group instruction.
Show the video clip of a prairie dog from Animal Planet. http://animal. discovery.com/ videos/mutual-of -omahas-wild- kingdom-sounding- the-alarm.html.
Have students Think-Pair-Share how prairie dogs work together to protect their community.
Have students engage in an interactive read aloud of the "The Great Fuzz Frenzy". (Use the document camera during read aloud). Demonstrate
how to read closely by modeling how to monitor for understanding by rereading, questioning the author, and focusing on particular parts of the story.
Following reading, use any or all of these text dependent questions to engage students in a collaborative discussion about the book.
Routine Writing: At the conclusion of the story, Violet the dog returns to the prairie dog burrow with another tennis ball. Have students
work collaboratively with a partner to create a new story about the prairie dog community. Provide students orange yarn (for fuzz) to use in
Participate in a "weave a web of understanding" activity (Linda Hoyt). Have students sit in a circle and pass a ball of yarn back and
forth to each other (creating a web). Each time a student receives the ball of yarn, he/she shares one example of how the prairie dogs
demonstrated living in a community.
Speaking & Listening