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 2-day lesson will provide students an opportunity to explore their own community and compare it to the community in the book On the Town.
They will participate in a close reading of the text and respond to text-dependent questions about the story. During routine writing, students will create
a comparison statement about the community in the story and their own community.
These model lessons 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
http://www. ldonline.org/ educators
**Prepare for small group/guided reading by selecting appropriate leveled text and making connections to “Communities” and other topics related to this theme.
What makes a community?
On the Town by Judith Caseley
Summary: Charlie's homework
was to explore the people and places in his community. "What is my community?" he asked his mother. So they took a walk to find out. With the
bounce and humor that have characterized all her popular books over the years, Judith Caseley once again proves that when it comes to the
primary school world, there is very little that she doesn't know. Charlie and his mother take a walk that can be taken by anyone with a keen
sense of fun -- and open eyes and an inquiring mind. (Amazon)
KWL chart from introduction lesson
Author's Website: http://www. judithcaseley.com /jc_town.html
Alternate Lesson: http:// learningtogive.org/ lessons/unit207/ lesson2.html
Review the K-W-L chart from day 1. Elicit additional questions/information about communities from students.
Closely read the story On the Town. Have students listen to the story and think about the people and places in the community as presented in
the story. While reading, demonstrate how to read closely to make sense of what the author is saying and clarify unknown words. Make your thinking
For example, stop after reading the first paragraph and reread the text. Clarify the meaning of community that is presented in the text.
Have students respond to these text-dependent questions to show their understanding. Prompt students to share evidence from the text to support
Add information about Communities to the KWL chart from the first day of the unit. Encourage students to share what they have learned and
what they still want to learn.
Routine Writing: Have students reflect on the story in their daily writing journal.
Teacher observation of the following:
Ask the students to compare the things in the book to the things in their own community surrounding their school. Model how to use a
Venn Diagram to compare and contrast. Have students work in cooperative groups to complete a Venn Diagram to compare and contrast.
Have students work in cooperative groups to complete a Venn Diagram to compare and contrast the two communities. Provide a copy of the book On the Town to each group to use as reference.
Digital Venn Diagram:
http://www .readwritethink.org/ files/resources/interact ives/venn/
Routine Writing: Have students write an informational paragraph that explains the similarities and the differences of the communities. Some students may need prompt or sentence starter.
Speaking & Listening