Planning Guide
Creating Learner-Focused
Schools
* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.
| LU Title: Communicating Communities |
Author(s): Roberta Zehr, Paula Allis |
| Grade Level: Third |
School Address: Beaver River CS
|
| Subject Area: Social Studies |
School Phone/Fax: 315 346 1211/315 346 6775 |
CONTENT KNOWLEDGE
| Declarative |
Procedural |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
ESSENTIAL QUESTIONS
INITIATING ACTIVITY
Draw a picture of your community.
Connection to State Learning Standards
Content Area: Social Studies
Level: Grade 3
| Benchmarks: Distinguish between near and distant past and interpret simple timelines. |
|
Benchmarks: Gather and interpret information from children's reference books, magazines, textbooks, media. Use a few traditional structures for conveying information such as chronological order, cause and effect, and similarity and difference. Select and use strategies for notetaking, organizing, and categorizing information. |
| Standard: SS1 Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, turning points in the history of the United States and New York. |
|
Standard: ELA 1 Students will read, write, listen and speak for information and understanding. |
Unit Theme:
Communicating
Communities
| Standard: MST 5 Students will apply technological knowledge and skills to design, construct, use and evaluate products and systems to satisfy human and environmental needs. |
|
Standard: H, PE, HE #3 Students will understand and be able to manage their personal and community resources. |
| Benchmarks: Use a variety of materials to design and construct things. Understand the importance of safety, cost, ease of use and availability in selecting tolls and resources for a specific purpose. Use simple manufacturing processes (e.g., assembly, multiple stages of production, and quality control to produce a product. |
|
Benchmarks: Know that resources available at home and in the community offer opportunities to participate in and enjoy a variety of physical activities in their leisure time. Understand the kinds of resources available in their community and make informed decisions related to their own use. |
Learning Experiences
Declarative Knowledge
| What declarative knowledge should studentsbe in the process of acquiring & integrating? As a result of the unit, the student will know or understand… |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
| -what a community is.
-comparisons, contrasts and classifications of communities' features. -identify ways to find out about a community's past, explore a website comparisons, contrasts and classifications of communities' features. -learn about the BRCSD's history. -how the BRCSD has changed and remained constant. Study a map of the BRCSD. -five ways communities are similar/different |
Text-Social Studies Textbook-Silver Bullet Handouts
Text-SS-Silver Burdett Ginn Visit the Library M Center of the school. Reading Chart Pictograph List Map reading Use a four column chart. Visit to the Library Media Center of the school. Consultation with family (oral and pictorial - pictures & articles will also be from teacher's collection Prior knowledge Apply new knowledge Make a pictograph. Make a list. Make a list. Locate sites on school district map. Construct facsimilies of historic buildings. Venn diagram |
KWL Silver Burdett Ginn textbook
Reciprocal teaching, an instructional strategy developed by Annemarie Palincsar and Anne Brown, is used primarily when students are experiencing information through reading. It is a technique that actively engages both teacher and students in the use of prior knowledge." More info: Jeff Lewis Teacher Center 171 East Howard St. Watertown 13601 Kathryn Ransom 224 E Hazel Dell Sprinfield, IL 62707 Email Reciprocal teaching strategy, chart Wait time extended Brainstorming Sharing Instruction Research Note taking Interviewing Note taking Overhead projection of map, individual desktop maps. The class and teacher will develop a wall and personal KWL chart showing what the children know and want to know about communities. TSW gather information by reading chapter one of his/her social studies text, using the reciprocal technique instructional strategy: summarize, question, clarify, and predict. The students and teacher will add to the KWL chart. TSW label the columns features, cities, suburbs, and towns. Along the left-hand, features, side of the sheet there will be listed services (fire dept., police dept., hospitals, recreational facilities, libraries, school), natural resources (geographic features,) employment opportunities. The class will use the information to make additional entries on the KWL chart. They will store their journals. |
Describe what will be done. TTW (The Teacher Will) present to the class the KWL chart which is included in their journal. In small groups TSW (The Student Will) brainstorm and enter data about what they know about the term "communities". TTW help them develop and enter questions about what they want to learn.
TTW present the students with a journal of materials to be used in this unit. It will include items specified in the third cloumn, see attachments.
"Reciprocal teaching, an instructional strategy developed by Annemarie Palinesar and Anne Brown, is used primarily when students are experiencing information through reading. It is a technique that actively engages both teacher and students in the use of prior knowledge."
TTW present to the class the KWL chart which is included in their journal. In small groups TSW brainstorm and enter data about what they know about the term "communities". TTW help them develop and enter questions about what they want to learn. TSW read chapter one, lesson one of the Silver Burdett Ginn textbook using the Reciprocal teaching strategy.
TSW be guided to enter data to the "L" column of KWL chart.
TSW read chapter one, lesson one of the textbook using the Reciprocal teaching strategy. TSW complete a chart included in the journal comparing, contrating and classifying urban and rural community features.
Add to the "L" column of the KWL chart.
Before visiting the Library Media Center the students will consider ways to learn about the BRCSD's past. They will share suggestions in brainstorming stategy.
The class will visit the Library Media Center of the school to discover, with assistance of the director, available resources, including the internet. Sites will be book-marked Instruction in basic note taking and enlightened regarding resources in the Library Media Center, (will occur before) TSW select and read about the BRCSD. As they are reading they will make notes on chart included in the journal giving reference to the history, recreation and education system. Add to the""L" column of the KWL chart.
TTW demonstrate notetaking & interview techniques. Using a second chart as descibed above, they will add information. Add to the "L" column of the KWL chart.
Together, students and teacher will explore a transparency map of the BRCSD in terms of roads, buildings, residences, geographics.
**See Extending and Refining for an Extending and Refining ELA Activity.
Learning Experiences
Procedural Knowledge
| What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| Draw a picture of a community. Draw a mural showing the distinguishing characteristics of the past and present of the BRCSD. Construct a facsimile of the main street of one of the BRCSD's villages or hamlets. Create a triptik. What a community is. |
KWL chart Graphic organize TSW share their understandings of "community" TSW have increased their knowledge of communities and the BRCSD in particular through reading, sharing, interviewing and research. TSW have increased their knowledge of communities and the BRCSD in particular through reading, sharing, interviewing and research. TSW have increased their knowledge of communities and the BRCSD in particular through reading, sharing, interviewing and research. They will also have gained instruction in the use of a Microsoft Works template for creating the triptik. |
TSW brainstorm in small groups what they know about the term "community", they will enter this data in the "K" column. Then, the teacher will guide them to construct questions about what they wish to learn about communities and enter the data in the "W" column. Following reading chapter one, lesson one in their Silver Burdett Ginn textbook they will enter data in the "L" column. Using a graphic organizer they will record topic, main idea, and details as guided by the teacher. Students will be given 9 x 12 white paper and colored pencils to draw their initial conceptions of communities. Students will be given larger sheets of white paper. They will be in small groups and assigned to draw either the past or present of a BRCSD village or hamlet street. Students will plan a 3-D layout of a past or present BRCSD village or hamlet street. They will determine and collect items for the project. The project might be done as a shadow box or a table display. The teacher will explain the concept of "triptik" and explain that it will be used by the imaginary travel agency to promote our BRCSD. The teacher will present the computer process using the teleprompt. |
Learning Experiences
Extending and Refining
| What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of… |
What reasoning process will they be using? |
Describe what will be done. |
||
| (Answering Essential Question number 2) Think about the BRCSD through the years; how has it changed and remained the same. |
|
|
||
| Planning Guide |
|
Unit: |
| Step 1 |
Step 2 |
Step 3 |
| What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to........... |
What reasoning process will they be using? |
Describe student's products and performances and the criteria for evaluation. |
|
|
[ ] Decision Making |
Products/Performances |
| Criteria for evaluation |
Rubric:
Key Questions:
What are the key elements, traits, or dimensions that will be evaluated?
Are the identified elements of equal importance or will they be weighed differently?
| Element #1 |
Element #2 |
Element #3 |
Element #4 |
|
| Elements Scale |
Journal |
Triptik |
CHOICE: MURAL in a small group OR |
CHOICE: STREET CON-STRUCTION in a small groups |
| Weights |
60% |
20% |
20% |
20% |
| 4 |
The journal contains all teacher provided materials. All work completed with 100% perfection Work is neatly done. Spelling is 100% correct All work is labeled with the student's name. |
The triptik has colorful, positive information about the district. The triptik is illustrated on all panels. Spelling and grammar are 100% correct. Information is 100% accurate. |
The product is: *complete *accurate *neat *in realistic perspective *shows high degree of detail In the small group you : *contributed fully *welcomed others' ideas *worked harmoniously |
The product is: *complete *accurate *neat *in realistic perspective *shows high degree of detail In the small group you: *contributed fully *welcomed others' ideas *worked harmoniously |
| 3 |
The journal contains all teacher provided materials. All work completed with 75% accuracy. Work is neatly done. Spelling is 85% correct. All work is labeled with the student's name. |
The triptik has colorful, positive information about the district. The triptik is illustrated on all panels. Spelling and grammar are 75% correct. Information is 85% accurate. |
The product is: *at least 75% complete *at least 75% accurate *neat *in realistic perspective *shows attention to details In the small group you: *contributed often *welcomed others' ideas *worked without hassle |
The product is: *at least 75% complete *at least 75% accurate *neat *in realistic perspective *shows attention to details In the small group you: *contributed often *welcomed others' ideas *worked without hassle |
| 2 |
The journal contains 75% of teacher provided materials. All work completed with 60% accuracy. Work is readable. Spelling is 75% correct. At least 50% of work is labeled with the student's name. |
The triptik has some colorful, positive information about the district. The triptik is illustrated on three panels. Spelling and grammar are 50% correct. Information is 70% accurate. |
The product is: *at least 60% complete *at least 60% accurate *sloppy *some realistic perspective *shows lack of attention to details In the small group you: *contributed very little *did not listen to others *tattled or were unkind |
The product is: *at least 60% complete *at least 60% accurate *sloppy *some realistic perspective *shows lack of attention to details In the small group you: *contributed very little *did not listen to others *tattled or were unkind |
| 1 |
The journal contains less than 50% of teacher provided materials. All work completed with 50% accuracy. Work sloppy. Spelling is 65% correct. Less than 50% of work is labeled with the student's name. |
The triptik is not appealing. The triptik has one or two illustrations. Spelling and grammar are 50% correct. Information is 50% accurate. |
The product is: *at least 75% complete *at least 75% accurate *neat *indifference to perspective *shows attention to details In the small group you: *did not help *did not listen to others *had to leave the group |
The product is: *at least 75% complete *at least 75% accurate *neat *indifference to perspective *shows attention to details In the small group you: *did not help *did not listen to others *had to leave the group. |
Have You Considered These Yet?
Learn to Learn Skills:
Be Effective Communicators: *Listens effectively, *Reads with understanding, *Writes effectively, *Uses appropriate technology.
Demonstrates Cooperative Skills: *Identifies & supports group goals, *Initiates ideas, *Demonstrates the ability to perform different roles within the group, *Considers different points of view.
Be Perceptive Thinkers: *Applies knowledge from a variety of resources and content areas, *Develops & applies organizational & problem-solving skills, *Establishes priorities & achievable goals.
Acts as Responsible Citizens: *Demonstrates responsibility, *Shows respect for self & others.
Assessment Modifications:
*Resource Room students will follow their IEP. The teacher will read and assist the student with the activities.
*title I Reading Teacher will come into the class and assist student with reading and the research of the activities.
Unit Schedule/Time Plan:
Two to three weeks daily in September and October.
Written Overview:
This is a 3rd grade unit. The students will be learning about the Beaver River Central School District (BRCSD) as their community. The final project will be a mural of showing distinguishing characteristics of their community past and present or construct the main street of one of the villages or hamlets within the BRCSD. As well as producing individual triptiks exemplifying the history, education, and recreation of the BRCSD.