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Community Lesson Background: Students in a 2nd Grade Classroom are learning about the community in a week long unit

using their classroom text as well as having community partners/leaders coming to visit. English Proficiency Levels: Level 1: Entering Level 2:Beginning (WIDA standards)

Standards/Curriculum Tie Grade 2 Language Arts Standards Standard 1 (Oral Language): Students develop language for the purpose of effectively communicating through listening, speaking, viewing, and presenting. Objective 1 Develop language through listening and speaking. Identify specific purpose(s) for listening (e.g., to gain information, to be entertained)... Grade 2 Social Studies Standards Standard 2 (Citizenship): Students will recognize and practice civic responsibility in the community, state, and nation Objective 1 Identify common symbols and physical features of a community, and explain how they affect people's activities in that area.


My Community Is Important to Me People and Places in My Community.


OBJECTIVES: Language: SWBAT : Name people and places in the community using pictures.(Level 1) SWBAT: State roles of community workers using pictures (Level 2) SWBAT : Label pictures people and places of a community using a word bank. (Level1) SWBAT: Complete sentence stems using vocabulary words, in small groups (Level 2) SWBAT : expand their knowledge about community by reading leveled text (Level 1,2)

LEARNING STRATEGIES: Collaborating in Small Groups, Graphic Organizer (Cluster Word Web), Think-Pair-Share, Sentence Scaffolding, Oral Presentation, Partner Work, Higher Order Questioning

KEY VOCABULARY: community, town hall, mayor, police station, police, fire station, firefighter, hospital, doctor, park, library, librarian, school, and teacher

MATERIALS: Poster paper for student pair activity pictures of places in the community glue markers pre-printed sentence stems laminated pictures of people and places that are then cut into puzzle pieces Individual copies of leveled reader text Vocabulary word sheet with student friendly definitions, PowerPoint slides of vocabulary words with definitions.

Introduction: Building background knowledge Today, we are going to learn about some of the places and people in our community. Ask students to turn to a partner and take turns describing the community that they live in now or one that they have moved from. Have a few partners share with the whole class what they learned about their partners community. Use "Picture and Pieces Strategy" (which is cognitive and socioaffective). Students will each be handed a piece of a puzzle. Tell students that their piece is one part of a whole picture of either a person or a place in a community. They will need to find the other students in the classroom that have the remaining parts to their puzzle picture. Once everyone has found the matching pieces to their puzzle they will tape the puzzle pieces together and they will collectively decide if the picture is of a person or place in a community and label their picture with the appropriate vocabulary word. Students will remain with their small group.

Procedures: (comprehensible input, strategies, interaction, feedback) Gather students on the floor, staying in their picture/pieces groups. Teacher begins a word web with the word community in the center and asks the students "What is a community?" Think-Pair-Share: Now turn to your partner and tell them what a "community" is? Listen to your partners definitions and see if you can agree on a definition of the word. Ask students to share some of their definitions. Teacher can point out that the word uses the two words/ideas, "come" and "unity" to form the one word community" where people come together to live, work and share with each other. Students will do action vocabulary for the word community by the hand actions of motioning to "come" and coming together of the hands to form "unity". Teacher will

now inform the students that they will help decide which category to put their "Picture and Pieces Puzzle Pictures" on the word web - People or Places. "Let's list people we see in the community." Write each item on the board for the students to see. police man, firefighter, teacher, mayor, doctor, librarian. "Now let's list places in our community?" hospital, fire station, police station, town hall, library, school. Present the remaining Key Vocabulary words and practice recall by using a kinesthetic strategy called "action vocabulary in preparation for reading leveled text on community, in small groups. Students are divided into 3 leveled reading groups. Teacher will assist the emerging reading group (including ELL's) by orally reading the first few pages of the text to the students. The students will choral read the next few pages and then each student will take a turn orally reading the remaining parts of the text while the other 2 groups read their text in pairs. Following leveled text reading groups, students will join in a whole group discussion of these questions.

Questions to Ask Name one place and one person you read about in the text that was part of the community? (knowledge) How do you fit into your community? (application) Why might a community be important? (comprehension)

PRACTICE AND APPLICATION: Creating a Community Poster (Meaningful activities, interaction, strategies, practice and application, feedback) Students will be provided pictures representing a community that they can glue onto their poster and label. (Pictures will be placed in envelopes and given to each group). Students will be asked to go to their tables and work in small groups on a poster, labelling the people and places in the community. Once the students have labelled their pictures on their poster, have them share with the class: encourage the students to focus on one community figure or place and have them share with the class what that person does for the community. Scaffolded Writing Activity Each student will complete a small writing assignment to be attached to their poster. Writing with Sentence Stems: Students use the following sentence stems for the paragraph that goes on the poster. The student will write their name behind the sentence stem that they created. When I grow up, I would like to be a ..... When we went to the_________, we saw a ...... When our _________ went outside, there was a ....... I look for books at the ______ that I can take home and read to my ...... There is a _________ just a few blocks from my house that my ________ and I go to often. These are the people that are in my family and that live with me; ............ I go to the ______________about two times a year. I can walk to _____________ all by myself, but sometimes my __________ walks with me.


(Review objectives and vocabulary, assess learning) Students will share their posters with the class as they read from the paragraph they have completed on the bottom. The teacher will assist as needed with this activity. Questions that will be asked of the students are: What have we learned about communities? Why might it be important to know what people do in the community? Re-visit the word web and have each student turn to a new person and tell them one new thing that they learned during the lesson for the day. Students will write in their reflection journal, individually. They will write a short sentence about their community and reflect on the lesson using one of the new vocabulary words listed on the board (level 2) Students can also draw a picture of their community adding word bank word (level 1)

School/Home Connections Students could bring pictures from home and share with the class how their family is part of the community or they could invite a parent to come to class and alk about their role in the community. Additional books to read: The Usborne Book of "Things People Do", by Anne Civardi and Stephen Cartwright, What Do People Do All Day? by Richard Scarry

Lesson Modifications/Cultural Responsiveness: This lesson has context embedded supports by way of visual representations. There are also supports provided, for the ELL students, through peer discussion and interaction. To make this lesson more culturally responsive, the teacher could compare and contrast pictures of community workers in the United States with pictures of similar workers in the countries that the children have moved from. This would help them access their background knowledge, and give them a reference as they start to transfer information from their primary language to the academic words of a second language.