Professional Documents
Culture Documents
Author:JakePhelps
Datecreated:10/29/20153:50PMPSTDatemodified:12/10/20164:01PMPST
LESSONOVERVIEW
Subject(s)
SocialStudies
Topic/unitofStudy&time
allotment
LocalHistory
Grade/Level
Grade3
Objective
Studentswilllearnaboutthecommunitythattheyarefromandhowitstarted.Studentswillalsobeabletoidentifyhow
thecommunityhaschangedovertheyearsfromwhenitwasestablisheduntilthepresentday.
Summary
Studentswillresearchtheircommunityusingmaps,photographs,etc.andcreateagraphicvisualizinghowthe
communitystartedandhowitisinthepresentday.
IMPLEMENTATION
LearningContext
Theunitthatthislessontakesplaceinisaboutcommunities.Studentsunderstandthatdifferentpeoplearefrom
differentcommunitiesandthatnotallcommunitiesarethesameastheir'sis.
ThepreviouslessonshavecoveredwhatcommunitiesareandaboutNativeAmericancommunitieslocatedneartheir
owncommunity.
Thelessonsfollowingthiswilldiscusshowthecommunityhaschangedthroughtimeaswellashowboththephysical
andculturallandscapesofCaliforniaaffectcommunities.
TeachingStrategies
Studentledbrainstormingonboard
Adaptations:
ELL
Directionsforthisassignmentwillbewrittenupontheboardandwillstaythereforthedurationofthelesson
alongwiththebrainstorm.Iwouldgivethemapremadehandoutofwordsthatcouldbementionedduringthis
lessonthatsomeEnglishLearnersmaystrugglewith.TheEnglishLanguageLearnerswillalsobegivenan
alternativeassignmentforhomework.Theywillnotdoawriteupandthenextdaywhentheotherstudentsare
sharingtheirwriteupstheELLstudentswillgivetheteacheranoralpresentationabouttheircommunity.
SNS
Thedirectionsbeingontheboardaswellasvocabularywordswillalsobenefitstudentswithspecialneeds.As
wellashavingtheseaccomodationsIwillhavespecialneedsstudentshaveaworksheetforhomeworkinsteadof
havingtowriteawriteupabouttheircommunity.Theywillfillinthisworksheetwithinformationabouttheir
communityanditwillhelpguidethem.
GATE/HighAchiever
TheGATE/HighAchieverstudentsinmyclassroomwillbeaskedtocompletethesameassignmentbuta
morerigorousversion.Thesestudentswillhavealistofmorecomplexwordstoincludeintheirwriteup.Aswell
asthistheywillfocustheirwriteupsmoreonhowthecommunitywasdevelopedthanhowtheircommunityis.
TimeAllotment
1classperiods.45Mins.perclass.
SampleStudentProducts
Author'sComments&
Reflections
PROCEDURE
AnticipatorySet
Theteacherwillbeginthelessonbyshowingstudentsphotographsoftheircommunity,bothfromthepastandthe
presentasthey(theteacher)discussesthehistoryoftheircommunity.Theteacherwillthenleadthestudentsina
brainstormontheboardaboutaspectsoftheircommunitythatstoodouttothem.
Modeling
1.Studentswillfacethefrontoftheclassroomastheteacherdiscussescommunitiesandshowsimagesoftheir
communitybothinthepastandinthepresent.
2.Theteacherwillaskthestudentstobrainstormfocuspointsoftheirowncommunityastheywritethemontheboard.
3.Theteacherwillwalkaroundtheclassroompassingoutpaperandexamplestothestudentsastheyexplainthatthe
studentswillbedrawingtheircommunitiesinthepastandpresent.
4.Studentswillindividuallydrawtheirownrepresentationoftheircommunityfocusingonpartofthecommunitytheylike
most.
5.After20minutesthestudentswillallcometogetherandsharetheirartworkwiththeirclassmates.
GuidedPractice
Thestudentswillbegivenexamplesofpreviousstudentswork,oneateachtable,togetideasofwhattodrawandto
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brainstormwhiletheyworkontheirownvisualrepresentationoftheircommunityinthepastandpresent.Theteacher
willbewalkingaroundwhilethestudentsareworkingonthistomakesurethestudentsareclearonwhattodoand
answeranyclarifyingquestionsthestudentsmayhave.
IndependentPractice
Thestudentswillworkontheirownwithouttheteacher'sguidance.Theywillusetheinformationtheteacherhelped
themgatherthroughtheirpersonalbrainstormsaswellastheclassbrainstorm.Theywillcombinethiswithwhatthey
seeinthepastexamplestocreatetheirownpieceofartworkrepresentingtheircommunity.
Closure
Theteacherwillconcludethislessonbyreviewingwhatwaslearnedduringthelesson.Theywillgooverkeyfeaturesof
communitiesandwhichofthesefeaturesarepresentintheirowncommunities.Theywillalsoaskthestudentstodoa
followupbrainstormonwhatthestudentslearned.
FollowUp
Tofollowupthislessonstudentswillwilllearntodifferentiatedifferentperiodsoftimeandhoweventsduringthese
differentperiodsoftimehavechangedtheircommunityandarecurrentlychangingtheircommunity.
MATERIALSANDRESOURCES
InstructionalMaterials
Computerandprojector
Pencilandmarkers
Whitepaper
Resources
STANDARDS&ASSESSMENT
Standards
CACaliforniaK12AcademicContentStandards
Subject:History&SocialScience
Grade:GradeThree
Area:ContinuityandChangeStudentsingradethreelearnmoreaboutourconnectionstothepastandthewaysin
whichparticularlylocal,butalsoregionalandnational,governmentandtraditionshavedevelopedandlefttheirmarks
oncurrentsociety,providingcommonmemories.EmphasisisonthephysicalandculturallandscapeofCalifornia,
includingthestudyofAmericanIndians,thesubsequentarrivalofimmigrants,andtheimpacttheyhavehadinforming
thecharacterofourcontemporarysociety.
SubStrand3.3:Studentsdrawfromhistoricalandcommunityresourcestoorganizethesequenceoflocalhistorical
eventsanddescribehoweachperiodofsettlementleftitsmarkontheland.
Standard3:Tracewhytheircommunitywasestablished,howindividualsandfamiliescontributedtoitsfounding
anddevelopment,andhowthecommunityhaschangedovertime,drawingonmaps,photographs,oralhistories,
letters,newspapers,andotherprimarysources.
AssessmentPlan
Theteacherwillusetheirpostlessonbrainstormtogaugewhatstudentslearnedinaninteractivewaythatencourages
studentstoshare.Theywillusethisinformationtoalterthelessontobebetterforfuturepresentations.
Theteacherwillbestampingthestudentsworktomakesuretheydiditandtheygetasenseofaccomplishment.Aswell
asstampingthestudentsworktheteacherwillbecollectingalloftheassignmentsandgradingthemcheckingfor
literacyskillsnecessaryforthirdgradeandwillshowthestudentswhereandhowtheycanimprovetheirliteracyforthe
nextassignment.
Assessment/Rubrics
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