Where Do I Live Lesson 1t5o6p

TCNJ Lesson Plan Where Do I Live? Student Name: Katie King Grade Level: Kindergarten

School Name: Hopewell Elementary Host Teacher’s Name: Ms. Bradshaw & Ms. Higgins

Guiding and/or Essential Questions: What are the names of the different places we live? What town, state, and country do we live in? How can we name these places going from smaller to bigger? How are children a part of these different places in the community? How are kids a part of the state, town, and school communities? Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge, possible misconceptions, prior lesson content) The students are finishing a unit about community, which they have focused on in four sections as a place where people live, learn, work, and play. Students have been learning about what community means and the different kinds of communities. They learned about school community as well as different kinds of community helpers from safety and service branches. They have focused on police, fire, EMS, and garbage collectors. In addition, they learned about the interdependence of community and the importance of working together to help the community run smoothly. The students are also planning at home with their parents for their final project, which involves dres as their dream community helper to prepare for a job fair at the end of the unit. A pre-assessment revealed one of our students’ misconceptions is that they do not think they are not a part of community. Therefore, this lesson will look to address this misconception and teach the children about the different communities in which they belong. Standards: 6.1.4.A.11 Explain how the fundamental rights of the individual and the common good of the country depend upon all citizens exercising their civic responsibilities at the community, state, national, and global levels. 6.1.P.B.1 Develop an awareness of the physical features of the neighborhood/community.

Learning Objectives and Assessments:

Learning Objectives

Assessment

Students will learn about different communities that they are a part of through a read aloud, class discussion, and Venn diagram activity.

Teacher will assess that students identify different places in the community, through drawings on their flip wheels.

Students will use a Venn diagram to show how the communities fit with one another.

Teacher will assess that students correctly verbally explain the format of the Venn diagram and how the communities intertwine.

Materials/Resources: (List materials, include any online or book references and resources) 22 Venn diagrams- construction paper Larger Venn diagram to model Where Do I Live by Neil Chesanow Plan for set-up/distribution/cleanup of materials: Venn diagram circles will be pre cut and tied together for the students. The type of community will coincide with a specific color. The Venn diagrams will be at the students’ tables when they return from the carpet. Students will draw on their diagrams and label them on their own based on the model they viewed after the read aloud. Step by Step plan (numbered): 1. Lesson beginning: To begin, the students will be sitting on the carpet. The teacher will ask the students to turn and talk to a partner about a community helper they learned about during the previous lessons. The teacher will ask the students to share some of the things they learned. 2. After the students share, the teacher will ask them to think of the parts of the community they have learned about so far. They will offer some examples. Then, the teacher will ask the students which part of the community they have not learned about yet. The students will offer that we have not learned about live yet. 3. Next, the teacher will read “Where Do I Live?” aloud to the class. 4. After the read aloud, we will review the different places mentioned in the book that describe where we live (home, town, state, and country). 5. Then, the children will go back to their seats and make their own webs. The teacher will explain the directions and model the activity when children are back at their seats. The web will include my house, my town, my school, my state, my country, and the kid community. Children will be asked to draw a picture, write a sentence, or both (depending on the child) for each community they belong to. They will follow the model of how to make the web based on our class model, which will go up on the board. 6. Closure: After the children are finished with their webs, several children will be asked to share. In addition, we will also talk about how the Venn diagram shows that all the communities work with each other. For example, our home and school circles fit into the

town and state community circles. At the end we will discuss how we live, learn, work, and play in these different places and how all of the communities depend on one another to bring the unit together, as this is the last lesson before the culminating activity. If there is time at the end of the lesson, students will have the opportunity to turn and talk and practice interviewing questions for the following days job fair. We will remind the children about Career Day and what is expected verbally and through a letter home. Key Questions: Which communities do you belong in? How do the communities fit with one another? What do you do in each community? How are you a part of your school/town/and state community? Logistics: Timing: 35 minutes Opening: 2 minutes Read Aloud: 3 minutes Model: 5 minutes Student Web: 15 minutes Closing: 10 minutes Transitions: The students will begin the lesson on the carpet, sitting in their assigned carpet squares. They will stay on the carpet during the read aloud and return to their seats to see the model Venn diagram. Volunteers will be chosen to share their webs when the students are finished. Students will share and we will have a class discussion while the students are seated at their assigned tables. Classroom Management: Students will be seated on the carpet in their assigned carpet squares for the beginning of the lesson. Students who need more space to move around are seated on the perimeter of the carpet and away from those who are easily distracted. If children are fidgeting too much, they will be asked to sit in a chair next to the carpet. Individual students will be reminded of where their eyes are supposed to be during the lesson and cold calls will be used to make sure children are paying attention. Students will stay on the carpet for the beginning and read aloud. Students will popcorn pop to look at different things and also to have a change to move around. Attention grabbing phrases will be used to get children’s attention during transitions or if the class is too loud. While children are working, teachers will walk around and monitor student work and behavior, making sure children who struggle with attention stay on task and giving appropriate amounts of time to children who are struggling with the task.

Differentiation

This lesson will be done with 22 kindergarten students. The lesson will begin on the carpet with a discussion of what they have learned about community helpers in the unit so far. Students will turn and talk to a partner. The teacher will assign partners if necessary. This will be followed by a read aloud. At this time, children will also be seated in their assigned carpet squares. Children who tend to struggle with attention will be closer to the teacher or around the perimeter of the carpet where they can move around slightly without disrupting their classmates. While children are working on their webs, teachers will monitor student work and check for students’ understanding of the web. Students who struggle with writing will be encouraged to draw and will have pre-labeled flip wheels. The titles of each part of the web will be printed on the board and on the model in the front of the class. For students who need extra help, the labels will be written on a card in front of them. This also encourages children who struggle with attention and behavior to stay in their seats. ELL students will have the translations of each community if this will assist them in making their webs. Students who struggle with attention will be reminded of their task and monitored several times while they make their webs. Teacher will say their name to remind them to work and remind them that it is time to be a responsible community member. Early finishers will be encouraged to add to their webs, adding multiple things that occur in those kinds of communities. For children who tend to rush on their work, they will be encouraged to take their time. When early finishers are complete and have had their web checked by a teacher, they will be told to read a book from the community unit library. Children who are taking longer to make their wheel will be told to draw one picture for each community and will have teacher help to write the title for each section.