Grade K-3 Lesson Plan - Reading
Communities, Culture, and Connections
Our Role as a Community Contributor
Written by: Gerrie Garton, Lara Gorman, Kathy Russ
Lesson Title: Communities, Culture, Connections
Implementation Time: Approximately 120 minutes (Division of days-teacher discretion)
Resource(s): Roxaboxen, by Alice McLerran/Barbara Cooney
Materials Needed: Construction paper, butcher paper, scissors, glues, crayons, markers
Assessment: Rubric, group participation checklist
Supporting Literature: A is for Asia, Somewhere In The World Right Now, My House Has Stars, Learning To Swim in Swaziland, Roxaboxen
LESSON FOCUS
- EALR 2: Student understands meaning of what is read.
- - Comprehends important
ideas and details
- - Expand Comprehension by analyzing, interpreting, and synthesizing information and ideas
- Goal 3:Thinking Skills
- -Goal Setting(predicting)
- -Problem solving(main idea)
- Goal 3: Thinking Behaviors
- -Inquisitiveness
- -Empathy
- -Metacognition
- -Empathy
LEARNER OUTCOME(S)(Goal 4)
Outcome:
Students will experience the communities, culture, and connections within their family, local community, and their world in order to discover qualities of a community contributor.
Objective:
Through an integrated lesson on community, culture, and connections, students will goal set and problem solve using the thinking skills of the main idea and predicting to analyze their role as a community contributor.
PROCEDURE
Procedures Key: The step-by-step design and presentation of instruction is very complex. The colorful tiles below illustrate and define the kinds of activities that you will note in the actual procedure section of this lesson plan. Each step of the lesson plan will have color tiles associated with it; the top row will define the kind of learning activity--tutorial, practice/apply, or assessment, and the second row will define the social grouping--whole group, small group, or individual.
 |
 |
 |
 |
 |
 |
|
|
1. Share the theme of community and explain that through exploration, students will recognize their role as a community contributor. |
|
|
2. Have students explain what they think community and culture mean and record on a graphic organizer.(Example: KWL Chart, T-Chart, etc.) |
|
|
3. Divide students into groups of 3 or 4, have them brainstorm what kinds of connections people have in the world. (Example: People are connected to plants and crops for food) |
|
|
4. After a brainstorming session, each group will share their connections as a teacher records (on chart paper, easel, white board, etc.) |
|
|
5. Using the book, Roxaboxen , students will make predictions prior to reading. (Example: looking at cover title page and illustrations.) |
|
|
6. Read Roxaboxen aloud in its entirety. |
|
|
7. Discuss the main idea of the book Roxaboxen with students. |
|
|
8. Have students make visual representation (Example: retell, collage, mural, poster, etc.) |
| CLOSURE/ASSESSMENT | |
|
|
9. Have students self-assess using a rubric and also complete a group participation checklist. |
