LITERACY & SOCIAL SCIENCE

2nd Grade Interdisciplinary African and African American Studies

Quarter 2 Launch Lesson

THEME: Culture, Dignity, and IdentityCONCEPT: Lessons from Africa – African and African American CommunityThe role of community related to African and African American idealsCONTENT TOPIC: Exploring the concept of community and its impact on African and African American identity and culture through fiction and nonfiction textsUNIT TITLE: People in my Community

Quarter: 2 Unit: 2 Week 1 of 4Day 1

Objective(s):Students will be able to deepen their understanding of what a community is by reading various texts and by looking at images of different types of communities.

Materials/Resources:

White construction or regular sheets of copy paper

Crayons/markers/colored pencils Pencils Jamaica Louise James, Age 8 (audio

or text for read aloud)

CCSS Standards:

RL 2.1 and RI 2.1: Ask and Answer questions…using who, what, what, when, where, why and how to demonstrate understanding.

Sample Student Outcome Statements

Students will be able to --- with African and African American Studies Connections

Students will be able to --- from Literacy and Social Science Planning Guides

Students will be able to understand the importance of community and the importance of the community members within African and African American Studies Connections.

Students will be able to ask and answer questions to demonstrate understanding of key details in a text and develop an understanding of building a community (local/national/global).

“I DO IT” Input & ModelingTeacher says…

“Today we are going to discuss our community. The definition of a community is the area where people live, work, and play.” There are many different types of communities (TV programs show images of different houses, communities, people within communities, workers, etc.) (Teacher will have definition of “community” posted on chart paper or on white board so class can all see).

“There are many different types of communities. We can have rural, urban, or suburban. Today we are going to discuss your community...the area where you live, work, grow, and play. As I stated earlier, the word community means the area where you live. Right now I am going to show you some images, or pictures of different communities.” (Show images/model ask/answer questions about images…Ex: I wonder where this is? I see that by the …it is probably a …)

“Over time we will be discussing our community and other communities throughout the world. There are different types of communities. We live in an

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LITERACY & SOCIAL SCIENCE

2nd Grade Interdisciplinary African and African American Studies

Quarter 2 Launch Lesson

urban community, which is another way of describing/saying that we live in a big city.” Teacher will model think aloud. Teacher will state, “I live in the suburbs which is another type of community we will learn about. I know that if I was going to illustrate my community I would draw what I see when I am outside. For example…” teacher models thinking aloud and drawing.

“WE DO IT” Guided InstructionDescription of Pre-assessment:Students will discuss, draw/illustrate a picture of their community and write 3-5 sentences describing their community.

Teacher says…

“What we are going to do right now is illustrate our community. Does anyone know what illustrate means?” (Allow for 2 responses and move on) “We are going to be illustrating, which we have just learned means (or state “which means”) to create a drawing/picture. All you are going to do right now is draw your community. Let’s review the definition together.” Teacher will have whole group choral read definition that is pre-printed on chart.

Teacher will administer pre-assessment to whole group. Teacher will walk around class to monitor on task actions by students/group; begin

collection of anecdotal records.

After a pre-determined amount of time for illustration lesson will continue with…

Teacher says…

“Now it is time for us to write about our community. I will show you what I mean.” Teacher will model by writing sentences describing community from illustration and think aloud. Teacher will continue and explain to students, “You will now write 3 to 5 sentences about your community. When I say a couple of sentences about your illustration or write sentences that describe your community. This is going to be independent writing and thinking time. Remember that when we complete independent work it should be silent to so that we can do our best thinking and writing. Are there any questions before we get started?”

Teacher will answer any questions that will promote clarification of assignment. Monitor on task behavior of students.

“YOU DO IT TOGETHER” Collaborative Learning

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LITERACY & SOCIAL SCIENCE

2nd Grade Interdisciplinary African and African American Studies

Quarter 2 Launch Lesson

Once writing is complete teacher will introduce and read aloud from Jamaica Louise James, Age 8 from page 1 only (audio or text for read aloud) – entire text will not be read in one day.

Students will work in small groups or paired reading to read pages (to be determined by teacher)

Teacher will stop at various points to ask questions modeling think aloud and ask/answer strategy.

Teacher will model writing questions using 5 W’s; charting answers in complete sentences.

Teacher will ask questions/make observations such as:

Jamaica lives with her grandmother and mother in an apartment building. Does anyone in here live in an apartment building? How does your experience growing up/living in an apartment building help you better understand and know the life of the character in this book?

I see that in this illustration there are tall buildings. We have tall buildings in Chicago where we live too. They are called skyscrapers. Can anyone guess why? What does it mean for us to live in a city with skyscrapers?

I notice that Jamaica’s grandmother works in a train station. She sells the tickets to the passengers that want to ride the train. There are many different jobs that people have in a community that are important to everything functioning properly. Turn to your neighbor and tell them of a job that someone in your community has and why it’s important to the community.

Look at all the people that are riding the train. Turn to your neighbor and tell them where you think some of these people might be headed.

“YOU DO IT ALONE” Independent Practice Teacher says…

“Now it is time for you to demonstrate what you have learned through independent practice. Remember that during independent practice we show what we know by working on our own. This is our opportunity to demonstrate the “I got it!” portion of the lesson. You will finish reading about Jamaica and her family independently, and then, just as I modeled, you will be asking/answering question about the story.”

Note: Teacher will hand students sheet that they will use, explain expectations, and answer any questions students may have.

Students will independently read and use ask/answer questions strategy to generate 4 questions/responses.

After students have had a predetermined about of time to read…teacher will state:

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LITERACY & SOCIAL SCIENCE

2nd Grade Interdisciplinary African and African American Studies

Quarter 2 Launch Lesson

“Now I have created a question that I would like you to answer. It is about Jamaica. (Teacher at this point will read question to students – question is open response)

Possible Questions:

What did Jamaica do to improve her community? How has Jamaica made a difference in her community? How does Jamaica (through her words and/or actions) demonstrate that her

community is important to her?“CLOSURE of LESSON” whole group reflection

Teacher will state, “Now it is time for us to share (from independent reading). Turn to your reading partner (neighbor, etc.) and share one question/answer that you generated about the story when you read it.

“We always need to think about our reading before and after answering questions. It is always important for us to review our work and share our thinking out loud, and in writing, to be sure to demonstrate understanding the reading. We wrote about how Jamaica made a difference in her community. Now I want you to turn to a neighbor and share with them one way that you can make a difference in your community.”

ASSESSMENTWhat will you ask? When will you ask during the lesson? What will kids say or do to demonstrate understanding of

the objective?Formative: Teacher will monitor student’s conversations,

writing and illustrations, and generate anecdotal records.

Teacher will work with students in guided reading groups - anecdotal evidence to be collected

Teacher will monitor student’s written responses from guided and independent practice

Teacher will address concerns from guided and/or independent work and provide additional support (mini-lesson) to student(s) in small groups.

Classroom discussions (student pairs, whole and small group).

Summative: Administered at the end of week 4

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