ĐĎॹá>ţ˙ PRţ˙˙˙O˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ěĽÁq` đż2%bjbjqPqP 4:::2˙˙˙˙˙˙¤zzzzzzzŽ6666$Z,Ž<ś’’’’’mVĂ$ç“;•;•;•;•;•;•;$Ę<h2?Hš;zűmműűš;zz’’ŰÎ;   ű z’z’“; ű“;  n;8zzë:’† ŹvČÄ6 C9 “;ä;0<c9ˆz@ôz@@ë:ë:z@z˙:”űű űűűűűš;š; űűű<űűűűŽŽŽd ňDŽŽŽňŽŽŽzzzzzz˙˙˙˙ The World Around Me Connection to the State Social Studies Core: Second Grade Standard II, Objective 2a: Explain why families, schools, and communities have rules. Standard II, Objective 2b: Compare rural, suburban, and urban communities. Standard II, Objective 2c: Participate in activities that promote public good. Standard III, Objective 4: Identify and use information on a map or globe (i.e., map key or legend, compass rose, physical features, continents, oceans). Language Arts Core Connection: Standard I, Objective 1: Develop language through listening and speaking. Standard I, Objective2b: Use a variety of formats (e.g., drama, sharing of books and personal writings, choral readings, informational reports, retelling experiences, and stories in sequence) in presenting with various forms of media (e.g., pictures, posters, charts, ads, newspapers). Standard 6, Objective 1: Learn new words through listening and reading widely. Standard 8, Objective 1: Prepare to write by gathering and organizing information and ideas Standard 8, Objective 2b: Use voice in writing (e.g., express feelings, opinions). Standard 8, Objective 2c: Select appropriate words to convey meaning. Standard 8, Objective 5: Use fluent and legible handwriting to communicate. Enduring Understanding: A good community consists of different people working together and following rules. Essential Questions: What is a community? How can we strengthen relationships with others in our community? Why are rules important? Assessment: The student will be placed in groups of 4-6 members. Each group will represent a community. The communities will make up a short 5-10 minute play to act out for the class. The play must have an example of a good citizen and a bad citizen. What the good citizen and bad citizen do should effect the rest of the community in some way. Following the unit the student will perform their play. The group will write out a script. In addition to their performance each student should write a few sentences telling the teacher how they participated in their group. Lesson 1: What is a community? Write the word community on the board. Have the students give you ideas about what this word means. Once the class all aggress on a definition that is correct have them write it in their notebooks. Tell the students that you are going to study the community we live in (meaning the town or city we live in). Give the students maps of the community. Have them look at the symbols and try to guess what they are. Then show them a legend. Have them create their own map of the school with a legend. Assessment: The students will have a legend with at least three symbols and their identification. Lesson 2: What are the differences between rural, suburban and urban communities? Share the book Farms Feed the World by Lee Sullivan Hill and talk about rural communities. Have the students help you come up with things you can write on the board to describe a rural community. Next share the book A Suburb by Connie and Peter Roop. Talk about the book and have the children again share characteristics to put on the board. Share the book I Live in a City by Bobbie Kalman. Discuss and write characteristics on the board. Assessment: Each student should get out a paper and fold it in two pieces. They should write “similarities” on the first column and “differences” in the second. Using their knowledge and characteristics from the board they should write in the similarities and differences between the three communities. I am looking for things like physical features, people, jobs etc. Lesson 3: My Neighborhood Discuss briefly with students how neighborhoods can be different from each other or similar. Some have apartments others houses etc. Give each student magazines and art supplies. Have them cut out pictures and words that describe their neighborhood. Have the students pair up (try not to pair students with neighbors) and compare their neighborhood collages. Each pair needs to write down some similarities and differences in their neighborhoods to turn in. Assessment: The teacher will assess by reviewing the collages and the pairs’ assignment. Here I am looking for critical thinking, creativity and that the students understand differences in neighborhoods even within our school district. Lesson 4: Community Helpers Students will identify in an oral discussion some of the people in the community and what they do. The students will participate in a class jeopardy game. They will be in groups and the teacher will tell the students job descriptions and they will have to figure out who does what job. Following the game the students will take a short matching quiz. Assessment: Students will take a short quiz where they match the people to their jobs. Lesson 5: My Role in the Community Students will be asked to think about the question: “In what ways can I help others in my community?” We will read: Clifford's Good Deeds, by Norman Bridwell. We will discuss and write down all of the things that Clifford did to help his community. Students will write sentences or a list of things they can do to help in the community to turn in. Assessment: The students’ papers regarding how they can help in the community will be the assessment. Lesson 6: Why Are Rules Important? Have the students sit in a circle for a game. Tell them to begin. When they can’t figure out what to do add a rule. Keep adding rules to the game until it can be played properly. (you can use any unfamiliar game) Discuss what happens when there no rules. Talk about rules and laws in the community and have the kids think about what it would be like if people could throw trash anywhere they wanted. Have each student write an answer to the lesson topic question. Assessment: Their writing assignment will be the assessment and should reflect what we talked about in class. Lesson 7: Consequences As a class students will come up with a definition for the word consequence. Once the definition is accurate and clearly understood the teacher will write it on the board and the students will split into groups. The groups will have a chart with three sections. The first section will list some class and school rules. The second will list some community rules. The third will list some laws. In each section the group must think about and write what the consequences are for breaking certain rules. Each student will self-assess their participation in the group and turn a paper describing their part. Assessment: This will be the group findings and the self-assessments which should show knowledge of various consequences. Lesson 8: Writing the Script This lesson will start with direct instruction on how to write a script with characters and quotations. Once they students have asked any questions they should go to their groups and have the final project explained to them. They should spend the rest of the class time preparing their play. Assessment: Today assessment should be done by the teacher monitoring the preparation of the plays within the groups. Lesson 9: Practice and Performance The teacher should give the students a chance to practice their play. The students should perform their play in front of the class and any special guests that may have been invited. The group should turn in the script and a self-assessment. Enrichment/Follow up: You could start a class project to help the community to enhance this unit. 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„°„˜ţĆ°^„°`„˜ţ‡hˆH.€ „€„˜ţĆ€^„€`„˜ţ‡hˆH.‚ „P„L˙ĆP^„P`„L˙‡hˆH.„Đ„˜ţĆĐ^„Đ`„˜ţo(.€ „ „˜ţĆ ^„ `„˜ţ‡hˆH.‚ „p„L˙Ćp^„p`„L˙‡hˆH.€ „@ „˜ţĆ@ ^„@ `„˜ţ‡hˆH.€ „„˜ţĆ^„`„˜ţ‡hˆH.‚ „ŕ„L˙Ćŕ^„ŕ`„L˙‡hˆH.€ „°„˜ţĆ°^„°`„˜ţ‡hˆH.€ „€„˜ţĆ€^„€`„˜ţ‡hˆH.‚ „P„L˙ĆP^„P`„L˙‡hˆH.„Đ„˜ţĆĐ^„Đ`„˜ţo(.€ „ „˜ţĆ ^„ `„˜ţ‡hˆH.‚ „p„L˙Ćp^„p`„L˙‡hˆH.€ „@ „˜ţĆ@ ^„@ `„˜ţ‡hˆH.€ „„˜ţĆ^„`„˜ţ‡hˆH.‚ „ŕ„L˙Ćŕ^„ŕ`„L˙‡hˆH.€ „°„˜ţĆ°^„°`„˜ţ‡hˆH.€ „€„˜ţĆ€^„€`„˜ţ‡hˆH.‚ „P„L˙ĆP^„P`„L˙‡hˆH.„Đ„˜ţĆĐ^„Đ`„˜ţ.„ „˜ţĆ ^„ `„˜ţ.€„p„˜ţĆp^„p`„˜ţ.€„@ „˜ţĆ@ ^„@ `„˜ţ.€„„˜ţĆ^„`„˜ţ.€„ŕ„˜ţĆŕ^„ŕ`„˜ţ.€„°„˜ţĆ°^„°`„˜ţ.€„€„˜ţĆ€^„€`„˜ţ.€„P„˜ţĆP^„P`„˜ţ.„Đ„˜ţĆĐ^„Đ`„˜ţo(.€ „ „˜ţĆ ^„ `„˜ţ‡hˆH.‚ „p„L˙Ćp^„p`„L˙‡hˆH.€ „@ „˜ţĆ@ ^„@ `„˜ţ‡hˆH.€ „„˜ţĆ^„`„˜ţ‡hˆH.‚ „ŕ„L˙Ćŕ^„ŕ`„L˙‡hˆH.€ „°„˜ţĆ°^„°`„˜ţ‡hˆH.€ „€„˜ţĆ€^„€`„˜ţ‡hˆH.‚ „P„L˙ĆP^„P`„L˙‡hˆH.„Đ„˜ţĆĐ^„Đ`„˜ţo(.€ „ „˜ţĆ ^„ `„˜ţ‡hˆH.‚ „p„L˙Ćp^„p`„L˙‡hˆH.€ „@ „˜ţĆ@ ^„@ `„˜ţ‡hˆH.€ „„˜ţĆ^„`„˜ţ‡hˆH.‚ „ŕ„L˙Ćŕ^„ŕ`„L˙‡hˆH.€ „°„˜ţĆ°^„°`„˜ţ‡hˆH.€ „€„˜ţĆ€^„€`„˜ţ‡hˆH.‚ „P„L˙ĆP^„P`„L˙‡hˆH. čXOR‹YÁW­›#ÍČ]§EŠEyUűkú^2+#>ž/DV˛?6_Í!t{"&Ô˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ ˙˙                                                                                           Ü6q}ĺž6L?Ë0I/:N*Tß\\Ý`^Đ/_bj k"rŃ%uř%xáo‚öXŒ°A–ÚU ×Ľa2¨4vľ˜-ž 0żÉ.É}XĚŁuĎ)`áš^ëqKűSü ý˙@€??œŸńää??2`@˙˙Unknown˙˙˙˙˙˙˙˙˙˙˙˙G‡z €˙Times New Roman5€Symbol3& ‡z €˙Arial"ńˆđĐhä‚ĆĺƒFJƒFÄ[×4[×4!đ  ´´r4d$$2ƒQđHX)đ˙?ä˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ž62˙˙wEnduring Understanding: A good community consists of people working together, following rules and respecting each other Erica Decker Erica Decker@         ţ˙ŕ…ŸňůOhŤ‘+'łŮ0˜  ,DP\p ˆ” ´ Ŕ Ě ŘäěôüäxEnduring Understanding: A good community consists of people working together, following rules and respecting each otherErica Decker Normal.dotErica Decker16Microsoft Office Word@˜%őń@œW’Ä@dßNţĂ@nPgČÄ[×ţ˙ŐÍ՜.“—+,ůŽ0` hp|„Œ” œ¤Ź´ ź @ä4$ć xEnduring Understanding: A good community consists of people working together, following rules and respecting each other Title ţ˙˙˙ 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