Lesson 2: What are the features of a community?
Specific Expectations:
1.2 Identify distinguishing physical features of their community (e.g., storekeeper, hair salon, etc...). Social Studies
1.6 Extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them. Reading
Lesson Description:
- (5 Minutes) Review what a community is and the features of them. Read the story Franklins Neighborhood.
- (5 Minutes) Discuss some of the places Franklin visits in his community. Make a list of them and compare them to the list that you had created in lesson one about the students community. Encourage them to make text-to-self connections.
- (20 Minutes) Graffiti Activity: The students are divided into four groups and are each provided with a marker. Show the students four pieces of chart paper that have a word in the center (Community Helpers, Fun, Places to Live and Food). Tell the students that they will be moving with their group from paper to paper. They need to add any information they know about each of these topics using either pictures and/or words. Ensure that you review rules about mutual respect for their peers opinions and work. Each group will begin at one of the chart papers. When a signal is given, the group will move to the next chart paper and work on it with their group members. They may use examples and connections from their own lives or from the story.
- (10 Minutes) Consolidation: Post the four papers up in the classroom and discuss the ideas that the students had posted. Discuss similarities and differences between the answers.
1.2 Identify distinguishing physical features of their community (e.g., storekeeper, hair salon, etc...). Social Studies
1.6 Extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them. Reading
Lesson Description:
- (5 Minutes) Review what a community is and the features of them. Read the story Franklins Neighborhood.
- (5 Minutes) Discuss some of the places Franklin visits in his community. Make a list of them and compare them to the list that you had created in lesson one about the students community. Encourage them to make text-to-self connections.
- (20 Minutes) Graffiti Activity: The students are divided into four groups and are each provided with a marker. Show the students four pieces of chart paper that have a word in the center (Community Helpers, Fun, Places to Live and Food). Tell the students that they will be moving with their group from paper to paper. They need to add any information they know about each of these topics using either pictures and/or words. Ensure that you review rules about mutual respect for their peers opinions and work. Each group will begin at one of the chart papers. When a signal is given, the group will move to the next chart paper and work on it with their group members. They may use examples and connections from their own lives or from the story.
- (10 Minutes) Consolidation: Post the four papers up in the classroom and discuss the ideas that the students had posted. Discuss similarities and differences between the answers.
Materials/ Resources
- Franklins Neighborhood
- 4 pieces of chart paper. Labels: Food, Shelter, Fun, Community Helper in th center of the paper - 20 Markers Graffiti Exemplar:
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