Grade: 3 Subject: Language Arts
Unit: Communities
Lesson Focus: All About Me - Each group presents their Prezi Presentations and their All About Me Silhouette Art.
Students discuss how they contribute to their community based, on their interests, and write a reflection.
Timeframe: (Part 1) 90 Minute period
"I can" statements
I can identify the different communities that I am a part of.
I can explain how I contribute to my community(ies).
Outcomes:
Students will examine the rights and responsibilities of citizens in a democracy.
· express ideas of what it means to be a responsible citizen, including digital citizenship.
Students will communicate effectively and clearly and respond personally and critically.Students will communicate effectively and clearly and respond personally and critically.
· demonstrate effective active listening habits in multiple cultural contexts
· ask and respond to questions to seek clarification of others' ideas to consolidate information
· respond to and give directions that are multi-step with increased complexity
· express and explain opinions, and respond to questions and reactions of others
· use intonation, expression, and tone in small and whole group interactions that contribute to conversation
· demonstrate comprehension of oral language by engaging in, responding to, and reflecting upon informal and formal oral presentations with sensitivity and respect considering audience and purpose
· use complex sentences that incorporate rich vocabulary and transition words to connect phrases
· respond to and give directions that are multi-step with increased complexity
Students will interact with sensitivity and respect, considering audience, purpose, and situation.
· use social conventions such as turn-taking, politeness*, when to speak and when to listen, in a range of conversations and cooperative play situations in multiple cultural context.
· choose when and where to use intonation, tone and expression to communicate ideas and feelings in selected small and whole group situations
·use established courtesies and conventions of conversation in group work and co-operative play situations with consideration for audience and purpose
Students will convey meaning by creating print and digital texts collaboratively and independently using imagination, personal experiences, and feeling.
· express ideas in complete thoughts using simple, compound, and complex sentences
Students will use a range of strategies to develop effective writing and media products to enhance their clarity, precision and effectiveness.
· Prewriting: talk about the ideas they plan to write about, draw pictures to develop ideas for writing
· Drafting: Writing is connected to pre-writing. Write on a single topic, with a beginning, middle and end, some elaboration and organization
Students will be expected to create text including digital collaboratively and independently using a variety of forms for a range of audiences and purposes.
· include information that is relevant and purposeful for an intended audience
· work with a partner, in small groups, and independently, to create writing
Resources:
Completed Prezi Presentation
Completed artwork
Community Quotations
21Century Skills
· Communicate and Collaborate · Analyze and Synthesize
· Citizenship · Critical Thinking
· Apply and Interconnect
Connection:
This lesson will be follows All About Me Part 1, All About Me (Part 2) and All About Me - Creating an Artistic Representation.
Mini-lesson:
Time to Share
Students present their All About ______ and ______ Prezi Presentations with their partner and they each show their All About Me Silhouette Art, explaining the significance of each picture inside their silhouette.
Explicit Teaching (I Do) (Students on floor)
The teacher says: We are each an important part of our classroom community, our school community and our Cavalier area community and the community of Lower Sackville.
Display and read the following quotes:
A community is a group of people who have come together, and they work and they live to try and improve the standard of living and quality of life - and I don't mean money.
-- William Baldwin
We can begin by doing small things at the local level, like planting community gardens or looking out for our neighbors. That is how change takes place in living systems, not from above but from within, from many local actions occurring simultaneously.
-- Grace Lee Boggs
“For a community to be whole and healthy, it must be based on people's love and concern for each other.”
-- Millard Fuller
Divide students into small groups and assign one quote to each group. Tell students they will be discussing what this quote means to them. Tell them there is not one correct answer and one group may come up with several things.
Groups (We do)
Small groups discuss their quote for approximately 5-7 minutes. (Teacher listens in on conversations and may make a comment or ask a question to stimulate a groups discussion, if needed)
Time to Share
Look at one quote at a time and the group who discussed that quotation will tell the class what this quote meant to them. Allow an opportunity for other students to give their opinions; stressing there is not one correct answer. Teacher may offer her opionion at the end of the conversation, if he/she wishes; then continue this process for the subsequent quotes.
Explicit Teaching (I Do)
When I think about who I am and the things that I like to do I feel like I contribute to our classroom community because I like to plan activities that are fun and help you learn. I contribute to the school community because I share me ideas with other teachers. I get to know the students in our school and I am an adult who can help them. I contribute to the community of Lower Sackville because I teach children in Lower Sackville. I help my neighbours and support my friends. I like to help people and I try to be kind to everyone. This helps make my community a friendly place to live. I'm also a mother and I volunteered at my children's schools and with our Cadet Corp. My home is a safe place where my children's friends can go. These are all ways that I contribute to my community.
Think about your prezi presentations and your artwork. Think about all of the things that you like to do. How do you contribute to your community? Maybe it is by being a member of a team or helping a friend. Remember your community is our classroom, our school, the community of Lower Sackville. You are a member of all of these communities. (Give a few minutes of quiet time for students to think)
Groups (We do)
Discuss with a partner how you contribute to your community. Give examples of how you contribute.
(Teacher listens to conversations and may ask questions to stimulate conversations. Example "Do you play on a sports team? Your team is a community.")
Independent (I do)
Students write in their reflection books about how they contribute to their community.
Time to Share
Circle time: Volunteers share their reflections
Differentiation:
· Ensure students who have difficulty generating ideas work with a partner who will help them.
· Teacher will make sure to listen to the conversations in these groups and perhaps ask some guiding questions.
· Conference one-on-one with students who are having difficulty generating ideas.
· Students who are on adaptation for writing may use an Assistive Tech program like Kurzweill when writing their reflection.
Enrichment: Explain and give examples of how you contribute to several different communities. Example: classroom, school, etc.
Assessment:
Do students understand that they are a part of many different communities at the same time?
Do students understand that everything they do contributes to their community in some way?
· Conferences
· Make notes under each outcome for individual students using the iPad app "iDoceo" Graphic Organizer
· Reflection
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Unit: Communities
Lesson Focus: All About Me - Each group presents their Prezi Presentations and their All About Me Silhouette Art.
Students discuss how they contribute to their community based, on their interests, and write a reflection.
Timeframe: (Part 1) 90 Minute period
"I can" statements
I can identify the different communities that I am a part of.
I can explain how I contribute to my community(ies).
Outcomes:
Students will examine the rights and responsibilities of citizens in a democracy.
· express ideas of what it means to be a responsible citizen, including digital citizenship.
Students will communicate effectively and clearly and respond personally and critically.Students will communicate effectively and clearly and respond personally and critically.
· demonstrate effective active listening habits in multiple cultural contexts
· ask and respond to questions to seek clarification of others' ideas to consolidate information
· respond to and give directions that are multi-step with increased complexity
· express and explain opinions, and respond to questions and reactions of others
· use intonation, expression, and tone in small and whole group interactions that contribute to conversation
· demonstrate comprehension of oral language by engaging in, responding to, and reflecting upon informal and formal oral presentations with sensitivity and respect considering audience and purpose
· use complex sentences that incorporate rich vocabulary and transition words to connect phrases
· respond to and give directions that are multi-step with increased complexity
Students will interact with sensitivity and respect, considering audience, purpose, and situation.
· use social conventions such as turn-taking, politeness*, when to speak and when to listen, in a range of conversations and cooperative play situations in multiple cultural context.
· choose when and where to use intonation, tone and expression to communicate ideas and feelings in selected small and whole group situations
·use established courtesies and conventions of conversation in group work and co-operative play situations with consideration for audience and purpose
Students will convey meaning by creating print and digital texts collaboratively and independently using imagination, personal experiences, and feeling.
· express ideas in complete thoughts using simple, compound, and complex sentences
Students will use a range of strategies to develop effective writing and media products to enhance their clarity, precision and effectiveness.
· Prewriting: talk about the ideas they plan to write about, draw pictures to develop ideas for writing
· Drafting: Writing is connected to pre-writing. Write on a single topic, with a beginning, middle and end, some elaboration and organization
Students will be expected to create text including digital collaboratively and independently using a variety of forms for a range of audiences and purposes.
· include information that is relevant and purposeful for an intended audience
· work with a partner, in small groups, and independently, to create writing
Resources:
Completed Prezi Presentation
Completed artwork
Community Quotations
21Century Skills
· Communicate and Collaborate · Analyze and Synthesize
· Citizenship · Critical Thinking
· Apply and Interconnect
Connection:
This lesson will be follows All About Me Part 1, All About Me (Part 2) and All About Me - Creating an Artistic Representation.
Mini-lesson:
Time to Share
Students present their All About ______ and ______ Prezi Presentations with their partner and they each show their All About Me Silhouette Art, explaining the significance of each picture inside their silhouette.
Explicit Teaching (I Do) (Students on floor)
The teacher says: We are each an important part of our classroom community, our school community and our Cavalier area community and the community of Lower Sackville.
Display and read the following quotes:
A community is a group of people who have come together, and they work and they live to try and improve the standard of living and quality of life - and I don't mean money.
-- William Baldwin
We can begin by doing small things at the local level, like planting community gardens or looking out for our neighbors. That is how change takes place in living systems, not from above but from within, from many local actions occurring simultaneously.
-- Grace Lee Boggs
“For a community to be whole and healthy, it must be based on people's love and concern for each other.”
-- Millard Fuller
Divide students into small groups and assign one quote to each group. Tell students they will be discussing what this quote means to them. Tell them there is not one correct answer and one group may come up with several things.
Groups (We do)
Small groups discuss their quote for approximately 5-7 minutes. (Teacher listens in on conversations and may make a comment or ask a question to stimulate a groups discussion, if needed)
Time to Share
Look at one quote at a time and the group who discussed that quotation will tell the class what this quote meant to them. Allow an opportunity for other students to give their opinions; stressing there is not one correct answer. Teacher may offer her opionion at the end of the conversation, if he/she wishes; then continue this process for the subsequent quotes.
Explicit Teaching (I Do)
When I think about who I am and the things that I like to do I feel like I contribute to our classroom community because I like to plan activities that are fun and help you learn. I contribute to the school community because I share me ideas with other teachers. I get to know the students in our school and I am an adult who can help them. I contribute to the community of Lower Sackville because I teach children in Lower Sackville. I help my neighbours and support my friends. I like to help people and I try to be kind to everyone. This helps make my community a friendly place to live. I'm also a mother and I volunteered at my children's schools and with our Cadet Corp. My home is a safe place where my children's friends can go. These are all ways that I contribute to my community.
Think about your prezi presentations and your artwork. Think about all of the things that you like to do. How do you contribute to your community? Maybe it is by being a member of a team or helping a friend. Remember your community is our classroom, our school, the community of Lower Sackville. You are a member of all of these communities. (Give a few minutes of quiet time for students to think)
Groups (We do)
Discuss with a partner how you contribute to your community. Give examples of how you contribute.
(Teacher listens to conversations and may ask questions to stimulate conversations. Example "Do you play on a sports team? Your team is a community.")
Independent (I do)
Students write in their reflection books about how they contribute to their community.
Time to Share
Circle time: Volunteers share their reflections
Differentiation:
· Ensure students who have difficulty generating ideas work with a partner who will help them.
· Teacher will make sure to listen to the conversations in these groups and perhaps ask some guiding questions.
· Conference one-on-one with students who are having difficulty generating ideas.
· Students who are on adaptation for writing may use an Assistive Tech program like Kurzweill when writing their reflection.
Enrichment: Explain and give examples of how you contribute to several different communities. Example: classroom, school, etc.
Assessment:
Do students understand that they are a part of many different communities at the same time?
Do students understand that everything they do contributes to their community in some way?
· Conferences
· Make notes under each outcome for individual students using the iPad app "iDoceo" Graphic Organizer
· Reflection
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