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Title: Las Comunidades/Communities Grade: 3rd Grade Topic: Spanish & Social Studies Expository Text: Be My Neighbor by Maya Ajmera & John D. Ivanko |
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| During Reading | ||||
| After Reading | ||||
CA Reading Lesson |
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Lesson: Comunidades/Communities
Grade Level: 3rd Grade
Objectives:
1. The third grade students will be able to name jobs in their community in both English and Spanish with 90% accuracy.
2. The third grade students will be able to explain jobs in their community in both English and Spanish with 90% accuracy.
3. The third grade students will be able to create a double-entry journal in response to the book Be My Neighbor in order to enhance comprehension of material.
I. Motivation:
Teacher: "How would you describe where you live to someone who has never been there? You could describe your family, your friends, your street, and the land and water near-by. In doing so, you are describing your community. Your community is special. Each person in the community has a job that they are responsible for doing. This week, we will be learning about the different careers in our community and how those jobs make our community special." (Banks, 3)
II. Prior Knowledge
There are many individuals in communities, and all of these people have important roles to fill. These individuals have a wide variety of jobs. Without all of these jobs, our communities would not function as smoothly. However, some of the jobs that people have don't always look important, but they are! They may not wear uniforms or badges, but they are important for keeping our communities safe and functioning. Some of these jobs include:
• Dentist - a dentist takes care, treats, and repairs our teeth. The Spanish word for dentist is dentista .
• Doctor - a doctor takes care, treats, and repairs our body. The Spanish word for doctor is doctor .
• Firefighter - a firefighter speaks to people about preventing and helps stop fires. The Spanish word for firefighter is bombero .
• Janitor - a janitor helps take care of buildings and keeps them clean. The Spanish word for janitor is Conserje.
• Librarian - a librarian works in the library and helps people find things they need in the library. The Spanish word for librarian is bibliotecario .
• Mail Carrier - a mail carrier picks up the mail from our community and drops off mail from communities all around the world. The Spanish word for mail carrier is cartero .
• Nurse - a nurse assists doctors in keeping us healthy and helping us when we are sick. The Spanish word for nurse is enfermera .
• Police Officer - a police officer keeps public peace , enforces laws, and prevents and detects crime. The Spanish word for police officer is policia .
• Teacher - a teacher gives us information to learn at school. The Spanish word for teacher is maestro .
• Veterinarian - a veterinarian takes care, treats, and helps all types of animals. The Spanish word for veterinarian is veterinario .
Teacher note: Students need to know the information in English before they will be able to understand it in Spanish.
III. Purpose:
Teacher: "Since we are part of a group of people, a community, it is important to know and understand the different events and people that are in our communities. We are going to read a book called Be My Neighbor by Maya Ajmera & John D. Ivanko. When reading this book, we are going to look for different careers people can have in the community. Afterwards, each of you is going to make a double-entry journal in which to record your thoughts and interesting facts in order to better understand communities."
Pre-reading strategy: Picture walk
Teacher : "I will be showing you a book about communities around the world, but all of the words are covered up so you cannot see them. I would like you to:
1. Look closely at the pictures on the page I show you.
2. Raise your hand if you have an idea, (based on the pictures!), of what the story is about on this page.
3. Do you think you and your neighbor are right on your guesses?
4. Remember what your guesses were as we read the book without the words covered up.
Teacher : " Now, read the book to see if the students' predictions were correct!"
Strategy Instruction:
Teacher: "It is important to think about what you are reading and how you feel about it or what you want to learn more about. Therefore, we are going to make Double-Entry Journals after reading this book.
"There are a few steps that you need to follow in order to make a double-entry journal.
1. Open your notebook and fold the paper in half without tearing out the paper. Draw a line down the middle of the paper in the crease. Label the left column as FACTS and label the right column as COMMENTS.
2. As you read the story, mark what you find interesting or think is important with a sticky note. After the story, you will write this sentences into the left column FACTS.
3. Finally, you will re-read the quotes and make notes in the right column COMMENTS about what the quote means to you or why you chose it."
Teacher Note: The following link is where you will find a model of a double-entry journal for this activity.
Model:
Teacher: "I want to show how to use a double-entry journal so that you know what I expect of you. If you have any questions, please feel free to raise your hand after I am finished with my demonstration.
Teacher: First, I am going to open my notebook and fold my paper so that the outside edge touches the spiral. Then I am going to crease it. Next, I will open it back up and draw a line down the middle where the crease is. I am going to write 'FACTS' on the top of the left column. I am going to write 'COMMENTS' on the top of the right column.
Teacher: Next, I am going to start reading. This sentence sounds interesting to me: 'It might have important historical sites, such as a monument or the home of someone famous.' Therefore I am going to mark it with a sticky note.
Teacher : Pretend I am done reading the book. I am going to go back to my sticky note and write that sentence in the left column.
Teacher: I am going to reread the sentence I wrote. It makes me think about lots of things. I am going to write down in the right column: My community has a really neat historical site with a one-room schoolhouse with old-fashioned desks. It has items from 100 years ago. This makes my community special ."
Guided Practice:
Teacher: "Now that I have demonstrated, or modeled, how I want you to think through each statement, let's do another as a class.
Teacher: Could I have a volunteer to read the second page?
Teacher Note: Allow a student in the class to read the second page.
Teacher: I need a couple people to share with the class a sentence you thought was interesting in some way.
Teacher Note: Allow the students time to tell the class what they found interesting. Write the sentences on folded chart paper in the left column.
Teacher: (Ask the students who volunteered while the rest of the class listens.) Why did you choose this sentence? What did it make you think about?"
Teacher Note: Allow the students time to tell the class their reasoning behind choosing their sentences. Write their feelings and thoughts in the right column.
Teacher: " Now that we have practiced this together, read the rest of the book and mark sentences that you find interesting with sticky notes. You need to find at least 10 sentences to put in the left column."
Differentiated Instruction Accommodations
There are many ways that these pre- and during reading activities can be accommodated for students with special needs or students who are talented and gifted. These slight modifications to lesson plans take little time for the teacher, yet assist the student immensely in getting an appropriate education.
Students with special needs:
• Another student, or a teacher, can help the student prepare his/her paper for the double entry journal.
• The student may be asked to write fewer facts/comments during the double entry journal.
• The student may pair up with another student in the classroom for the double entry journal.
• Write comments in incomplete sentences beside the facts in the double entry journal.
• Call on the students with disabilities first when going on a picture walk so they only need to think of one or possibly two ideas for the picture.
• Write down the comments the student makes during the picture walk so he/she can look at them as a reference while reading the book.
Students who are talented and gifted:
• During a double entry journal, students may be asked to do more facts/comments.
• Pair the student up with another student who may need a little extra help with the material.
• Give the student a different/more difficult text to write a double entry journal on.
• After writing the double entry journal, have the students write an essay based on the facts and comments they wrote about.
• Have the student be the 'writer' during the picture walk to keep track of all the ideas that the students are saying.
Vocabulary:
Teacher note: These are the new vocabulary words for this lesson. They can be added to a word wall to help the students remember how to spell them and review their meaning. They should be introduced before the reading, reinforced throughout the reading, and practiced after reading. It is crucial that the students understand these words in order to understand the text. The students should be instructed to use context clues to help them predict and practice using the words and their meaning.
Critical vocabulary words:
English: Espanol:
1. dentist dentista
2. doctor doctor
3. teacher maestro
4. veterinarian veterinario
5. firefighter bombero
6. librarian bibliotecario
7. janitor conserje
8. police officer policia
9. mail carrier cartero
10. nurse enfermera
Content:
Teacher Note: This link will take you to the national standards for grades K-4 in social sciences. You are able to look at the standards for each state on the website below. I have also prepared a thorough section on prior knowledge that the students need to be familiar with before beginning this lesson.
http://edstandards.org/StSu/Social.html
Questioning
Teacher note: Please note that the questioning portion of this lesson is dispersed within the pre-reading and during reading strategies. When reading the strategies in depth, you will find the questions written during the directions or modeling portion.
Writing to Learn Activity:
Teacher Note: Since this lesson is part of a unit on community, the lesson itself will take longer than a day. For a writing activity, journaling would be beneficial to the students. It can be used to keep track of growth over time. I would have the students write about what they learned each day so they can familiarize themselves with the overall theme of community.
Some suggestions for daily journal entries for this lesson are:
1. What job would you like to have in the future? Why? What does the job include?
2. Interview someone who has a job that you would like to have in the future, and write up at least a paragraph summarizing what they said.
3. Find an article or book that talks more about a job you are interested in having in the future. Try to summarize the new information and write a response to what you found.
Closure
Teacher : Look back at your double entry journal and think about your predictions during the picture walk. Were your predictions correct? Were the facts you highlighted important ones in the text?
Teacher: Discuss these questions with a partner.
Teacher: Now that we have thought about communities and the workers in our communities, let's thin k back to the beginning. What jobs in our community are important? What job would I like to have when I grow up? When in the community, look for other jobs that we haven't talked about. Find out more about the job and come in to tell the rest of the class!
CA Reading Lesson |
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