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LITERACY & SOCIAL SCIENCE

3rd Grade Interdisciplinary African and African American Studies Launch Quarter 4 Launch Lesson

THEME: Culture, Dignity, and Identity CONCEPT: Africa, Us, and the World Chicago: African American Influence From DuSable to Obama The Vibrant African American Culture in Chicago Changes the Face of Society, Art, and Culture CONTENT TOPIC: Examining the impact African Americans contributions to the culture of Chicago and other global cities through fiction and nonfiction texts UNIT TITLE: Chicago and Cities from Around the World
Quarter: 4 Week 1 of 5 Day 1 Unit: 4 Objective(s): Students will engage in a lesson that builds foundational knowledge related to the relationship between a city/communitys identity to art and culture. Materials/Resources: How Arts and Cultural Strategies Create, Reinforce, and Enhance Sense of Place (p.1-2, stop before Key point #1) https://www.planning.org/research/arts/b riefingpapers/character.htm Graphic organizer (table)

CCSS Standards: RI.3.2, RI.3.3, RI.3.4, RI.3.9, W.3.1, W.3.8 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

Understand how politics involves


competing ideas about the common good and the role of the individual. Identify a citys geographical features affect how its people live and interact with others in the world. Recognize how Chicago is a leading center of culture and diversity.

Use textual evidence when asking and


answering questions. Describe the relationship between a series of historical events, using language that pertains to time, sequence, and cause/effect. Compare and contrast the most important points and key details presented in two texts on the same topic. Gather information from print and digital sources, take brief notes on sources and sort evidence into provided categories. Inform and explain through written texts to examine a topic and convey

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LITERACY & SOCIAL SCIENCE

3rd Grade Interdisciplinary African and African American Studies Launch Quarter 4 Launch Lesson
ideas and information clearly. I DO IT Input & Modeling

Student responses should include key details and important points to determine the relationship between art and cultural influence and a citys identity.

Kickoff: How Arts and Cultural Strategies Create, Reinforce, and Enhance a Sense of Identity for a City/Community Teacher says and does Today we are going to start a new exciting unit and in this unit we are going to be researchers. You have been given the job of conducting research on a city that you already know a lot about from both your personal experiences and the knowledge you have gained throughout the year, Chicago! Throughout this unit you will examine a variety of informational texts and digital resources to investigate the African and African American influence on Chicagos identity. We are going to identify strategies that communities use to support their art and cultural identity. Then we are going to see if Chicago uses these same strategies to support its own art and cultural identity. We will read, gather important information to support ongoing research, and respond to several shorter informational texts and digital resources on our topic. We will also apply our research skills to digital resources by using the internet to access information across resources. How many of you enjoy using the internet to find out new things? How many of you think you are already pretty good at it? By the end of this unit, we will have read and gathered important information from a variety of informational resources and you will reference those texts to prepare an informational report and info graphic to teach the other students in our class. Teacher does and says Teacher projects the anchor article, so all

Student verbal responses during partner discussions

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LITERACY & SOCIAL SCIENCE

3rd Grade Interdisciplinary African and African American Studies Launch Quarter 4 Launch Lesson
students can view. We are going to use an anchor text to drive our research about the African and African American art and cultural influence on Chicagos identity. The article we will use throughout this unit is titled, How Arts and Cultural Strategies Create, Reinforce, and Enhance Sense of Place. Today we will look at one section of this article to introduce us to this topic of cultural identity. We are going to do a Close Reading of the first section looking for the details that describe the relationship between art and culture to a city/communitys identity. Watch me as I annotate by circling key words and underlining key phrases related to my purpose for reading. Teacher models reading through the first sections one time for basic understanding. Teacher then rereads modeling circling key words and underlining key phrases related to the purpose. Now, that I have collected my key details, I am going to go back and read through them to synthesize and ask myself, What does the author want me to learn or understand in this section? This is going to help me identify the central idea of this section of the article. Teacher models reading through the circled key words and underlined phrases, asking themselves, What does the author want me to learn or understand in this section? thinking aloud the answer, making a claim of the central idea of the section, and supporting the claim with the details annotated in the text.

should include the speaking and listening norms that have been explicitly taught and practiced in the classroom, based off of the 3rd grade Common Core Speaking and Listening Standards.

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LITERACY & SOCIAL SCIENCE

3rd Grade Interdisciplinary African and African American Studies Launch Quarter 4 Launch Lesson
Did you notice how I read the section of the text the first time all the way through, then I went back and reread to collect the key details and important points made in the sections. The last thing I did was return to my annotations to determine the central idea of the section. This will help me compare the key details provided throughout the article. These will help me identify the most important points related to my purpose for reading. This process will also allow me to be able to identify and summarize important information. Through this process I will also realize what not to include from article because it is not useful for me and my research. WE DO IT Teacher says and does Now you are going to help gather the key details that support the central idea of the next two paragraphs. I am going to read the paragraphs aloud one time through aloud and I want you to follow along with your eyes. Then you are going to read it on your own and circle key words and underline key phrases that support the central idea. After you are done reading, I am going to ask you to share with the class what you annotated and why. Teacher reads the next 2 paragraphs aloud. Student does Students listen and follow along. Then students read the two paragraphs silently while annotating key details. Teacher and student do Students share their annotations, while teacher marks the annotations on the projected article. Teacher says Guided Instruction

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LITERACY & SOCIAL SCIENCE

3rd Grade Interdisciplinary African and African American Studies Launch Quarter 4 Launch Lesson
Lets go back and read through all of our annotations. What do you think the author is trying to teach us in these two paragraphs? Student does and says Students share out their ideas of the central idea of the paragraphs and write it on their article. Teacher says What are the most important points we need to remember from this section of the article? Student says Students volunteer their responses.

YOU DO IT TOGETHER Collaborative Learning #1 - articulation of historic, cultural, economic, and social context of a community #2 - a commitment to the reinforcement and enhancement of the communities vision/identity (values and culture) Teacher says Now you are going to work with a partner. Reread the details listed in the inventory community/citys identity. Once you think you have a good understanding of the items on the inventory, you will research to complete the inventory for 3-5 of these items and how they impact a city or communitys identity.

Community Context Categories ex) population/demographic information languages spoken

Examples in Chicago

How it impacts Chicagos Identity

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LITERACY & SOCIAL SCIENCE

3rd Grade Interdisciplinary African and African American Studies Launch Quarter 4 Launch Lesson

Student does Students engage in the prompted tasks. YOU DO IT ALONE #4 - provide education about the historical and cultural context of a community and provide opportunities for participation in community life Teacher says You are going to work by yourself selecting one item from your chart and write in more detail how that one particular aspect affects the identity in Chicago. Student does Writes to this prompt: Write an opinion piece stating whether or not the item you selected from your chart has had an impact on the identity of Chicago. Explain why or why not. CLOSURE of LESSON whole group reflection Teacher says and does The researching we did to allowed us to understand the important categories that go into a communitys or citys identity. Tomorrow we will research a very influential African American woman who has left a large impact on Chicagos identity. Independent Practice

ASSESSMENT

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

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LITERACY & SOCIAL SCIENCE

3rd Grade Interdisciplinary African and African American Studies Launch Quarter 4 Launch Lesson
Summative: Summative assessment will happen at the end of the unit, not at the end of the lesson.

Formative: Student verbal responses during partner discussions Student written responses Student verbal responses during whole group discussions Student charts Anecdotal records off of student discussions

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