Lesson 1 of 15
Community as a Physical Space
Central Focus: What is a community? What are different types of communities?
Grade Level: Grade 1
Content Objectives:
1. SWBAT understand what a community is
2. SWBAT identify the three types of
communities
3. SWBAT to identify the community they
would like to live in
Assessment of Content Objective:
Students work of the types of communities they
drew will be used for a gallery walk and will be
collected
CCSS Content Standard:
Social Studies Scope and Sequence K-8
Provide multiple perspectives on how people
contribute and participate in a community,
what jobs are found in a community and how
these jobs benefit the community (Local and
Global Communities 1.3a, 1.3b, 1.3c)
Materials:
SMART board
Board paper
Images of communities (reference below)
Prior Academic Knowledge and Conceptions:
Students are familiar on what a circle map is and how to construct one
Language Function: Define
Academic Language Competencies:
(at least one: grammatical, pragmatic, discourse,
metalinguistic)
Grammatical: utilization of sentence frame to
describe the kind of community students would
like to live in
Date:
Language Objectives:
1. SWBAT define community
2. I would like to live in a(n) _____
community because _____.
Assessment of Language Objective:
Teacher will circulate and engage in discussion
asking students why they chose the community
they did as the place they would like to live in
ELPD Standard(s)/TESOL ELP Standards
(TESOL, 2006):
1.13 Engage in collaborative activities through a
variety of student groupings to gather, share,
discuss, and present information. (L, S, R, W)
4.10 Demonstrate appropriate classroom
behaviors (e.g., participating in small group and
whole class discussions, being courteous,
respecting the person and property of others). (L,
S, R, W)
Vocabulary and Key Terms:
Community
Urban
Rural
Suburban
Language Supports:
(Linguistic, graphic, visual)

Graphic: circle thinking maps to describe what we see in each community type

Instructional Strategies and Learning Tasks

Lesson Format: Support Structures
Use this space to create a comprehensive and linear plan of Use this space and move around the
how you will carry out your content and learning objectives. arrows to indicate at which points in
the lesson you will provide the
following (include descriptions):
Language-Focused Structured
Practice and Application
Differentiation/Planned Support
Leveled Questions
Introduction: [6 Minutes]

Students will be called table by table to come to the meeting

area.
Community will be written largely on the whiteboard.
The teacher will ask students if they heard the word
community before and if so, where they heard this.
(Possible answer: our school name has community in it)
Instruction: [30 Minutes]

Mini-lesson [15 minutes]

Students will be called by table to come to the meeting area.
The teacher will introduce todays teaching point, explaining
that we will be learning what a community is.

A community is a group of people living or working together

in the same area. People in communities might go to the same
schools, just like us! For example, our school name is
Woodside Community School. Our school is a community of
teachers and students who love to teach and learn! However,
our school is part of a larger community as well. We will be
learning about three different types today. After we learn
about all three, try to guess which type our school is in.

The teacher will create three different circle maps for each
community. For each map, an image of a rural, suburban, and Language Support (Graphic)
urban community will be shown on the SMARTboard.
Students will be asked what they see in the image as the
teacher writes student responses inside the circle map (refer to Leveled Question
images below). We will be doing this for each community.

After completing our circle maps (which are all posted on the
board so students have visual access), students will engage in
a turn and talk on what kind of community they would like to
live in [introduce sentence frame and model with an example
sentence: I would like to live in a suburban community
because I love going to big parks]. At least two volunteers
will share their responses. While responses may vary but
essentially students will understand that we live in an urban
community. Differentiation/Planned Support

When you are called back to your seats, you will be given a
chart with three circles. Each circle has the name of a
community. In that circle, draw and write what is in that
community [the teacher will model by writing/drawing buses
in the urban circle and explain that we live in an urban
community and always see many buses]. You will work
together with your table to create this chart.

Group-work [15 minutes]

Students will then be called back to their seats to work on the
charts as a table. The teacher will circulate to see students
working collaboratively and contributing to the chart.

Closure: [5 Minutes]

The teacher will put up each tables charts in front of the

class. Students will be given 2 minutes to quietly walk around
and observe what the other tables have created. After 2
minutes, everyone will be called back to their seat.
The teacher will ask the class what they saw in other charts
that were similar and different from their tables charts.

To close, the class will redefine what a community is and the

different types of communities we learned today [Possible
answer: a community is a place where people live and
work/rural, suburban, urban]

Leveled Questions
Level 1 Level 3
What is this? [Pointing to a place or thing] What do you see in this image?
Rural Community

Suburban Community
Urban Community

Example of group activity

 Lesson 2 of 15
Our Community, Woodside Community
Central Focus: In this lesson segment, students will identify the kind of community Woodside is in and
what is in our community.
Grade Level: Grade 1
Content Objectives:
1. SWBAT identify the type of community
Woodside is
Assessment of Content Objective:
Students bubble maps will be collected
CCSS Content Standard:
Social Studies Scope and Sequence K-8
Provide multiple perspectives on how people
contribute and participate in a community,
what jobs are found in a community and how
these jobs benefit the community (Local and
Global Communities 1.3a, 1.3b, 1.3c)
Materials:
Whiteboard and markers
Handouts
Images of Woodside
Prior Academic Knowledge and Conceptions:
Students know the three different types of communities from the previous lesson. Students are also
familiar with bubble thinking maps.
Language Function: Identify
Date:
Language Objectives:
1. SWBAT name places/things that make
Woodside identify specifically as one of
the three communities
Woodside is a _____ community.
Assessment of Language Objective:
After completion of bubble maps, students will
do a pair share with a partner to discuss the
similarities and differences they came up with.
During this time, I will circulate with a checklist
to see students on task and using appropriate
language
ELPD Standard(s)/TESOL ELP Standards
(TESOL, 2006):
1.13 Engage in collaborative activities through a
variety of student groupings to gather, share,
discuss, and present information. (L, S, R, W)
4.4 Listen attentively, take turns speaking, and
build on others ideas when engaged in pair,
group, or full-class discussions on personal,
social, community, and academic topics. (L, S)
4.10 Demonstrate appropriate classroom
behaviors (e.g., participating in small group and
whole class discussions, being courteous,
respecting the person and property of others). (L,
S, R, W)
Academic Language Competencies: Vocabulary and Key Terms:
(at least one: grammatical, pragmatic, discourse,
metalinguistic) Urban community

Grammatical - sentence frame

Language Supports:
(Linguistic, graphic, visual)

Graphic: Bubble map

Instructional Strategies and Learning Tasks

Lesson Format: Support Structures
Use this space to create a comprehensive and linear plan of Use this space and move around the
how you will carry out your content and learning objectives. arrows to indicate at which points in
the lesson you will provide the
following (include descriptions):
Language-Focused Structured
Practice and Application
Differentiation/Planned Support
Leveled Questions
Introduction: [5 minutes]

Students will be called by table to come to the meeting area.

We will review as a class what we learned yesterday by
referring to the charts students created to list the different
types of communities.
Instruction: [30 minutes]

Mini-lesson [10 minutes]

The teacher will introduce todays teaching point:
We will learn what type of community Woodside is and why
Woodside is this kind of community.

The teacher will ask students what kind of community

Woodside is: Is Woodside a rural, suburban, or an urban Leveled Question
community? and have a volunteer response [answer: an urban
community]

The teacher will now ask why Woodside is an urban

community. Language-Focused Practice and
Students will turn and talk to their partners to discuss why Application
Woodside identifies as an urban community. 2-3 students will
share the answers they came up with.
[For these 2-3 responses, the teacher will write them inside
the bubble map that is drawn on the whiteboard]
To provide visual examples, pictures of Woodside will be
shown on the SMARTboard to explain why Woodside
identifies as urban.

Independent work [15 minutes]

Students will return to their seats and fill out their own bubble
maps of places and things they see in Woodside that makes it
an urban community. Students may write and/or draw their Differentiation/Planned Support
answers. The teacher will come around to see

Pair Share [5 minutes]

Students will be instructed to put down all writing/drawing
materials and turn to their partner to share what they
drew/wrote on their bubble maps. The teacher will ask
students to look for similarities and differences.
Closure: [5 minutes]

To restate what we learned, the teacher will ask the class as a

whole what kind of community Woodside is.
2-3 students will share 1 thing in their bubble maps that were
similar or different from their partners maps. The teacher
will collect these thinking maps at the end of class.

Leveled Questions
Level 2 Level 4
Is Woodside a rural, suburban, or an urban What kind of community is Woodside, Queens?
community?

Bubble Map Example - used to describe a topic

 Lesson 3 of 15
Five Senses and Nature vs. Manmade
Central Focus: In this lesson segment, students will review the five senses and distinguish between
manmade and nature-made things using a chart in practice of what they will see during their community
walk
Grade Level: Grade 1 Date:
Content Objectives: Language Objectives:

1. SWBAT distinguish between natural and 1. SWBAT describe objects using the five
manmade objects in our community using senses
their five senses
Assessment of Content Objective: Assessment of Language Objective:

Students will work in groups to complete a tree map Students completed five senses chart will be
of natural vs. manmade objects. Teacher will collected
circulate during group work to see students working
collaboratively and contributing to the group
CCSS Content Standard: ELPD Standard(s)/TESOL ELP Standards
(TESOL, 2006):
Social Studies Scope and Sequence K-8
Roads, dams, bridges, farms, parks, and 1.13 Engage in collaborative activities through a
dwellings are all examples of how people variety of student groupings to gather, share,
modify the physical environment to meet discuss, and present information. (L, S, R, W)
needs and wants. Students will identify how 4.10 Demonstrate appropriate classroom
the physical environment of their community behaviors (e.g., participating in small group and
has been modified to meet needs and wants. whole class discussions, being courteous,
(Geography, Humans, and the Environment respecting the person and property of others). (L,
1.6b) S, R, W)
Materials:

Whiteboard - outline of a tree map

Images of manmade and nature made things (for each table)
Handouts of five senses chart
Prior Academic Knowledge and Conceptions:

Students have learned the five senses in Kindergarten (although we will review them in the beginning of
class)

Language Function: Define

Academic Language Competencies: Vocabulary and Key Terms:
(at least one: grammatical, pragmatic, discourse,
metalinguistic) Five senses
Nature-made
Grammatical: 5 senses vocabulary Man-made

Language Supports:
Visual: images of manmade and nature-made objects
Graphic: usage of tree maps

Instructional Strategies and Learning Tasks

Lesson Format: Support Structures
Use this space to create a comprehensive and linear plan of Use this space and move around the
how you will carry out your content and learning objectives. arrows to indicate at which points in the
lesson you will provide the following
(include descriptions):
Language-Focused Structured
Practice and Application
Differentiation/Planned Support
Leveled Questions
Introduction: [6 minutes]

The teacher will ask a series of questions that students will

respond to:
1. What is something in this room that I can see?
2. What is something outside that I can hear?
3. What is something in a supermarket that I can taste?
4. What is something at a library that I can smell?
5. What is something in this room that I can touch?
[Symbols of the five senses will also be displayed as visual Differentiation - Visual support
cards when asking each question]
Instruction: [30 minutes]

Mini-lesson [10 minutes]

Students will be called by table to come to the meeting area.
The teacher will introduce todays teaching point, explaining
that we will be learning about the difference of natural and
manmade things.

[A tree map labeled with manmade and nature will be on

the whiteboard]
If something is from nature, it has not been changed or
created by humans. It is natural. Something that is natural are
rocks [show a picture of a rock and place it under natural on
the tree map]
Now if something is manmade, it has been created by
humans. Something like this [show a picture of a bicycle].

Now turn and talk to your partner to answer this question: is Leveled Question
this item manmade or natural? [show a picture of a bus]

Students will have 30 seconds to turn and talk to a partner and Language-Focused Structured Practice
a volunteer will share his/her answer and why it is natural or
manmade.
With the three objects discussed, the teacher will ask how we
can describe each object using one of our five senses. The
teacher will use the chart 1 [reference below]
Possible answers:
I see a bus with my eyes. It looks big and has people
in it. [teacher will draw a bus underneath sight and
mark a check that it is manmade]
A rock feels hard and smooth. [teacher will draw
and write rock underneath touch and mark that it is
natural]

Group Work [7 minutes]

Now yesterday we created bubble maps on what we see in our
community. [present pictures of these items] When you go
back to your seats, with your table, organize these objects by
putting them under natural or manmade
Groups will be called by table to return to their seats and once
everyone is seated down, the teacher will distribute materials

The teacher will circulate to each group at this time to see that
every student is contributing to the tree map.

Independent Work [14 minutes]

The teacher will distribute the five senses chart to each
student and restate how we used this during the mini lesson
earlier in class.
Students will now look at the objects in the tree map to
categorize it under a sense and mark it as either manmade or
natural.

Closure: [5 minutes]

All materials will be collected as well as the completed

handouts.
The teacher will ask what the difference is between manmade
and natural objects and ask for several examples from
students to conclude.

Leveled Questions
Level 3 (X, A) Level 4 (M)
Is this item manmade or natural? Is a bus created by nature or by humans?

Chart 1 (will be used for our Community Walk)

I see I smell I hear I taste I feel

Example of tree map

 Lesson 4 of 15
Community Walk
Central Focus: After a review of our five senses and learning how we can use them to describe manmade
and natural objects that we commonly see in our community, students will embark on a community walk
to explore more objects/places that we have not previously mentioned (in addition to experiencing a
realistic, visual representation of everything discussed in class).
Grade Level: Grade 1 Date:
Content Objectives: Language Objectives:

1. SWBAT explore more closely people, 1. SWBAT to use their five senses to observe
places, and things in the community using and describe people, places, and things in
their five senses their community

Assessment of Content Objective: Assessment of Language Objective:

Students will complete a five senses chart (used in
previous lesson) at the end of the community walk.
CCSS Content Standard:
Social Studies Scope and Sequence K-8
Roads, dams, bridges, farms, parks, and
dwellings are all examples of how people
modify the physical environment to meet
needs and wants. Students will identify how
the physical environment of their community
has been modified to meet needs and wants.
(Geography, Humans, and the Environment
1.6b)
Materials:
Teacher will lead the community walk and ask
questions throughout the walk in which to
students can respond
ELPD Standard(s)/TESOL ELP Standards
(TESOL, 2006):
1.13 Engage in collaborative activities through a
variety of student groupings to gather, share,
discuss, and present information. (L, S, R, W)
4.10 Demonstrate appropriate classroom
behaviors (e.g., participating in small group and
whole class discussions, being courteous,
respecting the person and property of others). (L,
S, R, W)

Five senses chart

Prior Academic Knowledge and Conceptions:

Students have taken a walk around the school block several times before on other occasions
(Book-costume party) so they are aware of safety rules.

Language Function: Observe

Academic Language Competencies: Vocabulary and Key Terms:
(at least one: grammatical, pragmatic, discourse,
metalinguistic) I see
I smell
Pragmatic: Students will apply their knowledge of I hear
nature vs. manmade and utilize their five senses I feel
when making observations I taste
Language Supports:
(Linguistic, graphic, visual)
Linguistic - guiding the community walk

Instructional Strategies and Learning Tasks

Description of what the teacher and students will be doing.

Lesson Format: Support Structures

Use this space to create a comprehensive and linear plan of how Use this space and move around the
you will carry out your content and learning objectives. arrows to indicate at which points in
the lesson you will provide the
following (include descriptions):
Language-Focused Structured
Practice and Application
Differentiation/Planned
Support
Leveled Questions
Introduction: [6 minutes]

The teacher will introduce todays activity:

Today we will be taking a walk outside. We will use our five
senses sight, smell, taste, touch, and hear to observe what we
see. Can someone remind the class what we learned about
yesterday? [student responds]. Lets use our five senses to
discover manmade and natural things.

Students will be advised that anyone who cannot follow safety

rules of staying with the class will be unable to do the
community walk.
Students will be called by table to collect their coats from the
closet and get on line.
Instruction: [35 minutes]

Community Walk Route [the senses in parentheses list the

senses most commonly recognized]
1. Walk towards Roosevelt Ave. (sight, hear) - passing by
houses
2. Walk left (sight, hear, smell) - possible sightings:
church, another school, bagel shop, Dunkin Donuts,
many cars/buses/trucks, the 7-train railroad tracks are Language-Focused Practice and
right above the ave. Application
3. Continue down Woodside Ave. (sight, hear, smell,
touch) - civilians, bakeries, fruit market, supermarket,
restaurants, meat market, bank, train entrance
4. Walk towards Skillman Ave. (sight, hear, smell, touch) -
animal hospital, gym, library
5. Return to school (sight, hear, touch) - plaza (which is
 more of a park)

Throughout the walk, the teacher will ask questions along the
way on what we discover with each sense (as for taste, when we
pass by markets or restaurants, we can discuss on how the Differentiation/Planned Support
various foods taste like)
Closure: [5 minutes]

If time permits when we return to the classroom, students will

begin to complete their five senses chart on what they observed
today.

Leveled Questions
Level 2 Level 4
Do you smell/hear/see that? What sense are you using (when at a specific
location)?
 Lesson 5 of 15
Community Walk Debrief
What are the similarities and differences drawn from our Community Walk observations?
Central Focus: In this lesson segment, students will finish up the five senses chart from the previous
class and compare and contrast their observations with their classmates. While there may be several
similarities, students will undoubtedly have noticed something that perhaps many of the other students
missed during the walk. This will be a time where every student can share and contribute to our overall
impression/view from the walk.
Grade Level: Grade 1 Date:
Content Objectives: Language Objectives:

1. SWBAT compare and contrast 1. SWBAT summarize similarities and

observations made from the community
walk with fellow classmates
Assessment of Content Objective:
differences of their five senses chart in
comparison to a partners
One similarity ____ and I have is _____.
One difference ____ and I have is _____.
Assessment of Language Objective:

Students will finish five senses chart which will
be collected at the end of class
CCSS Content Standard:
Social Studies Scope and Sequence K-8
Roads, dams, bridges, farms, parks, and
dwellings are all examples of how people
modify the physical environment to meet
needs and wants. Students will identify
how the physical environment of their
community has been modified to meet
needs and wants. (Geography, Humans,
and the Environment 1.6b)
Teacher will circulate the room with a chart to
check for language use as well as that everyone is
on task
ELPD Standard(s)/TESOL ELP Standards
(TESOL, 2006):
1.13 Engage in collaborative activities through a
variety of student groupings to gather, share,
discuss, and present information. (L, S, R, W)
4.10 Demonstrate appropriate classroom behaviors
(e.g., participating in small group and whole class
discussions, being courteous, respecting the person
and property of others). (L, S, R, W)

Materials:

Five senses chart

Prior Academic Knowledge and Conceptions:

Students are familiar and previously used the five senses chart

Language Function: Record

Academic Language Competencies:
(at least one: grammatical, pragmatic, discourse,
metalinguistic)
Grammatical - sentence frames
Pragmatic - sharing observations with partner
Vocabulary and Key Terms:
Sentence Stems:
One similarity ____ and I have is _____.
One difference ____ and I have is _____.
Language Supports:

Graphic - utilizing five senses chart

Instructional Strategies and Learning Tasks

Lesson Format: Support Structures
Use this space to create a comprehensive and linear plan of Use this space and move around the
how you will carry out your content and learning objectives. arrows to indicate at which points in the
lesson you will provide the following
(include descriptions):
Language-Focused Structured
Practice and Application
Differentiation/Planned Support
Leveled Questions
Introduction: [5 minutes]

Students will be called by table to come to the meeting area.

The teacher will first recap and compliment how well
behaved everyone was during the community walk.
Instruction: [30 minutes]

Mini-lesson [4 minutes]
The teacher will then explain what will be happening during
todays class:
We will record on our five senses chart our own
observations from the community walk. I also took pictures
yesterday of places we talked about in case some students
forget to include. You can definitely include more on your
chart of things that are not in these pictures but that you
remember observing.

Independent work [15 minutes]

Students will return to their seats and complete their Language-Focused Practice and
observation charts. Application
The teacher will circulate to see that everyone is on task:
For advanced-level students who complete the chart Differentiation/Planned Support
quickly, they can begin writing sentences on their
observations (ie. if a student wrote bakery under
smell, they can create a sentence such as I smelled
delicious bread coming from the bakery.
For lower-level students, they may begin with
drawing illustrations of their observations and the
teacher will help tap out the words to help with
spelling.

Pair Share [10 minutes] Language-Focused Practice and

Students will share the five senses chart information with Application
their partners. During this time, students will be encouraged
to use the sentence frames
One similarity ____ and I have is _____.
One difference ____ and I have is _____.
The teacher will be walking around with a checklist to see
students verbally communicating their observations. Student
pairs should have at least come up with one difference and
similarity from the pair-share.
Closure: [5-7 minutes]

Using a double bubble map, the teacher will ask for several Leveled Question
volunteers to share similarities and differences they have
come up with with their partner(s). The teacher will record all
this information on the double bubble map.
Five senses charts will be collected at the end of class

Leveled Questions
Level 2 Level 4

What is different or the same about your map and What are some similarities and differences you
___s map? noticed between your map and your partners map?

Example of double bubble map

 Lesson 6 of 15
Map Features and Symbols
Central Focus: In this lesson segment, students will be introduced to features and symbols that construct a
map. A standard, generic map will be used to describe these attributes - while the map may not be a
realistic reflection of our community map, it will be utilized for the purpose of emphasizing fundamental
aspects that make up a map.
Grade Level: Grade 1 Date:
Content Objectives: Language Objectives:

1. SWBAT identify features and symbols of a 1. SWBAT describe the map

map I see _____.
Assessment of Content Objective: Assessment of Language Objective:

Students will create double bubble maps of the town Teacher will lead the community walk and ask
map and knowledge of how our own community questions throughout the walk in which to
looks like. Double bubble maps will be collected students can respond

CCSS Content Standard: ELPD Standard(s)/TESOL ELP Standards

Social Studies Scope and Sequence K-8
Learn how maps are used to locate important
places in a community and examine an
accurate depiction of our own community
(Maps and Map Skills 1.5a, 1.5b, 1.5c)
Materials:
(TESOL, 2006):
1.13 Engage in collaborative activities through a
variety of student groupings to gather, share,
discuss, and present information. (L, S, R, W)
4.10 Demonstrate appropriate classroom
behaviors (e.g., participating in small group and
whole class discussions, being courteous,
respecting the person and property of others). (L,
S, R, W)

Town map from Scope and Sequence book

Handouts of double bubble maps
Circle map
Whiteboard and markers
Prior Academic Knowledge and Conceptions:

Students are familiar with circle maps and double bubble maps

Language Function: Observe

Academic Language Competencies: Vocabulary and Key Terms:
(at least one: grammatical, pragmatic, discourse,
metalinguistic) Map
Key
Grammatical - sentence frames Cardinal directions (north, south, east, west)
Specific locations on map
Language Supports:
Visual - map of town
Graphic - circle thinking map

Instructional Strategies and Learning Tasks

Lesson Format: Support Structures
Use this space to create a comprehensive and linear plan of Use this space and move around the
how you will carry out your content and learning objectives. arrows to indicate at which points in the
lesson you will provide the following
(include descriptions):
Language-Focused Structured
Practice and Application
Differentiation/Planned Support
Leveled Questions
Introduction: [5 minutes]

Teacher will call table by table for students to come to the

meeting area. The teacher will begin by asking what we use
when we want to get to a destination, or when we are lost.
Instruction: [30 minutes]

Mini-lesson [10 minutes]

The teacher will introduce todays teaching point:
We will learn what parts make up a map and observe a map
of another community..

[Display Town Map on the SMARTboard]

Using a circle map drawn on the board, students will describe
what they see as the teacher fills in the map with responses. Leveled Question
[Possible answers should include the Key box on the top
right corner and the cardinal directions arrows]

The teacher will explicitly teach why maps have keys and
why we use cardinal directions to describe the location of a
place (ie. I can say the auditorium is south of the movie
theater

Independent Work [12 minutes]

Students will return to their seats and use a double bubble
map to compare and contrast the Town Map and Woodside Language-Focused Practice and
Community. Application
Students will also complete the sentences:
The grocery store is _____ of the museum. Differentiation/Planned Support
The fire station is _____ of the parking lot.
The auditorium is _____ of the library.
*Advanced-level students will create sentences of their own
describing places on the map using cardinal directions.
Pair Share [5 minutes]
Students will share their answers and double bubble map with
a partner.
Closure: [5 minutes]

We will complete the sentences as a class and the teacher will

ask before concluding what parts make up a map.

Leveled Questions
Level 1 Level 3
Point to the ____ on the map. What do you see?

Generic map from Social Studies Scope and Sequence Grade 1

 Lesson 7 of 15
Create a Map of Woodside
Central Focus: In this lesson segment, students will use the knowledge of map symbols and features to
recreate a map of Woodside community. This project will be done as a class where each student will be
responsible for at least one aspect, natural or manmade things, of the map. This project will capture
students knowledge of features/symbols of a map, natural vs manmade things, and our observations of
the community from the Community Walk - a cumulation of everything covered so far.
Grade Level: Grade 1 Date:
Content Objectives: Language Objectives:

1. SWBAT collaboratively create a map of 1. SWBAT illustrate an aspect of a map (a

Woodside community location, natural/manmade things, etc.

Assessment of Content Objective: Assessment of Language Objective:

Students will have a completed map of Woodside Teacher will monitor student performance during
community that will be displayed outside the group work
classroom
CCSS Content Standard: ELPD Standard(s)/TESOL ELP Standards
(TESOL, 2006):

Social Studies Scope and Sequence K-8
Learn how maps are used to locate important
places in a community and examine an
accurate depiction of our own community
(Maps and Map Skills 1.5a, 1.5b, 1.5c)
Materials:
1.13 Engage in collaborative activities through a
variety of student groupings to gather, share,
discuss, and present information. (L, S, R, W)
4.10 Demonstrate appropriate classroom
behaviors (e.g., participating in small group and
whole class discussions, being courteous,
respecting the person and property of others). (L,
S, R, W)

Markers, crayons, paper, crafts, magazines

A large sheet of paper with an outline of map (following the same template as Town Map)
Whiteboard
Prior Academic Knowledge and Conceptions:

Students know the features/symbols of a map, natural and manmade things in our community, specific
places in our community

Language Function: Interpret

Academic Language Competencies: Vocabulary and Key Terms:
(at least one: grammatical, pragmatic, discourse,
metalinguistic) Locations and objects of what will be placed in the
Woodside Community map
Pragmatic - group work
Language Supports:
Visual: creation of map

Instructional Strategies and Learning Tasks

Lesson Format: Support Structures
Use this space to create a comprehensive and linear plan of Use this space and move around the
how you will carry out your content and learning objectives. arrows to indicate at which points in
the lesson you will provide the
following (include descriptions):
Language-Focused Structured
Practice and Application
Differentiation/Planned Support
Leveled Questions
Introduction: [5 minutes]

Students will be called by table to come to the meeting area.

The teacher will ask, What did you think of the map that we
saw yesterday? Is it very similar or very different from Leveled Question
Woodside community? [Possible answers: very different
because the Town Map seemed more of a suburban
community]

The teacher will introduce todays lesson:

Today we will be creating a map, a real map, of Woodside
community. Now we arent each drawing a map of our own.
We are going to create one, large map altogether.
Instruction: [30 minutes]

The teacher will show the template of a map

You might tell this looks very similar to the Town Map.
That is because it is the same format - but of course the places
and things in Town Map are very different from the places
and things in our community! How so?
Students will all share ideas of how they are different, which
the teacher will list on the board.
Many markets
No fire station
Church
Many homes and apartments
Train station
Cafe
Nail/hair salon Language-Focused Practice and
Application
The teacher will then begin to assign students roles on what
they must illustrate (can be places and/or things) - each
student will be responsible for at least one. Students will be
instructed to label what they are drawing.
[Students will be encouraged to illustrate images themselves Differentiation
but will also have magazines that they can cut out as an
alternative]

The rest of the period will be dedicated towards working on

the map. During this time, the teacher will walk around to
each table to see students working on the task and to check
for understanding for the ELLs who may have difficulty with
the task.
Closure: [5 minutes]

Students will stop what they are doing and

organize/clean/collect materials to continue tomorrow.

Leveled Questions
Level 2 Level 4
Is the map we saw yesterday (with visual) similar What are your thoughts on the map that we saw
or different from Woodside community? yesterday?

Map sample
 Lesson 8 of 15
Continuation of Woodside Community Map
Storybook - Read Aloud and Class Discussion
Central Focus: In this lesson segment, students will finish up the class project and engage in a read
aloud on the book, On My Block. This storybook introduces artists portraying places that are most
special to them - students will make connections on the similarities and differences between our
community and the characters community/neighborhoods. This allows students to recognize and realize
that another community may also be urban but appear different (emphasizing that not all urban
communities are alike).
Grade Level: Grade 1 Date:
Content Objectives: Language Objectives:

1. SWBAT compare and contrast the 1. SWBAT describe a difference or

community in the storybook to our own similarity between two communities
community One similarity/different between ____s
community and my community is ____.
Assessment of Content Objective: Assessment of Language Objective:

The final product of the Woodside Community map
will be displayed in the classroom. Students will
participate in class discussion post-read aloud
CCSS Content Standard:
Social Studies Scope and Sequence K-8
Roads, dams, bridges, farms, parks, and
dwellings are all examples of how people
modify the physical environment to meet
needs and wants. Students will identify how
the physical environment of their community
has been modified to meet needs and wants.
(Geography, Humans, and the Environment
1.6b)
Students will engage in turn and talks and the
teacher will circulate with a checklist while
students orally share
ELPD Standard(s)/TESOL ELP Standards
(TESOL, 2006):
1.13 Engage in collaborative activities through a
variety of student groupings to gather, share,
discuss, and present information. (L, S, R, W)
4.10 Demonstrate appropriate classroom
behaviors (e.g., participating in small group and
whole class discussions, being courteous,
respecting the person and property of others). (L,
S, R, W)

Materials:

Book - On My Block by Dana Goldberg

Prior Academic Knowledge and Conceptions:

Students know the three different types of communities from the previous lesson. Students are also
familiar with bubble thinking maps.

Language Function: Analyze

Academic Language Competencies:
(at least one: grammatical, pragmatic, discourse,
metalinguistic)
Grammatical: usage of sentence stem to analyze
Vocabulary and Key Terms:
Sentence Stem:
One similarity/different between ____s
community and my community is ____.
similarities/differences between communities
learned in the book
Language Supports:

Visual - story book On My Block

Instructional Strategies and Learning Tasks

Lesson Format: Support Structures
Use this space to create a comprehensive and linear plan of Use this space and move around the
how you will carry out your content and learning objectives. arrows to indicate at which points in the
lesson you will provide the following
(include descriptions):
Language-Focused Structured
Practice and Application
Differentiation/Planned Support
Leveled Questions
Introduction: [X minutes]

The teacher will explain that today will be the last day that the
class works on the map project. Students will continue from
where they left off yesterday. [Students will be given half the
class period to finish up the rest of the class project].
Instruction: [25 minutes]

Students will continue working on their role in designing the

map.

Story book [10 minutes]

Students will return to their meeting area spots and the
teacher will introduce the book On the Block
Pre-Read Aloud:
The teacher will introduce a synopsis of the book. Students
will be asked to listen and think about the other characters Leveled Question
they will come across and see how similar or different the
communities in the book are from our own. The teacher will
also state how many other people also live in urban
communities, just like us. However, just because they also
live in this type of community does not mean it looks the
same.

Turn and Talk [5 minutes] Language-Focused Practice and

After the read-aloud, the teacher will pose a question for each Application
of the character we read about in the book:
What is one similarity/difference between ____s
community and Woodside community?
[Partners will have 20-30 seconds to discus this for each
character]
Closure: [5 minutes]

1-2 volunteers will share their responses following the

sentence stem. The teacher will close the lesson by restating
how another community may also be urban but appear
different. Every community is unique and diverse.

Leveled Question
Level 2 Level 4
How is ___s community similar or different from What is one similarity or difference you noticed
our own? about one of the characters communities in the
book?
 Lesson 9 of 15
Kids as Decision Makers
Central Focus: In this lesson segment, students will distinguish between wants and needs of a
community.
Grade Level: Grade 1 Date:
Content Objectives: Language Objectives:

1. SWBAT classify the wants and needs in our 1. SWBAT create a T-chart listing
community community wants and needs

Assessment of Content Objective: Assessment of Language Objective:

Students will create their own T-charts of wants and
needs of the community as well as a group-one with
the peers at their tables
CCSS Content Standard:
Social Studies Scope and Sequence K-8
Roads, dams, bridges, farms, parks, and
dwellings are all examples of how people
modify the physical environment to meet
needs and wants. Students will identify how
the physical environment of their community
has been modified to meet needs and wants.
(Geography, Humans, and the Environment
1.6b)
Materials:
Teacher will circulate during the introduction
activity to see students modeling appropriate
language
ELPD Standard(s)/TESOL ELP Standards
(TESOL, 2006):
1.13 Engage in collaborative activities through a
variety of student groupings to gather, share,
discuss, and present information. (L, S, R, W)
4.10 Demonstrate appropriate classroom
behaviors (e.g., participating in small group and
whole class discussions, being courteous,
respecting the person and property of others). (L,
S, R, W)

SMART board
Board paper
Prior Academic Knowledge and Conceptions:

Students are familiar with using a T-chart

Language Function:
Academic Language Competencies: Vocabulary and Key Terms:
(at least one: grammatical, pragmatic, discourse,
metalinguistic) Vocabulary: want, need

Grammatical: students will use sentence frames to Key phrases:

express wants and needs I want _____.
I need _____.
Language Supports:

Visual: various images of certain wants and needs will be categorized

Graphic: T-chart distinguishing between wants and needs
Linguistic: sentence frames used in the beginning of the lesson will be displayed on the whiteboard

Instructional Strategies and Learning Tasks

Lesson Format: Support Structures
Use this space to create a comprehensive and linear plan of Use this space and move around the
how you will carry out your content and learning objectives. arrows to indicate at which points in the
lesson you will provide the following
(include descriptions):
Language-Focused Structured
Practice and Application
Differentiation/Planned Support
Leveled Questions
Introduction: [7 Minutes]

Students will be called table by table to come to the meeting

area.
Two sentences will be written and displayed on the
whiteboard:
1. I want _____.
2. I need _____.
Altogether, the class will read each sentence. Following this
short choral reading, students will turn and talk to the partner
and share their complete responses to these two sentences.
During this time, the teacher will walk around listening in on
students using appropriate language and/or encourage
advanced-level students to extend their responses with
because (ie. I want ____ because _____.)
Instruction: [30 Minutes]

Class-share [4 minutes]
Students will come back together as one group and 3-4
volunteers will share their responses (at least two examples
for each sentence frame).

Mini-lesson [10 minutes]

The teacher will begin by explaining that things we want are
sometimes different from things we need. (ie. I need food but
I want ice cream)
Random images will be projected on the projector [refer to Graphic support
Image 1]. As each image is displayed, the teacher will ask the
class if this is something we want or need [teacher will
model a think-aloud for the first example and the next two Leveled Question
examples will be done together]. Language-Focused Structure and
After each decision, the teacher will post the image on a Application
T-chart that is divided between a wants column and a
needs column.
Group-work [20 minutes]
Students will return to their seats and wait for the next
directions.
So far, we learned about some of the wants and needs
in our lives. For example, we discussed that we
needed a home and we wanted a Shopkins toy. Now
we are going to think about the wants and needs of
something different. Think about what the wants and
needs are for Woodside Community. To help you,
think about our Community Walk.
What did you see that made you think, Wow, good
thing this is here! We cant live without this! [ie.
train station].
Also think about needs - What do you wish
Woodside also had? [a Toys R Us or Target].
[Students will fill out Chart 1 independently before sharing
with the peers at their table. During this time, the teacher will
support lower-level ELLs by providing examples and/or Differentiation/Planned Support
translations. ELLs will be encouraged to also write
wants/needs in their L1 and use illustrations to demonstrate
understanding].

After 8 minutes, students will stop what they are doing and
engage in a group-share of what they put down. One student
from each table will have the role of being the Recorder -
each table will be given a piece of paper to record what
students have said [mutual answers only need to be written
once].
The teacher will explicitly state that everything
written on the group paper, everyone must agree to.
Closure: [8 Minutes]

Groups will be called by table to come to the meeting area.

The teacher will collect each groups paper and project each
chart one by one. As the class is reading through the wants
and needs of the community, the teacher will create a final
chart that includes the entire class responses on the
whiteboard.

Students will be encouraged to share out whether they agree

or disagree on a response [if there is a consensus on a
disagreement, the class will move on to the next want/need].

Possible answers:
Woodside Community

Wants Needs
 Toy store Park
McDonalds Hospital
Movie theater Supermarket
Chuck E. Cheese (arcade) Train station
Parking lot School
Library

Leveled Questions
Level 2 Level 4
Complete this sentence: What is something you want?
1. I want ____. What is something you need?
2. I need ____.

Image 1

Chart 1

I think Woodside Community needs I want Woodside Community to have

____________. __________.

1. 1.

2. 2.
3. 3.
 Lesson 10 of 15
Our Ideal Woodside Community
Central Focus: In this lesson segment, students will take the wants and needs of a community that was
learned in the previous lesson to create the class ideal Woodside Community. Students will construct a
new map of Woodside Community that contains all the W/N (Wants/Needs) that was decided as a whole
group. This reconfiguration will be created in comparison with the present-time Woodside
Community to the class Ideal Woodside Community.
Grade Level: Grade 1 Date:
Content Objectives: Language Objectives:

1. SWBAT collaboratively create a map of an 1. SWBAT illustrate all characteristics of a

ideal Woodside Community map (key, places, signs, etc.) that
incorporate community wants and needs
Assessment of Content Objective: Assessment of Language Objective:

Each student will contribute to the completion of the
class project by being assigned a task (W/N) they
must design/create
CCSS Content Standard:
Social Studies Scope and Sequence K-8
Roads, dams, bridges, farms, parks, and
dwellings are all examples of how people
modify the physical environment to meet
needs and wants. Students will identify how
the physical environment of their community
has been modified to meet needs and wants.
(Geography, Humans, and the Environment
1.6b)
Learn how maps are used to locate important
places in a community and examine an
accurate depiction of our own community
(Maps and Map Skills 1.5a, 1.5b, 1.5c)
Materials:
Teacher will monitor student performance as
they are individually working on the task they
were assigned
ELPD Standard(s)/TESOL ELP Standards
(TESOL, 2006):
1.13 Engage in collaborative activities through a
variety of student groupings to gather, share,
discuss, and present information. (L, S, R, W)
4.10 Demonstrate appropriate classroom
behaviors (e.g., participating in small group and
whole class discussions, being courteous,
respecting the person and property of others). (L,
S, R, W)

Markers, crayons, paper, crafts

A large sheet of paper with an outline of map (following the same template as Town Map)
Whiteboard
Prior Academic Knowledge and Conceptions:

Students know the features/symbols of a map, natural and manmade things in our community, specific
places in our community

Language Function: Interpret

Academic Language Competencies: Vocabulary and Key Terms:
(at least one: grammatical, pragmatic, discourse,
metalinguistic) Wants
Needs
Grammatical: students will need to know whether
the object/location they are assigned to construct
for the class project map is either a want or need
for the community
Language Supports:

Visual: creation of map

Instructional Strategies and Learning Tasks

Lesson Format: Support Structures
Use this space and move around the
arrows to indicate at which points in the
lesson you will provide the following
(include descriptions):
Language-Focused Structured
Practice and Application
Differentiation/Planned Support
Leveled Questions
Introduction: [4 Minutes]

Students will be called by table to come to the meeting area.

The teacher will first ask a volunteer to share/remind the class
what we did yesterday. Then, the map the class created in
Lesson 7 will be shown.
Students will be asked how the first map created is different Leveled Question
from the wants and needs discussed in class. Language-Focused Structured
Practice and Application
The teacher will introduce todays lesson objective:
Remember how we created a big map of Woodside
Community? Everything we see here, we saw during
our Community Walk. Today we will be creating
another map like this. Except this time, you guys can
make this your ideal map. Ideal means that this map
will be how YOU want it to look like. We are going to
use the wants and needs chart we made yesterday to
help us design this new map of Woodside Community.
Now whos ready to be a designer!?
Instruction: [36 Minutes]

Students will be following a similar process of when the class

created the Woodside Community Map (Lesson):
Each student will be assigned a want or a need randomly.
Students will be illustrating these on separate pieces of paper
in order to glue them on as part of the final process.
During this time, the teacher will circulate the class to see
students on task. For lower-level ELLs, students will be Differentiation
provided a translation of the location/object and/or a sample
image that can help guide their understanding and give them
visual support.
After 1-2 students have finished, the teacher will be in front
of the large map outline and help glue the want/need on the
map [the teacher will ask the students where they think each
respective item should be placed/located].
The remainder of the class time will be dedicated to finishing
our ideal Woodside Community map.
Closure: [X Minutes]

Students will organize/collect/clean all used-materials.

If time permits, students will share out loud their thoughts on
the finalized map. Students will share why the object/place
they created for the map belongs in the community. Leveled Question

Leveled Questions
Level 2 Level 4
Does this map have ___? (something discussed in How is this map different from the wants and
previous lesson) needs we talked about yesterday?
Why should ___ be on the map? How is ___ helping the community?
 Lesson 11 of 15
Conflicts and Resolutions
Central Focus: In this lesson segment, students will be presented various scenarios within home, school,
or community and examine ways to resolve these problems. This expands in students engaging in
decision-making and conflict resolution within our community - such conflicts will reflect gender, class,
and culture.
Grade Level: Grade 1 Date:
Content Objectives: Language Objectives:

1. SWBAT solve fictional (yet realistic)
problems regarding the community and/or
people in the community
Assessment of Content Objective:
1. SWBAT retell the problem and determine
a solution
The problem is that ______.
One solution to this problem is _____.
One solution to this problem is _____
because _____.
Assessment of Language Objective:

Students will create their own T-charts of wants and
needs of the community as well as a group-one with
the peers at their tables
CCSS Content Standard:
Social Studies Scope and Sequence K-8
Children can participate in problem solving,
decision making, and conflict resolution
within their home, school, and community.
Students will be given opportunities to solve
problems, make decisions, and resolve
conflicts. (Civic Ideals and Practices 1.4c)
Materials:
Teacher will circulate during the introduction
activity to see students modeling appropriate
language
ELPD Standard(s)/TESOL ELP Standards
(TESOL, 2006):
1.13 Engage in collaborative activities through a
variety of student groupings to gather, share,
discuss, and present information. (L, S, R, W)
4.10 Demonstrate appropriate classroom
behaviors (e.g., participating in small group and
whole class discussions, being courteous,
respecting the person and property of others). (L,
S, R, W)

Markers, crayons, paper, crafts

A large sheet of paper with an outline of map (following the same template as Town Map)
Whiteboard
Prior Academic Knowledge and Conceptions:

Students know the features/symbols of a map, natural and manmade things in our community, specific
places in our community

Language Function: Interpret

Academic Language Competencies: Vocabulary and Key Terms:
(at least one: grammatical, pragmatic, discourse,
metalinguistic) Ideal
Language Supports:

Visual: images will be presented alongside the scenario texts

Graphic: students will complete a chart in order to examine and resolve the problems presented in the
scenario
Linguistic: modified charts will be provided that contains sentence stems and translations

Instructional Strategies and Learning Tasks

Lesson Format: Support Structures
Use this space and move around the
arrows to indicate at which points in
the lesson you will provide the
following (include descriptions):
Language-Focused Structured
Practice and Application
Differentiation/Planned Support
Leveled Questions
Introduction: [4 Minutes]

Students will be called by table to come to the meeting area.

Act It Out [with cooperating teacher]
Person A: Hello. I am a new student. My name is Jiwon.
J-I-W-O-N. I came from South Korea. Its nice to meet you.
Person B: Jai-won? Huh what kind of name is that? It sounds
so funny and silly. Thats a funny Chinese name!
Person A: No it is pronounced Ji-won. Please do not laugh at
my name. I was named after my grandmother.

After acting it out, the teacher will ask, Everyone, what

happened in this scene? What was the problem here? and Leveled Question
have 1-2 students share. The teacher will then ask, We can
see that Person A is sad. What is a solution (or a way to fix)
this problem? What can Person A or Person B do instead?
Introduce todays teaching point: When there is a problem at
school, at home, or even outside, we must think of a good
way to solve it. Today we will be learning ways that we can
solve problems.
Instruction: [30 Minutes]

Today we will be reading about different kinds of problems

that can happen in real life. You will be reading this with your
partner and then think of a solution to the problem.
SCENARIO 1
One of the underground pipes burst and Woodside had a
flood up to 5 inches. Some of the water got into the
buildings and even the library where class 1-101 was going
to go on a trip to! Many of the library books got wet and
damaged.

SCENARIO 2
Bailey is a student at Woodside Community School. He
always has happy dreams about wearing many kinds of
dresses. One day he wore a blue, sparkly dress to school.
Many kids began to make fun of him saying, boys dont
wear dresses! which made Bailey very sad.
 SCENARIO 3
The first grade class wanted to go on an end-of-the-year
field trip to the Bronx Zoo. They wanted to see giraffes,
tigers, sharks, and penguins! However, the school did not
have enough money to get a school bus that can take them
there. If the school saved up at least $200, it could get them
a nice yellow school bus.

Each table will receive one of three scenarios (each table will
have two copies). The teacher will explain that students will
have 2 minutes to take a look and read the problem.
Afterwards, with a partner, they will complete these questions Differentiation/Planned Support
[students are encouraged to write and draw a picture to Language-Structured Application
express a response]. and Practice
1. What happened?
In this scenario, __________.

2. What is the problem?

The problem is __________.
 3. How can we solve this problem?
One way we can solve this problem is __________.

Closure: [10 Minutes]

Students will come to the meeting area.

The class will go over every scenario. Volunteers will share
the responses they came up with their partner. All charts will
be collected at the end of class.

Leveled Questions
Level 2 Level 4
What happened in this scene? What problem arose in this scene?
 Lesson 12 of 15
Community Helpers
Central Focus: In this lesson, students will be exposed to various perspectives on how people impact the
community (how they participate and what they contribute). Students will read Whose Hat is This?
and select which community helper was their favorite and who they would like to be when they grow
up.
Grade Level: Grade 1 Date:
Content Objectives: Language Objectives:

1. SWBAT identify community helpers and 1. SWBAT illustrate and write what kind of
their roles in the community community helper they would like to be
Assessment of Content Objective: Assessment of Language Objective:

Students Community Helpers sheets will be
collected at the end of class.
The teacher will also go around during the turn and
talk to see students discussing the characters we
learned in the storybook
CCSS Content Standard:
The teacher will circulate during the introduction
activity to see students modeling appropriate
language during Independent Work
ELPD Standard(s)/TESOL ELP Standards
(TESOL, 2006):

Social Studies Scope and Sequence K-8
Provide multiple perspectives on how people
contribute and participate in a community,
what jobs are found in a community and how
these jobs benefit the community (Local and
Global Communities 1.3a, 1.3b, 1.3c)
Materials:
1.13 Engage in collaborative activities through a
variety of student groupings to gather, share,
discuss, and present information. (L, S, R, W)
4.10 Demonstrate appropriate classroom
behaviors (e.g., participating in small group and
whole class discussions, being courteous,
respecting the person and property of others). (L,
S, R, W)

Whose Hat is This? by Sharon Katz Cooper

Prior Academic Knowledge and Conceptions:

Language Function: Identify

Academic Language Competencies: Vocabulary and Key Terms:
(at least one: grammatical, pragmatic, discourse,
metalinguistic) Community helper

Grammatical: students will need to know what

community helpers are in our community
Language Supports:

Visual: images of community helpers will be presented

Linguistic: sentence stems
 Instructional Strategies and Learning Tasks
Lesson Format: Support Structures
Use this space and move around the
arrows to indicate at which points in
the lesson you will provide the
following (include descriptions):
Language-Focused Structured
Practice and Application
Differentiation/Planned Support
Leveled Questions
Introduction: [5 Minutes]

Students will be called table by table to come to the meeting

area. The teacher will ask the class, who knows what a
community helper is? and also ask if the teacher is a
community helper.
[A community helper is a person who provides a service. For
example a teacher provides service to students by helping
them learn new things. So a teacher is a community helper!]
Students will also be asked who else can be a community
helper [Possible answers: police officer, crossing guard,
custodian, etc.]
Instruction: [30 Minutes]

Mini-lesson [10 minutes]

Read-Aloud
The class will read the story Whose Hat is This? and identify
how each hat belongs to someone who helps others.
[Fireman, construction worker, train conductor, astronaut,
etc.]
How did the ____ help others? Leveled Question

Turn and Talk [4 minutes]

Students will turn and talk to a partner and choose one
community helper they learned about in the story.
Students will be encouraged to use this sentence stem:
The ____ helps others by ____.
2-3 volunteers will share with the class

Independent Activity [16 minutes]

The teacher will ask, what kind of community helper do you
want to be? [To model this, the teacher will give an example
of how she wants to be a chef at a restaurant because she
wants to feed people delicious food! Just like the chef at
Papas Kitchen (a Filipino restaurant in Woodside)]
Advanced learners will be encouraged to expand their
sentence by adding because
During this time, the teacher will go around the classroom to Differentiation/Planned Support
ask every student to verbally explain what they will draw. Language-Focused Structured
Practice
Closure: [5 Minutes]

Students will return to the meeting area and if time permits

3-4 students will share with the class the community helper
they chose to be. If students did not include the additional
Assessment
because, they will have the opportunity to verbally
express why they chose to be this particular community
helper. All sheets will collected at the end of class.

Leveled Questions
Level 2 Level 4
How did the ____ help others? How is ____ a community helper?
 Lesson 13 of 15
I Can Make My Community Better!
Central Focus: In this lesson, students will examine ways that they can contribute and participate in a
community. Students will create a mini-book, I can make my community better! that reflects their
positive actions toward a community.
Grade Level: Grade 1 Date:
Content Objectives: Language Objectives:

1. SWBAT explain what actions they can take
to participate, contribute, and benefit the
community
Assessment of Content Objective:
1. SWBAT create a mini-book, I can make
my community better with illustrations
and writing that reflect their actions
(Location), I can ______.
Assessment of Language Objective:

Students mini-books will be collected at the end of
class. The teacher will also go around during
Independent Work to see students accurately
completing the mini-book
CCSS Content Standard:
The teacher will circulate during the introduction
activity to see students modeling appropriate
language during Independent Work
ELPD Standard(s)/TESOL ELP Standards
(TESOL, 2006):

Social Studies Scope and Sequence K-8
Provide multiple perspectives on how people
contribute and participate in a community,
what jobs are found in a community and how
these jobs benefit the community (Local and
Global Communities 1.3a, 1.3b, 1.3c)
Materials:
1.13 Engage in collaborative activities through a
variety of student groupings to gather, share,
discuss, and present information. (L, S, R, W)
4.10 Demonstrate appropriate classroom
behaviors (e.g., participating in small group and
whole class discussions, being courteous,
respecting the person and property of others). (L,
S, R, W)

Mini-book
Markers, crayons, pencils
Prior Academic Knowledge and Conceptions:

Students have learned about what community helpers specifically do that helps others.

Language Function: Inform

Academic Language Competencies: Vocabulary and Key Terms:
(at least one: grammatical, pragmatic, discourse,
metalinguistic) Community helper

Grammatical: students will need to know what

community helpers are in our community
Language Supports:
Visual: images of community helpers will be presented
Linguistic: sentence stems

Instructional Strategies and Learning Tasks

Lesson Format: Support Structures
Use this space and move around the
arrows to indicate at which points in
the lesson you will provide the
following (include descriptions):
Language-Focused Structured
Practice and Application
Differentiation/Planned Support
Leveled Questions
Introduction: [5 Minutes]

Students will be called table by table to come to the meeting

area. The teacher will ask the class, who knows what a
community helper is? and also ask if the teacher is a
community helper.
[A community helper is a person who provides a service. For
example a teacher provides service to students by helping
them learn new things. So a teacher is a community helper!]
Students will also be asked who else can be a community
helper [Possible answers: police officer, crossing guard,
custodian, etc.]
Instruction: [30 Minutes]

Mini-lesson [10 minutes]

Read-Aloud
The class will read the story Whose Hat is This? and identify
how each hat belongs to someone who helps others.
[Fireman, construction worker, train conductor, astronaut,
etc.]
How did the ____ help others? Leveled Question

Turn and Talk [4 minutes]

Students will turn and talk to a partner and choose one
community helper they learned about in the story.
Students will be encouraged to use this sentence stem:
The ____ helps others by ____.
2-3 volunteers will share with the class

Independent Activity [16 minutes]

The teacher will ask, what kind of community helper do you
want to be? [To model this, the teacher will give an example
of how she wants to be a chef at a restaurant because she
wants to feed people delicious food! Just like the chef at
Papas Kitchen (a Filipino restaurant in Woodside)]

Advanced learners will be encouraged to expand their

sentence by adding because
During this time, the teacher will go around the classroom to
ask every student to verbally explain what they will draw.

Differentiation/Planned Support
Language-Focused Structured
Practice

Assessment
Closure: [5 Minutes]

Students will return to the meeting area and if time permits

3-4 students will share with the class the community helper
they chose to be. If students did not include the additional
because, they will have the opportunity to verbally
express why they chose to be this particular community
helper. All sheets will collected at the end of class.

Leveled Questions
Level 2 Level 4
Is ____ helping the community? What can you do to help the community?
 Lesson 14 of 15
Portfolio Walk
Central Focus: In this lesson, students will examine their classmates work in the form of a gallery walk.
Students will be able to explore the work of their peers as well as provide comments and feedback.
Grade Level: Grade 1 Date:
Content Objectives: Language Objectives:

1. SWBAT do a portfolio walk to see the work 1. SWBAT comment on classmates

of their peers portfolio work
One thing I liked about ____s portfolio is
____. or My favorite part was ____ because
____.
Assessment of Content Objective: Assessment of Language Objective:

Students will complete a KWL chart that
summarizes things they have learned from the
portfolio walk. Charts will be collected by the
teacher
CCSS Content Standard:
Students will write reflective comments on
another classmates portfolio which will also be
collected and examined before distributed back
to the students
ELPD Standard(s)/TESOL ELP Standards
(TESOL, 2006):

Social Studies Scope and Sequence K-8
Provide multiple perspectives on how people
contribute and participate in a community,
what jobs are found in a community and how
these jobs benefit the community (Local and
Global Communities 1.3a, 1.3b, 1.3c)
Materials:
1.13 Engage in collaborative activities through a
variety of student groupings to gather, share,
discuss, and present information. (L, S, R, W)
4.10 Demonstrate appropriate classroom
behaviors (e.g., participating in small group and
whole class discussions, being courteous,
respecting the person and property of others). (L,
S, R, W)

Portfolio of students work

Prior Academic Knowledge and Conceptions:

Similar to station-learning where students spend a certain amount of time at a station that teaches a
different (yet related) topic and/or activity, students are familiar with the order of direction they should
transition to in the classroom.
Students are also familiar with completing a KWL chart

Language Function: Describe

Academic Language Competencies: Vocabulary and Key Terms:
(at least one: grammatical, pragmatic, discourse,
metalinguistic) Portfolio walk

Grammatical: students will utilize the sentence Sentence Stem:

stem to write reflective/responsive comments to a One thing I liked about ____s portfolio is ____.
peers portfolio or My favorite part was ____ because ____.
Language Supports:

Graphic: KWL charts will be used to represent what students have learned about particular portfolios

Instructional Strategies and Learning Tasks

Lesson Format: Support Structures
Use this space and move around the
arrows to indicate at which points in
the lesson you will provide the
following (include descriptions):
Language-Focused Structured
Practice and Application
Differentiation/Planned Support
Leveled Questions
Introduction: [5 Minutes]

Students will be called table by table to come to the meeting

area. The teacher will ask the class what a gallery walk is.
Similar to a gallery walk, students will be doing a portfolio
walk today. The class will be shown portfolios that have been
created for each individual that contains all the work we have
done for this unit.

Similar to a gallery walk, students will go around to a desk

and look at the persons portfolio [remind students that it
should take longer than a few seconds. Students should see
what is similar or different about this portfolio and their own].
Instruction: [35 Minutes]

The next 2 minutes, portfolios will be distributed to each

student and students will return to their seats to place it on top
of their desk.

On each table, slips of paper will be placed that will be used

to provide comments.
Model [3 minutes]
The teacher will model how the portfolio walk should be like.
I will have 1 minute to look at a persons portfolio. Oh wow!
I see that Valentina wants to become a police officer because
they help fight bad people!
Afterwards, the teacher will take a slip of paper (one
that has a sentence stem on it) and write a comment:
One thing I liked about Valentinas portfolio is that
her wants and needs T-chart is similar to mine. We
both need a bigger park [the comment will be place Differentiation/Planned Support
inside a ziplock bag that is also on every students Language-Focused Structured
 desk] Practice
After, I will go to another seat at the next table [students will
transition table by table in order to view at least one students
portfolio at each table].

The teacher will give a minute mark for each walk period.
During this time, the teacher will also go around to make sure Leveled Question
students are leaving any kind of constructive comment.
Students will have the opportunity to go to at least 5-6 desks.
Closure: [5 Minutes]

Students will return back to their assigned seats and the

teacher will collect the ziplock bags with all written
comments.
The teacher will then distribute the KWL chart and instruct
students to write at least one thing for each column [Model: Assessment
For example, I know that Kian likes to recycle. This is
important in helping the community. I wonder why Natalia
wants to be a doctor. I learned that not a single person wanted
to be the same community helper!]
If time permits, 1-2 students will share their KWL charts with
the class.

Leveled Questions
Level 2 Level 4
What did you think of ____s portfolio? What did you learn about ___ after seeing her
portfolio?
 Lesson 15 of 15
Portfolio Presentation
Central Focus: For this lesson, students will do a end-of-unit presentation where families and other first
grade students are invited to come and see students presenting all the work they have done. Students will
be by their portfolio and answer questions, explain one of the activities completed, etc. Students will
also be encouraged to dress up as a community helper, bring in artifacts from the community, etc. and
showcase all that they have done and accomplished throughout this unit.
Grade Level: Grade 1 Date:
Content Objectives: Language Objectives:

1. SWBAT present their culminating portfolio
to an audience that consists of family
members and/or other first graders
Assessment of Content Objective:
1. SWBAT explain activities and projects
they have completed
In this activity, I ____.
I think ____ is a want/need because
____.
(a collection of all the sentence stems
used throughout the unit)
Assessment of Language Objective:

Students will complete a KWL chart that
summarizes things they have learned from the
portfolio walk. Charts will be collected by the
teacher
CCSS Content Standard:
Social Studies Scope and Sequence K-8
Provide multiple perspectives on how people
contribute and participate in a community,
what jobs are found in a community and how
these jobs benefit the community (Local and
Global Communities 1.3a, 1.3b, 1.3c)
Materials:
Students will write reflective comments on
another classmates portfolio which will also be
collected and examined before distributed back
to the students
ELPD Standard(s)/TESOL ELP Standards
(TESOL, 2006):
1.13 Engage in collaborative activities through a
variety of student groupings to gather, share,
discuss, and present information. (L, S, R, W)
4.10 Demonstrate appropriate classroom
behaviors (e.g., participating in small group and
whole class discussions, being courteous,
respecting the person and property of others). (L,
S, R, W)

Portfolio of students work

Prior Academic Knowledge and Conceptions:

Students are familiar with presenting their work in front of an audience (ie. after our unit in poetry,
students recited a poem they wrote to an audience)

Language Function: Present

Academic Language Competencies: Vocabulary and Key Terms:
(at least one: grammatical, pragmatic, discourse,
metalinguistic) Presentation
Grammatical: students will utilize the sentence Sentence stem:
stem to write reflective/responsive comments to a
peers portfolio
Language Supports:

Graphic: KWL charts will be used to represent what students have learned about particular portfolios

Instructional Strategies and Learning Tasks

Lesson Format: Support Structures
Use this space and move around the
arrows to indicate at which points in
the lesson you will provide the
following (include descriptions):
Language-Focused Structured
Practice and Application
Differentiation/Planned Support
Leveled Questions
Introduction: [5 Minutes]

Students will be called table by table to come to the meeting

area. The teacher will ask the class what a gallery walk is.
Similar to a gallery walk, students will be doing a portfolio
walk today. The class will be shown portfolios that have been
created for each individual that contains all the work we have
done for this unit.

Similar to a gallery walk, students will go around to a desk

and look at the persons portfolio [remind students that it
should take longer than a few seconds. Students should see
what is similar or different about this portfolio and their own].
Instruction: [35 Minutes]

The next 2 minutes, portfolios will be distributed to each

student and students will return to their seats to place it on top
of their desk.

On each table, slips of paper will be placed that will be used

to provide comments.
Model [3 minutes]
The teacher will model how the portfolio walk should be like.
I will have 1 minute to look at a persons portfolio. Oh wow!
I see that Valentina wants to become a police officer because
they help fight bad people!
Afterwards, the teacher will take a slip of paper (one
that has a sentence stem on it) and write a comment:
One thing I liked about Valentinas portfolio is that
 her wants and needs T-chart is similar to mine. We
both need a bigger park [the comment will be place Differentiation/Planned Support
inside a ziplock bag that is also on every students Language-Focused Structured
desk] Practice
After, I will go to another seat at the next table [students will
transition table by table in order to view at least one students
portfolio at each table].

The teacher will give a minute mark for each walk period.
During this time, the teacher will also go around to make sure Leveled Question
students are leaving any kind of constructive comment.
Students will have the opportunity to go to at least 5-6 desks.
Closure: [5 Minutes]

Students will return back to their assigned seats and the

teacher will collect the ziplock bags with all written
comments.
The teacher will then distribute the KWL chart and instruct
students to write at least one thing for each column [Model: Assessment
For example, I know that Kian likes to recycle. This is
important in helping the community. I wonder why Natalia
wants to be a doctor. I learned that not a single person wanted
to be the same community helper!]
If time permits, 1-2 students will share their KWL charts with
the class.

Leveled Questions
Level 2 Level 4
What did you think of ____s portfolio? What did you learn about ___ after seeing her
portfolio?