1.

Title: Understanding Family & Community in Literacy

2. Lesson Rationale: I will be teaching the students how they can make personal connections
to informational text by identifying nouns to describe members of their family and community.

3. Student Objectives: Students will be able to summarize selections and use nouns for people
in their family. Students will be able sort and label the titles of people in their family and within
a community.

4. Common Core Curriculum Standards:
CCSS.ELA-Literacy.RL.K.7 With prompting and support, describe the relationship
between illustrations and the story in which they appear (e.g., what moment in a story
an illustration depicts).
CCSS.ELA-Literacy.RI.K.4 With prompting and support, ask and answer questions about
unknown words in a text.

5. Materials:
What Makes a Family? By Pam Muoz Ryan
Dry Erase Board/Markers
Worksheets
Crayons/Pencils

6. Anticipatory Set: Teacher will introduce the concept of family and ask students who is part of
their family. Teacher will introduce the big book What Makes a Family? and preview the
selection by explaining that the book isnt just a story but an informational text, that has
information about a subject or topic. Teacher will ask students to think about the different
kinds of families in the book, and how the families in the book are similar to their own families.
Teacher will demonstrate how to summarize selection during the read aloud (e.g. This part of
the book talks about different sizes of families. I know that families can have a small number of
people in it, or it can have many people in it.) On page 23, teacher will stop and point to the
smiling faces, and explain to students that the people are smiling, or gleaming, as per the new
vocabulary word from the previous days vocabulary. At the end of the read aloud, the teacher
will ask students what makes their family special. The teacher will also ask students summarize
parts of the book they recall.

7. Lesson Procedure:
Modeling/Demonstration: In a small group, teacher will explain that words can be
grouped. Teacher may say, Today we will make two groups of words one group will
have words that describe people who are in family and the other group will have words
that describe people who are in a community. Teacher will explain to students that
they will fill out a chart to group the words.
Joint Participation/Guided Practice: Teacher will give an example and write the word
Mommy under People in a Family and Teacher under People in a Community.
Teacher will call on each student in the small group to provide at least one example of a
noun for a family member and a noun for a community member. When each student
gives his/her answer, the teacher will write the answer and read the word out loud.
Teacher will discuss each answer with the student, and ask comprehensive question
about who the person is the family is or what does the person of the community do as
their job.
Independent Practice: Teacher will give out worksheets and instruct students to draw a
person in a family and a person in a community, like discussed when making the chart.
Teacher will instruct students to label the pictures when finished.

8. Closure: Teacher will encourage students to pair/share work with neighbors when finished
with work as teacher sits with each student to discuss work. After discussion, students will
clean up work areas and transition to next subject.

9. Assessment: I will assess student learning by collecting examples of work demonstrating how
students can identify, illustrate, and label main ideas.