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UNIT MAP

Name: __Karli Long____________________


Grade Level: 1st grade

Essential Question(s):
What makes a community?
Why are communities important?
Sub-Questions:
How are communities different and alike?
What can we do to better our communities?
Assessment Planning Guide
Type of Assessment
Curric
ulum
Priorit
y

Learning Objective

Standard

Worth
Being
Familiar

Students will be
familiar to the
following terms:

CCSS.ELALiteracy.SL.2.
1b Build on
others' talk
in
conversations
by linking
their
comments to
the remarks
of others.

Neighborhood: A
place where people
live, work, and play
Community: a place
where people come
together for a
common purpose.
Communities do not
need to live near
each other

Students will be
able to create their

CCSS.ELALiteracy.RF.2.
4aRead on-

Formative

Summative

As a class we will begin talking


Each student will individually be
about neighborhoods and
given a worksheet that will
communities. We will talk about
have a writing prompt: A
how neighborhoods are a place
community is..and the
where people live and how
students will write their own
communities can be different for definition of a community and
everyone. I will define community hand into the teacher. This can
as: a place where people feel
be any form of community the
safe and share a common
child thinks they belong to.
interest.
FORMATIVE: Students will work
with a partner coming up with a
list of different kinds of
communities (families, classes,
schools, faith organizations,

own definition of
community.

level text
sports teams ect.)
with purpose
As a class, we will create a class
and
list of all the students ideas into
understanding
one.
READ ALOUD: I will read aloud
the book Humphrey the Lost
Whale: A True Story by, Wendy
Tokuda after we will discuss how
the community (people, doctors,
police, ect) all came together to
save this whale and bring him
back to the Pacific Ocean.
Importan Students will be
1.2.1.Ask and
As a class we will go over what
t to
able to give in
find answers
makes a community and the
Know
and Do complete sentences
to questions
different kinds of
three things that
related to
communities/neighborhoods. We
are good about their culture in the then will brainstorm what is good
community (whether contexts of
about our classroom (because we
it be; home, school,
school,
are a community!) and what are
friends,
community,
some things we could change or
neighborhood, city,
state, and
improve!
state, country ect)
region.
and three things
5.1.5.The
they would want to
impact of
improve or change.
families,
schools,
religious
institutions,
government
agencies,
financial

Then the students will


complete their own worksheet
about their individual
community that is personal to
them and write three things
that are good about their
community and three things
that they would like to change
or improve.

institutions,
and civic
groups on
their lives.

Endurin
g
Underst
anding

Students will be
able to come up with
one way they want
to help improve
their community.

6.3.2.Preparin
g and
presenting
descriptions
of and
possible
solutions to
school or
community
problems that
would require
working with
those in
positions of
authority.
6.3.3.Preparin
g and
implementing
an action plan
addressing a
local public
issue or
problem.
II.F.1.1.b.Help

As a class I will talk about


community service projects and
how people in a community help
and get together to make it a
better place.
The students will be paired up in
groups and discuss ways they can
help make their communities a
better place. And we will then
disucss it as a class

We will be making a Helping to


Grow our Community Tree
each child will trace their hand
and cut it out and write
something that their going to
do to improve their community.
The hands will then be used to
create the branch parts of the
tree and will be on the wall of
the classroom

ing to
promote the
common good,
e.g.,
volunteering
for school
and
community
service,
cleaning up
the
environment