TCNJ Lesson Plan

Communities: World Map

Student Name: Kayla Taylor Grade Level: Prep (5s) Date of Lesson: Sept. 24-25, 2018

Guiding and/or Essential Questions:

What is community? Who makes up a community?
What does it mean to be part of a community?

Pre-lesson Assignments and/or Student Prior Knowledge

Students have spent the first three weeks of school discussing community. They have discussed
their school community and taken a tour of the school to learn more about the school
community. They are working on creating a community board with portraits of every person in
the Ambrit school community. While they know that Ambrit is a community, they may not
understand the idea that although people are different, they can still share the same values and be
part of the same community.

Standards (NJ Common Core-Kindergarten):

CCSS.ELA-LITERACY.SL.K.1
Participate in collaborative conversations with diverse partners about kindergarten topics and
texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.SL.K.6
Speak audibly and express thoughts, feelings, and ideas clearly.

Learning Objectives Assessment

Students will explain how people Teacher will assess (and record) student responses to
of different cultures can come questioning for identification that communities are about
together to form one community. shared values and interests, not that everyone has to be the
same.

Students will identify Teacher will assess (and record) student responses to
characteristics of communities. questioning for identification that communities have
common characteristics, such as shared values or a place.

Materials/Resources:
World map, student pictures (enough for students to place it on all countries their family is
from), white board, expo markers, iPad (for individual discussions)

Plan for set-up/distribution/cleanup of materials:

Teacher will prepare materials before pulling students to the activity.

Step by Step plan:

1. Lesson Beginning: As an opening to the lesson, I will pull students individually to
discuss their nationality and cultures. With each student, I will point out the country (or
countries) that the student is from on the map. We will also research the flag of those
 countries. This will ensure that the students feel prepared to share with the group the
following day.
2. Whole Group Discussion:
1. First, I will tell ask the students what we have been talking about for our unit.
When a student points out that we have been learning about community, I will tell
them that we are going to continue to think about what a community is and what it
means to be part of a community.
2. Then, I will tell them that each student will place their face on the map to show
where their family is from. One at a time, I will have each student place tell the
class where their family is from and place their pictures on those countries. If they
want to, they can point to the maps of their home countries.
3. After each student has placed their picture(s), I will ask the students, “Now we
can see that we are not all from the same country or culture, but we are still part
of the Ambrit school community. What makes us all part of the school
community?” I will probe students until they hint at shared values.
3. Closing: As a closing, I will have students create a definition of community. On the
whiteboard, I will write the students responses to “What is a community?” Their answers
will be transferred to a chart paper and posted in the classroom to revisit and add to as we
continue to learn about communities.

Key Questions (that you will ask):

What makes us all part of the school community? What is a community?
What do we all have in common? How are we the same?
How are we different?

Logistics:
Students will be called to the carpet with the bell, which they are used to responding to as a sign
that it is time to clean up and come to the carpet.

Timing (approximate):
Opening: (the day before the whole group) 1-2 hours, 5-10 minutes with each student

Transitions:
Students are used to moving between whole group and small group settings. To make the
transition easier, they will be given time warnings.

Differentiation:
Some students may be shy about talking in front of the class. For these students, I will help them
by prompting them more often during the world map part of the lesson. To ensure that everyone
understands what a community is, I will try to get a response to the question “What is a
community?” from every student.