A Diverse Community Name: Kayleen Gascho Time Allotted: 80 minutes Grade Level: 2nd Subject: Social Studies Materials

Required: Bower, B., & Lobdell, J. (2003). Social studies alive: Our community and beyond. (pp. 39-47). Palo Alto, CA: Teachers' Curriculum Institute. The above textbook for each student, or printed packets of the pages grouped as follows: pg. 40 & 41, pg.42 & 43, pg. 44 & 45, pg. 46 & 47 (See attached documents) Give One Get One Diverse Community activity sheet (See attached documents) Writing About Your Community (See attached documents) Writing About Your Community Rubric Four-square diversity sheets enough for each student to have one (See attached documents) Summary Frames for reading support (See attached documents) Michigan Content Expectations: 2-G4.0.3 - Use components of culture (e.g., foods, language, religion, traditions) to describe diversity in the local community. Objectives: The student will demonstrate an understanding of the four components (foods, language, religion, and traditions) that make up a diverse community by completing the Diverse Community Give One Get One activity during the guided practice portion of the lesson and completing each of the four sections of that activity sheet. (Application) The student will describe diversity within their local community by completing the written assessment Writing about Your Community at the conclusion of the lesson and scoring a 4 on the Writing about Your Community assessment rubric. (Knowledge)

Student-Friendly Objectives: I will show that I know the four parts of diversity which are food, language, religion, and traditions. (Application) I will write about diversity in my community. (Knowledge)

Assessment: Informal Formative: Informal Formative assessment takes place at the very beginning of the lesson during the anticipatory set. The Action Thermometer activity will allow the teacher to take mental note of how well the students know the objectives (the four components of diversity) prior to the lesson. The teacher can then use his/her observations to direct further instruction. If some students knew most of the correct answers, the teacher should have those students share during instruction when you need volunteers or place them in groups with students who may be having a hard time understanding the objectives. Informal Formative: This assessment will directly follow the first during the modeling portion of the instructional procedure. After discussing what diversity means, the students will share ideas of how they see diversity within their own classroom, neighborhood, and community. The teacher can then move onto the guided practice activity. Formal Formative: This assessment will take place during this guided practice activity and will address the first objective. Students will be placed into three groups and given one of the four components of diversity (foods, language, or traditions). The teacher has already given examples of religion, so that component is left out. The students will be given a short passage on their component to read and answer Summary Frame questions. When the groups have answered each question of the Summary Frame cards, one group member will go up to the board with the four squares and write some of the answers they have come up with in their questions with their groups. As the group member write, the rest of the class is copying the square chart onto their personal Four Square sheets. The teacher can use the examples the students write down to make sure that all students understand their assigned component completely. This information tells the teacher whether he/she should move on with the lesson or to discuss the four components again with the students before performing the summative assessments. Formal Formative: The second formal formative assessment will take place during the guided practice stage of the instructional procedure. Students will be using the information discussed during the modeling and first half of the guided practice to perform this assessment. The assessment addresses the first objective of understanding what makes up the four components of diversity (foods, language, religion, and tradition). The students will be working in groups to list and discuss examples of each four components of diversity by completing a Give One, Get One activity. The students will first be allowed to think of examples on their own and then swap examples with different classmates for 10 minutes. They should be giving examples and receiving examples. This activity will allow the teacher to make sure all students understand the objective before being able to complete the formal summative assessment. Formal Summative The formal summative assessment will address the second objective which links the information the students have learned about diversity with their own local communities. The students will be given a writing prompt in which they are asked to write a short passage of at least 3 sentences on how they see diversity within their local community. When the students are finished with this assessment the lesson can continue onto the closure. This assessment allows the teacher to depict which students have mastered or reached proficiency of the objectives.

Instructional Procedure:
In the last lesson we learned how to keep our community in good shape. Now we are going to learn about how different people of all beliefs and colors make up a community. We need to learn about each other so that we can all work together to keep our community pleasant. Do an Action Thermometer to see the knowledge of diversity of students before beginning the lesson. o Give students the following directions (more can be added upon teachers desire): If your family celebrates Christmas go to the front of the room. If your family celebrates Hanukkah go to the back of the room, and if your family does not celebrate either of these but instead celebrates a different holiday, go to the middle of the room. If your family eats Italian food (pastas, pizza) go to the front of the room. If your family eats Greek food (gyros, etc.) go to the back of the room. If your family eats mostly American food, or other foods go to the middle of the room. If your family speaks another language than English at, go to the front of the room. If your family speaks only English go to the back of the classroom. o Ask the students: Was everyone always in the exact same spot on our thermometer at any point? Do you think this means that each person is different and that we all come from many different cultures and have a mixture of different traditions? o Have a quick discussion with the students about diversity. Tell the students this is what they will be learning more about today. Its called diversity, and every community has diversity within it. The teacher can then use his/her observations to direct further instruction. If some students knew most of the correct answers, have those students share during instruction when you need volunteers or place them in groups with students who may be having a hard time understanding the objectives.

Anticipatory Set: (10 -15 minutes)

State Purpose and Objective of Lesson: (2 minutes)

Have a student volunteer to read the following objectives: o The student will show that they know the four parts that are a part of diversity (foods, languages, religion, and traditions) by doing the Diverse Community assessment at the end of the lesson and getting a score of 4. o The student will write a short paragraph about how they see diversity in their own community at the end of the lesson and scoring a 4. Tell the students that it is important to learn what diversity is and where we see it in our own community so that we can see how equally all different types of people, beliefs, and traditions benefit our community. Inform the students that we learn this

information so that we can treat everybody with respect and show an appreciation for everyone in our community.

Instructional Input/Direct Instruction:

The teacher will support learning and aid students in developing their own ideas of what diversity means and how it is seen in a community. Direct instruction is used during the modeling portion of the lesson to inform the students what the four aspects of diversity are. The student will form ideas of what diversity looks like in the community from prior knowledge of diversity and also the four aspects the teacher has taught them. They will work in groups and independently to form examples of each aspect and then show their knowledge through two assessments.

Modeling: (10 minutes)

Ask the students if they know what the word diversity means or if they have ever heard the word used before. Allow students to share what they know. Tell students that diversity can be thought of as something that is made up of many different components or things. Inform the students that today they will be learning four different aspects that make up diversity in our community. Tell the students the four aspects (food, language, religion, and tradition) and write them on the board in a four-square formation. Explain each aspect giving minimal examples to allow the students to find their own examples in the group activity to come during guided practice. Ask the students what different types of foods, languages, religions, or traditions they see within their community. Transition into the guided practice group activity by separating the students into three groups and labeling each group either food, language, or traditions. Pair up students of mixed intelligences and levels of reading. Fill in the religion section of the four-square diversity chart on the board. Give the students of different religions found within the community such as Christianity and Judaism. Ask students if their families practice a different religion or if they have heard of others. Write the examples in the square. Tell the students that the next activity they will be doing will include them filling in the examples for the other three components of the four squares of the diversity chart.

Guided Practice: (25-30 minutes)

Now that the students have been separated into groups, distribute the reading packets to the appropriate groups as well as the summary frames for the corresponding group component. Inform the group that has the packet labeled holidays that they will put their examples under the section labeled religion. Tell the students they will be working with their group to answer their Summary Frames from their readings. Each question on the summary frame needs to be answered before they can move on in the lesson to the next group work activity.

 To see the questions for each summary frame look at the attached documents labeled Summary Frame Questions Once the students have completed the summary frames, have one volunteer from each group write the answer to one or two of the questions on the four-square chart you placed up on the board during modeling. Each individual student should also be filling in these examples on their own Four Square sheets. The students will now complete another form of group work to assure the teacher they fully understand the material before formal summative assessment takes place. Hand the Diverse Community sheet to the students Tell the students to think back to what they were just working with their peers. First, have the students fill in the first four lines on the left side of the paper. Next, tell the students they will be completing the right side of the paper by doing a Give One Get One activity. The students will follow the following directions: Fold your paper in half long ways. Take 5 minutes to fill in some examples of each category listed on the left Move around the room to different classmates asking to take some of their ideas of examples of each and write on the responses on the other half of your paper After about 10 minutes of the students sharing and giving examples to each other, have students return to their seats. Discuss and have students share some of the examples they received from other students. Collect each students Give One Get One sheet to have a formal formative assessment of where students are with understanding the objectives.

Independent Practice: (10-15 minutes)

Once the students have completed the Give One Get One activity, have the students pull out a lined sheet of paper. Explain that you will be giving them a prompt and that they will write no more than 3 sentences in response to that prompt. Allow the students to move about the classroom and sit in a different location during this assessment. They must be two footsteps away from each other in distance, but may sit anywhere reasonable within the classroom. Also, give the students the option to draw a picture to go along with their response after they have completed the writing on the bottom of their paper. Give the following prompt: o Write 3 sentences about what makes your community diverse. Write about one or two of the four components that make up diversity we discussed today that you see within your own neighborhood, classroom, or community. Make sure to give an example of how you see that component. Please do not write more than 3 sentences in your response. Collect the papers from the students and move onto closure.

Differentiated Consideration
Differentiation is used throughout the lessons during the modeling, guided practice, and independent practice. If a group finishes their work quickly and is done before the rest of the groups finish, allow them to draw pictures in their square to depict their examples as well. If a group struggles to complete their assessment, give your input into what they could use as examples or ask one of the members of the group to read their passage out loud and have the class as a whole come up with examples for that passage. If a student finishes their assessment early, allow them to draw a picture of what diversity means to them on the back of their assessment. If a student is struggling to complete their assessment, revisit the four components. Aide the student through the assessment without giving answers. If the student continues to struggle, allow them a chance to revisit their four-square diversity paper from the first activity for 5 to 10 minutes and then proceed with the assessment without the paper. The second formal summative assessment allows for creative students to demonstrate their learning by drawing a picture along with their written paragraph. Grouping students during the guided practice allows for those students who may struggle or fall behind with reading the passages. This group work allows for students of different multiple intelligences to feed off of each others ideas and creativity. Multiple Intelligences: o Spatial: a graph is used to separate the four components of diversity. For those who are body-kinesthetic learners, the opportunity to get up out of their seats and write their groups response and examples on the chart is available. o Interpersonal: Students will be working with other peers during the guided practice activity. Bodily-kinesthetic: Students will be moving around for the Give One Get One activity.

Closure: (5 minutes)

As a ticket-out-the-door have the students do a crystallization of what they learned about diversity in the community today. Give them a small paper or sticky note and explain to them that they are to write 5 to 8 words that describe or relate to diversity in their community. Tell the students that in the next social studies lesson we will be learning about how diversity in communities works into our local businesses. References:

Bower, B., & Lobdell, J. (2003). Interactive student notebook social studies alive: Our community and beyond. (pp. 39-42). Palo Alto, CA: Teachers' Curriculum Institute.
Bower, B., & Lobdell, J. (2003). Lesson guide social studies alive: Our community and beyond. (pp. 5253, 60). Palo Alto, CA: Teachers' Curriculum Institute.

Bower, B., & Lobdell, J. (2003). Social studies alive: Our community and beyond. (pp. 39-47). Palo Alto, CA: Teachers' Curriculum Institute