SarahHundt

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Part IV: Overview of Lessons and Assessments (20 points)

a) Narrative Overview: (10 points)
Lesson 1: In lesson one, students will be introduced to how communities change in size. We
will discuss and observe how and why communities grow and get smaller. Students will
brainstorm ways people change their homes to meet their needs and predict how that could lead
to a community changing. This prediction will be further explored in lesson 2. A home
assignment will be sent: Home Interview students interview their family about why they moved
to Holt and what changes they have made to their home or they wish they could make. Students
will bring back their findings to share with the class.
Lesson 2: In lesson two, students will continue their study of changing communities. They will
take what they have learned so far and work toward understanding how people can work to make
their communities better. Students will use images of a community to gain inspiration and drive
discussion on what changes could be made to better the community. Students will be working
together to create a plan for how the community could be helped.
Lesson 3: In lesson three, students continue building their understanding of how communities
change by exploring their own community of Holt. Using a local historians book (Holt and
Delhi Township) as well as another memoir of local history (A Michigan Sesquicentennial
History of Delhi Township) students will be able to see what their community used to look like.
They will pick a place within their community to analyze how and why it has changed.
http://www.arcadiapublishing.com/9781467110099/Holt-and-Delhi-Township
Lesson 4: In lesson four, students will be expanding their studies of community to a community
across the country that has changed a great deal San Francisco. Photographs from my own
trips to San Francisco will be used to create a sense of connection this city isnt just a random
place made up by people its somewhere real, its tangible. Using photos of my own will make
the city more relevant to them. Students will explore, through photographs and videos, what this
city is like today. In preparation for the next lesson, students will begin collecting photographs
of Holt, taking notes about their community. Next time, they will make comparisons to their
own community - how is Holt similar to and different from San Francisco?
Lesson 5: In lesson 5, we will go back in time and learn about the past San Francisco (1846 to
be exact.) This time period shows students how this city began. Let students make comparisons
to past San Francisco to current Holt by using photographs, readings, etc. They will also create a
tableau with their groups to show what San Francisco might have looked like.
Lesson 6: In lesson 6, we will be learning about how San Francisco changed once again after
the Gold Rush in 1851. Students will be able to discuss and identify the things that cause the
community to grow. Predictions will be made as to how San Francisco changed into the
booming city that it is today.

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Lesson 7: In lesson 7, the idea of using a timeline will be introduced. Students will use the
knowledge they have gained from previous lessons to put San Franciscos key events in
chronological order while explaining what caused these events/changes to occur.
Lesson 8: In lesson 8, students will begin to think about how major events/problems that have
led to changes in a community can be started by a single person. To introduce this topic, the
story If Everybody Did That will be read. Have a discussion with students about some things that
could occur if everybody did that. What problems would happen, what good things would
happen, etc. Send students home with an outline for them to make a page to make a class book
If Everybody Did That.
Lesson 9: In lesson 9, students will work together to identify problems in the class/school to
begin a dialogue of how to find solutions to particular problems. Students will then observe
some problems of urban communities in the past (ex. Chicago in 1890, Cleveland in 1920).
Students will see the problem, identify it, and come up with their own ideas of what could be
done to solve the problem. They will then learn about the solution in the past that was used to
solve the problem and compare these to their own predictions.
Lesson 10: In lesson 10, students will observe some problems of rural communities in the past
(ex. Omaha Indian Reservation in 1890, Mexican Farmworkers in 1890). Students will see the
problem, identify it, and come up with their own ideas of what could be done to solve the
problem. They will then learn about the solution in the past that was used to solve the problem
and compare these to their own predictions.
Lesson 11: In lesson 11, students will create their own presentation of how they think Holt will
change in the future. They know that communities can grow or get smaller, and that people
make adaptations. They will use knowledge from previous lessons to support their thinking.
b) Assessments: (5 points)
1. Assessment Pick one of the people we learned about from the past and do a quick-write
about how they made a difference in shaping the history of their community.
Objective - Explain, using examples from the past, how one person can have a
significant role in shaping history.
2. Assessment Interview your family about their reasons for moving to Holt. What
changes have they made to your home? Why did they make those changes?
Objective - Identify why your family decided to move to their community.
3. Assessment Create a set of tableaux with your group to tell a story about a community
and how it changed.
Objective(s) - Create tableaux demonstrating the land and resources of a community.
Understand the effects of human-environment interactions.
4. Assessment Create a Venn diagram comparing our community to San Francisco.

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Objective(s) - Explain why our community and San Francisco are different and how they
are similar.
5. Assessment Create a poster predicting how Holt will change as a community and
present your ideas to the class in a sharing circle.
Objective - Use historical thinking to understand the past in the local community and
predict what might happen in the future.
c) Out-of-school learning: opportunities to expand and enrich the curriculum outside of
class (home assignment): (5 points)
For my social studies unit I want to get students involved as much as possible in their
own learning. Students will have the opportunity to interview their family. This interview will
require students to ask their parents/family members why they chose to live in Holt what
factors caused them to move there? What changes did they make or do they plan to make to their
home why? This assignment will introduce students to the real reasons communities grow and
get smaller and will create a personal connection to this big idea.
By using my own photography, Im making myself personally involved in learning, and I
want to have my students do the same. I will create a note to take home that asks families to
work with their students to find photographs of their different communities (the city of Holt,
family, neighborhoods, etc.) Students will collect photographs and stories from their community
what it looks like now, what did it look like, what might be changing, etc. and we will use this
information in one of our lessons. This activity will allow families and students to work together
and become interested in the history of their communities. Not only will it help everyone
become aware of changes, but they might want to make some changes of their own and begin to
question how they can make a difference in their community.
During lesson 7 I will send home a worksheet with a timeline and ask students to build
their own timeline (it can be of themselves, their family, or their community.) Our timelines will
be placed in the hallway for our peers to see key events that our class has experienced. This will
validate the experiences my students have had, as well as helping them grow more confident in
their abilities to create a timeline. During lesson 8, we will be reading If Everybody Did That.
Students will create a page of their own to add to a class version of the story. Creating our own
book will help students think about the effect they have on their community, whether it be good
or bad, and how it will change the community in the future.

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Part V: Individual Lesson Plans (15 points 5 points per lesson)

Your Name: Sarah Hundt
Grade Level: 2nd
MT: Traci Steere
School: Sycamore Elementary
Date: 2.24.15
Overall lesson topic/title: Why do communities grow and get smaller? How do people change
their homes to meet their needs?
Duration of time: 55 minutes
Objectives for todays lesson: Students will be able to identify and discuss how and why a
community changes and how a familys needs cause homes to change. On their own, students
will identify why their family decided to move to their community.
MI GLCEs/Common Core Standards:
2 H2.0.4
Describe changes in the local community over time (e.g., types of businesses,
architecture and landscape, jobs, transportation, population).
CCSS.ELALiteracy.RI.2.1
Askandanswersuchquestionsaswho,what,where,when,why,andhowto
demonstrateunderstandingofkeydetailsinatext.
Materials & supplies needed:
- Community map Smartboard slide/butcher paper
- Family picture Smartboard slide
- Mystery cards groups of people, needs, wants
- Large sticky notes
- Crayons/colored pencils
- Interview worksheets
**This lesson will take place during switches and during a wrap
up at the end of the day.**
LAUNCH - 5 minutes
For the next few weeks well be learning all about how
communities change. Well be exploring our own community
of Holt, as well as some other cities in the United States that
you might not have heard of before! Its important that we
listen to everyones ideas and think about how we make a
difference in our community.
But what is a community? What words can we use to describe
what it is?
List student ideas on the board.

Academic, Social and

Linguistic Support during
each event for my focus
students:

Write student ideas on the

board so that all students can
follow the discussion as it
goes. This will also give some
scaffolding for some students
help them see the visual
representation of what their
peer said. It will also help

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There are a lot of meanings for community.

A community is the area in which you live. It can be a group of
people who live in the same area like a city, town, or
neighborhood. You could say that Holt, Delhi, or Huntley Villa
is your community. It can be a group of people who have the
same interests, religion, or race. Or a group of nations can be
called a community, too.

2.13.2015
students think about putting
their thoughts into writing a
skill that most students still
struggle with.

EXPLORE - 40 minutes
Discussion
What are some things that show us a community is growing?
Take 10 seconds to brainstorm ideas
Turn to a high five partner and share your ideas about what we
see that shows us a community is growing.
Why do people move to a new community?
- Job, school, family, friends, resources, etc.
Build a Model Community
Show a map of a pretend community.
Today were going to create our own community. A lot of
people have moved here and some of them need to travel a long
way for work. What are some buildings that we could add to
our community to help us travel?
- Train station, gas station, car repair shop, bus station,
airport
Lets draw some of these buildings on our map.

Allowing students to thinkpair-share helps students, that

are shy or less-likely to share
out, grow confident with their
ideas, before bringing the
class back together and
discussing it as a whole.

Now youre going to get a chance to make some important

decisions for our community.
Separate students into groups of 4
Each group is going to get a mystery card. Each card tells about
a group of people and their needs and wants. Remember, needs
are things that you have to have in order to survive while wants
are things you would just like to have but you dont need to
survive. An example of a need is food we all need food to
survive. But a want might be a TV we definitely dont need a
TV to survive.

Small groups help build

students cooperation skills.
Its important that they get a
multitude of groupings so that
they dont only work with
their best friends and
ignore others in their peer
group.

Read your cards and discuss what kinds of buildings or places

Place some low level students
you think should be added to the community for those people.
Each of you in your group will then draw a place on your sticky with middle/higher-level
note to add to our community map, make sure you label it so we thinkers to create a different

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know exactly what it is.

Group Work
Pass out mystery cards. Give groups 5-7 minutes. Watch if a
time extension needs to be made.
Ask each group: What kinds of buildings or places could be
added to our community for your group?
Have students come up and add their sticky notes to the
community.
Discussion
How did our community just change? (it got bigger, more
people moved here, etc.)
How else could a community change? (it could get smaller,
people could leave, etc.)
Discussion: Why communities get smaller
Now were going to learn about how communities get smaller!
Why do you think people move out of a community?
What might happen to the buildings that are left empty?
Companies started sending bread to stores to sell, so the mill in
our community has closed. Less people have been buying new
cars, so the car dealership on Main Street has closed, and other
places are beginning to close too! cover these places with
white, blank sticky notes.
Can you help me with these examples within our community?
- People moved away to find new jobs so not as many
people went shopping here, so what places probably
closed?
- Children grew up and moved away, so what places
closed?
- Many older people moved to communities with warmer
weather, so what places closed?
- With fewer children, families needed less places to play,
so what places closed?

End of Day Wrap Up how/why we change our homes

2.13.2015
learning environment from
what they choose for
themselves.
Gives students a sense of
ownership they are creating
something on their own to
add to the group.

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Just like the community changes, we change our homes.

Show students a picture of a family in front of a house
.
http://images.clipartpanda.com/happy-family-clip-art-happyfamily-color-2crop.png and
https://www.lds.org/bc/content/shared/content/images/gospellibrary/magazine/friendlp.nfo:o:3346.jpg
This mother, father, and two children live in this house. But
soon this family is going to change. As they change, theyll
want to make changes to their home.
As children offer ideas during the following discussion, sketch
the changes on the home.
The mother just had a baby girl, but the house only has two
small bedrooms. The brother and sister had been sharing. What
can they do? (add a bedroom)
The family gets a dog. Where will he live? How can they keep
it from running into the street? (buy a dog bed, make a dog
house, put a fence around the yard)
The father wants to grow fruits and vegetables. What can he
do? (make a garden)
The mother has too many tools to keep in the garage. What can
she do? (add a tool shed)
CLOSURE - 5 minutes
Think about how this home has changed. Share with a shoulder
partner what you notice.
Their house was made bigger and they added several things,
right? So just like a house can change based on the needs of a
family, a community changes.
How can a community change again? (it can grow or get
smaller)
Why do communities change? (people move in and have new
needs, people move out and the community doesnt need as
many things)
Have you noticed Holt growing or getting smaller? How?
What things have you noticed changing?
SUMMARIZE

Connect their knowledge to

their own community.

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Students will sit in a circle to promote active listening. I will

remind them of our listening poem well repeat as a class
before beginning the lesson.
Use student interviews to get a sense of their family
structure/background to make connections in future lessons.
Assessment
Walk around during group work and discussions, take notes of
student responses on a class list grid. What thoughts do
students bring to the group? What connections are made?
After the lesson, send students home with an interview outline.

When you go home I would like you to do an interview. Ask

your family about their reasons for moving to Holt. What
changes have they made to your home? Why did they make
those changes? I want you to ask the questions and take notes
while talking with your family.
Also, if you have any photos of your community, and its okay
with your parents, please bring them in. I would like to use
your photos in another lesson.
When we talk next time I want us to share what we discover
from these interviews. How have our families changed Holt as
a community?
Resources:
http://images.clipartpanda.com/happy-family-clip-art-happy-family-color-2crop.png and
https://www.lds.org/bc/content/shared/content/images/gospellibrary/magazine/friendlp.nfo:o:3346.jpg

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Your Name: Sarah Hundt

Grade Level: 2nd
MT: Traci Steere
School: Sycamore Elementary
Date: Day 4 of unit (actual date TBD)
Overall lesson topic/title: San Francisco Today, Holt Today
Duration of time: 40-45 minutes
Objectives for todays lesson: Students will be exposed to a different community. Through
instruction students will explain how our community and San Francisco are different and how
these communities are similar.
MI GLCEs/Common Core Standards:
2 G2.0.1
Compare the physical and human characteristics of the local community with
those of another community.
CCSS.ELALiteracy.SL.2.1.b
Buildonothers'talkinconversationsbylinkingtheircommentstotheremarksof
others.
Materials & supplies needed:
- Photographs from vacation to San Francisco
- Student photographs of Holt, Lansing, etc.
- ELMO to project student photos
- United States map (one large/individual maps)
LAUNCH - 2 minutes
Before, weve talked about our community of Holt and weve
created a community of our own. We determined what
buildings and places were important in our communities.

Academic, Social and

Linguistic Support during
each event for my focus
students:

Today were going to look at two communities that may have

some differences and some similarities. One of these
communities youre all very familiar with its yours! Holt,
Michigan! The other community a few of you may have seen,
others have heard of, and some of you might not know anything
about it yet!
As we learn about this new community, I want you to be
comparing and contrasting your community with it.
Transition to group sit in front of the Smartboard.
EXPLORE - 40 minutes
Pull up a map of the United States on Google Maps. Have the
starting point (dot) focused on Holt, MI.

Tell students its the largest

state on the West Coast if

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Can you find California? Call on a student to show the class

where this state is on the map.

theyre having difficulty

finding California.

The community well be looking at today is San Francisco and

its right here in California. Point out the city. Show a travel
route from Holt to San Francisco tell students how long it
would take to get there.

Use Google Maps to show

students a real representation
of the country shows them
the relation of where they are
to the community were
learning about.

Lets look at some of the physical features near San Francisco.

Change the map outlook to Satellite.
Is this city in the north, south, east, or west part of the U.S?
(west)
What geographic feature is west of the city? (ocean)
What is the name of the ocean? (Pacific Ocean)
Does anyone know what the water on the east side of the city is
called? (a bay)
What is the major geographic feature to the east of San
Francisco and the bay? (a plain)

Gives them a sense of how far

away this place is. Might
open them to new ideas
what makes this community
different besides that its
faraway?

Show students this photo:

Is this an urban, suburban, or rural community? How do you

know?
Why do you think the water might be important to the city?
(ships might go there)
Where might the ships dock? (in the bay)
Listen to student ideas. Then show the following photo.

Were you right?

Using my personal photos

takes this lesson away from
being a textbook lesson. This
shows students that San
Francisco is a real place and
that its very different from
their own community.

Display images of these kinds

of communities with their
names.

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Show a slideshow of some of the things that can be found in San

Francisco (Painted Sisters, trollies, Pier 39, Alcatraz, etc.)
Did you recognize anything?
On the ELMO, share photos that students brought in of Holt.
Put the photos on the white board. Bring San Francisco
slideshow back up on Smartboard.

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Allowing students to share

some ideas, before assessing
them, gives every student the
opportunity to learn more
similarities and differences.

What did you notice that was different from what you see every
day in Holt?
Transition to desks prepare for assessment (creating student
Venn diagrams)
CLOSURE 2 minutes
Do you think San Francisco was always a big busy city?

Let students use their

imagination to predict what
may have happened in the
past.

Next time we will learn about what San Francisco was like in
the past. Well be able to use our new skills to see how it has
changed over time.
SUMMARIZE
Students will sit in a circle to promote active listening. I will
remind them of our listening poem well repeat as a class
before beginning the lesson.
During the launch I will remind students of our previous lessons
where we learned about communities changing, and how they
interviewed their families to learn more about their own
community. This reminder will help them think about their own
community, before introducing them to a new one to which they
need to compare to their own.
The lesson will be broken up into three parts essentially:
1. Map work
2. Photograph slideshow of San Francisco, photo share of
Holt
3. Venn Diagram comparing the communities
Assessment
Paper passers will distribute student Venn diagrams and
clipboards.
On your own, I want you to compare and contrast San Francisco
and Holt. Ill keep the slideshow going, and feel free to come
up and look at the photos of Holt and Lansing. You can sit at
your desks or find a quiet place around the room to work. I
want to know what you think is the same and different between

Academic, Social, and

Linguistic Support during
assessment
Creating a Venn diagram on
their noticings allows me to
see what key things students
pay attention to individually.

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our communities.

2.13.2015
Allowstudentstouseablank
Venndiagramsotheycan
createdrawingstoshowtheir
understandingofthe
similaritiesanddifferences.
Thiswouldbeawaytoallow
studentswhohavedifficulty
writingtheirthoughtsto
experiencesuccess.

I will use this information to pinpoint on some of these

similarities and differences when we delve deeper into the
history of the community of San Francisco. Did students focus
only on the building structure? Did they focus on land use?
How can I connect what they noticed to San Franciscos past?

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Your Name: Sarah Hundt

Grade Level: 2nd
MT: Traci Steere
School: Sycamore Elementary
Date: Day 5 of unit (actual date TBD)
Overall lesson topic/title: Learning about San Franciscos past - 1846
Duration of time: 35-40 minutes
Objectives for todays lesson: Students will explain why and how the community of San
Francisco changed over time by describing examples of land use and changes to the physical
environment.
MI GLCEs/Common Core Standards:
2 H2.0.4
Describe changes in the local community over time (e.g., types of businesses,
architecture and landscape, jobs, transportation, population
2 H2.0.4
Describe changes in the local community over time (e.g., types of businesses,
architecture and landscape, jobs, transportation, population).
CCSS.ELALiteracy.SL.2.1.b
Buildonothers'talkinconversationsbylinkingtheircommentstotheremarksof
others.
Materials & supplies needed:
- Interactive Student Notebooks, p. 39
- 2 paper bags
- Geographic features/building cards
- Large piece of white paper
- Crayons
LAUNCH 1 minute
So far weve learned how and why communities change. Weve
looked at our own community and a community across the
country. Today were going to be looking at a community from
the past.
EXPLORE - 35 minutes
Show old illustration of San Francisco in 1846.
Is this an urban, suburban, or rural community? How do you
know?
Where are the hills?
Where is the bay?
Does anyone know what town this is?
What do you think the buildings in the picture were used for?
Identify the key geographic features and buildings in the
picture. (school, warehouse, blacksmith shop, trees, sailing

Academic, Social and

Linguistic Support during
each event for my focus
students:

Display images of these kinds

of communities with their
names.

Use the words/phrases that

students will be identifying on

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ship, hotel, house, windmill, water, small boat, store, mountain,

tent, wharf)

2.13.2015
their own later to build some
familiarity with the new
concepts.

Discuss some of the reasons people moved to San Francisco

long ago.
Tableaux Activity
Youre going to create something called a tableau. A tableau is
like a living painting that you create with your body on your
own or with a group of people. Imagine someone takes a
picture of you are you moving in the photo? No. Just like in
a photo, in a tableau youre creating a still picture with your
bodies.
Today, youre going to create a living painting of this picture,
here. You will each get to play the part of one feature or object
within the picture that weve already talked about.
Show students bag with cards in it.
Each of you will select a card from the bag. Your card will
name something from the picture that we have already talked
about. That thing was very important to the people that lived in
the past San Francisco.
Model the activity as one student - draw a card from the bag.
Pull out Land.
I got land. On my groups paper Im going to draw what the
land might have looked like. Sketch the land. I am land. I am
important because people can grow food on me. Position self
where land would be (lie on the floor, etc.) for a few seconds so
students understand what theyll be doing.
Be creative in showing us your part! If youre something tall
how could you show us that? (stand on a chair, arms up straight,
etc.)
Divide the class into 2 groups.
The number or letter on your card represents the number or
letter on the picture thats what youll be showing with your
bodies and creating on your drawing and in your sentences.
When your group is finished creating your tableau, youll
present it to everyone.
First group will present their tableau and then each student will

Kinesthetic connections can

help students with ADHD, or
those that have difficulty with
their focus both physically
and mentally.

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point out their part of the drawing and share their sentences
describing how their part was important to the community.
Repeat with group two.
Closure - 5 minutes
Project Student Journal page 39 on the ELMO ask students to
think about the differences and similarities between San
Francisco in 1846 and today.
Lets fill in these questions together. What are some things that
are different between San Francisco in 1846 and today?
What are some things that have stayed the same?
Next time, well be looking at another moment in history.
SUMMARIZE
Todays lesson and activity will be more of a student-led
exploration. I will still be leading students to notice certain
things in San Franciscos past community during a whole group
observation of the painting of the city in 1846.
But I want my students to think creatively about why certain
things were important then and how they can represent those
things with their bodies to show us a glimpse into history.

Scaffolding students ability to

compare and contrast by
using several pairs of places
during a unit.
- Shows that objects
arent the only things
that can be
compared/contrasted.
Places can be
compared/contrasted
too.

The closure will come by comparing and contrasting the San

Francisco of the past to that of today using a different format
than the Venn Diagram they used to show the similarities and
differences between San Francisco and Holt.
I hope that students will ask questions and show me that they
are wondering about the past. Any questions they ask will help
prepare our next lesson when we move forward slightly into
history to 1849.
Assessment
-Take note of students sentences and take a picture of the
tableau students create to represent 1846 San Francisco. Do
they understand why those things were important to the
community?
Did they make any connections to their
community of today?
-Any misunderstandings will come to light during group work
and can be addressed.
-Based on the outcome of this lesson/activity, I will focus more
on the importance of things to a community during the lesson
about San Francisco in 1849.

Academic, Social, and

Linguistic Support during
assessment
Students are working together
toward a common
goal/representation.