Curtis Elementary School
Engaged Learning Lesson Plan Template
Project Title:Communities
Date:March 14, 2001
Teacher(s):Ms. Baker
Ms. Copeland
Ms. Galuska
Ms. Holbert
Ms. O’Bryant
Grade Levels:Third Grade
Length of Lesson:One semester
Project Description:
We will be gaining an understanding of communities throughout the United States, developing an understanding of the complexity of communities, focusing on the communities throughout Chicago.
Project Goals:
Essential Question:
What is a community?
Specific Questions:
What are characteristics of all communities?
How is community represented by its symbols?
How does the Constitution and Bill of Rights impact all communities?
Why must there be specific laws within the community?
How do people monitor and influence decisions of their community?
What role do workers play in the community?
What is the impact of transportation, resources, climate, and jobs in selecting where people live?
How did Chicago develop as a city?
What are the many ethnic communities in Chicago?
Who are past and present community and city leaders?
How can effective communication promote development and growth within a community?
What is unique about the Roseland/Pullman community?
Illinois and CPS Learning Standards:
Third Grade
State Goal #CAS letterCSF #
Social Studies
14A1
14B1
14B3
14D2
15E1
16A1
16B1
16D1
17C1
17D2
18B2
Language Arts
5A2
5A5
5A8
1A7
2B1
2B2
1D1
1D2
1D3
3B1
3B4
3B2
Math
10A1
10A3
Science
12B1
13B2
Unit Prerequisites:
- Research skills
- Internet searching skills
- Organizational skills
- Cooperative group skills
- Word processing skills
Performance Task:
Task:
Congratulations! Your class has been selected to create a brochure describing Chicago’s communities focusing on Roseland/Pullman. You will be working in cooperative groups doing research and developing the brochure.
In your cooperative groups you will research and develop a brochure highlighting one of the following features of Chicago’s Roseland/Pullman communities.
- Architecture
- History
- Transportation
- Ethnic/Racial demographics (groups)
- Businesses
- Other
Your teacher will guide you in developing a three column brochure on the computer. See the diagram below which indicates what should be included on each page.
Inside pages
Access: read, listen, research, survey, investigate, dialogue, question, brainstorm, interview, and observe
Interpret: prioritize, organize, evaluate, determine, analyze, compare, contrast, decide, solve, and integrate
Produce: make, build, depict, develop, construct, fabricate, create, and produce
Communicate: explain, teach, describe, present, convince, display, distribute, make, move, portray, convey, and perform.
Evaluate: evaluate, assess, judge, critique, appraise, improve, grow, amend, and refine
Performance Assessment Plan:
(see attached rubric)
Resources:
Community Speaker
Print materials for local community
ProjectEvaluation: (respond to the following questions)
- What worked?
- What did not work?
3. What would you change?
Student Work:
Please attach copies of student work.
Teacher Directions/Lesson Plan
- Introduce student to the concept of community using a KWHL.
- Invite a speaker to explain to the student’s significant events/history of their local
community.
- Explain to the students they will be creating a brochure highlighting the development of the Pullman/Roseland community.
- Distribute learning materials to students. (textbook, material provided by
Pullman, etc.)
- Assign cooperative learning groups for group brochure project.
- Help student’s assemble brochure.