Demi Vigren

Brondyk
EDUC 310
24 April 2019
UNIT PLAN: PART I

Description

Subject Area: ​Social Studies- Community

Grade level:​ 2nd

Length of Time: ​3-4 weeks

Description of Topic:​ In my unit, I will be teaching students about diversity in the local
community and why it is important/good for the community. I will talk about how diversity
needs to be in a community and being different from others is okay.

Standards:
2 – G4.0.3 Use components of culture (e.g., foods, language, religion, traditions) to describe
diversity in the local community.
2 – H2.0.6 Construct a historical narrative about the history of the local community from a
variety of sources (e.g., data gathered from local residents, artifacts, photographs).
2 – G2.0.1 Compare the physical and human characteristics of the local community with those of
another community.
RL.2.9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories)
by different authors or from different cultures.
2 – C3.0.3 Identify services commonly provided by local governments (e.g., police, fire
departments, schools, libraries, parks).

Unit Objective: ​By the end of this unit, the students will appreciate the importance of diversity
within the community and be able to accept those different from them. The learner will
demonstrate this by showing their own appreciation by interviewing and presenting information
on neighbors different from them. The learner will also write about why they think diversity is
important in the local community after conducting the interviews.

Concepts to be taught:
A major theme I will be using throughout the unit is diversity. Diversity is practicing mutual
respect for qualities and experiences that are different from our own.
Another major theme woven throughout the unit is culture. Culture is shared practices and
traditions that characterize one group.
A term we will also use throughout the unit is perspective. Perspective is one’s point of view of
the world.
Another term that we will define is community. Community is a group of people living in the
same area.

Big Idea: ​You’re not like me, and that’s okay

As an introduction, I will have students stand up based on a category (ie. have blue eyes,
celebrate Christmas, or born outside of Michigan, etc), emphasizing we are all different but live
in the same area. In the beginning of the unit, we will be focusing on defining culture. I will have
the students read multicultural “Cinderella” books to emphasize that people share different
cultures. We will talk about perspective and how people have different worldviews. Then, I will
begin to introduce diversity with a book about differences, and we will have a discussion about
it. Then, we will talk about community and how diversity occurs in communities. I will introduce
their project of having them go out and find people different from them in the community by
having an interview. Then, we will dive into what makes us unique and what each student’s own
culture is. They will fill out worksheet with questions about themselves and color a picture of
them. Then, they will bring in one item that defines them and their culture/what makes them
unique. Then, all the students will identify their own differences and what makes them diverse
through their own culture. They will share with us things about them that they bring to the table.
Then, I will be introducing information about different services people provide in the community
and how different people provide services. This introduction of services will be a segway into
bringing in people from the community who are all different from one another to present. They
will explain their job, background, and what they do for the community. This will be a great
example of diversity and knowing diversity is all around us, even in our community. Then, the
students will present with the class the person who is different from them but lives in the same
community. After their interview presentations, I will ask the whole class what they took away
from interviewing their neighbor. Why is it important to meet people who are different from us?
Then, students will have a free write discussing why they think diversity is important in the
community. In the end, we will all learn that everyone comes from different backgrounds and
perspectives, and we can learn from people who are different from us and still live in the same
community. We can all be different and still live in the same community.
 UNIT PLAN: PART II

Introduction:

Objective:​ The learner will be able to identify how everyone shares similarities and differences

in the same room.

Standard:​ 2 – G4.0.3 Use components of culture (e.g., foods, language, religion, traditions) to

describe diversity in the local community.

Brief Sketch of Task: ​Students will be standing up based on whatever category applies to them. If

they like a certain food or celebrate a certain holiday, they will stand up. The students will sit if

any of the categories do not apply to them. I will be “hooking” students by having them actively

moving up and down. The information is relevant to them and their lives so they will be

intrigued because students like talking about themselves and their “favorite” things. It is also a

fun game to get the students thinking about how they are similar or different to students in their

own classroom.

Student Thinking:​ Students are being asked to think critically by having them acknowledge what

the teacher is trying to do. The students have to participate and listen to what applies to them.

They have to think about themselves and their own lives, and compare it to others.

Teaching Notes: I​ will need to come up with a set of questions about culture that applies to them

in order to lead into talking about culture. I will ask them if they go to church, if they eat a

certain food, if they have blue eyes, etc. At the end of the questions and having students stand

and sit, I will ask them now what do we know about the class? I will assume the students will

realize that we are all different, and I will share that we can all be different but live in the same

area.
Materials:​ computer, Powerpoint slide, projector

Technology: ​I will be using pictures on a Powerpoint to show what each category looks like for

students who don’t know. This will help to establish whether the student knows the item or thing

I am talking about or not. It will enhance learning because it will lessen questions during the

engagement of what things are.

 Key Lesson 1: Finding Their Own Diversity in the Community!

Objective:​ The learner will be able to find where there is diversity in the local community by

conducting interviews.

Standards: 2​ – G4.0.3 Use components of culture (e.g., foods, language, religion, traditions) to

describe diversity in the local community.

2 – H2.0.6 Construct a historical narrative about the history of the local community from a

variety of sources (e.g., data gathered from local residents, artifacts, photographs).

Brief Sketch of Task:​ After learning about culture, diversity, community, and perspective,

students will be given a Tic-Tac-Toe list of options for questions to ask a neighbor they choose.

They will all have to choose the middle, which is “how do you contribute to the community?”

and “where do you come from?” This will give students a sense of where to start when

interviewing. Other questions will be on there to ask as well as their own free choice question.

Afterward, students will be practicing how to interview with the partner by using questions

provided to them and then practice using a Powerpoint. I will be doing the Powerpoint with the

students while they are learning. This is an ongoing lesson as they will be presenting their

interviews at the end of the unit.

Student Thinking:​ Students will determine after all the interviews whether there is or is not

diversity in the local community. If there is, the students will address how the people from

different backgrounds and cultures contribute to the community (ie. jobs, clubs, etc). They will

also have to think critically about the questions they are asking their person. Then, they will use

their information to create a poster/own presentation of the person they interviewed to explain

why diversity is important and good in the community.

Teaching Notes:​ In the beginning, I will be introducing how we will be interviewing our

neighbors. I will addressing how to interview and hand out the Tic-Tac-Toe list of questions. I

will be explaining how we will be presenting these after three weeks, and during this time we

will be learning more about our culture and our community. In order to practice, I will have them

do a simulation of interviewing with a partner next to them with the list of Think Tac Toe

questions.

Materials:​ Recorder on iPad, PowerPoint, Think Tac Toe list of questions

Technology:​ Students will be practicing using their iPads to record and asking questions. They

will also be trying to figure out how to use PowerPoint. This will enhance their learning because

it will help students present in order and keep their presentations on track. It is also a good visual

for other students to see information they gathered. The recordings help for them to keep track of

the information they gathered.

 Key Lesson 2: What makes you you!

​ he student will be able to establish their own culture and what makes them unique
Objectives: T

by filling out their own likes and dislikes.

Standard:​ 2 – G4.0.3 Use components of culture (e.g., foods, language, religion, traditions) to

describe diversity in the local community.

​ tudents will be given a worksheet that has them fill out information about
Brief Sketch of Task: S

themselves. The questions will be like where are you from, where were you born, what do you

do in your free time, etc. They will sketch a picture of themselves on the worksheet as well as all

the information surrounding it. Then, I will be asking them what makes all these things apart of

your culture? What is the biggest thing that makes them you? I will then ask them to come up

with an item that would define them that connects to their own culture. This is something they

can discuss with their table groups or something they can think of on their own.

Student Thinking: ​Students will be answering questions based on their own understanding of

themselves. They will be acknowledging their own culture. They are being asked critically

because by the end of the lesson, I will have students think of how this information connects to

their own culture. I will have them think of an item from home they could bring in to talk about

that defines their culture. Students will connect terms to their own lives.

Teaching Notes:​ ​I will have the definition of culture up on the board for students to refer back to.

I will have students fill out the worksheet with questions about them. If they do not know some

of the answers, I will ask to have the students take it home and have their parents help them on

the answers they do not know. By looking at your own answers, what is your culture? What

makes you you? I will ask the students near the end what their answers have to say about their
own culture. Then I will ask them to think of an item that defines their own culture to bring in to

school.

Materials:​ Worksheet on who you are, pencil, markers/crayons/colored pencils

​ o technology is used in this lesson plan because it is an individual or discussion

Technology: N

lesson.
 Key Lesson 3: Not Just a Diverse Classroom, but a Diverse Community!

Objective:​ The learner will be able to acknowledge different people are needed in the community

by listening to the different backgrounds of the people in the community and the jobs they

contribute.

Standard: ​2 – G4.0.3 Use components of culture (e.g., foods, language, religion, traditions) to

describe diversity in the local community.

Brief Sketch of Task:​ I will now show students different people from the local community who

come from different backgrounds and have different jobs out in the community as a

demonstration for them of what to be doing/looking for. At the end of each speech, students are

welcome to ask the person questions about where they came from and what they do for the

community. At the end of all the speeches, the students are asked what is one important thing

they learned about people from different cultures? The students will need to synthesize and

wonder that people from different backgrounds are needed in the community.

Student Thinking:​ During the speeches, students will be listening to their presentations. During

the presentation, they will be writing down questions to ask they they are wondering about

related to culture, diversity, and community.

Teaching Notes:​ In the beginning, I will introduce the people by explaining that they all live in

the same community but all come from different backgrounds. I will ask again what they have

learned about culture, community, and diversity. Then, I will ask the students to write down any

questions during the presentations to ask the people. I will ask the students at the end if all these

people grew up in the same culture? If they say no, then I will ask them but did they all

contribute/live in the same community?

Materials:​ Paper, pencil, Powerpoint, computer, projector

​ he presenters will have pictures of their jobs, place they are from, and more to
Technology: T

show on a PowerPoint as well as items they are bringing in that show their culture/contribution

to the community. This will enhance the learning by providing students a visual to what they do

and where they came from.

 Culminating Lesson:

Objective:​ The learner will be able to appreciate people from all backgrounds and cultures and

believe they can all get along in the same community after conducting interviews with different

people within the community and writing about them.

Standard:​ 2 – G4.0.3 Use components of culture (e.g., foods, language, religion, traditions) to

describe diversity in the local community.

2 – H2.0.6 Construct a historical narrative about the history of the local community from a

variety of sources (e.g., data gathered from local residents, artifacts, photographs)

Brief Sketch of Task:​ Students will be presenting their interviews. After each interview, students

will be asking the presenter questions about diversity. After all the presenters have presented, I

will ask the students what they learned about the process. Was it scary initially? Was it as scary

at the end? Why is it difficult to meet people different from us? Why is it important to meet

people who are different from us? Then, I will have time for students to process and analyze their

learning. They will be conducting a free write of one page on whether they think diversity is

important or not, and why? As a Tiered Lesson, students who need to be challenged and

understand content well will write two pages on what they agree or not, as well as more

questions. Students who need to be supported and do not know the content as well will have

questions for prompting where they answer with one sentence under each section, as well as

terms defined on the paper.

Student Thinking:​ Students will be analyzing all of the student’s projects and thinking about

diversity. They will have a handout that they can write down notes about each presentation.

During the freewrite, students will be thinking about what they learned during their projects and
during the lesson. They will be using terms they learned to talk about why diversity is important

in the community.

Teaching Notes:​ Before the presentation, I will go over how to act during presentations. I will go

over that they need to write down questions they are wondering while they present. Then, each

person will present based on who wants to go. After each presentation, I will call students who

have their hands up for questions. I will hand out rubrics to the students after their presentation to

hand in to me. After the presentation, I will have the students have a discussion about they

learned before synthesizing what they learned individually. Then, I will pass out the free write

papers to students.

Materials:​ Paper, pencil, free write worksheets, Powerpoint computer, projector, presentation

rubrics

Technology:​ During the presentations, students will be using PowerPoint and other technology..

This will enhance their learning because it will increase their knowledge on technology,

presentations, and what is good to use for visuals.

 What Makes You You? 

Where were you  What is your  What is your  What is your 

born?  favorite holiday?  favorite family  favorite sport? 
tradition? 

What is your  Who is your best  How many siblings  What is your 
favorite song?  friend?  do you have?  favorite thing to do 
in your free time? 

What do you like to  Do you have any  What is your  What is your 
do on the weekends?  pets?  favorite food?  favorite movie? 

What is one word to  What is one word to  Where is home to  What are you most 
describe your  describe you?  you?  thankful for? 
family? 

 
 Interview Think-Tac-Toe 

Directions:​ Pick three boxes besides the one everyone must do. 

Make own  What is one  What is your 

Question  word that  family like? 
describes you? 

What do you do  EVERYONE MUST DO 

 
What are you 
in your free  How do you contribute to  most thankful 
the community? 
time?   
for? 
Where are you 
from/born? 

What is your  Where is home  What is your 

favorite family  to you?  favorite thing 
tradition?  about where you 
live? 

 
 TIERED LESSON 

STRUGGLING STUDENTS:​ I think students will struggle with trying to figure out what 

to write about if they do not have prompts. In return, this is what I will give them if they 

are struggling to write. 

Write one sentence for each question. 

What is one thing you  Is diversity important or  What is one thing you 
learned about when  not? Why?  learned about the 
interviewing neighbors?  community you live in? 

  Circle One   
 
Yes No 
 
Why? 

Community​- a group of people living in the same place. 

Culture​- behavior shared by a group of people like food, language, clothings, art, beliefs. 

Diversity​- an area filled with people of different backgrounds. 

Perspective​- a person’s point of view of the world. 

STUDENTS WHO NEED CHALLENGE: ​I think students will need to be challenged if they 

completely understand the content. I will ask them more in depth question and have them 

respond more to the prompt. 

Write two pages explaining how as a community we could be more diverse and why. Share 
with us why you think diversity is important and why? What will you do to increase 
diversity in our community? 

 
 STUDENTS WHO ARE IDEAL LEVEL: ​Students will just be writing one page answering 

if they think diversity is important in the local community, yes or no, and explaining why. 

Write one page explaining your answer. 

Do you think diversity is important in the local community? Yes or no? Why? 

 
 Interviewing Rubric 

For the students to fill out after they give presentation. 

  Meets  Developing  Does Not Meet 

I can conduct an  I can ask  I was able to ask  I did not use a 
interview  questions and use  some questions  recorder and was 
a recorder.  and kind of  not able to ask 
struggled using a  questions. 
recorder. 

I can show  I can find someone  I was able to find  I did not find 
diversity in my  different from  someone but they  someone in my 
community  myself in my  were not different  community at all. 
community.  from myself. 

I can use the  I can use all of the  I know the terms  I do not know the 
terms culture,  terms with no  but could not use  terms or how to 
diversity,  problem.  them off the top  use them. 
community, and  of my head. 
perspective 

I can appreciate  I know that  I want to be okay  I am not okay with 

diversity in my  different cultures  with different  being around 
community  and backgrounds  people in my  people who are 
all contribute to a  community but it’s  different from me 
community and it  hard sometimes  because they are 
is good for me to  because they are  not like me. 
be around  not like me. 
different people.