Connect 3 - PROGRAM SAMPLER

UNIT X UNIT 4 | 125 4 Culture note Be aware that students may have experienced communities where the central buildings or key figures were different from your current community. Welcome a discussion of similarities and differences, including how and why people help each other. Critical Viewing • Generate content vocabulary Give students time to closely view the photo and think of words to describe it. • Use visuals to develop vocabulary Point to vocabulary already on the word wall. Spiral back to words students have already used: wall, map, paint, brushes, ladder, boy, girl, group, smile, help, support . Have students repeat each word and point to where they see shown it in the image. • Ask and answer Read each question aloud. Guide students to answer in full sentences. • Interpret images Direct students’ attention to specific aspects of the photo by pointing to the children, the painting supplies, and the mural. This will help them infer what the children are working on together. To introduce question 3, say: This big painting is called a mural. Murals are painted on walls. Use gestures to indicate painting a wall with a paintbrush and have students join you. If there is a mural in your school or larger community, show students a photo or take them to see it. You may wish to begin a class mural on chart paper and add to it as students learn more about communities throughout the unit. ANSWERS Sample answers: 1. I see children. 2. They are working together to paint a mural. 3. There is a mural in the gym. MY GOALS for this unit • Preview In this unit, students will use viewing, active listening, oral language, and reading and writing to discover different types and aspects of communities. They will read a historical fiction story about a community and a science article about animal groups. They will also read an opinion piece about field trips and discuss how students learn from communities. They will listen to and sing a song about how people can help communities. They will also draw a city community and talk about the mood that the drawing evokes. Finally, students will write an opinion piece about what they want to change in their community. • Match icons with ideas Have students closely view the unit goals. Point out each icon and name it. Have students repeat each term. DIFFERENTIATED INSTRUCTION Scaffold • Solidify new vocabulary by frequently pointing to and labeling depictions of community in your idea map and throughout this unit. Direct students to point to and talk about the images after you. • Have students create their own word banks and add new vocabulary to them. Then ask students to use these words in a discussion that reinforces the meaning of community as a group of people who help each other. Amplify Ask students to write and say more about their communities and about ways people help each other within communities. Ask follow-up questions to prompt more details. CONNECT TO THE THEME The people in this community are working together. Look at the picture. 1. Who do you see? 2. What are they doing? 3. Is there a mural (wall painting) in your school or community? Describe it. MY GOALS for this unit Reading • Read historical fiction • Use sequencing Language Arts • Read an opinion text • Identify fact and opinion Science Describe animal groups Social Studies Recognize the three branches of the government Math Use metric units of measurement Music Listen and sing Art Draw a cityscape Writing Write about your community UNIT 4 125 CON22_3_SE_U04_124-125_UO.indd 125 30/10/2020 13:56