My Neighborhood

Activity card

Graphic Organizer: Making connections Name/s:

Write about what your community is like. How is it the same as Hurstville? How is it different?

My community

Hurstville – similarities

Hurstville – differences

WorldWise

™

Lesson Plan

Content-based Learning

Xx

Level N (30)

Xxxxxxxxx

My Neighborhood focuses on what makes a good community. It explores the relationships, responsibilities, and rights that are important foundations in a successful and thriving community from the point of view of the children who live in Hurstville.

The book tells about friendships, the different roles of people in Hurstville, and issues that are important to the people who live there.

Informational text types: Reports/Recounts

WorldWise

Content-based Learning

C3 Social Studies Curriculum links

• D2.Civ.4.3–5 Explain how groups of people make rules to create responsibilities and protect freedoms • D2.Civ.11.3–5 Compare procedures for making decisions in a variety of settings, including classroom, school, government, and/or society

Key concepts

• What is a community?

• School classes, sporting teams, and other groups are all communities • Successful communities have rules for behavior and respect all people’s rights and needs • Managing difference and disagreements is important in successful communities Content vocabulary agreement, all-abilities playground, arguments, bullying, club, commitment, community, designated, discussion, everyone, friends, government, hesitant, initiative, issues, leader, local government, maintain, meeting, organized, park, pedestrians, proposal, responsibility, rights, rules, safe, shared, socialize, stalemate, strategies, supervise, together, volunteers

Text features

• Flyer, text boxes, letter, captions, map, glossary Reading strategy

• Making connections Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan My Neighborhood © 2019 EC Licensing Pty Ltd. © 2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published.

The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.worldwise-reading.com

Reading 3(7) (C) Use text evidence to support an appropriate response.

3(9) (D) (i) Recognize characteristics and structures of informational text, including the central idea with supporting evidence.

3(10) (A) Explain the author’s purpose and message within a text.

Writing 3(12) (C) Compose argumentative texts, including opinion essays, using genre characteristics and craft.

Speaking and Listening 3(1) (A) Listen actively, ask relevant questions to clarify information, and make pertinent comments.

First reading session

Second reading session

Final reading session

Writing

Getting started

Building understanding

Bringing it all together

Introducing the book

Reading with teacher support

Support the students in activating their prior knowledge.

Ask: What do you know about what it takes to make a safe and happy community? What is your community like? How could it be better?

Give each student a copy of the book My Neighborhood. Direct them to pay attention to the cover, and the title and contents pages. Have the students browse through the book. Say: As you browse through the book, think about what you know about this topic. What connections are you making? Have the students discuss their thinking with the group.

Say: Get yourself ready to read by thinking about what you have already read about the community of Hurstville. How is your life and group of friends the same as Ben’s? How is it different? Have the students read chapters 1 and 2 to themselves. Invite the students to ask questions about what they have read.

Have students talk about the whole book. Use a range of questions to promote discussion and higher-level thinking.

Where appropriate, have the students lead the discussion.

Have the students write a recount of a planned school or community event, using the prompt: How we planned a __________. Provide the students with a template detailing how to plan and write a recount. Say: Follow the template to show the steps taken to plan the event. Encourage the use of time-related words to show the sequence.

Exploring vocabulary

Ask: What issues did the school community of Hurstville need to deal with? Are there issues like this in our school? How does the way we deal with issues help people to feel like they belong? How might it exclude them? Would we deal with these issues in the same way? What can we learn from this school?

Ask: What words or phrases would you expect to see in a book about communities? Have the students work with a partner and record their words on a mind map. Say: When you are finished, discuss your mind map with another pair. Talk about words you have in common. Add new words to your list. If some words or phrases are not known to all in the group, have the student who recorded the word explain what it means.

Have the students add to their Graphic Organizer. Say: Talk with your partner about the connections you have made with the people and the community in the book.

Introducing the reading strategy focus

Say: When you have finished reading, talk about your thinking with your partner, and then add to your Graphic Organizer. Share your Graphic Organizer with your partner. On completion, have the students reread the whole book in preparation for the final reading session. Say: Be ready to talk about your thinking and to discuss your questions and wonderings with the group.

Say: As readers we think about how the things we read connect to our lives. We can ask ourselves: How is this the same as what I have done or experienced? Does it match what I know or think? In this book you will be reading about a community in a place called Hurstville. As you read, practice making connections by thinking about how Hurstville is the same as _________ (your community) and how it is different.

Before the students begin reading the book have them complete the first column of the Graphic Organizer.

Reading with teacher support Say: Read the introduction to yourself. As you read, stop every so often and ask yourself: How is my community the same as Ben’s? How is it different? When you have finished reading, be ready to discuss your thinking with your partner. Monitor the students as they read and support them where necessary. Have students share their thinking with the group. Ask: What is Hurstville like? How do you think you would fit into Hurstville?

Guide the students in filling out their Graphic Organizer. Say: This Graphic Organizer will help you with your thinking. First, think about your community and add any new thoughts to the first column.

Then write down some things you have learned about Hurstville. How is Hurstville the same as your community? How is it different?

Independent and partner work Have the students read chapter 3 and the conclusion without your support.

Reflecting on the reading strategy Encourage the students to talk about what they did to help themselves as readers. Ask: What connections did you make with the book? How did this help you to understand the book more deeply?

What problems did Ben and his community have to deal with? How did they work out solutions to these problems? (Literal) What things made Ben feel like he belonged to a community? How did Ben and others from Hurstville make newcomers feel like they belonged, too? (Inferential) What makes a community welcoming and successful? Do all communities have issues they need to deal with? If so, what is the best way to deal with them? What are the most important things a community can do for an individual? (Synthesizing) In Hurstville, people seem prepared to make compromises and follow rules to make their community safe and happy. Do you think this would or could happen in other places? What might make it difficult for this to happen in your community (Critical) Invite students to ask their own questions.

Going beyond the book Have students demonstrate their understandings by choosing one or more of the following tasks. The tasks can be completed independently, in pairs, or in a small group.

Speaking and listening Have students tell each other about things they have done or experienced that show whether or not they feel they belong to a community.

Vocabulary Have students make a list of words that support the idea of belonging to a community.

Visual literacy Have students return to the book and carefully examine all the photographs. Ask: What do these photographs tell you about Hurstville and the people in its community? How do the photos influence your feelings about what the book tells you? Do you think Hurstville is a real place?

Download the template at www.worldwise-reading.com/teacherresources Encourage the students to talk about their ideas with a partner. Use the template to remind the students about the structure of a recount. Say: You will need to begin by telling your readers where, when, and what the issue was. Then outline the steps taken and the order in which they were taken. Use words like “firstly,” “then,” “later on,” and “in the end.” Think about how to make your recount have some suspense – don’t give away the most important part in the beginning.

Activity card

Graphic Organizer: Making connections Name/s:

Write about what your community is like. How is it the same as Hurstville? How is it different?

My community

Hurstville – similarities

Hurstville – differences

WorldWise

™

Lesson Plan

Content-based Learning

Xx

Level N (30)

Xxxxxxxxx

My Neighborhood focuses on what makes a good community. It explores the relationships, responsibilities, and rights that are important foundations in a successful and thriving community from the point of view of the children who live in Hurstville.

The book tells about friendships, the different roles of people in Hurstville, and issues that are important to the people who live there.

Informational text types: Reports/Recounts

WorldWise

Content-based Learning

C3 Social Studies Curriculum links

• D2.Civ.4.3–5 Explain how groups of people make rules to create responsibilities and protect freedoms • D2.Civ.11.3–5 Compare procedures for making decisions in a variety of settings, including classroom, school, government, and/or society

Key concepts

• What is a community?

• School classes, sporting teams, and other groups are all communities • Successful communities have rules for behavior and respect all people’s rights and needs • Managing difference and disagreements is important in successful communities Content vocabulary agreement, all-abilities playground, arguments, bullying, club, commitment, community, designated, discussion, everyone, friends, government, hesitant, initiative, issues, leader, local government, maintain, meeting, organized, park, pedestrians, proposal, responsibility, rights, rules, safe, shared, socialize, stalemate, strategies, supervise, together, volunteers

Text features

• Flyer, text boxes, letter, captions, map, glossary Reading strategy

• Making connections Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan My Neighborhood © 2019 EC Licensing Pty Ltd. © 2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published.

The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.worldwise-reading.com

Reading 3(7) (C) Use text evidence to support an appropriate response.

3(9) (D) (i) Recognize characteristics and structures of informational text, including the central idea with supporting evidence.

3(10) (A) Explain the author’s purpose and message within a text.

Writing 3(12) (C) Compose argumentative texts, including opinion essays, using genre characteristics and craft.

Speaking and Listening 3(1) (A) Listen actively, ask relevant questions to clarify information, and make pertinent comments.