Lesson+1+Renovations

Unit Plan Lesson 1: Renovations pictures and student work  Purpose: **The purpose of this lesson is to introduce the importance of communities and the reasons they change.
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 * Pre-assessment: **The pre-assessment for this unit showed that only 5 out of 24 students clearly understood what renovations were and reasons one would need to renovate.


 * Objective: **Students will be able to identify the needs of a community [growth, decline, safety] and develop ideas to make a fictional community better. Students will also be able to identify the reasons behind renovating homes and towns and the part renovating can have on a community.


 * Assessment: **Students will be informally assessed based on their ability to contribute to the discussion focusing on community renovations and community planning. Students will be formally assessed by use of a worksheet that describes the importance of a building they create and add to “Walterberg.”

Topic C. Movement of People, Goods and Ideas Indicator 1. **Explain how transportation and communication link places by the movement of people, goods and ideas. Materials: **- __The Old House__ by Pamela Duncan Edwards - run down town cards - bulletin board paper road grid of Walterberg - community need cards - Renovated Building worksheets copied - chart paper for web - PowerPoint of homes and buildings - laptop and LCD projector - markers - tape loops - post-it notes - Building Permit worksheet
 * VSC: Standard 3.0 Geography
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- make copies of worksheet - step by step on board - create PowerPoint - make tape loops
 * Preparation:** - pre-read book

Procedures: ** 1. Welcome students back from math.
 * Technology:** A laptop and projector will be used during this lesson to show a slideshow of different homes and community buildings.
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2. Ask students to clear their desks and join me on the front rug.

3. Begin by asking students what they know about renovations. “What does renovation mean?” “Any examples?” [home make-over shows] “What is the point of a renovation?”

4. Read aloud __The Old House__ *If students are having trouble answering the questions, read the story and revisit the reasons for renovations after.

5. Discuss the needs of a town. Use chart paper to create a web of important buildings that every town needs. Use post-it notes so building names can be handed out to students.

6. Introduce “Walterberg,” a town that is rundown and in need of a renovation. Show the class the rundown town cards.

7. Ask students to help renovate the town. Give each student a sticky note with a critical building name on it. Ask each student to also create a house to add to the town. Have students put their name on the back of their buildings.

8. Set timer for students and give time check-ins. Collect the buildings.

Day 2 -

1. Welcome students back from math. 15 minutes of DEAR.

2. Bring students back together and, one by one, have them add their buildings to the town. Discuss where buildings belong in a town. Houses together, stores together, hospital and school in easy to reach places.

3. Review the //new// Walterberg. Discuss how Walterberg has changes and become a better town after our renovation.

4. Have students complete the worksheet that highlights the importance of each building in a town and how communities change. Differentiation: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Expectations of artistic ability will be altered based on the student. Students will also be assigned buildings based on their understanding of its primary use to ensure success when completing the Building Permit worksheet. Adaptations for students with special needs: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">ZG and KL will join the class for the lesson on changing communities. ZG will have his special chair during the read aloud and town discussion. KL and ZG will have reference pictures of the buildings they are going to add to Walterberg. Extension for early finishers: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Students who finish early will have DEAR time. Multicultural considerations: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">As an extension we could use GoogleEarth to look at other major cities [Paris, Washington D.C., Ellicott City]. Homework: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> No homework will be assigned for this lesson. Analysis: **
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 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">18 out of 24 students contributed to the discussion on renovations.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">21 out of 24 students worked at their desk without reminders of appropriate behavior. (day 1)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">12 out of 24 students were reminded to stay on task and did not earn their participation points for the lesson on day two.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">18 out of 24 students earned an //independent// on the building permit assignment.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">4 out of 24 students earned a //with assistance// on the building permit assignment.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">2 out of 24 students earned //needs improvement// on the building permit assignment.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Students were engaged in the read aloud that set the stage for renovations. I was aware this was an area where most students were unsure of the concept. The pre-assessment showed me that 5 out of 24 students understood renovations enough to earn full credit on the renovation section. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">During the discussion, students were eager to share their ideas for necessary buildings to add to Walterberg. Some students were too eager and did not use their raised hands to signal their willingness to share. The ideas shared, were on-topic and appropriate for our classroom web. I liked how my idea of sticky notes worked. After completing out web I was able to distribute a sticky note to the students before they began “building.” · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Timing became a bit of an issue. Some students took lots of time coloring and designing their buildings. Other students who are less detail-oriented completed their buildings quickly. The early finishers were instructed to D.E.A.R. other students had a chance to finish their buildings on day 2. Day 2: ** · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">This lesson was frustrating from the first minute the students returned from their math classes. Mrs. Peterson was out of the classroom for an appointment. While a substitute was present, I was running the classroom. Students realized that Mrs. Peterson was nowhere to be found and took complete advantage of the situation. Students were very chatty and unable to respectfully listen to their classmates present their buildings for Walterber, I don’t think that the behavior was my fault. I used many strategies to regain control; clapping, snapping and warnings did little to no good. After having to stop the lesson three times to address the behavior issues as a whole I began sending students back to their seats for unacceptable behavior. I feel that this disaster could have been avoided by prompting the students to Mrs. Peterson’s afternoon absence prior to her “disappearance”. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">As the class and I placed the buildings along the roads I was happy with how students chose to group the houses together building together at the center of Walterberg. As the unit continued students created trees and cars for our renovated town. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">We were not able to complete the planned exit ticket on day 2. The building permit was completed at morning work the following day. This was an easy adjustment.
 * Reflection: **
 * Day 1: **
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