Lesson Plan Template: YOUR NAME: Brielle Bellerand

Lesson Title or Compelling

Question: Our Neighborhood: The Ways We Communicate

Example: How do You How do forms of communication differ from other regions in
Distinguish Between a Need and the world?
a Want?

Grades (You can select another 2-3

grading sequence, such as K-2, or 1-
3, or 3-5)

Time One-class period

NCSS Standards Global Connections

C3 Framework:
The College, Career, and Civic Life
(C3) Framework for Social Studies
State Standards: Guidance for
Enhancing the Rigor of K-12 Civics,
Economics, Geography, and History
D2.Civ.10.K-2. Compare their own point of view with others’
perspectives
D2.Geo.2.K-2. Use maps, graphs, photographs, and other
representations to describe places and the rela- tionships and
interactions that shape them.

D2.Eco.4.K-2. Describe the goods and services that people in

the local com- munity produce and those that are produced in
other communities.

Common Core State Standards

Common Core State Standards for
1) Ask and answer such questions as who, what, where,
English Language Arts & Literacy in
when, why, and how to demonstrate understanding of
History/Social Studies, Science, and
key details in a text
Technical Subjects (ccsso.org)
2) Use information gained from the illustrations and
Incorporate at least one Reading
words in a print or digital text to demonstrate
Standard for Literature K–5 (See
understanding of its characters, setting, or plot.
page 11 of 66)

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Lesson Plan Template: YOUR NAME: Brielle Bellerand
Objectives
1. Review the Financial
Literacy Standards.
2. See page 11 pf 42.
3. Select an objective
https://www.councilforeconed.org/wp-
content/uploads/2021/10/2021-
National-Standards-for-Personal-
Financial-Education.pdf
Differentiation: How will you
modify the lesson or help students
who need extra attention to learn
what you want them to learn?
Interest Building (introduction
anticipatory set) How will you
introduce this lesson?
3) Distinguish their own point of view from that of 6. the
narrator or those of the characters.
What do you want students to know and be able to do or
appreciate at the end of the lesson?
By the end of the lesson: Students will be able to understand
that:
1. 4-3c . Compare individuals in different locations
typically communicate
2. Illustrate differences and connections between
neighborhoods across the world and their social
qualities
For struggling students,
- Instead of sitting them out when they hesitate in Battle
of the Languages,
- allow them to go to the back of the line and
redeem themselves
OR
- be lenient with time when it is their turn to
battle
Do Now:Battle of the Languages
- Split the class into two teams and have them line up on
opposite sides of the room facing each other
- A member of each team will step up to one
another and be tasked with naming a language
- Once they name a language they must go to
the back of the line
- If a team member comes to the front of line
with no language in mind (stutters), they are
out of the game and must take a seat at their
desk
- Allow this to go on for 2 minutes
- The team with the most players at the
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Lesson Plan Template: YOUR NAME: Brielle Bellerand
Lesson Development
What will you do and the students
do in the next 20-25 minutes so
that students will learn what you
want them to learn? (i.e., We will
hold a mock election)
Assessment
How will you know if students
have learned what you wanted
them to learn? What assessments
will you implement so that you will
know if they learned the materials
(the objectives for the day)?
end of 2 minutes wins
- This game is meant to see how well students know of
languages outside of their own; this serves as the
preface to discussing different forms of communication
across the world
As a class, read the book “Do You Speak Fish?” by DJ Corchin
- This book teaches young children about cross-cultural
communication and the importance of understanding
the communication is a multi-faceted concept
- Allow students to complete this coloring sheet for 8-
10 min
Homework Prompt:
How does the language you speak differ from the language
spoken in [choose a foreign country]
Provide an example by translating a sentence into [chosen
language]
Example:
English: My name is Brielle
Spanish: Me llamo Brielle
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Lesson Plan Template: YOUR NAME: Brielle Bellerand
Materials
What do you need in terms of
materials and resources to teach
this lesson?
Integration
How can you integrate other
subject areas in this lesson? How
do you plan to integrate the English
Language Arts (ELA) in this lesson?
Be prepared to verbalize your translated sentence in front of
the class tomorrow.
- “Do You Speak Fish” by DJ Corchin
- Corchin, D. J., & Dougherty, D. (2021). Do
you speak fish?: A story about communicating
and understanding. Sourcebooks Explore.
- Timer
- Projector
- Printed copies of
CCS ELA:Students are required to participate in conversations
with diverse partners (discussion) which is an integration of
CCS/ELA/Literacy.
CCS ELA CCRA: W.4: Produce clear coherent writing in which
the development, organization and style, are appropriate to
the task, purpose and audience