Abstract to Concrete

Teacher I Do: I will display a picture of a community helper and ask students if they can name the person.
• I will read and discuss the nonfiction book Construction Workers. Students will turn and talk to peers about what they would construct if they were construction workers.
• I will explain that today the objective is students can utilize iPad technology and apps to draw pictures of a building in their community and work as a team to construct a replica of their community using manipulatives.
• I will first make an anchor chart labeled, Our Community. I will have it sectioned by place we live, places we go, and community helper buildings. Students will discuss together and give examples of types of buildings for each sub-category.
We Do:
• Through modeling and support I will display the iPad and the app.
• Demonstrate to students how to choose the app, utilize the assorted colors, shapes, and mechanisms to create my building.
• Next a student will name a type of building. Students will give input to the shapes, colors, and drawing.
• Students will take turns on the iPad creating the building as I provide support as needed.

They Do:
• Students will transition to small groups that provide a variety of opportunities in developing the objectives. Two small groups are teacher lead and two are independent.
* iPad - teacher will monitor and provide support as needed while students draw designs on iPad of their building.
*Computer - students will play a 2-Dimension Shapes Game (https://www.education.com/games/2d-shapes/) to create tangram pictures.
* teacher will introduce vocabulary words to students using picture cards. They will discuss meanings and make connections to their community environments. Students will each receive a bingo card and play bingo.
* students will choose to read a fiction or nonfiction text about communities. They will demonstrate good reader skills to peers.

Closure: The class will work as teams using manipulatives to construct their communities.
Students will be given paper to use phonetic spelling or teachers will write labels for buildings.

Differentiation:
• Multiple medias are used such as visuals, auditory, gross motor, manipulatives, and technology
• Students work in pairs to discuss and create as needed for support between low performers and high performers.
Assessment: Teacher will take anecdotal notes of student’s responses, ability to follow three step directions, interactions with peers, and communication skills as they describe their communities.