Communities - Be GLAD · Web viewCommunities 2nd Grade Mala Ahuja, Mei Chin, & Ginger Harris...

GLAD UnitCommunities

2nd Grade

Mala Ahuja, Mei Chin, & Ginger HarrisSunnyvale School District, July 2005

PROJECT G.L.A.D.Sunnyvale School District

CommunitiesSecond GradeIDEA PAGES

I. UNIT THEMEa. Different types of communities are found everywhereb. People make a difference in their communitiesc. Develop an awareness of place, including its physical and human characteristicsd. Develop locational skills and understanding of maps (use map and globe skills)e. Cross-cultural sensitivity

II. FOCUS/MOTIVATIONa. Super Historian/ Super Citizen Awards (Reinforcers)b. Important Big Bookc. Directionality Gamed. Songs/Raps/Chantse. Picture File Cardsf. Inquiry Chartg. Read Aloudh. Observation Chartsi. World Mapj. Pictures of students placed on World Mapk. Video clip

III. CLOSUREa. Share team and personal explorationsb. Process charts and learningc. Portfoliosd. Show What You Know

IV. CONCEPTS: California State Standards

Social Science2.1 Students differentiate between those things that happened long ago and yesterday.

2.1.1 Trace the history of a family through the use of primary and secondary sources including artifacts, photographs, interviews, and documents

2.1.2 Compare and contrast their daily lives with those of parents and grandparents2.1.3 Place important events in their lives in the order in which they occurred (e.g., on a

timeline or story board)

2.2 Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments

Communities Level 2 CAMala Ahuja, Mei Chin, & Ginger Harris (SESD)- Project G.L.A.D. (Rev. 04/06 FAR/JB)

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2.2.1 Locate on a simple letter-number grid system the specific locations and geographic features in their neighborhood or community (e.g., map the classroom, the school).

2.2.2 Label from memory a simple map of the North American continent, including the countries, oceans, Great Lakes, major rivers, mountain ranges. Identify the essential map elements: title, legend, directional indicator, scale, and date.

2.2.3 Locate on a map where their ancestors live(d), telling when their family moved to the local community, and how and why they made their trip.

2.2.4 Compare and contrast basic land use in urban, suburban and rural environments in California.

Reading

1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentStudents understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

Decoding and Word Recognition1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading.1.2 Apply knowledge of basic syllabication rules when reading (e.g., vowel-consonant-vowel = su/ per; vowel-consonant/consonant-vowel = sup/ per).1.3 Decode two-syllable nonsense words and regular multisyllable words.1.4 Recognize common abbreviations (e.g., Jan., Sun., Mr., St.).1.5 Identify and correctly use regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., fly/ flies, wife/ wives).1.6 Read aloud fluently and accurately and with appropriate intonation and expression.

Vocabulary and Concept Development1.7 Understand and explain common antonyms and synonyms.1.8 Use knowledge of individual words in unknown compound words to predict their meaning.1.9 Know the meaning of simple prefixes and suffixes (e.g., over-, un-, -ing, -ly).1.10 Identify simple multiple-meaning words.

2.0 Reading ComprehensionStudents read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of


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grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade two, students continue to make progress toward this goal.

Structural Features of Informational Materials2.1 Use titles, tables of contents, and chapter headings to locate information in expository text.

Comprehension and Analysis of Grade-Level-Appropriate Text2.2 State the purpose in reading (i. e., tell what information is sought).2.3 Use knowledge of the author's purpose(s) to comprehend informational text.2.4 Ask clarifying questions about essential textual elements of exposition (e.g., why, what if, how).2.5 Restate facts and details in the text to clarify and organize ideas.2.6 Recognize cause-and-effect relationships in a text.2.7 Interpret information from diagrams, charts, and graphs.2.8 Follow two-step written instructions.

3.0. Literary Response and AnalysisStudents read and respond to a wide variety of significant works of children's literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

Narrative Analysis of Grade-Level-Appropriate Text3.1 Compare and contrast plots, settings, and characters presented by different authors.3.2 Generate alternative endings to plots and identify the reason or reasons for, and the impact of, the alternatives.3.3 Compare and contrast different versions of the same stories that reflect different cultures.3.4 Identify the use of rhythm, rhyme, and alliteration in poetry.

Writing

1.0 Writing StrategiesStudents write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).

Organization and Focus1.1 Group related ideas and maintain a consistent focus.


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Penmanship1.2 Create readable documents with legible handwriting.

Research1.3 Understand the purposes of various reference materials (e.g., dictionary, thesaurus, atlas).

Evaluation and Revision1.4 Revise original drafts to improve sequence and provide more descriptive detail.

2.0 Writing Applications (Genres and Their Characteristics)Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.

Using the writing strategies of grade two outlined in Writing Standard 1.0, students:

2.1 Write brief narratives based on their experiences:a. Move through a logical sequence of events.b. Describe the setting, characters, objects, and events in detail.

2.2 Write a friendly letter complete with the date, salutation, body, closing, and signature.

Written and Oral English Language Conventions

The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.

1.0 Written and Oral English Language ConventionsStudents write and speak with a command of standard English conventions appropriate to this grade level.

Sentence Structure1.1 Distinguish between complete and incomplete sentences.1.2 Recognize and use the correct word order in written sentences.

Grammar1.3 Identify and correctly use various parts of speech, including nouns and verbs, in writing and speaking.

Punctuation1.4 Use commas in the greeting and closure of a letter and with dates and items in


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a series.1.5 Use quotation marks correctly.

Capitalization1.6 Capitalize all proper nouns, words at the beginning of sentences and greetings, months and days of the week, and titles and initials of people.

Spelling1.7 Spell frequently used, irregular words correctly (e.g., was, were, says, said, who, what, why).1.8 Spell basic short-vowel, long-vowel, r- controlled, and consonant-blend patterns correctly.

Listening and Speaking

1.0 Listening and Speaking StrategiesStudents listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.

Comprehension1.1 Determine the purpose or purposes of listening (e.g., to obtain information, to solve problems, for enjoyment).1.2 Ask for clarification and explanation of stories and ideas.1.3 Paraphrase information that has been shared orally by others.1.4 Give and follow three-and four-step oral directions.

Organization and Delivery of Oral Communication1.5 Organize presentations to maintain a clear focus.1.6 Speak clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to class).1.7 Recount experiences in a logical sequence.1.8 Retell stories, including characters, setting, and plot.1.9 Report on a topic with supportive facts and details.

2.0 Speaking Applications (Genres and Their Characteristics)Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

Using the speaking strategies of grade two outlined in Listening and Speaking Standard 1.0, students:


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2.1 Recount experiences or present stories:a. Move through a logical sequence of events.b. Describe story elements (e.g., characters, plot, setting).

2.2 Report on a topic with facts and details, drawing from several sources of information.

V. ELD Standards K-2

LISTENING AND SPEAKING

Beginning Level

Comprehension• Begin to speak with a few words or sentences, using some English phonemes and

rudimentary English grammatical forms.• Answer simple questions with one- to two- word responses.• Respond to simple directions and questions using physical actions and other means of

non-verbal communication.

Comprehension, Organization & Delivery of Oral Communication• Independently use common social greetings and simple repetitive phrases.

Early Intermediate Level

Comprehension• Begin to be understood when speaking, but may have some inconsistent use of standard

English grammatical forms and sounds.• Ask and answer questions using phrases or simple sentences.

Comprehension, Organization & Delivery or Oral Communication• Retell familiar stories and short conversations by using appropriate gestures, expressions

and illustrative objects.• Orally communicate basic needs.• Recite familiar rhymes, songs, and simple stories.

Intermediate Level

Comprehension• Ask and answer instructional questions using simple sentences.• Listen attentively to stories/information and identify key details and concepts using both

verbal and non-verbal responses.


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Comprehension, Organization & Delivery of Oral Communication• Be understood when speaking, using consistent standard English grammatical forms and

sounds; however, some rules may not be in evidence.• Actively participate in social conversations with peers and adults on familiar topics by

asking and answering questions and soliciting information.• Retell stories and talk about school related activities using expanded vocabulary,

descriptive words, and paraphrasing.

Early Advanced Level

Comprehension• Listen attentively to stories/information, and orally identify key details and concepts.

Comprehension, Organization & Delivery of Oral Communication• Retell stories in greater details including characters, setting, and plot.• Be understood when speaking, using consistent standard English grammatical forms,

sounds, intonation, pitch, and modulation, but may have random errors.• Actively participate and initiate more extended social conversations with peers and

adults on unfamiliar topics by asking and answering questions, restating and soliciting information.

• Recognize appropriate ways of speaking that vary based on purpose, audience, and subject matter.

• Ask and answer instructional questions with more extensive supporting elements.

Advanced Level

Comprehension• Listen attentively to stories/information on new topics and identify both orally and in

writing key details and concepts.• Demonstrate understanding of idiomatic expressions by responding to and using such

expressions appropriately.

Comprehension, Organization & Delivery of Oral Communication• Negotiate and initiate social conversations by questioning, restating, soliciting

information and paraphrasing.• Consistently use appropriate ways of speaking and writing that vary based on purpose,

audience, and subject matter.• Narrate and paraphrase events in greater detail, using more extended vocabulary.• Speak clearly and comprehensibly using standard English grammatical forms, sounds,

intonation, pitch and modulation.

READING - Word Analysis (ELD Standards)

Beginning Level

Concepts about Print, Phonemic Awareness, Vocabulary and Concept Development


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• Recognize English phonemes that correspond to phonemes students already hear and produce.


Concepts about Print, Phonemic Awareness, Vocabulary and Concept Development• Produce English phonemes that correspond to phonemes students already hear and

produce, including long and short vowels and initial and final consonants.• Recognize English phonemes that do not correspond to sounds students hear and

produce.

Intermediate Level

Phonemic Awareness, Decoding and Word Recognition • Pronounce most English phonemes correctly while reading aloud.• Recognize sound/symbol relationship and basic word formation rules in phrases, simple

sentences, or simple text.

Concepts about Print • Recognize and name all upper and lower case letters of the alphabet.


Phonemic Awareness, Decoding and Word Recognition • Use common English morphemes to derive meaning in oral and silent reading.• Recognize sound/symbol relationship and basic word formation rules in phrases, simple

sentences, or simple text.

Advanced Level

Decoding and Word Recognition • Apply knowledge of common morphemes to derive meaning in oral and silent reading.

READING - Fluency and Systematic Vocabulary Development (ELD)

Beginning Level

Vocabulary & Concept Development• Read aloud simple words in stories or games.• Demonstrate comprehension of simple vocabulary with an appropriate action.• Retell simple stories using drawings, words, or phrases.• Produce simple vocabulary (single words or short phrases) to communicate basic needs

in social and academic settings.



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Vocabulary & Concept Development• Produce vocabulary, phrases, and simple sentences to communicate basic needs in social

and academic settings.• Read simple vocabulary, phrases, and sentences independently.• Read aloud an increasing number of English words.• Demonstrate internalization of English grammar, usage, and word choice by recognizing

and correcting some errors when speaking or reading aloud.”

Intermediate Level

Vocabulary & Concept Development• Demonstrate internalization of English grammar, usage, and word choice by recognizing

and correcting errors when speaking or reading aloud.”• Use decoding skills to read more complex words independently.• Use more complex vocabulary and sentences to communicate needs and express ideas in

a wider variety of social and academic settings.

Vocabulary & Concept Development, Decoding & Word Recognition• Recognize simple prefixes and suffixes when attached to known vocabulary.


Vocabulary & Concept Development• Recognize simple antonyms and synonyms in stories or games.• Use simple prefixes and suffixes when attached to known vocabulary.• Use decoding skills and knowledge of academic and social vocabulary to begin independent reading.

Advanced Level

Vocabulary & Concept Development• Explain common antonyms and synonyms• Recognize words that have multiple meanings in texts.• Apply knowledge of academic and social vocabulary to achieve independent reading.• Read narrative and texts aloud with appropriate pacing, intonation, and expression.

Decoding and Word Recognition1.10 Generate the sounds from all the letters and letter patterns, including consonant

blends and long- and short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable words.

1.11 Read common, irregular sight words.1.13 Read compound words and contractions.1.14 Read inflectional forms and root words.1.15 Read common word families.1.16 Read aloud with fluency in a manner that sounds like natural speech.


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READING - Reading Comprehension - (ELD)

Beginning Level

Comprehension• Respond orally to stories read to them, using physical actions and other means of non-

verbal communication.• Respond orally to stories read to them by answering factual comprehension questions

using one- or two-word responses.• Draw pictures from student’s own experience related to a story or topic.• Understand and follow simple one-step directions for classroom or work-related

activities.

Comprehension & Analysis of Appropriate Text• Identify the basic sequences of events in stories read to them, using key words or

pictures.

Early Intermediate

Comprehension• Respond orally to simple stories read to them by answering factual comprehension

questions using phrases or simple sentences.• Draw and label pictures related to a story topic or own experience.• Understand and follow simple two-step directions of classroom or work-related

activities.

Comprehension & Analysis of Grade-Level Appropriate Text• Orally identify the basic sequence of text read to them using key words or phrases.• Use the content of a story to draw logical inferences.

Intermediate Level

Comprehension & Analysis of Grade-Level Appropriate Text• Read and use simple sentences to orally respond to stories by answering factual

comprehension questions.• While reading orally in a group, point out basic text features such as title, table of

contents, and chapter headings.• Use the content of stories read aloud to draw inferences about the stories. Use simple

phrases or sentences to communicate the inferences made.

Comprehension• Write captions of words or phrases for drawings related to a story.• Understand and follow some multi-step directions for classroom-related activities.



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Comprehension & Analysis of Grade-Level Appropriate Text• Read and use detailed sentences to orally identify the main idea and use the idea to draw

inferences about text.• Read and orally respond to stories by answering factual comprehension questions about

cause and effect relationships.• Write a brief story summary (three or four complete sentences).

Comprehension• Read and use basic text features such as title, table of contents, and chapter headings.• Read and orally respond to stories and texts from content areas by restating facts and

details to clarify ideas.

Advanced Level

Comprehension & Analysis of Grade-Level Appropriate Text• Prepare an oral or written summary or other information using a variety of

comprehension strategies (e.g., generate and respond to questions, draw inferences, compare information from several sources), with literature and content area texts.

Comprehension and Analysis of Grade-Level Appropriate Text and Expository Critique• Locate and use text features such as title, table of contents, chapter headings, diagrams

and index.

WRITING - Strategies and Applications (ELD Standards)

Beginning Level

Penmanship, Organization & Focus• Copy words posted and commonly used in the classroom.

Organization & Focus• Write a few words or phrases about an event or character from a story read by the teacher.• Write a phrase or simple sentence about an experience generated from a group story.


Organization & Focus• Write simple sentences about events or characters from familiar stories read by the teacher.• Write simple sentences using key words posted and commonly used in the classroom. Organization & Focus, Evaluation and Revision• Write one to two simple sentences.


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Intermediate Level

Organization & Focus• Write short narrative stories that include the elements of setting and character.• Produce independent writing that is understood when read, but may include inconsistent

use of standard grammatical forms.• Following a model, use the writing process to independently write short paragraphs of at

least three lines.• Write simple sentences appropriate for language arts and other content areas.• Write a friendly letter of a few lines.


Organization & Focus• Write short narratives that include elements of setting, character and events.• Use the writing process to write short paragraphs that maintain a consistent focus.

Organization & Focus, Evaluation and Revision• Produce independent writing using consistent standard grammatical forms, but with

some rules may not be in evidence.

Advanced Level

Organization & Focus• Write short narratives that include examples of writing appropriate for language arts and

other content areas.• Write short narratives that describe the setting, character, objects, and events.

Organization & Focus, Evaluation and Revision• Produce independent writing using correct grammatical forms.• Use the writing process to write clear and coherent sentences and paragraphs that

maintain a consistent focus.

Writing - Conventions (ELD Standards)

Beginning Level

Capitalization• Use capital letters when writing own name.


Capitalization• Use capital letters to begin sentences and proper nouns.

Punctuation


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• Use a period or question mark at the end of a sentence.

Punctuation, Capitalization, Spelling• Edit writing for basic conventions and make some corrections.

Intermediate Level

Capitalization, Punctuation, Spelling• Produce independent writing that may include some inconsistent use of capitalization,

periods, and correct spelling.

Sentence Structure, Grammar, Spelling• Use standard word order but may have some inconsistent grammatical forms.


Capitalization, Punctuation, Spelling• Produce independent writing that may include some inconsistent use of capitalization,

periods and correct spelling.

Sentence Structure, Grammar, Spelling• Use standard word order with some inconsistent grammar forms.

Punctuation, Capitalization, Spelling• Edit writing for some conventions.

Advanced Level

Sentence Structure, Grammar• Use complete sentences and correct word order.

Grammar• Use correct parts of speech, including correct subject/verb agreement.

Capitalization, Punctuation, Spelling• Edit writing for punctuation, capitalization, and spelling.

Sentence Structure, Grammar, Punctuation, Capitalization, Spelling• Produce writing that demonstrates a command of the conventions of standard English.

READING - Literary Response and Analysis (ELD Standards)

Beginning Level


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Narrative Analysis of Grade-Level Appropriate Text• Listen to a story and respond orally by answering factual comprehension questions using

one- or two-word responses.• Draw pictures related to a work of literature identifying setting and characters.


Narrative Analysis of Grade-Level Appropriate Text• Orally respond to stories by answering factual comprehension questions, using simple sentences.• Recite simple poems.• Orally identify setting and characters using simple sentences and vocabulary.

Intermediate Level

Narrative Analysis of Grade-Level Appropriate Text• Use expanded vocabulary and descriptive words for oral and written responses to simple texts.• Read simple poetry and respond to factual comprehension questions using simple sentences.


Structural Features of Literature• Read short poems and orally identify the basic element.

Narrative Analysis of Grade-Level Appropriate Text and Literary Criticism• Read and orally identify literary elements of plot, setting, and characters.• Read and identify beginning, middle, and end of a story.

Advanced Level

Narrative Analysis of Grade-Level Appropriate Text• Read and respond both orally and in writing to a variety of children’s literature.

Structural Features of Literature• Describe the elements of poetry.

Narrative Analysis of Grade-Level Appropriate Text and Literary Criticism• Compare and contrast literary elements of different authors.

VI. VOCABULARY

abbreviationAfrica


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AntarcticaAsiaAtlantic OceanAustraliabuildingsCanadacapitalcartographercitizencitycommercecompasscompass rosecontinentcoordinate gridcountrycustomdirectionsEartheastequatorEuropefactoryfarmglobeGreat Lakesgrid maphillIndiaIndian Oceanislandkeylakelandlegendlocationmapmap keymountainneighborhoodNorthNorth AmericaNorth PoleOcean Pacific Oceanpeninsula


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peopleplainsplanetranchriverruralskyscraperssouthSouth AmericaSouth PoleSouthern OceanstatesuburbansymboltowntransportationUnited Statesurbanvalleyvillagewaterwest


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VII. RESOURCES AND MATERIALS

Non-Fiction BooksBeasant, Pam – How to Draw Maps and ChartsBennett, Lee Hopkins - My America, A Poetry Atlas of the United StatesBridgestone Books – Community Helpers seriesDK Publishing – A Life Like Mine: How Children Live Around the WorldFreeman, Marcia – Young GeographersGordon, Ginger – My Two WorldsHenrietta (DK Publishing) – A Country Mouse in the Town HouseHoyt, Diane – Migrant Worker, A Boy from the Rio Grande ValleyHunter, Ryan Alan – Into the SkyJenness, Aylette – Come Home with Me: A Multicultural Treasure HuntKalman, Bobbie – Community Helpers from A to ZKnowlton, Jack – Maps and GlobesKuklin, Susan – How My Family Lives in AmericaLorenz, Albert – HouseLorenz, Albert – MetropolisMontanari, Donata – Children Around the WorldNoonan, Diana – Under the CityPebble Books – Helpers in Our Community seriesScillian, David – An American AlpahbetSnow, Alan – My First AtlasWhite, Sylvia – Welcome Home!

Fiction BooksBunting, Eve – Smoky NightBurton, Virginia- The Little HouseDavidson, Alvin –Dear GrandmaHoffman, Mary – The Color of HomeIsadora, Rachel – At the CrossroadsIsadora, Rachel – Listen to the City (easy reader)Isadora, Rachel – Over the Green HillsMcCain, Liz – Leonard the LandroverMeister, Cari – Busy Busy City Street (easy reader)Sayre, April Pulley – It’s My City! A Singing MapScholes, Katherine – Peace Begins with YouSpinelli, Eileen – If You Want to Find GoldenTresselt, Alvin – Wake Up, City!Whayne, Susanne Santoro – PetropolisTown Mouse, Country Mouse

MusicOver in the Meadow (adapt to fit unit)

VideosThe Little House, Disney

Internet / Technology

California Rural Community (CARUCOM), January 18, 1999 http://migration.ucdavis.edu/rmn/rural_data/carucom/carucom.html

Cartographic Images, Time Charts of Cartography, February 12, 1998 http://www.henry-davis.com/MAPS/ (January 8, 2005)

Google Images

Library of Congress, Geography of Maps and Reading Room, http://www.loc.gov/rr/geogmap/ January 24, 2005. (January 24, 2005)

Microsoft Encarta

Yale University Library, The Yale Map Collection, August 22, 2000 http://www.library.yale.edu/MapColl/ (January 8, 2005)

United States Geological Society, Terraserver Image.http://terraserver.microsoft.com/map.aspx?t=4&s=13&lon=-122.02602&lat=37.371991&w=750&h=500&opt=0&f=Tahoma,Verdana,Arial&fs=8&fc=ffffff99

http://terraserver.microsoft.com/map.aspx?t=4&s=13&lon=-122.02602&lat=37.371991&w=750&h=500&opt=0&f=Tahoma,Verdana,Arial&fs=8&fc=ffffff99



http://www.library.yale.edu/MapColl/

http://www.loc.gov/rr/geogmap/

http://www.henry-davis.com/MAPS/

http://migration.ucdavis.edu/rmn/rural_data/carucom/carucom.html

Project G.L.A.D.Sunnyvale School District

CommunitiesSecond Grade

UNIT PLANNING PAGES

I. FOCUS & MOTIVATIONA. Cognitive Content DictionaryB. Observation Charts

1. Rural landscapes2. Urban landscapes3. Suburban landscapes

C. Important Big BookD. Inquiry Chart

1. What do we know about communities?2. What do we want to learn?

E. Picture File CardsF. World MapG. Community AwardsH. Read AloudI. Poetry

II. INPUTA. Listen and SketchB. Pictorial Input: World Map, SunnyvaleC. Comparative Input: 3 types of communitiesD. Cartography TimelineE. 10/2F. Narrative Input, The Little HouseG. I Just Thought You’d Like to Know about Communities Big BookH. Read Aloud

III. GUIDED ORAL PRACTICEA. T-Graph for social skillsB. Picture File CardsC. Coop GroupsD. Poetry, Chants, and RhymesE. DiscussionsF. “Farmer in the Dell” Sentence Patterning ChartG. Expert GroupsH. Process GridI. ELD Group Frame / ELD Retell

IV. READING & WRITINGA. Whole Class

1. Modeled reading2. Group Frame3. Cooperative Strip Paragraph4. Process Grid

B. Group Activities

1. Team tasks2. Flexible reading groups3. Expert Groups4. Reader’s Theater5. Ear-to-ear reading6. Interactive reading

C. Individual Activities1. Interactive Journal2. Learning Log3. Sustained Reading and/or Writing4. Individual Tasks5. Mind Map

D. Writer’s Workshop1. Mini lessons2. Conferencing3. Author’s Chair4. Writing Process

V. EXTENDED ACTIVITIESA. Family TimelineB. InterviewsC. Visitors / Guest SpeakersD. Murals / Bulletin BoardsE. Poetry and MusicF. ArtG. Making WordsH. Math connectionsI. PE gamesJ. CookingK. Pen Pals with citizens from other communities

VI. CLOSUREA. Process Inquiry Chart and all learningB. Home School ConnectionsC. Interactive JournalD. Learning LogE. Focused ReadingF. Personal ExplorationG. Student Voice, “My favorite thing…”H. Word Games: Wheel of Fortune, Guess My Word, Jeopardy, etc.I. Student Generated Text

1. Graffiti Wall2. Vocabulary Strips – Where’s My Answer, etc.

Project G.L.A.D.Mala Ahuja, Mei Chin, Ginger Harris


SAMPLE DAILY LESSON PLAN

DAY 1:

FOCUS/MOTIVATION Super Historian Reinforcements for Individual Standards Cognitive Content Dictionary Observation Charts: rural, urban, and suburban landscapes Inquiry Chart: What do you know about communities? Big Book: I Just Thought You’d Like to Know about Communities

INPUT Pictorial Input: World Map

o 10/2 Lecture; Primary language groups

GUIDED ORAL PRACTICE Chant: The Cartographer Bugaloo

INPUT Comparative Input: Venn of rural, suburban, urban

READING/WRITING Learning Log – ELD Review

o Text: Write or sketch about a community you’ve learned abouto You: What community would you like to live in?

GUIDED ORAL PRACTICE T-Graph for Social Skills: Cooperation Exploration Report with Picture File Cards (pictures of various communities) Chant: Communities Here, There

WRITER’S WORKSHOP Mini-lesson on different genres of writing Reading/Writing Choices Conferencing Author’s Chair

INPUT Narrative Input: The Little House

o 10/2 Lecture; Primary language groups

READING/WRITING Interactive Journal

CLOSURE

Home-School Connection Chant: Communities Here, There Bring in interest pieces



SAMPLE DAILY LESSON PLANDAY 2:

FOCUS/MOTIVATION Cognitive Content Dictionary w/ new signal word Process Home-School Connection Review Pictorial Input: World Map Review Comparative Input: rural, suburban, urban with word cards Song/Poetry/Chant L1 Inquiry Chart

INPUT Comparative Input: Sunnyvale (Now & Long Ago)

READING/WRITING Learning Log -- ELD Retell of Sunnyvale (Now & Long Ago)

o Text: Write or sketch 3 things you’ve learned about Sunnyvale.o You: What did you find most interesting?

Expert Groupso Team Tasks

GUIDED ORAL PRACTICE Chant: Is This a Community? Yes, Ma’am! Review of Narrative Input with word card and speech bubbles Story Map of Narrative Input, The Little House

WRITER’S WORKSHOP Mini-lesson: how to get started, Sketch to Plan Free Choice Writing

CLOSURE Home-School Connection Read Aloud Review charts




DAY 3:

FOCUS/MOTIVATION Cognitive Content Dictionary w/ new word – students vote Process Home-School Connection – Partner Share Review Comparative Input of Sunnyvale (Now & Long Ago) with word cards Process Inquiry Chart

INPUT Sentence Patterning Chart/Farmer in the Dell

o Read (build a sentence)o Tradeo Flip Chant

GUIDED ORAL PRACTICE Mind Map of Sunnyvale Process Grid: Sunnyvale & Expert Groups Cooperative Strip Paragraph

o Respondo Reviseo Edit

READING/WRITING Strip Book: Neighbors are…, but neighbors are not… Interactive Journal

CLOSURE Home-School Connection Read Aloud




DAY 4:

FOCUS/MOTIVATION Cognitive Content Dictionary w/ new word – students vote Add Bookmark Process Home-School Connection – share with table Share Interest Pieces Review Big Book

GUIDED ORAL PRACTICE Team Tasks

o Team Evaluationo Flexible Group Reading

ELD Group Retell Cooperative Strip Paragraph with struggling readers Clunkers and Links

READING/WRITING Listen and Sketch

CLOSURE Read the Walls Process Inquiry Chart




DAY 5:

FOCUS/MOTIVATION Process Inquiry Chart Poetry/Song/Chant Read Aloud

INPUT Letter to community member of Sunnyvale

GUIDED ORAL PRACTICE Letter home Finish Team Tasks

READING/WRITING Interactive Journal Learning Log Living Wall Ear to Ear Reading

WRITER’S WORKSHOP Mini-lesson Choice writing Author’s Chair

CLOSURE Team Presentations Process Inquiry Chart Evaluation of Week Read the Walls with Personal CCD Home-School Connection

o Take portfolios homeo Read/share with parents

SUPER CITIZEN AWARD

What a spectacular night view of an urban community next to the bay! The lights of the skyscrapers and bridge light up the river and night sky!

SUPER CITIZEN AWARD

What a quaint little country church in a rural community! The citizens of this community must gather here with their friends and neighbors for prayers and celebrations.

SUPER CITIZEN AWARD

Here is a lonely lane in the country. Is it in an urban, suburban, or rural area? Why do you think that?

SUPER CITIZEN AWARD

Look at all the lovely homes with vast lawns! Is this an urban,

suburban, or rural community? How do you know?

SUPER CITIZEN AWARD

The citizens of this community have a beautiful view of snowcapped mountains. Aren’t they lucky to live in their suburban community?

SUPER CITIZEN AWARD

Do you see a neighborhood in this vast metropolis? What else do you see?

Super Historian Notebook



ByMala Ahuja

Mei ChinGinger Harris

2005

I just thought you’d like to know… a community is a special place where people live, work, have fun, and help each other.

There are many types of communities in the United States and around the world. Three important ones are rural, urban, and suburban.

A community is a special place where people live, work, have fun, and help each other. I just thought you’d like to know.


A rural community is a place with wide open spaces. Often centered around agriculture, there are few houses with few people but all kinds of crops and livestock. Fruits and vegetables are grown in rural areas: apples, peaches, cherries and plums for snacking and baking in pies; tomatoes, carrots, and lettuce for delicious, nutritious salads… farming is often a mainstay in a rural community.

The farmer is driving his tractor tending his fields. Do you see barns with chickens, pigs, and horses? Cows, sheep, and goats graze in fields. The farm animals of a rural community provide us with many things. Milk, steak, and hamburger meat come from cows. Milk from goats and cows can be made into butter and cheese by dairymen. Wool sheared from sheep is used to make coats, sweaters, and blankets to keep us warm. Rural communities give us so many wonderful things!

A community is a special place where people live, work, have fun,

and help each other. I just thought you’d like to know.


Today, many Americans live in urban communities… in cities and places nearby. Some cities have very large populations. Los Angeles has over three million people and New York has over seven million. That’s a lot of people living in one place!

Cities are busy places with lots of places to go, people to see, and things to do. When you visit a city, you’ll see an urban community crowded with neighborhoods, apartments, stores, libraries, museums, maybe even an airport, and more! Look up! Tall skyscrapers have offices where businessmen and women work. Designers, engineers, moms and dads, tourists, and friends flitter to restaurants, theaters, parks and other special places. Look around! Whether you walk, drive, take the taxi, tram or trolley, an urban community is alive with sights and sounds.



What kind of community do more people in the United States live in than anywhere else? The suburban community! Suburbs can be small, medium, or very, very large. People from all walks of life live in suburban communities: doctors, lawyers, brick-layers, maybe even you! Many people

who live in the suburbs commute into big cities to work.

In the suburbs, people live in all kinds of homes: single-family houses with yards, houses for two or three families, townhouses, apartments, and condominiums. Homes, buildings, stores, parks, and schools are found in suburban communities.



All kinds of people help make a difference in their communities. Doctors, nurses, police officers and firefighters protect and save lives every day. Teachers inspire. Chefs and cooks fill our lives with delectable flavors. Technicians keep machines working. Trash collectors keep our streets clean. There are so many jobs that are needed to keep a community going!



A community can be located near an ocean, in a desert, on the plains, or on a mountain.

The people who live near us are called our neighbors. We are citizens of our community.

A community contains a variety of flora and fauna. Wild or domestic, many kinds of plants and animals live amongst people in all types of communities.



From the hustle and bustle of urban communities, to the quiet neighborhoods of suburbia, to the wide open spaces in rural areas, all communities have similarities and differences. Each community has its

own interesting people, animals, buildings, and attractions.


What kind of community do you live in?

What do you like to do and see in your community?

What difference do you make in your community?

Narrative Input: The Little House

(Text adapted by Ginger Harris, 2005)

1. Once upon a time there was a little house sitting way out on a hill in the rural

countryside. It was a pretty little house, strong and well built. The man who built her

said, “This little house shall never be sold for gold or silver. She will live to see our

great- great-grandchildren living in her.” Each day was just about the same for the little

house. The sun would shine during the day, and the little house would look at the

beautiful countryside around her. At night, when the stars came out, she could see the

lights of the city waaaaaaay out in the distance. The little house was curious about the

city and wondered what it would be like to live there.

2. One day the little house was very surprised to see a huge red steam shovel coming down

the country road. Before long, it had dug a road right through the hill covered with

yellow daisies. Soon after that, some trucks came along and dumped big stones on the

road. Then came some trucks with little stones, then some trucks with tar and sand, and

finally, a steam roller came and rolled it all smooth. The new road was done.

3. Now the little house watched a lot of trucks and automobiles going back and forth to the

city each day. Gasoline stations and stores began to appear along the road. Everything

and everyone moved much faster now.

4. The people who worked in the city needed places to live. The countryside was divided

into lots, and new homes began to pop up around the little house. The beautiful green

hills began to disappear. The beautiful rural countryside was becoming a suburban

community.

5. Before long, more roads were made, and more people arrived. More houses and bigger

houses- apartments, schools, grocery stores, libraries, and even a fire station spread over

the land and crowded around the little house. No one wanted to buy the little house to

live in her and take care of her anymore. So, the little house just stayed there and

watched the new city growing around her. Now at night, it was not peaceful and quiet

any more. The sounds of the city were loud, and the lights were so bright that the little

house could not even see the stars at night. “So this is living in the city,” thought the little

house, and she didn’t know whether she liked this city life or not. She missed the fields

of daisies and the quiet moonlit nights with stars twinkling above.

6. Pretty soon, there were busses driving past day and night.

7. An elevated train went back and forth near the little house. The air was filled with smoke

and dust, and the noise was so loud that it shook the little house each time it passed by.

8. Not too much later, there was a subway going back and forth underneath the little house.

She couldn’t see it because it was under the ground, but she could feel it and hear it.

People were moving faster and faster. No one noticed the little house any more. They all

hurried by without even a glance in her direction.

9. Steam shovels and other very big machines continued to build. Taller and taller buildings

– some were more than 25 stories high! People called them skyscrapers because they

were so tall they almost seemed to touch the sky. These tall skyscrapers crowded the little

house. It was almost impossible to see the sun during the day or the moon at night. The

little house was very sad and lonely sitting in this small dark space. Her paint was dirty

and cracked. Her windows were broken. She looked very shabby, but she was still as

good a house as ever underneath.

10. Then, one morning in the spring something wonderful happened. The great-great

granddaughter of the man who had built that little house was walking along the busy city

street with her family. She saw that shabby little house, but she didn’t hurry by.

Something made her stop and look again. “Hmmmmmm,” she said to her husband and

children. “That looks just like the little house my grandmother lived in when she was a

little girl. Only that house was waaaaaaay out in the country on a hill covered with

daisies.

11. They found out that it was the very same house! They went to see some house movers to

see if they could help. The movers looked the little house all over and said, “This house

is as good as ever. It is well built. We could move her anywhere.” So they jacked up the

little house, put it on wheels, and slowly moved her out of the city. They rolled along the

roads until they were way out in the country. They went along and along, but couldn’t

seem to find just the right place.

12. Finally, they saw a little hill in the middle of a field with apple trees growing all around.

“There,” said the great-great-granddaughter, “that’s just the place we have been looking

for!” The movers gently set the little house at the top of a little hill. The windows and

door were fixed, and the family gave the little house a new coat of pink paint. Never

again would the little house be curious about the city or want to live there. The city was

the place to be for some, but the little house knew exactly where she wanted to be!

Poetry Booklet

Name: _________________________________

Is This a Community? Yes, Ma’am!

Is this a community? Yes, ma’am!Is this a community? Yes, ma’am!How do you know? There are people living there!How do you know? We find them everywhere!Give me some examples! Sunnyvale and Mountain View!Give me some examples! San Francisco! Truckee, too!

Is this an urban community? Yes, ma’am!Is this an urban community? Yes, ma’am!How do you know? Lots of people! Lots to do!How do you know? Busy streets! Skyscrapers, too!Give me some examples! New York and San Diego!Give me some examples! L.A. and Sacramento!

Is this a suburban community? Yes, ma’am!Is this a suburban community? Yes, ma’am!How do you know? It’s next to a big city!How do you know? It’s quieter and less busy!Give me some examples! Tracy and Modesto!Give me some examples! Monterey and San Mateo!

Is this a rural community? Yes, ma’am!Is this a rural community? Yes, ma’am!How do you know? There are spaces open wide!How do you know? Farms and forests - side by side!Give me some examples! Los Banos and Castroville!Give me some examples! El Rio and Farmersville!

Is this chant through? Yes, ma’am!Did you tell me true? YES, MA’AM!!!

-- M. Ahuja, M. Chin, G. Harris

Communities Here, Communities There

Communities here, communities there,Communities, communities everywhere!

Rural communities farming,Suburban communities sprawling,Urban communities rushing,And all communities supporting.

Communities here, communities there,Communities, communities everywhere!

Communities near the desert,Communities by the ocean,Communities across the mountains,Communities in valleys.

Communities here, communities there,Communities, communities everywhere!Communities! Communities! Communities!

- M. Ahuja, M. Chin, G. Harris

-- Ginger Harris

Communities Here, There!

Communities here! Communities there!Communities, communities, everywhere!

Communities with people and houses,Communities with schools and stores,Communities with flora and fauna,And communities of friendship!

Communities here! Communities there!Communities, communities, everywhere!

Rural communities with farmers working,Suburban communities near cities,Urban communities with skyscrapers,All communities are important!

Communities here! Communities there!Communities, communities, everywhere!Communities! Communities! Communities!

- G. Harris

Communities Here, There!

Communities here! Communities there!Communities, communities everywhere!

Communities with people and homes,Communities with schools and stores,Communities with flora and fauna, and Communities with friendship.


Rural communities near forests and mountains,Rural communities with farmers working,Rural communities on wide open prairies, andRural communities near oceans.


Suburban communities near cities,Suburban communities with factories,Suburban communities – more crowded, and Suburban communities expanding!


Urban communities with skyscrapers,Urban communities with subways,Urban communities near airports, andUrban communities – so BUSY!

Communities here! Communities there!Communities, communities everywhere!Communities! Communities! Communities!

-- G. Harris

The Cartographer Bugaloo!

I’m a cartographer and I’m here to say,I create maps and globes to show you the way.Sometimes I use computers,Sometimes I draw by hand.But most of all, best of all,I diagram the land.

North, South, East, West too,Doing the cartographer BUGALOO!

A map needs a title as everyone knows.To find the directions,Use the compass rose.The legend defines the symbols that you see.The scale helps with distance,That’s important! Do you agree?

North, South, East, West too,Doing the cartographer BUGALOO!

- M. Ahuja and G. Harris

The Continent Rap

Have you heard of the Continent Rap?It tells us what we’ll find on a map!Seven different continents that cover our EarthTo these landforms, Earth gave birth.

North America is our home,Where Native Americans once did roam.South America is just below,Through the rainforest, the Amazon flows.

Europe is a continent I’d like to see,Italy, France, and Germany.Asia’s in the east and not the west,And it has the highest mountain called Everest.

Africa has areas without much rain,With the Nile River and savannah plainAustralia is an island in the southern hemisphereThe vast outback and coral reefs are here!

Antarctica is a place, so cold and white,The extreme South Pole is quite a sight.Now you’ve heard the continent rap,See if you can name them in a snap!

North America! South America! Europe!Asia! Africa! Australia! Antarctica!

- Adapted by M. Ahuja, M. Chin, & G. Harris from Lakewood Teachers, Sunnyvale S.D.

-- Ginger Harris

The Seven Continents(to tune of “Row, Row, Row Your Boat”)

Seven continents on the globe,

Count them now with me,

North America, South America

Africa makes three.

Europe, Asia, Australia,

Are three more I know.

Don’t forget Antarctica,

That’s seven, way to go!

The Sunnyvale Song(to the tune of “Row, Row, Row Your Boat”)

Sun, sun, Sunnyvale,An awesome place to be,Parks and fields, hills and streams,It’s the place for me!

Sun, sun, Sunnyvale,What a cool city!Computers and chips, freeways and trips,And a super library!

Sun, sun, Sunnyvale,People from every land,Languages, customs, foods and games,Our town is really grand!

- C. Shukis

Sunnyvale: City of Destiny(to tune of “My Country ‘tis of Thee)

Sunny-vale ‘tis of theeCity of DestinyOf thee we sing;Home of the Iron WorksPlace where nobody shirks –But helps to boost alongSweet Sunnyvale!

Vale of the genial clime,Good weather all the time,To thee we sing;With cold we’re undistressed,With enterprise we’re blest,In Sunnyvale!

Come, help us boost our town,And spread its fair renownTo all the world;Help us to build it up,‘Till Plenty’s bounteous cup,With good things well filled up,Shall overflow!

- Author Unknown, 1910

Ancestors Here, There

Ancestors here, ancestors there,Ancestors, ancestors everywhere!

Past ancestors remembered,Joyous ancestors celebrating,Frightened ancestors fleeing,And brave ancestors exploring!


Ancestors around the world,Ancestors in our traditions,Ancestors across the generations,And ancestors in our memories.


Courageous ancestors seeking freedom,Adventurous ancestors searching for opportunity,Excited ancestors starting a new life,And happy ancestors living together!


-- R. Hansen, M. Hauser, S. Knuckey, and T. Yordan

Home-School Connection

Look for pictures of rural, urban, and suburban communities and bring them to share at school.

Ask your parent what type of community they grew up in.

Student Signature: ________________________ Date: ___________

Parent Signature: _________________________ Date: ___________

Comments: ___________________________________________________

__________________________________________________________


Talk to your family about a time when you visited another community. Where was it? What was that community like? What sights and sounds did you experience?



Comments: ___________________________________________________

__________________________________________________________


Ask your family when, from where, how and why they came to Sunnyvale.



Comments: ___________________________________________________

__________________________________________________________


Ask your family about a time they have used a map. Tell about it.



Comments: ___________________________________________________

__________________________________________________________

Conección de Casa y Escuela

Busque las fotos de comunidades rurales, urbanas y suburbanas y tráigalas para compartirlas a la escuela. (Look for pictures of rural, urban, and suburban communities and bring them to share at school.)

Pregúntele a sus padres en que tipo de comunidad ellos crecieron. (Ask your parent what type of community they grew up in.)

Firma del Estudiante: ____________________________ Fecha: ____________

Firma del Padre: ________________________________ Fecha: ____________

Comentarios: _______________________________________________________

__________________________________________________________________


Hable con su familia sobre el día en que visitó otra comunidad. Dónde fué? Cómo era esa comunidad Qué panoramas y sonidos experimentó experimentó? (Talk to your family about a time when you visited another community. Where was it? What was that community like? What sights and sounds did you experience?)



Comentarios: _______________________________________________________

______________________


Pregúntele a su familia cuándo, de dónde, cómo y porque vinieron a Sunnyvale. (Ask your family when, from where, how and why they came to Sunnyvale.)



Comentarios: _______________________________________________________

__________________________________________________________________


Pregúntele a su familia sobre el día en que tuvieron que usar un mapa. Díganos sobre eso. (Ask your family about a time they have used a map. Tell about it.)



Comentarios: _______________________________________________________

__________________________________________________________________

Home-School ConnectionUgnayan ng Tahanan at Paaralan

Look for pictures of rural, urban, and suburban communities and bring them to share at school.Maghanap ng mga larawan ng mga pamayanan sa lalawigan, lungson, at arabal (“suburban”). Dalhin ang mga ito sa klase at ibahagi sa iyong mga kamag-aral.

Ask your parent what type of community they grew up in.Tanungin mo ang iyong mga magulang kung anong uri ng pamayanan sila lumaki.

Student Signature: ____________________________ Date: ___________ Lagda ng mag-aaral petsa

Parent Signature: _____________________________ Date: ___________Lagda ng magulang petsa

Comments: ___________________________________________________Mga puna

_____________________________________________________________


Talk to your family about a time when you visited another community. Where was it? What was that community like? What sights and sounds did you experience? Kausapin ang iyong pamilya ukol sa panahon na kayo ay bumisita sa ibang pamayanan. Saan ito? Ano ang masasabi mo tungkol sa pamayanan na ito? Anu-ano ang mga nakita at narinig mo dito?




_____________________________________________________________


Ask your family when, from where, how and why they came to Sunnyvale.Tanungin ang iyong pamilya kung kailan, saan kayo nanggaling, paano at bakit kayo pumarito sa Sunnyvale.




_____________________________________________________________


Ask your family about a time they have used a map. Tell about it.Tanungin ang iyong pamilya tungkol sa pangyayari kung kailan sila kkumailangan gumamit ng mapa. Pag-usapan ito.




_____________________________________________________________

Expert Groups

The pages following are Expert Group information for the Process Grid. You may choose to teach your own town/city as the first row of the Process Grid, and have five community options for Expert Groups. Sunnyvale, California (suburban, USA) Rundu, Namibia (rural, Africa) Sagada, Philippines (rural, Asia) Mexico City, Mexico (urban, Mexico) New Delhi, India (urban, India)

Name of Community

Location Today(State/

Country/Continent)

Type of Community

Today(population,

size)

Characteristics Today

Characteristics Long Ago

Interesting Facts

SunnyvaleCalifornia, United States of America, North America

Suburban> 131,000

-Technology industry-AMD, Yahoo. Lockheed Martin, Ames Research Laboratory, Onizuka Air Force Station-CJ Olsen’s Cherry Farm-movie theaters, malls-freeways, highways, traffic-El Camino Real-houses, apartments, condos, townhouses

-Agricultural industry-wheat, cherries, apricots, figs, peaches, etc.-CJ Olsen’s Cherry Farm-dirt roads, small paved roads, no traffic-El Camino Real-horses and buggies-houses, farms, ranches

-Called Borregas, Murphy, Encinal, and Encinas

-Sunnyvale, 1901

-City of Destiny

-in heart of “Silicon Valley”

Sagada Philippines,Asia

RuralApprox. 10,000

Agriculture(rice, cabbages, carrots…)-Tourism-Christianity, tribal religions-Speak English, Filipino, and Kankana-ey

-Agriculture(rice, etc.)

-Missions

-Tribal religions

-Kankana-ey and other local dialects

-Island-Hanging coffins-Woodcarvers

Mexico City Mexico,North America

Urban>20 million

-Bordered by Guatamala, Pacific Ocean, US, and Gulf of Mexico-Environmental problems-350 neighborhoods (colonias)-Parks-Historial sites

-Aztec natives

-World’s third largest metropolis-Two volcanoes surround“Manhattan” of Latin America

RunduNamibia, Africa,Asia

Rural< 1,000

-Agriculture-Shops-Small school-One tarred road leading into town

-Agriculture-Small village-Only one long dusty road

-Lots of wildlife-Many woodcarvers

New DelhiIndia, Asia

Urban> 13 million

-Divided into two distinct parts, Old Delhi, New Delhi-Congested traffic-parks, mosques

-Rural-Wildlife-Parks, mosques

-Bazaars

Sunnyvale, CaliforniaA Suburban Community

Sunnyvale: The City of Today

On the continent of North America in the United States is the beautiful suburban city of

Sunnyvale, California. It is located ten miles northwest of San Jose in an area called the Silicon

Valley, the epicenter for technology in California. Today, our town is known as the city of

Sunnyvale. It is full of commerce and industry, especially industries in defense and technology

that began booming after World War II. Businesses such as Yahoo! and AMD are headquartered

in Sunnyvale. Honeywell, TiVo, Lockheed Martin and many other businesses have offices in

Sunnyvale. We also house the National Space and Aeronautics Association’s (NASA) Ames

Laboratory and the Onizuka Air Force Station, the only active air force base in the San Francisco

Bay Area. Sunnyvale is only 23.8 square miles, but home to a diverse population of over

131,000 people, and sundry flora and fauna protected by a watershed. Residents enjoy

multicultural cuisine, a city library, and numerous parks along with many other places of interest.

Murphy & Encinal: The Town of Yesterday

Sunnyvale was not always called the city of “Sunnyvale.” In the 1770’s, it was a

settlement inhabited by the Ohlone Indians and the Spanish. In the 1850’s, Sunnyvale was

known as Murphy, named after Martin Murphy, Jr., a prominent resident credited with planting

the first orchards in the Santa Clara Valley. In the 1860’s, the Southern Pacific Railroad came to

the town of Murphy and opened up Murphy’s Station. Some people called the town “Murphy’s

Station.” In 1898, businessman and builder W.E. Crossman bought over 200 acres of land and

encouraged people to settle in the rural area. He laid out streets, planned plots of land, and

named his settlement “Encinal.” He called the town of Murphy/Encinal the “City of Destiny”

and “a poor man’s paradise.” He wanted to turn it into a factory town, but it wasn’t to be.

The population of Murphy grew, but it did not become a factory town as W.E. Crossman

had wanted. Instead, farming and agriculture grew. Wheat farming was the major agricultural

industry and that was replaced with fruit orchards in the 1870’s. Immigrants from Portugal,

Spain, France and Italy were able to buy their own farms and plant orchards, and continued the

history of agriculture. Plums, apricots, and cherries were their main crops. In 1897, the first

school opened in Murphy, called the Encina School. A firm community was growing, but there

was a problem. The town of Murphy had too many names! It was also called “Murphy’s

Station,” “Beautiful Murphy,” “Encinal,” “Encinas,” and even “Borregas.” The story goes that

one sunny day, WE Crossman looked over the fields in the valley and said, “Let’s call it

Sunnyvale.” The name stuck and in 1901, the town officially became Sunnyvale. In 1912, the

town was incorporated with the motto “City of Destiny,” as Crossman had proclaimed it.

Sunnyvale: The City of Destiny

Sunnyvale’s agricultural past is still seen today. On Mathilda Avenue is Olsen’s Cherry

Farm, founded in 1899 and still standing over a hundred years later. More importantly, the spirit

of friendship and hard work is still alive. In 2002, Sunnyvale was ranked as one of the safest

cities to live in America. This song from 1910 entitled, “Sunnyvale,” accurately sums up our

community as a “City of Destiny” with a mild climate, camaraderie of neighbors, and spirit of

enterprise that made, and continues to make, Sunnyvale an ideal community to live, work, have

fun, and help each other.

Sunny-vale ‘tis of theeCity of Destiny

Of thee we sing;Home of the Iron WorksPlace where nobody shirks –But helps to boost alongSweet Sunnyvale!

Vale of the genial clime,Good weather all the time,To thee we sing;With cold we’re undistressed,With enterprise we’re blest,In Sunnyvale!

Come, help us boost our town,And spread its fair renownTo all the world;Help us to build it up,‘Till Plenty’s bounteous cup,With good things well filled up,Shall overflow!

Rundu, NamibiaA Rural Community

Morokeni! Welcome to Rundu, a rural community located in the country of Namibia on the continent of Africa. Rundu is located on the banks of the broad Okavango River, which forms a part of the border with another country to the north, Angola. Most of the people who live here are farmers who grow maize, a type of corn, and raise goats and cattle.

For many years, few people visited Rundu. It was just a small village

hundreds of miles from any other towns in Namibia, at the end of a long and dusty

road. However, today there is a 2 lane tarred road leading to Rundu, and many

tourists stop here on their way to Victoria Falls, a popular destination in another

nearby country, Zimbabwe.

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Rundu is the home of the famous Kavango woodcarvers. This ancient craft

has been an important source of income for many generations, and young children

begin practicing their woodcarving skills from a young age. Carvings of elephants,

hippos and crocodiles are popular with tourists who travel through the area.

Today, the people who live in Rundu have several small shops where they can buy food,

clothing and other items. There is a school for the children and a small community library. One

building in the town is the site of the local bank, the post office and the telephone company!

Workers at the small hospital and police station help keep the citizens of Rundu safe and healthy.

Tourists come to stay at the beautiful lodges which sit on the edge of the river. They shop at the

local outdoor market where fresh vegetables, brightly colored fabric, handmade baskets, and

other local crafts can be purchased.

Because Rundu is a small town far from other towns and cities in Namibia, there is a lot

of open space. One of the reasons that tourists come to Rundu is to see wildlife! Hippos and

crocodiles live in the river. Elephants, kudu, beautiful birds, giraffe, hyenas, lions and leopards

all live in the nearby wooded wilderness areas that surround this friendly rural town in Namibia.

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Sagada, PhilippinesA Rural Community

“If there was ever a true one horse town, Sagada is it,” says writer, teacher, and traveler, Jody

White of Sagada, a mountain town of the Philippines in east Asia. “You could wander the main

(and only) road for as long as you want without being harassed by traffic. The primary form of

travel here is by foot or bicycle, and you don't need to look both ways to cross the street.”

Nestled in a quiet valley in the Mountain Province on the northern

Philippine island of Luzon, is the beautiful rural town of Sagada. Marked with

rugged mountains, steep canyons, terraced fields, and rough roads, Sagada has

a population of only about 10,000 people. Locals, called “Igorots,” enjoy a mild,

pleasant climate year round and many natural and man-made wonders such as

terraced rice fields.

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Agriculture is the main source of income. Cash crops grown in Sagada include cabbages,

carrots, potatoes, and rice. “Rice paddies and pastures take up most of the available space,

giving the feel of a town comfortably stuck in the past,” remarks Jody White. After agriculture,

tourism is a booming industry. Beautiful rice terraces, resplendent waterfalls, centuries-old

burial caves, local weaving, St. Mary’s Church and its cemeteries, hanging coffins at Echo

Valley, and surprising pine sceneries draw tourists to this out of the way rural area.

Sagada was originally a village of the Kankanay, or Igorot, tribe. Episcopal

missionary John Staunton established the Mission of St. Mary the Virgin in 1904

and converted many local people to Christianity. The national language is

Filipino and the local dialect is Kankana-ey, but most citizens speak English.

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Mexico City, MexicoAn Urban Community

Mexico City is the world's third-largest metropolis (only Tokyo and New York City are

bigger). It has a total population of 20 million, which is almost three times as much as the San

Francisco Bay Area. As you can imagine, this makes it one of the most difficult cities in the

world to drive in. Like many other urban cities, Mexico City is the source of serious

environmental problems such as pollution, industrial contamination, and the production of waste

and sewage. In fact, the young and the elderly are advised not to live in Mexico City because air

pollution is so severe. Estimates show that about 6,400 people in Mexico City died in 1992

through inhaling dangerous particulates in the air.

The city is located in North America, bordered by Guatemala, the Pacific Ocean, the

United States and the Gulf of Mexico. Its area is slightly less than three times the size of Texas.

Surrounding Mexico City is a mountain range that includes the active volcano, Popocatepetl, and

the inactive volcano, Ixtaccihuatl.

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Mexico City has 350 colonias, or neighborhoods, which can be divided into 3 parts. The

historic heart of the city, El Zócalo, and its surrounding neighborhoods are known as the Centro

Histórico (Historic Centre) and are full of notable old buildings and interesting museums.

Alameda Park, near the Zócalo and Palace of Fine Arts, has been around since1541, making it

the city's oldest park. The park has also been an Aztec market and was also the site of burnings,

hangings and executions in the old days.

To the west is a fairly quiet, mostly residential area. Mexico City’s grandest boulevard

and main thoroughfare, the Paseo de la Reforma, runs across this part of the city. This is the

reason why México City has been referred to as the "Manhattan" of Latin America. The elegant

boulevard, Paseo de la Reforma, is lined with dozens of magnificent monuments including the

much-photographed Independence Monument, the unofficial trademark of México City.

The Zona Rosa (Pink Zone) pulsates with glitzy shopping, restaurants, hotels and

nightlife; it has Paseo de la Reforma to the north and Avenida Chapultepec to the south. The

Wood of Chapultepec, also known as Chapultepec Park, is a vast expanse of greenery and lakes,

with museums and cultural areas of interest.

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New Delhi, IndiaAn Urban Community

Delhi consists of 2 distinct cities – New Delhi and Old Delhi. New Delhi, located on the

continent of Asia is the capital of the Indian subcontinent. It is bordered by the state of Uttar

Pradesh on one side and on the other 3 sides by the state of Haryana. Delhi has a population of

13 million people which is almost twice as much as the San Francisco Bay Area.

The contrast between New and Old Delhi is amazing. 'Old' Delhi, the capital of

Muslim India between the mid-17th and late 19th centuries, is full of mosques,

monuments and forts. The Red Fort has a daily Sound and Light show that depicts the

history of the city from the 12th century to the present times. It's a lively area of colorful

bazaars with street vendors on its narrow streets. Lots and lots of people along with

cows, roosters, goats, chickens, cats and dogs crowd the area! There is more poverty

here than in New Delhi and beggars at every street corner are a frequent sight. 'Old'

Delhi is a couple of miles north of New Delhi, and its main area is Chandni Chowk.

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In contrast, New Delhi is composed of spacious, tree-lined avenues and imposing government buildings. It has a s.ense of order absent from other parts of the city. The hub of New Delhi is Connaught Place, where you'll find most of the airline offices, travel agents, banks and restaurants. However, like most other urban communities, it is densely populated with houses and apartments close to one another

Holi, celebrated in February or March and based on the lunar calendar, is one of the most

exuberant Hindu festivals. To mark the end of winter, people throw large quantities of colored

water and powder at one another, and tourists are not excluded!

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Text for team task of building “Here, There” poem...

Communities here, communities there,

Communities, communities everywhere!

Rural communities farming,

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Suburban communities sprawling,

Communities! Communities! Communities!

Urban communities rushing,

And all communities supporting.

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Communities near the desert,

90

Communities by the ocean,

Communities across the mountains,

Communities in the valleys.


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I’m a Super Citizen!I help

others in my

community.

I’m a Super Citizen!

I help others in

my community. I’m a Super

Citizen!I help

others in my

community.


others in my

community.93


others in my

community.


I help others in

my community.


others in

my community.


94

I help others in

my community.

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