Class+Community

=**Lesson 2**: What can I do for my class? =

**Topic**: Our classroom is a community

What is my role/job in my class?
 * Key Questions:** What makes our class a warm, harmonic and safe community?


 * Duration:** 90 minutes


 * Learning Purpose:** The students recognize that their classroom is a community because the students are brought together for a common purpose. Students are encouraged to be philanthropic with their peers and they analyze how positive behaviors and trust affect the common good of the class community.

Students learn to identify and name physical features and distinguish them on the basis of variables, including size (scale/height/distribution) and color. Through observation, they investigate and describe elements of the natural and built environments in their local area.
 * VELS references- Humanities Level 2 (Year 1&2): **Students develop their awareness of spatial concepts and use terms that demonstrate an understanding of absolute and relative locations.

-Index cards -Chalkboard -Clipboards -Pencils -Paper -Markers/crayons/colored pencils
 * Materials/Resources** :

Ask for a volunteer. Give the student an index card with a philanthropic deed printed or illustrated on it. Have the student do the act for someone in the room. Repeat with two more students and cards. Ask the participating students how it felt to be the giver and receiver. Discuss how each act is good for the community/common good.
 * Tune in:**

1) Write the word **//community//** on the chalkboard. Let the students define it in their own words. List their brainstormed ideas on the chalkboard. Eventually lead them to the definition that a community is a group of people that live in the same area and come together for a common purpose or for the common good. 2) Discuss in what ways the classroom fits that definition and can be considered a community. Ask the students what attributes, behaviors and actions make the classroom a pleasant community. Make a list on the chalkboard of positive things they can do in the classroom that needs no asking of permission. Divide students into several groups. Give the students the index cards and have each student write or draw one philanthropic act he or she can perform in the classroom. They should think about and be ready to explain how that act provides for the common good for the classroom community. Roving conferences with different groups to checks spelling and grammar, and to share some ideas.
 * Explore:**
 * Look:**

Assemble the groups. Ask the students to share their work and encourage them to explain how their action can build the class community harmonic. Review the brainstorm list and add their new positive elements on the board. Help the students to classify their list into three categories—sharing time (playing at recess), sharing talent (helping with work), and sharing treasure (sharing a treat from lunch). Encourage the students to continue to share their time, talent and treasure with others to build on positive feelings and trust in the classroom. Discuss what it means that students have responsibility for the common good in class. Why are these acts their **//responsibility//** and not just something extra?
 * Sort**:

How could we use the list which we have made for our class? What is your role in the class? What jobs could you do in your classroom? Why are trust and responsibility important to our class?
 * Test:**


 * Act:** Have each group choose a classroom event, routine, job or place. Once students have selected their topic, invite them to write draft descriptions of how their topic “works” in the classroom. When they finish their work, invite them to stick their descriptions on the clipboard. Publish their work as a “classroom agreement”. Students will have a discussion on these statements, they can add or modify them so that they can make their class agreements perfect.


 * Reflect:** How do you feel in your classroom now? What have you learned from today’s lesson? What will you do as a community member in the classroom from now on? What if someone breaks our class agreement? Encourage the students to carry out the philanthropic act sometime in the next few days. After a few days, discuss how students feel about their classroom community. Ask if (and how) this activity has improved the common good of the community.

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