targeting cross-curricular learning - Jefferson County Schools

CONTENT STANDARD 2.0 ECONOMICS, 3.0 GEOGRAPHY,
6.0 INDIVIDUALS, GROUPS, AND INTERACTIONS
Social Studies Indicators
• 3.2.tpi.2. recognize people must work in order to provide goods and
services in the community.
• 3.3.tpi 10. describe and compare urban and rural communities in
Tennessee and other regions of the world. Explain their interdependence.
• 3.6.tpi.1. create a list of wants and needs.
Language Arts Indicators
• 1.1.tpi.11. demonstrate an awareness of the sounds of language (e.g.,
rhyme and rhythm).
• 1.5.tpi.1.2. use letter sound knowledge and structural analysis to decode
words.
• 1.9.tpi.1.17. derive meaning while reading by predicting outcomes based
upon prior knowledge and adjust as knowledge is gained.
• 1.9.tpi.1.34. draw conclusions from evidence within the text.
• 3.4.tpi.3.2. use voice intonation to indicate appropriate end punctuation.
Materials needed:
Click, Clack, Moo Cows That Type by Doreen Croniin and Heartland by
Diane Siebert; compare/contrast graphic organizer; paper for flip book;
word family cards.
Assessment activity: Urban and Rural Communities
1. Use these two books to read aloud. Record differences between urban
and rural communities. Teacher may want to do this with whole class as she
records student responses or engage students to take notes individually.
2. Guide a class discussion of wants and needs, pulling examples from our
books. Create a class list or small group list of teses and emphasize the
differences.
3. Students make flipbooks of wants and needs.
4. Use word family cards along with Click, Clack, Moo to practice structural
analysis of words. Emphasize rhyming in Heartland for better awareness of
the sounds of language.
Assessment tool: Compare/contrast graphic organizer, flip book of wants
and needs, participation in word family cards activity.
EXTENSIONS: Writing letters or notes to show voice; writing poems with or
without rhyming; Readers’ Theater with Click, Clack, Moo.
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