Villa+Victoria

Weekly Plans Contacts Villa Learning Targets Villa Field Trip

__Materials:__ Get butcher paper or just big paper from Mat P. for Word Wall or use a pocket chart so that students can manipulate and grab the words
 * WORK THROUGHOUT THE UNIT:**

Word Wall of Villa Victoria Words (create a word wall with images... create words that you think students will want for the word wall but add any words that they would like to add as well. At first add it with a post-it note but then add a visual with the image. You could even have students illustrate the extra words)


 * Day 1 - MYSTERY PIECE/MAKING INFERENCES ABOUT VILLA VICTORIA**

__Learning Target:__
 * Content:
 * Literacy:
 * I can make an inferences about a picture from a mystery neighborhood.
 * I can predict which Boston neighborhood my mystery picture is from.
 * Craftmanship:
 * Character:
 * I can work with a group to make inferences about an image.
 * I can be a good and helpful group member. This means that I can be a part of the group discussion and share my ideas.

__Hook:__ Explain that students are going to get images from a new Boston neighborhood. Tell them that you'll tell them at the end of the lesson what the neighborhood is. Students get jig saw pieces of an image. Students find their group and put the pieces together. Teacher replaces the puzzle pieces with the whole full image.

__Guided Practice:__ The teacher has a blown up copy of the Inference Mystery Pics document and models making an inference from an image. Now, I want you to look at this picture. Think of something you see and what that make you infer. Now turn and talk to a partner and tell them what you see and what that makes you infer."

__Off You Go!__ Groups go off and do the Inference Mystery Piece Sheet. Teachers are assigned to one - two tables to float back. Students discuss their inferences and chart them. Teacher provides feedback and teamwork grade on desk. Place to make inferences: [|InferenceMysteryPics.doc]

__Share/Debrief:__ Group chooses a presenter and the group presents one of their inferences. Reflect on the process. Ask students for guesses on where this neighborhood is. Announce the neighborhood. Review LT (students show success with thumbs up, down, or in the middle) Ask: "Are there any words you would like to add to our Villa Victoria word wall?"


 * Day 2 and 3: BUILDING BACKGROUND KNOWLEDGE**

__Learning Target:__
 * Content:
 * I can name three important places or things in the Villa Victoria neighborhood.
 * Literacy:
 * Craftmanship:
 * Character:

__Materials:__ Villa Victoria Book created by Annie: (file is too large to upload) BBK page: (a piece of paper broken up into boxes)

__Connect:__ "Do you remember how we put images from Villa Victoria together to make inferences about the new neighborhood we're studying? Well today we are going to learn more about Villa Victoria to help us learn even more information. Today you are going to fill this chart out (BBK) to show all that you have learned about this neighborhood. If you know very little about the neighborhood right now then that's okay because we are going to build our knowledge of the neighborhood. Some of you might have learned a thing or two from the photographs of Villa Victoria that you looked at last time."

__Guided Practice:__ The first thing that I am going to ask you to do is write down everything that you know about Villa Victoria in one color. Now - if I know that Villa Victoria is a Boston Neighborhood then what I would write is Boston Neighborhood in one color. Now - turn and talk to your partner and tell them one thing you are going to add to your picture.

__Teach:__ Ask students to write and draw all of the things they know about Villa Victoria in one color. (2 minutes)

Read a one page of the book and explain what you learned from the first couple of pages. Read another page of the book and ask students to turn and talk to a partner to share one thing they learned. Send students back to their desks to write and draw the things they learned in a new color. (3 minutes)

Repeat the above process for the first half of the book. Continue the lesson the next day. The book is too long to do over one day.

__Share and Debrief:__ (5 minutes) Reflect on the process. Ask students to share out the most interesting thing they learned about Villa Victoria. Have students wiggle their thumb if they also learned this. Call on students with calling sticks. Ask students if there are any words that they would like to add to the Villa Victoria word wall.

__Note to Teacher/Prep/Materials:__ -The inference sheets that students did need to be copied. -The BBK that students did needs to be copied. -Please note that these pieces will be copied and used to organize our ideas. We will not use students' original work because students don't like to cut up their original work. For students whose work is not dark enough - teachers will have to go over their words and drawings. -Review LT with a thumbs up, down, and in the middle -Ask students if there are any words they would like to add to the word wall.


 * Day 4: FIELD WORK AND NOTE CATCHER**

__Learning Target:__
 * Content:
 * I can catch interesting information about food, language, music, art, and activism in Villa Victoria.
 * Literacy:
 * Craftmanship:
 * Character:
 * I can show my tour guide that I am listening and curious about what he has to say.
 * I can be a respectful patron at a restaurant.

__Materials:__
 * Note-catcher:
 * Small pencil
 * Annie has some passport holders
 * Sign in Spanish printed out: [|sign in Spanish.doc]
 * Collect small moment notebooks from students before this lesson (create some extra little booklets for students who might have lost their books)
 * Make a list of students expert categories

__Prep:__ Before students go on this trip assign students with an area of expertise (food, music, language, art, activism)... even thought students have an expertise you want them to "catch" information about all of the categories. However - you want them to have an extra keen focus on their particular topic.

__Connect:__ "Last time we talked about Villa Victoria we built our background knowledge. We learned about Wally's, the Fern Cunningham Statue, and so much more... Today we are going to get an opportunity to tour the Villa Victoria neighborhood. We are going to be collecting information on food, language, music, art, and activism. You are going to each have a note catcher to catch all the information you learn about these topics."

__Teach:__ The teacher will model everything that she explains.

"In your small moment notebook you are going to write activism on one page, you will flip the page and write language, now flip the page and write music, next flip the page and write food, and now flip the page again and write art."

"When you see anything about either of these topics you will take your small pencil and jot down a dash fact under that category. Remember, dash facts don't need to be complete sentences."

"Now lets pretend that I am walking through the South End and Villa Victoria and I hear someone say the word hola. What could I do?"

(Desired student response: "You should go to the Language part of your small moment notebook and write that you heard a person say hola or that you heard Spanish") The teacher does what the child says.

"Now pretend that I am walking through the South End and I see a sign that looks like this: [|sign in Spanish.doc], instead of writing that I saw a sign in Spanish I could actually, sketch the sign." The teacher models doing this.

"Now the pages in the small moment notebook are small - so say you fill out the whole page for activism - all you have to do is start a new page that says activism." The teacher models this.

__Guided Practice__ "Now what we are going to do is get our small moment notebooks set up for our field work." Teacher passes out small moment notebooks and helps students set up pages: activism, music, food, language, art...

__Off You Go!__ Students tour Villa Victoria and the South end in a Guided Tour. Students catch notes... and teacher confer with students as often as they can while they are on tour.

__Share Debrief__ Back at school students reflect on the trip during "smart talk" in a circle at the rug. Review the LT with a thumbs up, down, and in the middle. Ask students if they would like to add any words to the word wall.


 * Day 5: DOCENT GALLERY WALK**

__Learning Target:__
 * Content:
 * I can create a poster to explain what I learned about music, food, culture, language, art, or activism in Villa Victoria using words, pictures, and labels.
 * Literacy:
 * Craftmanship:
 * Character:
 * I can work well with my expert group to create a poster.

__Prep:__ Assign students to jobs (5 jobs, so each group will have 4 people)

__Connect:__ "When we went to the Villa Victoria neighborhood you all collected information on Food, Language, Music, Art and Activism. But each you were assigned to be an expert for one of these categories. Don't worry if you forgot which category you were assigned to because I have a list of those categories and the experts."

__Teach:__ Here's what you are going to need to do. You are going to come together with all of the people in your expert category. This means that if you were a food expert then you will all sit together. The music experts will sit together. The art experts will sit together, and the activism experts will sit together.

Next students will hang their posters up. New groups will be made with one expert from each category in the group. Students will walk around and explain everything they learned about their topic. They will explain their poster. Students will stay at each poster for 1 minutes and then switch. Teachers will be in charge of watching over two posters each (assigned posts).

Alternate plan:

Materials:
 * 1) Do a quick collection of things we saw. Kids popcorn out (or call on the next person) and teachers jot on post-its with markers. Then the post its get stuck on poster that go with each of the 5 areas.
 * 2) Make 5 groups of 4. Each group starts with one poster for one topic (art, music, etc.)
 * 3) Model how to think in your group about what to put on the poster. What comes to mind when you think of art in Villa Victoria? Do you want to draw it or write something? Model how to negotiate with your group who is doing what. Model writing and drawing LARGE (but not too large.)
 * 4) Each group gets some time with their poster (10 minutes? 15?)
 * 5) Then the posters get rotated and the group looks at someone else's poster. They can add to it -- labels to the drawings, or new drawings, or words, or sentences.
 * 6) Rotate posters until they are all done, then look and admire your work!
 * 5 posters
 * drawing paper in case it gets too crowded or there are conflicts -- things can be stuck on later
 * pencils
 * pens
 * colored pencils
 * crayons
 * markers?

__Share/Debrief:__ Reflect on major take aways from each category. Reflect on the process.

Tell a partner the most interesting thing you learned or remember about one area. Tell a partner one thing you are proud of in your work with the team or on the field trip (character).

images of neighborhood: students make captions we need more text for second graders and it could be around Puerto Rican culture...**
 * Ideas:

**THIS LESSON IS INCOMPLETE AND NEEDS TO BE THOUGHT OUT MORE. Day _: Brainstorming questions for a Villa Victoria Visitor**

__Materials:__ Find a speaker to come into the class (Priscilla, Luana, Mel King, or Jose Masso)

__Connect:__ "Last time we talked about Villa Victoria as a group, we built our background knowledge. We learned about Wally's, the Fern Cunningham Statue, and so much more... Well, today we are going to brainstorm questions for a visitor who is an expert on Villa Victoria."


 * Day _: Trip to Villa Victoria**


 * Day 4:** Gallery walk of images that have the struggle and some text - but short text. Have things up on the wall. This is more about the story. They should silently interact with the gallery walk. They could take notes. They could find powerful words in the text. They should also collect questions. Making inferences about the neighborhood. What's the story of this neighborhood. You could have chart paper up and have kids add to it in three pages: "questions," "powerful words," "what's the story of the neighborhood." Silence is a big part of this. Talk about what you saw as a group. You could create a word wall of the neighborhood.

Notes from 2009 trip:


 * Lunch was $400 at Don Ricardo's (is this right?)

Ideas: Proposed Activities -Jig saw piece -Educate other group about piece -Show students that it's not another country - it's here in Boston - do something map related -Gallery walk -Nia's mom comes in and tells the story -Harriet Tubman bibliography and poem -Martin Luther King and Barack Obama connection (Jose's office) -Web Cam with Jose -Jorge Hernandez Cultural Center (education about Jorge Hernandez) -Create a picture book about the Villa -Talk about Wally's and Jazz and Latin music -Architecture of the Villa opposed to the architecture of their own home (send home a survey about the type of house you have)

WHERE IS THIS?