Domain:
History & Culture
Competency:
Understand cultures and identities
🎂
7-9 year olds
⏰
25 to 30 minutes min
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Learning Objective
Students will identify examples of gratitude and community in 'Last Stop on Market Street' to understand different cultural perspectives.
Learning Resource Synopsis
In 'Last Stop on Market Street' by Matt de la Peña, young CJ and his grandmother take their habitual bus ride across the city every Sunday after church. During the journey, CJ questions why their life differs from others, such as not owning a car or having the latest gadgets like an iPod. His grandmother responds to each question with wisdom and positivity, encouraging him to appreciate the beauty and vibrancy of the world around him. Throughout the ride, CJ learns to value kindness, generosity, and the wealth of experiences his community has to offer. This story highlights the special bond between CJ and his grandmother and celebrates finding joy in everyday moments.
Extended Learning Resources
| Resource & Author | Publication Info | Description |
|---|---|---|
| Be Kind | Written by Pat Zietlow Miller, published by Roaring Brook Press | This picture book illustrates how small acts of kindness can make a big impact, reinforcing themes of empathy and community appreciation. |
| The Thank You Book | Written by Mo Willems, published by Disney-Hyperion | In this delightful story, Piggie learns about gratitude as he thanks all his friends, supporting the theme of expressing appreciation for those around us. |
| National Geographic Kids: Look and Learn: People in My Community | Published by National Geographic Kids | This resource helps children discover the roles and contributions of various community members, encouraging understanding and appreciation of diverse cultural perspectives. |
Vocabulary List
| Word | Definition | Example |
|---|---|---|
| Gratitude | A feeling of being thankful and showing appreciation for things we have or experiences we enjoy. | CJ showed gratitude when he realized how much he enjoyed the world around him during the bus ride with his grandmother. |
| Community | A group of people living in the same area or having shared experiences and interests. | CJ learned about his community by observing the different people and places they passed on the bus ride. |
| Empathy | The ability to understand and share the feelings of another person. | CJ showed empathy when he started to see things from his grandmother's point of view and appreciated the beauty in their journey. |
| Generosity | Willingness to give or share with others, often without expecting anything in return. | CJ's grandmother taught him about generosity by showing kindness to the people they met during their bus ride. |
| Curious | Having a strong desire to learn or know more about something or someone. | CJ was curious about why they didn't own a car, which led to a meaningful conversation with his grandmother. |
Prompt
Essential Question: "How does sharing what we have and showing gratitude help us understand and connect with people in our community?"
Today, we are going to explore how showing gratitude and sharing what we have can help us connect with our community. Let's think about the times when someone has shared with us or when we've had a chance to share with others. How did that make us feel?
Anticipatory Set
- Begin by closing your eyes and thinking about a moment when someone showed you kindness or shared something special with you. How did it make you feel? Try to picture the colors, sounds, or smells from that moment.
- Now, open your eyes and look at this image of a community mural. Take a moment to quietly observe the details. What do you notice about the people or things in the mural? What story might the mural be telling us about kindness and gratitude?
- Turn to a partner and share one thing you noticed in the mural. How does it remind you of a time when you felt connected to your community or someone showed you kindness?
Teacher Tips
- Encourage students to share their thoughts in pairs to create a safe space for everyone to participate.
- Use a talking object, like a small stone or plush toy, to guide the sharing and ensure each student has a turn to speak if they wish.
- Gently remind students to listen actively and with respect when their partner is speaking, fostering an environment of empathy and understanding.
Learn
Today, we're embarking on a special journey with CJ and his grandmother in 'Last Stop on Market Street' by Matt de la Peña. As they travel across the city, we'll discover how they see the world and the beauty in everyday moments. Let's open our imaginations and get ready to explore this vibrant story together.
Interactive Engagement
- As CJ looks around the bus, what do you think he notices about the people and things outside? Why might these details be important to him?
- When CJ's grandmother shares her positive perspective, how do you think it makes CJ feel? Can you think of a time someone helped you see things in a new way?
- Let's pause and imagine ourselves on the bus with CJ. What sounds might we hear? How do you think those sounds add to the feeling of riding through the city?
- Consider what CJ might learn from the people he meets on the bus. How do these interactions help him understand his community better?
- As we reach the part of the story where CJ and his grandmother arrive at their destination, what do you think makes this place important to them? How does it show gratitude and community?
Teacher Tips
- Encourage students to share their thoughts with a partner during pauses to foster engagement and connection.
- Use different voices for CJ and his grandmother to help students differentiate characters and maintain interest.
- Gently guide students to think about how the story's themes relate to their own experiences and communities, enhancing personal connections.
Ask
Now that we've journeyed with CJ and his grandmother, let's think about the ways they show gratitude and connect with their community. How do these moments help us see the beauty in sharing and kindness?
Discussion Questions
- Think about a time when you shared something special with someone or when someone shared with you. How did it change the way you felt about that person or your community?
- CJ's grandmother often sees beauty in simple things around her. What is something simple in your life that brings you joy or gratitude? How do you think sharing this joy with others might make them feel?
- Imagine you are on the bus with CJ and his grandmother. How would you describe the community you see around you? What are some ways you might show gratitude or kindness to those people?
Teacher Tips
- Encourage students to share personal stories and experiences, reminding them that everyone's perspective and feelings are valuable and important.
- Use a talking stick or another method to ensure that each student has the opportunity to share without interruption, fostering an environment of respect and attentiveness.
- Invite students to draw or write about a moment of gratitude or community that they experienced or imagine, and then share these with the class for a richer discussion.
Navigate
Gratitude and Community Collage
This activity mirrors the journey of CJ and his grandmother by encouraging students to discover and appreciate the beauty in their own community. It helps them recognize the value of kindness and gratitude, fostering a sense of connection and empathy towards the people around them.
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Teacher Tips
- Encourage students to think about different roles people play in their community, not just the most visible ones.
- If possible, arrange for a display of the collages in a common area or share them with the community members they highlight.
- Facilitate a discussion on how noticing and appreciating small acts of kindness can foster a sense of belonging and understanding.
Share
As we wrap up our journey with CJ and his grandmother, let's take a moment to think about the important ideas we explored today. Reflect on how the story helped us see the beauty in simple things and the strength of community connections. Together, we'll celebrate what we've learned and think about how we can carry these lessons forward.
Reflection Questions
- What is one thing you learned from CJ and his grandmother about gratitude or seeing beauty in everyday life? How does this change the way you see your own community?
- How did CJ's journey make you feel about the idea of sharing and connecting with others? Can you think of a way you'd like to show kindness or gratitude in your community?
- Imagine you are telling a friend about this story. What important message would you want to share with them, and why do you think it's important?
Teacher Tips
- Encourage students to share their reflections with a partner or in a small group to build confidence and connection.
- Allow students to choose how they'd like to express their thoughts, whether through drawing, writing, or speaking, to honor different learning styles.
- Highlight and celebrate the unique insights and connections students make, reinforcing the value of their perspectives and contributions.
UDL Strategies
Representation
- Use a video or a read-aloud session of 'Last Stop on Market Street' to present the story, catering to both visual and auditory learners. Highlight key moments that illustrate gratitude and community roles.
- Provide a storyboard or comic strip version of the book for students who benefit from visual sequencing and scaffolding. This will aid in comprehension for those who prefer more structured visual information.
- Introduce tactile materials such as textured paper or three-dimensional models representing different community helpers, allowing kinesthetic learners to engage with the content physically. This can help students connect historical contexts with present roles in their community.
- Create a virtual gallery walk with images and audio narrations of different communities around the world, helping students compare and contrast with their own community.
Action & Expression
- Allow students to choose between creating a physical card or poster, recording a short audio message, or using digital tools to design a virtual card. This caters to different expression preferences and technological comfort levels.
- Offer peer collaboration opportunities for students who prefer verbal expression, enabling them to discuss and brainstorm ideas before creating their cards. Encourage group presentations to share their work and thoughts with the class.
- Provide a scaffolded template for students who may need additional support in organizing their thoughts, ensuring that the essential components of gratitude and community are included in their final product.
- Encourage students to write a short poem or song about their community, offering an artistic avenue to express their understanding of the themes.
Engagement
- Begin with a short, captivating video showing real-life community helpers in action, followed by a class discussion to draw out personal connections and initial thoughts on gratitude.
- Incorporate a choice board that allows students to select how they want to participate in the activity—whether through drawing, writing, or creating a digital card—catering to different interests and preferences.
- Create a 'Gratitude Wall' in the classroom where students can post notes about what they are grateful for in their community, encouraging ongoing reflection and connection to the topic.
- Organize a guest speaker session with a local community helper (e.G., firefighter, librarian) to discuss their role and importance, sparking curiosity and real-world connections.
Assessment Criteria
Formative Assessment
- Observe students during the community walk, noting their engagement and the types of observations they make about their surroundings. Look for students who identify elements of kindness, gratitude, and community, and encourage them to share their thoughts with peers.
- Facilitate a class discussion where students share the images and words they chose for their collages. Ask questions that prompt them to explain their choices and how these relate to the themes of gratitude and community. Listen for connections they make to 'Last Stop on Market Street' and cultural perspectives.
- Provide feedback as students arrange their collages, guiding them to articulate how each piece reflects gratitude or community. Look for evidence of thoughtful selection and the ability to explain how their collage elements represent cultural perspectives and empathy.
Summative Assessment
- Have students present their completed collages to the class, explaining how their selections represent gratitude and community. Assess their ability to connect their collage to cultural perspectives and examples from 'Last Stop on Market Street.'.
- Ask students to write a reflective paragraph about the collage-making process, including what they learned about gratitude and community from both their observations and 'Last Stop on Market Street.' Look for reflections that demonstrate an understanding of cultural perspectives and personal growth in empathy.
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