Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Casey Howell Subject/Grade: 2nd Grade social studies

Lesson # _4____ Date and Time of Lesson: 11/6/13 9 A.M.

Learning Objective: Students will discuss and recognize the different features of urban, suburban, and rural areas of their local region. Alignment with Standards: Foundation of Social Studies: Communities: 2-1.3: Recognize the features of urban, suburban, and rural areas of the local region . CCSS.ELA-Literacy.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. EEDA Standard 4: Students will demonstrate a positive attitude toward work and the ability to work together. SSCA Element: Students will be demonstrating appropriate behavior during partner discussion by being respectful of their partner.

Developmental Appropriateness or Cross-curricular connections: Students have some previous knowledge about their community from Lesson 1. Generally, most students in this classroom have at least heard the term, suburbs. These students are also familiar with read-aloud routines and have the skills it requires to work collaboratively with their partner. Assessment(s) of the Objectives: Lesson Objective(s) Assessment(s) of the Objective(s) Pre-Assessment: I will ask questions to re-cap yesterdays information. What does the word community mean? What are natural resources? Where can we find natural resources in our community? Use of Formative Assessment Pre-Assessment: I will use this informal assessment to make sure that students are ready to move forward with our unit.

Students will discuss and recognize the different features of urban, suburban, and rural areas of their local region.

Foldable: This fun activity allows students Foldable: to demonstrate their Students will be completing understanding of what a foldable that demonstrates they learned from their understanding of todays lesson. suburban, urban, and rural communities.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Informal Assessment: Students will discuss with partners during their pairshare. I will listen in on these conversations. Accommodations: For slow-pace learners and ELL students, I will repeat and modify instructions, as needed. For students with ADD/ADHD, I will keep the activities interactive, interesting and brief so that they can stay focused. I will model how I want students to create the foldable and will assist with scissors if necessary. Materials: Chart, PowerPoint, Smart Board, paper, pencils, crayons, Big Book (Unit 1: Where we live) Procedures: Introduction: Good morning. Today, we will continue talking about our community. Before we begin our lesson, I want to re-cap what we learned yesterday. Who can tell me what community means? What are natural resources? Where can you find natural resources? What can you do with natural resources? Step 1: Very good. Now lets begin. I will need everyone at the carpet, now. I will call the students by table to the carpet. Once everyone is seated and settled, we will begin. First, we will review community. We will start on page 16. I will read this page to students and we will discuss what we see. As I said before, we will continue talking about our community. Today, we will be learning about three different types of communities; rural, suburban, and urban. I will show students the following definitions on a pre-made chart: RURAL: Located outside of the city, more in the countryside. SUBURBAN: A town or other area where people live in houses near a larger city. URBAN: City or a town that is more populated and crowded. Big Book: Page 24: We will compare the three communities: urban, suburb, rural.

Step 2: Okay, now that we have determined our definitions of these three, I have a PowerPoint to show you so that you can get a better picture. I will show students a short PowerPoint that I created. This PowerPoint outlines the definition of rural, suburban, and urban areas and also shows students several pictures of each area to give them a visual image. This demonstration should take approximately 5-6 minutes. (PowerPoint attached) I will then have students turn and pair-share with a partner. The students should be discussing what they noticed about each community during the power point demonstration. I will listen in during this discussion to make sure that students understand the three communities thus far. Step 3: Okay, when I call your table, I would like for you to return back to your seat, quietly. I need you to have all items away except your pencil and a pair of scissors. I will pass out a piece of paper and demonstrate what I want you to do with it. You should write nothing on this paper until I tell you to do so. I will pass out a

Lander University Teacher Education Lesson Plan Template

Rev. 2013

blank sheet of computer paper to each student. I will then show them my foldable and tell them that we will be making the same foldable. I will then grab a blank sheet of paper and demonstrate step by step how I want the students to make the foldable: 1. 2. 3. 4. Fold the paper in half, hot dog style. Make three cuts in the paper, leaving a little room at the top. This will create a flap. Label each flap. Rural, Suburban, and Urban. Under each flap, I would like for you to DRAW what each community would look like. Think about the pictures from the book and the pictures you seen in the PowerPoint. Also think about the details that you described to your partners about each community.

I will walk around to monitor that students have correctly created their foldable and are working diligently. Step 5: Before collecting the foldables, I will allow student volunteers to share their picture and describe why they drew what they did. I will then collect the foldables and use them to direct further instruction.

Activity Analysis: This lesson supports the objective that students will discuss and recognize the different features of urban, suburban, and rural areas of their local region because the big book displays this information and the students are given the opportunity to discuss the three communities several times. Students are turning and talking to a partner two times throughout the lesson. This is appropriate for my ESOL students and the lower-performing students because they are given an opportunity to discuss the content with a person who may understand the concept more clearly than they do. This also gives them the chance to recap what they have heard so far. I model the strategy that I want them to practice and monitor for understanding throughout the reading and discussion. After the reading, the students will create a foldable that is appropriate for their grade level. This lesson is appropriate for this classroom because I am using a grade-appropriate text. Many students included that they love to read on their student interest surveys. This book has interesting pictures and a lot of useful information that should keep students engaged. The students also have a well-established purpose for listening while reading because they will be involved in several discussions about our community. Their purpose for reading also includes their post-assessment which will require knowledge about the different communities. Although a majority of this lesson involves reading a book to the students and facilitating student-discussion, this lesson will require the Smart Board for a short PowerPoint presentation.

References: Foresman, S. People and Places: Where We Live. Upper Saddle River, New Jersey: Pearson Education. Definition for RURAL, URBAN, and SUBURBAN: Google Definitions All ideas generated by Casey Howell.