Unit Plan Lesson 1 Revised 1

Lesson Planning Form for Accessible Instruction — Calvin College Education Program Teacher Date

David DeKryger 4/1/19

Subject/ Topic/ Theme

Social Studies: Communities

Grade

2nd

I. Objectives How does this lesson connect to the unit plan? This will be the first lesson of my unit plan, introducing what a community is and the kinds of places that make one up. cognitiveR U Ap An E C*

Learners will be able to: ● ● ● ●

Define a basic definition of a community Know what kind of places make up of a community Identify examples of these kinds of places in a community Draw pictures of a certain place from their own community

U U Ap An

physical development

socioemotional

x

x

Common Core standards (or GLCEs if not available in Common Core) addressed: 2 – G4.0.1 Describe land use in the community (e.g., where people live, where services are provided, where products are made). (Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write the name(s) of the learner(s) to whom it applies.) *remember, understand, apply, analyze, evaluate, create

II. Before you start Identify prerequisite knowledge and skills.

Being able to recognize what the place, or locations, in a community are, like stores, homes, and other places. Can draw a picture of a place from their area. Pre-assessment (for learning): Teacher will ask the students what they think a community is as a discussion question Formative (for learning):

Teacher will notice student participation in discussion. I will also notice their progress of creating their pictures. Outline assessment activities (applicable to this lesson)

What barriers might this lesson present? What will it take – neurodevelopmentally, experientially, emotionally, etc., for your students to do this lesson?

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Formative (as learning):

Students will discuss with a partner(s) on what communities are and places there are in communities. Students will assess themselves through telling me examples of places that make up the kinds of places. They will also assess themselves through drawing examples of places from their communities Summative (of learning): Students will share their pictures with each other and with the whole class and the teacher will see what places they think make up their communities. We will go over the question, “What is a community?” again and the teacher will try to make sure that they remember it by having them tell him the answer Provide Multiple Means of Engagement Provide options for self-regulationexpectations, personal skills and strategies, self-assessment & reflection Students will regulate themselves by answering questions, telling the teacher places that could make up a community. They will also keep the definition of a community in mind throughout the lesson, since I will ask them again what a community is again at the end of the lesson

Provide Multiple Means of Representation Provide options for comprehensionactivate, apply & highlight

Answering the teacher’s questions in the discussion, confirming with thumbs up,, and each student drawing a place from their communities.

Provide Multiple Means of Action and Expression Provide options for executive functions- coordinate short & longterm goals, monitor progress, and modify strategies Provide a definition of a community and types of places that make up a community, so the students to have a basic understanding of these concepts as they go deeper in the topic

Provide options for sustaining effort and persistence- optimize challenge, collaboration, masteryoriented feedback

Students will discuss with each other what a community is and what places are located in one. The teacher will give them feedback after they tell him what they discussed Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats

Students will draw a representation of a piece of their community, showing the teacher a part that they maybe value or think about in their community Materials-what materials (books, handouts, etc) do you need for this lesson and are they ready to use?

How will your classroom be set up for this lesson?

Provide options for language, mathematical expressions, and symbols- clarify & connect language

Clarifying what a community is and what places make up a community

Provide options for perceptionmaking information perceptible

The teacher will provide a definition of a community and the categories of places that make up a community on a powerpoint.

Provide options for expression and communication- increase medium of expression

Talk with peers Discuss with whole class and teacher Give thumbs up to understand Draw a picture of a place in their community Provide options for physical actionincrease options for interaction

Students will draw pictures and interact with their peers. They will move in front of the board, then to their desks, and then back to the board

White board Marker for teacher to write with on board Projector and powerpoint Blank papers for students to draw their pictures Pencils or markers for students to draw with

I will have the students pair up with a partner(s) in front of the board. Later, they will go to their desks to draw their picture. Then, they will come back to the board at the end of the lesson

III. The Plan Time

Components

00:00

01:00

01:30

Motivation (opening/ introduction/ engagement)

02:30

Development 1-19-13

Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. ● Have students pair up with their partners ● Students pair up and sit on the floor in (they already sit with their partners in front of the white board. class) and then call them to the front of the board. ●

Ask students, “What do you think a community is? and have them discuss with their partners before they answer me.

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Students discuss with each other about my question.

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Ask students to raise their hands and tell me what they think a community is.

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Students share what they discussed.

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See if students have the right idea with their description of a community and then show them my definition on the powerpoint: “A community is a place where people live, work, have fun, and solve problems.” I will have them repeat it with me.

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Students listen to my definition and repeat it with me.

04:00

(the largest component or main body of the lesson)

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05:00

05:30

06:30

07:00

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08:00 ●

● 09:30

● 11:00

12:00

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12:15 1-19-13

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Students should listen and watch me.

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Students discuss with each other about my question about homes.

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Students share what they discussed through hand raising.

Ask them to raise their hands and tell me what they discussed and then I will write their answers on the board under “Homes” and explain and write any missing examples.

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Students discuss with each other about my question about workplaces.

Ask the students, “What kinds of places do people work at?” and have them discuss with each other again.

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Students share what they discussed through hand raising.

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Students raise their hands and answer my question.

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Students listen to my explanation about places where people solve problems.

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Students listen to my explanation of the objective and read it off the board.

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Students give me thumbs up if they understand, pair up, and head back to their desks.

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Students start drawing when they get their materials.

Introduce the topic that a community is made up of different kinds places, or locations, like homes, workplaces, and fun places. I will show off the categories on the powerpoint, projected on the board and spaced out so I can write the examples under them Ask the students, “What kinds of homes can people live in?” and have them discuss with each other.

Ask them to raise their hands and tell me what they discussed and then I will write their answers on the board under “Workplaces” and explain and write any additional examples. Ask the students, “What kinds of places do do people have fun at? Where could they go to have fun?” and have them raise their hands and I will call on them to answer. I will write their answers on the board under, “Fun Places” and explain and write any additional examples. I will then introduce a category of places where people solve problems. I will have the category pop up on the board through the slideshow and then explain the kinds of places where people solve problems at, like city halls and schools. I will write these examples under the category. I will explain to the students that want them to draw a picture of a place from their own community that could under any of the categories that were discussed. I will write out the objective the board, too, saying “Draw a picture of a place in your community.” Have students read the objective. Ask students for a thumbs up if they understand and then tell them to pair up and then head back to their desks with their partners.

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I hand out blank sheets of paper and markers if I have any to give, otherwise they will draw with their pencils

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Say times up and that it is okay if they are not finished. I then call them up to the board again with their partners and drawings

16:00

16:15

19:00

19:45

Closure (conclusion, culmination, wrap-up)

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Ask a couple students to share their pictures and then I will ask the students, “Is (blank)’s picture a home, workplace, a fun place, or a place where problems are solved?”

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Ask the students, who will raise their hands, “What is a community?” again and “What kinds of places make up a community?”

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I confirm their answers and give them feedback, saying “That is right, or not quite.” If they are wrong I will ask them questions to hint on what the answer is, based on what they respond with.

20:00

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Students stop drawing and pair up with their partners and come to the board with their drawings.

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A couple students share their pictures and the rest answer my question about what kind of place the picture is.

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Students answer my questions through raising their hands.

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Students hand me their pictures.

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I ask them to hand me their pictures, so that I can assess them, and the lesson ends. Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the process of preparing the lesson.)

Resource: Social Studies Alive! My community, Teachers’ Curriculum Institute, 2010.

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