Unit Plan Lesson 2 1

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

David DeKryger

4/2/19

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Subject/ Topic/ Theme: Social Studies/Communities

Grade: 2nd

I. Objectives How does this lesson connect to the unit plan? This will be my second lesson in my unit plan, introducing the concept of different communities. cognitiveR U Ap An E C*

Learners will be able to: ● ● ● ● ●

Remember what a community is Know these different kinds of communities: urban, rural, and suburban Identify the differences between these kinds of communities Comprehend what kind of community they live in, from learning about different kinds Write about what kind of community they think they live in, or why they do not think any of the communities apply to them

R U Ap An E

physical development

socioemotional

x

x x

Common Core standards (or GLCEs if not available in Common Core) addressed: 2 – G2.0.1 - Compare the physical and human characteristics of the local community with those of another community. (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.

Students know basic definition of a community and can identify physical characteristics of a community Pre-assessment (for learning):

Teacher will ask the students what a community is and assess their vocal responses Formative (for learning):

Teacher will notice student participation in discussion. Teacher will listen to writing responses and look over them Formative (as learning):

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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Students will discuss with each other about the different kinds of communities. They will assess themselves on what they can identify when I show them pictures on the projector. They will then assess themselves when they write out their own response about their own community. Summative (of learning): Students will share their responses with each other and with the whole class and the teacher will see how the students understand the kinds of communities through describing what kind theirs’ are We will go over the question, “What are the different kinds of communities?” and the teacher will try to make sure that they remember it by having them tell him the answers 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 characteristics they see in the pictures that could make up a community. They will also keep the different kinds of communities in mind throughout the lesson, since I will ask them again what a they are 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 writing a response that correlates with the lesson.

Provide Multiple Means of Action and Expression Provide options for executive functions- coordinate short & longterm goals, monitor progress, and modify strategies Provide an understanding that there are many different types of communities, so that they students can begin to identify the diversities of communities as they go deeper into the topic

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

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

Students will discuss with each other about the characteristics of the communities. I will give them feedback to what they discuss

Clarifying the different kinds of communities and how they are different from each other

Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats

Provide options for perceptionmaking information perceptible

Provide options for physical actionincrease options for interaction

Teacher will show off pictures of different communities and will write on the board the different kinds of communities

Students will move to the middle of the room and then to their desks, and then back. They will also write

Students will write a response that describes if their own communities are either rural, suburban, or urban, showing the teacher what they understand about their own communities

Provide options for expression and communication- increase medium of expression

Talk with peers Share with teacher and class vocally Give thumbs up for understanding Write a response

Materials-what materials (books, handouts, etc) do you need for this lesson and are they ready to use?

Projector Board with marker Journals for students Pencils

How will your classroom be set up for this lesson?

I will set up the students in the middle of the room beside me as I show off the pictures of communities. I will have pictures all ready to go before the lesson. They will later go to their desks. They will then come back to the floor a little closer to the board.

III. The Plan Time

Components

00:00 00:15

02:15

Motivation (opening/ introduction/ engagement)

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02:30

02:45

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Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. ● Have the students pair up and call them to ● Come to the middle of the room with the middle of the room partner ● Tell the students, “Raise your hand if you ● Raise hands and answer question remember what a community is?” Call on one student to tell me. I may call on another if not fully defined the way we learned it ● Confirm answers and say, “Thumbs up if ● Give me thumbs up you remember what a community is”

Development (the largest component or main body of the lesson)

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“Now that we know a basic definition of what a community, we are going to learn three different kinds of communities.” Move to computer and show a picture of a urban community and ask the students what do they see. They will discuss with partners first. Ask students to raise their hands and tell me what they discussed. After hearing what they see, I introduce the first type of community: an urban

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Should be listening to me and watching

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Analyze picture and discuss what they see with partner

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Share what was discussed by raising their hands Listening to me and watching

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06:00

● 07:00 ● 08:00

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08:30

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09:30 ● 11:00

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13:30

14:30 14:45

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19:00

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19:15

● Closure (conclusion, culmination, wrap-up)

Have them come back to the floor with partners and journals

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Raise hands if question applies to them

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Analyze picture, raise hands, and answer my question

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Discuss with partner

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Raise hands and answer my question

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Listening to me and watching

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Same process that what done for rural communities Listen to objective and read it out loud with everyone

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Go to their desks with partners Write in journals Stop writing

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Come back to floor with partners and journals

Ask them “What are the three ● Say a type of community if called on communities we went over?” I will call on three students for each and I will write out the types out on the board ● Ask them to raise hands and share what ● Raise hands and share 21:00 they wrote and confirm their reasonings ● Thank them for sharing about their 24:00 communities 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.) 19:30

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community, or city. I then describe cities to them, like how busy they are and the physical characteristics. Ask to raise hands if they ever been in a city Move on to a picture of a rural community and ask the students what they see and raise their hands to answer. Ask, “How is it different from the picture before? Discuss with your partners.” Ask students to raise their hands and tell me what they discussed Introduce the second type: a rural community or small towns. Describe small towns to them, like how they are in the countryside with fewer people than cities. Do same process as rural communities with suburban communities Turn off projector. Introduce question, “What kind of community do you live in? Say objective, “Write down what kind of community you live.” In addition, ask them to explain their reason for saying so. (If any of them think any of the kinds of communities do not apply to them, I’ll ask them to write down why they think so.” I will write out objective and have students read it. Send them to their seats with partners Have them get their journals out and start writing Time is up

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