Lesson #2: What is a community?

Lesson Topic:
The focus for this lesson will be to explore the meaning of the term community, and begin to
understand the significance of being a part of a community. Students will connect with other
students through small group activities that explore what the word community means to them,
and through shared reflection about which communities they are similarly a part of.
Students Backgrounds (Prior Skills/Readiness, Interests, and Learning Preferences):
Student class profile The group of students that this lesson plan will be created for is for an
inclusive, 2nd grade classroom. There are 25 students in the class, with 14 boys and 11 girls.
All students live in different communities in New York City. The student body is
predominantly white, including 15 white students, 3 African American students, 1 French
student, 1 German student, 1 Russian student, and 4 Hispanic students. Two of the students
have disabilities in the class, categorized as students with autism, and both students are oral.
Prior skills/readiness Students have already learned about communities and what makes up a
community in their 1st grade classrooms. Students are familiar with collaborating in small
groups, and with the routines of large group discussion, including being an active listener,
raising hands to participate, etc. 11 students in the class have IEPs, and there are 2 English
Language Learners (ELLs).
Interests The students for whom I am planning this lesson in the classroom are very diverse,
and have many interests. Many students are involved in extra-curricular activities, including
piano lessons, sports teams (baseball, basketball, soccer football, tennis), the arts (dance,
drama, music), cooking, learning a new language, and video games.
Learning preferences The student body is composed of very diverse learners. Students love
social studies, and are interested in topics related to social studies. Students thrive with
interactive and multi-modal learning, and have difficulty sitting on the carpet for extended
periods of time. There is a wide range of different types of learners, including kinesthetic
learners, auditory learners, visual learners, and reading/writing learners. The students in the
class have different preferences with working in groups some enjoy and are successful
working in small groups and partnerships, though there are some students that prefer to work
independently.
Because of the diverse learners, learning interests and preferences, a Universal Design for
Learning (UDL) template is utilized to allow all students to access content through
differentiation in various participation structures, multiple means of engagement,
representation, and expression.
Although I have explained the learners in this classroom, it is significant to note that these
lesson plans are to take place at the beginning of the school year. Thus, as in any classroom,
with any lesson, ongoing assessment throughout this lesson will serve as information for the
teacher for how students like to learn, what their interests are, and in what ways students prefer
to express themselves, and engage with content.
Lesson Objectives (Instructional, Social and Behavioral):
Instructional Objectives:
Social Objectives:
Behavioral Objectives:
Students will
Students will
Students will
Analyze and explore what it
means to be a community
member.
Explain what the word
community means.
Discuss what it means to be
a part of a community, and

Take turns speaking and

sharing ideas when having
discussions in small groups.
Understand their roles as
active listeners and
collaborative participants in
our classroom community.

Follow the transitional cues

that signal stop working,
and listen to the next
direction.
Work together in different
participation structures
throughout the lesson

what is important about

being in a community.
Produce their own poems
(acrostic or other),
representations, lists, or
images of the values of a
community they are a part
of.

Be able to realize and follow

collaboratively.
the routines and structures
Follow the behavioral
that surround the success of
aspects of the rules and
the community activity.
agreements that we
Follow the rules and
collectively created for
agreements that we
community circle/activity.
collectively created.
Have respectful discussions
with different, and various,
students in the class.
Lesson Procedures:
1. Starting the Lesson
(Anticipatory Set student background
1. Assessment of prior knowledge
knowledge):
(Formal, informal, formative, and summative
15 minutes 5 min. for routines, 10 min. for
assessments):
inquiry activity
Because this is the second lesson, and all
The review of last weeks schedule, rules
routines were put into place last week, the
and agreements and the kindness graffiti
beginning of this lesson will be a very brief
will serve as a brief pre-assessment to see
review of the visual schedule and routines of
how much students remember and
the community circle/activity. Students will
understand from the first lesson. Did
be in a circle, and I will review the schedule
students write appropriate stories and phrases
with them.
on the kindness graffiti? Do students
First, we will take a look at the kindness
recall the schedule for community
graffiti from the week before. Different
circle/activity?
students can take turns reading aloud the
The discussions that students have during the
moments that happened, and elaborate on
activity where they answer the question of
them if they want to.
their choice can be informally assessed for
Next, we will briefly review the rules and
understanding.
agreements that we created last week. I will The beginning activity itself, and the
have them written on chart paper and
products that students produce, whether it be
laminated, and placed in a central, visible,
a poem, a picture, a chart, or 5 words, will
location in the room.
serve as a pre-assessment for the unit itself,
After that I will introduce the exploratory
as well as the lesson for today. It will give
inquiry part of the lesson. I will begin by
me insight into how students understand the
putting the following questions on the board
term community, and how they see
and reading them aloud to students while
themselves as members of a community. Do
explaining them in greater detail: What is a
students view a community as a collective
community? What does it mean to be part of
group that shares similar values? What is the
a community? What is important about
language that students are using to describe a
being a community member?
community? How do they see their roles as
I will tell students that they will have 10
community members? What do they
minutes to try to think about and respond to
understand to be important as a community
any 1 of these questions either individually,
member? Are students making any
in partners, or in small groups. Students will
connections to our classroom community?
have the option to respond to any one of
The questions that students choose to answer,
these questions in the following easy: 1.
as well as how the students choose to answer
Create a poem to represent your ideas it can
that question, can give insight into student
be an acrostic poem, or otherwise. 2. Draw a
learning interests and preferences.
picture to represent your ideas. 3. Create a
After students complete the activity, the
chart or written representation of your ideas.
students that share their responses and

4. Write down 5 words that answer the

question of your choice, individually, with a
partner, or with a group. I will go through
each option, and present an example to the
class as well.
Across the room there will be 1 question at
different tables. At each table, there will be
resources that allow for any of the previous
ways to represent ideas, including poem
paper, the word community as an acrostic
poem, paper, markers, chart paper, and
graphic organizers as well.
Before students go off, I will give them 30
seconds to think to themselves about where
they want to go, and I will then set the timer
for 7 minutes for this activity. Once I
dismiss students to go to the question station
of their choice, I will start the timer.
After students finish their representations, for
about 2 minutes we will have 1
representative from each question explain
what they discovered. I will try to choose 1
group, 1 partnership, and 1 individual to state
their ideas and responses.
Anticipated Prior
Knowledge:

representations to the class can be assessed,

and give me insight into where students are
in their analysis of what community
means, and what it means to be a community
member. This information can help me
gauge where the rest of the lesson can go,
and where I should be more explicit and
facilitate, versus allow more inquiry.

Questions to Discover Prior

Knowledge:

Opportunities to
Demonstrate Prior
Knowledge:

Students will know what a

In the beginning inquiry
community is from their
exploration, students will be
previous community study
What is a community?
able to demonstrate their
in 1st grade.
What does it mean to be part
prior knowledge by
Students will have explored
of a community?
answering questions about
similar questions relating to What is important about
the word community, and
community.
being a community
what it means to be a part of
Students will know what a
member?
a community through
poem is, and an acrostic
What is special about a
creating a poem, drawing a
poem specifically, and how
specific community you are
picture, creating a chart, or
to create/write one.
a part of?
writing 5 words that answer
Students will have engaged
What do you feel is your
the questions. They can do
with a chalk talk, and
role in a specific
this individually, in groups,
know the rules and routines
community?
or with partners.
of this discussion-based,
How can you represent a
Students will represent a
silent practice.
communitys values as you
communitys values that
Students will have learned
see them?
they are a part of with other
what a value is, and be
students in the class.
able to represent values.
2. Doing the Lesson
(Teaching Act explicit modeling, guided
2. Assessment throughout the activity
practice, and other applications):
(Formal, informal, formative, and summative
35 minutes 10 min. instruction, 5 minutes
assessments):
to write and view charts, 20 minutes to form

groups and do activity

After students share their findings, all
students will come to the carpet. I will have
selected pages from the text People (1988)
by Peter Spiers that I want to share with
students in advance. I will do an interactive
mini lesson where I share different pages
from the text, and show images of the
different communities of people that live in
the world. Through this interactive, mini
lesson, read aloud structure, I will introduce
the idea that there are many different kinds of
communities, including cultural,
geographical, religious, familial,
institutional, communities with a common
interest, communities with a goal or
incentive, communities with the same job or
practice, etc. I will teach this concept
utilizing the text, People (1988), to support
and reinforce the concept with the visuals.
This part of the lesson will be interactive,
and will include turn and talk opportunities,
moments for students to brainstorm different
categories of communities, and several
chances to ask questions throughout.
Next, there will be large pieces of chart paper
on 4 tables around the room that say, What
communities are you a part of? in the
middle. I will put the following question on
the board, What communities are you a part
of? I will then explain to students that 6-7
students will go to each piece table, and in 1
minute, write down as many communities
you are a part of that you can think of
individually. (If students need to, they can
type their responses on a laptop and leave it
at the table laptops will be provided at each
table.) Before sending students off and
putting up the timer, I will remind students to
think about what we just read and discussed,
and to think broadly of the term,
community. Before sending students off, I
will give an example of what I might write
on the chart paper. For example, Catholic
community, lacrosse community, Lafayette
College community, Drehwing family
community, Wyckoff town community,
teaching community, etc. I will leave both
the question and the example on the board.
At each table, there will also be prompts to
think about different kinds of communities
that we discussed, such as: cultural,

Through the interactive, mini lesson, read

aloud, I can informally assess students
throughout to ensure understanding of
concepts. The questions that students ask, as
well as what is expressed during the turn and
talk participation structure, can all be utilized
to assess how well students are
understanding how broad the term
community really can be. Their ideas for
categorizations of communities can also give
insight into their understanding as well.
As students are writing down all the
communities that they are a part of on the
chart paper during the 1-minute activity, their
responses can be utilized as an assessment to
determine their understanding of how broad
the term community is. Which students
are getting stuck? Which students are
writing about multiple communities that are
not the most obvious?
As students are walking around during the
gallery walk, the student discussions,
reactions, and comments will serve as useful
assessment data to see which students are
making connections between the mini lesson,
their own responses, and the similarities and
differences between their classmates
responses. Are students surprised at how
many students, or how few students, are a
part of the communities they wrote down as
well? How are students reacting? Are they
reacting?
When students choose which community
they want to represent, this will be useful
assessment data to consider how students
identify with the communities they are a part
of. How does the community that students
choose to represent reflect their identity and
values?
While students are working in their
respective community groups, there will be
several formal and informal assessments that
can be analyzed. First, the discussions
students are having surrounding the
questions will serve as an important informal
assessment. The answers to the questions
provided can give insight into student
understanding about what it means to be a
community member, and thus, has
implications for what students think it means
to be a community member in our classroom

geographical, religious, familial,

space. Student roles in their respective
institutional, communities with a common
communities will vary, but it will be
interest, communities with a goal or
interesting to see what students roles are in
incentive, communities with the same job or
other communities. This assessment data can
practice, etc. Additionally, there will be
give me insight into the students as
pictures from the book, People (1988) at each
individuals, which can help me, and the other
table.
students, get to know them at a deeper level.
I will put the timer for 1 minute, and after the
Additionally, listening in on these
activity, each group will get to look at the
discussions can give insight into how
different tables for 1 minute each. As
collaboration, behavioral, and social
students are walking around, I will put the
objectives are being, or not being, met.
following question on the board to think
Finally, it is not the product that I am
about: What are the similarities and
concerned about as far as the individual
differences that you notice with what
group work, but rather, the process. I can
classmates wrote? I will walk around with
assess students collaborative skills and
students and make a list of the 5 most
respect for one another when students are
popular communities listed.
working to create a representation of the
Based upon student responses, I will then
values of that community. Are students able
label each table with the 5 most common
to agree upon a way to represent the
communities I noticed. Each table will
community values? How were the dynamics
represent students who wrote that they were
of the group? Was there one person that took
part of that community. Because there will
the lead?
be overlap, students will get to choose which Finally, the actual product that is produced at
table they want to participate at, although
the end of the group work activity is a useful,
there will be a minimum of 3 people that
formal, assessment for me to look at. The
should be in each group.
representation can give insight into student
Once students are seated at their
understanding of the necessary, fundamental
representative community tables, I will put
concept of value. It can also teach me
on the board, and hand out questions, that say
about how students understand the concept of
the following, What is special about this
community at this point.
community you are a part of? What do you
feel is your role in this community? In your
group, choose a way to represent this
communitys values as you see them.
Students will be prompted to go through and
discuss the list of questions, and encouraged
to work together to create a representation of
their particular community. Laptops, chart
paper, and other relevant materials will be
provided to be utilized for this mini project,
although I will note to students that it does
not have to be a physical representation it
could be a little skit, or something they want
to record, for example. I will then put the
timer for 15 minutes with a guide to
budgeting their time: 1. Answer and discuss
questions for 5-7 minutes. 2. Agree upon,
and create, community value representation
together for 13 15 minutes.
3. Finishing the Lesson
3. Final Assessment
(Closure, culmination and connections):
(Formal, informal, formative, and summative
10 minutes 5 min. for share, 5 min. to
assessments):

reflect
Once all of the groups finish their projects,
the class will quickly vote on whether or not
the students want to do a gallery walk, or if
each group wants to individually present for
Depending upon whether students choose to
1 minute. Depending on the students
do a gallery walk or do their presentations,
choice, each group will either get a chance to
this part of the share will serve as a useful,
present for 1 minute, or gallery walk to each
formal assessment. I can determine through
groups representation and view each one for
either structure how well students understood
1 minute.
the concepts of community, values, and
Next, and lastly, the class will reflect on the
finally, community values.
following questions: What did you learn
The class chalk talk will be a formal
about communities today? Did anything
assessment tool to determine what students
surprise you during the activities today? If
learned from the lesson today. Did they get
so, what was it?
at the essential questions for the lesson
I will give students 1-2 minutes to think
objectives? Did they learn about how broad
about this question, and then students can
the term community can be? Did they
take the final 3 minutes of class to respond in
learn that although we are all different in
the form of an online chalk talk. Students
many ways, we belong to many of the same
can use the laptops and computer in the room
communities? Did they learn that we all
to anonymously type their responses and
have values, some different, some similar?
submit it to the chalk talk platform. As
What surprised the students about the
student responses appear, the class can read
activity, if anything?
them and reflect on their experiences. After
all student responses are in, if students
choose to respond, the class can begin
packing up to go home.
Elements of Universal Design for Learning:
Multiple Means of Representation:
1. Starting the Lesson:
Physical students can sit how they want in the circle, whether it is on a chair, on a ball, on the
carpet, etc., so that they are free to engage in the community circle in multiple ways.
Visual learners The visual schedule walkthrough will be useful for visual learners. The
visuals of the rules and agreements will be out for the entire lesson. The questions for the
activity will be on the board and at the respective tables. The timer will be up for managing
time during the activity as a visual reference.
Auditory learners The questions will be read aloud to students, and students may choose to
discuss, or work in partners or small groups. I will explain verbally what the directions are for
the activity.
Kinesthetic learners Students will have the opportunity to move around to different stations
that have different questions at each table. Students can sit, stand, or create visual
representations for their responses.
English Language Learners (ELLs) The visuals will support ELLs, and reading the questions
aloud with explanations will also be supportive. There will be graphic organizers at the tables
along with the questions as well to help with thinking.
2. Doing the Lesson:
Physical students can sit how they want in the circle, as well as around the room doing group
work, whether it is on a chair, on a ball, on the carpet, etc., so that they are free to engage in the
community circle/activity in multiple ways.
Visual learners I will use pictures from the book, People (1988) by Peter Spiers as visuals

throughout the lesson. The pictures from the book, as well as the questions, and prompts for
writing all the communities students are a part of will be supportive. All questions, prompts,
etc., will be on the board as a visual for students throughout the activities. The timer is useful
for visual, and punctual, students.
Auditory learners Much of the activities in this lesson are discussion based, which will be
useful for auditory learners. Additionally, much of the mini lesson will be read aloud, and
discussed verbally, which will also be useful for these students.
Kinesthetic learners The different, active, and hands-on participation structures appeal to
kinesthetic learners. Students will be at the carpet, then at different tables, then participating in
the gallery walk or presenting their work, etc.
English Language Learners (ELLs) Giving students an example of my own before sending
them off to do the work individually will support ELLs. Also, the multiple visual supports will
be useful. The group structure will also serve as a positive one in helping ELLs to engage with
the language and understand the tasks at hand.
3. Finishing the Lesson:
Physical students can sit how they want in the circle, whether it is on a chair, on a ball, on the
carpet, etc., they are free to engage in the community circle in multiple ways.
Visual learners I will provide the visual chalk talk on the board for all students to refer to.
Auditory learners If students choose to present their community values representations, the
verbal presentation will be useful for auditory learners.
Kinesthetic learners Students have the choice to present their community values
representation, or do a gallery walk instead both options appeal to kinesthetic learners.
English Language Learners (ELLs) The chalk talk visual will be a useful support for
ELLS, and allowing students to anonymously write or type their responses will give students
confidence in their participation.
Multiple Means of Engagement:
1. Starting the Lesson:
Students can sit in the circle, and at the group table, how they want, whether it is in a chair, on
the floor, sitting on a ball, a cushion, etc.
Students can choose to elaborate on their kindness graffiti if they wrote on the wall, or they
dont have to.
Students can work individually, in partners, or in small groups, and have the choice to do so.
Students can choose which question they want to respond to during the activity, including
creating a poem, drawing a picture, creating a chart or written representation, or writing 5
words to answer a question.
2. Doing the Lesson:
Students can sit in the circle, and at the group table, how they want, whether it is in a chair, on
the floor, sitting on a ball, a cushion, etc.
During the interactive, mini lesson, read aloud, students can participate through raising their
hands, asking questions, or talking with a partner during turn-and-talks.
Students will work individually when writing all the communities they are a part of on the
chart paper. There is no instruction on how students should do this, so that is open to
interpretation, although students are likely to either write, or type, these ideas. Later on,
students will participate in a small group discussion.
Students are allowed to choose which community they want to represent during the group
activity, and subsequently students can also choose how they want to represent that
communitys values.
3. Finishing the Lesson:
Students can choose whether or not they want to do a gallery walk or if they want to

individually present their community values representation.

Students will have the chance to individually participate honestly through the chalk talk
platform.
Multiple Means of Expression:
1. Starting the Lesson:
Students have the option to demonstrate their understanding and inquiries for how they respond
to the question, including creating a poem with a partner, individually, or in a small group.
Students can also draw a picture or create a chart or other written representation, as well as
write 5 words to answer a question.
Students can state their responses out loud during the share portion of the lesson, or they can
choose to keep to themselves.
2. Doing the Lesson:
Doing the interactive, mini lesson, read aloud, students will be able to express their
understanding through verbal participation, discussing with a partner, and asking questions.
Students who need to will always be given the option to type their responses on the laptop, and
writing is an option throughout the activities as well.
Students can choose how they want to represent their specific, community values in the small
group.
3. Finishing the Lesson:
Students can choose how they want to express their learning through the gallery walk or the
presentation.
Students can express their understandings and what they learned during the lesson
anonymously and individually during the chalk talk.
Materials:
1. Starting the Lesson:
The visual representation of the schedule for community circle/meeting, the rules and
agreements, the SMART/white board technology to put questions up, question cards to put
at each table, at each table there will be resources such as poem paper, the word community
as an acrostic poem, paper, markers, chart paper, and graphic organizers as well.
2. Doing the Lesson:
The book, People (1988) by Peter Spiers, copies of the pages discussed in the lesson, the
SMART/white board with prompts and questions for the lesson, prompts for the different kinds
of communities students could be a part of, chart paper, markers, the timer, and example for
the communities I am a part of, laptops, paper, as well as other resources in the classroom that
students could use to create their community values representations.
3. Finishing the Lesson:
Any materials that students need to present their community values representations, the chalk
talk visual on the SMART board with the questions present, and the laptops and computers
for typing student responses.
Technology (Computer and/or Assistive) to Support Learning:
Any students that need to use assistive technology will be able to do so throughout the lesson.
In the beginning, inquiry based, part of the lesson, students can utilize technology, computers,
laptops, etc., to type their ideas, or create visual representations of their knowledge.
Throughout the lesson, if students are non-oral, the different participation structures allow for
students to use technology to support their learning and engagement.
The teacher will use the SMART board and utilize it throughout the lesson with different
question prompts and visuals to support learning.

 Laptops and technology will be utilized during the chalk talk.

Students can utilize a laptop to type responses to questions, to participate, or to create their
visual representations of the communities that they choose to discuss during the activity.