Megan Lawless Date: November 29, 2017

Grade: Second Topic: Communities Content Area: Social Studies

INSTRUCTIONAL OBJECTIVE

After a See-Think-Wonder Graphic Organizer activity, the students will be able to

identify the three types of communities, and their surroundings based on
photographs representing each type of community. This is expected to be
completed with 80% accuracy.

STANDARDS AND INDICATORS

Common Core Learning Standards for ELA and Literacy in

History/Social Studies

R1.2.1: Ask and answer questions such as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.

Indicator: This will be evident when the students answer questions

such as: Who works in this specific type of community? What are
some features of each community? Where is this type of community
located?

W.2.8: Recall information from experiences or gather information from

provided sources to answer a question.

Indicator: This will be evident when the students gather around the
rug and discuss and share with their partners information they
gathered from the See-Think-Wonder activity, in relation to the three
types of communities they learned about. (What types of things would
you find in rural, urban, suburban community?)

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
 Indicator: This will be evident when the students collect their
information on the three types of communities they are presented with
during the main activity. The students will share their information
with their peers, and then share with their small group, followed by
sharing with the whole class. (What are some things you can do in this
type of community? What types of jobs can people have in this
community?)

MOTIVATION

The teacher will turn on a Flocabulary video for the students video to
motive them for the lesson.

MATERIALS

Urban, suburban and rural community photographs

See-Think-Wonder Graphic Organizer
Communities Matching Game Cards
Sample Communities Features Chart

STRATEGIES

Direct Teacher Instruction: This will be evident when the teacher

explains the three different types of communities. This will also be
evident when the teacher instructs the students to come up with some of
their features. (Example rural-farms, tractors, barns, animals).

Group Discussion: This will be evident when the teacher guides the
group into a whole group discussion when discussing together what
types of features are in the three different types of communities.
Cooperative Learning: This will be evident when the students
complete the See-Think-Wonder activity in pairs, and eventually share
their information with the class.

Hands on Learning: This will be evident when the students examine

the photographs around the room with their clipboards while they record
any information they can regarding the pictures.

ADAPTATIONS

The student who is an English Language Learner (ELL) will be

provided with a partner tiered higher academically in order to properly
identify the different types of communities to the best of his ability.
The student who struggles to focus will be re-directed through the use
on specific non-verbal cues.
The student with fine motor coordination will receive assistance while
examining the photographs of the different communities.
The student who impulsively calls out during group discussion will be
monitored through the use of his token board.

DIFFERENTIATION OF INSTRUCTION

Tier 1

After a See-Think-Wonder Graphic Organizer activity, the students

will be able to identify the three types of communities, and 3 of their
surroundings based on photographs representing each type of
community. This is expected to be completed with 80% accuracy.
 Tier 2

After a See-Think-Wonder Graphic Organizer activity, the students

will be able to identify the three types of communities, and 2of their
surroundings based on photographs representing each type of
community. This is expected to be completed with 80% accuracy.

Tier 3

After a See-Think-Wonder Graphic Organizer activity, the students

will be able to identify the three types of communities, and their
surroundings based on photographs representing each type of
community. The students will show this in a drawing that represents
each type of community. This is expected to be completed with 80%
accuracy.

DEVELOPMENTAL PROCEDURES

The teacher will divide the students into three groups, and distribute
the See-Think-Wonder Graphic Organizer to each student. Students
will also be given clipboards as needed. (Today we are going to
investigate different types of communities. Can anyone share with
the class what they think a community is?)

Students will be instructed to view the three photographs around the

room and do a gallery walk through as they view each picture.

Each group will start at a different photograph, where they will have
three minutes to examine the photograph and record their findings on
 the See-Think-Wonder Graphic Organizer. Students will then repeat
the process until they have completed all three photographs

After the Gallery Walk, the teacher will reconvene the students to the
carpet. With a large paper, the teacher will choose one community
that was displayed for the students, and have the students volunteer
information that they analyzed in the picture. The teacher will show a
photo of an urban community. (What do you notice about this
community? What does it make you think?).
1. Student responses may include: (There are lots of
cars. The buildings are very tall. There aren't
many trees or parks. There are lots of people.)

The teacher will then proceed with the last two communities by using
the same format used for the urban community. (Suburban and Rural)

The teacher will then engage the students directly by modeling a

discussion by asking the students, (What makes each type of
community different?)

ASSESSMENT

After a See-Think-Wonder Graphic Organizer activity, the students

will be able to identify the three types of communities, and 2of their
surroundings based on photographs representing each type of
community. This is expected to be completed with 80% accuracy.

INDEPENDENT PRACTICE

Through the use of direct instruction, the students will be instructed to

create a map of any community of their choice. They will be asked to
complete this with pictures of animals, buildings, landscape and so on.
 They will activate prior knowledge of map making with the compass
rose.
The students will label and share with other students. This will
emphasizes their geography skills such as reading maps and globes.

FOLLOW-UP ACTIVITIES:
DIRECT TEACHER INTERVENTION AND ACADEMIC
ENRICHMENT

Direct Teacher Intervention:

The teacher will reteach the lesson in a small group setting. The
teacher will reteach the lesson and will use pictures and prompts to go
over each community. The teacher will then instruct the students to
write in their notebook 3 facts about each community.

Academic Enrichment:
The student will write a response to the question, How are
communities alike and different? The students will be instructed to
use a graphic organizer to help them. They will complete this with the
help of the pictures that were presented to them during the main
lesson.

References

(n.d.). Retrieved November 30, 2017, from

https://www.flocabulary.com/unit/urban-suburban-rural/