University of Houston

Name: Claudia Rubio

Basic Lesson Components

Grade Level: 2nd grade

Time Estimate: 4 day (45 minutes)

TEKS: 2.16 (A)

(16) Culture. The student understands ethnic and/or cultural celebrations. The student is
expected to:

(A) identify the significance of various ethnic and/ or cultural celebration.

Content Objective(s): TLW identify characteristics of different communities, including rural,

urban and suburban.

ELPS: 3.D (Beginning Level); 3.E (Beginning Level)

3-D speak using grade-level content area vocabulary in context to internalize new English
words and build academic language proficiency
3-E share information in cooperative learning interactions

Language Objective (s):

The students will share and discuss information in cooperative learning.

Vocabulary: Definition: Cognate (T or F):

Community a place where people live, work, or have fun comunidad (NA)
together

Neighborhood an area in a community where people live near barrio (NA)

one another

Rural a community with open land, few buildings and rural (T)
businesses, and few people

Urban a city community with a lot of tall buildings, a urbano (NA)

community in which people live that is larger or
more crowded than a town

Suburban a community outside of the city where people suburbano (NA)

live in neighborhoods with individual houses or
small apartment houses

Misconceptions:
1. Children often believe that the world they see is the only world that exists.
2. Students think of their neighborhood being the same thing as a community.
3. Kids that live in a farm might not think it is a farm because their family member may live
like an hour away compared to others.

Materials/Resources/Technology Needs:
Materials:
● “The Little House” by, Author & Illustrator - Virginia Lee Burton
● Frayer Model sheet
● Pencils
● Anchor Chart
● Markers
● Exit ticket/sort

Book: “The Little House” by, Author & Illustrator - Virginia Lee Burton

Technology:
● ActivBoard
● BrainPOP video: Communities-Rural, Urban and suburban

5E Instructional Procedures
Activity
Engage 1. TTW have the students in the carpet as whole group before starting the lesson.
2. TSW sit on the carpet for whole group instruction.
3. TTW introduce the topic by asking: “does anyone know how many types of
communities there are”?
4. TSW answer the question: “does anyone know how many types of communities
there are?”
5. TTW allow them the opportunity to answer the question.
6. TTW generate curiosity by showing them the cover of the book “The Little
House” and asking the students what they think the book will be about?
7. TTW say “In this story, we will read about a little how and discuss how the
community around it changed over time. Pay very close attention on how the
area around the house changes”.
8. TTW read aloud “The Little House”, and will stop at each point in the story
where the community changes to discuss what the students notice about the
community that is around them.
9. TTW enhance student thinking throughout the book.

Explore 1. TTW go through a community slideshow of the three communities and discuss
each one.
2. TTW ask the students to choose a partner and to choose a seat of their choice
and sit on the carpet around the room.
3. TTW ask the students to get their pencils.
4. TSW choose a partner when the teacher asks them to and spread out with a
seat choice on the carpet.
5. TTW give directions on what to do on the activity.
6. TTW pass out a frayer model for notes that will be based on urban, rural and
suburban. The information can be found in the PowerPoint that was given by
the teacher. They will write the definition, a picture, characteristic and an
example. This is an example of the model:

7. TSW record their answer on the their frayer model.

8. TTW observe and listen to the students as they talk about their findings.
9. TSW be able to ask questions related their findings if required.
10. TTW allow for students to ask related questions to their findings.
Explain 1. TTW ask the students to come back to whole group on the carpet.
2. TTW ask the groups questions such as:
a. What were your findings from the PowerPoint and model sheet you did
with your partner?
3. TSW discuss their findings and refer to their understanding of the three types of
communities.
4. TTW make an anchor chart distinguishing the difference between the three
types of communities with pictures, examples, characteristics and definitions of
each. Example:

5. TTW then show the students the BrainPOP video on the three types of
communities.
6. TTW ask these following questions:
○ What is a rural community?
○ What is an urban community?
○ What is a suburban community?
○ Why would people want to live in each community?
Elaborate 1. TTW discuss two questions with the students
a. What type of community do you live in?
b. What type of community would you like to live in?
2. TTW ask the students to return to their desk and get their science journals from
their number bucket.
3. TTW give them two questions to write down and answer on their journal.
4. TTW give the students the opportunity to share with their shoulder buddy what
they wrote down if they would like to.

Evaluate 1. TTW pass out an exit ticket/sort to assess the students understanding of the
three different types of communities: urban, rural and suburban with their
office to be able to do work independently.
2. TSW will work on their exit ticket independently.
3. TTW explain the directions of the exit ticket and what will be done once it is
completed.
4. TSW raise their hand when they are finished.
5. TTW give the students 10 minutes to complete the exit ticket.
6. TSW read a book from their book bag until the rest of the class finishes with
their exit ticket.