ED 345 Calvin University Teacher Intern Lesson Plan Template #2

Teacher Intern: Hanna Gibson Date: 10/7/2019 Mentor Teacher: Sue King
Grade Level: 2nd Grade Subject/ Topic: Social Studies: Different Kinds of Communities
Approx. time spent planning this lesson: 45 minutes
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: What are the three types of communities? What characterizes each type of community?
What else do we characterize as a community? What are the roles we play in our different communities?

Brief Context: Lesson 5 of Unit 1: What is a community?

Prerequisite Knowledge/Skills:
 What is a community?
 Familiarity with the concepts of city, towns, the country
 Familiarity with smaller communities like families, school, etc.

Lesson Objectives/Learning Targets Aligned Assessments

The learner will: I will assess learning by:
1. Distinguish between the three types of 1. Completion of partner matching worksheet and
communities and their attributes (rural, urban, worksheet on the back of Scholastic News.
suburban)

2. Define community as being more than 2. Completion of My Many Communities worksheet.

geographic with an emphasis on community as
a group of people.

3. Describe their role in the different 3. Completion of My Many Communities worksheet.

communities they are a part of (family, school,
church, etc.)

Standards Addressed:
 2 – G2.0.1 Compare the physical and human characteristics of the local community with those of another
community
 2 – C5.0.1 Identify ways citizens participate in community decisions.
 2 – C5.0.2 Distinguish between personal and civic responsibilities and explain why they are important in
community life.

Instructional Resources and Materials:

 Document Camera
 Pencils
 Scholastic News: “Weekends in My Community” magazine (1 per partner group)
 Matching worksheet (1 per partner group)
 “Social Communities” video https://www.youtube.com/watch?v=lGC0zxgRNJQ
 My Many Communities worksheet (1 per student)

Consideration of Learners:
 Engagement: Students connect via participation in turn & talk, independent work, personal connections to their
experiences in different kinds of communities.
 Location: Seating options during independent work time
 Representation: Videos displayed and discussed in picture, written, and verbal form. Magazine read aloud,
shown in print, and portrayed in pictures.
  Expression: Students choose whether or not they share with the big group. Students express their thoughts and
understanding in both written and picture form through matching activity and worksheet.

Individual Accommodations:
Alex- movement around the classroom as needed, may choose to sit at seat during carpet time
Travis- may choose to sit at seat during carpet time
Cam and Raeghan- Teacher monitors them closely while reading the article, providing assistance as needed.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

Building respectful relationships:
 Working with partners through Scholastic News and matching activity; sharing with partners and as a class
 Teacher conferencing during independent/partner work time
Organizational routines:
 “Class, class?”
 Preparation of materials ahead of time
 Flexible seating options for independent/partner work time
Specifying & reinforcing productive behavior:
 “Student is doing a great job of….” Specific praise
 Thanking students for volunteering to share.
 Expectations made clear at the beginning of the lesson
 Reminder of expectations to deter unproductive behavior

DOMAIN 3: INSTRUCTION- [Content Management]

Day 1
Motivation/Opening/Intro:
 Students come to carpet, sitting next to reading partners.
 Class Brainstorm Activity: What kinds of places do people live?
o Teacher writes ideas on chart paper.
 Teaching Point: Today we are going to learn about the three different types of communities people live in and
what makes them unique.

Development:
 Teacher introduces Scholastic News activity.
 Students work in partners to read the Scholastic News article and use what they read to complete the worksheet
on the back in their partnerships.
 When students finish, they will complete the matching activity in their partnerships. They will label each of the
images as belonging to an “S” suburban, “U” urban, or “R” rural community. They will then come up with 1-2
additional features that would be found in each type of community and list or draw those on the back of the
paper.

Closure:
 Teacher calls students together with “Class, Class?”
 Teacher talks class through the worksheet, asking if she can clarify any confusion.
 Teacher asks students to share what kind of features they added to fit into each of the community categories.
 Teacher asks students to think about what kind of community Hudsonville may be, but doesn’t allow them to
share with the class (yet).
Day 2
Motivation/Opening/Intro:
 Students come to carpet, sitting next to reading partners.
 Turn & Talk: Besides Hudsonville, what other communities are you apart of?
o Volunteers share out their ideas to the class.
 Teaching Point: Today, we are going to talk about social communities and how we can play a different role in each
of the many communities we are involved in.
Development:
 Teacher introduces Social Communities video.
 Teacher models filling out one section of the My Many Communities worksheet.
 Students spend independent worktime filling out the My Many Communities worksheet, identifying 4
communities they are a part of and the role they play in each community.

Closure:
 Teacher calls students together with “Class, Class?”
 Teacher asks students to share what kinds of communities they are a part of and the role they play in each
community.
 A few volunteers share.
 Teacher challenges students to keep thinking about this and to ask their parents what communities they are a
part of when they get home.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

Reflection after teaching the lesson:

Evidence of professionalism: