Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

My Community My House

Date

18 November 2014

Subject/Gra
de Level

Social Studies/ Grade 1

Time
Duratio
n

30 Minutes

Unit

My Community

Teacher

Miss. Megan Krzyzanska

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Students will demonstrate an understanding and appreciation of how identity and self-esteem are
enhanced by their sense of belonging in their world and how active members in a community contribute
to the well-being, growth and vitality of their groups and communities.
1.1.3.a What different types of communities or groups do you belong to?
1.1.3.b What helps us to recognize different groups or communities (e.g., landmarks, symbols,
colours, logos, clothing)?
1.1.5.a What are some familiar landmarks and places in my community?
LEARNING OBJECTIVES
Students will:
General
Learning
Outcomes:
Specific
Learning
Outcomes:

1. Understand that there are many different kinds of habitats for humans, animals, and things.
2. Illustrate the interior and exterior views of their homes.
3. Create a visual of the interior of their home.

ASSESSMENTS
Observations:

Students are drawing four rooms that are in their homes.

Key Questions:
Products/Performan
ces:

What community is your house a part of?

Students depict the four rooms of their choosing with a detailed
drawing with signifying items that appropriately allow
visitors/onlookers to distinguish what room it is.

LEARNING RESOURCES CONSULTED

This is my Home Lesson Plan. Scholastic.
Retrieved 16 November 2014 from:
http://www.scholastic.com/teachers/lessonplan/my-home
Fanelli, S. (2006). My map book. London: Walker
Books. Print.

MATERIALS AND EQUIPMENT

House Books from last class

Pencils
Crayons
Rulers
My Map Book By: Sara Fanelli

PROCEDURE
Prior to lesson

Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda
Transition to Body

Create an exemplar of the house project.

Have book available.
Allow students time right after recess to add more colored detail to
their drawings of the outside of their homes.
Introduction
Time
Bring Students to the carpet.
6 Minutes
Do you know why I had you all draw the outside of your
houses?
Assessment: Students should acknowledge that a house is
part of the community.
What community is your house a part of?
Assessment: Have students decipher whether a house is an
important part of the family community or the neighbourhood
community.
Show of Hands, who thinks it is part of the family
community, who thinks it is part of the neighborhood
community. Is it possible that is an important part of
both of those communities?
Assessment: Yes! It is possible to be a part of two
communities at the same time!

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

Learning Activity
#1
Assessments/
Differentiation:

Learning Activity
#2
Assessments/
Differentiation

Learning Activity
#3
Assessments/
Differentiation

Assessment of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

Sponge
Activity/Activities

Body
Read My Map Book to students.
Next, show students exemplar of todays activity and explain it:
Step 1: Open your book and at the top of the crease or middle
of the entire 2 pages draw a diagonal line (IN PENCIL) to one
side of the page do the same to the other side of the page this
way the page looks like there is a roof.
Step 2: This is the inside of your house so I would like you to
divide the page into four rooms. They dont have to be the
same size, one can be smaller than the other, they are the
rooms in your house. Ie. MY house has the television room
on the bottom floor and my bathroom on the top floor.
But if your bathroom is on the bottom floor draw the
bathroom on the bottom floor.
The four rooms you choose to draw do NOT have to be
the same rooms I put on my picture, maybe you have a
play room of a family members room you would like to
draw.
I have two examples of how you can choose to draw the
picture! One is a side view of the rooms in my houseSo
I am imagining that I sliced my house in half and the
other is a birds eye view So I am imagining that I am a
giant who pulled the roof off of my house, or that I am in
a helicopter looking at my house from up above.
Step 3: After you have decided what rooms you would like to
draw and you carefully used a ruler to make sure that you have
straight lines you can add details to these rooms, things that
allow you to know that you are in that certain room. Ie. There is
a fridge in my house so that I know I am in the kitchen. Or a
Bed and toys in my room so that I know I am in my room.
Step 4: This is all of the detail I would like you to add so far.
Just drawing and no coloring just yet. In about 5-10 minutes I
will see how you are doing and we can move on to the next
step.
Step 5: Adding family and pets in our houses. Now is when you
can add people in your houses. THINK OF YOUR BOOK JOURNEY
WHEN THE GIRL WAS BORED AND WAS LOOKING FOR A FRIEND
TO PLAY WITH IN HER HOUSE. You can tell a story with your
drawings.
Step 6: Students may finally color in their detailed drawings.
Closure

Time

20
Minutes

Time

Please put away the pencils and crayons and gather on

the mat.
Why do you think I had you draw the inside of your
house? Is the inside of your house important?
Assessment: This has students self-assess and think about
what they are learning and why.

4 Minutes

If majority of class is finished they you can gather them at the carpet and
brainstorm about roles and responsibilities they have in their home/family
communities.
OR
Individual children can color/add more detail to their pictures OR silently
readwhile reading they should be searching for the Word of the Week: at.

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

Reflections from the

lesson

If I were to do this lesson again I would select 3-4 relevant pages of the My
Map book to share with students rather than reading the entire book
because it was a lengthy book.
I would also gage student involvement and focus because when they are no
longer focusing I would like to change the pace so that they are
concentrated for most if not all of the lesson.
During the lesson I stopped the students to praise them and inspire them
with more ideas they can add to their work, which renewed their interest in
the assignment.

Adapted from a template created by Dr. K. Roscoe