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I. Objectives
How does this lesson connect to the unit plan?
This will be my second lesson in my unit plan, introducing the concept of different communities.
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Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
challenge, collaboration, mastery- symbols- clarify & connect of expression
oriented feedback language Talk with peers
Students will discuss with each Clarifying the different kinds of Share with teacher and class
other about the characteristics communities and how they are vocally
of the communities. I will give different from each other Give thumbs up for
them feedback to what they understanding
discuss Write a response
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats
Students will write a response Teacher will show off pictures Students will move to the
that describes if their own of different communities and middle of the room and then to
communities are either rural, will write on the board the their desks, and then back. They
suburban, or urban, showing the different kinds of communities will also write
teacher what they understand
about their own communities
Materials-what materials
(books, handouts, etc) do Projector
you need for this lesson Board with marker
and are they ready to Journals for students
use? Pencils
I will set up the students in the middle of the room beside me as I show off the pictures of
How will your classroom communities. I will have pictures all ready to go before the lesson. They will later go to their desks.
be set up for this lesson? They will then come back to the floor a little closer to the board.
02:30 ● “Now that we know a basic definition of ● Should be listening to me and watching
what a community, we are going to learn
three different kinds of communities.”
02:45 Development ● Move to computer and show a picture of a ● Analyze picture and discuss what they see
(the largest urban community and ask the students with partner
component or what do they see. They will discuss with
main body of partners first.
the lesson) ● Ask students to raise their hands and tell ● Share what was discussed by raising their
03:30
me what they discussed. hands
04:30 ● After hearing what they see, I introduce ● Listening to me and watching
the first type of community: an urban
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community, or city. I then describe cities
to them, like how busy they are and the
physical characteristics.
06:00 ● Ask to raise hands if they ever been in a ● Raise hands if question applies to them
city
● Move on to a picture of a rural community ● Analyze picture, raise hands, and answer
07:00 and ask the students what they see and my question
raise their hands to answer.
● Ask, “How is it different from the picture ● Discuss with partner
08:00 before? Discuss with your partners.”
● Ask students to raise their hands and tell ● Raise hands and answer my question
08:30 me what they discussed
● Introduce the second type: a rural ● Listening to me and watching
09:30 community or small towns. Describe small
towns to them, like how they are in the
countryside with fewer people than cities.
● Do same process as rural communities ● Same process that what done for rural
11:00 with suburban communities communities
● Turn off projector. Introduce question, ● Listen to objective and read it out loud
13:30 “What kind of community do you live in? with everyone
Say objective, “Write down what kind of
community you live.” In addition, ask
them to explain their reason for saying so.
(If any of them think any of the kinds of
communities do not apply to them, I’ll ask
them to write down why they think so.” I
will write out objective and have students
14:30
read it.
14:45
● Send them to their seats with partners ● Go to their desks with partners
● Have them get their journals out and start ● Write in journals
writing ● Stop writing
19:00
● Time is up
19:15 ● Have them come back to the floor with ● Come back to floor with partners and
partners and journals journals
Closure
(conclusion,
culmination,
19:30 ● Ask them “What are the three ● Say a type of community if called on
wrap-up)
communities we went over?” I will call on
three students for each and I will write out
the types out on the board
21:00 ● Ask them to raise hands and share what ● Raise hands and share
they wrote and confirm their reasonings
24:00 ● Thank them for sharing about their
communities
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
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