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Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher : David DeKryger

Date: 4/2/19 _ Subject/ Topic/ Theme: Social Studies/Communities Grade: 2nd

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.

cognitive- physical socio-


Learners will be able to: R U Ap An E C* development emotional
● Remember what a community is R
● Know these different kinds of communities: urban, rural, and suburban U
● Identify the differences between these kinds of communities Ap
● Comprehend what kind of community they live in, from learning about different kinds An x
● Write about what kind of community they think they live in, or why they do not think any of the communities apply to E x x
them
Common Core standards (or GLCEs if not available in Common Core) addressed:
2 – G2.0.1 - Compare the physical and human characteristics of the local community with those of another community.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start


Identify prerequisite
knowledge and skills. Students know basic definition of a community and can identify physical characteristics of a
community
Pre-assessment (for learning):
Teacher will ask the students what a community is and assess their vocal responses
Formative (for learning):
Teacher will notice student participation in discussion. Teacher will listen to writing responses and
look over them
Formative (as learning):
Outline assessment Students will discuss with each other about the different kinds of communities. They will assess
activities themselves on what they can identify when I show them pictures on the projector. They will then
(applicable to this lesson) assess themselves when they write out their own response about their own community.
Summative (of learning):
Students will share their responses with each other and with the whole class and the teacher will see
how the students understand the kinds of communities through describing what kind theirs’ are
We will go over the question, “What are the different kinds of communities?” and the teacher will try
to make sure that they remember it by having them tell him the answers

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of


Engagement Representation Action and Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
What barriers might this expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
lesson present? strategies, self-assessment & term goals, monitor progress, and
reflection Answering the teacher’s modify strategies
Students will regulate themselves questions in the discussion,
by answering questions, telling the Provide an understanding that there
What will it take – confirming with thumbs up,,
teacher characteristics they see in are many different types of
neurodevelopmentally, the pictures that could make up a
and each student writing a communities, so that they students
experientially, community. They will also keep the response that correlates with the can begin to identify the diversities
emotionally, etc., for your different kinds of communities in lesson. of communities as they go deeper
students to do this lesson? mind throughout the lesson, since I into the topic
will ask them again what a they are
again at the end of the lesson

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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.

III. The Plan


Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
00:00 ● Have the students pair up and call them to ● Come to the middle of the room with
the middle of the room partner
00:15 ● Tell the students, “Raise your hand if you ● Raise hands and answer question
Motivation remember what a community is?” Call on
(opening/ one student to tell me. I may call on
introduction/ another if not fully defined the way we
engagement) learned it
02:15
● Confirm answers and say, “Thumbs up if ● Give me thumbs up
you remember what a community is”

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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