Lesson Plan

Class Community Project

Your Name: Ruben Au Grade: 3

Subject: Social Studies Topic: Community
Time Allotted: 25 Minutes
Lesson begins at: 10:00

Content Objectives:

At the end of this lesson, the students will be able to:

1. Students will exchange information and ideas and then create a project by holding a
collaborative discussion and then by using civics found in their daily lives vote to
establish which project to enact for their community.

California ELD Standards:

1. Part I: Interacting in Meaningful Ways Corresponding CA CCSS for ELA/Literacy* A.
Collaborative 1. Exchanging information and ideas with others through oral collaborative
conversations on a range of social and academic topics
2. Expanding: Exchanging information and ideas: Contribute to class, group, and partner
discussions, including sustained dialogue, by listening attentively, following turn-taking
rules, asking relevant questions, affirming others, and adding relevant information.

California Common Core State Standards:

Do not use shorthand methods.
1. ELA Standard: SL.3.1: 1. Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics and texts,
building on others’ ideas and expressing their own clearly.
2. History-Social Science Standard HSS.3.4: Students understand the role of rules and
laws in our daily lives and the basic structure of the U.S. government. Part 2. Discuss the
importance of public virtue and the role of citizens, including how to participate in a
classroom, in the community, and in civic life.

Materials: Answer the question: What will you need throughout this lesson?
White board, Marker

Academic Language Rigors:

Voting, Community, Responsibility

Anticipatory Set - Hook 5 minutes

 The teacher will lead a brief overview of what the general idea of civics and being a
community member entails, and ask students what it means to be apart of the
community.
 Students will think critically about what it means to be community members.
 The teacher will informally assess the students by observing students as they share
what it means to be a community member.
 For students with special needs, accommodations include previewing the ideas that will
be discussed beforehand to prime them for the discussion, the teacher will use clear and
concise explanations.
Modeling How much time will be allocated to this section? 5 minutes
 The teacher will model by going over what the class has decided to be the options for
the class project, which was done in a previous lesson. The teacher will go over in detail
and explain what each project entails, and model some examples that can go into each
project.
 Students will observe and follow along with the teacher, and have ideas ready to
contribute to what other projects could be done in the categories available.
 The teacher will informally assess students by seeing if the students are following along
and listening.
 For students with special needs, accommodations included can be visuals or models of
what the project can potentially look like.

Guided Practice How much time will be allocated to this section? 5 minutes
 The teacher will ask the students critical thinking questions, as well have students
explain the process for how to vote. After holding a collaborative discussion, students
will vote on which community project the class will work together on.
 Students will share ideas and then vote for the class project.
 The teacher will informally assess the students by acknowledging and rephrasing ideas,
as well as keeping track of what is being voted for.
 For students with special needs, accommodations include acknowledging their ideas
and rephrasing and explaining student ideas.

Independent Practice How much time will be allocated to this section? 5 minutes
 After the area of the community project has been selected, the teacher will direct the
students to do a pair share to collaboratively discuss what projects the class can work on
in that category.
 Students will discuss with their partners what ideas they have for a class project.
 The teacher will informally assess the students as they share with their partners ideas
about the projects.
 Accommodations for students with special needs by using a think, pair, share, which is a
low-pressure form of peer collaboration.

Closure How much time will be allocated to this section? 5 minutes

 The teacher will go over what the selected project is, and summarize and discuss how
the project relates to civics and being a good community member.
 Students will form connections between the project and how it relates to being a good
community member.
 The teacher will informally assess the students by listening to the students connect
ideas.
 Accommodations for students with special needs include acknowledging and rephrasing
student ideas