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Molloy College

Division of Education
Student: Alexandra Falconieri
Course: EDU 521
Grade: 2nd Topic: Buildings in Communities

Professor R. Moroney
Date 12/3/14
Content Area: Social Studies

Instructional Objective(s)
After the students learn about the different types of communities they will learn to differentiate
the types of buildings which make up the communities by comparing and contrasting them in a
Venn diagram. This be done with 80% accuracy.
STANDARDS AND INDICATORS
CCSS.ELA-Literacy.Rl.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
Indicator: This will be evident when students use the reading material to complete the
assignments at each station
CCSS.ELA-Writing.W.2.2
Write informative/explanatory texts in which they introduce topic, use facts and definitions to
develop points, and provide a concluding statement or section.
Indicator: This will be evident when students write their blog post and short paragraph
explaining what they learned about buildings in two different types of communities.

ISTE Nets for Students Standard 2: Communication and Collaboration


Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of others.
Indicator: This will be evident when the students go on the computer to create a blog post about
rural communities.
MOTIVATION
The students will watch the You Tube video explaining the different types of building in each
community.
MATERIALS

Living in Suburban Communities by Kristin Sterling


Living in Urban Communities by Kristin Sterling
Living in Rural Communities by Kristin Sterling
Pencil
Crayons

Venn Diagrams
Computers
STRATEGIES

Direct Instruction
Collaborative Learning
Cooperative Learning
Independent Learning
ADAPTATIONS

For the student with Autism, they will receive definitions and pictures of what the buildings are
prior to the lesson on the computer because he favors technology.
DIFFERENTIATION OF INSTRUCTION
The teacher realizes that not all students learn the same way. The teacher will differentiate in
tiers.
The first tier, students below grade level, will only have to write two sentences for the
short paragraph activity.
The second tier, students on grade level, will only have to write three sentences for the
short paragraph activity.
The third tier, students above grade level, will have to write four sentences for the short
paragraph activity.
DEVELOPMENTAL PROCEDURES
1. The teacher will set up a suburban station in which the children will view and read materials
based on suburban communities. Students will read Living in Suburban Communities by
Kristin Sterling and write a short paragraph explaining what makes up a suburban community.
(What types of buildings make up suburban communities? What kind of houses do people live
in? Where are suburbs located?
2. The teacher will set up an urban station in which the children will view and read materials
based on urban communities. Students will read Living in Urban Communities by Kristin
Sterling and draw a picture of what they think buildings in urban areas look like based on what
they learned from the reading. (What type of homes do people in urban areas live in? What
other name do urban areas go by? What is an example of a city?)
3. The teacher will set up a rural station in which the children will view and read materials
based on rural communities. Students will read Living in Rural Communities by Kristin
Sterling and create a blog post explaining what they learned from the reading and have an
active conversation with one another. (What types of buildings make up rural communities?
What kind of houses do people live in? What is the definition of the world rural?)

4. Students will gather after visiting every station and independently work on their Venn
diagrams. They will compare and contrast what is different and what is similar between the
urban, rural, and suburban communities they learned about. (Which two types of communities
are most alike? Which two types of communities are the most different? Which community do
you live in based on the buildings you learned about?)
ASSESSMENT

The teacher will collect and review the drawings, the short paragraph, the blog post, and
the Venn diagrams.
The students will be assessed with the Venn diagram rubric.

Social Studies - Analyzing Information:


Comparing Buildings in Communities
Teacher Name: Ms. Falconieri

Student Name:

________________________________________

Student lists at least


5 key points about
Buildings in
communities.

The student lists at


least 4 key points
about buildings in
communities

The student lists at


least 2 to 3 key
points about
buildings in
communities

The student cannot


list any key points
about buildings in
communities.

least 3 details about


buildings in
communities.

Student recalls at
least 2-3 details
about buildings in
communities.

Student recalls at
least 1-2 details
about buildings in
communities.

Student cannot recall


any details with
accuracy.

Identifies facts

Student accurately
identifies at least 4
facts about buildings
in communities

Student accurately
identifies at least 2-3
facts about buildings
in communities.

Student accurately
identifies at least 1-2
facts about buildings
in communities.

Student has difficulty


identifying any facts
about each
community.

Compare and
Contrast (Venn
Diagram)

Student accurately
compares and
contrast the
similarities and
differences of
buildings in each
community

Student compares
and contrast most of
the similarities and
differences of
buildings in each
community

Student compares
and contrasts a few
of the similarities and
differences of
buildings in each
community

Student has difficulty


comparing and
contrasting the
similarities and
differences of
buildings in each
community

CATEGORY
Identifies
important
information

Identifies details Student recalls at

INDEPENDENT PRACTICE
Students will draw a picture of the type of community they live in or want to live in.
FOLLOW-UP DIRECT TEACHER INTERVENTION AND ACADEMIC
ENRICHMENT
Direct Teacher Intervention: For the students who did not meet the objective they will be
provided with a Venn diagram with a word bank to complete it.
Academic Enrichment: Students who exceeded the objective will pick one of the Kristin Sterling
books to write a book report about.

References
"Engage NY." New York State K-12 Social Studies Framework. N.p., n.d. Web. 28 Oct.
2014. <https://www.engageny.org/resource/new-york-state-k-12-social-studiesframeworkFinda website by URL or keyword...>.
Sterling, K. (2008). Living in rural communities. Minneapolis, MN: Lerner Publications.
Sterling, K. (2008). Living in rural communities. Minneapolis, MN: Lerner Publications.
Sterling, K. (2008). Living in rural communities. Minneapolis, MN: Lerner Publications.