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WPC/SIOP

Lesson Plan
Template
Note: Details can be typed directly into each field. Also, some sections have been
labeled with a number that aligns with Instructions and Explanations found at the
end of this document.
Topic:
Grade/Content Area: 1st grade
Date: FEB 27, 2016
COMMUNITY
/SOCIAL STUDIES
Title:
Our
Community
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State Standards/Common Core:
S.S. 1.2 Compare the ways people lived in the community in the past with the way they lived in the present.
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Essential Questions: How is your community set up? And what are some different roles
people play in your community?
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Content Objectives:
Language Objectives:
Objective 1:
Students will discuss the structures of the
Students will create a community
community they built and articulate roles and the
by building a replica of a
purpose of the roles people play in the community.
community that they know about
utilizing Lego blocks.
Students will communicate needs for additional
Objective 2:
support during activity and ask for clarification of
Students will demonstrate
any terms associated in and around community.
knowledge by explaining how that
community is set up and what roles
people have in that community.
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Key Vocabulary:
Materials (including supplementary and adapted:
Community, People, Roles,
Pencil, Paper, Legos, maps, vocabulary lists.
Structures, State City, Town,
Neighborhood, Family
Higher-Order Questions:
Do you know how your community is set up and works?
How do roles that people have in the community help or hinder the community?
What roles are missing from your community to make it a better community to live in?
Time:
Activities:
5

Planned Adaptations, Modifications, and Extensions:

Scaffolding will occur throughout the building activity due to its


individualized efforts and one on one teaching throughout the time.

Support and guidance through the material will be provided by the aids
and the classroom teacher during the entire project.
Students background knowledge will be applied as they build and
create their communities and as they discuss the roles with in the
community.
Students will be able to discuss and and learn from each other.
Building Background:
Links to Experience: Hook when the students walk in from afternoon
recess a model built in legos will be displayed on the doc cam.
The students will sit at their tables and eat a snack while teacher reads
the book me in my community.
After the book a brief discussion to enter the topic of communal living
will be an all class discussion.
Key terms will be mined for in the discussion by the teacher.
The task of being able to build their own Lego community will be
introduced with guidelines of highlighting important roles in the
community that they build.
Key Vocabulary
Roles, community
Student Activities (Check all that apply for activities throughout
lesson):
Scaffolding: _x_Modeling _____Guided __x_Independent
Grouping: __x_Whole Class
__x__Independent
Processes: _____Reading
___x__Independent
Strategies: ___x__Hands-on
Objectives

__x__ Small Group _____Partners _____Writing

__x___ Listening

__x___Meaningful __x___Links to

Lesson Sequence:
20 min
brain storm as a class different important places in the community that
they choose make a list on the white board.
Brainstorm and unpack the roles people play in the community make a
separate list on the whiteboard.

Discuss with the class the teacher model community that is displayed.
Taking time to feature the roles and how the community is set up and
how it makes sense.
Set table groups up with Legos and pencil and paper and let them
explore and create their community.
As the students are building in small groups around tables on their
individual Lego community the teacher will go around the room and
provoke discussion around the tables. Asking questions and spurring on
deeper knowledge thinking.
After 15 min of building the teacher will set a timer for 5 more minutes
to wind down the building time and ask the students to write down the
key structures they built along with the key roles people play in the
community they built.
When the time is up the teacher will ask each student to share their
community with the class under the doc cam just as was modeled by
the teacher at the beginning.
The communities will then be displayed as a larger community in the
classroom throughout the unit.
The students will finish with a little free build Lego time as a reward for
working and listening so well.
Review and 7 Assessment (Check all that apply):
___x__Individual _____Group _____Written __x___Oral
Review Key Vocabulary:
Review Key Content Concepts:
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Reflection:
it went well I am a great teacher.
Rubrics and Scoring Guides:
Pass
No pass
If student explains two or more roles with two or more important structures in the
community, it is a pass.
If not teacher will need to reteach lesson using Rti.
Instructions and Explanations:
1) State Standards

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3)

4)

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8)

o Include content, literacy, technology, and social/behavior standards to be


addressed in this lesson.
Essential Questions:
o List the essential questions that relate to the standards and outcomes in this
lesson. Use kid-friendly language so you can pose these questions to
students.
Learning Outcomes:
o List the learning outcomes that will be addressed in this lesson. They may
be organized sequentially, by category (content, literacy, technology) or by
Blooms taxonomy.
Materials:
o Include everything needed to conduct the lesson sources of knowledge and
information (textbooks, articles, websites, etc. referenced in APA style),
materials to be used, equipment and technology, etc.
Planned Adaptations, Modifications, and Extensions:
o List any differentiated strategies planned for individuals or groups and the
learning addressed. This includes planned activities for students who are
high-achieving who may finish classwork quickly.
Lesson Sequence:
o Describe what will happen in each part of the lesson: The introduction, the
activities, the transitions, and the closing. Use outline form, a table, or a
brief narrative. Include the number of minutes expected for each section to
guide pacing.
Assessments:
o Include and explain informal/formal, formative and summative assessments
for this lesson (also include any unit assessments to which this will
contribute).
o With standards and objectives in mind, describe what evidence you will
accept to indicate that students have met the intended targets(s). Include
rubrics and scoring guides that will demonstrate expected quality of work.
Not any assessment accommodations necessary for individual learner needs.
Discuss how you will prepare students for the assessment formats and how
you will engage learners in analyzing their own assessment results.
Reflection:
o Following the lesson, take some time to reflect on the following:
o What went well?
o How did the students perform in relation to the learning objectives?
o What observations and/or formative assessment data do you have to
gauge learning?
o What surprised you?
o How did you differentiate instruction in response to student learning
needs? (Extensions, support, and/or scaffolding).
o What would you change if you were to teach this lesson again?
Identify changes you would make to the next lesson based on your
reflection and formative assessment data. Describe in some detail
about how you are responding to student learning needs.