Lesson

Preparation
(Benchmarks,
Common Core,
Materials)

Benchmarks:
Social Studies:
2 H2.0.4 Describe changes in the local
community over time (e.g., types of
businesses, architecture and
landscape, jobs, transportation, population).
2 H2.0.5 Identify a problem in a
communitys past and describe how it was
resolved.
2 G2.0.1 Compare the physical and human
characteristics of the local community with
those of another
community.
2 G4.0.1 Describe land use in the
community (e.g., where people live, where
services are provided, where
products are made).
2 G4.0.2 Describe the means people create
for moving people, goods, and ideas within
the local
community.
Common Core:
Writing:
CCSS.ELA-LITERACY.W.2.1
Write opinion pieces in which they
introduce the topic or book they are writing
about, state an opinion, supply reasons that
support the opinion, use linking words (e.g.,
because, and, also) to connect opinion and
reasons, and provide a concluding statement
or section.
CCSS.ELA-LITERACY.W.2.8
Recall information from experiences or
gather information from provided sources to
answer a question.
Reading:
CCSS.ELA-LITERACY.RI.2.4 Determine
the meaning of words and phrases in a text
relevant to a grade 2 topic or subject area.
CCSS.ELA-LITERACY.RI.2.5 Know and
use various text features (e.g., captions, bold
print, subheadings, glossaries, indexes,
electronic menus, icons) to locate key facts
or information in a text efficiently.
Materials:

Vocabulary:
urban
rural
suburb
suburban
Accomodations:
Students who struggle to
write are given the option to
rely mostly on pictures.
Students who finish early are
able to color the pictures of
their communities and add
more detail. They can also
choose to silent read.

Social Studies Alive (Textbook)

Projector
Presentation
Chart Paper
Lined Paper With Space for Drawing
Transparency 2E
Large Poster Paper
Opening
(Goals,
Objectives,
Anticipatory
Set)

I can compare my local community to

another community.
I can describe different places in a
community where people live, work, have
fun, and solve problems.
I can describe how people travel in an urban
community.
I can describe how people travel in a
suburban community.
I can describe how people travel in a rural
community.
I can describe how communities change
over time.
Students will review the three types of
communities as a whole group. The teacher
will record the features they remember on
chart paper.

Presentation I DO
(Input/Model)

Teacher will read aloud from Reading

Further 2
Teacher will model how to create the
bullseye pattern poster.
Teacher will model how to generate a
sentence.

Checking for understanding:

Fancy pinkies if we
understand.

Structured/Gu Teacher will record student responses on

ided Practice - chart paper about features of the three
WE DO
communities.
Teacher will use the help of students to
demonstrate how to use graphic organizers.
As a class students will describe features
and make observations on the pictures of
Levitt Town.

Think, pair, share, followed

by whole group.

Independent
Practice YOU DO

Assessment:
Sentences and partial work of
poster as exit ticket.

Students will finish sentences to

demonstrate what they have learned.
Students will draw their words.

Students will create their bullseye patterns.

Utilizing two facts about urban
communities, three facts about suburban
communities and four facts about rural
communities. Students will use both words
and pictures.
Closing:

Students will clean up and store their

posters.
Review I can statements.
Students share what they learned.

Co-Teaching

Co-Teacher should monitor and help with

students during work time.