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Molloy College

Division of Education

Lesson Plan Template

*All written plans will be evaluated for English language conventions and tools in writing
mechanics.

*All Lesson Plans MUST be written using appropriate edTPA Academic Language.

Heading for Coursework

Student: Natalie Ciminera Professor Wisnewski


Course: EDU 329 Date: 4/5/17
Grade: 2nd Topic: Communities Content Area: History

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

After a class discussion about the pictures of buildings in different communities, students will
differentiate between different types of communities on a worksheet answering 4 out 5 questions
correctly.

NYS-CCLS / +NYS STANDARDS AND INDICATORS


(you may need more than one standard)

Social Studies Standard


Key Idea:
2.1 MY COMMUNITY AND OTHER COMMUNITIES: A community is a population of
various individuals in a common location. It can be characterized as urban, suburban, or rural.
Population density and use of the land are some characteristics that define and distinguish types
of communities.
Key Concepts:
2.1a: An urban community, or city, is characterized by dense population and land
occupied primarily by buildings and structures that are used for residential and business
purposes.

Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
2.1b: Suburban communities are on the outskirts of cities, where human population is less
dense, and buildings and homes are spaced farther apart.
2.1c:Rural communities are characterized by large expanses of open land and
significantly lower populations than urban or suburban areas.
Students will identify the characteristics of urban, suburban, and rural
communities and determine in which type of community they live.
Bydiscussingdifferenttypesofhousing(apartment,singlefamily
house,etc.)andtheproximityofhousestoeachother,studentswillunderstandtheterm
populationdensityandhowitappliestodifferentcommunities.

Indicator:
This will be evident when students list and describe the characteristics of each
community.

ELA Literacy Standard (NYS-CCLS): Reading Standards for Informational Text


Key Ideas and Details (RI.2.7)
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and
clarify a text.

Indicator:
This will be evident when students are brainstorming about the different types of
communities.

INSTRUCTIONAL RESOURCES

PowerPoint, chart paper, clip art pictures, and worksheet.

MOTIVATION (Engaging the learner(s)*)

Students will receive a small picture of a house, farmhouse, or apartment and will be put into
groups according to the picture they receive.

Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
DEVELOPMENTAL PROCEDURES
(including Key Questions)

1. Students prior knowledge will be assessed by the teacher. (Can anyone tell me in their own
words what a community is?)
2. Students will be presented a picture of an Urban community. (What do you see in the picture?)
3. Students will describe the characteristics of what they see in the picture and the teacher will
write them on a side board. (Are there tall or small buildings in this picture? Is it a crowded
community? Is there a lot of open space? Who can work in these communities?)
4. Steps one and two will be repeated for a Suburban community and a Rural community
5. Students will compare the three charts (Can someone identify some differences? What things
are in some communities but not all of them?)
6. Students will use the jigsaw cooperative learning technique to discuss the different types of
housing and buildings in the communities. All students with a picture of the house will discuss
which community they belong to, all students with a picture of the farm will discuss which
community they belong to, all students with the picture of the apartment will discuss which
community they belong to. After students will get into different groups and explain to their peers
about their housing and community. (Can you choose which community your house belongs to?
Can a lot of people live there? Can a few people live there? What jobs are in your community?)
7. Students will receive a worksheet and answer the questions on the worksheet getting 4 out of 5
correct.

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Strategy
Cooperative Learning
Indicator: This will be evident when the students are broken up into groups to discuss
the housing in different communities.
Discussion
Indicator: This will be evident when the students are describing the characteristics in
each community.

ADAPTATIONS (Exceptionality*)

The student who struggles to focus will be seated in the front of the classroom and be refocused
by the teacher.

Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
The student who is an English Language Learner will be provided with content vocabulary.

DIFFERENTIATION OF INSTRUCTION

Sample way to differentiate

Struggling Students
Students will receive a worksheet matching pictures to the types of community.
Average Students
Students will receive the original worksheet and fill in the blanks of the sentences given
about communities.
Advanced Students

Students will receive a worksheet and will have the write down different activities that
are completed in each community.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

Students will differentiate between different types of communities on a worksheet answering 4


out 5 questions correctly.

INDEPENDENT PRACTICE

Students will pick a type of community they want to live in and write why they would want to
live there.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND


ACADEMIC ENRICHMENT

Direct Teacher Intervention


The student and teacher will read a book The City Kid & The Suburb Kid about different
communities and pick out key words to represent each community.
Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
Academic Enrichment
The student will have to create their own society using characteristics from all three
communities.

REFERENCES
(Put References on a separate page using APA style)

New York State K-12 Social Studies Framework. (n.d.). Retrieved April 12, 2017, from
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework

The City Kid & The Suburb Kid. Pilutti, D. (2008). Sterling Publishing Company

Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
Communities. (n.d.). Retrieved April 12, 2017, from
https://www.superteacherworksheets.com/communities.html.

LANGUAGE USE AND CONVENTIONS

DONT FORGET TO PROOFREAD YOUR WORK WHEN YOU ARE FINISHED

Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language