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Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher: ​Kyla Swanson

Date: ​3 April 2018 Subject/ Topic/ Theme: ​My Community Grade: ​2nd Grade

I. Objectives
How does this lesson connect to the unit plan?
This lesson introduces students to the different types of communities people live in.
1. Maps
2. Different types of communities
3. How we contribute to the community
4. How we can serve our community

cognitive- physical socio-emotio

Learners will be able to: R U Ap An E C* development nal
● Understand the differences between rural, suburban, and urban communities U
● Respond and react to the different sounds they will hear X
● Assembles images and phrases to describe the different communities Ap X
● Listens to the sounds of the communities as well as to their peers as they share X
● Replies to their peers thoughts with respect and understanding that they may have a different perspective X
Common Core standards (or GLCEs if not available in Common Core) addressed:
2 – G2.0.1 Compare the physical and human characteristics of the local community with those of another community.
2 – G2.0.2 Describe how the local community is part of a larger region (e.g., county, metropolitan area, state).

(Note​:​ Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Where they live, and the different things that are part of where they live.
knowledge and skills.

Pre-assessment (for learning): ​Will be the students sharing what they think the sounds come from in the
motivation activity, as well as their drawings.

Formative (for learning): ​Students will share their thoughts after listening to the sounds, and think about where
they might hear these sounds. This will help them understand how familiar they are with urban, suburban, and
Outline assessment rural communities. Teacher will gain an understanding by listening to their ideas and writing them down on the
activities whiteboard.
(applicable to this lesson)
Formative (as learning): ​Students will have several opportunities to share their thoughts and how their learning is
expanding about the different communities.
Summative (of learning)​ : ​ ​Students write about what community they want to live in which will test their
knowledge about the different communities as well as their ability to support their thinking.

What barriers might this Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
lesson present? Engagement Representation and Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- ​coordinate short &
strategies, self-assessment & long-term goals, monitor progress,
What will it take – reflection and modify strategies
experientially, emotionally,
etc., for your students to do
this lesson?
Provide options for sustaining effort Provide options for language, Provide options for expression and
and persistence- ​optimize challenge, mathematical expressions, and communication- ​increase medium
collaboration, mastery-oriented symbols- ​clarify & connect of expression
feedback language Students will be able to express
As students share their themselves through their
experiences of what they heard, drawings as well as sharing
other students will listen and thoughts with the class
refrain from rebuking other
students ideas or diminishing
their experience in any way.
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- ​choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats Students will be able to listen to
sounds of different
communities, they are using
their senses and interacting with
what they are hearing.
Computer, speakers, for the youtube sound videos.
Materials-what materials
Over the Green Hills ​by Rachel Isadora
(books, handouts, etc) do
Large poster paper (x2)
you need for this lesson
and are they ready to use?

Chairs will be set up in a circle.

How will your classroom
be set up for this lesson?

III. The Plan

Describe​ teacher​ activities AND ​student​ activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
(2 min) “Can someone remind me what a community is?”
“We are going to listen to the sounds of some Students will listen to the sounds and ask
different communities” themselves, what am I visualizing, what do I see,
Teacher will play sounds of a urban community and what do I hear? Where may I hear these sounds?
(5-7 ask students to listen and visualize
c Students will listen to the sounds and ask
Teacher will play sounds of a suburban community themselves, what am I visualizing, what do I see,
and students will repeat activity: what do I hear? Where may I hear these sounds? Students will listen to the sounds and ask
Teacher will play sounds of a rural community and themselves, what am I visualizing, what do I see,
students will repeat activity: what do I hear? Where may I hear these sounds?
Teacher will play 1 minute of each video. Students will share their thoughts and use
After each video is played, the students will share imaginative language. Students will listen to their
their thoughts and teacher will write the thoughts peers and think, how was their experience different
Total: on the board. Teacher will make a list for each from mine?
10 min video. Teacher will pose question, where would
8:45- you hear these sounds?
Teacher will ask students to sit on the rug in front
of the white board Students will be actively listening, asking
(10 Teacher will use a large white poster paper to themselves questions and relating what they are
min) discuss and introduce students to rural, suburban, learning to their own lives. Have I ever been to one
and urban communities. of these communities? What does my community
Urban: lots of buildings and people, multiple means look like?
of transportation, live in apartments,
Suburbs: smaller communities outside the city,
many homes, schools, fire stations, hospitals, parks
Rural: small towns in the countryside, far from
cities, fewer people, work on farms,

(10 Teacher will tell students “I am going to read a

min) story that may help you understand what it is like to
live in a rural community. While I am reading I
want you to be thinking about what it would be like
to live there and, if you would like to live there or
Teacher may ask if students have any predictions or Students will share predictions or questions
questions based off of the cover
(the largest
After the story, teacher will take out large poster
component or
paper and start asking students why or why not they
(5 min) main body of
would want to live in this community. Then ask the Students will share ideas and reasoning behind the
the lesson)
students who said yes, why they said that. On opinions.
poster paper write down their ideas and it will serve
as a model when students go off to write about
what community they would want to live in. Ask
the students to come up with reasons why they want
to live in that community.

After students have observed the model, teacher

may release students who are sitting quietly to get a Students will individually write and think about
paper and start writing about the type of community why they would want to live in a certain
they would want to live in. The chart from earlier community.
will still be up as well as the model.
● Students must have at least 3 reasons why
● Mention one of the 3 communities we
talked about.

50 min

(5 min) Closure Teacher will have students regather and discuss Students will share their ideas and thinking.
(conclusion, their thinking, they will have the opportunity to
culmination, share their ideas.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. ​(Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)