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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?
Students will start to understand how we contribute to the community and the roles we play.
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
● Demonstrate understanding of their own community Ap
● Define communities R
● Comprehend what makes a community a community U
● Identify core parts of the community R X X
● Relate what they have learned to their own community An X
Common Core standards (or GLCEs if not available in Common Core) addressed:
2 – G1.0.3 Use maps to describe the location of the local community within the state of Michigan in relation to other significant
places in the state.
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 Knowledge gained from Lesson Two.
knowledge and skills.

Pre-assessment (for learning): ​Students will sit around a large roll out piece of paper and write down/draw
words and/or pictures that come to mind when they hear “community”.

Formative (for learning): ​Students will share responses to website and video, helping the teacher understand
how much they have learned from the activities.
Outline assessment
activities Formative (as learning): ​Students will spend some time reading about different jobs which will help them
expand their knowledge. Through class discussions, students will be able to share what they have learned as well
(applicable to this lesson) as listen to their peers share.

Summative (of learning​): ​ Students will write a response to what they want to be when they grow up. Tests their
understanding of different jobs and the roles they have in the community. Responses will be graded according to

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of

What barriers might this Engagement Representation Action and Expression
lesson present? 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
neurodevelopmentally, Students will be able to self assess
experientially, emotionally, their progress during sharing time.
etc., for your students to do Provide options for sustaining effort Provide options for language, Provide options for expression and
this lesson? and persistence- ​optimize challenge, mathematical expressions, and communication- ​increase medium
collaboration, mastery-oriented symbols- ​clarify & connect of expression
feedback language Lesson is taught through
During sharing time, students multiple means of technology,
are welcome to contribute their as well as using books.
ideas as well as add on to other
students ideas. I will be
responding to students giving
them feedback on their work.
Provide options for recruiting Provide options for perception- Provide options for physical
interest- ​choice, relevance, value, making information perceptible action- ​increase options for
authenticity, minimize threats Information is taught through interaction
Students are learning about discussions, videos, books, and Students will all contribute to
homes around the world which independent learning. the large white piece of paper
opens their eyes to the diverse to respond to a question.
ways of living in different Students will be engaged with
cultures. videos, and independent
Long piece of paper to roll out on the floor
Materials-what materials Computer
(books, handouts, etc) do Projector
you need for this lesson Future Job model
and are they ready to use? Future Job checklist
(website, youtube video)

Seats will be in their regular 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
Teacher will lay out a long piece of paper on the
floor and students will gather around it with writing
utensils, colored pencils, markers, etc.
(5 min) engagement)
“We have learned a bit about communities, so I am Students will sit around the paper, leaving room
going to test your knowledge” for every student.
Teacher will ask students to draw and/or write
anything that comes to mind when they hear the Students will ask themselves what they know
word “community”. about the word community.
(5 min)
Teacher will ask students to share their ideas and Students will share what they wrote and explain
why they thought of that. their thinking behind it.

(5 min) Teacher will have students turn and talk about rural, Students will talk with their neighbor about what
suburban, and urban communities. they learned about rural, suburban, and urban
Teacher will ask partners to share their thinking.
15 min
“We have learned that a community is a place
where people live, work, and play, correct?” Students “Yes!”

Teacher will say “Let’s first talk about where we

live in our communities”
“Different communities around the world have
different types of living places, or houses”

Teacher will take a look at this website with the

students, putting it on the projector and scrolling Students will observe the different houses, and
through the different homes from different parts of help teacher search for the country on the globe.
the world. Teacher may take out map and show Students will talk about what they like about the
where the place is on the world to help students different houses.
become more familiar with it.
(5 min)
Teacher: “Now that we have learned about the
different types of houses around the world, I want Students will close their eyes and start visualizing
you to think about your house, or where you live.. their own house
Take a minute to visualize your own home in your
head.” (students will close their eyes as they
visualize) “How are the houses we just saw similar
or different to the houses in your community?”
(the largest Teacher will then remind the students that
component or communities are also a place where people work.
main body of
the lesson) “Have any of you ever heard of the Berenstain

“We will watch a video that talks about all the

different jobs we can find in our community. As we
watch, try to look for all the different jobs that are
list=PL5hFHAEVlO0oNdtSJdgmop_cqJEHrdIzb&i Students will start imagining what jobs may come
ndex=1 up in the video

Afterwards, teacher will ask, “What are some of the

(5 min)
jobs you noticed?”

Teacher will read story about the post office and the
(5 min)
jobs that you can find there. Students will actively listen to the story

Teacher will ask students to share their

observations about what does having a job at the Students will share their thinking and observations
post office mean? about working at a post office.
Teacher will ask the students to raise their hands if
they know what kind of job they want to have when Students will quietly raise their hands.
they grow up.

Teacher will share that they want to be a teacher

when they grow up.
On a larger piece of paper work with the class to
write about what a teacher does, and 3 reasons why Students will observe teachers model and notice
you would want to be a teacher. what they are including in their writing.

Teacher will release students to start on their own

Total: writing. Teacher will ask students to write about Students will start their writing on what they want
60 min what they want to be, what does that job do, and 3 to be when they grow up.
9:00- reasons why they chose that job. If they do not
10:00 know, they may write about a job someone has in
their family.

Closure After 20 minutes class will come together again and Students will share responses
(conclusion, take time to share and listen to each other’s
culmination, responses.
Teacher asks students: “What do these jobs do for Students will think what their jobs contribute to
the community?” the community.

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.)