Lesson 1 Outline: Central Focus-Standard-Objective—Lesson Method

 This learning segment lesson outlines are to be from one of the segments identified for EDEL 415
—for class final assignment
 Determine the central focus for lesson 1. You are to find one standard to support the content.
Then you are to determine what cognitive level will be used by students in the lesson to know and
be able to do by the end of the lesson. Then you must write no more than 2 measurable
objectives that will be taught and met during the lesson; what students will be able to know and
do. You must use verbs from Bloom’s taxonomy and these verbs must be used correctly to
address the cognitive level and accurately support the standard and objective. Finally, what
method will you be employing to teach the content? Give an explanation of how the method
chosen supports the content, standard, and objective, how the method supports student inquiry
and learning.

PART I (Not graded but 2 points off if any part is missing or does not support one
another)
Unit Central Focus and Standard(s) Community

ECO 1.3 Describe the goods and services that local

communities produce and those that are produced in
other communities

GEO 1.2 Use maps, graphs, photographs, and other

representations to describe places and the relationships
and interactions that shape them.

CIV 1.3 Describe how communities work to accomplish

common tasks, establish responsibilities, and fulfill roles
of authority.

4 Day Long Types of Communities

Learning Segment
Central Focus--- CIV 1.3 Describe how communities work to accomplish common tasks, establish
content & responsibilities, and fulfill roles of authority.
Standard

Lesson 1 Outline Neighborhood community

Central Focus
Lesson 2 Outline School community
Central Focus

Lesson 3 Outline Cultural community

Central Focus

Lesson 4 Outline Environmental community

Central Focus

PART II

Central Focus for Lesson Neighborhood community

1 Outline
Standard for Lesson 1 CIV 1.3 Describe how communities work to accomplish common tasks,
Outline establish responsibilities, and fulfill roles of authority.

1-2 Objective(s) for Analyze the composition of the neighborhood community

Lesson 1 Outline
Distinguish the various roles and responsibilities of members within
their neighborhood community

Method of Instruction with Inquiry through gallery walk

Explanation Lesson 1
Outline  Set up four different stations (community helpers,
community members, neighborhood rules, significant
places)
 Each station will display a big poster paper with a few
images.
 Station 1: Community helpers---Images of
firefighters, police officers, doctors, mailman,
crossing guard
 Station 2: Community members--- Images of
friendly interactions with neighbors, children
outside at a park, parents outside with children,
elderly residents gardening, different type of pets
with owner outside, volunteers outside cleaning
neighborhood
 Station 3: Neighborhood rules---Images of a
crosswalk, helmets while riding bicycles, parents
 and children at a clean-up event, children or adults
carrying groceries for an elderly neighbor, recycling
bins
 Station 4: Significant places--- Images of parks,
libraires, schools, local stores that students are
familiar with in their neighborhood.
 Students will be divided into small groups, 4-5 students in
each group. Each group will start at a specific station and
quietly observe the images at each station. They will be
provided paper that has room for them to write their
observations for each station
 Each station will have a set of questions for students to
think about and write down as observations.
 Questions for Station 1: Who are some community
helpers you see in the pictures, what do you think
each community helper's role is in the
neighborhood, how do community members help
the neighborhood?
 Questions for Station 2: What do you notice about
different community members in the pictures? How
are community members helping the
neighborhood? Ho can you be a responsible
community member?
 Questions for Station 3: What rules do you see?
Why are these rules important, how can following
these rules make the neighborhood a safe place?
 Questions for Station 4: What places did you see in
the pictures? Why are these places important for
the neighborhood How do these places help the
community, what do they do?
 Students will spend 5 minutes at each station, observing
and reviewing the questions to formulate their thinking and
observations. They will then rotate to the next station and
continue after all stations are completed.
 After students have visited all four stations they will go back
to their groups and discuss what they observed. Then the
teacher will gather the whole class together for a group
discussion and on the board write down the characteristics
and observations students made.
 Students will then individually write a short story choosing a
significant place, community helper, member, and rules. A
student for example may do this, select Mill Pond Park,
volunteers cleaning at the park, the student and his family,
and cleaning, recycling as a rule. Students will write a story
describing their role, the members of their neighborhood
responsibilities, explain how they can contribute to making
their neighborhood a better place.
PART II: Rubric--Criteria for Success
2 1-.5 0

Central Focus for Central focus is concise Central focus: Central focus
Lesson 1 Outline and clearly states topic ___ muddled addresses very few
to be learned in lesson ___complex elements such as:
___slightly supported or ___Not provided
written as a topic ___difficult to determine
___is not topic for
determined subject
(social studies)
Standard for Lesson 1 Standard directly Standard: Content standard
Outline supports and follows addresses very few
the central focus. One ___Slightly follows from elements such as:
standard chosen, which and supports central ___not aligned to
directly follows the focus central focus
proper subject chosen. ___Standard is not ___inappropriate for the
Standard is fully written written out, only content
out with identifier number provided ___ inappropriate for
number, and comes ___No citation provided these students
from social studies’ C3 for district approved ___More than one
Framework standard standard chosen
___1 question remains ___ Not a social studies
C3 Framework
___2 or more questions
remain

1-2 Objective(s) for Specific, observable Objective(s) addresses Objective addresses

Lesson 1 Outline learning objective elements but issues very few elements or
articulates what remain such as but not includes pieces such
learners will limited to: as:
learn/understand and/or ___objective is
be able to do by the __Verb from Bloom’s incomplete
end of the lesson. but used incorrectly ___ unclear
Objective is aligned and/or does not support ___ not stated in terms
with and directly the cognitive level (e.g.: of what students will
supports and follows construct can be learn/understand and
from the central focus substituted for write; be able to do by the
and standard; objective develop can be end of the lesson
using verb from substituted for make, ___Discussion/oral;
Bloom’s and is etc.) note taking;
appropriate for __Verb slightly visual/observing
students. Bloom's verb supports and follows ___not aligned to
is used correctly central focus and central focus and/or
(meaning these standard standard
supports in its scope ___2 verbs in the same ___No use of Bloom’s
the chosen cognitive objective support one ___Cognitive level
level) another but some minor provided instead of
 confusion exists verb
___1 question remains ___2 verbs in the
same objective which
counteract one another
or are repetitive
___More than 2 are
chosen
___Objectives do not
complement one
another and taken
together are converse
in their purpose
___2 or more questions
remain

Method of Instruction Chose one method of Chose one method of Chose one method of
with Explanation instruction to teach the instruction to teach the instruction to teach the
content; explanation content; explanation content; explanation
includes 3 or more includes 2 details of includes no details of
details of how the how the method will be how the method will be
method will be implemented, but fails implemented and/or
implemented, how this to support all aspects of only supports either
method will support the how the method is content or objective or
content and implemented to support standard but not all 3; 2
objective(s), and all the content and or more misknowing of
pieces are accurate— objective(s); 1 the method is seen in
the method is misknowing of the the description with an
articulated accurately method is seen in the inaccurate knowing of
according to the description; 1-2 the method based on
definition of the method questions remain definition of method
and how the method and way method is
supports learning; no implemented; 1-2
questions remain questions remain