I. Standard(s) Being Addressed RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
II. Essential Question Why and how do communities develop differently?
III. Teaching Point/Performance Students will learn what kinds of communities’ people live in.
(Students TP) Students will make a text to self-connection between urban, rural, and suburban communities.
IV. Learning Activities
- Mini Lesson I will ask my students do their community have houses with big yards or do they live where buildings are close together? I will allow two – three students to answer. I will ask my students to think about different kinds of communities they know about, including cities and small towns.
I will introduce the vocabulary words to my students:
Urban Area – is another name for a city
Suburb – is a community near a city
Rural Area - is an area in the country, usually away from a city
I will show my students a video on rural, suburban, and urban communities via Brain Pop Jr (http://www.brainpopjr.com/socialstudies/communities/ruralsub urbanandurban/)
- Accountable Talk I will ask my students to describe what the buildings on their street are like.
I will walk around and listen to my students as they speak within their groups about the descriptions of the buildings on their streets. .
- Guided Practice I will conduct a shared reading with my students
I will ask my students to turn to page 120 in their social studies textbook, Social Studies: New York City
I will begin reading, and then I will call on another student to continue reading until we have finished the reading.
While we are reading I will stop and ask my students questions that are embedded on the chapter.
D. Independent Practice I will ask students to complete a graphic organizer to showcase the difference amongst urban, suburban, and rural areas.
E. Summary Selected students will share the differences they have written on their graphic organizers.
F. Modifications / Accommodations Extended time: 20 minutes I will give additional time for those who are challenged particularly the Apple Group. This will be applied during independent practice as the special education teacher work with one group I will focus on the other.
Throughout the lesson, I will read and re-read the directions and questions when necessary
IV. Assessment/Evaluation of Learning I will use one rubric to assess how much the students were able to learn based on their levels. The rubrics will be used to show each child’s individual growth. As I use this information I will reflect on the lesson and how I could have better it. What I could have omitted or included? What I could have done differently to help those students who were challenged?
Social Studies Rubric
Student did not complete graphic organizer stating the differences between the three communities
Student has made one – two bullets on the graphic organizer stating the differences between the three communities
Student has made two – three bullets on the graphic organizer stating the differences between the three communities
Student has made three or more bullets on the graphic organizer stating the differences between the three communities
Student made no connections to the text about the three different communities
Student made one to two connections to the text about the three different communities
Student made two to three connections to the text about the three different communities
Student made three or more connections to the text about the three different communities