Social Studies
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
Criteria | Unsatisfactory Needs Improvement (1) D/F (0-69) | Emerging Satisfactory (2) C/C+ (70-79) | Competent Good (3) B-/B/B+ (80-89) | Explemary Excellent (4) A-/A (90-100) |
Graphic Organizer
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Student did not complete graphic organizer stating the differences between the three communities
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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
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Connections |
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
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Student made two to three connections to the text about the three different communities
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Student made three or more connections to the text about the three different communities |