Direct Instruction Lesson Plan Template

Grade Level/Subject: 3rd Grade

Topic: Social Studies

Central Focus: Being able to explain what a community is and know

the different between the types of communities.

Social Studies SS.3.1: Geography can be divided into six essential

elements, which can be used to analyze important historic, geographic,
economic, and environmental questions and issues. These six elements
include: the world in spatial terms, places and regions, physical
settings (including natural resources), human systems, environment
and society, and the use of geography.

Date submitted:
Date taught:

Writing CCSS.ELA-Literacy W.4.1b: Provide reasons that are

supported by facts and details.
Daily Lesson Objective: After learning and participating in class activities students will be able to know what a
community is and know the different types of communities.
21st Century Skills:

Academic Language Demand (Language Function and Vocabulary):

Function: Explain opinion using reasoning with facts and details
Academic Vocab:
Community- Where people live, works, and has fun together.
Rural- Of, relating to, or characteristic of the country, country life,
or country people. Living in the country.
Suburban- Pertaining to, inhabiting, or being in a suburb or the
suburbs of a city or town.
Urban- Of, relating to, or designating a city or town. Living in the
city.

Prior Knowledge: Students will know what a community is. A community is a group of people living in the
same place or having a particular characteristic in common.
Activity
1. Focus and Review

Description of Activities and Setting

Ask students: What is a community? Ask students if they know that
there were different types of communities.

2. Statement of
Objective
for Student

Say: Today we will be learning about the different types of a

community and we will describe what the main differences between
those are. By the end of the lesson, you will be able to read a statement
and be able to figure out which community that person lives in.

3. Teacher Input

Students will pay close attention to the power point so they can use
what they learn for an activity after the power point.
Before the presentation: Hand out an index card to all of the students.
Before beginning, students are to write down which community they
think they live in. (Rural, Suburban, Urban)
During the presentation:

Time
2 min.

1 min
15 min

4. Guided Practice

5. Independent Practice
6. Assessment Methods
of
all objectives/skills:
7. Closure

Slide 2: Ask students what is a community? Students will have many

different answers.
Slide 3: Tell students the definition of a community. (A community is
where people live, work, and have fun together.
Slide 4: Explain to students that there are three different types of
communities. (Rural, Suburban, Urban)
Slide 5: Explain and give students examples of what you would see in a
rural community. Ask students to raise their hands if they think they
live in a rural area.
Slide 6: Explain and give students examples of what you would see in a
suburban community. Ask students to raise their hands if they think
they live in a suburban area.
Slide 7: Explain and give students examples of what you would see in a
urban community. Ask students to raise their hands if they think they
live in an urban area.
After the presentation: Ask students what the different types of
communities are and tell them that we are going to do an activity.
After viewing the power point students will take what they learned
during the power point and do an activity. I will have three posters up
on the wall, one labeled rural with pictures supporting it, the second
labeled suburban with supporting pictures, and the third labeled urban
with supporting pictures. I will have little note cards with supporting
information about each type of community and the students will
participate by raising their hand if they know which poster board the
note card goes on.

10 min

I will pass out a blank sheet of paper to each student and have students
draw and color on the paper which type of community they live in.
10 min.
After finishing, students will share with their classmates around them.
Formative: Teacher questioning throughout the lesson
Summative: Check for students understanding during activity. Make sure students
know the different between the three communities.
Have students turn to their partner and talk about what community they
live in and if they know anyone that lives in another type of
community.
Ask: What did we learn about the different types of communities?

2 min

8. Assessment Results of
all objectives/skills:
Targeted Students
Modifications/Accommodations:
ELL students partner them with each other to
allow them to assist one another with translation
needs.

Student/Small Group Modifications/Accommodations:

ESL students will be paired with a higher-level reader and
thinker that will help guide them through the activities.
During whole group, ESL student will sit in the front
where they can hear the teacher better and focus on the
teachers power point.

Materials/Technology:
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/SmartBoard slides, etc.) needed
to implement the lesson at the end of the lesson plan.)
Social Studies text book
PowerPoint
3 poster boards

Blank sheet of paper

Paper
Pencil
Crayons/Markers
Resources used:
Pinterest
Social Studies Text Book
Reflection on lesson: