Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher David DeKryger

Date 4/1/19 Subject/ Topic/ Theme Social Studies: Communities Grade 2nd

I. Objectives
How does this lesson connect to the unit plan?
This will be the first lesson of my unit plan, introducing what a community is and the kinds of places that make one up.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
● Define a basic definition of a community U
● Know what kind of places make up of a community U
● Identify examples of these kinds of places in a community Ap
● Draw pictures of a certain place from their own community An x x

Common Core standards (or GLCEs if not available in Common Core) addressed:

2 – G4.0.1 Describe land use in the community (e.g., where people live, where services are provided, where
products are made).
(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 and skills.
Outline assessment
activities
(applicable to this lesson)
What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Being able to recognize what the place, or locations, in a community are, like stores, homes, and other
places.
Can draw a picture of a place from their area.
Pre-assessment (for learning):
Teacher will ask the students what they think a community is as a discussion question
Formative (for learning):
Teacher will notice student participation in discussion. I will also notice their progress of creating their
pictures.
Formative (as learning):
Students will discuss with a partner(s) on what communities are and places there are in communities.
Students will assess themselves through telling me examples of places that make up the kinds of
places. They will also assess themselves through drawing examples of places from their communities
Summative (of learning):
Students will share their pictures with each other and with the whole class and the teacher will see
what places they think make up their communities.
We will go over the question, “What is a community?” again and the teacher will try to make sure that
they remember it by having them tell him the answer
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Engagement Representation Action and Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & term goals, monitor progress, and
reflection Answering the teacher’s modify strategies
questions in the discussion,
Students will regulate themselves confirming with thumbs up,, Provide a definition of a
by answering questions, telling the community and types of places that
teacher places that could make up a
and each student drawing a make up a community, so the
place from their communities.
community. They will also keep the students to have a basic
definition of a community in mind understanding of these concepts as
throughout the lesson, since I will they go deeper in the topic
ask them again what a community
is again at the end of the lesson

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 Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
challenge, collaboration, mastery- symbols- clarify & connect of expression
oriented feedback language
Students will discuss with each Talk with peers
other what a community is and Clarifying what a community is Discuss with whole class and
what places are located in one. and what places make up a teacher
The teacher will give them community Give thumbs up to understand
feedback after they tell him Draw a picture of a place in
what they discussed their community
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats
The teacher will provide a Students will draw pictures and
Students will draw a definition of a community and interact with their peers.
representation of a piece of their the categories of places that
community, showing the make up a community on a They will move in front of the
teacher a part that they maybe powerpoint. board, then to their desks, and
value or think about in their then back to the board
community
Materials-what materials
(books, handouts, etc) do White board
you need for this lesson Marker for teacher to write with on board
and are they ready to Projector and powerpoint
use? Blank papers for students to draw their pictures
Pencils or markers for students to draw with

I will have the students pair up with a partner(s) in front of the board.
How will your classroom Later, they will go to their desks to draw their picture.
be set up for this lesson? Then, they will come back to the board at the end of the 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
prompts.
00:00 ● Have students pair up with their partners ● Students pair up and sit on the floor in
(they already sit with their partners in front of the white board.
class) and then call them to the front of the
board.
01:00 Motivation
(opening/ ● Ask students, “What do you think a ● Students discuss with each other about my
introduction/ community is? and have them discuss with question.
engagement) their partners before they answer me.
01:30
● Ask students to raise their hands and tell ● Students share what they discussed.
me what they think a community is.
02:30
● See if students have the right idea with
their description of a community and then ● Students listen to my definition and repeat
show them my definition on the it with me.
powerpoint: “A community is a place
where people live, work, have fun, and
solve problems.” I will have them repeat it
with me.

Development
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 04:00 (the largest ● Introduce the topic that a community is ● Students should listen and watch me.
component or made up of different kinds places, or
main body of locations, like homes, workplaces, and fun
the lesson) places. I will show off the categories on
the powerpoint, projected on the board and
05:00 spaced out so I can write the examples ● Students discuss with each other about my
under them question about homes.

05:30 ● Ask the students, “What kinds of homes

can people live in?” and have them discuss ● Students share what they discussed
with each other. through hand raising.
06:30
● Ask them to raise their hands and tell me
what they discussed and then I will write
their answers on the board under “Homes”
and explain and write any missing
examples. ● Students discuss with each other about my
07:00 question about workplaces.
● Ask the students, “What kinds of places
do people work at?” and have them
discuss with each other again. ● Students share what they discussed
through hand raising.
● Ask them to raise their hands and tell me
what they discussed and then I will write
their answers on the board under
“Workplaces” and explain and write any ● Students raise their hands and answer my
08:00 additional examples. question.

● Ask the students, “What kinds of places

do do people have fun at? Where could
they go to have fun?” and have them raise
their hands and I will call on them to
answer. I will write their answers on the
board under, “Fun Places” and explain and ● Students listen to my explanation about
write any additional examples. places where people solve problems.

● I will then introduce a category of places

09:30 where people solve problems. I will have
the category pop up on the board through
the slideshow and then explain the kinds
of places where people solve problems at,
like city halls and schools. I will write ● Students listen to my explanation of the
these examples under the category. objective and read it off the board.

● I will explain to the students that want

them to draw a picture of a place from
11:00
their own community that could under any
of the categories that were discussed. I
will write out the objective the board, too,
saying “Draw a picture of a place in your
12:00
community.” Have students read the ● Students give me thumbs up if they
objective. understand, pair up, and head back to their
desks.
● Ask students for a thumbs up if they
understand and then tell them to pair up
and then head back to their desks with ● Students start drawing when they get their
their partners. materials.
12:15

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 ● I hand out blank sheets of paper and ● Students stop drawing and pair up with
16:00 markers if I have any to give, otherwise their partners and come to the board with
they will draw with their pencils their drawings.

● Say times up and that it is okay if they are

not finished. I then call them up to the ● A couple students share their pictures and
16:15 board again with their partners and the rest answer my question about what
drawings kind of place the picture is.

● Ask a couple students to share their

pictures and then I will ask the students,
“Is (blank)’s picture a home, workplace, a
fun place, or a place where problems are
solved?”

19:00 ● Ask the students, who will raise their ● Students answer my questions through
hands, “What is a community?” again and raising their hands.
“What kinds of places make up a
Closure
community?”
(conclusion,
culmination,
19:45 ● I confirm their answers and give them
wrap-up)
feedback, saying “That is right, or not
quite.” If they are wrong I will ask them
questions to hint on what the answer is,
based on what they respond with.
20:00 ● Students hand me their pictures.

● I ask them to hand me their pictures, so

that I can assess them, and the lesson ends.
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.)

Resource:

Social Studies Alive! My community, Teachers’ Curriculum Institute, 2010.

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