Student: Lisa Connor

Professor: R. Moroney

Course: EDU 521

Date: November 29, 2014

Grade: 2

Topic: Communities

Content Area: Social Studies

INSTRUCTIONAL OBJECTIVE
Following a class discussion on the three types of communities and their distinct characteristics,
students will use their knowledge to complete a Venn diagram comparing the similarities and
differences between rural, urban, and suburban communities with at least three differences for
each community and at least four similarities. They will then explore a text of self connection,
and write a reaction paragraph.

STANDARDS AND INDICATORS

New York State Social Studies Standard 1: History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major
ideas, eras, themes, developments, and turning points in the history of the United States and New
York.
Indicator:

This will be evident when the students answer geographic questions about where places are
located and why they are located there using geographic representations such as maps and
models.

New York State Social Studies Standard 3: Geography

Students will use a variety of intellectual skills to demonstrate their understanding of the
geography of the interdependent world in which we live-local, national, and global-including the
distribution of people, places, and environments over the Earths surface.
Indicator:

This will be evident when the students identify and compare the characteristics of each of the
three communities.

Common Core Learning Standards for English Language Arts and Literacy
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.

Indicator:

This will be evident when students can accurately identify and define the distinct
characteristics of each community.

RL.2.5: Describe the overall structure of a story, including describing how the beginning
introduces the story and the ending concludes the action.
Indicator:

This will be evident when the students can use textual support to identify and define the main
characteristics of the community in which they live.

RL.2.9a: With prompting and support, student will make cultural connections to text and self.
Indicator:

Students will listen to the story The Little House when the community changes they will be
able to identify with the story and whether they live in that type of community.

SL.2.1: Participate in a collaborate conversations with diverse partners.

Indicator:

Students will complete a Personal Connections digital worksheet and share the connections
they made with a partner.

W.2.2: Write informative/explanatory texts in which they introduce a topic, use facts, and
definitions to develop points, and provide a concluding statement or section.
Indicator:

Students will have to complete a well written paragraph using MS Word about their school
community.

ISTE Nets for Students Standard 2: Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of others.
Indicator:

This will be evident when the students use a Venn diagram on the SMART Board to compare
and contrast the three different communities. Also when the students present the pictures they
took on their specific community.

ISTE Nets for Students Standard 3: Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information.

Indicator:

This will be evident when students use digital/online tools to complete assignments such as a
Venn diagram and MS Word to complete their paragraph. The students will also use the
motivational Brain Pop Jr. video about suburban, urban, and rural communities. This should
grab the students attention and give them a brief introduction to the community lessons.
MOTIVATION

In order to introduce communities to the students, they will view a short Brain Pop Jr. video
about suburban, urban, and rural communities. This should grab the students attentions and
give a brief introduction on communities.
Also students will receive a ticket when they raise their hands to answer a question or add a
relevant comment to the lesson. At the end of the lesson, tickets will be counted and if the
student has at least 10 tickets he/she can pick something from the prize box. Students can also
get extra tickets for making good choices, like keeping a quiet body and mouth, raising their
hand before they speak and listening to their friends.
MATERIALS

The Little House by Virginia Lee Burton

SMART Board
Computer with Internet Connection and Software
Camera
Ipad(s)
Cart paper/marker
Venn diagram Online Worksheet
Personal Connections Worksheet on MS Word (included)
Triple T-chart using Kidspiration (included)
Pre-writing graphic organizer for My School and Its Community paragraph using
Kidspiration (included)
Adaptive worksheets and Forte which allows student to type his response
Pencils
Tickets
Prize box
Glue stick
Adaptive scissors

STRATEGIES

Cooperative learning, group discussion, direct discussion and one on one instruction
ADAPTATIONS

For the student with vision impairment he will receive his own copy of the book. The
Little House by Virginia Lee Burton. The personal copy will have enlarged print.
The student whom is non verbal will use her Nova Chat device voice to text application
to communicate throughout the lesson. Also, premade responses will be used in a cut
and paste for all worksheets. Student will be given her adaptive scissors to use for the
exercises.
For the student with Autism prompting will be given when needed.
For the ESL student (English as a Second Language) preferential seating as well as
modified instruction and extended time to complete worksheets.
For students with a significant fine motor disability he will use his Forte device to type
the answers to the worksheet.
For the student who is ADHD he will be given simplified instructions that are numbered
to enable the student to check off the task that he completed. He will also have
preferential seating.
DIFFERENTIATION OF INSTRUCTION

The teacher realizes that not all students do learn or work on the same level or at the same pace.
Therefore, students will be divided by pace.
Group A: Students will be given 30 minutes to complete their Venn diagram and to write their
paragraph on their school community.
Group B: Students will be given 35 minutes to complete their Venn diagram and write their
paragraph on their school community.
Group C: Students will be given 40 minutes to complete their Venn diagram and write their
paragraph on their school community.
DEVELOPMENTAL PROCEDURES

Teacher will introduce a short Brain Pop Jr. video on the different types of communities
to grab the students attention and to introduce the different types of communities. What
type of community do we live in? Do you know anyone who lives in a rural community?
An urban community?
The teacher will tell the students There are three types of communities. In this story The
Little House we will read about a little house and discuss how the community around it
changes. Pay close attention to how the area around the house changes.

The teacher will read aloud The Little House. At each point in the story where the
community changes, the teacher will stop to discuss what the student notice about the
community around the house. What changes occurred in the community in the story?
The teacher will start a T-chart on the SMART Board asking the children to tell what
they noticed about each type of community. What makes the rural community unique?
How about the urban and suburban communities?
The teacher will continue the discussion on communities by asking the students to:
describe what type of community they live in; and the student will need to give reasons to
support their answer. What type of community do we live in? Why do you think our
community is _______?
Teacher will refer back to the story and ask What does this story remind you of? Does
it make you think of something in your own life?
Students will fill out Personal Connections worksheet. (included)
Students will then share the connections they made with a partner.
For homework the students will fill in a pre-writing graphic organizer. (included) It
should include: the name of their school; the community in which the school is located;
the type of community: rural, urban, or suburban; a brief description of the three
characteristics that make up their community, supporting it with information learned; a
concluding sentence.
ASSESSMENT

The teacher will assess the Venn diagram comparing the differences and similarities of the three
types of communities as well as My School and Its Community paragraph using the teacher
created rubric.

Social Studies - Analyzing Information:

Comparing Communities
Teacher Name: Mrs. Connor

Student Name:

________________________________________

Student lists at least

5 key points about
transportation,
workers, volunteers
and buildings in each
community.

The student lists at

least 4 key points
about transportation,
workers, volunteers
and buildings in each
community.

The student lists at

least 2 to 3 key
points about
transportation,
workers, volunteers
and buildings in each
community.

The student cannot

list any key points
about transportation,
workers, volunteers
and buildings in each
community.

least 5 details for

each community.

Student recalls at
least 4 details for
each community.

Student recalls at
Student cannot recall
least 2 to 3 details for any details with
each community.
accuracy.

Identifies facts

Student accurately
identifies at least 5
facts about each
community.

Student accurately
identifies at least 4
facts about each
community.

Student accurately
identifies at least 2 to
3 facts about each
community.

Student has difficulty

identifying any facts
about each
community.

Compare and
Contrast (Venn
Diagram)

Student accurately
compares and
contrast the
similarities and
differences of each
community.

Student compares
and contrast most of
the similarities and
differences of each
community.

Student compares
and contrast a few of
the similarities and
differences of each
community.

Student has difficulty

comparing and
contrasting the
similarities and
differences of each
community.

CATEGORY
Identifies
important
information

Identifies details Student recalls at

The Unit Assessment: (This will be assessed at the end of the entire unit)
The students will be divided into groups to take pictures of the different part of their community.
They will present what they found by using the SMART Board. They will be assessed on their
presentation using the teacher created rubric.

Oral Presentation Rubric : Communities

Teacher Name: Mrs. Connor
Student Name: ________________________________________

CATEGORY
Preparedness

Student is
completely prepared
and has obviously
rehearsed.

Student seems pretty

prepared but might
have needed a
couple more
rehearsals.

The student is
Student does not
somewhat prepared, seem at all prepared
but it is clear that
to present.
rehearsal was
lacking.

Listens intently but

has one distracting
noise or movement.

Sometimes does not

appear to be
listening but is not
distracting.

Sometimes does not

appear to be
listening and has
distracting noises or
movements.

Listens to Other Listens intently.

Does not make
Presentations

distracting noises or
movements.

Collaboration
with Peers

Almost always
listens to, shares
with, and supports
the efforts of others
in the group. Tries to
keep people working
well together.

Usually listens to,

shares with, and
supports the efforts
of others in the
group. Does not
cause \"waves\" in
the group.

Often listens to,

shares with, and
supports the efforts
of others in the
group but
sometimes is not a
good team member.

Rarely listens to,

shares with, and
supports the efforts
of others in the
group. Often is not a
good team member.

Pictures

Student uses several

pictures (could
include costume)
that show
considerable
work/creativity and
which make the
presentation better.

Student uses 1
pictures that shows
considerable
work/creativity and
which make the
presentation better.

Student uses 1
pictures which
makes the
presentation better.

The student uses no

pictures OR the
pictures chosen
detract from the
presentation.

INDEPENDENT PRACTICE
For homework the students will complete the graphic organizer My School: Rural, Urban, or
Suburban? Also, students over the course of the unit, will take pictures of a few places and
people in their specific community.
FOLLOW UP: DIRECT TEACHER INTERVENTION AND ACADEMIC
ENRICHMENT
Direct Teacher Intervention: Under direct intervention with the teacher, students who did not
meet the objective will be given pictures of the three different types of communities using the
SMART Board. The students will draw a line from the picture to the type of community they
would find it in: rural, urban, or suburban.
Academic Enrichment: For the students who met or surpassed the objective, they will record an
their thoughts online using Voice Thread explaining the advantages and disadvantages of living
in their community. The students will need to use details and information discussed in class as
well as outside information gathered on their own.
TEACHER REFERENCES
Brain Pop Jr. (1999). Rural, Suburban, and Urban. Retrieved from
http://www.brainpopjr.com/socialstudies/communities/ruralsuburbanandurban/preview.w
eml
Burton, V. L. (1942). The Little House. Boston, MA: Houghton Mifflin Company.
Houghton Mifflin Company. Types of Communities. Retrieved from
http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/maps/maps/g3_u1 /
National Governors Association Center for Best Practicies, Council of Chief State School
Officers. (2010). Common Core State Standards ELA. Retrieved from
http://www.corestandards.org/ELA-Literacy
Teachers Pay Teachers (23 May 2014). Retrieved from http://www.teacherspayteachers.com