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Title of Unit: Where In The World Are We?

Title of Lesson: Around Town (Day 6) Submitted By: Carla MacMillan

A. Summary of the Lesson Plan: This social studies lesson has been designed for (2nd grade) students to learn about what makes up cities and suburbs and what their relationship is. Building on the previous lesson, students will build a city and show understanding of maps by drawing a simple map. B. Target Population: Grade Level: 2nd grade Skill Level: students at all learning levels Grouping: whole group reading and discussions, whole group and independent for activity and independent for assessment C. Materials: Houghton Mifflin 2nd Grade Social Studies Book: Neighborhoods (p. 44-51) Reading Skill (Unit Resources p.9) for each student-sample is on last page of lesson Vocabulary and Study Guide (Unit Resources p.9) for each student-sample is on last page of lesson Newsprint Rectangular and square paper Paper, pencils, and crayons D. Objectives: o NV State Social Studies Standards o G5.2.3A Construct a simple map of the community.

Student-Friendly Standards I can draw a simple map of the community.

E. Procedure: 1. Refer to notes on TE 44-Get Set to Read Write the daily message on the board. Ask students to quietly think about how they would answer the question. By a show of hands, have students answer if their neighbors live close or far away. And say objective together, I can 2. Pass out text. Have students turn to page 44 and skim the pictures in the lesson and then have a short whole group discussion on what they know or would like to know about the lesson. 3. Explain the Study Guide will be completed by students as we read. Pass out Study Guide. 4. Identify and discuss students who have buildings close together and buildings far apart in the area around where they live.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit: Where In The World Are We? Title of Lesson: Around Town (Day 6) Submitted By: Carla MacMillan

5. Introduce vocabulary (urban area, suburb). 6. As a class, read p. 44-47, pausing to ask questions as indicated in the margins of the TE. 7. Students should be taking notes and recording information on their Study Guide during the reading of this lesson. Any questions left unanswered may be finished after the class is finished reading. 8. Ask questions in the margins of the TE as a continual check for understanding. Focus on the following questions about cities and suburbs: (TE 45)Are there open spaces in urban areas? Tell what those open spaces usually are. (TE 45)In what ways can one part of a city be different from another part of the same city? (TE 45)Describe the photos on page 45. In what ways are these parts of a city different? (TE 46)Give an example of a suburb and describe it. (TE 46)What are some ways that people who live in suburbs depend on cities? Review vocabulary and objectives together.

9. CLOSURE: Discuss the two questions in the Review/Assess section of TE 47. Students will build a paper city (TE 46) Hand out the square and rectangle shapes of paper. Have each student draw and color details to make their own buildings. On a piece of newsprint, have students, by twos or threes, add their buildings. Have students notice how much more crowded the area gets as more students add their buildings.

F. Assessment: What will you use to measure student understanding? Students will draw a picture map that shows their community and the nearest city or suburb (TE 47). On a separate sheet of paper, students will answer the question from Critical Thinking TE 46.

Explain how you will know students understand the concepts from the lesson. Students will draw a map that is clear, accurate and complete.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Title of Unit: Where In The World Are We? Title of Lesson: Around Town (Day 6) Submitted By: Carla MacMillan

Students will write why they would choose an urban or suburban area to live, and write their logic behind their answer.

G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think that identifying the cause and effect on the Reading Skills sheet will be the easiest because students in second grade understand cause and effect and see examples of it every day.

2. Which part will be most challenging for you to teach? I think the most challenging to teach will be the map of their community idea. Still at this age, many students have trouble with perception and direction.

3. How will you follow up or extend this lesson? As an extension to this lesson, I would use Extend Lesson 3 (p. 48-49) that explains briefly the history of New Yorks growth as a city. Another extension I would use is the Skillbuilder (p. 50-51) that helps students use information from their reading to apply to a task-reading a calendar.

4. What will you do for students who dont grasp the concepts? For students who do not understand the lesson, I would use the Reteach Mini Lesson described on the bottom of TE 47. We would work together to fill in a chart of what they learned about cities on each page of the lesson.

5. Which part of the lesson, if any, do you think might need to change? I think the lesson is pretty well laid out. Students would all be familiar in my area to both cities and suburbs, even if they had not been familiar with the vocabulary they would be familiar with the concept.

6. When you were writing this lesson plan, what was the most difficult part?
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 3

Title of Unit: Where In The World Are We? Title of Lesson: Around Town (Day 6) Submitted By: Carla MacMillan

I want this to be relevant and understandable to all students. Being sure that all students are able to make a connection to the concept is difficult. It may be challenging for ELL students to be able to articulate the reasoning behind what they prefer in the writing activity.

Sample of Resources:

Reading skill

Vocabulary

Calendar

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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