ED 345 Calvin University Teacher Intern Lesson Plan Template #2

Teacher Intern: Hanna Gibson Date: 10/4/2019 Mentor Teacher: Sue King
Grade Level: 2nd Grade Subject/ Topic: Social Studies: Community Helpers
Approx. time spent planning this lesson: 45 minutes
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: How do people contribute to their communities? How can I contribute to my community?

Brief Context: Lesson 4 of Unit 1: What is a community?

Prerequisite Knowledge/Skills:
 What is a community?
 What are my parents’ jobs?

Lesson Objectives/Learning Targets Aligned Assessments

The learner will: I will assess learning by:
1. Identify how their parents contribute to their 1. Participation in Turn & Talk Activity
communities.

2. Identify community workers from pictures and 2. Participation in Watch & Talk Activity
analyze how each contributes to their
community.

3. Explain how they can contribute to their 3. Completion of “What can I do?” worksheet.
community as a second grader.

Standards Addressed:
 2 – C5.0.1 Identify ways citizens participate in community decisions.
 2 – C5.0.2 Distinguish between personal and civic responsibilities and explain why they are important in
community life.
 2 – G5.0.1 Suggest ways people can responsibly interact with the environment in the local community

Instructional Resources and Materials:

 Document Camera
 Pencils
 Community Helper Video: https://www.youtube.com/watch?v=H3GkdNACFZg
 “How Can I Help?” worksheet.

Consideration of Learners:
 Engagement: Students connect via participation in turn & talk, independent work, personal connections to
parents’ jobs and how they can help in their communities.
 Location: Seating options during independent work time
 Representation: Videos displayed and discussed in picture, written, and verbal form.
 Expression: Students choose whether or not they share with the big group. Students express how they can help
in both written and picture form.

Individual Accommodations:
Alex- movement around the classroom as needed, may choose to sit at seat during carpet time
Travis- may choose to sit at seat during carpet time
DOMAIN 2: THE CLASSROOM ENVIRONMENT
Building respectful relationships:
 Sharing with partners and as a class
 Teacher conferencing during independent work time
Organizational routines:
 “Class, class?”
 Preparation of materials ahead of time
 Flexible seating options for independent work time
Specifying & reinforcing productive behavior:
 “Student is doing a great job of….” Specific praise
 Thanking students for volunteering to share.
 Expectations made clear at the beginning of the lesson
 Reminder of expectations to deter unproductive behavior

DOMAIN 3: INSTRUCTION- [Content Management]

Motivation/Opening/Intro:
 Students come to carpet, sitting next to reading partners.
 Turn & Talk: What do your parents do for their jobs?
 Teaching Point: Today we are going to talk about how people in a community or citizens help their community in
different ways and how we as second graders can help our communities.

Development:
 Turn & Talk: How do you think your parents help their communities through their jobs or in another way?
 Teacher asks a few volunteers to share what they decided with the group.
 Class views Community Helper Video. Teacher pauses the video for students to guess what each community
helper is, reveals the answers, and poses the question, “How does this person help their community?”.
Sometimes this will be a turn & talk, sometimes the teacher will ask for volunteer to answer, and sometimes the
teacher will provide the answer.
 Teacher will suggest to students that they can also help their communities, even though they are only in second
grade. Teacher will ask for 3-4 suggestions of how they could help their community.
 Teacher will read through the directions for the “How Can I Help?” worksheet and send students off to work
independently on this worksheet.
Closure:
 Teacher calls students together with “Class, Class?”
 Teacher asks for volunteers to share some of their responses.
 Teacher challenges students to actually do what they wrote down and to turn their papers into the yellow tub and
to line up for lunch.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

Reflection after teaching the lesson:

Evidence of professionalism: