Showcase Analysis: Lesson Five- Communities Students: 1. 2. 3. 4. 5. 6. 7.

Second Grade: Aliya Abby ZaKira Jonathan Kameron Ravan Lusi First Grade: Nina Samantha Davis Cate Kaylee Samyra Griffin Tristan Matthew Briant Kenneth (did not participate in this lesson)

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

In my final lesson, I noticed Aliya, a second grader, and Nina, a first grader were my high students. Both of these girls have had a lot of background experience in different types of communities, urban, rural, and suburban. Aliya has had many opportunities to travel due to a military family. Thus, because of her travels, she has had numerous back ground experiences with communities. Nina has been in many different types of plays. For her plays, as a character, it is important for her performances to have background knowledge. Thus, she had some understanding of my lesson before it was completely taught. Also, both of these girls are very social individuals and participated in whole group often. It is important to understand that both of these girls have had background experiences that they brought to this lesson to help their understanding of communities and the differences in them. I also noticed Jonathon, a second grader, and Kaylee a first grader as being my middle students. I do not believe either of these two had much trouble understanding the lesson and activities that go along with this lesson. During whole group both of these students were able to identify where a set of pictures went on my graph. They also answered my question; why do you think that picture goes there? After the lesson, during individual work time, both Kaylee and Jonathan needed little help to accomplish the activity I had planned. They both worked individually and quietly to accomplish completion of their work. Both work samples turned into me were reviewed and sent home with the students. Jonathan provided a very detailed self-definition about what each community was like. Further, Kaylee did a very similar thing; she provided a detailed definition and picture for each community, in her flip book. The only thing I saw that each student in this category could improve on was there understanding of the differences of Suburban and Urban. I noticed that they confused the two with one another. They thought that Suburban was Urban. I did go back, however, and explain to each student the significant differences between the two communities. It was important for me to notice who, and where my

middle students were because this way I knew what they needed to work on and how to fix it, by simply reviewing it until it was more significantly understood. After a short review, these two students were able to finish their work. My low student in second grade was Lusi, and in first grade was Briant. These two students were low students because while working in whole group, they both stayed pretty quiet. In individual work time they needed one on one attention in order to complete the final activity, the flip book. Lusi, I believe needed more individualized help because of a language barrier. I had to review several times, in a different way to get her to understand the definitions of all three types of communities. While reviewing, I used the graph that was used during whole group. I explained to her the distances in homes were different in each one, and the population, or the amount of people in each community was different. I described to her places like New York as being Urban, and Suburban was like a place with a lot of houses, but they had plenty of room in between. She then was able to tell me that she lives in a community like that. I was glad to see her making the connection. The first grade student, Briant, that was low in this lesson, was so, because he needed either me or another student. Briant needed someone to step by step show him and explain to him the activity he needed to do. During whole group, he seemed very eager but he also wasnt too sure when he placed his picture on the chart. It is important to know where these low students i because both of them needed a different approach to learning the objective. I had to sit with each student and show them exactly what was expected.