Lesson Plan Format:

Teacher____Miss Horton____________ Grade Level_______3rd_______

I. Content and Standards:
7.2.3.A: Identify the physical characteristics of places and regions.
1.4.3.B: Write informational pieces using illustrations when relevant (e.g.,
descriptions, letters, reports, instructions)
II. Prerequisites:
Students are already able to
Write a narrative paragraph.
Write their address.
NOTE: The Global Community portion is before this lesson and part of an entire
Communities unit. They will have previous knowledge of where they live, their
addresses, and other community vocabulary from those prior lessons.
III. Essential Questions (provide a framework)
What is a community?
What are three types of communities? Name a place in each community.
Why would some people choose to live in a certain community?
What types of jobs could one have in the different communities?
IV. Instructional Objective:

Students will
Identify the basic components of a community.
Distinguish between city, suburb, and rural communities using descriptions and
vocabulary.
Use vocabulary to describe their own communities.
Know at least one job in each type of community.
Name one location in each community.
Demonstrate knowledge of the different types of communities by creating a
postcard.
V. Instructional Procedures:
BEFORE: When the students enter the room (after recess), a Communities diorama and
graphic organizer will be on display. As the students settle into their seats, they will be
asked about the type of community that they live in. They will turn to a partner and
describe their neighborhood.

DURING:

Day 1: The students will read the story, Big City Fun, by Kelly Hashway. After
reading the story, the teacher will lead the students into a discussion about it. Questions
will be asked using the Urban, Suburban, and Rural worksheet. Students will complete
a graphic organizer together. NOTE: Students will not have the Urban, Suburban, and
Rural worksheet at this time.

Day 2: The different types of communities will be reviewed. Students will complete the
Urban, Suburban, and Rural worksheet. (Teacher will do the first question, class will
do the second, and the rest of the questions will be done individually. Once finished, the
class will go over the answers together. Anyone who finishes early will be advised work
on their Communities booklet.

Day 3: After a brief review, students will write their own postcards. They will decide
whether they want to live in a big city, suburb, or rural countryside. Any students done
early, will work on their Communities booklet and finish their Global Address project
if they have not already done so.

Basic Directions:
Draw a picture of the community on one side. Use three different facts. Use the
graphic organizer if needed.
On the other side, write a message to someone describing your community. Use
three different facts. Use the graphic organizer if needed.
Use proper punctuation and best spelling.
Remember to use capital letters.

AFTER:

The lesson will end with a brief game of Name that Community! The teacher will
name occupations, vocabulary, and descriptions and the students will answer with the
correct community. Example: Farmer = Rural/Country
VI. Materials and Equipment:
Please see Procedures section for details.
Big City Fun by Kelly Hashway
Urban, Suburban, and Rural worksheet:
Graphic organizer
Postcards
Communities booklet
Communities diorama
VII. Assessment/Evaluation:
Questions: Are they demonstrating understanding, approaching an understanding,
or not understanding at all?
Discussion: Are they demonstrating understanding, approaching an
understanding, or not understanding at all?
Observation: Are they paying attention? Do they look confused? Do they need
help with the assignments? Do I need to go over the information again?
Postcard: Did they follow the directions?
Urban, Suburban, and Rural worksheet: Were they able to complete the
worksheet with most of the questions correct?
Communities Booklet
Unit test
VIII. VII. Differentiation: Individualized Activities:
Graphic organizers with the words already filled in will be given to students who
would have otherwise have a hard time keeping up, because of the writing
portion. This will allow them to focus on the content better. These students will
highlight the words as we say them.
For those students who would not be able to complete the Urban, Suburban, and
Rural worksheet alone, they will be provided with a different one. Instead of
completing the sentence, they will be able to circle the correct community. These
students will be helped by Miss. Horton, Mrs. Early, and/or one of the aides.
Those unable to meet the written postcard requirements (even with support) will
be able to draw the community and write the type on them instead of writing a
message. The teacher may need to write the name of the commuity on a separate
piece of paper for the student to copy onto the postcard.
Those unable to meet the written postcard requirements (without constant one-on-
one support) will only need to use 2 facts for the writing and pictures.
The option to do the postcard assignment verbally will be given if the student with
vision and writing difficulties (fine motor) needs it. This will allow the student to
focus on the content not trying to keep up. The student may also type it on the
computer instead of writing.
IX. Technology:
Camera/Projector
X. Self-Assessment
Reflection:
o Did the students pay attention?
o Did they look confused? If so, was I able to make them understand?
o Do students need more help with the assignments than I was able to
provide?
o Did I need to go over the information again?
o Where the accomodations sufficient?
o Was there enough time for each day planned (30 minutes)?
o What could I have done differently?
o What would I change next time?
Postcard: Did they follow the instructions?