Professional Documents
Culture Documents
Teacher
Date
Amanda Asfour
11/17/15
Community
Grade ____2____________
I. Objectives
How does this lesson connect to the unit plan?
This lesson on community sets students up to learn about local government. Local government is the government of the students community.
cognitiveR U Ap An E C*
R
R
U
R
U
A
physical
development
socioemotional
x
x
x
x
Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.W.2.8 Recall information from experiences to answer a question.
CCSS.ELA-LITERACY.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger
groups.
CCSS.ELA-LITERACY.SL.2.1A Follow agreed-upon rules for discussions.
CCSS.ELA-LITERACY.SL.2.1B Build upon others talk in conversations by linking their comments to the remarks of others.
CCSS.ELA-LITERACY.SL.2.1C Ask for clarification and further explanation as needed about the topics and texts under discussion.
CCSS.ELA-LITERACY.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen
understanding of a topic or issue.
CCSS.ELA-LITERACY.SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
Outline assessment
activities
(applicable to this lesson)
Assess students during group discussion on helping and diversity. Listen to their answers to your
questions, how can we help others? And, what is diversity? Asses again after the all about me
activity by asking, what are some examples of diversity, or differences, that you could see in our
posters?
Formative (as learning):
Have students write what they learned that day in their booklets.
Summative (of learning):
Helping hands project will assess whether or not students can think of ways that they can help others.
Discussion about the jigsaw puzzle will assess whether or not students understand what diversity is.
What barriers might this
lesson present?
Some students may struggle
to write on the Helping
Hands and on the jigsaw
worksheet. These students
could draw instead of write.
Some students may not be
able to read the directions. I
will read the directions out
1-19-13
Construction paper, markers, jigsaw pieces in both colors (1 of each color for each kid), pencil, poster
or white board for brainstorms, diversity poster
Components
5 min
Motivation
1-19-13
(opening/
introduction/
engagement)
10
min
5 min
1.
Students should be sitting in their
desks. Explain to them that we are going to do
a project about our strengths and weaknesses.
Have them turn and tell their neighbor what
strengths are, then what a weakness is. Remind
them that strengths are things that we are good
at and weaknesses are things that we are not so
good at. For example, one of my strengths is
that I am a good listener, but one of my
weaknesses is doing math.
2.
Hand out jigsaw pieces to
student, one of each color. On the green jigsaw
pieces, have each student write one of their
strengths and on the blue one have each
student write or draw one of their weaknesses.
Walk around and assist as needed. Students
may draw, or write.
3.
Have the students bring their
jigsaw pieces to the rug. Have students turn
and tell the person next to them what they
wrote on each piece. Have a few students tell
what they wrote as their strengths with the
class.
3 min
1 min
5 min
1-19-13
Development
(the largest
component or
main body of
the lesson)
5. Listen
6.
7.
a.
b.
c.
3 min
5 min
Closure
(conclusion,
culmination,
wrap-up)
8. Listen
1-19-13