Title of Unit:

Then and Now Submitted By: Teresa Dhondt

Title of Lesson: My School Neighborhood

A. Summary of the Lesson Plan: This social studies lesson will have students evaluate and describe the neighborhood and community. This lesson uses a read aloud book titled My Neighborhood: Places and Faces. B. Target Population: Grade Level: 1st Skill Level: all levels Grouping: group reading, group discussion, individual assessment C. Materials: My Neighborhood: Places and Faces by Lisa Bullard Construction paper (white or light colors) Coloring pencils or crayons

D. Objectives: o NV State Social Studies Standards o H.3.1.1 Describe the neighborhood around their school.

Student-Friendly Standards I can describe the neighborhood around my school.

E. Procedure: 1. Tell students the lesson topic and objective. Introduce the vocabulary and write on the board: Neighborhood - people who live near one another or in a particular district or area. Community - A group of people living in the same locality and under the same government. School - the building or group of buildings where people learn; an educational setting.

2. Teacher will describe their schools neighborhood or the one he/she grew up in. Provide details and examples to the students so that they see how neighborhoods can differ. 3. Read aloud My Neighborhood: Places and Faces. 4. Discuss the book with the students and engage them in a discussion about the community outside of the school.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit:

Then and Now Submitted By: Teresa Dhondt

Title of Lesson: My School Neighborhood

5. Ask them to describe the neighborhood. Prompt with ques such as, Is there a park, swimming pool, or playground near? Are there any businesses around? Do you have family living around here or near the town? What about the people of the neighborhood? What technology do you see (cell towers, electricity transformers)? What transportation do you see (buses, taxi cabs, trains, cars)? What does the landscape/terrain of the area look like (grassy lawns, rocky or desert type, city & lots of concrete)? 6. Write the responses of the discussion on the board for the students to use during their assessment. 7. CLOSURE: Complete the lesson by reviewing the vocabulary and then to think about the book that was read. Discuss the similarities or differences of the neighborhood in the book to theirs. Distribute construction paper and coloring pencils for the assessment. F. Assessment: What will you use to measure student understanding? Individual student assessment will be for them to draw at least two things in the neighborhood around the school and write a short description of it. The drawings will representative of something they see or pass by often, for example: a section of a street with playground, a map of a town block that would include houses or buildings, or the street they live on. Explain how you will know students understand the concepts from the lesson. The completion of the drawing assessment will show that the students know how to analyze and describe the neighborhood. They will show through the drawing particular places or features and their written description will show their ability to describe the neighborhood around the school G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the easiest part of the lesson will be the brainstorming and discussion of the local neighborhood. 2. Which part will be most challenging for you to teach? I dont think there will be a challenging part of this lesson. The content is within their knowledge base and should be easily learned and retained. 3. How will you follow up or extend this lesson? I could extend this lesson by completing a bar graph as a class. We would collect data and organize it on the board and put into a graph. The data would come
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Title of Unit:

Then and Now Submitted By: Teresa Dhondt

Title of Lesson: My School Neighborhood

from the assessment drawings. Data would be the houses, people, landscaping, etc. of the drawings. 4. What will you do for students who dont grasp the concepts? For the students who dont understand, I would take them on a walk around the school grounds and look out at the neighborhood while pointing out to the students that the surrounding area is the neighborhood. I would prompt and que the student to describe it with me. 5. Which part of the lesson, if any, do you think might need to change? I dont think any part of this would need to be changed. It seems to be easily implemented as is. 6. When you were writing this lesson plan, what was the most difficult part? I did not have difficulty with writing this lesson plan. I felt at ease and comfortable with writing and researching for this one.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3