Eccleston 1
Becca Eccleston
ED 457
4 December 2015
Lesson 1
Grade Level: 1st/2nd
Focused Content Area: Social Science Standard(s): 1.10. Locate and identify important places in
the community (school, library, fire department, etc.).
Integrated Content Area: Mathematics Standard(s): 1.G.2 Compose two-dimensional shapes
(rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional
shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to
create a composite shape, and compose new shapes from the composite shape.
Task Analysis
Knowledge Skills
Writing with a purpose Compose shapes
Visual displays:
Books related to topic Use maps to locate and identify places in
Maps community
Drawings and visual displays
Using explanatory text and shapes to clarify Create visual displays to clarify ideas
understanding
Big Idea: Creating communities takes time and the hard work of more than one person
Performance Assessment: Students will be able to identify important places around the
community with a map made with a partner.
Together the students will use geometrics shapes to create a map of what they think the
community looks like, and add labeled important places.
Create written directions around the community map so that classmates can get around if they
are lost.
Essential Questions: What makes a good community? What is a community?
Lesson Plan with Explanation
Lesson Title: Community in and out of the classroom
Topic: Creating a community
Grade Level: 1st / 2nd
Content Area(s): Social studies, language arts
Estimated Time: 45 minutes
The main idea for the opening lesson is that we have a community inside
and out of our classroom. People all need to work together to have a
Focus/Purpose:
community. The first lesson gives students a chance to explore what
makes up a community and how everyone helps in a community.
Social Science
Standard(s): 1.10. Locate and identify important places in the community (school,
library, fire department, etc.).
Mathematics
1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids,
triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes,
right rectangular prisms, right circular cones, and right circular cylinders) to
create a composite shape, and compose new shapes from the composite shape.
Students will be able to identify and locate important places in the
community by creating a map with their partner.
Objectives:
Students will use details from Look Where We Live to describe how
people live in communities
Students will share their observations from Look Where We Live by
engage in in partner discussions.
Lesson Type: Direct Instruction Inquiry Content Conversations
(Circle those that Learning Cycle Concept Formation Project-Based Learning
apply)
Cooperative Learning
Instructional Read Look Where We Live by Scot Ritchie
Strategies:
Classroom environment: each table group is a different place in the community
(hospital, school, grocery store, fire station, etc)
Collaborative learning as partner groups discuss what they observed about
communities from Look Where We Live
Group discussion to share partnership observations of what makes a community
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Assessment: Students work with their partner from their table group creating a map
with directions of their community can be a formative assessment.
Observations can be taken regarding the conversations the students are
having as they create their directions and map.
Notes can be used when looking back to assess students understanding of
creating a map.
Materials/Resources: Book- Look Where We Live by Scot Ritchie, Construction paper to create
map, markers, notebook, rulers
Differentiation: Modifications = Allow students struggling with making a map to work with their
(Modifications/ whole table group for help. If students are struggling with making a large
community allow them to make a small section of the community they are
Adaptations) familiar with (i.e. neighborhood where they live, around the school,etc)
Adaptations = Students who do not have experience with giving directions, write
examples on the board (Begin here, turn left here, etc)
Allow ELL students to write directions and places in their community in both
English and their home language to assist them with understanding and writing
Procedure OPEN: Engage: Gather students with community table groups (4-5 students
per group) *There will be 2 maps per table group
Table groups:1)Hospital 2)School 3)Fire Station 4)Grocery Store 5) Post Office
Number off students in table groups to determine partnerships 1&2 3&4
Bring students to carpet to read Look Where We live
class discussion- what is a community?
BODY: Explore: Continue class discussion about places in the community
Make a chart on the wall for students to reference and add to
Students work with table group partners to begin creating map
Provide legal size paper for rough draft map
On your paper, begin drawing geometric shapes to insert important places in the
community (school, fire station, etc) *Must include at least 7 on rough draft
Begin writing directions to get around community to 5 places
Label places and finish directions
Explain: One person from each partner share map and directions with table
group
One person from each table group describe map and why they chose certain
places
Teacher- Opportunity to provide information/clarification about other places that
were not mentioned or about places that students mentioned that were not listed
CLOSE: Elaboration: Use maps created with partners to compose a final draft
of map directions. Try to create a story with the map (students leaves school
because they are sick, goes to doctor, store/pharmacy for medicine. home to rest)
Eccleston 5
Lesson 2
Grade Level: 1st/2nd
Focused Content Area: Social Science
Standard(s): 2.15. Identify local leaders and their functions.
2.16. Identify ways students can have an impact in their local community.
Integrated Content Area: English Language Arts
Standard(s): 1.SL.3 Ask and answer questions about what a speaker says in order to gather
additional information or clarify something that is not understood.
Task Analysis
Knowledge Skills
Create questions Identify: local leaders, community impact
Information: Ask/answer/clarify questions
Local Leaders Gather information for understanding
Jobs
Community
Big Idea: With the impact of local leaders and their jobs a community can be created
Performance Assessment: Together Students will be work with table group partners to create
questions for guest speakers interviews
Students will be able to identify people of the community by completing a My Community chart.
After interviews students will decide on a job to carry over into lesson 3.
Students will use communication to ask guest speakers questions for information and
clarification.
Essential Questions: How can you contribute to your community? How does a community affect
us?
Lesson Plan with Explanations
Lesson Title: What/who will you be?
Creating a community
Topic/Concept:
Grade Level: 1st / 2nd
Content Area(s): Social studies, Language arts
Estimated Time:
45 minutes
The main idea for the second lesson is to introduce students to people in the
Focus/Purpose: community who make a difference. Every person in the community makes
a difference no matter what their job is. This second lesson gives students
the opportunity to interview guest speakers from the community, and to
decide on a job they would like to have for the remainder of lesson 2 and
all of lesson 3.
Social Science: 2.15. Identify local leaders and their functions.
Standards: 2.16. Identify ways students can have an impact in their local
community.
Language Arts: 1.SL.3 Ask and answer questions about what a
speaker says in order to gather additional information or clarify
something that is not understood.
Students will be able to ask guest speakers questions by creating a
Objectives: question list beforehand.
Students will identify leaders in the community by completing the
My Community chart.
Students will identify ways they impact the community by writing 5-
10 sentences after completing the My Community chart.
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Direct Instruction Inquiry Content Conversations
Learning Cycle Concept Formation Project-Based Learning
Lesson Type:
(Circle those that Cooperative Learning
apply)
Discuss with students who important people in the community are
Instructional and make a list on the board.
Strategies:
Classroom environment: each table group is a different place in the
community (hospital, school, grocery store, fire station, etc)
Collaborative learning as table groups create questions to ask the guest
speakers
Group discussion and TPS to discuss what students can do to make an
impact
Students work with their table group partners to create a list of
Assessment: questions for the guest speakers.
Students completing the My Community chart can serve as a
formative assessment.
Notes and observations as the students work in teams to create
questions and while students are speaking with guests.
Materials/ Book- Look Where We Live by Scot Ritchie, My Community chart,
Resources: notebook, pencils
Modifications = Allow students who are struggling to create
questions to work closely with their partners. If students are shy and
Differentiation: will not ask questions during interviews have students write down
(Modifications/ their thoughts during interview instead.
Adaptations)
Adaptations = Make sure all students are familiar with community/
neighborhood vocabulary. Create lists around the room so that
students are aware.
In diverse communities, have guests come who speak a foreign
language, or who own an asian market, mercado, or doctor who was
born/worked in another country to show students diversity. ELL
students can ask guests questions in their home language if the guest
speaks that as well (Spanish, Chinese, German)
Procedure OPEN: Engage: Discuss Look Where We live from lesson 1.
Ask students who are important people in the community?
Make a list as students respond
Guests will be coming in to class from the community to talk about
what they do as we interview them. (Some guests may be related to
the students)
Instruct students that after guests leave they will be making a choice
for their job (their choice, its ok to have multiples)
BODY: Explore: Students with table groups again Table
groups:1)Hospital 2)School 3)Fire Station 4)Grocery Store 5) Post
Office
Working with table groups to create questions for guest speaker
Each student should contribute at least 2 questions with their name
on paper. (For observation of participation)
Guests come to speak with class
Students are allowed to ask questions they wrote with group or any
that come to mind (appropriate questions)
After interviews are over students return to seats and write their job
choice
Explain: Any students may ask the guests a question as long as they
are sitting quietly with their hand raised.
Table groups should give everyone a fair amount of time to think
about the question they want to contribute to the group paper
CLOSE: Elaboration: After guest speakers have left the students
will complete the My Community chart on their own. Questions are
ok as long as theyre not directly asking for answer. (This will serve
as a way of assessment)
Once students are done they may begin thinking about their job
choice. Writing a rough draft/notes is ok because it will be polished
up in next lesson. Students should also add to their paper what they
can do to make an impact in community.
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Lesson 3
Grade Level: 1st/2nd
Focused Content Area: Social Science
Standard(s): 1.15. Demonstrate the ability to be both a leader and team member.
Integrated Content Area: English Language arts
Standard(s): 2.W.6 With guidance and support from adults, use a variety of digital tools to
produce and publish writing, including in collaboration with peers.
Task Analysis
Knowledge Skills
Publish writing with a purpose and variety Demonstrate working with peers as team member
Technology: Produce writing
Computer Publish writing
Keyboard Collaborate with peers and adults
Research
Leader/team member
Big idea: Being a team member and leader in the community involves collaboration with peers
to achieve establishing a community.
Performance Assessment: Students will be able to write and research with guidance their chosen
job.
Students should share their observations from the interviews to their classmates about what they
learned.
Students will create and share a character with a writing piece representing them in their job to
the class.
Working together as a class the students will each create buildings for their jobs to add to a
classroom community map.
Students will share their writing with the class by presenting their written work.
Essential Questions: What can we give of ourselves to help others? How can we impact our
community?
Lesson Plan with Explanation
Lesson Title: In our community
Topic: Creating a community
Grade Level: 1st / 2nd
Content Area(s): Social studies, language arts
Estimated Time: 45 minutes
The main idea for the third lesson is that everyones jobs in the
community are important. People of the community all work together to
Focus/Purpose:
make it a better place, and it takes more than just one person to do so.
This third lesson gives students an opportunity to think about the guests
from the community they met in lesson two and why they chose the job
they did. The final project of the unit will be a large class community
with each student making a building to go with their job.
Social Science
Standard(s): 1.15. Demonstrate the ability to be both a leader and team member.
English Language Arts
2.W.6 With guidance and support from adults, use a variety of digital
tools to produce and publish writing, including in collaboration with peers.
Students will be able to demonstrate their abilities to be team members by
working with group members to create parts of the town community.
Objectives:
Students will use digital tools to publish writings about jobs by using a
word document.
Students will publish their job descriptions by typing or writing the
document.
Direct Instruction Inquiry Content Conversations
Lesson Type: Learning Cycle Concept Formation Project-Based Learning
(Circle those that Cooperative Learning
apply) Discuss interviews of guest speakers from previous class. Making sure every
student has an idea of what job they want.
Instructional
Strategies: Classroom environment: Keep each table group as a different place in the
community (hospital, school, grocery store, fire station, etc)
Each table group will work on sections (neighborhoods) of the community
together, however their building does not have to go there.
Table groups may rotate when students are writing about their jobs. # of tables 1-
5 for students to get the chance to work with different peers.
Eccleston 11
Students work individually and with peers on rough draft of job writing.
Assessment:
Each student will hand in one final writing piece to be used as formative
assessment.
Take observations for student participation as they work with table groups
to create their section of the community.
Collect student drafts of job writing to see improvements/struggles.
Pencils, notebook paper, construction paper, large cardboard piece(community
ground), milk cartons, cereal boxes, oatmeal containers, markers, scissors, and
Materials/ glue.
Modifications = Allow students who struggle with handwriting to type out final
description and vice versa.
Adaptations= For students who struggle provide them sentence starters and
Differentiation: vocabulary to use.
(Modifications/
ELL students or any students who are struggling with vocabulary may use
Adaptations) pictures along with words to help aid them in their description.
Procedure OPEN: Engage: Gather students with community table groups (4-5 students
per group) *There will be 1 section of the community built per table group
Read students Community Helpers from A to Z Bobbie Kalman
Ask students what they are choosing to be? (Should have chosen in lesson 2)
Present a map outline of the community which theyll build
BODY: Explore: Students sit with # groups to begin job writings
Students are allowed to move after 10 minutes to wherever they want to, but
keep writing (chair, floor, etc)
Work with any struggling students on the side
*If students need to do research they may rotate using class computers
Read rough drafts to table group partners
Included in rough draft should be students choice to write or type final
Rough drafts should be turned in before building begins
Explain: While students are working with table groups on building the
community the teacher will be browsing over rough drafts, talking at each table
group about drafts.
CLOSE: Elaboration: After students have worked on their rough draft and
talked with teacher they are to write or type their final copy. Papers will be
provided for those writing, classroom computers will be used for others. As
students are waiting to type they can continue to help their table group construct
their neighborhood and begin working on their own building. When all students
are finished each table group will set their neighborhood and place their job
buildings. After the community has been creating each student will present their
Here are examples of the final product of the classroom communities.
