ED 345 Calvin University Teacher Intern Lesson Plan Template #2
Teacher Intern: Hanna Gibson Date: 10/9/2019 Mentor Teacher: Sue King
Grade Level: 2nd Grade Subject/ Topic: Social Studies: My Local Community
Approx. time spent planning this lesson: 30 minutes
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: What kind of community is Hudsonville? What kind of human and physical features do we
have here? What makes Hudsonville special?
Brief Context: Lesson 6 of Unit 1: What is a community?
Prerequisite Knowledge/Skills:
What is a community?
Knowledge of urban, rural, and suburban communities
Knowledge of physical/human features
Awareness of community events/characteristics
Lesson Objectives/Learning Targets Aligned Assessments
The learner will: I will assess learning by:
1. Analyze Hudsonville’s characteristics to 1. Participation in turn and talk activity. Use of
determine that it is a suburban community. evidence to support reasoning.
2. Create a model that uses pictures and words to 2. Completion of an idea web or map of Hudsonville
describe Hudsonville as a community, focusing with pictures and words.
on what makes it so special.
Standards Addressed:
2 – G2.0.1 Compare the physical and human characteristics of the local community with those of another
community
Instructional Resources and Materials:
Document Camera
Pencils, Markers, Crayons
Chart Paper for Brainstorming
Blank Big Paper (1 sheet per student)
Consideration of Learners:
Engagement: Students connect via participation in turn & talk, independent work, personal connections to their
experiences in their community and creative choices in what they create.
Location: Seating options during independent work time.
Representation: Ideas brainstormed aloud and on chart paper. Models for each type of map/idea web displayed
and explained to students.
Expression: Students choose whether or not they share what kind of model they want to create. They also
choose whether or not they want to share in the large group setting. Students express their thoughts and
understanding in both written and picture form through their model.
Individual Accommodations:
Alex- movement around the classroom as needed, may choose to sit at seat during carpet time
Travis- may choose to sit at seat during carpet time
DOMAIN 2: THE CLASSROOM ENVIRONMENT
Building respectful relationships:
Sharing with partners and as a class during brainstorming.
Teacher conferencing during independent/partner work time
Organizational routines:
“Class, class?”
Preparation of materials ahead of time
Flexible seating options for independent/partner work time
Specifying & reinforcing productive behavior:
“Student is doing a great job of….” Specific praise
Thanking students for volunteering to share.
Expectations made clear at the beginning of the lesson
Reminder of expectations to deter unproductive behavior
DOMAIN 3: INSTRUCTION- [Content Management]
Motivation/Opening/Intro:
Students come to carpet, sitting next to reading partners.
Turn and Talk: What kind of community is Hudsonville?
o Teacher writes Hudsonville on chart paper.
o Once class decides it is a suburban community, teacher adds that to the chart paper
Teaching Point: Today we are going to think more about Hudsonville and what makes it special.
Development:
Brainstorming Activity: What makes Hudsonville special?
o Physical Features
o Human Features
o Events
o People
o Businesses
Teacher displays models of community map/idea chart and explains that students now need to create a
representation of what makes Hudsonville so special, focusing on some of the ideas that were brainstormed.
Students collect materials and begin working independently on their models.
Closure:
Teacher calls students together with “Class, Class?”
Teacher tells students to put their models in the yellow tub if they’re finished or on the counter if they are still
working.
Teacher explains that tomorrow students will finish up working on their models and then fill out review sheets.
Teacher dismisses students to lunch.
