(Lesson Plan: Part 2)
(Final Version)
Overall Lesson Plan
Prior Knowledge (10 minutes):
I noticed that Teacher Amy talked to you about communities a few weeks ago. What do you remember about communities?
Anticipated Student Responses
They have people.
They are groups of people and things.
We live in a community.
Cubbies
What do you remember about the people, roles, or places in communities from the book we read on Monday?
Anticipated Student Responses
They went to the post office to buy stamps from the mail lady.
There was a fireman at the fire station.
The Hook (5 minutes):
Now that we’ve talked about communities, I am going to show you some examples of maps of different types of communities.
Here is Philadelphia. (Show students a large map of Philadelphia) The people and places in Philadelphia make up a community.
(Video zooms in to show the different communities- West Philadelphia, University City, Powel School.)
We know what Philadelphia, West Philadelphia, University City, and Powel School look like, but no one knows what Room 102 looks like.
The Body of the Lesson (26 minutes):
Introduction (1 minute):
Tell students that we will be talking about our classroom community today and creating a map of our classroom community. Show the students examples of other people’s classroom maps.
Group Work (10 minutes):
Before we make our map, we’re going to discuss and identify the people, roles, and places in our classroom community as a group.
I will write all of the ideas that our small group comes up with on the chart paper.
Who are the people in our classroom community?
Me (students)
Teacher Amy
Teacher Anna
What are the roles that each person has?
Students are supposed to learn.
Teachers are supposed to help students learn and keep students safe.
Teacher Anna is supposed to teach and help Teacher Amy.
Another word for “role” is job. Do any of the students in our classroom community have special jobs?
Line leader
Door holder
Chair stacker
What are the different places in our classroom community?
Desks
Carpet
Bookbag closet
Table
Word Wall
Cubbies
Independent Work (15 minutes):
Remind students that they will be making their own map of their classroom.
Have students include the people and places that we talked about on their maps.
Closure (5 minutes):
Allow each student to show the members of the group their work in progress classroom community map.
Anticipating Student Responses and Your Possible Responses
Management Issues:
I would not be surprised if students want to use the same materials at the same time. For instance, one student may want to use the black marker even though another student is using it. I will bring a number of different materials and make two different sets of the same materials. I will also encourage students to use another color until the student is finished. I will also ask the student who wants the marker if he or she asked the other student to borrow it when they were finished.
Assessment
Using the chart paper to record student responses about the people, roles, and places in our classroom community can demonstrate how well students understand each of these aspects of a community. The individual maps that the students will create will show me whether the student was able to use the data from the group brainstorm to identify physical characteristics and attributes in the classroom.
Accommodations
For students who find this task too challenging, I will encourage them to ask their classmates for help. This way, the student who is struggling will be able to see another example of what he or she is expected to do.
For students who finish early, I will encourage them to think about the people, roles, and places in our Powel School community
Prior Knowledge (10 minutes):
I noticed that Teacher Amy talked to you about communities a few weeks ago. What do you remember about communities?
Anticipated Student Responses
They have people.
They are groups of people and things.
We live in a community.
Cubbies
What do you remember about the people, roles, or places in communities from the book we read on Monday?
Anticipated Student Responses
They went to the post office to buy stamps from the mail lady.
There was a fireman at the fire station.
The Hook (5 minutes):
Now that we’ve talked about communities, I am going to show you some examples of maps of different types of communities.
Here is Philadelphia. (Show students a large map of Philadelphia) The people and places in Philadelphia make up a community.
(Video zooms in to show the different communities- West Philadelphia, University City, Powel School.)
We know what Philadelphia, West Philadelphia, University City, and Powel School look like, but no one knows what Room 102 looks like.
The Body of the Lesson (26 minutes):
Introduction (1 minute):
Tell students that we will be talking about our classroom community today and creating a map of our classroom community. Show the students examples of other people’s classroom maps.
Group Work (10 minutes):
Before we make our map, we’re going to discuss and identify the people, roles, and places in our classroom community as a group.
I will write all of the ideas that our small group comes up with on the chart paper.
Who are the people in our classroom community?
Me (students)
Teacher Amy
Teacher Anna
What are the roles that each person has?
Students are supposed to learn.
Teachers are supposed to help students learn and keep students safe.
Teacher Anna is supposed to teach and help Teacher Amy.
Another word for “role” is job. Do any of the students in our classroom community have special jobs?
Line leader
Door holder
Chair stacker
What are the different places in our classroom community?
Desks
Carpet
Bookbag closet
Table
Word Wall
Cubbies
Independent Work (15 minutes):
Remind students that they will be making their own map of their classroom.
Have students include the people and places that we talked about on their maps.
Closure (5 minutes):
Allow each student to show the members of the group their work in progress classroom community map.
Anticipating Student Responses and Your Possible Responses
Management Issues:
I would not be surprised if students want to use the same materials at the same time. For instance, one student may want to use the black marker even though another student is using it. I will bring a number of different materials and make two different sets of the same materials. I will also encourage students to use another color until the student is finished. I will also ask the student who wants the marker if he or she asked the other student to borrow it when they were finished.
Assessment
Using the chart paper to record student responses about the people, roles, and places in our classroom community can demonstrate how well students understand each of these aspects of a community. The individual maps that the students will create will show me whether the student was able to use the data from the group brainstorm to identify physical characteristics and attributes in the classroom.
Accommodations
For students who find this task too challenging, I will encourage them to ask their classmates for help. This way, the student who is struggling will be able to see another example of what he or she is expected to do.
For students who finish early, I will encourage them to think about the people, roles, and places in our Powel School community