Grade 2 Social Studies: Identifying Urban, Suburban, and Rural Communities, Study notes of School management&administration

Download Grade 2 Social Studies: Identifying Urban, Suburban, and Rural Communities and more Study notes School management&administration in PDF only on Docsity! Josalyn Shaw Stevens Eled 4760 Lesson Plan #1 2nd grade – Content (social studies) lesson plan This is supporting the following Utah State Standards: Language arts – Standard 1 – Oral Language –Students develop language for the purpose of effectively communicating through listening, speaking, viewing, and presenting Content – Students will develop a sense of self in relation to families and community Content – Students will develop an understanding of their environment This is also supporting the TESOL standards by: Proficiency standard 5 – English language learners communicate information, ideas, and concepts necessary for academic success in the area of social studies. Because it is second grade these students are geared to “learning to read” Contains the usage of the 4 domains Contains the adaptations for the 5 levels of proficiency Content objective: Students will be able to identify the differences between rural, suburban, and urban communities. As well as give examples Language objectives: Students will listen as: - I describe a series of pictures, words, and sentences what rural, urban, and suburban communities are. - As their piers relate to the class a drawing they have made about their group members community, based on the 7 sentences their group member has written about their community. Students will mimic my large glossary on the board and build their own. Students will be able to identify, through a series of pictures, words, and sentences, what type of community they live in. – Shown by taping their name under which community they live in. Students will read sentences of their group member and draw a picture based on their group member’s description of their community. Using key words such as suburban, rural, or urban. As well as other words, those are listed on the board in my large glossary. Students will orally share their group member’s description of their community/future community. Background Introduce communities - ask what type of community they lived, or live in and how they know Ask them to take a minute and think about the community they live in, what do they find is different or the same as what I have described. Activities I will create a large graphic organizer on the board Students will receive a packet and will paste what I have shown on the board in their “glossary notebook” - Contents of the packet will be: pictures, words both in L1 and L2, worksheet with helper sentences for those who need them Students will write sentences, pass to the right in their group. (on both their community now and future community) Students will then draw a picture based on description in sentences Students will orally present: - What community their group member lives in - What community they would like to live in, in the future Stages A&B Pre-Emergent/ Emergent Students will: Be given pictures that define the different types of communities – the entire class will follow as I model a larger diagram on the board and build a glossary, we will us L2 and give L1 equivalents as needed. Students will use helper sentences in description of their community or future. They may use L2 if they cannot think of the word in L1. Orally present group members community using the 7 sentences. Students will also share with the class what type of community they would like to live in and why - using glossary as an aide, as well as helper sentences Stage C Intermediate Students will: Students will be given pictures that define the different types of communities. The entire class will follow as I model a larger diagram on the board and we will build a glossary. Students will describe their community sentences. Student will describe what community they would like to live in using future tense and simple sentances. Students will orally present their group members community as well as what community they themselves would like to live in, in the future. Students will support themselves with simple sentences. Stage D & E Students will: