Wilson EDUC 353 Name: Alyssa Garraffo (Group members are Amanda Paxson and Clare Mcinerney) Date:

October 16, 2013 Target Grade Level: Second Grade Curriculum Topic: Social Studies/ELA UbD Lesson Plan Template

Stage 1: Desired Results

Established Goals: People depending on and modifying the physical environment Lifestyles in rural, urban, and suburban communities are influenced by environmental and geographic factors. (2.6 Lifestyles in urban, suburban, and rural communities are influenced by geographic and environmental factors.) 2.W.3. Write narratives in which they recount a wellelaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. (NYS Common Core Standards, EngageNY) Understandings: Students will understand that... (These understanding build from the lesson that took place before this lesson.) Rural, Urban, and Suburban communities differ geographically Rural communities are smaller communities that exist outside of a city and focus on farming and agriculture Suburban communities consist of single family homes and exist in a residential area close to a city. More franchise stores, restaurants, malls, and homes exist in this area. Urban areas have higher population density and are typically cities. There are no agricultural jobs, but rather apartments, commercial buildings, roads, bridges, and railways. Traffic is a major issue in this area. Students will understand that (These are the understandings that will take place as a result of this lesson.) Lifestyles in a rural community revolve around agriculture and farming and are slow paced. Individuals that live in a rural community live off Essential Question(s): Are lifestyles the same in urban, suburban, and rural communities? Which lifestyle is most similar to yours? Which landscape and lifestyle do you prefer? Why? In an urban/suburban/rural setting, what lifestyle would you observe? How do these lifestyles affect their respective communities?

of the land and consider agriculture a way of life. Lifestyles in an urban community are busy and fast paced. Work, restaurants, business, and travelling make up cities. Traveling in cities mainly take place by buses, trains, and subways. Lifestyles in Suburban areas are more relaxed and revolve around the family. People in suburban areas commute to the city through the use of buses, trains, but mostly cars. A rural landscape can be thought of as the country or a farm. An example of an urban landscape would be New York City, or the Bronx. An example of a suburban landscape would be a town on Long Island or Westchester.

Students will know. Students will be able to.. (Prior to this lesson) Identify the different appearances in An urban community can be considered a city. landscapes of urban, A rural community can be considered a farm or country suburban, and rural area. communities. A suburban community can be considered a town Describe the lifestyles outside of a city that result from the How to compare and contrast different types of (Due to this lesson) landscapes that exist That certain communities or landscapes make way for (urban, suburban, and different lifestyles. rural). The lifestyle in an urban community is fast paced, Identify the similarities noisy, and cultured. and differences of the The lifestyle in a suburban community is based around lifestyles of people in the family, and is unique to the town. an urban, suburban, and The lifestyle in a rural community is slowly paced, rural area. quiet, and based around agriculture. Draw conclusions about Vocabulary specific to this lesson: a lifestyle based off of Community: a group of people living in the same place the evidence they Landscape: all of the visible features of an area (i.e. already know about the buildings, land, single family homes) landscape they are Lifestyle: the way in which a person or group lives studying. Country/farm: specific to rural areas; having a lot of Write journal entries land, animals, and crops about the lifestyles in Urban/city: a location characterized by a city and a each landscape. busy lifestyle

Suburban: a town that is made up of residential homes and commercial centers (shopping, restaurants, etc.)

Stage 2: Assessment Evidence

Performance Tasks: Students will have the ability to activate their prior knowledge by identifying the landscapes projected from Zillow.com or Google Earth. Students will complete three KWL charts on what they know, what they want to know and what they learned on urban, suburban, and rural landscapes. The students will make predictions during a picture walk of the book, Country Mouse, City Mouse. Students will turn and talk to their neighbors to discuss the differing lifestyles in urban, suburban, and rural communities. Students will engage in a grand conversation about how the lifestyles differ. The teacher will act as the facilitator during the discussion to keep the children on task and direct the conversation towards a teachable moment. Students will work in collaborative groups labeled, the rural group, the urban group, and the suburban group. They will complete Since, Then Charts on posters about their respective landscape/community. Students will share their group posters to the class, and the posters will be displayed in the classroom for reference throughout the unit. Students will also have the opportunity to share their independent journal entry activity to the class. Other Evidence: Students will independently write down the name of the landscape (urban, suburban, or rural) on a whiteboard as they undergo a virtual tour of the landscapes and communities. Students will write individual journal entries about their lifestyles in the three different communities/landscapes we study in the lesson. Students will complete a mouse shaped exit slip that will allow the student to draw conclusions about the lifestyles by answering, Which landscape and lifestyle do you prefer? Why? Students will also be able to monitor their individual progress and understanding of the lesson by writing down any questions they still might have or areas of confusion on the exit slip. Students will be able to independently contemplate their answer to the follow up question that will lead

into the next lesson that covers laws in a community.

Stage 3: Learning Plan

Learning Activities: The teacher will call the students to the carpeted reading area group by group to review the material covered in the lesson before about the specific features of each landscape. The students will be reminded of the names of each landscape, urban, suburban, and rural. The teacher will present three KWL charts that will review each respective landscape. The students will be asked, What makes a place urban? The students will refer to their personal and prior experience as urban children to make conclusions on what they know about the physical urban landscape. The students will then be asked, What makes a place rural? The students will activate their background knowledge from the previous lesson to complete the KWL chart on rural landscapes. The students will then be prompted with the question, What makes a place suburban? The KWL chart will be completed for a suburban landscape as a class. The marker will be shared between the students and teacher to complete the K and W area of the KWL charts. To differentiate, each chart will have different color markers. The teacher will allow the struggling students to share their ideas first so that these students feel successful. The teacher will share with the students that certain landscapes make way for different types of lifestyles. W The teacher will then introduce technology in the lesson by visiting Google Earth or Zillow.com. The websites will be presented through a projector so that all students will be able to see the landscapes that the teacher will search. The teacher will distribute whiteboards and dry erase markers to the students. S/he will explain that the students will write urban, suburban, or rural on the whiteboards once a landscape is presented through the projector. The teacher will submit an address on these sites that will take students through a virtual tour of the differing landscapes. Students will write down what they believe the

landscape is on the whiteboard and will hold the boards in the air. The teacher will be able to ensure that all students have an understanding of the previous material by looking at the answers on the boards. H The boards will then be collected and the students will be introduced to the book, Country Mouse, City Mouse by Rozanne Lanczak Williams. The class will make predictions by undergoing a picture walk. The teacher will facilitate the students knowledge by asking the students, In what landscapes does this story take place? The teacher will then inform the students to think about how the mice live differently in the book. The students will then aid the teacher in the reading of the story by helping identify sight words and reading aloud to the class. After the conclusion of the reading, the teacher will ask the essential question, How are lifestyles different in Urban and Rural landscapes? and What can we infer about what a Suburban lifestyle might be like? The students will turn and talk to their neighbor to discuss answers to these lifestyle questions. The students attentions will then be redirected to the teacher. The students answers will be then be recorded in the L column of the KWL charts, marking what the students have learned as a result of critical thinking and through reading the book. The class will then undergo a grand conversation of how the landscapes make for different lifestyles. E The students will then be placed into three differentiated groups that consist of students with varying understanding levels. The groups will each be assigned the titles, the urban group, the suburban group, and the rural group. The teacher will pass out three posters that have a Since, Then Chart on them. The students will engage in collaborative and cooperative learning by filling in the charts for their respective landscape and becoming experts on that landscape. The teacher will model an example to the students so that the students are capable of understanding the task and completing it correctly. An example would include, Since urban landscapes have a lot of people and traffic, Then urban cities are noisy. The posters will contain directions that will differentiate the tasks for the students. ELL students will be able to draw pictures next to difficult words so that they are able to identify them. The groups will

consist of students of all understanding levels so that children that are having difficulty with the task can work with peers that have a better understanding. The teacher will walk around and observe student progress. E Once the posters have been completed, the students from each group will present their work and share their expertize to the class. The students will write down the approved charts in their social studies notebooks for later reference. The presentation of the charts allows the teacher to monitor the students progressions of understanding throughout the lesson. It also allows students to be able to rethink and revise their understandings of the work and material R,E Students will then be broken up into differentiated groups according to their literacy and understanding levels. The teacher will place the students in these groups based off of their performance throughout the lesson and his/her understanding of the students literacy abilities. Students will be instructed to individually complete a writing activity that will assess students individual understanding of the material. The students will be prompted to write three short journal entries that explain their lifestyle in an urban, suburban, and rural environment, just like the country and city mouse explained in the previously read story. The independent learners (students with high understanding) will write journal entries with the prompts, Dear journal, Today I visited an urban/suburban/rural environment. The students in this group will write their lifestyle in each of these areas and will only be provided this prompt and lines on which to write. The instructional group (students that have a strong understanding, yet need guidance) will be provided the same prompts and lines, and a word suggestion box that students can reference to complete their entries on each environment. The frustrational group (students with learning disabilities or difficulty understanding the material) will consist of ELL students and students that experience difficulty with literacy. These students will be provided with the same prompts, lines, and word suggestions, but will also be provided with visual images of the environments to activate their knowledge and will have access to an online translation dictionary that will

integrate technology and better understanding of the academic language that make up the lesson. Students will be able to reference a rubric throughout the writing activity to guide them in completing their journal entries. The teacher will be available to help students as they write. Students will be able to share their work to the class upon completion. R,E,T Once all students are finished, the teacher will distribute a mouse shaped exit slip that will ask the students Which landscape and lifestyle do you prefer? Why? Students will also have the ability to write down any questions they still might have or an area of difficulty, so that the teacher can clear these areas of confusion the following day. The teacher will then conclude the lesson by posing a follow-up question, If all of these landscapes are so different, how do we keep them safe? This question will act as a transition between this lesson and the following lesson that will take place the next day about laws in a community. R,E,T ELL students will be equipped with visual aids to help them understand the meanings of newly introduced academic vocabulary. Visual learners will also benefit from the Since, Then Chart, Virtual Tours, KWL Charts and student presentations. Auditory Learners will be able to gain greater understanding from the grand discussions, turn and talk activity, presentations, and reading of the Country Mouse, City Mouse book. Kinesthetic learners will benefit from the group collaborative learning activity, for they will be able to huddle around the poster to work. They will also be able to benefit from the share the pen activity when the class and teacher complete the KWL charts, and when the students help the teacher read the story aloud to the class. Intrapersonal students will enjoy the whiteboard activity, the journal activity, and the exit slip activity, since it will allow the students to monitor their individual understanding and progress. Interpersonal students will enjoy the collaborative learning activities, such as presenting their work, completing the Since, Then Chart, engaging in a turn and talk activity and grand discussion, since these activities allow for peer interaction. The learning styles of all students, including the Howard Gardners Multiple Intelligences and the specific IEPs of all students will be referenced

throughout the lesson. T The lesson will present in a pace that is appropriate to the learning styles of the students. The presentation of the material will be organized to ensure understanding and engagement of all students. O

Resources
Itemized Attachments: KWL Charts for urban, suburban, and rural landscapes/lifestyles (attached) Since, Then Chart (attached) Differentiated writing activities (attached) Writing rubric (attached) Mouse shaped exit slip (attached) City Mouse, Country Mouse by Rozanne Lanczak Williams Zillow.com or Google Earth (available through the Internet)

Citations:
Engageny.org (2013). Home | EngageNY. [online] Retrieved from: http://www.engageny.org [Accessed: 20 Oct 2013]. New York State Education Department. (2012). Common Core Learning Standards: C&I: P-12: NYSED. C&I: Curriculum and Instruction. State Education Department. Retrieved October 7, 2013, from http://www.p12.nysed.gov/ciai/common_core_standard s/

Rubistar.4teachers.org (2009) RubiStar Home. [online] Available at: http://rubistar.4teachers.org/ [Accessed: 8 Oct 2013]. Wiggins, G., & McTighe, J. (2005). Understanding by Design, Expanded 2nd Edition (Expanded 2nd.). Alexandria, VA: Prentice Hall

Williams, R. and Brooks, N. (1994). City Mouse and Country Mouse. Cypress, CA: Creative Teaching Press.

KWL Charts for Urban, Suburban, and Rural landscapes/lifestyles:

Since, Then Chart (make on poster for each urban, suburban, and rural group)

Since (based off of landscape) Then (based off of lifestyle) Example: Since urban landscapes have a lot Then, urban cities are noisy. of people and traffic,

Independent Writing Activity: Directions: Pretend you went on an adventure like the Country and City mice! Write 3 journal entries about your experience with the lifestyles of the urban, suburban, and rural environments. Have fun!

Dear Journal, Today I visited an urban environment. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ____________________________________________________________________________________. Until next time, _________________________(your name)

Dear Journal, Today I visited a suburban environment. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ____________________________________________________________________________________. Until next time, _________________________(your name)

Dear Journal, Today I visited a rural environment. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ____________________________________________________________________________________. Until next time, _________________________(your name)

Instructional Writing Activity: Directions: Pretend you went on an adventure like the Country and City mice! Write 3 journal entries about your experience with the lifestyles of the urban, suburban, and rural environments. Use words from the suggestion box to help you. Have fun! Suggestions: Noisy Quiet Fast-paced Slow-paced Farm Dear Journal,

Houses Trains Cars Restaurants Animals

Plants Buildings Taxis Tourists Traffic

Today I visited a rural environment. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ____________________________________________________________________________________. Until next time, _________________________(your name) Dear Journal, Today I visited an urban environment. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ____________________________________________________________________________________. Until next time, _________________________(your name

Dear Journal, Today I visited a suburban environment. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ____________________________________________________________________________________. Until next time, _________________________(your name)

Frustrational Writing Activity: Directions: Pretend you went on an adventure like the Country and City mice! Write 3 journal entries about your experience with the lifestyles of the urban, suburban, and rural environments. Use the words from the suggestion box and the pictures to help you. Have fun! Suggestions: Noisy Quiet Fast-paced Slow-paced Farm Dear Journal,

Houses Trains Cars Restaurants Animals

Plants Buildings Taxis Tourists Traffic

Today I visited a rural environment.

_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ____________________________________________________________________________________. Until next time, _________________________(your name)

Dear Journal, Today I visited an urban environment.

_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ____________________________________________________________________________________. Until next time, _________________________(your name)

Dear Journal, Today I visited a suburban environment.

_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ____________________________________________________________________________________. Until next time, _________________________(your name)

Mouse Shaped Exit Slip:

Writing Rubric: Topic Sentences 4 Sentences are complete, wellconstructed and of varied structure. Ideas were expressed in a clear and organized fashion. It was easy to figure out that the journal entries were about the lifestyles in each landscape. The journal entry contains at least 5 accurate facts about the lifestyles in each landscape. Writer makes no errors in capitalization and punctuation. 3 All sentences are complete and well-constructed (no fragments, no run-ons). Ideas were expressed in a pretty clear manner, but the organization could have been better. 2 Most sentences are complete and well-constructed. 1 Many sentence fragments or runon sentences.

Ideas

Content Accuracy

Capitalization and Punctuation

The journal entry contains 3-4 accurate facts about the lifestyles in each landscape. Writer makes 1-2 errors in capitalization and punctuation.

Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out that the journal entries were about the lifestyles in each landscape. The journal entry contains 1-2 accurate facts about the lifestyles in each landscape. Writer makes 3-4 errors in capitalization and punctuation.

The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out that the journal entries were about the lifestyles in each landscape. The journal entry contains no accurate facts about the lifestyles in each landscape. Writer makes more than 4 errors in capitalization and punctuation.

(Rubistar, 2009) *The use of this rubric is for students and teachers to have a foundation for the completion and grading of student work. Teachers will take into consideration the students individual abilities when referencing this rubric for grading. Content covered in the lesson must be present in the writing piece, and is addressed in the row labeled, Content Accuracy in the rubric. The writing procedure primarily assesses the students understanding of the social studies material and pays attention to other important ideals of literacy covered in second grade, as well.