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Kelsey Kinard
TWS 3: Short Range Learning Objectives/Standards for Unit
The objectives of this first grade social studies unit were to differentiate between rural, urban,
and suburban communities and identify characteristics of each type of community through
various learning strategies and instruction. I designed the unit to include whole group and paired
learning activities. The students were taught through direct instruction and visual learning styles:
images found on the internet, bubble maps, Are, Can, Have charts, and age appropriate videos.
In addition, the use of probing questions, whole group discussion, and turn and talk opportunities
with peers reinforced the direct instruction. Many of the unit objective assessments involved
journaling in Discovery Journals about the different types of communities and the specific
characteristics associated with each. Each lesson concluded with the students reflecting on what
they learned by journaling, illustrating, and adding to previous journal entries. A summative
assessment worksheet at the end of the unit was used to measure the students understanding
and knowledge of the types of communities. The unit was concluded by a class-made mural
featuring each type of community through artistic representation.
Unit Objective
When given Discovery
Journals the students will
write a sentence and
illustrate a fact about
rural/urban/suburban
communities correctly.
SC Social Studies Curriculum
Standards:
Standard 1-1: The student will
demonstrate an understanding
of how families interact with
their environment both locally
and globally.
Standard 1-4: The student will
demonstrate an understanding
of how individuals, families,
and communities live and work
together in America and
around the world.
Activities/Instructional
Strategies
Assessment of
Objective
Accommodations
Adaptations
Model vocabulary
using direct instruction
and bubble mapping.
Discovery Journal
entry showing a
written sentence
and illustration for
each type of
community.
Provide verbal
cues and extra
wait time for Q &
A. Name of each
type of community
are provided for
spelling. Journal
prompts provided
as a guide.
Discovery Journal
entry showing an
extended
understanding of
each type of
community by
adding to a
previous journal
entry.
Provide verbal
cues and extra
wait time for Q &
A. Journal
prompts provided
as a guide.
Evaluate knowledge of
the types of
communities through a
summative
assessment.
Collaborative studentcreated community
mural project.
Individual
summative
assessment on the
types of
communities.
Repeat
instructions as
needed. Provide
extra wait time.