Title of Unit: Where in The World Are We?

Title of Lesson: Living Together Submitted By: Amy Branstetter

A. Summary of the Lesson Plan: This social studies lesson is designed for 2nd grade students to learn about neighborhoods, communities, and the people who live, work, and play there. This lesson uses the 2nd Grade Houghton Mifflin Social Studies textbook Living Together (p. 36-39). B. Target Population: Grade Level: 2nd grade Skill Level: students at all learning levels Grouping: whole group reading & discussions, partners for activity, and independent for assessment C. Materials: One per student Vocabulary & Study Guide (Unit Resources p. 6) - see last page of lesson plan for sample Houghton Mifflin 2nd Grade Social Studies Book: Living Together (p. 36-39) Reading Skill: Main Idea and Details - see last page of lesson plan for sample Skillbuilder: Use a Grid (Unit Resources p. 5) (homework) see last page of lesson plan Pencil D. Objectives: o NV State Social Studies Standards o G6.2.2 Describe neighborhoods and communities as places where people live, work, and play.

Student-Friendly Standards I can list and talk about ways people live, work, and play in neighborhoods and communities.

E. Procedure: 1. Pass out all necessary materials. 2. Write the objective on the board and read aloud with students. 3. Refer to notes on TE 36 Get Set to Read.
Nevada State College

Call students attention to the picture on p. 39. Ask: Who do you think the people are? Where are they? What are they doing? Introduce the vocabulary words (neighborhood, community) p. 36 Explain the Study Guide that students will complete as we read.
EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit: Where in The World Are We? Title of Lesson: Living Together Submitted By: Amy Branstetter

Ask students to think about people they consider as their neighbors and tell their neighbor. Identify and discuss who they thought of as their neighbors, write their answers on the board under the word neighbor. Partnered students read page 36, identify the main idea, and find the details that tell what neighborhoods have. List them on the board.

4. As a class, continue to read p. 37-39, stopping to ask questions as indicated in the margins of the TE. 5. Students should be taking notes and recording information on their Study Guide while we are reading. They can finish completing it with their partner when we are done. 6. Ask questions listed in the margins of the TE as an ongoing check for understanding. Focus on these questions about : (TE 37) What is a neighborhood? (TE 37) What are some things you see on the neighborhood map on page 37? (TE 37) What do neighbors sometimes do to help their neighborhood? (TE 38) What is a community? (TE 38) How many neighborhoods are named on the Tampa community on page 38? (TE 38) What are some times when people in your community get together?

7. Preview the Reading Skill: Main Idea and Details worksheet with students. Have them read the main idea and the following 2 sentences. Ask them to list an additional activity they might consider as a neighborhood activity on their paper. 8. Ask different students to read their answers while teacher writes them down on the board. 9. Review What are some reasons people get together in communities? 10. CLOSURE: Pass out homework sheet. Explain that we will review it tomorrow as a class. Review: Vocabulary and explain what a community and neighborhood is. Reflect: What are some ways people work together in neighborhoods and communities. Ask students if there are any questions or comments.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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Title of Unit: Where in The World Are We? Title of Lesson: Living Together Submitted By: Amy Branstetter

Have students reread the objective on the board and ask them if they think they met that object. Show me with thumbs up or thumbs down.

F. Assessment: What will you use to measure student understanding? Students will be able to define neighborhood and community. They will be able to identify people who live, play, and work in the community. They will be able to explain some neighborhood activities and complete both worksheet activities. Explain how you will know students understand the concepts from the lesson. Students will be able to identify a neighbor and at least one neighborhood activity. I will informally check them by verbal and written responses on the Study Guide and Homework. An informal thumbs up or thumbs down will additionally identify students who may need clarification during closure. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the easiest part of this lesson will be following the text and reading through the pages with students. 2. Which part will be most challenging for you to teach? I think the challenging part of this lesson might be the students working with partners quickly and effectively. I would also be skeptical about whether my students have had experience with a grid map before assigning them homework they could not be successful at. 3. How will you follow up or extend this lesson? Homework and questions will be reviewed the next day as a follow-up and review before moving on. On the following day, I might the two questions from the unit test to check comprehension on this section specifically. 4. What can you do for students who dont grasp the concepts? I can help assist students who are not getting it by showing or drawing more pictures and utilize a more detailed larger bubble map (graphic organizer). In addition, I can pair a struggling student with a stronger pair of students and suggest that they draw pictures and label them. 5. Which part of the lesson, if any, do you think might need to change? This lesson is pretty straight forward, but I wish I could make it longer. I want to add more photos to the students during discussion, maybe on the Smartboard or overhead. I would add the extensions, reteach mini-lesson, and multi leveled activities that are suggested at the end of the lesson.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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Title of Unit: Where in The World Are We? Title of Lesson: Living Together Submitted By: Amy Branstetter

6. When you were writing this lesson plan, what was the most difficult part? The process of using the eTeacher was new to me. It took some time for me to figure out the books process, figure out all the resources, and visualize what the students were seeing verses what the teacher saw. Once I got it figured out though, I really enjoyed the learning experience. I would be happy to use this as a resource in the future for implementing and preparing my lessons with the Houghton Mifflin Social Studies eTeacher and Student Edition books.

Vocabulary and Study Guide:

Reading Skill: Main Idea & Details:

Homework:

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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