Académique Documents
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Division of Education
*All written plans will be evaluated for English language conventions and tools in writing
mechanics.
*All Lesson Plans MUST be written using appropriate edTPA Academic Language.
After a class discussion about the pictures of buildings in different communities, students will
differentiate between different types of communities on a worksheet answering 4 out 5 questions
correctly.
Indicator:
This will be evident when students list and describe the characteristics of each
community.
Indicator:
This will be evident when students are brainstorming about the different types of
communities.
INSTRUCTIONAL RESOURCES
Students will receive a small picture of a house, farmhouse, or apartment and will be put into
groups according to the picture they receive.
1. Students prior knowledge will be assessed by the teacher. (Can anyone tell me in their own
words what a community is?)
2. Students will be presented a picture of an Urban community. (What do you see in the picture?)
3. Students will describe the characteristics of what they see in the picture and the teacher will
write them on a side board. (Are there tall or small buildings in this picture? Is it a crowded
community? Is there a lot of open space? Who can work in these communities?)
4. Steps one and two will be repeated for a Suburban community and a Rural community
5. Students will compare the three charts (Can someone identify some differences? What things
are in some communities but not all of them?)
6. Students will use the jigsaw cooperative learning technique to discuss the different types of
housing and buildings in the communities. All students with a picture of the house will discuss
which community they belong to, all students with a picture of the farm will discuss which
community they belong to, all students with the picture of the apartment will discuss which
community they belong to. After students will get into different groups and explain to their peers
about their housing and community. (Can you choose which community your house belongs to?
Can a lot of people live there? Can a few people live there? What jobs are in your community?)
7. Students will receive a worksheet and answer the questions on the worksheet getting 4 out of 5
correct.
Strategy
Cooperative Learning
Indicator: This will be evident when the students are broken up into groups to discuss
the housing in different communities.
Discussion
Indicator: This will be evident when the students are describing the characteristics in
each community.
ADAPTATIONS (Exceptionality*)
The student who struggles to focus will be seated in the front of the classroom and be refocused
by the teacher.
DIFFERENTIATION OF INSTRUCTION
Struggling Students
Students will receive a worksheet matching pictures to the types of community.
Average Students
Students will receive the original worksheet and fill in the blanks of the sentences given
about communities.
Advanced Students
Students will receive a worksheet and will have the write down different activities that
are completed in each community.
INDEPENDENT PRACTICE
Students will pick a type of community they want to live in and write why they would want to
live there.
REFERENCES
(Put References on a separate page using APA style)
New York State K-12 Social Studies Framework. (n.d.). Retrieved April 12, 2017, from
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
The City Kid & The Suburb Kid. Pilutti, D. (2008). Sterling Publishing Company