Field Experience Lesson Plan

I. Unit/Lesson #: Community

II. Lesson Topic/Title: Assessment

III. Grade Level: 3rd grade

IV. Language Level: intermediate (30 minutes)

V. Standards (NE ELP):

Students will participate in grade-appropriate oral and written exchanges of
information, ideas, and analyses, responding to peer, audience, or reader comments
and questions. (2-3.2)
Students will speak and write about grade-appropriate complex literary and information
texts and topics. (2-3.3)
Students will adapt language choices to purpose, task, and audience when speaking and
writing. (2-3.7)

VI. Academic (Content) Objectives: Think on Academic Language Skills (CALP):

Students will create a map of their “perfect” local community including needs and
wants.
Students will communicate idea in a clear manner to their classmates.
Students will demonstrate attentive listening skills.

VII. Language Objectives (Combination of language skills, vocabulary, grammar):

Students will create a poster and present to their classmates.

VIII. Content Standards:

Students will identify ways to have an impact in their local community (SS: 3.1.2.c)
Students will communicate ideas in a clear manner to their audience (LA: 3.3.1.a)
Students will demonstrate attentive listening skills (LA: 3.3.2.a)

IX. Materials: poster board, ruler, pencil, crayons, colored pencils, T-chart

X. Procedures: Name ESL strategies that you are using in each section

A. Into
Anticipatory Set: How will you excite the students about the learning?
Introduction – Conceptualization
Link to Previous Learning and Background Knowledge
To get the students excited, because they get to create their own community.
The students will also go to www.google.com/earth/ and search their
community along with to see example of
https://www.pinterest.com/pin/74872412526022404/ community maps that
have been hand drawn.
 B. Through
Instructional Input: What will students learn? How?
(Model, bridge, connect, schema, scaffolding)
Guided Practice- After teachers’ model, students are supported
as they practice.
List specific strategies you will use to support student learning
Visuals- Teacher will display their perfect community and introduce needs and
wants in their community.
Students will also access www.googleearth.com and look at their community to
see all the things it has and how it is laid out.
They will also be able to reference examples of hand drawn maps at
https://www.pinterest.com/pin/74872412526022404/ .
Model- Teacher will give a presentation the way the students will when
presenting their community.
Graphic Organizer- (T-chart) The students will fill out a T-chart with things that
are Needs and things that are Wants in their community.
Pair/Share- Students will pair and share their poster of their community.

C. Beyond (Application/Enrichment/Follow-up)
Independent Practice: What do students do independently to reinforce
their learning?
How is learning extended to future learning and to the context of their life?
Students will learn why we need certain things in our community and that it is
also important to have wants in your community too.

XI. Assessment: How will students demonstrate that they have met the standard?
Students will create a poster of their perfect community with needs and wants, then
present in small groups.

Procedure:
1. Introduce key vocabulary: needs, wants
2. Teacher present their perfect community, highlighting needs (school, hospital, police
station, fire station, grocery store, etc.) and wants (movie theater, soccer fields, etc.)
Students will access google earth to see how their community is laid out as well as
Pinterest to see examples of maps. They can reference these when creating their map.
3. Students will be given a T-chart to fill out with needs and wants for their community.
4. Check for understanding by reviewing T-chart.
5. Have the students draw out (map) their perfect community.
6. In small groups, have the students give a presentation about their poster/community.