ED 345 Calvin University Teacher Intern Lesson Plan Template #2

Teacher Intern: Hanna Gibson Date: 10/1/2019 Mentor Teacher: Sue King
Grade Level: 2nd Grade Subject/ Topic: Social Studies: Families as Community
Approx. time spent planning this lesson:
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: What do families do for their members? How are families like communities?

Brief Context: Lesson 1 of Unit 1: What is a community?

Prerequisite Knowledge/Skills:
 1st Grade Social Studies Focus: Families
 What is a family?
 What are basic human needs?

Lesson Objectives/Learning Targets Aligned Assessments

The learner will: I will assess learning by:
1. Identify and describe what families provide for 1. Completion of and details of Families Give Us chart.
their members.
2. Discuss how families may be similar to 2. Participation in small group conversation at the end
communities. of the lesson.

Standards Addressed:
 1 – C5.0.1 Describe some responsibilities people have at home and at school (e.g., taking care of oneself, respect
for the rights of others, following rules, getting along with others).
 1 – G4.0.1 Use components of culture (e.g., foods, language, religion, traditions) to describe diversity in family
life.
 1 – E1.0.2 Describe ways in which families consume goods and services.
 2 – E1.0.3 Describe how businesses in the local community meet economic wants of consumers
 CCSS.ELA-LITERACY.RL.2.10
By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text
complexity band proficiently, with scaffolding as needed at the high end of the range.

Instructional Resources and Materials:

 “What is a Family?” from Fathers, Mothers, Sisters, Brothers: A Collection of Family Poems adapted into a
Reader’s Theatre script.
 4 Part Family Chart (1 per student and 1 for teacher)
 Document Camera
 Pencils

Consideration of Learners:
 Engagement: Students connect via participation in reader’s theatre, turn & talk, individual charts
 Location: Seating options during independent work time
 Representation: Poem read aloud and given in text to each student, examples for chart given in written and
verbal form.
 Expression: Students choose whether or not they share with the big group or read an individual line, students
choose to write or draw or both on chart.

Individual Accommodations:
Alex- movement around the classroom as needed, may choose to sit at seat during carpet time
Travis- may choose to sit at seat during carpet time
DOMAIN 2: THE CLASSROOM ENVIRONMENT
Building respectful relationships:
 Sharing with partners and as a class
 Sitting in a circle, all looking at each other on the same level
Organizational routines:
 “Class, class?”
 Preparation of materials ahead of time
 Flexible seating options for independent work time
Specifying & reinforcing productive behavior:
 “Student is doing a great job of….” Specific praise
 Thanking students for volunteering to share.
 Expectations made clear at the beginning of the lesson
 Reminder of expectations to deter unproductive behavior

DOMAIN 3: INSTRUCTION- [Content Management]

Motivation/Opening/Intro:
 Call students to the carpet, sitting in a circle.
 Teacher: “Can anyone remind me what you learned about last year in social studies?”
 Students share, teacher focuses in on families.
 Teaching Point: Today we are going to remind ourselves about what our families do for us and start to think about
how families are like communities.

Development:
 Introduce poem: “What is a family?”
 Explain that we are all going to read the parts that say “What is a family?” and “Who is family?”.
 Ask for volunteers to read the other parts and hand out highlighted scripts for each part. Tell students to look
over their parts and ask neighbors for help if there’s a tricky word.
 Hand out additional scripts with just the group parts highlighted.
 Read the poem aloud in reader’s theatre fashion.
 Ask students to volunteer and share what the poem was about.
 Highlight that there are lots of different parts of families but all families have some things in common. They help
provide their members with their basic needs.
 Turn and Talk: What are our basic needs?
 Pull together and highlight:
o Food/Water
o Shelter
o Clothing
o Sense of Belonging
 Send students to seats to fill out chart of how their family provides them with their basic needs. Teacher fills out
example during this work time on the document camera.

Closure:
 Students: Talk with your neighbor or group about how families and communities might be similar.
 Ask volunteers to share their ideas with the class.
 Turn in papers to the yellow tub. Stand by your seat to be dismissed for lunch.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

Reflection after teaching the lesson:

Evidence of professionalism: