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    SIOP Lesson Template Topic, Class, and Level - Which Community Do You Prefer?, Writing, Grade 2

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    This lesson plan aims to teach second grade students about different types of communities. Students will review rural, urban, and suburban communities by looking at pictures in a slideshow. They will discuss pros and cons of each type. Students will then choose which community they prefer and write an opinion piece arguing their choice. The lesson incorporates visuals, turn and talks, and modeling to support English language learners. Its goals are for students to understand community features and write persuasively about their preferred community type.

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    SIOP Lesson Template Topic, Class, and Level - Which Community Do You Prefer?, Writing, Grade 2

    Uploaded by

    api-264688073
    116 views4 pages
    This lesson plan aims to teach second grade students about different types of communities. Students will review rural, urban, and suburban communities by looking at pictures in a slideshow. They will discuss pros and cons of each type. Students will then choose which community they prefer and write an opinion piece arguing their choice. The lesson incorporates visuals, turn and talks, and modeling to support English language learners. Its goals are for students to understand community features and write persuasively about their preferred community type.

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    This lesson plan aims to teach second grade students about different types of communities. Students will review rural, urban, and suburban communities by looking at pictures in a slideshow. They will discuss pros and cons of each type. Students will then choose which community they prefer and write an opinion piece arguing their choice. The lesson incorporates visuals, turn and talks, and modeling to support English language learners. Its goals are for students to understand community features and write persuasively about their preferred community type.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    116 views4 pages

    SIOP Lesson Template Topic, Class, and Level - Which Community Do You Prefer?, Writing, Grade 2

    Uploaded by

    api-264688073
    This lesson plan aims to teach second grade students about different types of communities. Students will review rural, urban, and suburban communities by looking at pictures in a slideshow. They will discuss pros and cons of each type. Students will then choose which community they prefer and write an opinion piece arguing their choice. The lesson incorporates visuals, turn and talks, and modeling to support English language learners. Its goals are for students to understand community features and write persuasively about their preferred community type.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4
    At a glance
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    The key takeaways are that there are three main types of communities (rural, suburban, and urban) and that communities can be categorized based on features like population density, types of housing, and jobs. The lesson teaches students to consider different perspectives on community types.

    The three types of communities discussed are rural, suburban, and urban communities.

    Some pros of rural communities are less traffic and noise. Pros of suburban communities include houses with large lawns for families. Pros of urban communities are the variety of activities available. Cons can include more traffic, noise, and smaller living spaces depending on the community type.

    Melanie Cytron

    ED 175 Final Assignment


    SIOP Lesson Template
    Topic, class, and level __

    __Which community do you prefer?, Writing, Grade 2 ____

    Unit/Theme: Communities

    Date: 4/13/2015

    1) Content Standards:
    -

    CCSS.ELA-LITERACY.SL.2.2: Recount or describe key ideas or details from a


    text read aloud or information presented orally or through other media.
    CCSS.ELA-LITERACY.W.2.8: Recall information from experiences or gather
    information from provided sources to answer a question.
    CCSS.ELA-LITERACY.W.2.1: Write opinion pieces in which they introduce the
    topic or book they are writing about, state an opinion, supply reasons that support
    the opinion, use linking words (e.g., because, and, also) to connect opinion and
    reasons, and provide a concluding statement or section.
    2) Language Standards:

    WIDA Grades 1-2, Writing, Level 2 (Emerging)


    WIDA Grades 1-2, Writing, Level 5 (Bridging)

    Students Will Be Able To (SWBAT):


    Content objective(s):

    Language objective(s):

    - Students will be able to recount or


    describe key ideas or details from Town
    and Country and the Types of
    Communities Slideshow

    - Students will be able to complete


    modeled sentence starters using the Which
    kind of community do you like best?
    worksheet (Emerging).

    - Students will be able to recall information


    from experiences or gather information
    from Town and Country, the Types of
    Communities Slideshow, and anchor charts
    to answer a question.

    - Students will be able to describe people


    and places in urban, rural, or suburban
    communities using illustrated examples
    and models in the Slideshow and in Town
    and Country (Emerging).

    - Students will be able to write opinion


    pieces about a type of community that they
    would like to live in, in which they
    introduce their topic, state their opinion,
    supply reasons that support their opinion,
    use linking words, and provide a
    concluding statement.

    - Students will be able to create a related


    series of sentence in response to the prompt
    Write a review of the kind of community
    that you think is the best (Bridging).
    - Students will be able to produce contentrelated sentences about types of
    communities and their features (Bridging).

    Melanie Cytron
    ED 175 Final Assignment
    Overview of Context for Lesson:
    Prior to this lesson, students will have listened to two read-alouds centered around the
    idea of community: Everybody Bakes Bread by Norah Dooley, and Town and Country by
    Alice and Martin Provensen. Students will have: 1) collaboratively developed a
    classroom definition of community, 2) discussed different kinds of communities that they
    might belong to, and 3) picked out defining features of different types of communities
    (rural, suburban, urban).
    Knowledge/Understandings prior to lesson:
    -

    Students will understand what a community is (definition to be developed


    collaboratively in class).
    Students will understand that they are simultaneously a part of many different
    communities.
    Students will be able to define and give examples of community.
    Students will understand that not all communities look the same.
    Students will understand that communities are able to be broadly categorized as
    suburban, urban, or rural based on certain features.
    Students will be able to define rural, suburban, and urban.
    Students will be able to sort communities into categories based on their size, types
    of jobs, types of houses, etc.

    Knowledge/Understandings after lesson:


    -

    Students will understand that not all communities look the same.
    Students will understand that communities can be broadly categorized as
    suburban, urban, or rural based on certain features.
    Students will understand that good persuasive writing convinces the audience to
    agree with the author.

    Tier 2 Vocabulary:
    - City
    - Country
    - Community
    - Population
    - Opinion
    - Summary
    - Reason
    - Example
    - Recommendation
    Tier 3 Vocabulary:
    - Rural
    - Urban
    - Suburban

    Supplementary Materials:
    - Books: Everybody Bakes Bread by
    Norah Dooley (for reference), Town and
    Country by Alice and Martin Provensen
    (for reference)
    - Slideshow containing pictures of each
    different type of community and their
    defining features
    - Anchor charts (created earlier in the
    week): What is community? and Types of
    Communities (see below)
    - Sentence starter sheet (see below)

    Melanie Cytron
    ED 175 Final Assignment
    SIOP Features
    Preparation
    Adaptation of content
    x Links to background
    x Links to past learning
    x Strategies incorporated

    Scaffolding
    x Modeling
    Guided practice
    x Independent practice
    Comprehensible Input

    Grouping Options
    x Whole class
    x Small group
    Partners
    x Independent

    Integration of Processes
    Reading
    x Writing
    x Speaking
    Listening

    Application
    Hands-on
    Meaningful
    x Linked to objectives
    x Promotes engagement

    Assessment
    x Individual
    Group
    x Written
    Oral

    Lesson Sequence:
    Essential Question: What makes a community successful?
    -

    Boys and girls, yesterday we learned about the different kinds of communities.
    Turn and talk with a partner about the 3 kinds of communities we discussed.
    Students will share aloud what they discussed with their partners.
    Today we are going to talk about why we would or wouldnt want to live in
    each different kind of community.
    Teacher will use Types of Communities slideshow to review features of each
    type of community with students, using visuals to reinforce differences
    Throughout slideshow, teacher will prompt students to make observations about
    the pictures: What do you notice in this picture of a ____ community?
    After slideshow, teacher will lead students in a discussion of the pros/cons of
    different types of communities:
    Is it a good thing that an urban community has buildings that are close
    together? Give me a thumbs up if you think this is a good thing, and a thumbs
    down if you think this is a bad thing.
    Turn and talk with someone next to you. Talk about whether having buildings
    that are close together is good or bad, and why you think this.
    Teacher will invite students to share their opinions.
    Did everyone have the same opinion about buildings being close together in an
    urban community? Is it okay for us to have different opinions about this?
    There are many reasons why a person might think that urban communities are
    the best kind of community, or rural, or suburban.
    Teacher will give students examples of one reason why a person might want to
    live in each kind of community. (e.g. rural communities have less traffic/noise,
    suburban communities have houses with big lawns for families, urban
    communities have lots to do)
    Teacher will have students contribute more pros and cons of different
    communities.
    Now that weve thought of some good and bad things about each kind of

    Melanie Cytron
    ED 175 Final Assignment

    community, I want you to think about which community you would prefer to
    live in. Teacher will give students a minute to quietly think.
    Teacher will have students do a round of would you rather (students go to
    different spots in the room based on their opinion, and discuss their reasons with
    like-minded students.) Students will then return to the rug.
    Teacher will encourage students to share their reasons for choosing whichever
    community they chose.
    Teacher will model how to write a review of one type of community. (Topic:
    Urban Communities; Summary: An urban community is; Opinion: Urban
    communities are better than; Reasons: One reason that urban communities are
    better is; Example: For example, urban communities have;
    Recommendation: You should live in an urban community if)
    Teacher will have students begin to write their own reviews of communities.
    Sentence starter worksheets will be provided for ELLs and students with
    processing difficulties.
    Wrap up: Students will share at their pods.

    4 Principles which Help ELLs Succeed in School


    1) Increase Comprehensibility
    -

    Pictures used to help students distinguish which communities are which


    Talking with peers to hear others opinions and help them generate their own
    Anchor charts to activate prior knowledge

    2) Increase Interaction
    -

    Turn and talks before whole class sharing


    Would you rather? (think with your feet) with to encourage sharing among likeminded students
    Share work at pods at the end of the lesson

    3) Increase Thinking Skills (Blooms Taxonomy of Higher Order Thinking Verbs)


    -

    Knowledge: defining types of communities, recognizing/identifying different


    types of communities from pictures
    Evaluation: comparing/recommending different types of communities
    Comprehension: summarizing key features of communities
    Analysis: contrasting types of communities, selecting a favorite
    Synthesis: organizing reasons, constructing an argument

    4) Increase Connections to Students Lives and Cultures


    -

    Students can compare their communities to the ones that they want to live in.
    Students can contribute their own experiences to defining different kinds of
    communities.

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