Anda di halaman 1dari 3



Teacher Candidate: Yessenia Maldonado Date Taught: 4/4/14
Avitia School / District: Calmeca
Grade: 1
Field Supervisor: Podsiadlik
Unit / Subject: Social Studies
Lesson Title /
City and suburb
Why are they different?
I. Lesson Rationale (!"#$
Lea%nin& Goals an' Fo()s (!at st)'ents *ill +e a+le to 'o$,
Students ill be able to e!"lain hy a city and suburb are different
Students ill identify if they live in city or suburb
Co--on Co%e State Stan'a%'s,
Co'pare and contrast the adventures and e(periences o) characters in stories
Targeted Academic Language Function (e.g. identifying main idea, recording multiple way to ol!e pro"lem#,
Co-.a%e cit* and suburb
Targeted Academic Language $emand (%oca"ulary& e!ery day, general u"'ect pecific word, and u"'ect pecific
word meaning( Synta)& organi*ing word and p+rae into tructure& grap+, entence, formulae#.
City suburb community nei#hborhood
II. Inst%)(tional St%ate&ies an' Lea%nin& Tas/s (0o*#$
Time $ Learning Acti!itie- +hat learning activities do
*ou have planned )or the students, Describe
-hat 'a* transpire during the sca))olding o) the
lesson. .o- -ill *ou /hoo01 the students into
the lesson, .o- -ill *ou 'odel2 and provide
opportunities )or guided2 shared2 and
independent practice,
,uetion Poed: What questions do you
want to ask of the students, and what do you
anticipate they will ask /raise as their own
questions and answers?
3ased on the assess'ent given last -ee0 2 so'e o) the
studetns are still con)used on the di))erences bet-een a cit*
and suburb. The* also believe that the* liven in a suburb.
This lesson -ill be a )ollo-!up lesson to clear up an*
'isconceptions the students still have.
ctivating bac0ground 0no-ledge
" -ill as0 the class the 4uestion: +here do -e live cit* or
suburb, 5 -ill get 'i(ed ans-ers based on the 0no-ledge
)ro' test6777788
s a class -e -ill have a brie) discussion highlighting
so'e notable di))erences bet-een cit* and suburb. " -ill
have the t-o anchor charts available )or the' to see.
Using the anchor charts " -ill as0 the' do -e have 9li0e a
suburb, Do -e have 9. li0e a cit* ,
" -ould then li0e a consensus as to -here -e live. " e(pect
so'e students to still not be sure but " also e(pect that the
a'ount o) the' -ould have di'inished since the test.
" -ill then e(plain the )ield trip o) the da*
Toda* " -ill have students go on a virtual )ieldtrip. This
virtual )ield trip -ill ta0e place through google 'aps. " -ill
travel -ith the' )ro' Cal'eca to the suburb o)
3olingbroo0 5-here '* 'o' lives6 long this trip the*
-ill be using a graphic organi:er in -hich the* -ill -rite
do-n -hat the* see. Students -ho have di))icult* in
-riting -ill be given a graphic organi:er -ith bo(es
instead o) line in -hich the* -ill be able to dra-. The* then
-ill tell 'e orall* -hat the* dre-. This -ill then be used to
)urther aid in their di))erentiation bet-een the t-o. During
our )ield trip -e -ill be 'a0ing stopping points to observe
and discuss. +hen leaving the cit* the* -ill -rite do-n
three things the* sa-. ;ne -ill be done as a class and the
)ollo-ing -ill be done on their o-n. The* -ill then be able
to share out -hat the* have -ritten and " -ill -rite it on
-hite board.
+e -ill then continue our trip and co'plete the sa'e
s an e(it slip the* -ill co'plete this sentence )ra'e:
" live in a 77777777777
" 0no- because 77777777777777
%o do you kno e live in a city ?
Why do you think e live in a suburb?
III. Assess-ent (0o* 'o "o) /no*#$
Formati!e Aement-
&sin# "revious formative assessment and this lessons e!it sli" ' ill identify students that are still
havin# difficulties differentiatin# beteen the to( )nce ' kno ho is in need of more #uidance '
ill then meet ith the students one on one to #au#e their level of confusion(
Summati!e Aement-
I1. Inst%)(tional Mate%ials2 Reso)%(es2 an' Te(!nolo&" (!at$
$ What materials will you need in order to teach this lesson?
$ What materials will students need?
!ite +oa%'
G%a.!i( o%&ani4e%