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Kelsey Kinard
TWS 5: Instructional Design

Teacher Candidate: Kelsey Kinard

P.M.
School: Lakeview Elementary

Date and Time of Lesson: 11-03-14; 1:40

Subject/Grade: Social Studies/First grade

Description of Lesson:
The teacher will use the internet to research suburban communities. The students will
participate in teacher-led whole group discussion about suburban communities based on the
internet findings. A bubble map on suburban communities will be created as a class. The
students will use their Discovery Journals to write a sentence on suburban communities and
create an illustration.
Lesson Title: Introduction to Suburban Communities
Curriculum Standards Addressed:
SC Curriculum Standard(s):
Standard 1-1: The student will demonstrate an understanding of how families interact with
their environment both locally and globally.
Standard 1-4: The student will demonstrate an understanding of how individuals, families, and
communities live and work together in America and around the world.
SC Academic Indicator(s):
1-1.1 Compare schools and neighborhoods that are located in different settings around the world.
1-1.2 Compare the ways that people use land and natural resources in different settings around the
1-4.1

world.
Illustrate different elements of community life, including typical jobs; the interdependence of
family, school, and the community; and the common methods of transportation and
communication.

SSCA Standard(s):
Safe School Climate Act- (1) A safe a civil environment in school is necessary for students to
learn and achieve high academic standards.

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Instructional Objective(s) Criteria:

Assessment(s) of the Objective(s)

The students will be able to recall an aspect of suburban The students will create a journal
communities by creating a journal entry.
entry including a sentence and
Antecedent: when given Discovery Journals
illustration of suburban
Behavior: students will write a sentence and illustrate a communities.
fact
Content: suburban communities
Degree: Correctly
1-1.1, 1-1.2, 1-4.1

Materials/Resources:
SMARTboard
Teacher laptop (with adapter)
Suburban bubble map
Markers
Discovery Journals
Pencils
Crayons
Prerequisites (Prior Knowledge):
The students must be able to participate in whole group discussion and must be able to sit and
behave appropriately on the carpet. The students must also work individually to complete the
post-assessment journal entry. There is no requirement of any prior knowledge regarding the
types of communities.
References:
South Carolina Social Studies Standards
Google.com
Procedures:
The lesson will be presented as a whole group on the carpet. The post-assessment activity will
be completed by the students individually at their desks.
1. Gather the students to the carpet.
2. Tell the students that today in social studies we will be continuing our study on the
types of communities.
3. Provide a quick review of what we learned last time we met about rural and urban
communities.
4. Ask the students if they know what the word suburban means (show with a thumbs
up or thumbs down). Record the students answers on the pre-assessment checklist.

5. Use the teachers laptop and SMARTboard to look up images of suburban communities.
6. Lead the students in a discussion about suburban communities based on what can be
seen in the images.
7. Complete the bubble map on suburban communities. Students will be called on using
star sticks to provide aspects of suburban communities to be added to the bubble
map.
8. Review the bubble map.
Critical-thinking questions:
What might we see/hear/smell in a suburban community?
What might suburban communities have?
Activity Analysis:

Research suburban communities using Google Images. The activity shows the students
what suburban communities look like and what might be found in a suburban
community. This activity will guide later discussion and learning.
Create a bubble map about suburban communities. This activity helps start the process
of analyzing suburban communities. The ideas formulated by the students will help
them when writing their journal entries for the post-assessment.

Technology:
The teacher will use the teacher laptop to display Google Images on the SMARTboard as we
research suburban communities. The teacher will guide the research from the laptop with the
students help. The students will not utilize the technology themselves because it will be done
as a part of the whole group instruction.
Accommodations:
The students will complete a majority of the lesson as a whole group. The use of Google
Images, group discussion, and a bubble map will meet the auditory and visual learning needs.
The post-assessment journal entry will be completed individually by each student. The postassessment is developmentally appropriate for all students of varying achievement levels. Early
finishers can go ahead and pack up while the slower paced learners finish up. The ESOL
students and the student with an identified learning disability will have the directions explained
to them individually.

Teacher Candidate: Kelsey Kinard

School: Lakeview Elementary

Date and Time of Lesson: 11-05-14; 1:40 P.M.

Subject/Grade: Social Studies/First grade

Description of Lesson:
The students will watch a video on rural, suburban, and urban communities on brainpopjr.com.
The students will then complete an Are, Can, Has chart on urban communities as a whole
group.
Lesson Title: About Urban Communities
Curriculum Standards Addressed:
SC Curriculum Standard(s):
Standard 1-1: The student will demonstrate an understanding of how families interact with
their environment both locally and globally.
Standard 1-4: The student will demonstrate an understanding of how individuals, families, and
communities live and work together in America and around the world.
SC Academic Indicator(s):
1-1.1 Compare schools and neighborhoods that are located in different settings around the world.
1-1.2 Compare the ways that people use land and natural resources in different settings around the
1-4.1

world.
Illustrate different elements of community life, including typical jobs; the interdependence of
family, school, and the community; and the common methods of transportation and
communication.

SSCA Standard(s):
Safe School Climate Act- (1) A safe a civil environment in school is necessary for students to
learn and achieve high academic standards.
Instructional Objective(s) Criteria:

Assessment(s) of the Objective(s)

The students will be able recall information about urban

communities in order to add to an earlier journal entry.
Antecedent: when given Discovery Journals
Behavior: students will write a sentence
Content: urban communities
Degree: correctly
1-1.1, 1-1.2, 1-4.1

The students will add one

sentence telling what urban
communities can be to their
earlier journal entry about urban
communities.

Materials/Resources:

SMARTboard
Brain Pop Jr. video Rural, Suburban, and Urban
Are, Can, Has chart
Markers
Discovery Journals
Pencils

Prerequisites (Prior Knowledge):

The students must be able to participate in whole group discussion and must be able to sit and
behave appropriately on the carpet. The students must also work individually to complete the
post-assessment journal entry. The students success in the whole group activity depends on
what they learned from the previous lesson on urban communities.
References:
South Carolina Social Studies Standards
Procedures:
The lesson will start off as a whole group discussion about the types of communities on the
carpet. The journaling assessment will be done individually at the students desks.
1. Recall what the three types of communities are and aspects of those communities.
Students will be chosen to share by a raise of hands and/or star sticks.
2. Watch the Brain Pop Jr. video Rural, Suburban, and Urban on the SMARTboard.
3. Complete the online quiz on communities at the end of the video.
4. Fill out the Are, Can, Has chart on urban communities. The information for this will
come from the previous lessons and teacher-led whole group discussion.
5. Review the completed chart.
6. Explain the journaling activity. The students will find their earlier journal entry on urban
communities and add one sentence about what urban communities can be. Relate the
activity to Writers Workshop where the students go back and add details to their
writing.
7. Dismiss the students back to their desks. An assigned person at each table will
distribute the Discovery Journals.
8. As the students finish their journal entries, they will raise their hand to be checked.
Once their work is checked, the student will return their Discovery Journal to the drawer
and proceed to pack up.

Activity Analysis:

Watch a video on the SMARTboard about communities. This reviews and reinforces
what has been taught previously in the introductory lessons on communities. Students
at this developmental age enjoy watching videos and the video presents the information
to the students in a new way.
Create Are, Can, Has chart. The students will answer probing questions and engage in
discussion about the topic in order to fill out the chart. Students will see their ideas
written in words for the rest of the class to see. This will aid in the post-assessment
journal entry.

Technology:
The teacher will use the teacher laptop to watch a Brain Pop video on the SMARTboard. During
the online quiz, selected students will have a chance to come to the board and select the
correct answers.
Accommodations:
The students will complete a majority of the lesson as a whole group. The post-assessment is
developmentally appropriate for all students of varying achievement levels. Early finishers can
go ahead and pack up while the slower paced learners finish up. The ESOL students and the
student with an identified learning disability will have the directions explained to them
individually.

Teacher Candidate: Kelsey Kinard

School: Lakeview Elementary

Date and Time of Lesson: 11-10-14; 1:40 P.M.

Subject/Grade: Social Studies/First grade

Description of Lesson:
The students will complete an Are, Can, Has chart on rural communities as a whole group
based on a video watched in a previous lesson.
Lesson Title: About Rural Communities
Curriculum Standards Addressed:
SC Curriculum Standard(s):
Standard 1-1: The student will demonstrate an understanding of how families interact with
their environment both locally and globally.
Standard 1-4: The student will demonstrate an understanding of how individuals, families, and
communities live and work together in America and around the world.
SC Academic Indicator(s):
1-1.3 Compare schools and neighborhoods that are located in different settings around the world.
1-1.4 Compare the ways that people use land and natural resources in different settings around the
1-4.1

world.
Illustrate different elements of community life, including typical jobs; the interdependence of
family, school, and the community; and the common methods of transportation and
communication.

SSCA Standard(s):
Safe School Climate Act- (1) A safe a civil environment in school is necessary for students to
learn and achieve high academic standards.
Instructional Objective(s) Criteria:
The students will be able recall information about rural
communities in order to add to an earlier journal entry.
Antecedent: when given Discovery Journals
Behavior: students will write a sentence
Content: rural communities
Degree: correctly
1-1.1, 1-1.2, 1-4.1

Assessment(s) of the Objective(s)

The students will add one
sentence telling what rural
communities can be to their
earlier journal entry about rural
communities.

Materials/Resources:

Are, Can, Has chart

Markers
Discovery Journals
Pencils

Prerequisites (Prior Knowledge):

The students must be able to participate in whole group discussion and must be able to sit and
behave appropriately on the carpet. The students must also work individually to complete the
post-assessment journal entry. The students success in the whole group activity depends on
what they learned from the previous lesson on rural communities.
References:
South Carolina Social Studies Standards
Procedures:
The lesson will start off as a whole group discussion about rural communities on the carpet.
The journaling assessment will be done individually at the students desks.
1. Recall what the three types of communities are and what can be seen in those
communities. Students will be chosen to share by a raise of hands and/or star sticks.
2. Fill out the Are, Can, Has chart on rural communities. The information for this will
come from the previous lessons and teacher-led whole group discussion.
3. Review the completed chart.
4. Explain the journaling activity. The students will find their earlier journal entry on rural
communities and add one sentence about what rural communities can be. Relate the
activity to Writers Workshop where the students go back and add details to their
writing.
5. Dismiss the students back to their desks. An assigned person at each table will
distribute the Discovery Journals.
6. As the students finish their journal entries, they will raise their hand to be checked.
Once their work is checked, the student will return their Discovery Journal to the drawer
and proceed to pack up.
Activity Analysis:

Create Are, Can, Have chart about rural communities. The students will answer
prompting questions to generate discussion and ideas about rural communities. This
will help with the post-assessment journal entry.
Turn and Talk. Students will have the opportunity to turn and tell a peer one thing they
recall about rural communities. This activity helps students generate ideas.

Technology:
Technology will not be utilized in this lesson. The lesson will use direct instruction and student
discussion based on what was previously researched about rural communities.
Accommodations:
The students will complete a majority of the lesson as a whole group. The post-assessment is
developmentally appropriate for all students of varying achievement levels. Early finishers can
go ahead and pack up while the slower paced learners finish up. The ESOL students and the
student with an identified learning disability will have the directions explained to them
individually.

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Teacher Candidate: Kelsey Kinard

School: Lakeview Elementary

Date and Time of Lesson: 11-13-14; 1:40 P.M.

Subject/Grade: Social Studies/First grade

Description of Lesson:
The students will complete an Are, Can, Has chart on suburban communities as a whole group
based on a video watched in the previous lesson.
Lesson Title: About Suburban Communities
Curriculum Standards Addressed:
SC Curriculum Standard(s):
Standard 1-1: The student will demonstrate an understanding of how families interact with
their environment both locally and globally.
Standard 1-4: The student will demonstrate an understanding of how individuals, families, and
communities live and work together in America and around the world.
SC Academic Indicator(s):
1-1.5 Compare schools and neighborhoods that are located in different settings around the world.
1-1.6 Compare the ways that people use land and natural resources in different settings around the
1-4.1

world.
Illustrate different elements of community life, including typical jobs; the interdependence of
family, school, and the community; and the common methods of transportation and
communication.

SSCA Standard(s):
Safe School Climate Act- (1) A safe a civil environment in school is necessary for students to
learn and achieve high academic standards.
Instructional Objective(s) Criteria:
The students will be able recall information about
suburban communities in order to add to an earlier
journal entry.
Antecedent: when given Discovery Journals
Behavior: students will write a sentence
Content: suburban communities
Degree: correctly
1-1.1, 1-1.2, 1-4.1

Assessment(s) of the Objective(s)

The students will add one
sentence telling what suburban
communities can be to their
earlier journal entry about
suburban communities.

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Materials/Resources:

Are, Can, Has chart

Markers
Discovery Journals
Pencils

Prerequisites (Prior Knowledge):

The students must be able to participate in whole group discussion and must be able to sit and
behave appropriately on the carpet. The students must also work individually to complete the
post-assessment journal entry. The students success in the whole group activity depends on
what they learned from the previous lesson on suburban communities.
References:
South Carolina Social Studies Standards
Procedures:
The lesson will start off as a whole group discussion about suburban communities on the
carpet. The journaling assessment will be done individually at the students desks.
1. Recall what the three types of communities are and what can be seen in those
communities. Students will be chosen to share by a raise of hands and/or star sticks.
2. Fill out the Are, Can, Has chart on suburban communities. The information for this
will come from the previous lessons and teacher-led whole group discussion.
3. Review the completed chart.
4. Explain the journaling activity. The students will find their earlier journal entry on
suburban communities and add one sentence about what suburban communities can
be. Relate the activity to Writers Workshop where the students go back and add details
to their writing.
5. Dismiss the students back to their desks. An assigned person at each table will
distribute the Discovery Journals.
6. As the students finish their journal entries, they will raise their hand to be checked.
Once their work is checked, the student will return their Discovery Journal to the drawer
and proceed to pack up.
Activity Analysis:

Create Are, Can, Have chart about suburban communities. The students will answer
prompting questions to generate discussion and ideas about suburban communities.
This will help with the post-assessment journal entry.
Turn and Talk. Students will have the opportunity to turn and tell a peer one thing they
recall about suburban communities. This activity helps students generate ideas.

12

Technology:
Technology will not be utilized in this lesson. The lesson will use direct instruction and student
discussion based on what was previously researched about suburban communities.
Accommodations:
The students will complete a majority of the lesson as a whole group. The post-assessment is
developmentally appropriate for all students of varying achievement levels. Early finishers can
go ahead and pack up while the slower paced learners finish up. The ESOL students and the
student with an identified learning disability will have the directions explained to them
individually.

13

Teacher Candidate: Kelsey Kinard

School: Lakeview Elementary

Date and Time of Lesson: 11-17-14; 1:40 P.M.

Subject/Grade: Social Studies/First grade

Description of Lesson:
This lesson is the culmination of our study on the types of communities. The students will
complete a five-question summative assessment on communities. Then the students will take
their knowledge of communities to create a mural featuring the three types of communities
studied (rural, suburban, and urban).
Lesson Title: What Do We Know About Communities
Curriculum Standards Addressed:
SC Curriculum Standard(s):
Standard 1-1: The student will demonstrate an understanding of how families interact with
their environment both locally and globally.
Standard 1-4: The student will demonstrate an understanding of how individuals, families, and
communities live and work together in America and around the world.
SC Academic Indicator(s):
1-1.1 Compare schools and neighborhoods that are located in different settings around the world.
1-1.2 Compare the ways that people use land and natural resources in different settings around the
1-4.1

world.
Illustrate different elements of community life, including typical jobs; the interdependence of
family, school, and the community; and the common methods of transportation and
communication.

SC Visual Arts Standard(s)

VA1-1.1
VA1-1.4

Use his or her own ideas in the creation of works of visual art.
Use all art materials and tools in a safe and responsible manner.

SSCA Standard(s):
Safe School Climate Act- (1) A safe a civil environment in school is necessary for students to
learn and achieve high academic standards.
EEDA Standard(s):
Cooperative learning- Students will be working in small groups to create an artistic
representation of the three types of communities. Students will collaborate with the peers in
their group to design, draw, color, and cut out objects to create a mural displaying rural, urban,
and suburban communities.

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Instructional Objective(s) Criteria:

Assessment(s) of the Objective(s)

The students will be able to recall information about the

three types of communities in order to complete a
summative assessment worksheet.
Antecedent: when given a summative assessment
worksheet
Behavior: students will answer five questions
Content: rural, suburban, and urban communities
Degree: 80% accuracy or 4 out of 5 questions
1-1.1, 1-1.2, 1-4.1

The students will complete a fivequestion summative assessment

worksheet on the types of
communities with 80% accuracy
or 4 out of 5 questions.

Materials/Resources:

Communities Unit Assessments (23)

Pencils
SMARTboard
Bulletin board paper
White construction paper (23)
Crayons
Markers
Tape

Prerequisites (Prior Knowledge):

The students must be able to pay attention to and follow directions given during the
assessment. The students must also work individually to complete the assessment worksheet.
The students are required to know and recall key details regarding the types of communities.
For the mural activity, the students must be able to work independently and also within a small
group collaboration.
References:
South Carolina Social Studies Standards
Procedures:
The lesson will take place mostly at the students desks. The students will be expected to work
individually and within small group collaboration.
1. Tell the students that during this lesson we will be completing a worksheet that
will show me what they learned about communities. Afterwards, we will be
working together to create a mural featuring the three types of communities
that will be displayed in the hallway.
2. Do a quick verbal review of what has been covered in our study of communities.

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3. Pass out the Communities Unit Assessment worksheet. A blank copy of the
worksheet will be scanned into the computer and displayed on the SMARTboard
during the assessment.
4. Read aloud to the students the directions and each question giving appropriate
time for each student to write their answers. Go back over the assessment once
more, rereading each question for the students to check their answers.
5. When the students are done, they will raise their hand for their worksheet to be
collected.
6. Once all worksheets are collected, explain to the students how we are going to
create the mural and review appropriate behavior when collaborating with their
peers.
7. The students will one-by-one come to the front of the classroom and choose
which of the three types of communities they want to create. There will be
twenty-three sticky notes divided between three groups: urban, suburban, and
rural. Each student will choose a sticky note from their favorite type of
community. Once all the sticky notes in one group are taken, the students will
pick from one of the two remaining groups.
8. The students will begin working on a part of their chosen community. They will
draw, color, and cut out their picture. The students may collaborate with peers
from their particular community group as long as they cooperate and work
quietly.
9. As the students finish, they will come to the front, place their picture on the
appropriate row of the bulletin board paper for their type of community, return
to their desk, and proceed to pack up.
Activity Analysis:

Create a mural. Students will collaborate to create an artistic mural featuring the three
types of communities. This activity allows the students to express what they have
learned through art.

Technology:
The teacher will use the SMARTboard only to show the summative assessment worksheet. No
other technology will be utilized in this lesson.

Accommodations:
The students will complete a majority of the lesson individually. The directions and questions
for the Communities Unit Assessment will be read aloud by the teacher and will be pointed out
on the copy of the assessment displayed on the SMARTboard. The teacher will walk around the
room to monitor and address any questions. The unit assessment is developmentally
appropriate for all students of varying achievement levels. During the mural activity, students

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are allowed to collaborate with peers in their group which will help with peer interaction and
peer learning. After the mural activity, early finishers can go ahead and pack up while the
slower paced learners finish up. The ESOL students and the student with an identified learning
disability will have the directions explained to them individually.