Title and Grade: What makes our city special?

, Second grade
Essential Questions: What are characteristics of most communities?
In what ways is Trenton like most communities? In what ways is Trenton
different?
Standards: 6.1.P.B.1- Develop an awareness of the physical features
of the neighborhood/community
Learning Objectives/Assessments:
Learning Objectives

Assessments

SWBAT label, identify and describe

landmarks unique to Trenton

Students will be asked questions

about Trenton landmarks as a
class.
Students will name one landmark
unique to Trenton on an exit ticket.
(see conclusion for exit ticket)

SWBAT use a map to locate

different places in a typical
community

Teachers will circulate the room to

observe students maps as they
locate various locations.
Students will name one common
community location on an exit
ticket.
(see conclusion for exit ticket)

Materials: Word web (created in previous lesson), dry erase markers

and erasers, individual laminated town maps, map scavenger hunt
questions, Power Point with Trenton landmarks, document camera, exit
ticket
Pre-lesson Assignments and/or prior knowledge: Students have a
basic understanding of community. They were asked in the previous
lesson to think about what makes their community unique. Students
will draw upon their personal experiences of living in Trenton to
compare and contrast their community to the community on the map.
Lesson Beginning: Teachers will start by asking, who can tell me
what we talked about yesterday in Social Studies. Teachers will call on

several students to hear their response. Teachers will remind students

of brainstorming assignment: Yesterday, we asked you to start
thinking about some of the places in your community, Trenton. Did
anyone think of a place in Trenton that is special? Teachers will call on
several students who wish to share. Then, students will be shown a
Power Point with pictures of Trenton landmarks. These pictures will
activate prior knowledge and personal connection to their own
community. During the PowerPoint, students will be asked if each
image looks familiar. Students will respond with a show of hands.
Students will be asked to identify the landmark, if they can. Teachers
will ask, do you think this (landmark/place) is unique to Trenton, or is
this a feature found in all communities?
Instructional Plan: After the Power Point, students will be given
individual maps of a community, dry erase markers, and erasers.
Teachers will ask students to find numerous places on their maps
(police station, hospital, etc). Students will respond to each question
individually by circling the location on his/her map. Teachers will
demonstrate an example using the document camera. As the students
answer the questions, teachers will circulate the room for assessment
purposes and to assist struggling students. After every student has
found and circled the correct location, the teachers will call on one
student to share their answer on the document camera. As map
location questions become more open-ended, students will be
encouraged to think-pair-share with their partners. An example of an
open ended question might be, where is place you could go to have
fun? or where is a place you can go to get help? After each question
of this type, teachers will call on various students to share their
answers, which might be different. Teachers will elaborate on the
varying answers to facilitate a group discussion. This will provide
student an opportunity to think deeply about why some of these places
exist in our communities.
Differentiation:
Step-up: Asking questions that have more than one example, questions
will
get progressively harder and advanced students will
be able to locate
numerous places on the map (e.g.- Where
could you go if you needed help?
vs. Where is the police
station?)

 Step-down: Students can work collaboratively with their partners to

locate
places on map. Teachers will circulate the room to
assist struggling students. Questions will be reviewed and discussed as
a group to ensure understanding
Accommodation for ELLs: Students struggling with English language
will be paired
with fluently bilingual students to assist with
translation and will be provided with supplemental materials in
Spanish
Questions:
Lesson Beginning
Who can tell me what we talked about yesterday in Social Studies.
Did anyone think of a place in Trenton that is special?
While looking at photos of Trenton
Does this place look familiar?
Can anyone tell me what this place is?
Has anyone been here?
Is this place only found in Trenton, or do other communites have this
place, too?
During the map activity
Can you find questions (Can you find the police station?
Open-ended search questions (Where is a place you could go to have
fun?)
As students share their circled answers
Do we have a (place name) in Trenton?
Classroom Management:
Students will be reminded to respect the materials; only use
dry erase mark, only draw on the laminated map
Teachers and team leaders will distribute and clean-up materials to
reduce commotion.
Students will receive their own maps so that all students have an equal
opportunity to view and mark the map.
Teachers will employ their standard attention-getting strategies like
Oh Class! (Students say oh yes!) and Hands and Eyes (Students
put down what they are holding and look at the teachers)
Transitions:
The Power Point will be set-up while students are unpacking for the day
so that the lesson can start right away.
Team leaders will assist with handing out materials.
Teams leaders will assist with cleaning up materials.
To regain students attention teachers will use a rhyme often used in
the class to refocus students (Oh class?)

Closure: Teachers will distribute the following exit ticket that

addresses the essential questions.
Write the name of a place to complete the sentences.
1) Trenton is different from other communities because it has
____________________________________________________.
2) Most communities have a ____________________________.