A.

Class Information:
Teacher Name
Omitted for Privacy Purposes
School and grade
Omitted for Privacy Purposes, 2nd grade
Subject and topic
Social Studies, How Communities Change (Los Angeles)
Time of instruction
12:25-1:00 (35 minutes)

Section 1 THE STUDENTS

A. Describe Your Class:

School: Omitted for Privacy Purposes Grade Level: 2nd Grade Number of Students: 20 students

Demographic information (ethnicity, gender, class, dis/ability):

Class includes mostly white ethnicity with a few African American students and a few Mexican students. This does not seem to
cause too much differentiation in the classroom. The classroom consists of 11 boys and 9 girls.

Other important information about your class:

This is not Mrs. Haywards homeroom class, rather another teachers 2nd grade class. Not being the homeroom teacher sometimes
causes behavioral conflict as she is not their regular teacher, but instead the social studies teacher for every second grader.

B. Describe three target students:

Select three students to keep in mind during this lesson design process. These students should represent and academic, behavioral
and/or social range of learners in your class (e.g. struggling, average, high performing). Specifically consider students who have a
disability and English language learners. Use initials to ensure confidentiality.

Write a positive student profile for each of the students, at minimum you must include the following information: 1)
Likes/dislikes, 2) Intelligences/Strengths, 3) Communication, 4) Behavior, 5) Academic performance,6) Subject specific
performance, 7) Social Information, 8) Concerns, and 9) Other pertinent information.

Student A is quiet and rarely participates in class. He rarely participates and is academically below in most subjects. He has a hard
time focusing and lacks on finishing projects often times. It takes a lot of motivation to keep him on task. He is not socially active
and participation is rare.

Student B is an average student in the classroom. She gets her work done and participates sometimes with appropriate answers.
She seems to catch on to things quickly and be a valuable member in class discussions. She is fairly quiet, but knows content for
the most part.

Student C is good at staying on task and learns the material quickly. She works well with others and answers with responses
above academic expectations. She has good self-control and is a good participant during class discussions. She is good at staying
on task and getting her work done too.

Based on the work of Causton-Theoharis & Theoharis, 2007

Section 2 THE SUBJECT
A. Subject:
What is the primary subject (e.g. social studies) and the area(s) of emphasis (e.g. geography)? Is this lesson interdisciplinary? If
so, what other subjects are integrated (e.g. music)?
Social Studies, How Communities Change. For this specific lesson, we are learning about how Los Angeles has changed over the
years.
B. Theme, Concept, Problem, or Unit:
How has Los Angeles changed over the years?

C. Background:
What has come before this lesson and what will follow? How does this lesson connect to the larger unit?
Students have been learning about communities during this year. For this specific unit, students are learning about how
communities change and grow which is what they have had background knowledge on. This specific lesson expands their
knowledge by exploring the real world city of Los Angeles and how this city has changed over the years.

D. Lesson Standards:
What grade level specific state standard(s) are being addressed?
-B.4.2 Use a timeline to select, organize, and sequence information describing eras in history
-B.4.4 Compare and contrast changes in contemporary life with life in the past by looking at social, economic, political, and
cultural roles played by individuals and groups.
Section 3 THE CONCEPT MAPS

A. What aspects of this subject could I teach?

How has Los Angeles changed over the years?

B. How could I teach it?

How will you share information? How will the students engage in the learning?
Consider: Demonstration, modeling, min-lecture, draw & tell story, student research, inquiry project, games, simulations,
centers, video, etc.
We will be talking about Los Angeles in a class discussion and then we will create timelines

C. What are the various products students can create to demonstrate their new knowledge?
These should tie specifically to the lesson objectives.
After our class discussion, we will create a timeline as a class and then the students will create a timeline in their interactive
notebooks which will demonstrate their knowledge of Los Angeles community and how it has changed.
Consider: Work samples, song, play, photo essay, mural, article, demonstration of a skill, booklet, individual or group
presentation, videotape, CD, teaching another person, etc.
Consider: Will these products vary by student? Will students have a choice? Will different levels of mastery be
accepted?

D. How can I assess it?

How will these products be assessed? What criteria will be used? Include a rubric.
Teacher will walk around while students are creating their timeline. If the students timeline is in chronological order
then they will have understood the timeline of how Los Angeles has changed over the years.

E. How will I address the strengths of the targeted students?

By having a class discussion, the strengths of the students will be addressed due to their ability to speak their mind and thoughts
clearly instead of having to only show their knowledge with pen and paper. By having individual work though, students who are
not vocal are also able to show they understand the material.

F. How will I address an array of Gardners Multiple Intelligences?

Visual spatial will be addressed through the PowerPoint and activity. Interpersonal will be addressed during class discussion and
group work and intrapersonal will be addressed while the students create their own timeline in their Interactive Notebooks

G. How will I address student culture? How is this culturally relevant?

For the most part, there is not too different of culture expressed in the classroom. I will ensure that the atmosphere is risk-free and
safe so every child feels they are important and can express their knowledge in the classroom. Throughout the class discussion, I

Based on the work of Causton-Theoharis & Theoharis, 2007

 will also be keen on the idea that there is many different ideas of culture and family life. This lesson allows children to understand
a culture a little bit different than their own as Mexican culture is discussed frequently in this presentation.

H. How will I differentiate? Extend? Modify? How will I challenge ALL students?
By asking appropriate questions, I am able to note how well my students understand my lesson. If the whole class is
struggling, I can break the lesson down in smaller pieces or give more examples. If I see a few students are struggling, I can
break down the order of time for them during independent practice.

Section 4 THE LESSON

A. OBJECTIVES: (knowledge, attitudes, skills)

The student will be able to create a timeline that accurately describes the history of Los Angeles
Classroom Learning Target: I can identify factors that cause a community to grow and change.
B. STATE/DISTRICT STANDARDS OR C. Definitions of Targeted Terms
LEARNING TARGETS:
-B.4.2 Use a timeline to select, organize, and sequence
information describing eras in history Plaza: Town Square (Grassy area where people go to be with
other people)
-B.4.4 Compare and contrast changes in contemporary life with
life in the past by looking at social, economic, political, and
cultural roles played by individuals and groups.
D. Pre-Assessment: E. Pre-requisite Skills:
Informal knowledge from class participation and work Students will need to understand how a community works and
done from previous lessons in the chapter. how a community changes due to peoples needs. This lesson
expands on the chapter by giving a real world example.
F. Impact on planning:
This lesson specifically expands on the knowledge that they have already gained from past lessons by giving them a real world
example of how communities change. If students do not understand what makes a community and the reasons that communities
change, they may have a hard time understanding why Los Angeles changed since past knowledge is applied to this lesson.
G. Advanced Preparation Reminders: H. Materials and Assistive Technologies:
-Look at TCI presentation for SmartBoard
-Get a USA map from Hayward Students will only need their interactive notebooks
-Have students bring their Interactive Notebooks
I. Duration of the Lesson: J. Student & Room Arrangement:
35 minutes Students will sit in their desks to eliminate distractions and to promote better
learning. This will also be beneficial for independent practice.
K. Teaching Strategies:
Visual-spatial strategies are expressed with the presentation and activity. There are also big reinforcements on both interpersonal and
intrapersonal learning with class discussion and independent work time.
L. Behavioral Considerations:
Keeping the students engaged is key during this lesson. I am working on making the lesson an atmosphere for class discussion which
will encourage participation and involvement in learning. Giving them freedom to talk may exhibit challenges of being off task, but
for the most part, students are good about staying on task and will respond well to reminders.

Based on the work of Causton-Theoharis & Theoharis, 2007

M. Detailed Outline

Clock Time: Sequence of Steps: Adaptations:

e.g. 9:00 9:10 Detail each step that will occur during your lesson. Specific adaptations needed for the
corresponding step of the lesson
Step 1: Creative Introduction: (Anticipatory Set the Hook/Launch) Adaptations:
-Pictures of Los Angeles will be presented on the board. Students will Students may write their responses on
12:25-12:30 discuss about what type of community this picture looks like using paper if it makes it easier.
knowledge from past lessons
Your Key Questions and Anticipated Student Responses:
-Has anyone ever been somewhere that looks like this? What do you see in this picture?/ Tall buildings, busy,
mountains
-What kind of community is it?/ Urban
-What do you think it is like to live, work, and play in this community?/ Loud, busy, a lot of people and cars.
-Has anyone heard of Los Angeles?/ Los Angeles Lakers, Los Angeles Dodgers, big city
Notes:
Step 2: Explaining Behavioral Expectations: How will you explain these? Adaptations:
-Remind students to raise their hand if they want to be heard and allow
others to talk.
Your Key Questions & Anticipated Student Responses: I expect the same behavior as you would give Mrs. Hayward/
Raise hands and do not talk when I am talking
NOTES:
Step 3: Sharing Agenda & Objectives: Adaptations:
Agenda: (verbally tell students) Today we are going to look at how a city
has changed over time.
Objectives: (Read classroom lesson target) I can identify factors that cause a
community to grow and change.
Your Key Questions & Anticipated Student Responses
NOTES:
Transition: This picture is what Los Angeles looks like today. This is a REAL city that we could go and travel too!
But, Los Angeles didnt always look like this!
Your Key Questions & Anticipated Student Responses
-Do we have any guesses on what Los Angeles might have looked like before it became this big city/ small, nothing
NOTES:
Step 4: Steps of Instruction: (Instructional Strategies/Modeling) Adaptations:
-Read Presentation and have a class discussion with students If students are struggling, break the
12:30-12:40 -Los Angeles Grows material into smaller pieces with
-The Early Days more examples. During work time,
-The City Grows and Changes give particular attention to those who
-A Big, Busy City are struggling
Your Key Questions & Anticipated Student Responses
-Los Angeles Grows: How did the community change? What is different about Los Angeles then and now? Think
about the picture we saw and this picture here/ It used to be farmland
-The Early Days: What has changed from the farms in the last picture? /Houses and plaza, more people.
-The City Grows and Changes: What happened to Los Angeles?/ Plaza was quiet, people moved away, smelly & old.
-A Big, Busy City: What is Los Angeles like now?/ Grew, new buildings, plaza rebuilt, people visit.
NOTES:
Transition: Perfect, now that we have read about Los Angeles, Lets try to remember how it changed into the big
city it is today. We have these sentences that talk about Los Angeles, but they are not in the right order! As a class we
are going to read the sentences and try to put the sentences in the right order from when it happened.
Your Key Questions & Anticipated Student Responses
NOTES:
Step 5: Guided Practice: Adaptations:
Students will have a group of sentences that they will need to put in the right If students are struggling, break the
12:40-12:45 order according to our readings. The presentation will walk you through the contents into smaller pieces. During
order. work time, give particular attention to
those who are struggling
Based on the work of Causton-Theoharis & Theoharis, 2007
 Your Key Questions & Anticipated Student Responses
-Now that we read the sentences, which of these happened first? Think about our reading and how Los Angeles
started (1, 2, 3, or 4)?/ two
-Which of these sentences happened after the town people built the city (1, 3, or 4)?/ four
-What came next after the city grew and the plaza was the center of the town (1 or 3)?/ one
-What is the last sentence? What happened after new neighborhoods were built and the plaza was quiet?/ three
NOTES:
Transition: Alright boys and girls, great job! Please take out your Interactive Notebooks and turn to page 56. We are
going to think about how Los Angeles grew and changed. In each of the boxes you are going to draw a picture that
shows how Los Angeles grew and changed. Make sure your pictures are in order
Your Key Questions & Anticipated Student Responses
-Lets think about something we could draw in first box. Think about how Los Angeles started. What could we draw
in the first box?/ We could draw a farm because they were farmers
NOTES:

Step 6: Independent Practice: Adaptations:

While this is an independent
12:45-12:55 Students will work on Interactive Notebook p. 56 at their desks. activity, students may choose to talk
with others. This helps struggling
students if they need help.
Your Key Questions & Anticipated Student Responses
-What are you drawing in this box? Why are you drawing this?/ I am drawing a plaza in the 2nd box because the
plaza was the center of the city.
NOTES:

Transition: Alright everyone, now that we have finished our drawings would anyone like to share what they drew to
the class?
Your Key Questions & Anticipated Student Responses
NOTES:
Step 7: Closure:
12:55-1:00 Students will share what they drew to the class if they choose to.
Your Key Questions & Anticipated Student Responses
What did you draw for each of the boxes? Why did you draw that in the box?/ I drew people in a house in the 3rd
box because people moved to new neighborhoods
NOTES:

Section 5 THE ASSESSMENT

A. Evaluation of your students learning.
What are you assessing? How are you assessing it? What criteria are you using?
This should be connected to both the lesson objectives and unit goals. Include the rubric or tool you are using to assess the
work. Part of the reading further lesson readings are on the end of the chapter test that the teacher gives. I will personally
assess how much the students gained from my lesson by walking around and seeing the pictures they are drawing in their
Interactive Notebooks and asking them questions about their drawings. I was able to notice the knowledge gained from my
lesson through the pictures they drew. Most of them drew pictures that accurately described the timeline of Los Angeles.

B. Evidence/Thinking about student learning.

What did your students learn from your lesson? Think about the whole class and the 3 target students Be sure to include
evidence that students have learned something. The students voices should come out in your reflection as well as student
work (if applicable). By having both interpersonal and intrapersonal experiences, all 3 targeted students will be allowed to
gain something from the lesson. The students were able to apply their knowledge of how communities change to a real life
community of Los Angeles. They are able to show what they gained from the lesson in their own personal Interactive
Notebook.

Based on the work of Causton-Theoharis & Theoharis, 2007

 Section 6 THE REFLECTION
A. After Teaching the Lesson, Reflect on the Following:
Think about: Student participation and your planning, preparation, and teaching.
What did you learn about teaching the specific content from this lesson?
I learned the intelligence that 2nd graders truly have in this content. I was nervous that the students were unable to
comprehend Los Angeles because it was far away from them, but to my surprise the students were all fairly familiar
with the community. This made the lesson more enjoyable since they had background knowledge on the content
area rather than learning the history of a city they had no previous knowledge on.
i. Where did the students/you have difficulty with the content?
I had difficulty with finding interesting ways to present the information. I also had lack of knowledge on
Los Angeles so I had to do a little bit of pre-teaching beforehand to learn about the city. While the students
grasped the knowledge fairly well, some students had problems with previous knowledge that they learned
when applied to Los Angeles. This made it difficult when teaching, but I used examples to help them as
well as having them answer a question after a friend helps them. This ensures that they know that even
though they couldnt answer the question correctly before, I will not let them get by; I show that I want
them to know that right is right and to give 100%.
ii. Where did students/you have success with the content?
I think that my enthusiasm and examples really helped the students to be successful for my lesson. Even
though I thought the content was uninteresting, I showed excitement which made them excited to learn the
material. I also used a lot of hand signs and examples to help students who needed more reinforcement.
This seemed to be very beneficial since when I walked around, I saw accurate picture timelines.
iii. What did you do differently? & What were you proud of?
I focused a lot on using developmentally age appropriate phrases to keep students engaged. I was proud of
the seamless way my lesson came together as I handled the classroom. In the future, I would have wish I
had the natural ability to think of developmentally age appropriate questions because I felt as though I
lacked with questions. I also need to learn to relax and not work myself up so much because in the end, I
always do fine.
What did you learn about teaching in general (preparation, management, etc.) from this lesson?
Preparing for this lesson was a big key with my success. Especially with my lack of background knowledge,
preparing helped not only promote a better lesson, but to also have better confidence to teach. By working with Mrs.
Hayward, I also was able to find strategies and tools that would work best for classroom management. By preparing,
I was able to plan the most effective teaching.
i. What would you do differently? & What were you proud of?
I was proud of the fact that I worked well with Mrs. Hayward and the fact that I planned an effective lesson. I
would not have done much differently besides the fact that I need to relax and be confident in my natural
abilities as a teacher. I am good at preparing and planning where my lessons are effective.
What have you used/applied that you learned in class and readings in this lesson?
I used a lot of instructional strategies learned in class to promote an effective lesson. For example, when a student
gave a wrong answer, I didnt accept that answer. Instead, I called on someone else and came back to her so that she
could know that I still expect the right answer. I also tried to use wait time so that all children have time to think.
This was beneficial since I was able to get new hands frequently. I also knew the importance of showing excitement
for the content as learned in class. We were taught that even if you dont find the material interesting, you got to
fake it. I put a lot of enthusiasm into this lesson so that I could show that my lesson was exciting. This was
beneficial since this excited the children to want to participate.

Section 7 THE REFERENCES

A. After writing your lesson plan, include references of sources, ideas, theory, etc.
TCI Social Studies Alive! My Community Presentation
Chapter 9: Reading Further: How did Los Angeles Change?

Based on the work of Causton-Theoharis & Theoharis, 2007