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Communities Needs and Wants: Lesson Plan

Lesson plan

Content Objective(s)

The students should be in a position to identify the jobs done by the members of their communities to earn a living. It is an important lesson in building students’ community appraisal skills. Life has been changing over time, and students of this millennium have to start appreciating the community early enough. Most critically, they need to appreciate how people learn and use their money.

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They should recognize the fact that people have unlimited wants yet the resources to satisfy them are limited. Therefore, they need to consider different occupations as a means of accessing and helping others access scarce resources. It will enable them to appreciate the various occupations, which enable people to meet their needs and wants.

Language Objective(s)

The students should be able to compose an expository essay about their best occupation. Using appropriate vocabulary and sentence structure, the students are expected to describe their dream occupation vividly. Apart from writing skills, reading skills are critical. It is through reading that students can develop their conceptual capacity even more. Therefore, each student will be expected to practice reading in class. Towards this end, each student will be required to read aloud an essay provided by the teacher.

Key Vocabulary
Occupation interdependence, needs, renewable energy, occupation, works, wants.
Supplementary Materials
Class notes
Social studies textbooks
Occupational charts
Writing materials
SIOP Features
Preparation Scaffolding Grouping Options
  • Adaptation of content
  • Links to background
  • Links to past learning
  • Strategies incorporated
  • Modeling
  • Guided practice
  • Independent practice
  • Comprehensible input
  • Whole class
  • Small groups
  • Partners
  • Independent
Integration of Processes Application Assessment
  • Reading
  • Writing
  • Speaking
  • Listening
  • Hands-on
  • Meaningful
  • Linked to objectives
  • Promotes engagement
  • Individual
  • Group
  • Written
  • Oral
Lesson Sequence:
The teacher first explains the content in the notes to the class. This is followed by interactive learning activities such as oral questions, group discussions, and brainstorming activities. The interactive session involves asking questions at a random, and the students are required to come up with the answers to these questions. The students then are encouraged to engage each other by way of questioning or challenging other lessons.

This is to help the student learn to think further on what they say and be able to respond to challenges or questions. Next, the teacher integrates illustrations to enable the students to relate this to their daily lives. The next session will be a practical one where the students will be required to model the various occupations they have learned about and come up with facts concerning these occupations. Finally, the teacher will provide an assignment to be assessed during the next lesson.

This lesson is important at this level since it provides the students with the knowledge of why different people in the community have to do what they do to earn a living. From this, they will be able to appreciate other people’s occupations ranging from garbage collectors to school drivers.

The social studies lesson on the community’s needs and wants is an important lesson not only in the classroom situation but also in the general lives of the students outside the classroom since it enables them to appreciate the people around them irrespective of their occupations. For example, they can learn that without the garbage collector, they would not be enjoying the clean environment and so, they stop considering the garbage collector as the dirty man in the neighborhood and start to appreciate them each time they come around. It is why the lesson is supposed to be more of a practical one as the students should be in a position to relate to these situations instead of relying on the textbook information.

As part of the lesson, the students will be expected to interview people in different occupations. They should be able to collect information on basic units, things, and institutions in their lives. Such information may include their family sizes, the average amount of money they earn from the occupation, and how they allocate this money to the needs and wants of their families. When they learn such things at that age, they will be able to relate effectively with the community for the rest of their lives, and they will be motivated to work hard so that they can land in high-income occupations and avoid having to live on peanuts.

The best practices for comprehensible input are based on the discovery theory of learning. Comprehensible input is concerned with ensuring that the students can relate to the content that is being presented to them. This theory requires that the students be provided with an open learning opportunity such that they are in a position to discover the facts about the subject by themselves. An interactive learning process allows the students to interact directly with the scenarios that they are learning about hence being able to understand the topic better.

From this interaction, the students are also able to apply the language concepts taught in class hence improving their English proficiency (Echevarria & Vogt, 2000). This method of input is considered advantageous when compared to the instructional method is that it gives them an experience that will ensure they remember the lessons hence being able to improve their performance.

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The best feedback practices at this level of learning involve the use of diaries and journals where each student is provided with a book where they are expected to write down anything that they have understood from the lesson (Echevarria & Vogt, 2000). They are also allowed to put down any suggestions on how they think the lesson should be improved. From this, the teacher will be able to gauge not only the understanding capacity of the students but also their ability to express their views in an understandable language.

The best way of assessing whether the students have understood that particular lesson is to provide them with a short assessment test that contains the contents of the lesson. This should be done individually so that the teacher can know which students need extra attention owing to their slow learning capacity (Echevarria & Vogt, 2000).

The most effective method of teaching vocabulary the students should be requested to come up with posters containing the vocabularies they have learned in the lesson and, then they should come with definitions of these terms together with their illustrations. It should be done in groups to ensure that they can bring together different ideas into one comprehensible idea. These posters are then posted on the classroom walls to act as a constant reminder of these terms, at least until the next lesson.


Echevarria, P., & Vogt, S., 2000. Making Content Comprehensible for English Language Learners, the SIOP Model. Addison Wesley Longman Inc: New York.

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StudyCorgi. (2021, February 3). Communities Needs and Wants: Lesson Plan. Retrieved from


StudyCorgi. (2021, February 3). Communities Needs and Wants: Lesson Plan.

Work Cited

"Communities Needs and Wants: Lesson Plan." StudyCorgi, 3 Feb. 2021,

1. StudyCorgi. "Communities Needs and Wants: Lesson Plan." February 3, 2021.


StudyCorgi. "Communities Needs and Wants: Lesson Plan." February 3, 2021.


StudyCorgi. 2021. "Communities Needs and Wants: Lesson Plan." February 3, 2021.


StudyCorgi. (2021) 'Communities Needs and Wants: Lesson Plan'. 3 February.

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