EL Support Lesson

Urban, Suburban, and Rural Places

Your ELs will analyze CLOZE sentences to understand community vocabulary. It can be a stand-alone lesson or a support lesson to be used prior to the Urban, Suburban, or Rural lesson.
This lesson can be used as a pre-lesson for the Urban, Suburban, or Rural lesson plan.
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This lesson can be used as a pre-lesson for the Urban, Suburban, or Rural lesson plan.
  • Students will identify and categorize the characteristics of rural, urban, and suburban communities.
  • Students will be able to use new vocabulary words to talk about communities.
(2 minutes)
  • Project the Frayer Model for community.
  • Model completing the Frayer Model with volunteer input. Ask students to orally repeat the definition and/or provide examples.
  • Tell students they will be completing sentences to help them understand how to describe different communities.
(8 minutes)
  • Use visuals and/or sentences as you define each vocabulary word and allow students to discuss how the visual relates to the new word.
  • Post the other Frayer Models around the room and remind students of how to complete the models.
  • Conduct a carousel activity by separating the students into groups of three or four students of mixed abilities/EL levels and ask them to rotate from one Frayer Model to another. Each group will have their own colored pencil to add thoughts and notes about the tiered vocabulary words.
  • Separate students into groups with a completed Frayer Model and have them answer questions aloud about the word. For example: What does the word mean?
  • Have students use sentence frames for support in their oral discussion.
  • Allow students to create and share aloud their own sentences with the new vocabulary words. For example: "Rural communities often contain farms."
(8 minutes)
  • Distribute the Three Types of Communities worksheet, read the directions to the students, and ask a volunteer to repeat the instructions back to you.
  • Read the first sentence. Ask a volunteer to reread the sentence and have students pick out the unfamiliar words or phrases.
  • Think aloud to model analyzing the sentence, using the below questions. Have students underline words in the first sentence that are clues.
    • Which type of community is this?
    • How do we know?
  • Have students work independently on the second sentence.
  • Choose non-volunteers to share their answers and ask students to correct their answers as necessary.
(8 minutes)
  • Have students work with partners on the rest of the sentences. They should alternate between reading sentences aloud and analyzing.
  • Provide sentence stems and frames for students to share with partners as they work. For example: This community is ____ because ____.
(1 minute)
  • Assess students' understanding of vocabulary by evaluating their accuracy on the Frayer Models, partner talk, Three Types of Communities worksheet, and participation throughout the class.
(3 minutes)
  • Call students up in small groups to use a marker to add one feature to the rural grafitti wall, one feature to the suburban wall, and one feature to the urban grafitti wall. Explain that the features they add do not have to be ones mentioned in class. They can think of communities familiar to them or their families.
  • Allow students to volunteer their responses and use them as an assessment of how to continue with your teaching of types of communities.

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