DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate ___Sandy

y Carlton__Grade Level _1st_ Title: create a map CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:

13Boys 11 Girls 24 students 1 ELL student (Student 10) (WIDA level 2) 1 Student that needs glasses (Student 11) 3 students in reading recovery (Students 16, 10, and 13) 3 Below students in reading 6 Approaching students in reading 9 On students in reading 6 Above students in reading
Classroom environment:

5 groups of tables with 4 or 5 students in each group. Student 11 needs to sit at the front of the class.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:

Standard 3 (Geography): Students will use geographic tools to demonstrate how symbols and models are used to represent features of the school, the neighborhood, and the real world. Objective 2 Recognize and use a map or globe A: Create a map showing important sites or landmarks on a school or community (i.e. firehouse, city hall, church)
Content Walk-Away: I will be able to create a map of important items in my community. SIOP 1-Content objectives Language Walk-Away: I will be able to explain the process of making a map. SIOP 2-Language objectives Vocabulary:

Map key- is a path to unlock what is written on the map. Birds eye view- is the way you look at the world when creating a map. North and South poles- the top and bottom of the world Cardinal directions-North, East, South, West.
ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Will be able to tell the process of what the key details are in a map.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Content Walk-Away Evidence (Summative): Will be able to Make a map using a map key, and looking at the city from a birds eye view. Language Walk-Away Evidence (Summative): Will be able describe the details in making a map.

Approx. Time 5 minutes

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge Last week we talked about a lot of things. What are some of the things we talked about? What do we remember about maps and globes? Maps are a globe cut apart so it can lay flat. A globe is a replica of the world. We talked about cardinal directions. We talked about compass rose. Today we are going to talk about our world some more. Last week we talked about how we use maps to find where we are going. Today we are going to make a treasure map together. Then you are going to make a map of your city. Have you ever gone on a treasure hunt using a map? Here is a map of our classroom it will help us find a treasure. I will hide our first book. We will use the details of the map to find the book. SIOP 7-Linked to background, SIOP 8-Linked to past learning, SIOP 9-Key vocabulary Formative assessment: Learning Goal Discuss what we had learned last week. Success Criteria Define what we learned. Assessment Strategy I will ask questions and scaffold answers.

Modification/accommodations: (ELL, IEP, GATE, etc.)

10 minutes

Have student sit next to the board so he can see. (Student 11)
Focus Lesson (I do it) We are going to read the book Mapping Pennys World. I am going to teach the class about the map key. Keys open doors. A map key opens the door to what the symbols mean on the map by matching the real thing, which is to big, with a symbol. We will play concentration with the symbols and what the represents. Then we will talk a little about birds eye view. Things look different depending on which way we look at them. When we look at a map we see things from above the way a bird would see them as they fly. Then we will play a matching game with birds eye view compared to things in real life. I will then start mapping our school. I will pin point important things. I will draw something in the map key, then label it. Then I will draw the picture on the map. I will model each step. SIOP 3-Content appropriate SIOP 23-Content objective supported, SIOP 24-Language objective supported, SIOP 25-Students engaged, 26-Pacing Formative Assessment: Learning Goal Determine where we live on the globe Modification/accommodations: Success Criteria Label correctly where we live. Assessment Strategy I will ask questions and scaffold answers.

Will have our low level readers by scaffolding the book as they read the instructions. I will also read part of it to them. (Students 16, 10, and 13) 10 minutes
Guided Instruction (We do it) We will play a concentration game. Where they have to match the map key to the real item. We will read some more of the book. Then we will finish the map together. They will tell me what else is important to put on our map of the school. SIOP 10-Appropriate speech, SIOP 11-Clear explanation, SIOP 12-Variety of techniques SIOP 16-Opportunity for interaction, SIOP 17-Grouping supports objectives, SIOP 18-Wait time, SIOP 19-Opportunity for L1 students SIOP 20-Hands-on materials, SIOP 21-Activities to apply content/language knowledge, SIOP 22-Language skills: reading, writing, listening, speaking Formative Assessment: Learning Goal Determine what is important information to put on the map. Success Criteria Label correctly and add certain features on the map. Assessment Strategy Look at their map for cues.

10 minutes

Modification/accommodations: Have a map for (Student 11) at his seat. Collaborative/Cooperative (You do it together) Will read the next, few pages and have the students talk with their knee to knee partner about what are what features to look for when we are making a map of our city. Then they will start working on their city together.

They will look for important places in their city to put on the map. It will have roads and houses. It will be a simple map. SIOP 4-Supplementary materials SIOP 5-Adaptation of content SIOP 6-Meaningful activities Formative Assessment: Learning Goal Success Criteria Assessment Strategy Determine what is important to Label correctly the map. Listen to their conversations. put on a map. Modification/accommodations: Have some of my high students team with some of the low students. Independent (You do it alone) Students will make a map of their house. It will have a map key. It must have at least 5 rooms in the map. Their ticket out will be to write one sentence describing what should be included on a map of our city. Summative Assessment: Look at their maps to see if they can pick out the important features we should put on a map. Modification/accommodations: Have (Students 16, 10, and 13) tell me their sentences and I will help them write it. Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Can we use one of our vocabulary words in a sentence? What is the difference between a map and what our world looks like? What are some ways we can find where we are? Where do we have to look first? What should we do first in reading a map? SIOP 27-Review vocabulary, SIOP 28-Review concepts, SIOP 29-Feedback, SIOP 30-Assessment

20 minutes

5 minutes

SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson? The book Mapping Pennys World Concentration game of birds eye view and Map key Maps and globes. Map paper Ticket out papers printed off.

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? I can use the data from the pre-test to see what my focus for this lesson needs to be. I found even I didnt know the answer but I would do some research and figure it out and discuss it again in a few weeks. How can I transfer what I learned from teaching this lesson to future teaching?

I learned that I always need to know more information on the subject that I am teaching. My first grade students had some difficult questions. You could tell they were really thinking. I told them that I don't know, but I would do some research and get back to them. What was effective and not effective? Most effective was having each student make a map for himself or herself. I loved seeing their creativity, and what they thought was important. Ineffective was the lack pictures. Some students complained they couldn't draw. It would have been easier if I had given them the pictures and had them place them where they needed to go. Although I don't know if I would have seen if they knew what was important to have on a map, if I would have given them what they needed to put on it. What goals can I set to improve my practice and student learning? Two goals that I have set after this lesson are keeping to my schedule we had like 5 minutes more to do at the end of the lesson that I was rushing to get everything done. The other goal I had set was to use more real non fiction books instead of fictional books.