DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate Christine Capel Grade Level 1

Title Maps and Columbus

CONTEXTUAL FACTORS (classroom factors)

Contextual Factors:
18 students, 10 girls, 8 boys
ELL students
All WIDA level B (tested last spring)
Diana, Alexa, Christopher, Evelyn, Alan
SPED referral
Alexa
Behavior students
Talon- restless, moves around a lot
Sela- attitude
High level learners
Ryne, Jaxon
IEP
none
Classroom environment:
There are five tables with 3-4 students are each table. There is a rug in from of the tables and a small group table in the
front right corner of the room. Teachers desk is in the left front corner. There is a small class library by on the back left side
of the room by the door. There are also some computers in the back of the classroom. The class has a computer, Elmo,
smart board, and white board.

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:
Social Studies, 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 a globe.
a. Create a map showing important sites or landmarks on a school or community (i.e., firehouse, city hall, churches).
b. Identify the compass rose and cardinal directions on a map and on a globe.
Content Walk-Away:
I will be able to draw a map of my classroom and identify cardinal directions. SIOP 1
Language Walk-Away:
I will be able to draw a map of my classroom, label the cardinal directions, and at least 3 objects in the classroom. SIOP 2
Vocabulary:
cardinal directions, map, landmarks

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?)

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

Formative Evidence (checking for understanding throughout the lesson):

Students will point to the cardinal directions.
Content Walk-Away Evidence (Summative):
Students will draw and label (cardinal directions) a map of their classroom.
Language Walk-Away Evidence (Summative):
Students will draw and label (cardinal directions) a map of their classroom.

Approx.
Time

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge

Hello students! Remember that we should be respectful while I am talking or anyone of your classmates.
Today we are going to be learning about maps. How many of you have seen a map? Good. These are different
maps. Show pictures of maps (US, St. George, school). SIOP 7 Notice that all these maps have labels.Why do
you think they have labels? Some of them show landmarks. Landmarks are important places that help people
find things. Like the Dixie rock might be a land mark for Saint George. SIOP 9 Do you think that maps have
always looked this way? After students tell what they think, show a world map and one from Columbus time.
This is what they world map looked like when Christopher Columbus set out for find India. Do you know what
he found instead? Yes, America. Today, we are even going to draw a map of our classroom! Our goal for todays
lesson will be I will be able to draw a map of my classroom and identify cardinal directions.
SIOP 1,2 Lets say it together I will be able to draw a map of my classroom and identify cardinal directions.
Does anyone know what cardinal directions are? Good! They are north, east, south, west. Say north, east, west,
south. SIOP 9,12, 18 Have students stand up and walk to the different sides of the room. We are
going to label our drawings with these directions today.
Formative assessment:
Learning Goal: Students will have a background knowledge of maps and begin to understand the cardinal
directions.
Success Criteria: Students will
Assessment Strategy: Students will discuss what they know about maps and say the directions.
Modification/accommodations: (ELL, IEP, GATE, etc.)
ELL: Pictures of maps, saying directions
GATE: Christoper Columbus info
Focus Lesson (I do it)
Maps are so important. Have you or your parents ever used a map? SIOP 18 Maybe not a paper map but one
on their phone. SIOP 7 I know the first time I can to your school I used a map on my phone to get here.
Without maps it would be hard for people to find places. People that map maps are called cartographers.
We are going to practice being cartographers today! First, I am going to label the direction on my paper the
same way you will do when your are making your map. SIOP 11, 10
As you can see, I labeled the walls in our classroom north east, south, west to make it easier to draw our maps.
Label paper. Now I will draw different things my map that are in the room. I will draw the rug. and Mrs.
Singletons desk. Notice how I am labeling the things that I am drawing. Just like the other maps
we looked at today. This makes the maps easier to read.
Formative Assessment:
Learning Goal: Students will understand how to label their papers and draw.
Success Criteria: Students are paying attention.
Assessment Strategy: Students will be watching me and paying attention.
Modification/accommodations:
ELL: Explicit teaching and examples. GATE: vocabulary- cartographers

Guided Instruction (We do it)

What are some other things I can draw on my map of the classroom. Take ideas from class to finish drawing and explain
how to use direction to place objects in correct spots. SIOP 19,21,22,23,25, 26
Formative Assessment:
Learning Goal: Students will think of important things in the room to draw on the map.
Success Criteria: Students will come up with ideas of important things to draw on the class map.
Assessment Strategy: Students will come up with ideas.

Modification/accommodations:
ELL: ask them specifically
Collaborative/Cooperative (You do it together)
Now, go back to your seats and you'll get a chance to draw you own map. With your table talk about the important things
in your classroom that you want to draw while I pass out your papers to draw your map. I also do not want you to forget to
label the cardinal directions on your paper and at least three different objects. SIOP 20, 6, 21, 22,23,24,25
Formative Assessment:
Learning Goal: Students will start drawing, labeling, and talking with classmates.
Success Criteria: Students will be drawing, labeling, and talking.
Assessment Strategy: Walk around and help students
Modification/accommodations:
ELL- Extra assistance, grouping
GATE- Can draw as much as they want
Independent (You do it alone)
Continue, to finish drawing and labeling your map on your. SIOP 30
Summative Assessment:
Drawing of a map, cardinal directions, three labeled objects.
Modification/accommodations:
GATE- more detail and labels

Closure/Review of walk-aways, vocabulary, and essential questions

(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Good, today we learned about map and drew a map of our classroom with the cardinal directions. Did we do this today? Yes! Good
work everyone. Who remembers what the cardinal directions are? Good, north, east, south, west. Why did we label the things we
drew. Our map represents the classroom just like a map of the United States represents our country:) Who wants to come up and show
their map? We can have one person from each table! SIOP 27,28,29
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?

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to
improve my practice and student learning?

I can use the assessment data to reflect on and evaluate the outcomes of teaching and learning by evaluating
performance. The students did really well on the assessments. They all completed a map with labels. Next time I
teach this lesson I will let the students chose what they want to draw a map of (house, classroom, school,
neighborhood). This will be more challenging and let the students be more creative. From what I learned in my
teaching I will definitely change how I teach this lesson. Next time, I will do a pre-assessment so I can properly
prepare to teach the things that the students need more clear expectations on. How I taught the cardinal
directions was not effective. Having a conversation before letting the students draw a picture was effective in
helping students understand what important pieces of information to draw were.