DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate Leslie Payne Grade Level 1 Title Maps: Lesson 5
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
There are 28 students in the class 13 boys and 15 girls.
ELL Students:
None
Students with IEP:
Sophia A.- ADHD (is medicated, as long as she has taken her medication she seems to focus and work efficiently!)
Behavior Concerns:
Sophia A.
Addyson
Brayden
Struggling Students:
Chloee
Cassidy
Tyson
Zyler
High Level Learners:
Sophia R.
Libby
Spencer
Jayden
Griffin
Classroom environment: The students are in rows in the shape of a backwards L with a row in the middle of the l shape.
There is a white board in the front of the classroom along with a projector, and world maps. The word wall is on the back
wall in the classroom. There are 5 kindles in the classroom that are used for guided reading. A kiva is located in the
northwest corner of the classroom.

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: 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).

Content Walk-Away: I can make a map and label it correctly.

Language Walk-Away: I can make a map and label it correctly.
Vocabulary:
Compass rose
Cardinal Directions

ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson): Looking
over students maps, and helping them as they draw.
Content Walk-Away Evidence (Summative): Map of our school.
Language Walk-Away Evidence (Summative): Correctly label map.

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

SL: Have example for students to use
and refer to.
HLL: Draw map looking down on the
school .
IEP: Drawing and creating map. Hands
on activity.


Approx. ACTIVE LEARNING PLAN
Time
Activate/Building Background Knowledge

Review previous lesson on compass rose, identify cardinal directions, and discuss different landmarks.
Formative assessment: Ability to recall previous lessons, and discuss prior map knowledge.
Learning Goal
Review and activate previous
knowledge about maps.

Success Criteria
Ability to share past examples, and
identify cardinal directions and
examples of landmarks.

Assessment Strategy
Class discussion.

Modification/accommodations: (ELL, IEP, GATE, etc.) SL: Review past experiences, HLL: What are some
landmarks we talked about that are tricky to know if they are man made or physical features? BC: Remind
to raise hands if they want to share. IEP: Call on Sophia and have her share.
Focus Lesson (I do it)
Model drawing a map of the school over the overhead projector.
Draw a compass rose.
Formative Assessment:Following along and can recall what landmarks would be on maps.
Learning Goal
Success Criteria
Assessment Strategy
Understand how to draw a map of the
school.

Students are looking at map, and

listening to me.

Modification/accommodations: SL: Show map (visual). HLL: Visual- map IEP: What would the school look
like if we took off the roof? BC: Reminder to be listening like Lucy the listener.
Guided Instruction (We do it)
Have students help identify their classroom in the school and other important landmarks. (lunchroom, office,
playground, etc.) Draw and label these areas in the school.
Formative Assessment: Identify landmarks on map.
Learning Goal
Success Criteria
Identify landmarks on map.

Can identify landmarks in the school

to include on the map.

Assessment Strategy
Share a landmark they want to
include.

Modification/accommodations: SL: Visual- words to help with spelling. HLL: Visual- map IEP: Visualwords to help with spelling. BC: We dont shout out the answer, we raise our hands.
Collaborative/Cooperative (You do it alone)
Students then begin to draw the outline of the map of the school along with a compass rose.
Summative Assessment: Map
Modification/accommodations:SL and IEP:if you arent sure how to draw your map, look at mine and use
it as a reference. Dont make it exactly like mine, but it can help you get started. HLL: Can have a map that
looks down on the school, or one designed similar to mine. BC: When you are finished you dont start
talking, you can start reading your library book.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
What landmarks did you label on your map? What are the cardinal directions, did you include them on your
map? Why is it important to have a compass rose on our maps?

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?
Paper for students to draw their maps on.

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?
Have not taught yet.