Name of Teacher Candidate: Ellie

Date: Tuesday; February 17, 2015 (Lesson 1)

Lundeen
Central Focus: Continents
Grade Level: First Grade
Lesson Title: Passport Writing (North America)
Curriculum Areas Addressed:
Geography and ELA
Time Required: 30-45 Minutes
Instructional Groupings: Whole group to
independent
Standards:
ELACC1W5: With guidance and support from adults, focus on a topic, respond to questions
and suggestions from peers, and add details to strengthen writing as needed.
ELACC1SL4: Describe people, places, things, and events with relevant details, expressing
ideas and feelings clearly.
ELACC1RF1: Demonstrate understanding of the organization and basic features of print.
a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending
punctuation).
ELACC1W2: Write informative/ explanatory texts in which they name a topic, supply some
facts about the topic, and provide some sense of closure.
SS1G2 The student will identify and locate his/her city, county, state, nation, and continent
on a simple map or a globe.
SS1G3 The student will locate major topographical features of the earths surface.
a. Locate all of the continents: North America, South America, Africa, Europe, Asia,
Antarctica, and Australia.
Benchmarks for the Focus Students:
FS1: Student will be able to construct sentences using correct setting, capitalization, and
punctuation.
FS2 : Student will be able to create sentences with two key details and writing mechanics.
FS3: Student will be able to explain ideas to the teacher and construct sentences with
correct setting.
As a result of this lesson/unit students will
Be Creative, Independent, Imaginative
Understand- Relevant Goal(s): The student will understand different characteristics of
North America and how to present this information through literacy.
Essential Question(s): How can we describe our continent? (United States)
Know Learning Objectives: The student will know facts and qualities about North
America and how to write with correct organization and features of a sentence.
Do Learning Objectives: After completing this lesson the student will be able to
recognize distinctive characteristics of North America and write a short narrative with correct
writing mechanics.
Academic Language: Continent (North America), Fact (something that is true),
Punctuation, Capitalization, Habitat/Climate (dry, wet, forest, beach), Bald Eagles, Brown
Bears, Hummingbird
Academic Language Demands: Listening and writing
Language Function: Identifying main ideas and details, Presenting information in an
organized way, Interpreting information and creating purpose and setting
Syntax: Graphs- Graphic organizer
Discourse: Moderate level of noise in whole group and silence in independent.
Assessment: Student Writing- accuracy and details- Checklist
Know: Evaluation Criteria: Must be able to identify the name of the continent and at
minimum one fact about the terrain or inhabitants.
Differentiation for IEP and Focus Students:
FS1: This student should know the name of the continent and one animal or landform.
(Example: North America, bald eagle, beaches *think Florida, largest lakes, etc)

FS2: This student should know multiple continent characteristics similar to type of habitat
and popular animals. This student should also know surrounding oceans.
FS3: This student should know the name of the continent and one animal or landform.
DO: Evaluation Criteria: Each student will be assessed on their ability to organize their
ideas and present them in a relevant way. Every student should also have correct
mechanics; capital letter, period, and emergent spelling.
Differentiation for IEP and Focus Students:
FS1: This student should be able to write one fact and identify the continent. He should also
have correct capitalization and punctuation.
FS2: Write at least three sentences on this topic. His writing should convey an introduction
and conclusion as well as proper writing mechanics.
FS3: This student should be able to write one fact and identify the continent with correct
punctuation.
Steps in the Lesson:
Attention Getter or Hook:
I will first hand out my students Passports and let them color and draw their own pictures. I
will then tell them that we will be traveling many different places this unit. This will spark
student interest and allow them to creatively design their books.
Introduction:
I will introduce this lesson by asking my students to come to the carpet. I will hand out my
props for North America such as a brown bear. I will then tell my class that the first continent
that we will visit is North America and ask them if they know anyone from there. (Hint: All of
them)
Body or Procedures:
Have students come to carpet and sit in designated squares. Pass around props to
spark student interest
Have globe and show class where North America is on the globe. Pass around the
globe so students can have a closer look.
Show flipchart about North America and let students watch video.
Discuss facts they have learned. As students are discussing pull up graphic organizer
and fill in with students facts.
Have students as a whole group construct one fact that they liked and write in on the
flip chart
Give students passports and go back to seats to write about where they went that
day and one interesting fact. (Keep writing and concept map on board for reference)
Give students 20 minutes to write. Walk around and scaffold where needed. Check
work when they are finished. Transition students into math small groups
Closure/Wrap up: When students are finished check to make sure all mechanics are

correct.
Modifications/Differentiation to Support Student Learning
What will be differentiated? Content
How will differentiation be accomplished?
Differentiation will be accomplished through one-on-one scaffolding. Students who are at a
lower writing level will still be expected to know the continent name and a fact, but they will
require more help to reach their ZPD.
What strategies will be used to differentiate for focus student 1?: Give student
directions with different vocabulary so student can understand meaning and get a more
clear sense of expectations.
What strategies will be used to differentiate for focus student 2?: Challenge student
to a higher level. Ask student to write their opinion or favorite thing. Give student-anchoring
assignment if needed.
What strategies will be used to differentiate for focus student 3?: Give student
directions with different vocabulary for a more clear understanding. Allow student to

organize his work first through pictures. Scaffold and discuss ideas.
Instructional Support
Materials, Additional Resources, and Background Information:

Teacherspayteachers.com, Pencil, Crayons, Passport book

Clear Links to Learning Theories, Educational Research, and Principles of
Development:
ZPD- Vygotsky. Teacher should scaffold to help students reach a higher understanding of
content and writing level.
Connections to Technology and/or the Arts: Smartboard, Video, Art- Student will draw
self portrait on the passport
Description of Collaboration with Others: Host teacher will assist

Nane of Teacher Candidate: Ellie Lundeen

Date: Wednesday February 18,2015 (Lesson

2)
Central Focus: Continents South America
Grade Level: First Grade
Lesson Title: Passport Writing (South America)
Curriculum Areas Addressed:
Geography and ELA
Time Required: 30-45 Minutes
Instructional Groupings: Whole group to
independent
Standards:
ELACC1W5: With guidance and support from adults, focus on a topic, respond to questions
and suggestions from peers, and add details to strengthen writing as needed.
ELACC1SL4: Describe people, places, things, and events with relevant details, expressing
ideas and feelings clearly.
ELACC1SL5: Add drawings or other visual displays to descriptions when appropriate to
clarify ideas, thoughts, and feelings.
ELACC1RF1: Demonstrate understanding of the organization and basic features of print.
a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending
punctuation).
ELACC1W2: Write informative/ explanatory texts in which they name a topic, supply some
facts about the topic, and provide some sense of closure.
SS1G3 The student will locate major topographical features of the earths surface.
a. Locate all of the continents: South America, South America, Africa, Europe, Asia,
Antarctica, and Australia.
Benchmarks for the Focus Students:
FS1: Student will be able to construct sentences using correct setting, capitalization, and
punctuation.
FS2: Student will be able to create sentences with two key details and writing mechanics.
FS3: Student will be able to explain ideas to the teacher and construct sentences with
correct setting.
As a result of this lesson/unit students will
Be Creative, Independent, Imaginative, Respectful
Understand Relevant Goal(s): The student will understand characteristics of South
America and how to present their knowledge through writing. The student will also
understand one defining landform of South America (largest river, tallest volcano, etc)
Essential Question(s): How can describe South America?
Know Learning Objectives: The student will know facts and qualities about South
America and how to present this information.
Do Learning Objectives: After completing this lesson the student will be able to

recognize distinctive characteristics of South America and write a short narrative with
correct writing mechanics.
`
Academic Language: Continent (South America), Fact (something is true), Punctuation,
Capitalization, Habitat/Climate (Amazon, volcanoes, rainy), Anaconda, Soccer, Spanish,
Portuguese
Academic Language Demands: Listening and writing
Language Function: Identifying main ideas and details, Presenting information in an
organized way, Interpreting information and creating purpose and setting
Syntax: Graphs- Graphic organizer
Discourse: Moderate level of noise in whole group and silence in independent. The lights
will be dimmed for carpet time and off for video.
Assessment: Student Writing- accuracy and details
Know: Evaluation Criteria: After reviewing the students work, I will determine the
students know success by evaluating their knowledge of a continents characteristics. The
student would know the name of the continent studied that day and one fact about the
terrain or inhabitants.
Differentiation for IEP and Focus Students:
FS1: This student should know the name of the continent and one fact.
FS2: This student should know multiple continent characteristics similar to type of habitat
and popular animals. This student should also know surrounding oceans or continents.
FS3: This student should know the name of the continent and one animal or interesting fact.
DO: Evaluation Criteria: Each student will be assessed on their ability to organize their
ideas and present them in a relevant way. Every student should also have correct
mechanics; capital letter, period, and emergent spelling.
Differentiation for IEP and Focus Students:
FS1: This student should be able to write one fact and identify the continent. He should also
have correct capitalization and punctuation.
FS2: As this student is at a higher reading and writing level, he is expected to write at least
three sentences on this topic. His writing should convey an introduction and conclusion as
well as proper writing mechanics.
FS3: This student should be able to write one fact and identify the continent with correct
punctuation.
Steps in the Lesson
Introduction: I will introduce this lesson by asking my students what continent we studied
on Tuesday. I will then refer to their previous knowledge by asking them if they can
remember what props I passed around that day. I will then pass around the South America
props.
Body or Procedures:
Have students come to carpet and sit in designated squares
Pass around props to spark student interest
Have globe and show class where South America is on the globe. Pass around the
globe so students can have a closer look.
Show flipchart about South America and let students watch video.
Discuss one fact that they have learned. As students are discussing pull up graphic
organizer and fill in with students facts.
Have students as a whole group construct one fact that they liked and write in on the
flip chart
Give students passports and go back to seats to write about where they went that
day and one interesting fact. (Keep writing and concept map on board for reference)
Give students 20 minutes to write. Walk around and scaffold where needed. Check
work when they are finished and transition to small group.
Closure/Wrap up: When students are finished with their writing, check to make sure all

mechanics are correct. Do not focus on spelling; students should be sounding out words to
the best of their abilities. When everything is correct tell students to put up books (on
teacher desk) and break into their math small groups. At the end of the day writing can be
shared.
Modifications/Differentiation to Support Student Learning
What will be differentiated? Content
How will differentiation be accomplished? Differentiation will be accomplished through
one-on-one scaffolding. Students who are at a lower writing level will still be expected to
know the continent name and a fact, but they will require more help to reach their ZPD.
What strategies will be used to differentiate for focus student 1?
Give student directions with different vocabulary so student can understand meaning and
get a more clear sense of expectations.
What strategies will be used to differentiate for focus student 2?
Challenge student to a higher level. Ask student to write their opinion or favorite thing. Give
student-anchoring assignment if needed.
What strategies will be used to differentiate for focus student 3?
Give student directions with different vocabulary for a more clear understanding. Allow
student to organize his work first through pictures. Scaffold by helping student with spelling
(he often gets very focused on the spelling of words as he is ESOL).
Instructional Support
Materials, Additional Resources, and Background Information:
Teacherspayteachers.com, Pencil, Crayons, Passport book
Clear Links to Learning Theories, Educational Research, and Principles of
Development:
ZPD- Vygotsky
Montessouri Movement in the classroom. I will allow students to write in different areas
around the classroom
Connections to Technology and/or the Arts: Smartboard
Description of Collaboration with Others: Host teacher will assist
Name of Teacher Candidate: Ellie
Date: Thursday; February 19, 2015 (Lesson
Lundeen
3)
Central Focus: Continents
Grade Level: First Grade
Lesson Title: Passport Writing (Europe)
Curriculum Areas Addressed:
Geography and ELA
Time Required: 30-45 Minutes
Instructional Groupings: Whole group to
independent
Standards:
ELACC1W5: With guidance and support from adults, focus on a topic, respond to questions
and suggestions from peers, and add details to strengthen writing as needed.
ELACC1SL4: Describe people, places, things, and events with relevant details, expressing
ideas and feelings clearly.
ELACC1RF1: Demonstrate understanding of the organization and basic features of print.
a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending
punctuation).
ELACC1W2: Write informative/ explanatory texts in which they name a topic, supply some
facts about the topic, and provide some sense of closure.
SS1G2 The student will identify and locate his/her city, county, state, nation, and continent
on a simple map or a globe.
SS1G3 The student will locate major topographical features of the earths surface.
a. Locate all of the continents: North America, South America, Africa, Europe, Asia,
Antarctica, and Australia.
Benchmarks for the Focus Students:
FS1: Student will be able to construct sentences using correct setting, capitalization, and

punctuation.
FS2: Student will be able to create sentences with two key details and writing mechanics.
FS3: Student will be able to explain ideas to the teacher and construct sentences with
correct setting.
As a result of this lesson/unit students will
Be Creative, Independent, Imaginative, Respectful to others
Understand Relevant Goal(s): The student will understand different characteristics of
Europe and how to present this information through literacy.
Essential Question(s): How can we describe Europe? Where is Europe on a map?
Know Learning Objectives: The student will know facts and qualities about Europe and
how to present this information with correct organization and features of a sentence.
Do Learning Objectives: After completing this lesson the student will be able to
recognize distinctive characteristics of Europe and write a short narrative with correct writing
mechanics.
Academic Language: Continent (Europe), Punctuation, Capitalization, Hedgehog, London
and Paris (two biggest cities)
Academic Language Demands: Listening and writing
Language Function: Identifying main ideas and details, Presenting information in an
organized way, Interpreting information and creating purpose and setting
Syntax: Graphs- Graphic organizer
Discourse: Moderate level of noise in whole group and silence in independent. Lights will be
dimmed for video and carpet time.
Assessment: Student Writing- Accuracy and details- Checklist
Know: Evaluation Criteria: After reviewing the students work, I will determine the
students know success by evaluating their knowledge of a continents characteristics. The
student must be able to identify the name of the continent (this can be done by finding the
correct page in booklet) studied and at minimum one fact about the terrain or inhabitants.
Differentiation for IEP and Focus Students:
FS1: This student should know the name of the continent and one fact.
FS2: This student should know multiple continent characteristics similar to type of habitat
and popular animals. This student should also know surrounding oceans or continents.
FS3: This student should know the name of the continent and one animal or landform.
DO: Evaluation Criteria: Each student will be assessed on their ability to organize their
ideas and present them in a relevant way. Every student should also have correct
mechanics; capital letter, period, and demonstrate emergent spelling.
Differentiation for IEP and Focus Students:
FS1: This student should be able to write one fact and identify the continent. He should also
have correct capitalization and punctuation.
FS2: As this student is at a higher reading and writing level, he is expected to write at least
three sentences on this topic. His writing should convey an introduction and conclusion as
well as proper writing mechanics.
FS3: This student should be able to write one fact and identify the continent with correct
punctuation.
Steps in the Lesson
Attention Getter or Hook: I will ask my students if they know what continent we are
visiting today. I will give them small hints and allow them to guess.
Introduction: I will introduce this lesson by asking my students to come to the carpet. I will
hand out the globe and ask students if they can find it. I will then let me students have a
chance to ask any questions or tell any connections that they may have.
Body or Procedures:
Have students come to carpet and sit in designated squares
Pass around props to spark student interest
Have globe and show class where Europe is on the globe. Pass around the globe so

students can have a closer look.

Show flipchart about Europe and let students watch video. Discuss one fact that they
have learned
As students are discussing pull up graphic organizer and fill in with students facts.
Have students as a whole group construct one fact that they liked and write in on the
flip chart
Give students passports and go back to seats to write about where they went that
day and one interesting fact. (Keep writing and concept map on board for reference)
Give students 20 minutes to write. Walk around and scaffold where needed
Check work when they are finished. Transition students into math small groups.
Closure/Wrap up: When students are finished with their writing, check to make sure all
mechanics are correct. Do not focus on spelling; students should be sounding out words to
the best of their abilities. When everything is correct tell students to put up books (on
teacher desk) and break into their math small groups.
Modifications/Differentiation to Support Student Learning
What will be differentiated? Content
How will differentiation be accomplished? Differentiation will be accomplished through
one-on-one scaffolding. Students who are at a lower writing level will still be expected to
know the continent name and a fact, but they will require more help to reach their ZPD. The
teacher will sit with these students and let them discuss their ideas and reinforce the
importance of sounding out words and capitalization.
What strategies will be used to differentiate for focus student 1? Give student
directions with different vocabulary so student can understand meaning and get a more
clear sense of expectations.
What strategies will be used to differentiate for focus student 2? Challenge student
to a higher level. Ask student to write their opinion or favorite thing. Give student-anchoring
assignment if needed.
What strategies will be used to differentiate for focus student 3? Give student
directions with different vocabulary for a more clear understanding. Allow student to
organize his work first through pictures. Scaffold by helping student with spelling (he often
gets very focused on the spelling of words as he is ESOL).
Instructional Support
Materials, Additional Resources, and Background Information:

Teacherspayteachers.com, Pencil, Crayons, Passport book

Clear Links to Learning Theories, Educational Research, and Principles of
Development:
ZPD- Vygotsky. Teacher should scaffold to help students reach a higher understanding of
content and writing level.
Montessori- Allow students to write around the room (movement in the classroom)
Connections to Technology and/or the Arts: Smartboard
Description of Collaboration with Others: Host teacher will assist
Name of Teacher Candidate: Ellie
Date: Friday; February 20, 2015 (Lesson 4)
Lundeen
Central Focus: Continents
Grade Level: First Grade
Lesson Title: Passport Writing (Asia)
Curriculum Areas Addressed: Geography and ELA
Time Required: 30-45 Minutes
Instructional Groupings: Whole group to
independent
Standards:
ELACC1W5: With guidance and support from adults, focus on a topic, respond to questions
and suggestions from peers, and add details to strengthen writing as needed.
ELACC1SL4: Describe people, places, things, and events with relevant details, expressing

ideas and feelings clearly.

ELACC1RF1: Demonstrate understanding of the organization and basic features of print.
a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending
punctuation).
ELACC1W2: Write informative/ explanatory texts in which they name a topic, supply some
facts about the topic, and provide some sense of closure.
SS1G2 The student will identify and locate his/her city, county, state, nation, and continent
on a simple map or a globe.
SS1G3 The student will locate major topographical features of the earths surface.
a. Locate all of the continents: Asia, South America, Africa, Europe, Asia, Antarctica, and
Australia.
Benchmarks for the Focus Students:
FS1: Student will be able to construct sentences using correct setting, capitalization, and
punctuation.
FS2: Student will be able to create sentences with two key details and writing mechanics.
FS3: Student will be able to explain ideas to the teacher and construct sentences with
correct setting.
As a result of this lesson/unit students will
Be Creative, Independent, Imaginative, Respectful to others
Understand Relevant Goal(s): The student will understand different characteristics of
Asia and how to present this information through literacy.
Essential Question(s): How can we describe Asia?
Know Learning Objectives: The student will know facts and qualities about Asia and
how to present this information with correct organization and features of a sentence.
Do Learning Objectives: After completing this lesson the student will be able to
recognize distinctive characteristics of Asia and write a short narrative with correct writing
mechanics.
Academic Language: Continent (Asia- Largest), Punctuation, Capitalization, Mount Everest
(highest mountain), Panda, Tigers
Academic Language Demands: Listening and writing
Language Function: Identifying main ideas and details, Presenting information in an
organized way, Interpreting information and creating purpose and setting
Syntax: Graphs- Graphic organizer
Discourse: Moderate level of noise in whole group and silence in independent.
Assessment: Student Writing- Accuracy and details- Checklist
Know: Evaluation Criteria: After reviewing the students work, I will determine the
students know success by evaluating their knowledge of a continents characteristics. The
student must be able to identify the name of the continent (this can be done by finding the
correct page in booklet) studied and at minimum one fact about the terrain or inhabitants.
Differentiation for IEP and Focus Students:
FS1: This student should know the name of the continent and one fact.
FS2: This student should know multiple continent characteristics similar to type of habitat
and popular animals. This student should also know surrounding oceans or continents.
FS3: This student should know the name of the continent and one animal or interesting fact.
DO: Evaluation Criteria: Each student will be assessed on their ability to organize their
ideas and present them in a relevant way. Every student should also have correct
mechanics; capital letter, period, and demonstrate emergent spelling.
Differentiation for IEP and Focus Students:
FS1: This student should be able to write one fact and identify the continent. He should also
have correct capitalization and punctuation.
FS2: As this student is at a higher reading and writing level, he is expected to write at least
three sentences on this topic. His writing should convey an introduction and conclusion as
well as proper writing mechanics.

FS3: This student should be able to write one fact and identify the continent with correct
punctuation.
Steps in the Lesson
Attention Getter or Hook: I will ask my students if they know what continent is the
largest. I will then pass around props so students can guess what continent we will travel to
today.
Introduction: I will introduce this lesson by asking my students to come to the carpet. I will
hand out the globe and ask students if they can find it. I will then let me students have a
chance to ask any questions or tell any connections that they may have.
Body or Procedures:
Have students come to carpet and sit in designated squares
Pass around props to spark student interest
Have globe and show class where Europe is on the globe. Pass around the globe so
students can have a closer look.
Show flipchart about Asia and let students watch video. Discuss one fact that they
have learned
As students are discussing pull up graphic organizer and fill in with students facts.
Have students as a whole group construct one fact that they liked and write in on the
flip chart
Give students passports and go back to seats to write about where they went that
day and one interesting fact. (Keep writing and concept map on board for reference)
Give students 20 minutes to write. Walk around and scaffold where needed
Check work when they are finished. Transition students into math small groups.
Closure/Wrap up: When students are finished with their writing, check to make sure all
mechanics are correct. Do not focus on spelling; students should be sounding out words to
the best of their abilities. When everything is correct tell students to put up books (on
teacher desk) and break into their math small groups.
Modifications/Differentiation to Support Student Learning
What will be differentiated? Content
How will differentiation be accomplished? Differentiation will be accomplished through
one-on-one scaffolding. Students who are at a lower writing level will still be expected to
know the continent name and a fact, but they will require more help to reach their ZPD. The
teacher will sit with these students and let them discuss their ideas and reinforce the
importance of sounding out words and capitalization.
What strategies will be used to differentiate for focus student 1? Give student
directions with different vocabulary so student can understand meaning and get a more
clear sense of expectations.
What strategies will be used to differentiate for focus student 2? Challenge student
to a higher level. Ask student to write their opinion or favorite thing. Give student-anchoring
assignment if needed.
What strategies will be used to differentiate for focus student 3? Give student
directions with different vocabulary for a more clear understanding. Allow student to
organize his work first through pictures. Scaffold by helping student with spelling (he often
gets very focused on the spelling of words as he is ESOL).
Instructional Support
Materials, Additional Resources, and Background Information:

Teacherspayteachers.com, Pencil, Crayons, Passport book

Clear Links to Learning Theories, Educational Research, and Principles of

Development:
ZPD- Vygotsky. Teacher should scaffold to help students reach a higher understanding of
content and writing level.
Montessori- Allow students to write around the room (movement in the classroom)
Connections to Technology and/or the Arts: Smartboard

Description of Collaboration with Others: Host teacher will assist

Name of Teacher Candidate: Ellie

Lundeen
Central Focus: Continents
Lesson Title: Passport Writing (Africa)
Curriculum Areas Addressed:
Geography and ELA
Time Required: 30-45 Minutes

Date: Monday; February 23, 2015 (Lesson 5)

Grade Level: First Grade

Instructional Groupings: Whole group to

independent

Standards:
ELACC1W5: With guidance and support from adults, focus on a topic, respond to questions
and suggestions from peers, and add details to strengthen writing as needed.
ELACC1SL4: Describe people, places, things, and events with relevant details, expressing
ideas and feelings clearly.
ELACC1RF1: Demonstrate understanding of the organization and basic features of print.
a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending
punctuation).
ELACC1W2: Write informative/ explanatory texts in which they name a topic, supply some
facts about the topic, and provide some sense of closure.
SS1G2 The student will identify and locate his/her city, county, state, nation, and continent
on a simple map or a globe.
SS1G3 The student will locate major topographical features of the earths surface.
a. Locate all of the continents: North America, South America, Africa, Europe, Asia,
Antarctica, and Australia.
Benchmarks for the Focus Students:
FS1: Student will be able to construct sentences using correct setting, capitalization, and
punctuation.
FS2: Student will be able to create sentences with two key details and writing mechanics.
FS3: Student will be able to explain ideas to the teacher and construct sentences with
correct setting.
As a result of this lesson/unit students will
Be Creative, Independent, Imaginative
Understand- Relevant Goal(s): The student will understand different characteristics of
Africa and how to present this information through literacy.
Essential Question(s): What makes Africa different than other continents?
Know Learning Objectives: The student will know facts and qualities about Africa and
how to write with correct organization and features of a sentence.
Do Learning Objectives: After completing this lesson the student will be able to
recognize distinctive characteristics of Africa and write a short narrative with correct writing
mechanics.
Academic Language: Continent (Africa), Punctuation, Capitalization, Nile (Longest river in
world), Sahara (largest desert), Elephant, Lion, Cheetah etc.
Academic Language Demands: Listening and writing
Language Function: Identifying main ideas and details, Presenting information in an
organized way, Interpreting information and creating purpose and setting
Syntax: Graphs- Graphic organizer
Discourse: Moderate level of noise in whole group and silence in independent.

Assessment: Student Writing- accuracy and details- Checklist

Know: Evaluation Criteria: Must be able to identify the name of the continent and at
minimum one fact about the terrain or inhabitants.
Differentiation for IEP and Focus Students:
FS1: This student should know the name of the continent and one animal, landform, or
interesting fact.
FS2: This student should know multiple continent characteristics similar to type of habitat
and popular animals. This student should also know surrounding oceans.
FS3: This student should know the name of the continent and one animal or interesting fact.
DO: Evaluation Criteria: Each student will be assessed on their ability to organize their
ideas and present them in a relevant way. Every student should also have correct
mechanics; capital letter, period, and emergent spelling.
Differentiation for IEP and Focus Students:
FS1: This student should be able to write one fact and identify the continent. He should also
have correct capitalization and punctuation.
FS2: Write at least three sentences on this topic. His writing should convey an introduction
and conclusion as well as proper writing mechanics.
FS3: This student should be able to write one fact and identify the continent with correct
punctuation.
Steps in the Lesson:
Attention Getter or Hook:
I will pass out our props for the day and allow the students to feel and play with them. I will
then ask them where they think these animals are from and where we will travel to today.
Introduction:
I will introduce this lesson by asking my students to come to the carpet. I will hand out my
props for North America such as elephants or lion. I will then let my students guess where
we will be studying today.
Body or Procedures:
Have students come to carpet and sit in designated squares. Pass around props to
spark student interest
Have globe and show class where North America is on the globe. Pass around the
globe so students can have a closer look.
Show flipchart about Africa and let students watch video.
Discuss facts they have learned. As students are discussing pull up graphic organizer
and fill in with students facts.
Have students as a whole group construct one fact that they liked and write in on the
flip chart
Give students passports and go back to seats to write about where they went that
day and one interesting fact. (Keep writing and concept map on board for reference)
Give students 20 minutes to write. Walk around and scaffold where needed. Check
work when they are finished. Transition students into math small groups
Closure/Wrap up: When students are finished check to make sure all mechanics are

correct.
Modifications/Differentiation to Support Student Learning
What will be differentiated? Content
How will differentiation be accomplished?
Differentiation will be accomplished through one-on-one scaffolding. Students who are at a
lower writing level will still be expected to know the continent name and a fact, but they will
require more help to reach their ZPD.
What strategies will be used to differentiate for focus student 1?: Give student
directions with different vocabulary so student can understand meaning and get a more
clear sense of expectations.
What strategies will be used to differentiate for focus student 2?: Challenge student

to a higher level. Ask student to write their opinion or favorite thing. Give student-anchoring
assignment if needed.
What strategies will be used to differentiate for focus student 3?: Give student
directions with different vocabulary for a more clear understanding. Allow student to
organize his work first through pictures. Scaffold and discuss ideas.
Instructional Support
Materials, Additional Resources, and Background Information:

Teacherspayteachers.com, Pencil, Crayons, Passport book

Clear Links to Learning Theories, Educational Research, and Principles of
Development:
ZPD- Vygotsky. Teacher should scaffold to help students reach a higher understanding of
content and writing level.
Connections to Technology and/or the Arts: Smartboard, Video, Art- Student will draw
self portrait on the passport
Description of Collaboration with Others: Host teacher will assist

Name of Teacher Candidate: Ellie

Date: Tuesday; February 24, 2015 (Lesson 6)
Lundeen
Central Focus: Continents
Grade Level: First Grade
Lesson Title: Passport Writing (Australia and Antarctica)
Curriculum Areas Addressed:
Geography and ELA
Time Required: 30-45 Minutes
Instructional Groupings: Whole group to
independent
Standards:
ELACC1W5: With guidance and support from adults, focus on a topic, respond to questions
and suggestions from peers, and add details to strengthen writing as needed.
ELACC1SL4: Describe people, places, things, and events with relevant details, expressing
ideas and feelings clearly.
ELACC1RF1: Demonstrate understanding of the organization and basic features of print.
a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending
punctuation).
ELACC1W2: Write informative/ explanatory texts in which they name a topic, supply some
facts about the topic, and provide some sense of closure.
SS1G2 The student will identify and locate his/her city, county, state, nation, and continent
on a simple map or a globe.
SS1G3 The student will locate major topographical features of the earths surface.
a. Locate all of the continents: North America, South America, Africa, Europe, Asia,
Antarctica, and Australia.
Benchmarks for the Focus Students:
FS1: Student will be able to construct sentences using correct setting, capitalization, and
punctuation.
FS2: Student will be able to create sentences with two key details and writing mechanics.
FS3: Student will be able to explain ideas to the teacher and construct sentences with
correct setting.
As a result of this lesson/unit students will
Be Creative, Independent, Imaginative

Understand- Relevant Goal(s): The student will understand different characteristics of

Australia and Antarctica and how to present this information through literacy.
Essential Question(s): What makes Australia and Antarctica different from one another?
Know Learning Objectives: The student will know facts and qualities about Australia
and Antarctica and how to write with correct organization and features of a sentence.
Do Learning Objectives: After completing this lesson the student will be able to
recognize distinctive characteristics of Australia or Antarctica and write a short narrative
with correct writing mechanics.
Academic Language: Continents (Antarctica and Australia), Punctuation, Capitalization,
Seasons (Antarctica has none), Penguin, Polar Bear, Island, Down Under, Dessert,
Kangaroo, koala, Great barrier reef
Academic Language Demands: Listening and writing
Language Function: Identifying main ideas and details, Presenting information in an
organized way, Interpreting information and creating purpose and setting
Syntax: Graphs- Graphic organizer
Discourse: Moderate level of noise in whole group and silence in independent.
Assessment: Student Writing- accuracy and details- Checklist
Know: Evaluation Criteria: Must be able to identify the name of the continent and at
minimum one fact about the terrain or inhabitants.
Differentiation for IEP and Focus Students:
FS1: This student should know the name of the continent and one animal, landform, or
interesting fact.
FS2: This student should know multiple continent characteristics similar to type of habitat
and popular animals. This student should also know surrounding oceans.
FS3: This student should know the name of the continent and one animal or interesting fact.
DO: Evaluation Criteria: Each student will be assessed on their ability to organize their
ideas and present them in a relevant way. Every student should also have correct
mechanics; capital letter, period, and emergent spelling.
Differentiation for IEP and Focus Students:
FS1: This student should be able to write one fact and identify the continent. He should also
have correct capitalization and punctuation.
FS2: Write at least three sentences on this topic. His writing should convey an introduction
and conclusion as well as proper writing mechanics.
FS3: This student should be able to write one fact and identify the continent with correct
punctuation.
Steps in the Lesson:
Attention Getter or Hook:
I will pass out our props for the day and allow the students to feel and play with them. I will
then ask them where they think these animals are from and where we will travel to today.
Introduction:
I will introduce this lesson by asking my students to come to the carpet. I will hand out my
props for both continents such as polar bear or koala. I will then let my students guess where
we will be studying today.
Body or Procedures:
Have students come to carpet and sit in designated squares. Pass around props to
spark student interest
Have globe and show class where both continents are on the globe. Pass around the
globe so students can have a closer look.
Show flipchart about both continents and let students watch video.
Discuss facts they have learned. As students are discussing pull up graphic organizer
and fill in with students facts. (Venn Diagram)
Have students as a whole group construct one fact that they liked and write in on the
flip chart

Give students passports and go back to seats to write about where they went that
day and one interesting fact. (Keep writing and concept map on board for reference)
Give students 20 minutes to write. Walk around and scaffold where needed. Check
work when they are finished. Transition students into math small groups
Closure/Wrap up: When students are finished check to make sure all mechanics are

correct.
Modifications/Differentiation to Support Student Learning
What will be differentiated? Content
How will differentiation be accomplished?
Differentiation will be accomplished through one-on-one scaffolding. Students who are at a
lower writing level will still be expected to know the continent name and a fact, but they will
require more help to reach their ZPD.
What strategies will be used to differentiate for focus student 1?: Give student
directions with different vocabulary so student can understand meaning and get a more
clear sense of expectations.
What strategies will be used to differentiate for focus student 2?: Challenge student
to a higher level. Ask student to write their opinion or favorite thing. Give student-anchoring
assignment if needed.
What strategies will be used to differentiate for focus student 3?: Give student
directions with different vocabulary for a more clear understanding. Allow student to
organize his work first through pictures. Scaffold and discuss ideas.
Instructional Support
Materials, Additional Resources, and Background Information:
Teacherspayteachers.com, Pencil, Crayons, Passport book
Clear Links to Learning Theories, Educational Research, and Principles of
Development:
ZPD- Vygotsky. Teacher should scaffold to help students reach a higher understanding of
content and writing level.
Connections to Technology and/or the Arts: Smartboard, Video, Art- Student will draw
self portrait on the passport
Description of Collaboration with Others: Host teacher will assist