Professional Documents
Culture Documents
Preparation
Colorado Academic Standard(s):
2.1 Geographic tools such as maps and globes represent places
a. Explain that maps and globes are different representations of Earth (DOK
1)
c. Recite address including city, state, and country and explain how those
labels help find places on a map (DOK 1-2)
Listenin
g
Speakin
g
Reading
Levels 1-2
Entering/Emerging
Levels 2-3
Emerging/Developin
g
Students will
follow oral
instructions to
categorize the
parts of an
address with the
help of the book
Students will
participate in the
class discussion on
the parts of an
address
Students will
classify the parts
of an address
Students will
Arrange the parts
of an address
based on oral
descriptions with
the class support
Students will
describe the parts
of an address using
gestures and words
in small groups
Students will sort
parts of an address
according to their
Students will
specify similarities
and differences in
the parts of an
address as a class
Students will
connect
information as a
Levels 4-5
Expanding/Bridging
Writing
Visuals/Resources/Hands on materials/Supplementary
Materials that will assist with scaffolding content and
language objectives (Include appropriate bibliographic
information):
County
City
State
Continent
Country
Target Vocabulary:
City
State
County
Country
Building Background
what they have learned and what they may still need help to
understand.
I will model this by first talking them though my self evaluation
process, using sentences like today I learned I am very good
at I can use work on.I am comfortable with. I could teach
someone else to.
What scaffolding techniques will you use?
Prompting, questioning, and elaboration
Paraphrasing - restating a student's response in order to model
correct English or to restate what a student as said for emphasis or
clarification.
Using "think-alouds - carefully structured models of how effective
strategy users think and monitor their understandings
What questions will you ask (include some higher level
questions)?
Where do you live?
What state/city/country do you live in?
Why do we have addresses?
What are they used for?
Interaction
What cooperative learning activity (Kagan structure) will you
include? There can be more than one.
Structures:
How will you put your students in groups?
Students will be grouped based on their learning levels pairing
one high functioning native English speaker to a mid level
English language learning student and one mid level native
English speaker to a low-level English language-learning student.
When asking questions we will use Numbered heads together as
a strategy to ensure all students are prepared to answer the
questions aloud.
Describe the cooperative learning activity in detail.
Rally table: In pairs, students alternate generating written responses or
solving problems.
Numbered heads together: After writing down their own answer to a
question, teammates (4) put their heads together to ensure all
members can answer. The teacher then calls a number and students
with that number share their answers.
o
o
o
o
Lesson Delivery:
Share the objectives with the students
Building Background (You do not need to rewrite this.)
Describe how you will present the key concepts to the
students.
Describe how the students will apply or practice their
new knowledge.
Teacher will
Student will
Time
Go over Numbered
Use Numbered heads
5 minutes
Heads together
together strategy to
strategy
ensure all students
have an answer
Ask students
prepared and feel
questions about
confident with their
where they liveWhat choices. Then they
state do we live
will answer when
in? What city do we
called on.
live in? What is our
country?
Read the story From
20 minutes
answer an questions
the teacher may ask
in a read aloud
10 minutes
Introduce vocabulary
City, state, county,
country by asking
students to discuss in
their table group the
meanings of each
word offered.
15 minutes
Use Google E
arth to move students
from closest point to
farthest point.
School-neighborhood
city- county statecountry- continenthemisphere. (Check
for comprehension)
Close the activity with
any last minute
questions and
allowing students to
make connections to
the text from the
activity
Review/Assessment
7
20 minutes
5 minutes
How will you review the key concepts? Ask the students
if the objectives were met.
Levels 12
Levels 23
Levels 45
Differentiated Assessment
Needs Assistance
Students will be able
to follow oral
instructions to
categorize parts of
an address by city,
county, state,
country, and
continent.
Needs Assistance
Students will sort by
size city, county,
state and country.
Needs Assistance
Students will recite
the city, county,
state and country we
live in.
Achieved
Achieved
Achieved