Places in the City

Teacher Candidate
Whitney Murray

Curriculum Areas
All subjects
Art
English/Language Arts
Foreign Language
Health/Physical Education
History/Government
Mathematics
Music
Psychology
Science
Social Studies (economics,
geography, sociology)
Technology Education

Date Implemented
04/26/2016

X
X

Cooperating Teacher

Grade Level
5
6
7

Activity Type
Individual
Small Group
Whole Class
Outside of Class

Lesson Length (hours/days)

In-Class Time
50
minutes
Out-of-Class Time
--

X
X

9
X

10
X

11
X

12
X

Teaching Model
Concept Attainment
Cooperative Learning
Discovery Learning
Direct Instruction
Presentation
Problem-Based Instruction
Discussion

RELATED STATE AND NATIONAL LEARNING STANDARDS Goal I

Standard 1.1 Communication Interpersonal/Conversational; The student engages in
conversations, provides and obtains information, expresses feelings and emotions, and
exchanges opinions.
Standard 1.3 Communication Presentational; the student conveys information,
concepts, and ideas to an audience of listeners, viewers, and readers for a variety of
purposes.
Standard 4.1 Comparisons-Languages; the student understands the nature of language
by making comparisons between the target language and English.
OBJECTIVES (learner outcomes) [Write objectives using A,B,C,D Method] Goal I
The Students will demonstrate knowledge of Places in a City. (I.e. Town hall, laundry
mat, library, police station, grocery store)
ASSESSMENT OF LEARNER PERFORMANCE [Attach rubric, quiz, test, or other assessments used to
demonstrate objective is met.] Goal II

The Student will give a presentation of the city that they create as their assessment.
This will show their overall knowledge of places in the city. I will be looking for the
correct uses of their vocab (see attached vocabulary list). I will also be testing on their
creativity (i.e. the name of their city, how the tour is guided, how the sentences are
formed).
MATERIALS [Attach all materials, i.e., handouts,

PREPARATION Goals I & II

worksheets, etc., needed to teach this lesson] Goal

I

Create Kahoot Quiz of vocab

Create a vocab list
Write requirements for their city project
Write a list of questions to ask in the beginning discussion
Materials to help assist in their project creations

INTRODUCTION (focus, anticipatory set, motivation) Goal II

To start the class period, I will have a set of questions to ask the students in English and
we will have a discussion about places in the city. I expect to hear responses along the
lines of There is a laundry mat. You can go to the town hall. My questions will be
directed to individual places that the students know or have been to. The questions are
attached to the back. After this activity, the students will take the Kahoot Quiz to see
where their knowledge of the vocab before it is taught.
PROCEDURES
(Include Modeling, Checking for Understanding and Guided Practice as appropriate.) Goals I, II, III

Activity 1: The students and I will go over the vocabulary for places in the city.
Estimated time: 15 minutes

Activity 2: I will introduce the project to the students and pass out the requirement sheet
for the project. I do not expect for this project to be finished in this class period. The next
class period we will have presentations or guided tours of each students city. They will
have the remainder of the class period to work on their project. They may NOT work
with a partner; this is to be an individual project.
Estimated time: -CLOSURE (summary, wrap-up, set for next lesson) Goal II
After I have all of the students present, I will have them write a 500 word reflection
paper about their city in English. I want them to reflect on what they liked about the
project, what they didnt like about the project, what they would change about their
presentation, and what they would like to see change in the assignment.
MODIFICATIONS AND ACCOMODATIONS FOR DIVERSE LEARNERS Goals I & II
For native speakers, I will have them either present in English depending on their
fluency, and if they are fluent in both English and Spanish, then I will have them write a
tour in both English and in Spanish and the I will choose one of the two for them to
present at the moment of their presentation.
INTERDISCIPLINARY CONNECTIONS Goals I, II, III
This lesson includes a writing aspect. This lesson also includes speech.