CLD Map Skills Unit Day 1 Level: 3rd Grade Subject: Social Studies Title: Using the Parts

of a Map Designer: Jessica Houck SOL(s): History and Social Science 3.6: the student will read and construct maps, tables, graphs, and/or charts Oral Language 3.1: The student will use effective communication skills in group activities A) Listen attentively by making eye contact, facing the speaker, asking questions, and summarizing what is said B) Ask and respond to questions from teachers and other group members C) Explain what has been learned D) Use language appropriate for context E) Increase listening and speaking vocabularies Writing 3.9: The student will write for a variety of purposes D) Write a paragraph on the same topic Writing 3.10: The student will edit writing for correct grammar, capitalization, punctuation, and spelling

WIDA Standard: ELD Standard 5: The Language of Social Studies, grades 3-5. Level 3: Developing: English Language Learners will interpret a map and explain the parts of a map completing a physical activity, using illustrations and diagrams, and by working with a partner or small group. Situation Time: 20 minutes 1. In groups, students will each be given a map of the school (constructed by the teacher) to use in the activity. Some maps will have all the parts of the maps (title, compass rose, and symbols/legends) and some will not. Groups will also receive the set of directions for the scavenger hunt that they will use during the activity. 2. The teacher will explain that each group will go on a scavenger hunt around the school to find a hidden object using the map provided.

Groupings Time: 5 minutes Bridge Time: 10 minutes

Questions Time:

Exhibit Time: 10 minutes

Reflections Time: 5 minutes ELL Modifications

They are not to get help from other groups and they may only use their own map. The students are already in groups, so these will be used for this activity. However, one group is large and has 6 students, so that will be split up so the groups in the hallways are not as large. 1. When the students come back in the classroom from the scavenger hunt, they will all sit back down at their desks. 2. We will then discuss why some groups had an easier time than others finding their hidden item, which will hopefully bring up the points of the compass rose, the legend, and the title. I will put each map under the document camera so that each group knows what other groups had. Most questioning will be done during bridge: - What did you notice that was similar about each map? - What was different about each map? - Why do you think some groups found their item quickly and some took longer? - Why does having a legend make it easier to find things on a map? What types of symbols should be on a map/legend? - Why does having a compass rose make it easier to find things on a map? What directions should be shown on a compass rose? Could there be other directions besides the 4 cardinal directions? (Intermediate directions) After we discuss and answer questions, the students will write in their social studies journal how their experience was in finding the hidden item. Was it difficult or easy and why? What should have been done differently? Students will reflect by leaving an exit slip on one thing they remember about the parts of a map from 2nd grade and one question they have about maps Modifications will be made for Level 3, Developing

Key vocabulary Language objectives

Map, Globe, Directions, Follow, Left, Right, Up, Down, Students will work with groups to follow map around the school. Students will orally read the map with their group to make sure they can follow it. Students will orally answer questions about map after activity, such as what a map is used for and the parts of a map. Students will write one question about maps using correct tense, point of view, and punctuation. A map with the parts (legend, compass rose, title) written in English and their first language Sentence prompt for question on the board (One question I have about maps is) After the mapping activity, the class will discuss what they already know about maps and how maps are used, and the teacher will individually ask ELL students what they already know. The teacher will also individually explain the parts of the map that are important for reading or using a map. The student may use the sentence prompt on the board to write their question, or can dictate their question to the teacher and the teacher will write it out for them. The ELL students will also be placed in groups with supportive English-speaking students who can assist them in reading the map and following it around the school. The teacher will observe participation and oral language throughout the mapping activity and the discussion. The teacher will also check exit ticket not only for a question, but for correct punctuation and capitalization.

Supplementary materials Building background

Scaffolding techniques/ Interaction

Review/assessment

CLD Map Skills Unit Day 2

Level: 3rd grade Subject: Social Studies Title: Exploring Cardinal Directions Designer: Jessica Houck SOL(s): Review of SOL 2.6: The student will demonstrate map skills by constructing simple maps, using title, map legend, and compass rose History and Social Sciences 3.6: The student will read and construct maps, tables, graphs, and/or charts Oral Language 3.1: The student will use effective communication skills in group activities A) Listen attentively by making eye contact, facing the speaker, asking questions, and summarizing what is said B) Ask and respond to questions from teachers and other group members C) Explain what has been learned D) Use language appropriate for context E) Increase listening and speaking vocabularies WIDA Standard: ELD Standard 5: Language of Social Studies, grades 3-5. Level 3 Developing: English Language Learners will use general sentences to describe the cardinal directions using a word bank and visual support from maps and a compass rose, and by working with a partner. Situation Time: 10-15 minutes 1. The class will go outside to the blacktop. Students will line up in rows facing me 2. I will start by explaining that I am north and they must always face me 3. I will then call out the other directions, and the students will go the way I say (for example, right for east, backwards for south). As they start to understand it, I will go faster and faster (teaching safety along the way) 4. After it seems that all students are going the correct direction, we will go back inside and discuss. - I will put the students in the rows based on height (tall students in back so everyone can see) - Once we come in from outside, we will discuss how we

Groupings Time: 2 minutes Bridge

Time: 5-10 minutes

Questions Time: During Bridge

Exhibit Time: 5 minutes

Reflections Time: 5 minutes

used the directions, and relate this activity back to yesterdays mapping activity. We will discuss how using the cardinal directions can help in using a map and how it is relative to where we are facing (which is why they always had to face me) - Why did you have to face me during the whole activity? - How can using cardinal directions help us in using a map? - What if we didnt have cardinal directions when using a map? Would it be difficult to find your way somewhere? - If I told you to go north until the end of the hall how would you know which way to go? - Students will glue the cardinal directions on the blank compass rose to glue into their social studies notebook. There will be blank spots for the intermediate directions, which we will add to tomorrow. I will have students think/pair/share with a partner about using cardinal directions and what other types of directions could be helpful (getting ready for tomorrows lesson on intermediate directions). Modifications will be made for Level 3, Developing

ELL Modifications

Key vocabulary

Compass Rose, Directions, North, South, East, West, Forward, Backward, Side to Side Students will listen to directions from the teacher and follow them to walk in the correct direction on the black top. Students will also work with a partner to orally share what they learned about directions and how they are useful. Rather than writing in a blank compass, ELL students will have the cardinal directions written out so they can read the words in English, then cut and glue the correct directions on the correct spot. During the Bridge we will review as a class how to use Cardinal Directions. This lesson should be a review from 2nd grade, however we will thoroughly discuss just to make sure every child understands, especially ELL, as the different words for each directions can be confusing.

Language objectives

Supplementary materials

Building background

Scaffolding techniques/ Interaction

The teacher will place ELL students next to supportive English-speaking students during the activity outside who can assist them in walking in the correct direction. Students will get each word (North, South, East, West) to cut out and glue on their blank compass rose rather than writing each word out. The teacher will observe ELL students during the mapping activity outside to check for understanding. The teacher will also observe participation throughout the discussion. Although the compass rose will not be collected and graded today, it will be collected at the end of unit for formal assessment.

Review/assessment

CLD Map Skills Unit Day 3

Level: 3rd Grade Subject: Map Skills Title: Exploring Intermediate Directions Designer: Jessica Houck SOL(s): History and Social Sciences 3.6: The student will read and construct maps, tables, graphs, and/or charts Oral Language 3.1: The student will use effective communication skills in group activities A) Listen attentively by making eye contact, facing the speaker, asking questions, and summarizing what is said B) Ask and respond to questions from teachers and other group members C) Explain what has been learned D) Use language appropriate for context E) Increase listening and speaking vocabularies WIDA Standard: ELD Standard 5- Language of Social Studies, grades 3-5. Level 3 Developing: English Language Learners will use general sentences to describe the intermediate directions using a word bank and visual support from a map and a compass rose., and by working with a partner. Situation Time: 10 minutes 1. To start we will review on the smart board by placing the cardinal directions on a compass rose. We will discuss why they are putting the directions in the correct places. 2. I will then use an interactive map on the smart board to have students use the directions. For example, go north to the playground. 3. I will then throw in the new intermediate directions, such as go southwest toward the school. 4. This will go for a little while, until we need to discuss - I will have students sit in their normal group arrangements, and I will call students up one at a time to answer the smart board questions. - After doing the smart board activity, we will discuss what the intermediate directions are. We will talk about why they are called that and how we can use them. We can then finish the map activity if we did not already, to

Groupings Time: Bridge Time: 5-10 minutes

Questions Time: During Bridge

Exhibit Time: 5-7 minutes

Reflections Time: 5 minutes

use the new directions we learned. - Why do we have these new directions? - Why are they called southwest northwest etc? - How can these be helpful when using maps? - Do you think you could easily follow a map if given all of the directions? - Students will add to the compass rose in their social studies journal by adding the intermediate directions. This will complete the blank compass rose that was given to them at the beginning of the unit. - Students will think/pair/share with a partner about all of the directions (cardinal and intermediate) and how they are helpful in using a map. I will also ask them to think about the other parts of a map (besides a compass rose) that are helpful, because they will be doing that the next day. Modifications will be made for Level 3, Developing

ELL Modifications -

Key vocabulary

Cardinal Directions, North, South, East, West, In between, In the Middle Students will read the directions on an interactive map and go the correct way. Students will orally discuss with the class and with a partner what they learned about cardinal directions and intermediate directions. ELL students will have the intermediate directions written for them to cut and glue to their compass rose to complete it. Students will relate what they are learning today with what they reviewed the day before. They will also use their knowledge of the word middle or in between to relate to the new word intermediate in relation to the new directions When completing the interactive map activity, the teacher will help the ELL students read the directions they should be moving, and assist in understanding the new directions. Students will be paired with a supportive English-speaking student during the think/pair/share The teacher will observe participation during the interactive mapping activity and during discussion. The compass rose that is now complete will also be collected for grading. If necessary, the teacher will meet with the ELL students individually to check for understanding.

Language objectives

Supplementary materials Building background

Scaffolding techniques/ Interaction

Review/assessment