KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT
Teacher Candidate: ___Sammie Koenig_______________________________
Date: _09/29/2016____________
Cooperating Teacher: _________________________________________________
Coop. Initials:
________________
Group Size: ___25_______________ Allotted Time: ____60 minutes over 2 days___ Grade Level: _1st_______
Subject or Topic: __Geography_____________________________________________
Section:
___Community_____________

My World
Standards(s):
CC.1.5.1.D: Describe people, places, things, and events with relevant details, expressing ideas and feelings
CC.1.4.1.A: Write informational/explanatory texts to examine a topic and convey ideas and information.
7.1.1.B: Describe places in geographic reference in physical features.
D1.5.K-2: Determine the kinds of sources that will be helpful in compelling and supporting questions.
D2.Geo.1.K-2: Construct maps, graphs, and other representations of familiar places.
D3.1.K-2: Gather relevant information from one or two sources while using the origin and structure to guide the
selection.
D4.5.K-2: Ask and answer questions about explanations.
NCSS Theme(s): #3 People, Places, and Environment enables us to understand the relationship between human
populations and the physical world.
I.

Performance Objectives (a bulleted list of Learning Outcomes use Webbs DOK chart or Blooms
Verbs/Wheel to identify verbs and nouns for student performance an objective is a performance
indicator what all students will be able to do as a result of this lesson; it must be clear, measurable, &
observable)

The student will

Be able to organize geographic places by designing a book about their world.
Construct a flip book of the local neighborhood by gathering information from sources.
E. Assessment/Evaluation plan (Pre-assessment - How you determined (1) that the objective(s) is/are appropriate
for the learner(s); (2) at what level the learner(s) may be expected to meet the objective(s); (3) What evidence or
data have you gathered to plan for instruction? AND Post-assessment - How you will determine and/or record
whether, or to what extent, the learner(s) met the objective(s)? What are your criteria? What is your assessment
tool?)
1. Formative - Observation Checklist Scale: + or - for each category during presentation
2. Summative - Not at this time
II. Instructional Materials
Teacher Materials:
o 25 copies of a flip bookof all 6 circles
o 25 scissors
o 25 binder clips
o Neighborhood Worksheet
Student Materials:
o Crayons/Colored Pencils
o Pencil with Eraser
II.

Subject Matter/ Content

a. Prerequisite skills
i. Write with directions
ii.

b.

c.
d.

Key vocabulary
i. Town: has a name and defined by boundaries
ii. School: where people learn
iii. Neighborhood: an area of houses in a town
iv. Continent: Large spot of land that many countries can own.
v. Country: Has own rules and owns a specific area of land.
vi. City: a large town
Big idea Compelling Question; supporting question(s)
i. Where could we go to learn more about our community?
ii. What sources would help us identify places in our neighborhood?
Content [a brief description of lesson content; may include C3 Framework Dimensions & student
performance indicators, and a description of learning events; may also include description of
instructional strategy(s)]
i. Instructional Strategy: Creating pictures/illustrations: Students will create
pictures/illustrations describing things around their community.

IV. Implementation (instructional delivery descriptions)

A. Introduction D1.5.K-2: Determine the kinds of sources that will be helpful in compelling and
supporting questions.
1. "Boys and girls, did you know there are over a billion in the world?!" Every person grew up in the world
differently. For example, I grew up in a different town than all of you therefore my world may be different
than all of yours."
2. "Today we are going to talk about our world, what makes up our world. We will start talking about the
world and end with our house. We will then create a book that helps us remember what OUR world is made
up of. "Boys and girls, last night you completed a worksheet for homework that will help you learn more
about the community."
B. Development D2.Geo.1.K-2: Construct maps, graphs, and other representations of familiar places.
D3.1.K-2: Gather relevant information from one or two sources while using the origin and structure to
guide the selection.
Day 1
1. Read book "Look Where We Live" by: Scot Ritchie.
2. Discuss with students about connections on worksheet and the book.
3. Transition students onto Powerpoint.
1. Open "My WorldCommunity" Powerpoint
2. Teacher says, "Alright boys and girls, we are going to start talking about the planet or world we live on.
Does anyone know what planet we live on?" Allow students to answer question, and give feedback based
on responses. The correct answer would be Earth.our community. We are first going to talk about towns.
Towns are smaller than cities and defined by boundaries. An example of a town would be Kutztown. Can
you give me an example of a town?" Allow time for students to give responses.
3. "There are often a lot of different places inside towns, one important place inside of a town is a school. I
am sure we all know what happens at school, we learn! What are some different types of schools in our
town?" Allow time for students to respond with each other. Teacher says, "That's right class, we live on the
planet Earth. Our Earth is made of seven seas and seven continents." Point on the Powerpoint pictures were
the seven seas and seven continents are.
4. Teacher asks, "Talk to your friends at your table and share what you think a continent is. When you are
done put your finger on your nose." Allow time for students to discuss with each other and wait for most
students to put their fingers on their noses. "Another place inside of a town is a neighborhood. A
neighborhood is an area of a houses inside of a town."
5. Teacher says: "Share with the person next to you about what street you live on." Allow time for students
to share.asks, "Can anyone tell me what they thought a continent is?" Allow students to share answers

without saying that is incorrect, give positive feedback such as, "That is a good answer, let's see what others
have to say."
6. Teacher says, "Class, you gave great answers! A continent is a large area of land with water all around it.
Does anyone know what continent we live on? Discuss this with your tablemates and put your hands on
your head when you are done." Allow time for students to discuss with others and wait for most students to
put their hands on their heads. Discuss with your partner about what your house looks like." Allow time for
students to discuss.
7. Teacher asks for student responses, and gives positive feedback even when answers are incorrect.
Teacher than says, "We live on the continent of North America!" On the powerpoint, point out the entire
continent of North America.
8. Teacher says, "Inside of a continent, there can be a lot of countries. What do you think a country is and
what country do you think we live in?" Allow students to answer and give positive feedback to those
students.
9. Teacher says, "A country has its own rules and owns a specific piece of land. The country we live in is
the United States of America." Point out the U.S.A on the powerpoint.
10. Show picture of the U.S.A while pointing to different states, and teacher asks students, "What do you
think these places are called inside our country? Discuss this with the person next to you, and when you are
done give me a thumbs up." Allow time for students to share ideas and wait for students' thumbs to go up.
11. Allow time for students to share ideas and give positive feedback. Teacher says, "Those are called
states! Although states are a part of the country sometimes they are different rules. What state do we live
in?"
12. Allow students to answer and teacher give positive feedback. Teacher says, "Yes the state we live in is
Pennsylvania. Now, this might be a little trickier, what are in states that we live in?" If students are having a
difficult time, suggest places like Philadelphia, or New York, and explain what are these in a state. Allow
students to give answers again.
13. Teacher says, "There are hundreds of cities inside of states. What city do you live in? For example, I
live in Coopersburg." These answers might vary, but generally should all be similar and realistic.
14. Teacher says, "Now, boys and girls, where do you live inside of these cities?" If students are difficulty
with this questions, prompt them but suggesting if they live in a school or a church, etc. The response you
are looking for is, a house.
15. Teacher says, "A house! Yes inside of our cities we live in a home."
16. Teacher says, "Alright boys and girls, now that we talked about what our world community was is made
up of, we are going to create a book and share with our friends how we see our world."our community is."
17. Teacher shows students her My World BookCommunity Book, and explains each page.
18. Teacher says, "Boys and girls, our books are going to have 6 circle pages all different sizesflaps in your
flip book. We are going to start with the biggest circlelast page and end with the smallest circle. front page.
When you are finished working on a page you may get the next biggest circle." Pass out biggest circle
page.
19. Teacher says, "Let's do the first one together. This one is going to be titled 'My PlanetMy Town.' Write
My PlanetMy Town on the bottom on the cflapircle." Reference your circle so students can see placement.
20. Teacher says, "Now you are going to write a sentence about the planetwhat our town is and then draw a
picture of the planetpicture." For example, my sentence is: Our planet's name is Earth."
21. Teacher says, "Alright boys and girls, continue doing a title, a sentence, and a picture for each page. I
will be walking around to help with anyone who needs it."
22. Teacher will walk around to assist students until the end of the 60 minutes.
Day 2: D4.5.K-2: Ask and answer questions about explanations.

23. Teacher says, "Alright boys and girls, we are going to finish up our books. When we are done we are
going to share with the class."
24. Allow students to finish their books, walking around assisting those who need assistance.
25. Teacher says, "I see a lot of really awesome books! I am so excited to listen about your worlds."
26. Teacher will model book reading, by reading the big from the smallest page to the largest page. Teacher
will explain why she put that sentence in the book.
27. Give at least 40 minutes for each child to share his/her book. Make sure they are explaining why they
put that sentence and picture on that page.
C. Closure
1. Boys and girls, I enjoyed learning all about your worlds! I hope you enjoyed learning about your
classmates worlds. I hope you all learned what planet, continent, country, state, and city you all live in is in
our community.
D. Accommodations / Differentiation
Jose is an ESL student who feels more comfortable writing in Spanish, therefore he may write his book in
Spanish and present in English.
Rebecca who has a BIP needs safety breaks every 5 minutes.
V. Reflective Response
**Goals for lesson plan [Identify and list your personal goals for the lesson plan see lesson plan study protocol]:
A. Report of Students Performance in Terms of States Objectives (Reflection on students performance with
data to show attainment of objectives and standards - written after lesson is taught, includes remediation for students
who failed to meet acceptable level of achievement)

B. Personal Reflection (1.Questions written before lesson is taught. 2. Reflective responses to

questions recorded after lesson is taught.)
1. Did the content come across as overwhelming, just right, or too easy for the students? Explain.

2. Was I confident in the content while teaching? Explain reasoning.

During the lesson plan study, I felt that my group did not explain the feedback very well. Although the ideas were good,
they did not express why it related to the NCSS standards, Common Core, or C3 Framework. Only two members of my group
gave feedback as well, therefore I felt that some pieces were missing. I really enjoyed the idea of the lesson plan study because I
feel like it allows time for others to give ideas and receive constructive feedback.

Please note:

Do not try to fit your lesson plan into the spaces on this format sheet. Scan this form or retype it. Adjust the spacing to
match the needs of your individual lessons.
After the cooperating teacher has approved and initialed the plan, any recommendations or revisions should remain on
the plan.

VI. Resources (APA Reference List (include web addresses, title, author, publisher, dates, etc. for all items used to
create lesson; APA formatting guidelines may be found at: http://owl.english.purdue.edu/owl/resource/560/01/ )

"My Place in the World:" Kids Geography Project. (n.d.). Retrieved September 28, 2016, from
https://www.pinterest.com/pin/Absa5OaXdu4dyXhc2Ic58xOnK04nMhvhb5IExHXzW7J4mZy_Tz2hRA/

References
Appendix
(include supplementary materials here such as teacher created student handouts, teacher-created PowerPoint, rubric,
graphic organizer, etc.)