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ED 345 Calvin College Lesson Planning Form

Teacher:Annelise VanDyken Date:3/30/17 Subject/ Topic/ Theme: Social Studies

I. Objectives
What is the main focus of this lesson?
Students will familiarize themselves with the state names, capitals, and abbreviations of the Midwestern states. They will create
study kits that they can use to help them practice the states.
How does this lesson tie in to a unit plan? (If applicable.)
This is the second lesson in a unit plan.
What are your objectives for this lesson? (As many as needed.) I ndicate connections to applicable national or state standards. If
an objective applies to only certain students write the name(s) of the student(s) to whom it applies.

Students will be able to:


Learn and remember the state names, capitals, and abbreviations for the different Midwestern states
Create a study tool that will help them practice the state information

4 G1.0.4 Use geographic tools and technologies, stories, songs, and pictures to answer
geographic questions about the United States.
4 G1.0.1 Identify questions geographers ask in examining the United States (e.g., Where it is?
What is it like there? How is it connected to other places?).

II. Before you start


Prerequisite knowledge and skills. Students have been introduced to the states and a few pieces of basic information about the
states.

Assessment Formative: Teacher asks general questions as review from the previous introduction to the
(formative and summative) states lessons. She questions about the states and capitals, and students respond.

Universal Design for Learning Networks/Domains (see UDL Guidelines)


RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Representation Multiple Means of Expression (Action) Multiple Means of Engagement
Options for Perception Options for action/interaction Options for recruiting interest
Teacher gives verbal instructions and Teacher gives students opportunity to talk Teacher reviews from previous lesson and
models for students on the document with a partner in response to questions gives students the chance to generate
camera. about material. Students respond and their own questions and ideas about the
discuss. Students discuss questions teacher unit.
poses.

Options for Language/Symbols Options for Expression Options for Sustaining Effort & Persistence
Students write down the state names, Teacher gives students opportunity to talk Students are given clear expectations for
capitals, and abbreviations to familiarize with a partner in response to questions what they are to work on and what they
themselves with the words. about material. Students respond and must do when finished. Teacher will check
discuss. Students discuss questions teacher student work.
poses. Students create their own study kits
for state capital and abbreviation review.
Options for Comprehension Options for Executive Function Options for Self Regulation
Teacher gives students opportunity to talk Students can explain questions they have Students given clear directions. Students
with a partner in response to questions about Midwestern states and put together given the names of states on the doc cam
about material. Students respond and a study kit in order to practice the states. so they know which ones they must
discuss. include.
Di-cut study guide materials (48, one for states west of Mississippi and one for states
east of Mississippi)
Materials-what materials (books, Brads
handouts, etc) do you need for this Tape
lesson and do you have them? Document camera
Print off of states, capitals, abbreviations

Students will be working at desks. Teacher uses the document camera to show the material to
Do you need to set up your the students.
classroom in any special way for
this lesson? If so, describe it.

III. The Plan


Time The description of (script for) the lesson, wherein you describe teacher activities and student
Parts
activities
5-7 Motivation 1) Teacher begins by reviewing the exploration sheet that they had done from the previous
min (Opening/ lesson:
Introduction/ a) Teacher: Take out your social studies worksheets from the previous days. Turn to
Engagement) partner and share one thing you thought was particularly interesting about a state
from the activity we did yesterday.
b) Students can share their interests with the teacher. Then, teacher says, Discuss some
things that you noticed were similar between many of the states. (teacher generates
list on the board)
c) Teacher explains that the students will eventually study the states in more detail as
they continue through the unit. They received a taste for some of the characteristics of
the states.
20-30 Development 1) Teacher shows a map of the Midwestern states on the document camera. She goes through the
min different names of the states, capitals, and abbreviations. (Possibility for future: She points out
different facts about the state names and capitals (ex. Indiana is in the name Indianapolis,
remember Ohios abbreviation by remembering OH, etc)).
2) Teacher tells students that they will be making study kits that day in order to review for the
states, capitals, and abbreviations test that will be coming up later.
a) Teacher reviews with the students how to make the materials on the document
camera using the di-cuts and brads. (You will be using these materials for putting
together the study kits -- the name of the state capital, name of the state, and the
abbreviation)
b) Teacher explains how she used two study guides -- one for states east of the
Mississippi and one for states west of the Mississippi. Students review which states are
which, and teacher does this by showing the states on the document camera. Students
help her mark in the location of the Mississippi River.
c) Teacher reviews where the state names, abbreviations, and capitals get written on the
study guides. She tells students to use pencil first and then trace with black marker.
When the students are ready for the brads, the teacher will come around and pass
them out. Then, students will tape on the flap to the study guide.

3) Teacher leaves the list of the East states and the West states on the document camera for the
students to use for spelling purposes as they put together their guides.
a) Students spend about 20-30 minutes working on their study guides. They write the
words in pencil and when finished, trace over them with fine-tip markers.
b) Then, students use the brads to seal together the charts. They can tape on the flaps for
study practice. (Possible: If students finish early, they may begin studying their states
with each other with their study kits).
1) When students are finished making their materials, they must get them checked by the teacher
Closure
and then file them away into their take home folders for practicing.

Your reflection on the lesson including ideas for improvement for next time: