Riley Allenbach
Alexandra Peterson
October 11, 2017
CO TEACHING STANDARDS BASED LESSON PLAN
Each section of the lesson needs to be addressed. If you do not include a particular element, you must present a
well-reasoned rationale for doing so.
Academic Content Standard/s:
(California Curriculum
Frameworks/Common Core Standards)
Lesson Objectives: (Write in clear,
specific, measurable terms what
students will be able to
do/demonstrate by the end of your
lesson.)
Assessment (This is what students will
do to demonstrate mastery and to what
extent - Describe how you will assess all
students. learning. Include diagnostic,
formative, and/or summative assessment
tools. Tools may include, rubrics, tests
GENERAL PLAN
Content Area: History and Social Science
State Standard: 7.2: Students analyze the geographic, political,
economic, religious, and social structures of the civilizations of Islam
in the Middle Ages.
Standard: 7.2.1 Identify the physical features and describe the
climate of the Arabian Peninsula, its relationship to surrounding
bodies of land and water, and nomadic and sedentary ways of life.
Content Area: English Language Arts
State Standard: Writing Strategies: 7.1.3: Use strategies of
notetaking, outlining, and summarizing to impose structure.
State Standard: Reading Comprehension: 7.2.0: Students read and
understand grade-level-appropriate material.
Common Core State Standard: CCSL 7.1: Engage effectively in a
range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 7 topics, texts, and issues,
building on others’ ideas and expressing their own clearly.
Common Core State Standard: CCRL 7.4: Determine the meaning of
words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of rhymes and other
repetitions of sounds (e.g., alliteration) on a specific verse or stanza
of a poem or section of a story or drama.
Given two 45-minute class periods, students will be able to:
1. Identify where the Arabian Peninsula is on a map of the
world.
2. Summarize and compare the four main regions of the Arabian
Peninsula, both verbally and through writing on a graphic
organizer.
3. Understand the influence of geography on tribes living on the
Arabian Peninsula.
4. Label major cities in North Africa and the Arabian Peninsula.
5. Understand that major trade cities in Arabia were located near
the coast by reading a map, labeling their own maps, and
drawing major land and water routes of the Arabian
Peninsula.
6. Explain how climate and environment shapes the lifestyles of
Arab tribes living in either desert or oasis locations by writing
a four-sentence summary, using their graphic organizers,
notes, and textbook for assistance.
On Day 2 of the lesson plan students will be informally and formally
assessed for their understanding of the geographic features and trade
routes of the Arabian Peninsula. Working with a partner from
another table, students will use their maps, given out on Day 1, to
complete the labeling and drawing requirements (see Trade Route
Map, Trade Route Assignment Directions, Trade Route Map Rubric).
created in a document or a variety of
other diagnostic tools.)
Lesson Summary: (State the purpose of
the lesson. Describe how this lesson fits
into the general context of what you're
teaching is this the first lesson in a unit,
in the middle or at the end of a unit).)
Time Allotment and Context:
approximate length lesson will take
Co-Teaching Approach:
Be sure to describe transitions from one activity to the next.
Directions: Describe the essential
elements or steps of your lesson and the
instructional strategies to teach this
Students will work with a partner to label use the maps provided in
their textbooks to label the countries, cities, and geographic features
according to the Trade Route Assignment Directions. Students will
use page 56 in their textbooks to draw the land and water trade routes
associated with the Arabian Peninsula on their individual maps,
using two different colors for the land and water routes. Students will
be informally assessed by presenting their maps, choice of symbols
for deserts, and trade routes with a new partner. Students will then be
required to complete independent practice as homework, in which
they will use their Arabian Peninsula’s Physical Features Chart (See
chart), their notes, and their labeled map to write a four-sentence
paragraph on how the environment influenced the lifestyle of either
desert or oasis Arab tribes (See Trade Route Map Rubric). Students
will turn in their completed Trade Route Assignment with their
written summary the next class period, for grading. Students can earn
a total of 25 points for the assignment. The informal and formal
assessments of the Trade Route Map Assignment are designed to
include visual, verbal, and kinesthetic learning for all students, while
giving them the opportunity to learn collaboratively and
independently.
The purpose of the lesson is to build background knowledge.
Building. I will explain to the class that students may only be
familiar with one or two features of the Arabian Peninsula, such as
desert or oases areas. I will both write and verbally state that the
purpose of the lesson plan is to familiarize students with the Arabian
Peninsula’s geography, climate, societies, and trade routes. Students
will consider how deserts, oases, coastal inland, and mountains shape
the people who live there, and how people shape their environments.
I will inform students that this lesson is designed to help students
learn the background knowledge needed to understand how the
Middle East is then transformed with the start and spread of Islam
during the Middle Ages. This lesson is the first lesson in a unit on
Islam during the Middle Ages. The importance of this lesson plan is
to familiarize students with the geographic region that will be
discussed further as students learn about how Islam united the region
religiously and politically, and spread throughout Northern Africa
and parts of Europe through trade and conquest.
Two 45-minute periods in a seventh grade social science classroom.
_____One Teach, One Observe ___X___One Teach, One Assist
______Parallel Teaching ______Station Teaching
____X__Team Teaching/Tag ___X___Alternative Teaching
Teaching
IMPLEMENTATION
Teacher 1 Activity Teacher 2 Activity Student Activity
concept/skill.

Anticipatory Set/Engagement (How will As Teacher 1 As students enter the Students will silently
you capture students’ attention and focus (Alexandra classroom, Teacher enter the class and
learning for the lesson?) Peterson) greets 2 (Riley Allenbach) pull out their social
each student at the will prompt students studies spirals to
door, students will to look at the board begin with the bell
silently enter the for their bell work work question.
class and pull out question, which will Students will write a
their social studies begin once the quick-write response
spirals to begin with period starts. of two-to-four
the bell work Teacher 2 will direct sentences, answering
question. Students’ students to write the question: Based
attention will be two-to-four on what you have
captured by focusing sentences answering seen on the news,
on a quick-write that the question: Based television, or in
will answer the on what you have movies, what is the
question: Based on seen on the news, environment like in
what you have seen television, or in the Middle East?
on the news, movies, what is the Students will cite
television, or in environment like in sources from which
movies, what is the the Middle East? As they have learned
environment like in students do the bell about the Middle
the Middle East? work assignment, East, such as the
Once all students Teacher 2 writes news, or Disney’s
have entered the three columns on the Aladdin. Students
classroom, Teacher board: Source, may consider
1 will act as an Description, Reality. writing about their
assistant for Teacher Teacher 2 will then concept of an
2, first by setting a call on students with Islamic terrorist,
timer on the their hands raised to such as ISIS or the
computer for three share their Taliban. Students
minutes. Teacher 1 responses. A total of will tap into their
will then take five students will prior knowledge and
attendance on the share their bell work preconceived
computer. After answers. As students notions about the
three to five minutes share their answers, geography and
Teacher 1 will Teacher 2 will ask lifestyles of people
prompt students to the volunteer, “Does living in the Middle
finish their bell work this depict reality, or East through this
answers by asking, is this a stereotype?” writing activity.
“Would anyone like After five students Students will then be
to share their bell answer Teacher 2 prompted by
work response?” will transition the Teacher 1 to
As Teacher 2 calls class to the Input volunteer their
on volunteers, activity of the lesson answers. A total of
Teacher 1 will write plan by first telling five student
down the main all students to keep volunteers will be
points of the their class spirals chosen to share their
students’ answers out, telling students bell work answers.
using the three to pair up with their One student from
columns written on elbow partners, and each table will then
the front whiteboard. then choosing one be chosen by
 A total of five student from each Teacher 2 to get
student responses table to get textbooks from the
will be written textbooks for his or class set for every
down, for the class her tablemates. person at his or her
to see what table.
background
knowledge the class
has before new
content is
introduced. Having
students tap into
their prior
knowledge and
preconceived
notions about the
geography and
lifestyles of people
living in the Middle
East will help
transition into the
content on the
Arabian Peninsula
during the Middle
Ages. Teacher 1 will
be involved in the
transition to the next
activity by standing
next to the
classroom set of
textbooks, ensuring
that students are
orderly as they get
textbooks for each
of their family
members.
Input (Describe how you will explain Teacher 1 will While Teacher 1 is Students will turn to
each new concept/skill.) instruct the students instructing the page 56 of their
to turn to page 56 in students to turn to textbooks. Students
their textbooks. The page 56, Teacher 2 will be chosen by
class will be reading will be modeling. Teacher 1 to read
pages 56-58 on the Teacher 2 will hold certain paragraphs
geography of the the textbook up and from pages 56 to 58
Arabian Peninsula. show what page 56 of their social
Teacher 1 will ask looks like to the studies textbooks.
the class for class. Teacher 2 will Students will be
volunteers to read write the vocabulary shown what page 56
paragraphs from the words on the looks like by
textbook. Teacher 1 whiteboard for Teacher 2. Students
will instruct students students so they can will be instructed by
on when to stop copy them down Teacher 1 when to
reading in order to into their notebooks. stop reading in order
add academic Teacher 2 will pass to add academic
vocabulary and out a graphic vocabulary and
 definitions in their organizer of the definitions in their
notes. Teacher 1 will main geographic notes. Students will
explain to the features as Teacher be able to copy the
students what to do 1 explains the vocabulary words
with the graphic directions to the down as Teacher 2
organizer as Teacher students. Teacher 2 will be writing them
2 passes them out to will start setting up on the board if the
the students. the Document class is moving too
Teacher 1 explains Camera to transition fast. Students will
that the students will the class into then be given an
be able to create modeling. Teacher 2 organizer of the
their own symbols to will also set up a main geographic
represent each timer on the features by Teacher
region of the computer for ten 2. Students will be
Arabian Peninsula, minutes, which will able to create their
define and describe mark when students own symbols to
key the geographic should be done with represent each
features, identify the chart activity. region of the
societies as nomadic Arabian Peninsula,
or sedentary, TEXT: Holt, define and describe
describe the use of Rinehart & Winston key the geographic
domesticated World History: features, identify
animals, and identify Medieval to Early societies as nomadic
the types of Modern Times or sedentary,
economies that Chapter 3, Section describe the use of
developed as a result 1, pp. 56-58. domesticated
of the region’s animals, and identify
location and climate. the types of
After Teacher 1 is economies that
done explaining the developed as a result
directions and of the region’s
answering student location and climate.
questions, Teacher 1
will instruct students TEXT: Holt,
to turn to the person Rinehart & Winston
to pair up with their World History:
elbow partner to Medieval to Early
work on the chart Modern Times
activity for Chapter 3, Section
approximately ten 1, pp. 56-58.
minutes.

TEXT: Holt,
Rinehart & Winston
World History:
Medieval to Early
Modern Times
Chapter 3, Section
1, pp. 56-58.
Modeling (How you will Teacher 1 will Teacher 2 will set up Students will fill out
instruct the students the Document their graphic
model/show/demonstrate the concept?) to follow along with Camera and put the organizer following
their graphic graphic organizer along with Teacher
organizer (see under it that they 1. Students will
Arabian Peninsula’s students will be answer a one box
Physical Geography filling out. Teacher 2 section if Teacher 2
Chart). Teacher 1 will use sticks with draws their name
will use the students’ names on from the sticks.
Document Camera them and pull them Student’s chart will
to fill in the graphic out to answer one be answered one
organizer. Teacher 1 box-section of the geographic section
will fill out the chart graphic organizer. at a time so that
with student As the chart fills out students can learn
answers. The chart Teacher 2 will about one
will be answered discuss the geographic region at
one geographic hardships of living a time. With each
section at a time so in that region, as geographic section
that students can well as how people Teacher 2 will
learn about one from different discuss the hardships
geographic region at regions interacted of living in that
a time. Teacher 1 through trade. region, as well as
will explain to the Teacher 2 will put how people from
students to use their the sample maps different regions
graphic organizers under the Document interacted through
for the next exercise Camera so the trade. The students
of labeling trade students can see the will then use their
routes on their sample map that graphic organizers
maps. Teacher 1 scored a ten and the for the next exercise
will introduce the sample map that of labeling trade
trade routes map scored a twenty. routes on their maps.
assignment by Teacher 2 will pass The students will be
presenting the class out the directions introduced to the
a sample map that and grading rubric trade map
scored a ten and a while Teacher 1 assignment by
labeled map that introduces the Teacher 1. Teacher 1
scored the full assignment. will present the class
twenty points. a sample map that
Teacher 1 will give scored a ten and a
the students labeled map that
directions for the scored the full
assignment and the twenty points.
grading rubric. Students will also be
given the directions
for the assignment
and the grading
rubric.
Guided Practice (What will students do Day 2: After Day 2: Teacher 2 Day 2: Students will
to practice the new skill or develop the Teacher 2 explains will explain the refer to the
concept with the guidance of the teacher?) the directions of the directions of the directions (see Trade
map assignment and Trade Routes Map Route Assignment
has students sit with Assignment by Directions), the
their new partners, reading out the grading rubric (see
Teacher 1 will ask directions. Students Trade Route Map
one person from will be required to Rubric), and ask
every table to get use their textbooks clarifying questions
textbooks for each to label a selection to Teacher 2 as she
student at their table. of important explains the
Students will then be physical features, directions. Once
able to start working bodies of water, students are asked
on their maps once countries, cities, and by Teacher 2 to find
they have their trade routes on their a partner from a
textbooks. maps. Students will different table,
Teacher 1 will then do this by students will work
walk around the identifying all with their partner
classroom making required terms listed and ask Teacher 1 or
sure all students are on the directions, Teacher 2 clarifying
on task with four additional questions as they
completing their physical features or circulate the
maps (see Trade locations of the classroom to ensure
Route Map student’s choice, that they are
Assignment). drawing your chart completing the
Teacher 1 will symbols for regions activity correctly. As
answer any of the Arabian students finish their
clarifying questions Peninsula, and maps, they will raise
students may have color-coding land their hand so that
and help guide the and water trade Teacher 1 or
students so they are routes. Students will Teacher 2 can help
completing the refer to the them find a new
activity correctly. directions, the partner to present
As students finish grading rubric, and their maps to.
their maps, they will ask clarifying
raise their hand so questions to
that Teacher 1 or complete the activity
Teacher 2 can help correctly. After
them find a new Teacher 2 goes over
partner to present the requirements of
their maps to. the map and Teacher
1 explains the
summary, Teacher 2
will transition
students to work on
their maps by asking
students to grab their
maps, charts, and
supplies, stand up,
and walk to a
different table to
find a new partner.
Students will then sit
with their new
partners and work
on their maps. As
students finish their
maps, they will raise
their hand so that
Teacher 1 or
 Teacher 2 can help
them find a new
partner to present
their maps to.

Check for Understanding (How will you Teacher 1 will check Teacher 2 will check The students will
check to see if students are grasping the the students the students work with their
concept? NOTE: this needs to be done understanding by understanding by tablemates to fill in
throughout the lesson and you should aim going through the going through the the graphic
for at least 80% of the students to “get it”.) room as students room as students organizer. All
work with their work with their students will be
tablemates to fill in tablemates to fill in verbalizing their
the graphic the graphic answers out loud
organizer. Teacher 1 organizer. Teacher 2 with their
will be monitoring will be monitoring tablemates, as well
behavior, listening behavior, listening as writing their
to answers, and to answers, and bulleted answers
ensuring that all ensuring that all down. Once the
students are students are maps are completed,
verbalizing their verbalizing their students will present
answers out loud answers out loud their maps to a
with their with their partner from a
tablemates, as well tablemates, as well different table,
as writing their as writing their explaining what
bulleted answers bulleted answers their geographic
down. Once the down. Teacher 2 symbols were from
maps are completed, will circle the room their graphic
Teacher 1 will making sure all organizer, what
instruct the students students maps are additional locations
to will present their complete and help or features they
maps to a partner them pair up if added to their maps
from a different needed. Teacher 2 and why, and what
table, explaining will also listen to they noticed about
what their students as they the location of major
geographic symbols present their trade cities in
were from their completed maps to Arabia. After
graphic organizer, their partner. After presenting students
what additional presenting, Teacher will begin to work
locations or features 2 will have the individually on their
they added to their students begin to four-sentence
maps and why, and work individually on paragraph. Students
what they noticed their four-sentence will explain how
about the location of paragraph. Students climate and
major trade cities in will explain how geography impacts
Arabia. Teacher 1 climate and the lifestyles of
will also listen to geography impacts communities by
students as they the lifestyles of focusing on either
present their communities by oasis or desert tribes
completed maps to focusing on either living in Arabia.
their partner. oasis or desert tribes
Teacher 1 will help living in Arabia.
and clarify for
students who need
 it, what the four-
sentence paragraph
is about.
Independent Practice (What will Beginning with the On the second day Students will be
students do independently to demonstrate second day of the of the lesson plan assigned
understanding of the standards addressed lesson plan, after Teacher 2 will pass independent practice
in this lesson?) students are out the Trade Route at the end of Day
instructed by Map Rubric (see Two of the lesson
Teacher 1 to get out rubric), while plan. For homework
their map Teacher 1 passes out students will write a
worksheets from the the directions. four-sentence
previous class, along Teacher 2 will use paragraph on either
with their chart the Document desert or oasis tribes
graphic organizers Camera to show the of Arabia. Using
(see Arabian directions to the their textbook, class
Peninsula’s Physical class. Teacher 2 will notes, graphic
Geography Chart). have student organizer (see
Teacher 1 will pass volunteers read Arabian Peninsula’s
out printed copies of directions number Geographic Features
the Trade Route one through eight of Chart), and their
Map Directions to the assignment (see trade route maps to
each student. After Trade Route explain how
Teacher 2 Assignment geography and
introduces the Trade Directions). Teacher climate influence
Route Map 2 will not explain the lifestyles of the
Assignment (see direction number people who live
Trade Route Map nine, which is the there. Students will
Directions and independent practice incorporate
Trade Route Map activity. The academic
Rubric), Teacher 1 independent activity vocabulary in their
will verbally explain is a four-sentence summaries. Students
to the students about summary on how will refer to the
the independent climate and Trade Route
practice summary geography Assignment
activity. Teacher 1 influenced the Directions and
will ask students to lifestyles of Arab Trade Route Map
look at number eight tribes living either in Rubric for further
of their Trade Route deserts or oasis. directions. Students
Assignment Teacher 1 will then will staple the Trade
Directions and take over explaining Route Map Rubric
follow along as she this assignment, to their maps and
rereads these while Teacher 2 summaries before
directions. For writes down on the turning in the
homework students whiteboard when the assignment to their
will write a four- independent practice period’s In-Box
sentence paragraph begins, when it is when they enter
on either desert or due, the class the next day.
oasis tribes of requirements of the At the last ten
Arabia. Using their assignment, and minutes of class
textbook, class where to look for students will listen
notes, graphic additional guidance to Teacher 1, who
organizer (see on the expectations will inform students
Arabian Peninsula’s of the summary. that those who have
Geographic Features Teacher 2 will write not started their
Chart), and their these three aspects summaries will have
trade route maps to of the assignment in one minute on the
explain how three different timer to finish
geography and colors, so that presenting their
climate influence students can maps to a partner
the lifestyles of the differentiate the before focusing on
people who live components on the the independent
there. Students will whiteboard. In blue, practice. When the
incorporate Teacher 2 will write timer goes off,
academic down, “Share map students will stop
vocabulary in their with new partner. their presentations,
summaries. Students Return to seat and return to their seats,
will be instructed do summary on back and begin working
both verbally and in of map or separate on their summaries.
the directions to paper.” In red At the five-minute
refer to the Trade Teacher 2 will write, mark students will
Route Assignment “Finish at home and follow Teacher 2’s
Directions and bring to next class. instructions to put
Trade Route Map Staple with rubric away their maps.
Rubric for further and map and turn Students will say out
directions. After in.” In green, loud that the
explaining the Teacher 2 will write, assignment is due
directions, students “Use chart, notes, the next class at the
will be prompted book, map, and start of the period in
At the last ten teacher for help.” the In-Box, in
minutes of class response to Teacher
time on Day 2, 2’s question about
Teacher 1 will get the due date.
the class’s attention
by raising her hand
and counting down
to one. When the
room falls silent at
the count of one,
Teacher 1 will
transition students
who have not started
their independent
work to wrap up
their presentations
with their partners
and start their
summaries. Teacher
1 will use the
computer to set the
timer for one
minute. After the
timer goes off all
students are to start
their summaries, if
they had not
already. At the
 beginning of the
next class students
will turn in their
completed maps,
along with the four-
sentence summaries
written on the back
of the map or
written on a separate
sheet of paper and
stapled to the map
when they enter
class the next day.
Closure (What will you say to On Day Two, after On Day Two, during To conclude the
conclude/summarize the lesson?) the students pack up the last five minutes lesson plan, during
their belongings and of class Teacher 2 the last five minutes
state when the map will get the class’s of class students will
assignment is due, attention by saying, be instructed by
for the remainder of “One, two three, Teacher 2 to pack up
the last five minutes eyes on me.” their belongings.
of class, Teacher 1 Teacher 2 will then Students will then
will ask the class, tell students to put respond when called
“Why do you think their maps and on by either Teacher
that Arabia was summaries away in a 1 or Teacher 2,
labeled the safe place and begin answering the
crossroads of the packing up and question, “Why do
world during the cleaning the class. you think that
Middle Ages?” A Teacher 2 will ask Arabia was labeled
brief class the class, “When is the crossroads of the
discussion on this this assignment world during the
question will occur due?” To which Middle Ages?”
for the duration of students will answer Students will state
the period, with that it is due their answers,
Teacher 1 and tomorrow at the start referencing what
Teacher 2 taking of class. For the they have learned
turns to call on remainder of the from their notes, the
students to verbalize period Teacher 1 textbook reading, or
their answers and and Teacher 2 will their graphic
rationale. take turns to call on organizers.
students to verbalize
their answers and
rationale in response
to the question,
“Why do you think
that Arabia was
labeled the
crossroads of the
world during the
Middle Ages?”
Student Grouping (Describe how In the classroom In the classroom In the classroom
students will be grouped for this lesson. tables are tables are tables are
Include size of groupings; how and why heterogeneous and heterogeneous and heterogeneous and
groups will be formed; and instructions for are comprised of are comprised of are comprised of
how students will perform the grouped four students, with a four students, with a four students, with a
task – step by step.) total of six tables in total of six tables in total of six tables in
the classroom. ELL the classroom. ELL the classroom. ELL
and special needs and special needs and special needs
students sit among students sit among students sit among
the three back tables, the three back tables, the three back tables,
along with general along with general along with general
education students. education students. education students.
During the Arabian During the Arabian During the Arabian
Peninsula’s Physical Peninsula’s Physical Peninsula’s Physical
Geography Chart Geography Chart Geography Chart
activity students will activity students will activity students will
work in pairs with work in pairs with work in pairs with
their elbow-partner their elbow-partner their elbow-partner
from their table to from their table to from their table to
complete the graphic complete the graphic complete the graphic
organizer (see organizer (see organizer (see
Arabian Peninsula’s Arabian Peninsula’s Arabian Peninsula’s
Physical Geography Physical Geography Physical Geography
Chart). If there is an Chart). If there is an Chart). If there is an
odd number of odd number of odd number of
students in the class students in the class students in the class
then there will be a then there will be a then there will be a
group of three. group of three. group of three.
1. Teacher 1 will 1. Teacher 2 will 1. Students will be
assign ELL students assign a general able to begin
to work with other education student to working on their
ELL students, so work with a special charts once one
that they can support needs student for the person from each
each other by duration of the two- table gets textbooks
completing the day lesson plan. for their table
activities through members.
speaking in English 2. Teacher 2 will
and their primary pass out the chart 2. As Teacher 1 will
language. graphic organizers explain before they
(see Arabian begin, students will
2. Special education Peninsula’s have approximately
students will work Geographic Features ten minutes to
with a general Chart) to all complete this
education student. students. activity.
Teacher 1 will have
ELL students work 3. Teacher 2 will set 3. Teacher 2 will set
with the same the timer for ten up a timer on the
partners for the minutes for the chart computer. When the
duration of the two- activity. timer goes off
day lesson plan, students will be
4. After the timer required to stop
while Teacher 2 will
goes off students what they are doing
have special needs
will turn their and turn their
students work with
attention to Teacher attention to Teacher
their same partners
1, who will model 1, who will fill out
for the two-day
the correct answers
lesson plan. of the vocabulary the graphic
chart. organizer chart using
3. After Teacher 1 the Document
explains the Arabian 5. Teacher 2 will Camera.
Peninsula’s circulate, monitoring
Geographic Features pairs as they 3. During this
Chart activity, collaborate to activity both
Teacher 1 will have complete their teachers will
students pair with charts. circulate the room to
their elbow partner. listen to student
6. Teacher 2 will conversations,
4. One student from pass out the answer questions,
each table will get directions and rubric and ensure that
textbooks for their of the map students are on task.
table members. assignment, to be 4. If pairs are not
started on Day 2. showing signs of
5. Students will be
working together,
timed for ten 7. Day 2: Teacher 2
such as talking out
minutes to complete will read the
loud or reading out
the assignment by directions of the
loud, Teacher 1 or
reading from the map activity to the
Teacher 2 will talk
textbook, discussing class (see Trade
their understanding Routes Map to the students,
asking them to make
and what the Activity).
definitions are, and sure that they are
8. Teacher 2 will conversing and not
if the term is related
to the government or instruct students to answering the
bring their graphic worksheet on their
the church. Students
will show their organizers and own.
collaborative efforts supplies and sit with
5. The teacher may
verbally. a new partner of
also sit at a table to
their choice from
monitor two pairs,
6. For the Trade another table.
offering idea
Routes Map
9. Teacher 2 will suggestions or
Assignment students
monitor students, asking questions to
will be instructed by
circulating the room help the students
Teacher 2 to walk to
a new table to find a to listen to with their charts.
new partner. conversations,
6. Students will need
answer questions,
to fill out the entire
7. As students finish and ask questions to
chart (see Arabian
they will raise their students in order to
Peninsula’s Physical
hands for Teacher 1 check their
Geography Chart),
to help pair them understanding.
or get as far as they
with a new partner
10. Teacher 2 will can before the timer
for presenting their
help students who goes off and the
maps.
are done with their class transitions to
8. At the last ten maps find new pairs whole-class
minutes of class to present their maps instruction.
Teacher 1 will to.
inform students that 7. Students will
Rationale: follow along as
they have one
minute to wrap up Teacher 1 fills out
For the chart the chart, using the
their presentations
before returning to assignment, random Document Camera.
their assigned seats grouping chosen by Teacher 2 will use
to work on their the teacher for the the Stick Method to
independent work. chart assignment call on students to
minimizes share their answers.
9. After the timer instructional time
goes off students spent on students 8. Day 2: After
will move to their finding their own Teacher 2 introduces
seats to work on partners. This is the Trade Route
their independent important because Map Assignment,
practice summary. for Day One of the Teacher 1 will
lesson plan, students inform students
Rationale: about their
have a lot of
background homework
For the chart
information to learn assignment, which is
assignment, random
before they can a four-sentence
grouping chosen by
the teacher for the spend all of Day summary.
chart assignment Two working with a 9. Students, upon
minimizes partner of their
prompting from
instructional time choice from another
Teacher 2, will walk
spent on students table on their Trade
to a new table to pair
finding their own Route Map
up with someone
partners. This is Assignment. else for the map
important because assignment.
Students will pair up
for Day One of the
lesson plan, students with a student from 10. When students
another table to
have a lot of are done they will
background complete the Trade raise their hands so
Map Assignment
information to learn that Teacher 1 or
before they can (see Trade Route Teacher 2 can help
Map, Trade Route
spend all of Day find them a new
Two working with a Assignment partner to present
Directions, and
partner of their their maps to.
choice from another Trade Route Map
Rubric). Students 11. At the last ten
table on their Trade
Route Map will also need to minutes of class,
find a new partner to students will be
Assignment.
present their maps instructed by
Students will pair up to. Teacher 2 will Teacher 1 that they
with a student from help pair up students have one minute to
another table to as they finish their finish presenting
complete the Trade maps. their maps to a
Map Assignment partner.
Students will work
(see Trade Route
with someone from 12. When the timer
Map, Trade Route
a different table so goes off students
Assignment
that they can learn to will return to their
Directions, and
work with different assigned seats and
Trade Route Map
students. Because begin writing their
Rubric). Students
students sit in the four-sentence
will also need to
same seats for three summaries.
find a new partner to
weeks at a time, it is
present their maps 13. At the last five
important to create
to. Teacher 1 will
activities where minutes of class,
help pair up students students can work students will be
as they finish their with people from reminded by
maps. different tables. Teacher 2 to put
Certain students away their charts
Students will work may work better and maps and to
with someone from with others, which is finish their
a different table so why it is important summaries at home.
that they can learn to as a teacher to allow
work with different students to work
students. Because with a variety of
students sit in the classmates during
same seats for three activities.
weeks at a time, it is Additionally,
important to create allowing students to
activities where choose their partners
students can work is a trust exercise.
with people from The teachers are
different tables. allowing the
Certain students students to prove
may work better that they can make
with others, which is mature, independent
why it is important decisions about who
as a teacher to allow they can work with.
students to work If students are not
with a variety of productive in their
classmates during pairing for the map
activities. assignment then
Additionally, they will be warned
allowing students to by the teachers.
choose their partners
is a trust exercise. Having students
The teachers are work with pairs is
allowing the also effective in
students to prove giving students time
that they can make to practice their oral
mature, independent skills and oral
decisions about who academic skills.
they can work with. Working in pairs
If students are not allows students
productive in their more time to share
pairing for the map their thoughts, as
assignment then opposed to working
they will be warned in groups of four or
by the teachers. five.
Having students ELL and special
work with pairs is needs students will
also effective in continue to work
giving students time with their same
to practice their oral partners from Day
skills and oral One, in order to
academic skills. minimize anxiety
Working in pairs that the student may
allows students feel by having to
 more time to share find one partner to
their thoughts, as work on the map
opposed to working with, and another
in groups of four or partner to present
five. their maps to. The
goal is also to build
ELL and special social relationships
needs students will between general
continue to work these students by
with their same lengthening the time
partners from Day that they work
One, in order to together for the
minimize anxiety entire two-day
that the student may lesson plan. Teacher
feel by having to 2 will monitor these
find one partner to pairs closely to
work on the map ensure that the
with, and another students are
partner to present respectful towards
their maps to. The each other and are
goal is also to build working together.
social relationships
between general
these students by
lengthening the time
that they work
together for the
entire two-day
lesson plan. Teacher
1 will monitor these
pairs closely to
ensure that the
students are
respectful towards
each other and are
working together.
Differentiated Instruction (Describe in During the Input On Day One, as ELL students will be
your lesson, specific strategies that you activity, Teacher 1 Teacher 1 passes out given access to a
will include to help students with special will give the ELL map worksheets for Spanish textbook, a
needs (i.e., Special Education students, students, which are each student, she Spanish-English
English learners, students at–risk of sitting at two tables will provide special dictionary, and a set
failing, and gifted learners) meet or in the back of the needs students with of directions that
exceed the standard(s) addressed in your room among higher a map that has the includes visuals for
lesson.) language acquisition cities, countries, and explaining what
students and general trade routes drawn terms to add
education students, a and labeled. symbols to, color, or
Spanish-translated Students with label. ELL
textbook, a Spanish- special needs will preproduction
English dictionary, label the major students will be
and a set of waterways paired with ELL
directions that surrounding the students of higher or
includes visuals for Arabian Peninsula, advanced fluency so
explaining what color deserts and that they can
terms to add waterways, and add complete the chart
symbols to, color, or their own desert and map
label. Teacher 1 will symbol to the map. assignments using
pair each ELL Arabian Peninsula. English and Spanish.
preproduction Students with Preproduction
student with a special needs will be students will not be
student of higher or paired with a general required to write the
advanced fluency as education student or independent practice
pairs for the chart an ELL student for summary, but,
graphic organizer the chart and map instead, will be
(see Arabian activities. Teacher 2 required to complete
Peninsula’s Physical will monitor the a picture matching
Features Chart) so progress of the activity in order to
that they can special needs show that they
complete the chart students as they fill understand the
assignments using out their charts on animals, housing,
English and Spanish. Day One, or their and economies of
For the second day maps on Day Two. oasis and desert
of the assignment, Teacher 2 will sit tribes living in
ELL students will be with the student and Arabia.
paired with other his or her partner Preproduction
ELL students to and provide students will
complete the map additional complete this
assignment. assistance, as well as matching activity at
Depending on the feedback. Special the end of Day Two
level of second education students with Teacher 1
language will present their asking them to
acquisition, ELL maps with their separate the images
students will only groupmates, but may into an oasis group
need to write one-to- choose to only and a desert group.
three sentences for a discuss three or four
summary. aspects of their Special Needs
Preproduction maps, depending on students will be
students will be how comfortable provided a graphic
required to match and able they are organizer that is
pictures of housing, with verbalizing completed, with the
animals, and the answers out loud. If exception of the
environment that are the student has Symbols column.
associated with difficulty speaking Students with
either desert or oasis but is able to express special needs will
tribes. Preproduction thoughts better with draw their own
students will writing, then the symbols for the four
complete this student can make regions of the
activity instead of four bullet points on Arabian Peninsula.
writing a summary. a piece of paper in They will also be
During the activities their social science provided with a map
of Day One and Day spirals to show to that has the cities,
Two, Teacher 1 will their partner or countries, and trade
circulate the group member. routes drawn and
classroom, but stop labeled. Students
to provide additional with special needs
assistance to ELL will label the major
students in the form waterways
 of explaining surrounding the
directions, checking Arabian Peninsula,
the student’s color deserts and
understanding, and waterways, and add
helping by speaking their own desert
to the student in symbol to the map.
English and Spanish. Students with
At the end of Day special needs will be
Two, Teacher 1 will in a group of three,
monitor with two general
preproduction education students.
students as they Special education
complete the students will present
matching activity their maps with their
that is their groupmates, but may
independent choose to only
practice. discuss three or four
aspects of their
On Day one, at the maps, depending on
start of class, how comfortable
Teacher 1 will give and able they are
special needs with verbalizing
students a graphic answers out loud. If
organizer that is the student has
partially or entirely difficulty speaking
completed, but is able to express
depending on the thoughts better with
student’s level of writing, then the
disability. These student can make
graphic organizers four bullet points on
will have the a piece of paper in
Symbols column their social science
blank, regardless of spirals to show to
their level of their partner or
disability. Students group member.
with special needs
will draw their own
symbols for the four
regions of the
Arabian Peninsula.
Materials/Resources (Describe In order to teach this two-day lesson plan, Teacher 1 and Teacher 2
materials/resources you will use to teach will need a computer and projector screen, a Document Camera, a
this lesson. Also, describe white board with different colored markers, a white board eraser, a
materials/resources students will use to pencil with an eraser, a textbook, and all graphic organizers. Both
practice the concept/skill taught.) the teachers and the students will use the graphic organizers:
Arabian Peninsula’s Physical Geography Features Chart, Trade
Technology/Resources (Describe the type Route Map Assignment, Trade Route Assignment Directions, and
of technology resources you will use to the Trade Route Map Rubric. Students will also need a pencil with
teach this lesson. How will students use an eraser, two different colored pens or highlighters, and their
technology to assist in their learning? If colored pencils. For the chart activity, students will only need their
you create teacher/student materials in the pencils and colored pencils. For their map activity on Day 2, they
form of a document or a web page, upload will need the entire list of materials previously mentioned. For their
the file or link) independent practice, if they do not want to write their summaries
 on the back of their maps then they will need to write their
summaries on a separate sheet of lined paper, which will be stapled
to their maps.

Technology/Resources: For the two-day lesson plan the teachers

will use the computer and the Document Camera to teach their
students. As the class reads p. 56 to 58 of the textbooks, Teacher 1
will follow along by placing the textbook underneath the
Document Camera. As Teacher 1 explains the chart, she will point
out each column with her finger and explain possible answers.
Teacher 2 will then use the computer to Google search a timer.
Teacher 2 will set a timer for ten minutes, so that students know
how much time they have to complete their charts. When Teacher 1
models how to do this chart activity, she will use the Document
Camera to show students that she is writing in their correct answers
into each box. Additionally, when Teacher 1 introduces the failing
and passing map examples, she will show the students these
examples using the Document Camera. On Day 2, Teacher 2 will
use the Document Camera to explain the Trade Routes
Assignment, the Trade Routes Map Directions, and the Trade
Routes Map Rubric.

For this two-day lesson plan students will not be using technology
to complete their assignments. Students will be using textbooks as
their primary resource for both the chart graphic organizer and the
map activity.

NOTES: The map and graphic organizers have been reduced in size for the
purpose of this lesson plan. Each graphic organizer will fill up a
standard 8.5 by 11 piece of printer paper.
Trade Map Route Assignment