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DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate ___Sandy

y Carlton__Grade Level _1st_ Title: Cardinal directions CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:

13Boys 11 Girls 24 students 1 ELL student (Student 10) (WIDA level 2) 1 Student that needs glasses (Student 11) 3 students in reading recovery (Students 16, 10, and 13) 3 Below students in reading 6 Approaching students in reading 9 On students in reading 6 Above students in reading
Classroom environment:

5 groups of tables with 4 or 5 students in each group. Student 11 needs to sit at the front of the class. WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?) State Standard/Objective: Standard 3 (Geography): Students will use geographic tools to demonstrate how symbols and models are used to represent features of the school, the neighborhood, and the real world. Objective 1 Identify and use geographic terms and tools. A: Use a compass to locate cardinal directions. Content Walk-Away: I will be able to find North, South, East, and West by using a compass. SIOP 1-Content objectives Language Walk-Away: I will be able to explain the How to use a compass to tell me where I am going. SIOP 2-Language objectives, Vocabulary: CompassCardinal directionsASSESSMENT EVIDENCE (What evidence do I need to show the students have learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): I will notice if the students make a picture of a pumpkin with their clues. Students will put their hand on their head if they understand. I will notice to see if students are writing the correct word under the correct direction. I will walk around to assess whether or not the students are getting cardinal directions or not. Walk around and listen to assess what the students learned. Modifications/Accomodations (ELL, IEP, GATE, etc.)

Content Walk-Away Evidence (Summative): The pumpkin worksheet is the evidence that they know how to use the compass to find North, South, East, and west. Language Walk-Away Evidence (Summative): I will listen as the students share with a partner one thing they learned about the compass and cardinal directions.

Approx. Time 5 minutes

ACTIVE LEARNING PLAN Activate/Building Background Knowledge I will start the lesson by showing four words on the board. I then will ask if they have ever gone somewhere and they didn't know how to get there. I will then discuss why cardinal directions are important. I will ask if they have ever been lost. Cardinal directions help you find home if you ever get lost. Last week we talked about Police officers. They use Cardinal directions to help find people that are hurt or need assistance. SIOP 7-Linked to background, SIOP 8-Linked to past learning, SIOP 9-Key vocabulary Formative assessment: Learning Goal Discuss what we had learned last week.

Success Criteria Define what we learned.

Assessment Strategy I will ask questions and scaffold answers.

Modification/accommodations: (ELL, IEP, GATE, etc.) Have student sit next to the board so he can see. (Student 11) 10 minutes Focus Lesson (I do it) I will read a book called Tulip sees the world. I will then ask the students what tulip uses as she is traveling the world. I will display the four cardinal direction strips on the board. I will talk about what each strip says and the symbol that accompanies that word on the compass. North is N and so on. After we have discussed each word and its symbol, then I will teach them the directions song. I will talk about why it is important to know directions, and different people that use directions. I will talk about addresses and how they are linked to directions as well. Talk about why it is important to know where we are on the globe. SIOP 3-Content appropriate SIOP 23-Content objective supported, SIOP 24-Language objective supported, SIOP 25-Students engaged, 26-Pacing Formative Assessment: Learning Goal Determine where we live on the globe

Success Criteria Label correctly where we live.

Assessment Strategy I will ask questions and scaffold answers.

Modification/accommodations: Will have our low readers (Students 16, 10, and 13) Listen to the story rather than read it. 10 minutes Guided Instruction (We do it) We will do a cardinal direction worksheet. It has North, South, East, and West on it. I t then has

pictures of items around town. Question one says sally is starting at the swings and walk to the East four blocks what does she find. The students have to draw a line where the person walks. We will work together as a class to find the information. SIOP 10-Appropriate speech, SIOP 11-Clear explanation, SIOP 12-Variety of techniques SIOP 16Opportunity for interaction, SIOP 17-Grouping supports objectives, SIOP 18-Wait time, SIOP 19Opportunity for L1 students SIOP 20-Hands-on materials, SIOP 21-Activities to apply content/language knowledge, SIOP 22-Language skills: reading, writing, listening, speaking Formative Assessment: Learning Goal Determine what continent and state we live on.

Success Criteria Label correctly where we live.

Assessment Strategy Look at their books for cues.

Modification/accommodations: Have a worksheet and a map for (Student 11) at his seat. 10 minutes Collaborative/Cooperative (You do it together) We then will play the four corners game using a compass. Each student will be with their buddy starting at our classroom door. I will read the instruction and the students need to find where they are supposed to go. I will then read the next step and continue until they are back to our classroom. SIOP 4-Supplementary materials SIOP 5-Adaptation of content SIOP 6-Meaningful activities Formative Assessment: Learning Goal Success Criteria Assessment Strategy Determine how to use cardinal Read the compass to find Did they find the treasure at directions to find something. where they are. the end. Modification/accommodations: Have some of my high students team with some of the low students. Independent (You do it alone) We will draw pumpkins using cardinal direction. Using a orange crayon start at the x and go four blocks east. Then go four blocks south. In the end they will end up with a pumpkin. Their ticket out will be to write one thing they learned from the lesson today Summative Assessment: Look at their pictures to see if the understand cardinal directions. Modification/accommodations: Have (Students 16, 10, and 13) Tell me their sentences and I will help them write it. Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Can we use one of our vocabulary words in a sentence? What is a way cardinal directions can help you find your way? How does a compass help us find our way? SIOP 27-Review vocabulary, SIOP 28-Review concepts, SIOP 29-Feedback, SIOP 30-Assessment

10 minutes

5 minutes

SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment TEACHING NOTES What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson? Pumpkins and instruction Book Tulip sees America Worksheets about the directions. Directions song poster

REFLECTION AFTER LESSON How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? I can the data I collected from their pumpkin pictures to see if they understood how to use a compass and cardinal directions. I can see where the holes in their learning based on the pictures drawn. I can see where they were supposed to go North and they went South. I saw in the Pre-test that some students really lacked this knowledge. I know that cardinal direction are important in everyday life, so I made sure to really emphasize where they would see this and why it was important. How can I transfer what I learned from teaching this lesson to future teaching? I can transfer that when you tell students why it is important they are more willing to listen to what you have to say. If it is not important to them they are not going to be in tuned with what you are teaching. What was effective and not effective? The most effective part of the lesson was have the students actually go and find things using the compass. It was instant recognition that they did it right. Some students struggled using the compass, so I helped them as they were doing it. It really seemed to go well. One thing that was not effective was spending time learning that song. I liked the song and it would be fine to do it once or twice, but to actually learn it took a while. What goals can I set to improve my practice and student learning? My goal for the next lesson is to have more hands on activities. Especially for my little first graders they more they can do the better they learn. One other goal I have is to spruce up the voice. My voice was so tired at the end of the lesson the students could not hear me.