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

y Carlton__Grade Level _1st_ Title: Physical features 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.
Content Walk-Away: I will be able to use the things I learned in this unit to find where I am on a map. Language Walk-Away: I will be able to explain how to find where I am on a map. Vocabulary:

Equator- an invisible line that cuts the earth in hemispheres. Hemisphere- is the world cut in half. North and South poles- the top and bottom of the world Continents- 7 of them on the globe Oceans- water that covers about 70% of the earth Rivers- water that flows through land
ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Will be able to find where they begin their search. Content Walk-Away Evidence (Summative): Will be able to find where they are on a map. Language Walk-Away Evidence (Summative): Will be able to explain the steps to find where they are on a map.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Approx.

ACTIVE LEARNING PLAN

Time 5 minutes

Activate/Building Background Knowledge During this Last week we talked about a lot of things. What are some of the things we talked about? What do we remember about maps and globes? We talked about cardinal directions. We talked about map key. We talked about compass rose. Today we are going to wrap up this unit. Have you ever been lost? Well today we are going to build a book so if you are ever lost, and cant find your way home, you will be able to read this book and it will help you to find your house. 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) We are going to make a book based off the book we read Me on a Map. We first need to know that we live on planet earth. I will show them the Solar System model we have. The first page we will need to color a picture of Earth in our books, and write the word Earth. Make sure class that we capitalize the word because it is the name of our planet. Then, she said we have to find our continent. And we talked a little about the continent we live on. We then need to cut out our North American continent and glue it on. We will then write the words North America in the spot for our continents name. Then we will need to find our county. We will then fin a picture of The United States of America. We will then talk about the initials USA and sing the USA song. I will show picture of the USA and read the story America the Beautiful. SIOP 1-Content objectives SIOP 2-Language objectives, 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 Modification/accommodations: Success Criteria Label correctly where we live. Assessment Strategy I will ask questions and scaffold answers.

Will have our low readers (Students 16, 10, and 13) listen to the story rather than read it. 5 minutes
Guided Instruction (We do it) I will ask what step we need to do next to find where we live? I will have them fill out their books about what state they live in together as a class. They will find a picture of our state and copy it in our books. SIOP 10-Appropriate speech, SIOP 11-Clear explanation, SIOP 12-Variety of techniques SIOP 16-Opportunity for interaction, SIOP 17-Grouping supports objectives, SIOP 18-Wait time, SIOP 19-Opportunity 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 game for (Student 11) at his seat.

10 minutes

Collaborative/Cooperative (You do it together) Will read the next, few pages of me on the Map and have the students talk with their knee to knee partner about what are what features to look for when we are looking for our state. The partners will write one sentence under our state to help them locate it on a map. SIOP 4-Supplementary materials SIOP 5-Adaptation of content SIOP 6-Meaningful activities Formative Assessment:

Learning Goal Determine what state we live on.

Success Criteria Label correctly where we live.

Assessment Strategy Listen to their conversations.

Modification/accommodations: Have some of my high students team with some of the low students.

8 minutes

Independent (You do it alone) Finish the rest of their book with their city, and house and room. Then have them write in their book where they live. Summative Assessment: Look at their books to see if the understand the differences between the world, continents, countries, states, and cities. Then students will write a ticket out on how they know the differences between physical features and man made features. 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 the difference between the physical features and man made features? What are some ways we can find where we are? Where do we have to look first. SIOP 27-Review vocabulary, SIOP 28-Review concepts, SIOP 29-Feedback, SIOP 30-Assessment

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, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing 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? The book Me on a Map The video of the equator Maps and globes. Pictures of the ocean Ticket out papers printed off.

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? I can use the data from the pre-test to see what My focus for this lesson needs to be. I found that they didn't know what a continent was. I then gave them their post test. I gave them the same as their pre-test. I found that I will need to reteach a few students the lessons they missed. I saw a direct correlation between students who came to the lessons and their scores on their post test. I can use it to see if they have mastered this concept, which most of them have. How can I transfer what I learned from teaching this lesson to future teaching? I learned that I always need to know more information on the subject that I am teaching. My first grade students had some difficult questions. You could tell they were really thinking. I told them that I don't know everything but I would do some

research and get back to them. I also learned that this book helped lot of students realize what to do if they ever got lost. What was effective and not effective? Most effective was having the books pre made. I thought about having the students put them together. I was a time saver in the classroom by having them pre done. It made it easier when I gave them directions where to put thigs to have the pages numbered. Ineffective was having the students draw the picture of Utah. Most of the students struggled with the basic shape so I would have a paper next time with all of the things they needed to put in their book, that the students could just cut out. What goals can I set to improve my practice and student learning? Two goals that I have set after this lesson are keeping to my schedule we had like 5 minutes more at the end of the lesson that I was rushing for a filler. The other goal I had set was to use more non fiction books instead of fictional books.