Direct Instruction Lesson Plan Template

Name: Jaimy Lim

Central Focus/Big Idea of the
Lesson:
nd
Grade Level/Subject: 2 grade
Mapping My World
Essential Standard/Common Core Objective:
2.G.1.1 Interpret maps of the school and community that contain symbols, legends
and cardinal directions.

Date taught: Oct.25, 2016

Daily Lesson Objective:

Students will recognize that Maps and globes are geographic representations that can be used to
understand spatial organization and location.
Students will know how to use elements, such as title, compass rose, legend/key, date and
author to interpret maps and globes.
Students will be able to construct a map of a familiar place and identify the characteristics of a
map.
21st Century Skills: (Go to this link for more info about these Academic Language Demand
skills:
(Language Function and
http://www.p21.org/storage/documents/P21_Framework_Def Vocabulary):
nitions.pdf)
Language Function: Recognize
Learning and Innovation Skills,
Vocabulary: Compass rose, Map
Life and Career Skills
Key, Legend, Symbols and Title
Communication and Collaboration
Prior Knowledge: Minor knowledge on these vocabulary words: Title, Maps, Compass rose and
Map key.
Activity
1. Focus and
Review

Description of Activities and Setting

Inquiry: Teacher will use power point slides to introduce todays
lesson to class.
Good morning, Class! Its time social studies.
I want you all to look at the picture I have put on the smart board.
Please try to look at it real closely. It could be a picture of anything.
Ask students to share a prediction of what the picture on the smart
board is

Time
5-10
min.

(Give time for students to respond respond)

Thats right! this is a map of our city, Charlotte
How did know that this was a map of Charlotte?
(students will respond)
Thats right! It has drawings of places in Charlotte like Freedom
Park, Mint Museum or North Lake Mall.
Can any of you tell me about maps that you have seen before?
What kind of maps have you guys seen before?
(students will respond)

2. Statement of
Objective
for Student
3. Teacher Input

In todays lesson, we will learn more about maps. We are going to

continue from yesterdays lesson and learn about recognizing and
locating places on a map. This will be a fun and exciting lesson
because it will help you to understand many reasons why maps are
so important! We will also learn how to identify places that are
important to all of us on a map so lets put our thinking caps on and
have some fun!
Today we will learn about recognizing and locating places on a
map.
Okay, now we are going to watch a short video on maps. Before we
start watching the video, I want you guys to take a look at these
essential questions here. (Have essential questions on the power

1 min
10
min.

point slides.)
These are three questions that I want you to keep in your mind as
you want the video that I am about to show you guys.
1. What is a map?
2. How do we read maps?
3. What do we use maps for?
Show,

https://www.flocabulary.com/unit/map-skills/video/

Now that we have viewed this fun video on maps, I want us to go

back to our essential questions. Lets read question number 1 aloud.
I want you to turn to your turn and talk partner and share your
ideas/answers.
Once you and your partner have shared your ideas with each other,
please place your thumb on top of your head so I know that you and
your partner are both ready to share your ideas with the rest of the
class.
Have students share their ideas and go over the defnition of a map
with the class.
(Maps show us where we are or where we need to go. It also how
large areas like the entire planet or very small areas like your
neighborhood,
Repeat the process for questions 2 and 3.
2. How do we read maps?
(We need map keys to read maps. Maps often use symbols or colors
to represent things, and the map key/legend explains that what they
mean.
3.What do we use maps for?
( We use maps to locate important places, study and compare
different locations.)
4. Guided
Practice

Now, we are going to practice our knowledge on map skills and we,
as a class are going to create a classroom map together.
Have a big poster board taped on the classroom whiteboard and
have different colored markers available.
Imagine that we have a new student in our classroom, we will need

15
min.

to make the new student feel welcomed and comfortable around the
classroom right?
So, we are going to create a map that could help this new student
fnd his way around this classroom. I am going to call on people who
are sitting at their desks quietly to come to the front and identify and
draw things we have in our classroom.
What do we have in our classroom that we can locate on our
classroom map?
(Students will respond)
Yes, we can locate things like computers, classroom library,
teachers desk and the classroom restroom.
But before we start drawing things on our map, what do we need on
the top our map?
(Students will respond, A title, A may key/ legend, compass rose)
Where do we put a box for a map key?
(Think aloud/Modeling)
I am going to start frst and draw and locate our classroom white
board on the map. Before I draw the white board on the map, I am to
think to see if it is locating in the front of the room or the back of the
room. What do you guys think? Okay, since It is located in the front
of the room. I am going to draw it here. Thumbs up, if you guys
agree with me. I am also going to make sure to also create a symbol
that represent the whiteboard inside the map key and label it.
Have students come to the front of the room (one at a time) and
locate different things on the map. Guide them as they locate things
on the map and ask question to check for understand.

5. Independent
Practice

Tell students they will have an opportunity to construct their own

map. Show students the handout titled, Map of My
Making reference to the handout, remind students that maps have
titles.
Tell them that they will have to decide what they will construct on
the map.
Tell students that they can construct a map on anything they wish,
such as their school, room, house, treehouse, or city.
Continue reviewing the handout with them and ask what all good
maps should have?
What all GOOD maps SHOULD have?
1) TITLE: The title should be in a large font. The title should be
located where on a map?
2) Map Key/Legend: It gives you the information needed for
the map to make sense. Located on the side of a map.
3) Compass rose: is a tool that shows directions on a map. It
has 4 main directions.
Show them pictures of maps other students drew and ask them to
identify what things are missing to review student expectations.
What is missing on this map? (Title, where should the title
be?)

What is missing on this map? (Title and legend)

15-20
min.

What is missing on this Map? (Nothing, your map should look

similar to this!)

Now, Its your turn!

You are going to have an opportunity to create your own map!
You can create your map on anything you wish: school, room,
home, local library or city.
Your map should include: A title and a map key/legend.
After you are done creating your map, write 2 sentences on

the bottom of the page to describe your map.

Ex. I have two windows in my bedroom
Monitor students while they are working and assist students who
need extra support.

Formative Assessment: Teacher will check for comprehension/understanding

by asking questions through out the lesson.
Summative Assessment: Students will be graded on their independent work.
(maps)
6. Assessment
Methods of
all
objectives/skills:

Drawings on their map- 2points

Title of the map-1 point
Map Key/legend (labeled)- 2 point
2 sentences- 1point (.5 point for 1 sentence)
Students must earn 4 out of 5 points to show mastery.

7. Closure

Can anyone raise their hands and tell me what you have learned
today?
(Students will respond with various answers)
That is all correct! We have learned to recognize a map and locating
places on a map. We also learned that a map is a picture of a place

5 min

and show us where we are or where we need to go.

Class, as a homework, I would like for you to go home and share
with one of your family members about what you learned today in
class about maps. If you want, you can go home and create or make
a map of something that is special to you with your parents or
siblings.
Thank you so much for your hard work today!

Assessment Results
100%

92%

90%
80%
70%
60%

8. Assessment
Results of
all
objectives/skills:

50%
40%
30%
20%
10%

8%

0%

92% of the students earned 4 out of 5 points and showed mastery. They
included a title, a legend(labeled) and drawings on their map and wrote 2
sentences to describe their map.
8% of the students partially met bench mark. These students did not have
their maps keys labeled.
Targeted Students
Student/Small Group
Modifcations/Accommodations:
Modifcations/Accommodations:
Struggling readers (ELLs):
There should be no issue with this,
Early Finishers:
because the teacher will provide explicit
Early fnishers may color their maps with details
modeling as she provides information on
and write a paragraph to describe their map.
maps. Students have visuals such as
pictures and the video to help them
Those who need more time:
understand the lesson content.
I will let students fnish their work during
Or I will pull them into a small group
independent reading time.
during independent practice.

Materials/Technology:

Power point Slides, a map of charlotte, handout (Map of my), a video on Maps ,
(https://www.flocabulary.com/unit/map-skills/video/) , markers, crayons, and a white poster.
References: http://www.teachingideas.co.uk/maps-and-atlases/map-drawing-skills

Reflection on lesson: (Write several paragraphs about what you learned from this lesson. What
were the strengths? What were the weaknesses? What did you learn about teaching and student
learning? How would you teach this lesson differently in the future?

I originally planned to teach my lesson on comparing how the holidays of Halloween (in the United States) and Dia de
Los Muertos (in Mexico) are celebrated. However, my CT said she would appreciate it if I did a lesson on a different topic
other than Halloween because not every student in her classroom might celebrate Halloween which was true, and I was
glad that she pointed it out. She recommended me to pick up from where she had left on teaching her students with map
skills and I did. I was beyond nervous about teaching my lesson because the social studies lesson was the very first lesson
I taught in my IMB classroom. As soon as I introduced my lesson to the class, the students got super excited and in that
moment, I just lost all of my nervousness. I believe that I was well prepared for my lesson and I arranged the activities
within my lesson to be engaging and fun for my students. Students actively participated during guided practice and we
were able to come up with a very detailed classroom map.

One of the most important lessons that I learned during my IMB experience was the importance of feedback. After I
finished my lesson, students came to me and told me that my lesson was great and fun and that made me incredibly happy
not because they simply said my lesson was great and fun but because I was able to get some feedbacks from my students
and because they were positive feedbacks. My students feedback really encouraged me and it was a moment that I
realized once again how rewarding this career is.

Through my IMB experience, I learned that confidence is crucial for a great student teaching experience. Students need to
see that their teacher knows what he or she is talking about. They also need a teacher that demands respect. I also learned
that I will have to be patient and flexible as a teacher. because no two days are alike for teachers. Students are
unpredictable and it is easy to get interrupted by anyone who might need a teacher's help or attention.
Overall, my IMB clinical experience was a wonderful experience. It had its ups and downs, but I became a better teacher
by working to make the most of my experience and looking for opportunities to learn.