DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate: Leslie Payne

Grade Level: 1 Title Maps Unit: Lesson 1

CONTEXTUAL FACTORS (classroom factors)

Contextual Factors:
There are 28 students in the class 13 boys and 15 girls.
ELL Students:
None
Students with IEP:
Sophia A.- ADHD (is medicated, as long as she has taken her medication she seems to focus and work efficiently!)
Behavior Concerns:
Sophia A.
Addyson
Brayden
Struggling Students:
Chloee
Cassidy
Tyson
Zyler
High Level Learners:
Sophia R.
Libby
Spencer
Jayden
Griffin
Classroom environment: The students are in rows in the shape of a backwards L with a row in the middle of the l shape.
There is a white board in the front of the classroom along with a projector, and world maps. The word wall is on the back
wall in the classroom. There are 5 kindles in the classroom that are used for guided reading. A kiva is located in the
northwest corner of the classroom.

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:

Objective 2: Recognize and use a map or a globe.

c. Identify the compass rose and cardinal directions on a map and on a globe.
Content Walk-Away: I will explain why we use maps and identify cardinal directions.
Language Walk-Away: I will explain why we use maps and identify cardinal directions
Vocabulary:

Map
Compass Rose
Cardinal directions:
North, South, East, West

ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?)

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

Formative Evidence (checking for understanding throughout the lesson): Class

discussion, group presentation, and timeline, decode the document worksheet.
Content Walk-Away Evidence (Summative): Drawing of compass rose.
Language Walk-Away Evidence (Summative): Verbal discussion of why we use maps.

Approx.
Time


15(story)














10












10

SL: Multiple visuals of

compass rose, extra practice
with cardinal directions.
HLL: Increasing
understanding of cardinal
directions by including
northeast, southeast, etc.
IEP: Providing opportunities
for movement and
participation.

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge
Read Theres a Map in My Lap (pg.1-23, 36-end) (could read this earlier in the day, or the day before to
help build background knowledge if time wont permit for story).
Remember when we looked at 3D maps last week in Mrs. Burgins class? We saw maps that had different
features on them. Can you remember some of those features that we saw? (ex. roads, amusement park,
houses, school, jail, compass rose etc.) How did we know what each color or shape represented? Have
students share their answers.
Every single map had a compass rose. A compass rose is a circle that shows the directions on a map.
Formative assessment: Students share their answers, and share examples of primary sources.
Learning Goal
Success Criteria
Assessment Strategy
Review what we have seen from maps up
to this point.

Ability to share and discuss what theyve

seen on maps.

Students share what they remember

seeing from those maps.

Modification/accommodations: (ELL, IEP, GATE, etc.) SL: Review past experiences, HLL: what are those
things called on maps that tell us what the shapes or colors represent? BC: Remind to raise hands if they
want to share.
Collaborative/Cooperative (I do it)
Show a map. Identify the compass rose, and show each cardinal direction.
(On maps north is up, south is down, east is right, west is left.)
Then use the globe, show the cardinal directions and the compass rose.
Show images of a compass rose. (Prepared powerpoint images to share with the class)
Pass out continents map.
Ask students to point to the compass rose.
Formative Assessment: Students can identify a compass rose on their map.
Learning Goal
Success Criteria
Assessment Strategy
Identify the compass rose on a map or
globe.

Identify compass rose on a map when

asked.

Have students point to compass rose on

their maps.

Modification/accommodations: HLL: Ask students if they know what W E S N stand for. BC:(if needed)
Reminder for behavior students this is not time to play with the map. IEP: Ask Sophia to come and show
us the compass rose on the large map. SL: Each student has their own map to identify the compass rose.
Guided Instruction (We do it)
Show the continents on the large map, and then show them on the globe.
Together label the continents on the students map.
Then model Europe is North of Africa.
Australia is South of Asia.
EX. Ask students, Antarctica is which direction of Africa?
North America is what direction of South America?
North America is what direction of Europe?
Formative Assessment:
Learning Goal
Success Criteria
Students can identify locations on a map
using cardinal directions.

Correctly identify locations and

directions.

Assessment Strategy
Verbally answer the questions Ive asked.




10













5

Modification/accommodations: HL: North America is what direction of Africa, Africa is which direction
from Asia? IEP: Include Sophia in questioning, make sure she is responding. SL: Provide map and globe
examples. BC: Keep students involved and on task.
Focus Lesson (You do it together)
(Briefly model)
This map includes squares.
With your partner you will do this activity.
You will take turns, one person will roll the dice, 1-6, if you land on 3 then your partner tells you which
direction to move (north, south, east, west). Then you move that direction.
(ex. move 3 squares west. Two squares north.)
Once your cube lands off the map you can eat a skittle.
Pass out new map.
Have students join their math partners. They take the new map and ask each other direction questions (just
as I had done previously).
Students do this together
Formative Assessment:
Learning Goal
Success Criteria
Assessment Strategy
Understand North, South, East, and
West

Correctly move north, south, east, or

west on their maps.

Play map game with partners.

Modification/accommodations: Partners and paired with those who can work well together. Wander the
classroom, make sure students stay on task and understand the task.
Focus Lesson (You do it)
Students go back to their desks, and draw a compass rose correctly labeling cardinal directions.
Summative Assessment:
Learning Goal
Create compass rose with correct labeling
of cardinal directions.

Success Criteria
N
W

Assessment Strategy
Students draw, and create their own
compass rose.

Modification/accommodations: No modifications are needed for Sophia, or struggling learners. HLL can
label northeast, southeast, etc.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Why do we need/ use maps? What are the cardinal directions? Why are cardinal directions and a
compass rose important? Which direction is north, south, east, and west on a map?

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?
Pre Assessment must be given before this lesson.
Copies of maps need to be made for students. Skittles and math cubes should be ready to pass out to students. Images of
a compass rose pulled up on the computer. This lesson should take about 50 minutes.

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?
Based on the drawing of the compass roses turned in by the students, they were able to successfully understand the
cardinal directions and where they are placed on the compass rose. There were still some students who struggled with this
concept, but overall most succeeded. There were still some modifications I could have made to help my struggling
learners. More visual aids, providing a list of the names of the continents for students to refer to, and being more
consistent in student behavior expectations. This lesson was way too long for this age group. It also covered too much
content for one lesson. The visual examples of the compass rose was very effective and helped cement the understanding
of compass roses, but more visual aids could have been used in the lesson to help student understanding. My future
lessons need to be deeper in meaning with fewer concepts being taught, to ensure a concrete understanding of the main
objective. This lesson could have been better taught by focusing solely on a compass rose, and identify the cardinal
directions. Rather then including examples of a globe, and covering northeast, southeast, etc. I really need to condense my
lessons for this age group, and provide lessons that are more in depth instead of trying to cover many different concepts in
one lesson.