DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate Leslie Payne Grade Level 1 Title Maps: Lesson 2
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.
Content Walk-Away: I can identify important landmarks.
Language Walk-Away: I can describe important landmarks.
Vocabulary:
Landmarks

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
Content Walk-Away Evidence (Summative): List of landmarks.
Language Walk-Away Evidence (Summative):Written list of landmarks.

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

SL: Multiple visuals of

legends and maps, student
copies of maps, partner
work identifying landmarks.
HLL: Opportunities to
explore other landmarks, on

multiple maps.
IEP: Providing opportunities
for movement and
participation.

Approx. ACTIVE LEARNING PLAN
Time
Activate/Building Background Knowledge

Review previous lesson on compass rose, and identify cardinal directions.

Discuss certain features we saw on maps in the other classes.
How did we know what those features were? (key or legend)
What types of features or landmarks have you seen on maps?
Will all maps have the same landmarks? Why or why not?
Formative assessment:Ability to recall previous lesson on cardinal directions, and discuss prior map
knowledge.
Learning Goal
Review and activate previous
knowledge about maps.

Success Criteria
Ability to share past examples, and
identify cardinal directions.

Assessment Strategy
Class discussion.

Modification/accommodations: (ELL, IEP, GATE, etc.) SL: Review past experiences, HLL: Will all maps
have same landmarks, why or whynot? BC: Remind to raise hands if they want to share.
Focus Lesson (I do it)
Landmarks are an object that can be seen to identify a location.
Examples of landmarks would be schools, parks, mountains, post offices, etc.
We can find landmarks on maps, and are able to identify what they are because of the symbols that are used.
When I look at this map (map 1, display on projector), I see a lake. I know its a lake because it is the Great
Salt Lake, and because it is colored in blue like water would be. I see mountains right here, because of this
shape (be pointing to the upside down v shape)
Formative Assessment:Following along and can recall what landmarks would be on maps.
Learning Goal
Success Criteria
Assessment Strategy
Students understand how to identify
landmarks, and know what some
landmarks might be.

Students can see the landmarks on

the map and are following along with
me.

Students point to the landmarks.

Modification/accommodations: SL: Each student has their own map to identify landmarks and follow
along with me. BC:(if needed) Reminder for behavior students to not play with maps, keep voices off, and be
good listeners.
Guided Instruction (We do it)
World Atlas(Beginner)Rand McNally Schoolhouse pg. 36. Use this page to identify landmarks. Show over
projector.
I see some landmarks on this map.
Take turns identifying landmarks on the map.
You give one, students give one. Etc.
Make a list of a few of these landmarks.
Formative Assessment:Identify landmarks on map.
Learning Goal
Success Criteria
Identify landmarks on map.

Identify landmarks correctly on map.

Assessment Strategy
Point to map and identify the
landmark.

Modification/accommodations: SL: Each student has their own map to identify landmarks and follow
along with me. HLL: What landmarks could be on this map but arent? BC:(if needed) Reminder for
behavior students this is not time to play with the map, dont shout out the answer, raise your hand. IEP:
Include Sophia in questioning, make sure she is responding.

Collaborative/Cooperative (You do it together)

Now with the person sitting across from you Id like you to identify 6 landmarks on those maps. You take
turns, one partner identifies a landmark, then the next partner identifies a landmark. Write these landmarks
down.
Formative Assessment:Students are writing down and identifying landmarks on the map.
Learning Goal
Success Criteria
Assessment Strategy
Students can write down and
identify landmarks on the map.

Identify landmarks and add them to

the list.

Observe and listen to students look at

their list.

Modification/accommodations: SL: Each student has their own map to help with spelling. They are
working with other learners who can help them. BC:(if needed) Reminder for behavior students this is not
time to play with your classmates, quietly working together with whisper voices.
Independent (You do it alone)
Id like you to identify at least 3 landmarks by yourself. Add them to your list and then turn your list into me.
Summative Assessment: List of important landmarks.
Modification/accommodations:SL and IEP:f you arent sure how to spell the landmarks, you can turn to the
page or look at our list and check for spelling. HLL: What other landmarks could be on your list but arent?
BC: When you are finished you dont start talking, you pull out your library book.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
What is a landmark?Why dont all maps have the same landmarks? How can we identify the landmarks?
What were some of the important landmarks you wrote on your lists?

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?
Maps need to be pulled up on computer so you can share them with the class, also need to have maps printed or an atlas
ready for students to use.

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?
After teaching this lesson students were able to successfully identify and label landmarks on the maps. Their ability to do
so shows me that Ive correctly taught them how to identify landmarks, and theyve been given enough opportunities to do
so throughout the lesson that they are able to identify landmarks independently as well. This lesson went very smoothly.
Rather than focusing on multiple topics it was centered on just identifying landmarks, which was developmentally
appropriate for this age group. This is an important concept that I need to apply to future teaching, really making sure the
lesson is developmentally appropriate. My instruction was explicit as well, which aids in the success of the students, so
explicit instruction is very effective. The main struggle with this lesson was behavior. The students were very wiggly and
talkative, and my approach to fix their behavior could have been more effective. I provided lots of reminders, but
sometimes a few students needed more than one. Id like to set goals to improve student behavior and classroom
management while I am teaching the lesson.

MAPS USED IN LESSON

Map 1

Map for partner work

Map for individual practice.