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 3
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 explain what man made features are.
Language Walk-Away: I can explain what man made features are.
Vocabulary:
Man made features

ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson): Understand
what man made features are and identify them as we work whole class, with partners,
and individually.
Content Walk-Away Evidence (Summative): Draw and label man made features.
Language Walk-Away Evidence (Summative): Draw and label man made features.

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

SL: List of man made features on the
board to help students with spelling
and writing. Partner activities, and
drawings of man made features.
HLL: Drawings of man made features,
identifying features that could be man
made or made by nature.
IEP: List of features on the board,
partner activity, and drawing.


Approx. ACTIVE LEARNING PLAN
Time
Activate/Building Background Knowledge

Review previous lesson on compass rose, identify cardinal directions, and discuss landmarks.
Will all maps have the same landmarks or features? Why or why not?
What does man made mean to you? When I say something is man made, what do you think that means?
Formative assessment:Ability to recall previous lessons, and discuss prior map knowledge.
Learning Goal
Review and activate previous
knowledge about maps and physical.

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

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. IEP: Call on

Sophia and have her share.

Focus Lesson (I do it)
Man Made means it is made by people, not by nature. Some example of man made things are roads, schools,
buildings, etc. These things are made by people, they just arent made by nature. Lets talk about a few things
that arent man made. Something that is made by nature is a mountain, can you or I make a mountain like the
ones we see outside? Something else that is not man made would be the oceans. We cant make an ocean can
we, those were made by nature. So man made features are features created by people.
Lets look at this map, I will show you features on the map that are man made. (share map from page 36 of the
World Atlas, Rand McNally Schoolhouse using the elmo and projector. Show about 3-5 man made features.
Formative Assessment:Following along with me and understand what man made features are.
Learning Goal
Success Criteria
Assessment Strategy
Understand what man made features
on a map are.

Able to identify man made features.

Students are looking at map, and

listening to me.

Modification/accommodations: SL: Show map (visual), explicit definition and examples of things that are
not man made. HLL: Visual- map IEP: Visual- map BC: Reminder to be listening like Lucy the listener.
Guided Instruction (We do it)
Continue with the map on the projector. As a class identify 5 more man made features. Take turns. (Write a
list on the board)
Are there any features on this map that we arent sure if they are man made or not Lets talk about those
(ponds, canals, fields).
Formative Assessment:Identify man made features on map.
Learning Goal
Success Criteria
Identify man made features on map.

Can identify a MAN MADE feature

on the map.

Assessment Strategy
Share a man made feature they have
found on the map.

Modification/accommodations: SL: Visual-map HLL: What features might be man made that we think are
made by nature? IEP: Call on have her come up and identify a feature. BC: We dont shout out the answer,
we raise our hands.
Collaborative/Cooperative (You do it together)
Students look at maps with their math partner, and together identify man made features.
They should identify 4 different man made features on the map.
Share these after the activity and write them on the board.
Formative Assessment:Students are writing down and identifying landmarks on the map.
Learning Goal
Success Criteria
Assessment Strategy
Identify man made features on a
map.

Identify 4 man made features on a

map.

Point to the man made features and

identify them with a partner.

Modification/accommodations: SL: Each student has a map that has spellings on it, they are actively

engaged working with hands on materials and working with other learners who can help them if needed.
IEP: Working with others, shes able to socialize while learning. HLL: Working with others, identifying man
made features and features that might be man more or made by nature. 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)
Look at this map, identify 3 man made features, then draw those 3 features, and correctly label them. If you
arent sure how to spell them see if it is on our list and use that to help you.
Summative Assessment: 3 drawings of man made features on maps correctly labeled.
Modification/accommodations:SL and IEP:if you arent sure how to spell the features, you can turn to the
page or look at our list and check for spelling. HLL: Identify any features that you arent sure whether they
are man made or made by nature. BC: When you are finished you dont start talking, you can pull out your
books and look at other maps.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
What are examples of man made features? What are some features we werent sure if they are man made or
made by nature. What were some man made features you drew and labeled on your paper.

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?
Need to have World Atlas ready to share with students. Papers for students to draw man made features.

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?
The assessment showed that 100% of students were able to identify, draw, and label man made features. The practice we
had today identifying man made features, and discussing man made features was very helpful to the students
understanding of what features on maps are man made. When we focus one lesson on just one concept and develop a
better depth of understanding, the students are better able to grasp the concept and to understand it. What I can take from
this lesson and apply to future lessons is to really focus my lessons, and rather than have a lesson covering multiple
concepts, stick to one concept and make sure students gain a concrete understanding and then move on in the next lesson
to another concept. This was very effective. The map I had was an excellent map to use for this activity. Students really
need a map like this for the lesson, we were able to identify features that are man made, and others that occur in nature. A
goal Id like to set would be to create activities or an entire lesson that gets 100% student engagement, rather than about
85% engagement.


Map Used in Lesson
Example Map for I do, We do, You do it Together

Map for You Do It