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

Teacher Candidate ___Sandy Carlton__Grade Level _1st_ Title: The United States of America and Utah 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. Objective 1 Identify and use geographic terms and tools. C: Identify Utah on a variety of maps and on a globe. D: Identify the United States on a variety of maps and on a globe Content Walk-Away: SIOP 1-Content objectives, I will be able to locate the United States, and Utah on a map or globe Language Walk-Away: SIOP 2-Language objectives I will be able to explain the difference between North America, the United States of America, and Utah. Vocabulary: Hemisphere- is the world cut in half Continent- our continent is North America. Country- our country is the United States. State- our state Is Utah

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 tell what the differences are between North America, the United States, and Utah. Content Walk-Away Evidence (Summative): Will be able to show me where North America, the United States, and Utah are on a globe or a map. Language Walk-Away Evidence (Summative): Will be able to tell me the difference between the North America, the United States, and Utah.

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

Approx. Time 5 minutes

ACTIVE LEARNING PLAN Activate/Building Background Knowledge 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. We talked about the 7 continents. What are some ways we can use what we know to find where we are going. Today we are going to talk about our world some more. Remember in the book we read last week where the little girl could find her place in the world by looking at the globe. She said first she had to find her continent. And we talked a little about the continent we live on. Then she needed to find her country. Then she needed to find her state. Today we are going to talk a little about our continent, our country, and our state. 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) Re read a few pages of our world. Talk about why it is important to know where we are on the globe. Show different picture of maps and the globe. Get the globe out and talk about each section of the globe. Remember last week we talked about hemispheres. Remember a hemisphere means that the world is cut into half. Remember we talked about that we live in the Northern hemisphere and the Western Hemisphere. At your table, can you look on your map and find our continent? Our continent is Called North America. There are many great things we will learn about North America in a few weeks, so for now we are just trying to find it on a map. On North America there are a few countries, ours is called the United States. Can you find the united states? I will show a picture of what it looks like. It is at the bottom of our continent. Now in our country you will find our state. I will show a picture of what it looks like. Can you find our state on the Map? In the United States you will find out state its name is Utah. 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

Success Criteria Label correctly where we live.

Assessment Strategy I will ask questions and scaffold answers.

Modification/accommodations: Will have our low readers (Students 16, 10, and 13) listen to the story rather than read it. Guided Instruction (We do it) We will make a book of where we live on the planet. They will first find our continent based on the picture in the book and write its name below the picture in the book. Then, they will find our country

10 minutes

and write its name in the book. Then they will find our state and write its name in the book. SIOP 10-Appropriate speech, SIOP 11-Clear explanation, SIOP 12-Variety of techniques SIOP 16Opportunity for interaction, SIOP 17-Grouping supports objectives, SIOP 18-Wait time, SIOP 19Opportunity 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, country, and state we live on.

Success Criteria Label correctly where we live.

Assessment Strategy Look at their books for cues.

Modification/accommodations: Have an example for (Student 11) at his seat. Collaborative/Cooperative (You do it together) Will read the next, few pages and have the students talk with their knee-to-knee partner about what are features to look for when we are looking for our continent. Have them talk about what it looks like. What are the beginning letters. What are parts of it that you know. SIOP 4-Supplementary materials SIOP 5-Adaptation of content SIOP 6-Meaningful activities Formative Assessment: Learning Goal Success Criteria Assessment Strategy Determine what continent and Label correctly where we live. Listen to their conversations. state we live on. Modification/accommodations: Have some of my high students team with some of the low students. Independent (You do it alone) Finish the rest of their book and have them write in their book where they live. Have them write their City, Street, and house to finish their books. Then the students will write for their ticket out why is knowing what continent, country and state important? Summative Assessment: Look at their books to see if the understand the differences between the continents and the states. 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 continents, countries, and states? 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

15 minutes

2 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, 22Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26Pacing 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? Get Me on the Map from the library Make the House printed up with the picture of the continent, country, and state. Get the maps out Get examples of what the continent, country, and state look like to show the class.

REFLECTION AFTER LESSON How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? I can look at their ticket out to see if they know why these places are important in our lives. I can use their homes pamphlet to see if they found the correct continent, country, and state and labeled them correctly. This will help me to understand if they understood the concept. How can I transfer what I learned from teaching this lesson to future teaching? By looking at their pre test I learned that most of the students already knew where Utah was, but they had no clue where our country and continent were. That was what I focused most on this lesson. This lesson taught me that the more activities that you have the students do isnt always better. I had the students sing a song. I had them watch a movie. I read them a story with great pictures. When I asked what their favorite part of the lesson was they said that is was building their house. It was what that knew. It helped me to emphasize how important building background is with the students What was effective and not effective? Most effective part of the lesson was the classroom management. It went so smoothly, all the transitions were under 20 seconds, which is so hard for first graders. The most ineffective part of the lesson was the movie. The students like the story more than the movie. They were aloud to discuss while reading the book, but the movie was quiet so we had to have no talking until it was over. It was hard for most students to still hear. What goals can I set to improve my practice and student learning? Have more transitions. First graders can only handle so much time in one spot. Remember to call on random students so I can gage what they really know.