Lesson Planning Form for Differentiating Instruction Education 305

Teacher Krista DeVries and Linnea Nelson Port Huron: 2nd Grade Geography

Grade level and theme Thread/crossover I. Objectives

!at is t!e main focus of t!is lesson" For students to see #!ere some of t!eir favorite $laces and ot!ers are located in t!e cit% of Port &uron. &o# does t!is lesson tie in to %our 'ig Idea (tudents #ill tal) about t!e communit% t!e #a% t!at t!e% see it no#* as an introduction to !o# it came to be t!e #a% t!at it is toda%. !at are %our objectives for t!is lesson" !students "ill #e a#le to$%& Indicate connections to a$$licable national or state standards +glces,. 'ndicate t!emes any threads addressed in this lesson e()Geography)human environment interaction& *& 2)G*%+%*: ,tudents "ill #e a#le to construct maps o- the local community that contain sym#ols. la#els. and legends denoting human and natural characteristics o- place% 2&2)G*%+%2: ,tudents "ill #e a#le to use maps to descri#e the spatial organi/ation o- the local community #y applying concepts including relative location and using distance. direction. and scale% 0&2)G1%+%*: ,tudents "ill #e a#le to descri#e land use in the community e%g%. "here people live. "here services are provided. "here products are made&% 1&23L4 crossover2 5%P6%+2%+7: ,tudents "ill #e a#le to dra-t a coherent piece "ith appropriate grammar. usage. mechanics. and temporary spellings% 3tc%

II. 'efore %ou start Prere-uisite )no#ledge and ) a#ility to read and "rite complete sentences s)ills. !at are %ou assuming ) a#ility to identi-y streets ) a#ility to read maps t!e% )no# or !ave alread% done.

.ssessment +formative and summative,

) 8ompleted assignment ) 'nvolvement in class/group sharing% ) Placing stic9er in the appropriate spot on the map ) :inal ru#ric ) map ) local community ) landmar9

/e% vocabular% for t!is lesson

0aterials1#!at materials ) ,tudents "ill need cameras or something to ta9e a picture "ith they may also dra" i- they +boo)s* !andouts* etc, do %ou don;t have access to such a device& ) Pencils need for t!is lesson and do ) Large map o- Port Huron -rom s9y)vie" %ou !ave t!em" ) ,tic9ers any 9ind teacher may chose& ) ,tudents may dra" a picture i- they don;t have access to a picture)ta9ing device% ) ,tudents each get to choose their o"n place and "rite "hatever they "ant a#out that place O$$ortunities for differentiation

III. 2!e Plan 2ime Parts

2!e descri$tion of +scri$t for, t!e lesson* #!erein %ou describe teac!er activities and student activities 0otivation ) Teacher "ill sho" t"o e(amples o- places in Port Huron and tell the class "hat s&he li9es a#out that place +O$ening3 and "hy s&he chose it% Introduction3 ) Teacher "ill assign students to do the same "ith a place in the community% Engagement, ) 3(plain to students that it can #e their house. a par9. their church. or any other place they can thin9 o-% ) 3(plain that students are e(pected to "rite 7)< sentences a#out their picture% They should "rite in complete sentences a#out "hy they chose that place% Develo$ment ) ,tudents "ill each ta9e a picture o- a place in their local community they li9e% ) ,tudents "ill share "ith their classmates "hat the place is that they chose and read to their classmates their sentences they "rote% ) ,tudents may do this in small groups or you can ta9e turns presenting to the "hole class% ) There "ill #e a large map o- Port Huron s9y)vie"& hanging up in the classroom% ) ,tudents "ill #e given stic9ers to place on the map "here their place the one they too9 a picture o- and "rote a#out -or their assignment&% ) The teacher should also add landmar9s/popular sites on the map they s&he "ould li9e the students to 9no" a#out% ) This provides as a visual aid throughout the unit%

4losure