Lesson Plan $em&late

1. Lesson Plan Information Subject/Course: MAth Grade Level: 5 $o&ic: Locations on a Map . )*&ectation+s, )*&ectation+s, +Directly from The Ontario Curriculum): locate an object using the cardinal directions Learnin' S-ills (Where applicable): Name: Amanda Vitorio Date: Feb 1! "1# $ime: %:#" am Len't( of Period: 1 hour

.. Content What do I want the learners to know and/or be able to do / locate objects and describe locations and movements using north, south, east, and west $oda0 learners 1ill: / Describe directions from different points on the map, in the textboo #. 2ssessment +collect data, / )valuation +inter&ret data, +3ecordin' Devices +1(ere a&&licable,: anecdotal record! c(ec-list! ratin' scale! rubric, !ased on the application" how will I know students ha#e learned what I intended / !e" assessment on #hapter $ lesson A number % 4. Learnin' Conte*t 2. $(e Learners +i, What prior e$periences" knowled%e and skills do the learners brin% with them to this learnin% e$perience & 'he" should have had exposure to the directions in earlier grades +ii, &ow will I differentiate the instruction (content" process and/or product) to ensure the inclusion of all learners +5ust include 1(ere a&&licable accommodations and/or modifications for learners identified as e*ce&tional., & (ave M)*) complete just a and b 6. Learnin' )nvironment & *tudents will be at their des s C. 3esources/5aterials / *MA+' noteboo presentation & *MA+' board & #hapter $ lesson A

7. $eac(in'/Learnin' Strate'ies IN$38D9C$I8N &ow will I en%a%e the learners +e.'.! motivational strate'0! (oo-! activation of learners: &rior -no1led'e! activities! &rocedures! com&ellin' &roblem, +;min, & ,ntroduce directional words and point out where the compass rose is on the maps in their textboo
Lesson Plan Template

5IDDL): $eac(in': &ow does the lesson de#elop <o1 1e teac( ne1 conce&ts! &rocesses +e.'.! 'radual release of res&onsibilit0 / modeled! s(ared! and 'uided instruction,. + 4 min, & & & & & As students to turn to chapter $ lesson A and read through the stor" about !aren -inpoint where the pool is on the map and give a description for it D1 Describe the fastest route from school to the pool .o through A, /, # with the class 0ith their elbow partners get students to wor on 1) #2

Consolidation and/or 3eca&itulation Process: &ow will I brin% all the important ideas from the learnin% e$periences to%ether for/with the students &ow will I check for understandin% +. min, 3(ow would Anna4s directions change if she was going to the school from the pool5 3(ow is giving directions b" using north, south, east, and west different from using left, right, up, down56 2&&lication: =(at will learners do to demonstrate their learnin% +5ovin' from 'uided! scaffolded &ractice! and 'radual release of res&onsibilit0., +14min, & (ave students complete the e" assessment for number % C8NCL9SI8N: &ow will I conclude the lesson ('(min) & Assign the #hapter 7uestions for review & ,n the wor boo page 8$ and 89) :umbers 1, %, 5, ;, 8, & Lesson A number 5 and ; & #hapter $ s ills ban number 1a2, 5, ;, 8 & -roblem ban number 8 & :umber 5 on page <%1

;. 50 3eflections on t(e Lesson What do I need to do to become more effecti#e as a teacher in supportin% student learnin% & *tudents needed more of an explanation of how to count the different bloc s on the map) A lot of students starting counting from where the" started) Also, the lines on their maps weren4t ver" clear in order to differentiate between grid lines and lines representing the streets) 'his needed to be clarified) & +ather than having students complete the e" assessment on paper it ma" have also wor ed to set up some sort of map on the floor and have them demonstrate the directions)

Lesson Plan Template