SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: __Zach Anderson, Dana Davidson, Sara Lucas, Tara Miller________________________
Word Processed by: Zach Anderson
_
_
rd
Thematic Unit Theme/Title/Grade Level:_Maptastic Map Concepts! 3 Grade ________________________
Wiki space address: _http://ucfgr3mapconceptsf14.weebly.com/______ ___________________________
Daily Lesson Plan Day/Title: __Day 2: My School & My City __________________________________
LearningGoals/Objectives LearningGoal:
Whatwillstudentsaccomplishbeable
todoattheendofthislesson?Besure
tosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

NCSSThemes
CommonCoreState
Standards(CCSS)
NextGeneration
SunshineStateStandards
(NGSSS)Listeachstandard.
Cuttingandpastingfromthe
websiteisallowed.
http://flstandards.org.

Studentswillunderstandandbeabletousebasicmapelements
LearningObjectives:
1. Thestudentwillbeabletocreateakeytoanexistingmapanddiscusswhya
titleisimportant.
2. Thestudentwillcreateamapoftheirschool.
3. Thestudentwillidentifylocallandmarksintheircity.
4. Thestudentwillcreateamapandkeybasedoffofdescriptiveadjectives
createdbyanotherstudent.
NCSStheme(s):
People,Places,andEnvironments
IndividualDevelopmentandIdentity
LanguageArtsFloridaStandard(s):
LAFS.3.W.1.2Writeinformative/explanatorytextstoexamineatopicand
conveyideasandinformationclearly:Developthetopicwithfacts,
definitions,anddetails.
LAFS.3.RI.1.2Determinethemainideaofatext;recountthekeydetails
andexplainhowtheysupportthemainidea.
NextGenerationSunshineStateStandards:
SS.3.G.1.2Reviewbasicmapelements(coordinategrid,cardinaland
intermediatedirections,title,compassrose,scale,key/legendwithsymbols.
SS.3.G.1.4Nameandidentifythepurposeofmaps(physical,political,
elevation,population).
VA.3.F.2.1Identifyplaceswhereartistsordesignershavemadeanimpact
onthecommunity.
VA.3.O.3.1Usesymbols,visuallanguage,and/orwrittenlanguageto
documentselforothers.

Assessment
Howwillstudentlearningbe
assessed?Authentic/Alternative
assessments?
Doesyourassessmentalignwith
yourobjectives,standardsand
procedures?
Informalassessment(multiple
modes):participationrubrics,journal
entries,collaborative
planning/presentationnotes,etc.

UnitPreAssessment
AttachedtoMondayslessonplan.
Willbegiven2weeksinadvancedtotestpriorknowledge.
UnitPostAssessment
AttachedtoMondayslessonplan.
AdditionalAssessmentInformalassessmentimbeddedintoDay5s
treasuremapmakingactivity(seeDay5lessonplan).
Ongoingdaily(progressmonitoring)Assessment:
OnMonday,studentswillcreateaflipbook.Everydaythestudentswill
reviewtheflipbookandwilladdtoitduringandafterthedailylesson.
Reviewwithprobingquestionsthroughaclassdiscussion,studentsare
encouragedtolookattheirflipbooks.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Design for Instruction

Student Activities & Procedures

Whatbestpracticestrategieswillbe
implemented?
Howwillyoucommunicatestudent
expectations?
Whatproductswillbedevelopedand
createdbystudents?
ConsiderContextualFactors(learning
differences/learning
environment/learningstyles)thatmaybe
inplaceinyourfutureclassroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities
(SLD), etc.

Scalecheckwithpaperplatecompassatthebeginningandendofthe
lesson(Scaleof14).Scaleisdividedasfollows:
Level1:Idontunderstandyet.
Level2:Ineedmorepractice.
Level3:Iunderstandandcandothisbymyself.
Level4:Icandothisandexplainittosomeoneelse.

This is the heart

EVERYTHING!

of the lesson plan. Be as specific as possible. This section includes

Language Arts Block

1. Take out book Mapping Pennys World, and read out loud to students, asking them
to pay attention to the different kinds of maps presented in the book.
(ESOL/ESE students will see the books words and pictures, and will be hearing
it orally read out loud as well.)
2. After reading, take a general class survey by asking the students what kinds of places
you can map.
(ESOL/ESE this is done as a general class. As several native English speakers
answer the question, ESOL students will better understand the question through
other students answers.)
3. Students will then choose a location (such as their room, yard, or neighborhood) they
are familiar with and use descriptive adjectives to describe everything about that
place. Teacher will emphasize that it is very important to include as many details as
possible.
(ESOL/ESE if students struggle with writing complete sentences, they can make
a bulleted list instead.)
Social Studies Block
4. Review previous days lesson by asking students what they remember from yesterday.
(Remembered concepts should include birds-eye view, title, why maps are important)
5. Ask students to show how much they know about map titles and map keys using their
comprehension compass. Teacher take note of students response.
(ESOL/ESE activating prior knowledge to prepare learning of new material.)
6. Have students take out Me on the Map flipbook, and discuss what a Map Title is and
where it belongs, as well as key - refer to Mapping Pennys World. Refer back to
day 1 with map they drew of their room. Agree on a class definition of Map Title
and Map Key, write definition on board. Students will write their definition in their
flipbook.
(ESOL/ESE definition is discussed as a class and is modeled by the teacher on
the IWB)
7. Have class discussion about Keys and Titles. What kind of symbols might be found
on a key? What should the title of a map say?
8. Make a Key Activity Hand out Disney GuideMap (Different language maps will be
handed out without the students knowledge). Have students circle what symbols they
see on the map on using pen/marker (Transportation, food, rides), then have students
split into small groups of 3-5 and construct a key for the map on the other side of the
My School page on their flipbooks.
(ESOL/ESE map is easy to read and employs pictures and symbols. Students
split into small groups.)
9. Discuss as a class what each symbols they used in their key and why. Have students
look at the front of their map what language is it in? Were they able to understand
and read the map even though it may not have been in English?
10. Students will think about the school. Class will talk about what rooms are around us,
and what is near us. Teacher will lead students in drawing a map of the school (on
Interactive Whiteboard) including a title and a key on their flipbooks under My
School in the flipbook. (Map Template Attached)
(ESOL/ESE activity is teacher-led with teacher drawing a map on the
interactive white board for students to model.)
11. Facilitate discussion about where the school is located, what city it is located in. Have
students think about other locations in the city.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Resources/Materials

12. Have students draw pictures of a landmarks they know in Orlando in their flipbooks.
Take a tally of places, and visit most common ones on google maps (on IWB). Take
special note if the landmark or location is noted by a symbol that would be on a key.
Discuss what makes that location special why it stuck in their mind. Ask students
what it contributes to the community. Using google maps, find directions to the
landmark to give a sense of location.
(ESOL/ESE students are drawing pictures.)
13. Students will split off into groups of two. They will take out their descriptive sheet
from the language arts block, and they will trade sheets. The other student will now
attempt to draw the map using just the description given.
(ESOL/ESE small groups are being used.)
14. After drawn, give map to other student. Did the map match up what the room looked
like? What could have been added to the description to make it easier to draw?
15. At the end of the whole group discussion, students will use their Comprehension
Compass (Marzano Scales) to show their understanding between maps, keys and titles.
Mapping Pennys World Loreen Leedy
Google Maps (Maps.google.com)
School Map Template Attached
Me on the Map Flipbook Attached
Paper
Pencils/Pens/Markers
Interactive White Board and IWB pen
Comprehension Compass

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)