Sie sind auf Seite 1von 4

Student:

Ryan Murray
_ Professor:
Maria Esposito _
Course EDU:
521
_ Date:
December 15, 2015
_
Grade: 9 Topic: Positional and Directional Words Content Area: ELA
Instructional Objective(s):
After analyzing several pictures and participating in a class discussion
about positional and directional words, students will be able to
describe, in writing, how to arrive at a location based on a given map,
using positional and directional words, with at least 80 percent
accuracy.
Standards and Indicators:
English Language Arts Standard (CCS): Speaking and Listening; Comprehension and
Collaboration (L.9-10.1c)
Students participate effectively in a range of collaborative discussions (one-onone and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues,
building on others ideas and expressing their own clearly and persuasively.
Indicator:

This will be evident when students work collaboratively to discuss how to arrive
at a given destination.
This will be evident when students participate in a teacher-led class discussion
about local landmarks and how to best express location in relation to these
landmarks.

English Language Arts Standard (CCS): Speaking and Listening; Comprehension and
Collaboration (L.9-10.6)
Students adapt speech to a variety of contexts and tasks, demonstrating command
of formal English when indicated or appropriate.
Indicator:

This will be evident when students receive and provide directions


to various locations.

English Language Arts Standard (CCS): Writing; Production and Distribution of


Writing (W.9-10.4)
Students will produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.

Indicator:
This will be evident when students provide directions in sequential order in
writing.
Motivation:

Ask students where they like to go during their free time.


Encourage students to explain how they would arrive there.

Materials:

SMARTboard
SMARTboard slideshow presentation file
Copies of maps
Enlarged copies of maps
Pencils
iPads
Directional word and image worksheets

Strategies:

Cooperative learning
Group discussion
Teacher demonstration
Direct instruction
Student participation
I do, we do, you do
Turn and talk

Adaptations:

Students with significant distractibility and poor eyesight will have preferential
seating in the front row of the classroom.
If needed, students will be provided with a larger map.

Differentiation of Instruction:

Students having difficulty will be given a list of directional words


to refer to as needed.

Students performing above grade level will be asked to provide


directions to multiple locations, along a more complex route.

Developmental Procedures:

Teacher will have directional words, locations, landmarks, etc.


displayed on the SMARTboard at the start of the discussion (Why
is it important to be able to explain where we are?)
Teacher will explain basic directional and positional word
meanings with the use of basic images (How would you explain
where two items are in relation to one another?)
Teacher will present a basic map containing a few roads and
buildings. He/She will demonstrate how to explain giving
directions from one building to another, emphasizing the
importance of the proper order of the directions (Why is it
important to give directions in sequential order?)
The class will work together to provide directions from one
building to another, using two new locations, emphasizing the
importance of sequential order (Where would we have to go
first?)
Teacher will provide entire class with directions. Students will
then determine the intended location. (Using these directions,
where do you wind up?)
The students will work with a partner to write directions on how
to get from a specific building to the school on the map,
emphasizing the importance of sequential order (How would you
tell someone to arrive at our school?)
Entire class will share their group work with each other and
discuss (Consider each others ideas and determine whether
each group provided successful directions to our school, in
sequential order, using directional words.)

Assessment:

Students will successfully match directional words with pictures.


Students directions were clear and concise.

Independent Practice:

Students will continue practicing positional and directional words


for homework, utilizing a teacher created online QR Code
activity, which will gauge the students ability to provide
sequential directions.

Follow-up:
Direct Teacher Intervention:

The teacher and student will, together, work with interactive map
and direction games online.

Academic Enrichment:

Students will write a letter to a peer, detailing proper directions


for how they would get to a destination of their choosing.
Teacher References:
Directional and Positional Words. (n.d.). Retrieved December 12, 2015,
from http://sp.rpcs.org/faculty/TorresW/math pdfs/Directional and
Positional Words.pdf
Giving Directions. (n.d.). Retrieved December 12, 2015, from
http://www.apliut.com/pages/aideenseignement/swapshop_Grenoble09
/prudHomme_givingdirections.pdf
Maps & Direction. (n.d.). Retrieved December 12, 2015, from
http://interactivesites.weebly.com/maps--direction.html
Directional and Positional Words. (n.d.). Retrieved December 12, 2015,
from http://www.sightwordsgame.com/directional-positional-words/

Das könnte Ihnen auch gefallen