ECLD 350: Teaching Young Bilingual Children

Lesson Plan #2 Template

Content area: Social Studies
Lesson Title: Where do we live?
Grade: first grade

Preparation
Colorado Academic Standard(s):
2.1 Geographic tools such as maps and globes represent places
a. Explain that maps and globes are different representations of Earth (DOK
1)
c. Recite address including city, state, and country and explain how those
labels help find places on a map (DOK 1-2)

WIDA English Language Proficiency Standard:

Language of social studies
Content Objective(s):
a) Explain that maps and globes are different representation of
earth
c) Recite address including city, state, and county. Explain the
difference
Language Objective(s):
Students will understand the differences between city, county, state
and country
Strand of MPIs (How will students process and produce language at each
level?)

Listenin
g

Speakin
g

Reading

Levels 1-2
Entering/Emerging

Levels 2-3
Emerging/Developin
g

Students will
follow oral
instructions to
categorize the
parts of an
address with the
help of the book
Students will
participate in the
class discussion on
the parts of an
address
Students will
classify the parts
of an address

Students will follow

oral instructions to
categorize the
parts of an address
with the help of the
map

Students will
Arrange the parts
of an address
based on oral
descriptions with
the class support

Students will
describe the parts
of an address using
gestures and words
in small groups
Students will sort
parts of an address
according to their

Students will
specify similarities
and differences in
the parts of an
address as a class
Students will
connect
information as a

Levels 4-5
Expanding/Bridging

based on the book

Writing

use based on the

text. Students will
work in groups if
needed.
Students will
Students will draw
Supply words,
and label a card
City, state, county, with an address
country about the
when provided with
addresses based
the address format
on the words given and letter template
in the book

class in the web

about addresses.
Students will write
a card and address
the letter correctly
during centers the
following day

What sentence frames will you include?

The city I live in is___________.
The state I live in is____________.
The county I live in is___________.
The Country I live in is__________.
City is ______ then State.
State is ______then country
County is larger then ______.

How will you provide differentiation for the content

objective through centers the following day?
In centers the following day will be two worksheets, one that will
reinforce vocabulary and one that will reinforce the sentence
frames. Also children will have the opportunity to read other
books on the topic, such as My Place In Space by Robin and Sally
Hirst, and Map in My Lap by Dr. Seuss. Students will have a
center to create letters and then provide the students with
envelope to mail to home.

Visuals/Resources/Hands on materials/Supplementary
Materials that will assist with scaffolding content and
language objectives (Include appropriate bibliographic
information):

Greater Than, Less Than

Circle the < symbol for less than
Circle the > symbol for greater than

County
City
State
Continent
Country

< > City

< > State
< > Country
< > State
< > State

Target Vocabulary:
City
State
County
Country
Building Background

 Access prior knowledge

By asking students before starting the lesson What state do we
live in? What city/town do we live in? What is our country? I
will have the opportunity to assess their knowledge.
Build background knowledge
I will build on this knowledge by reading the story From here to
there
We will then discuss and define the differences between city,
state, county and country.
How will you introduce the target vocabulary?
Students write the words and draw a picture in their learning log,
or spiral notebook. Along with documenting vocabulary,
students also use these logs to write about their learning during
a unit.
Comprehensible Input
Explain what you will do to make the instruction
comprehensible
(e.g., rate of speech, use of visuals, TPR/gestures, etc.).
My lesson uses visuals as the base for knowledge; this is purposeful so
that all students are able to at least judge what they are looking at
even if it is beyond their level of language.
Strategies
What Cognitive Strategy/ies will you provide? How will
you model the strategy/ies?
Identify, classify and compare city, county, state and
country
Choose one meta-cognitive strategy (refer to list). How
will you model it?
Evaluate: After completing a task:
-Assess how well you have accomplished the learning task.
-Assess how well you have used learning strategies.
-Decide how effective the strategies were.
-Identify changes you will make the next time you have a similar
task to do.
We will do this as a part of the final activity/ discussion, students
will have time to talk with peers and the teacher to evaluate

what they have learned and what they may still need help to
understand.
I will model this by first talking them though my self evaluation
process, using sentences like today I learned I am very good
at I can use work on.I am comfortable with. I could teach
someone else to.
What scaffolding techniques will you use?
Prompting, questioning, and elaboration
Paraphrasing - restating a student's response in order to model
correct English or to restate what a student as said for emphasis or
clarification.
Using "think-alouds - carefully structured models of how effective
strategy users think and monitor their understandings
What questions will you ask (include some higher level
questions)?
Where do you live?
What state/city/country do you live in?
Why do we have addresses?
What are they used for?
Interaction
What cooperative learning activity (Kagan structure) will you
include? There can be more than one.
Structures:
How will you put your students in groups?
Students will be grouped based on their learning levels pairing
one high functioning native English speaker to a mid level
English language learning student and one mid level native
English speaker to a low-level English language-learning student.
When asking questions we will use Numbered heads together as
a strategy to ensure all students are prepared to answer the
questions aloud.
Describe the cooperative learning activity in detail.
Rally table: In pairs, students alternate generating written responses or
solving problems.
Numbered heads together: After writing down their own answer to a
question, teammates (4) put their heads together to ensure all
members can answer. The teacher then calls a number and students
with that number share their answers.

o How will you model the cooperative learning activity

for your students?
5

o
o

o
o

o Before asking students questions teacher will explain

the planned Cooperative learning Activity to the
students
How will you ensure that students have to work
together positive interdependence?
o Students have the chance to think on their own first
then share as a table. Students will be aware of the
expectation that when others share we listen
respectfully and know the proper way to disagree with a
peer as to be constructive and not mean.
How will students know who will go first?
o Students will be called on at random by the teacher
What signal will you use to get the students
attention?
o Teacher will say One, two, three eyes on me students
will respond one, two eyes on you
How will you choose the students who will respond
(Individual Accountability)?
o Students will be called on at random by the teacher
What cheer(s) will you provide?
o I will not be using cheers in the classroom, I prefer to
provide individual encouragement and focus on the
child rather then seemingly meaning less cheers.

Lesson Delivery:
Share the objectives with the students
Building Background (You do not need to rewrite this.)
Describe how you will present the key concepts to the
students.
Describe how the students will apply or practice their
new knowledge.
Teacher will
Student will
Time
Go over Numbered
Use Numbered heads
5 minutes
Heads together
together strategy to
strategy
ensure all students
have an answer
Ask students
prepared and feel
questions about
confident with their
where they liveWhat choices. Then they
state do we live
will answer when
in? What city do we
called on.
live in? What is our
country?
Read the story From

Listen to teacher and

6

20 minutes

Here to There on the

doc cam Do a read
aloud

answer an questions
the teacher may ask
in a read aloud

Use the white board

to create a list of
where Mary lived Ask
students to recall
information about the
places mentioned in
the book (check for
student learning)

Answer questions and

help create the
diagram

10 minutes

Introduce vocabulary
City, state, county,
country by asking
students to discuss in
their table group the
meanings of each
word offered.

Students write the

words and draw a
picture in their
learning log, or spiral
notebook. Along with
documenting
vocabulary, students
also use these logs to
write about their
learning during a unit.
Watch the teacher/
board and ask
questions if they arise

15 minutes

Use Google E
arth to move students
from closest point to
farthest point.
School-neighborhood
city- county statecountry- continenthemisphere. (Check
for comprehension)
Close the activity with
any last minute
questions and
allowing students to
make connections to
the text from the
activity

Ask questions, and

make connections to
the story

Review/Assessment
7

20 minutes

5 minutes

 How will you review the Target Vocabulary?

The following worksheet will be in centers the following day

The Place Where I Live

Write the definition of the following vocabulary terms in the space
provided:
1. City:______________________________________________
__________________________________________________
_________________________________________________
2. County:____________________________________________
__________________________________________________
__________________________________________________
3. State:_____________________________________________
__________________________________________________
__________________________________________________
4. Country:___________________________________________
__________________________________________________
__________________________________________________
5. Continent:__________________________________________
__________________________________________________
__________________________________________________
_______________.

How will you review the key concepts? Ask the students
if the objectives were met.

o We will review vocabulary at the start of the new day, and

continue to use in the following day and week in centers
and extension activities.
Write what each level will do to show you what they learned. You do
not need to write anything in Needs Assistance and Achieved.
These columns are to notate names of students as you assess.

Levels 12

Levels 23
Levels 45

Differentiated Assessment
Needs Assistance
Students will be able
to follow oral
instructions to
categorize parts of
an address by city,
county, state,
country, and
continent.
Needs Assistance
Students will sort by
size city, county,
state and country.
Needs Assistance
Students will recite
the city, county,
state and country we
live in.

Achieved

Achieved

Achieved

Will you provide any other assessment? (optional)

No evaluation as this is the introduction to a larger unit; there will be
no formal evaluation with in this lesson. This is just to get students use
to the idea of city, state, and country.