Beruflich Dokumente
Kultur Dokumente
Essential Knowledge:
-Student will be able to interpret the difference between rural and urban
areas.
-I can indicate which types of transportation are more commonly seen and
used in rural areas.
-White board
-Pencils
-Tape
5) As
students go
to either the
rural or urban
side of the
room
depending on
the type of
transportatio
n called out
by the
teacher ask
students to
explain why
they went
where they
did. If there is
any
confusion the
teacher
should clarify.
Independent
Practice:
1) Have
students
stand in a
staggered
line in the
middle of the
room.
2) Tell the
students they
are going to
do something
very similar
to what they
just did
before only
this time they
will stay
standing
where they
are and they
will not travel
from one side
of the room
to the other.
3) Tell them
the teacher is
going to call
out a type of
transportatio
n and they
need to point
to the side of
the room that
has the area
where the
type of
transportatio
n called out
is used or
seen MORE.
4) Before the
teacher calls
out a type of
transportatio
n she should
tell students
to point to
the rural side
of the room
and then to
the urban
side of the
room EVERY
time because
students will
close their
eyes right
before the
teacher calls
out a type of
transportatio
n.
5) The
teacher will
tell students
to close their
eyes and
cover them
with one
hand, then
will call out
some type of
transportatio
n that was
written on
foldable
earlier.
6) Tell
students to
open their
eyes. Explain
why the type
of
transportatio
n would be
used or seen
MORE in rural
or urban
areas.
Teacher
should do
this each
time before
having
students
point to the
rural and
urban side of
the room,
having
students
close their
eyes and
saying a new
type of
transportatio
n.
Closure
Physical Disability
(physical
functioning/mobility):
Give this student an
opportunity to participate in
the discussion if they cannot
raise their hand.
Forethought: What could go wrong with this lesson plan - if this happens -
This lesson could go over the allotted time because the teaching
process could end up taking longer than fifteen minutes. If I notice I was short
on time after the teaching process was complete I would shorten the guided
practice to have time for the independent practice. Students could easily get
off task during both the guided practice and independent practice. If certain
students continued to stay off task and not follow directions even after they
were reminded I would have them stand next to me and point for both parts
of the lesson plan.