Lesson plans for Elementary Language Arts methods and Social Studies

Mona Khattak

American University Dubai

21st, April 2016

 Lesson number: 1 (Social Studies)
Date Time/ Grade No. of No. of ELLs: 4 Subject/Unit: Geography, cardinal directions, reading
(s): Period: level: 1 Students: No. of SEN:2 maps, creating directions.
45 mins 18

Standards 3.2.b Maps and map tools, such as legends and cardinal directions, can help us navigate from one place to
the next, provide directions, or trace important routes (location).
3.2.c Use maps and graphs, tables and diagrams to read and display geographic information.
Objectives Identify cardinal directions correctly.
Use knowledge of cardinal directions to label maps.
Apply the knowledge of cardinal directions to differentiate between directions.

LEARNING PLAN (Specify groupings: independent / pairs / whole Differentiation Materials

class / groups)
Timin Step by step:
g (Direct Instruction Method)
5mins Anticipatory set/Warm up:
As a warm up activity, I will show students a compass -Let low/SEN/ELL students Poster, compass
and a projected image of a compass. share first and High/medium (real/on I-phone, I-
I will ask each student what each point in a compass students add more details. pad)
means and label if students give correct responses. -Listen to all students talk in
Ill ask students what they think a compass is used pairs and guide when needed.
for. Students will think-pair-share their answers.
Objective and purpose:
I will tell students that today we will learn how to
look at maps and give directions, using something -Write key vocabulary on the
called cardinal directions. board for students who benefit
I will write the word cardinal directions and learning from visual images.
compass rose on the board.
10 ( key vocabulary)
Input:
mins Students will watch Brain Pop Jr. Reading maps
video.
As a whole class practice, we fill in directions on the Add the vocabulary items North, Smartboard, Brain Pop
compass. I will help students remember this by saying South, East and West to the Jr. Reading maps
Never Eat Soggy Waffles. Ask- How do you think vocabulary list also.
this is used? Ill give prompts about locations and
directions.

5mins Modeling:
I will display a map on the screen. Think aloud and
ask myself questions like, where is the island?, Simplified maps for
Where are the cabins? etc. Then answer the grade 1.
questions by saying Island is in the North etc.

Check for understanding:

I will ask questions from students about how to use
directions for places on the map.
I will encourage them to refer to the compass rose as
a guide.
I will make sure they know what to do in the activity
by monitoring initial attempts.

Guided Practice:
10
Students will play the game Uncle Sams farm. I will
mins Smartboard,
divide class in two teams and get feedback by
http://www.maps101.c
listening to students answer direction questions in
their teams. (cooperative method) Winning team will -Turn on switch in game to om/static_items/games
get to play 5 mins more during outdoor recess. (PAT) display cardinal points for /uncle_sams_farm_car
ELL /SEN/low students. dinal2.php
10 Independent practice: -Divide teams with equal
mins Students will return to their seats with their own map number of ELLs/SEN/low
worksheets to practice using cardinal directions. students where possible.
 (Gap-fill activities about location)
-Differentiated worksheets
5 mins having more and less places to
Closure: label, based on student needs.
Students will sit on the carpet and think-pair-share
about the following questions on the board:
What are four cardinal directions? map building skills
Why are they important in using maps? worksheets
Are there any maps that they have seen in the school?
Formative Assessments:
I will do formative assessments through:
Question/answer feedback in activity about places on
the map, after watching Brain Pop video.
Student observation when they play Uncle Sam Farm
game.
Worksheet task (gap fill).
Group discussion at the end of the lesson.
 Lesson number: 2 (Social Studies)
Date(s) Time/ Grade No. of No. of ELLs: 4 Subject/Unit:
: Period: level: Students: No. of SEN:2 Geography, cardinal directions, reading maps, creating
45 mins (+ 1 18 directions.
snack time)

Standards 3.2.b Maps and map tools, such as legends and cardinal directions, can help us navigate from one place to the
next, provide directions, or trace important routes (location).
3.2.c Use maps and graphs, tables and diagrams to read and display geographic information.

Objectives Apply knowledge of cardinal directions to follow and give directions.

Create a map with directions.
Find clues to complete a scavenger hunt activity.
LEARNING PLAN (Specify groupings: independent / pairs / whole Differentiation Materials
class / groups)
Timin Step by step:
g (Direct Instruction Method) Compass rose poster,
Anticipatory set: I-pad, I-phone
5mins I will say NEVER EAT SOGGY WAFFLES I compass
cant think of where this is from, but I know I have
heard it before. Do you remember what these words
mean or stand for?
I will review the directions and their names.

Objectives and purpose:

5 mins
I will ask students if it is easy or hard to ask
give/follow directions? Is it important to give detailed
directions? I will let students think-pair-share
answers.
 I will tell students that today we will practice how to
(i) Practice how to make maps using grids and
write directions.
(ii) Follow directions using cardinal directions in
a scavenger hunt.
10 Input:
mins
Whole class practice: I will display a map with grids Simplified maps for
and explain concept of map grids. I will give grade 1.
examples of questions you could ask about the map.
Begin with What direction do you have to go to get
from __________ to ___________? Ask another, If
https://www.youtube.c
you go _________ (direction) from the school, where
would you be? and Looking at the map grid, how om/watch?
many steps do I need to take to get from ______ to v=BCZs2ZtkZUs
______?
Students will watch a video on map grids.
I will explain what a scavenger hunt is and how
students will play in groups using QR codes that they
will find around the school. (Inquiry as Cooperative
Learning: Group Investigation)
Modeling:
5 mins I will show students how to create a city map.
I will show an example on the chart paper to include
things like a school, park, church, etc.
Check for understanding:

5 mins Ill get feedback through questions like If I want to http://www.teacherled.

put a house in the North of the hospital, where would com/resources/mapma
it be? ker/mapmakerload.ht
I will have students help write directions to get to X ml
 on the map on display. I-pads, laptops
Guided practice: Checklist on board
I will have students break off into groups to work on
their maps and write directions from one place to
10 another -Differentiated checklists,
mins I will display the checklist of the things they NEED to having more and less places to
include (church, hospital, city, etc.) on the board. put on the map, based on student
Ill circulate and check students initial attempts at needs.
making their maps.

Independent practice:
While students are working Ill have my assistant take
10 1 group at a time to complete a scavenger hunt using
mins directions clues that they find, by locating QR codes -Divide teams with equal
in different parts around the school. Clues include number of ELLs/SEN/low
directions like Start from your classroom door. Walk students where possible.
12 steps North to get your next QR Code clue
Activity ends when students reach the treasure (a
box of cookies) I-pads with QR Code
Closure: reading app,
Students will eat cookies and talk about what they enjoyed Scavenger hunt clue
about the activities, what they found hard, the importance of cards, cookies.
5 mins giving detailed instructions and what they would like to have
more practice in. (Discussion and self-evaluation)

Formative Assessments:
I will do formative assessments through:
Oral feedback during think-pair-share activity.
Anecdotal notes Ill make during city map activity.
 Have students vote with thumbs when explaining
the Scavenger Hunt rules. (Ill explain rules step by
step and only move ahead if I get a thumbs up from
all students.
Student observation during the scavenger hunt.
Lesson number: 3 (Social Studies)
Date(s): Time/ Period: Grade level: 1 No. of Students: No. of ELLs: 4 Subject/Unit:
45 mins 18 No. of SEN:2 Geography, cardinal directions, reading
maps, creating directions.
Standards 3.2.b Maps and map tools, such as legends and cardinal directions, can help us navigate from one
place to the next, provide directions, or trace important routes (location).
3.2.c Use maps and graphs, tables and diagrams to read and display geographic information.
Objectives Apply knowledge of cardinal directions to follow and give directions.
Create a school map with directions for the substitute teacher.

LEARNING PLAN (Specify groupings: independent / pairs / whole class / groups) Differentiation Materials
Timing Unit consolidating lesson
10 Warm up: Tape, obstacles like
mins Ill review the cardinal directions by identifying the actual north, cardboard boxes, school
south, east and west in the room. bags,etc
Whole Class: I will take tape and put an X on the floor. I will
have my students take turns giving 1 direction at a time for me to
get around obstacles to that X using cardinal directions. (Hands-
35mins on activity)
(may Step by step:
go over (Inquiry as Cooperative Learning: Group Investigation)
to next -Divide teams I-pads with camera,
class) (Introduce the problem and organize the groups) I will tell the with equal worksheets with
students that I might be away from school for a few days next number of compass rose and map
week. I would like to have directions ready for the substitute ELLs/SEN/low symbols, cardboard,
teacher to get to each of the specialist teachers classrooms. students where markers, etc
 (simulation) possible.
I will divide the class in groups of 4.
(Plan the investigation) Students will decide which of them will
have which role: photographer, cartographer (map maker), text
writer and project manager.
Ill help students brainstorm about how best to make the map and
write directions using graphic organizers.
(Carry out the investigation) Students will walk from classroom to
cafeteria and specialist classroom, taking pictures, taking notes
and making rough drafts of map.
(Present the final product) I will work with students to come up
with the final map and written directions with pictures.
(Evaluate) Students will have a discussion about their experience
and how well they were able to use mapping concepts of compass
rose, key and directions to make their map.

Formative Assessments:
I will do formative assessments through:
Anecdotal notes during the activity in which students give one
direction each. I will also make the rest of the class hold stop and
go cards to agree or disagree with the directions a student is
giving. (technique)
Group observations during school map activity steps.

Summative Assessment:
Through the consolidating activity for the unit which is the final product
(school map and directions) and group discussion. (project based
learning)
I will use a rubric for assessment of the school map. (Sample rubric given
below)
 Lesson number: 1 (ELA)
Time/ Grade level: 1 No. of Students: No. of ELLs: 4 Subject/Unit:
Date(s) Period: 45 18 No. of SEN:2 Reading- Asking questions
: mins

Standards CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text.
CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central
message or lesson.
CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details.
Objectives Predict what the story is about and produce thick and thin questions by looking at the book cover.
Differentiate between thick and thin questions
Present final product to class.
LEARNING PLAN (Specify groupings: independent / pairs / whole class / Differentiation Materials
groups)
Timin (Reading workshop)
g Step by step:
10-15
mins (Mini lesson)

Introduce the topic:

I will tell students that we are going to practice asking
questions before, while and after reading a book.
I will review thick and thin questions. (High order and low
order thinking skills questions respectively.) (S,L)

Share examples:
Ill show the picture story The Tale of Peter Rabbit and give
example questions for each picture. I will roll over mouse to
show suggested questions for each picture. (V,R) http://www.bgfl.org/bgfl/custo
I will look at the front cover of a book and tell students that we
 will be asking questions that come to our mind when looking m/resources_ftp/client_ftp/ks1/
at the front cover of the book. As a group, I will give students Give question english/beatrix/index.htm,
some time to ask any questions they might have about the cue cards to low
cover of the book. Then, Ill review if the questions are thick group. Smartboard, A3 paper with
or thin. (pre-reading) front cover picture of a
(V,S,L) fiction book,
Sample thick and thin questions can be:
Thick Thin
1. What could the relationship be 1. Who are the characters?
between the characters? 2. What is the title?
2. What do you think the 3. What is the setting of the
characters might see? story?
3. Where would you like to go for
a walk? Why?

15 https://www.youtube.com/
Provide information: watch?
mins I will tell students that there are several ways of asking Split groups
v=8GHo9PAwY24&feature
questions. based on
=youtu.be
Ill show a video about different types of questions. (V,L) reading levels.
Supervise practice:
Give question
Before reading a book: I will divide class in 5 groups and give
each group a paper with the front cover of a book (a book on cue cards to
their level). Students will have to work together to ask low/SEN/ELL
questions they have by looking at the cover of their book. group and have
(cooperative learning) high group
Students will write these questions in two columns labelling make 2 more
10 the questions thick and thin. (graphic organizer) (VR) thick and thin
mins I will circulate to get feedback and guide students. questions, each.

Assess Learning: Assistant/

Each group will present their books front cover and questions teacher/ELL
before reading, having labelled the thick and think questions. teacher works
(Group share) with low group
 to sort out thick
and thin
questions

Formative Assessments:
I will do formative assessments through:
Oral feedback in the activity when students think and ask
questions.
Group observation when students brainstorm questions.
Worksheet of think/thin questions.

(Lessons try to incorporate as many of the 6 language essentials as

possible: reading (R), writing (W), speaking (S), listening (L),
viewing (V) and visually representing (VR))
 Lesson number: 2 (ELA)
Time/ Period: Grade level: 1 No. of Students: No. of ELLs: 4 Subject/Unit:
Date(s): 45 mins 18 No. of SEN:2 Reading- Asking questions

Standards CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text.
CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key
details.
Objectives Ask questions during and after reading a book.
Differentiate between thick and thin questions
Present final product to class.
LEARNING PLAN (Specify groupings: independent / pairs / whole class / groups) Differentiation Materials
Timing (Reading Workshop)
Step by step:
10-15 (Mini lesson)
mins Introduce the topic:
I will tell students that they will continue working on asking thick
and thin questions. This lesson will be about asking questions
during reading and after reading.
I will review question stems and thick and thin questions. Smartboard, A3
paper with middle of
Share examples: book picture of same
Using the same book as the day before, I will read the book to the fiction book as the
class and while I read, I will ask questions that I can think of. I day before
will read a few pages and then stop. Then I will discuss what
questions that came to my mind and if there are any other
 questions students might have.
Sample questions could be:
Thick Thin
1. What character traits describe the 1. What is the character doing?
main character? 2. Does the character look happy or sad?
2. How would you feel if this was 3. What is the main characters name?
happening to you?
3. Imagine if this was happening in the
old days. What would be different?

I will finish reading the same book. Ill tell students that after we Smartboard, A3
read the book we can ask questions about the whole book. I will paper with end of
ask students to turn and talk and ask each other questions they still book picture of same
might have about the book and then share. (think-pair-share) fiction book as the
Sample questions could be: day before
Thick Thin
1. What would you have done 1.Can you name three places the characters
differently than these characters? went to?
2. If you could change the ending 2. What happens in the end?
what would it be? 3. What does the character say to each other
3. What was your favorite part of the in the end?
book? Why?

Provide information:
I will let students know that they can ask questions for many
different reasons. Before reading a text, perhaps they are curious
about something they might find out. During reading, asking
questions can help them stay engaged with difficult or unfamiliar
material. Ill stress the importance of stopping to think and let
them know that turning the information into questionseven
questions that they already know the answers toleads them to
reflect on and better understand what has been read.
Supervise practice:
Students will return to the groups they were in the day before and Split groups
this time they will each get a turn to read a page of the book that based on reading
was given to them. They will only read half of the book. Students levels.
will then write down questions they can think of while they were
reading. Once again they will label the questions thick and thin. Give question cue
(Independent reading and conferring) cards to
Students will gather on the carpet and each group will share their low/SEN/ELL
during reading questions. group and have
Students will then return back to their groups and finish reading high group make
the same book they have been given. As a group they will write 2 more thick and
the final list of questions they still might have about the book, thin questions,
highlighting thin and thick questions. (cooperative learning) each.
Students will present again if there is time.
Assistant/
Assess learning: teacher/ELL
Each group will present their books middle of the book page A3 teacher works
copy with questions during reading. They also show the with low group to
worksheet with columns having labelled the thick and think sort out thick and
questions. (Group share)
thin questions in a
Each group will present their books end of the book page A3
guided reading.
copy with questions after reading. They will also show the
worksheet with columns having labelled the thick and think
questions. (Group share)

Formative Assessments:
I will do formative assessments through:
Oral feedback in the activity when students think and ask
questions.
Group observation when students brainstorm questions.
Worksheet of think/thin questions.
 Lesson number: 3 (ELA)
Time/ Period: Grade level: 1 No. of Students: No. of ELLs: 4 Subject/Unit:
Date(s): 45 mins 18 No. of SEN:2 Reading- Asking questions

Standards CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text.
CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key
details.
Objectives Sort out questions into correct categories (before reading, during reading and after reading)
Apply knowledge of asking questions in a mock interview.

LEARNING PLAN (Specify groupings: independent / pairs / whole class / groups) Differentiation Materials
Timing Unit consolidating lesson
Warm up: Laminated question
10 I will divide students into new groups and give them question (Homogenous strips, A3 sheet with
mins strips. I will ask them to decide if the questions will be asked groups)-Groups graphic organizer for
before, during or after a book, then have them place the based on ability. thick and thin questions.
questions in the correct column in a given worksheet. (logical Question strips
method) vary in number
I will circulate to guide students and get feedback on learning. and complexity
We will discuss as a whole group. depending on
35mins group ability.
Step by step:
(Project-based learning)
 I will read a book to the whole class. (interactive read-aloud)
I will place students into groups of three. I will assign roles of
characters and a reporter within each group. I will explain to
students that they have to act as characters and reporter and ask
and answer questions. (Communicative Language Teaching
activity)
Each interview should consist of 3 thick and 3 thin questions.
Ill let students brainstorm question using graphic organizers.
They will use the iMovie to record themselves questioning the (grade appropriate book,
character. suitable for activity
If time permits, Ill show the movie to the whole class. objective; used for the
Closure: interactive read-aloud)
Students will sit on the carpet and in a class discussion talked
about how confident they now feel about asking questions and
how they might have done better in some of the activities. (self-
evaluation)

Summative Assessment:
IMovie with interview role play. I will use a rubric for assessment of the
interview activity.