Direct instruction

Teacher(s): Daniel Dandurand Subject: Social Studies / Constructing a Map / 7th

Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson

Arizona Social Study Standards articulated by grade level Seventh Grade

o Strand 4: Geography
Concept 1: The World in Spatial Terms
PO 3. Construct maps, charts, and graphs to display geographic information

ISTE Standards
o 4. Innovative Designer
a. know and use a deliberate design process for generating ideas, testing theories,
creating innovative artifacts or solving authentic problems.
b. select and use digital tools to plan and manage a design process that considers design
constraints and calculated risks.
c. develop, test and refine prototypes as part of a cyclical design process.

Anchor Standards
o 68.RH.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps)
with other information in print and digital texts.
o 68.WHST.4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
Produce clear and coherent functional writing (e.g., formal letters, envelopes, procedures,
Labels, timelines, graphs/tables, experiments, maps, captions, charts, diagrams) in which
the development, organization, and style are appropriate to task, purpose, and audience.

Workplace Skills
o Information Use, Organizes:
Student uses graphic organizeroutline, concept map, organization chart, tables, etc. to
sort information/data.
o Information Use, Communicates:
Student summarizes information to compose written or oral presentations, posters,
reports, slides, etc. This can also be as simple as explaining a problem in front of the
class.
Objectives (Explicit): Use Blooms verbiage and formula

Students will be able to construct a map that incorporates the proper map elements to display a
one block (or 100 meter radius) area around the street they live on with 80% mastery

Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going to grade/grading
tool? (rubric, checklist, etc.) Summative Assessment: Complete the task of constructing a map. (What is a valid or
realistic mastery percentage? How is this derived for each lesson? - Dan) I have attached a rubric to the end of the
lesson for the summative assessment which not only grades the final product, but also provides grading criteria for
participating in each segment of the activity as it is completed (see last page of lesson).

Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action verbs such as
write, list, highlight, etc.)

Students will be able to identify and apply through practical application the eight elements of a map
 Students will be able to locate, identify, and reproduce geographic features on a map
Students will be able to identify, measure, calculate and apply scale to a map

Key vocabulary: Materials/Technology Resources to be Used:

Mental Map, Map, Date, Orientation, G rid, Title, Author,

Index, Legend, Scale

Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/ hook the students

How accurate is Google Maps? (Show students a screenshot of a Google Map on my phone that shows my location in
the middle of a lake, then a picture of me standing by my Jeep Wrangler on perfecting dry land. Both taken without
me ever moving my Jeep.) Maps are only as good as their creator, and the student will be that creator in this case.
Next step will be for the students to create a Mental Map of the school from memory only and trading the map with
someone else. Can they use the map? How accurate is it to the real thing? Is a mental map really a map? What can
make your mental map useful to others? This will then lead into the sub-objectives of the lesson with students
learning map elements, identifying geographic features, and working with map scale. Each of these steps can be
circled back to a handout blank feature map with students continually adding to their initial map. This will
transition into the student creating their neighborhood map.

Teacher Will: Be specific Student Will: Be specific

Cover the concept of map elements using the
DOGTAILS acronym method of identifying the
essential components of a map. D=Date,
O=Orientation, G=Grid, T=Title, A=Author, I=
Index, L=Legend, S=Scale Next a partially completed
map will be displayed for the following questions:
Take notes about each aspect of DOGTAILS on a
handout with DOGTAILS filled in vertically that
also contains a rudimentary map with unnamed
features that need to be labeled using DOGTAILS
concepts later on.

If you cannot tell what a map is about just by looking

at it, what else can you look for that may tell you what Formative Assessment: Students will complete each
the map is about? segment of the Handout as the information on it is
covered. The first section or segment will be what
Instructional Input

If you wanted to find out more about what the maps DOGTAISL is and the students will complete the
author was using for his data analysis, where may you definitions for the provided terms.
look?
The next phase the students will use the terms to
In what ways could this map be made more useful to practice labeling a map where the elements are
you? presented as blank boxes that need to be filled in
with the correct names for the elements of the map.
Formative Assessment: A status check of the
classroom by show of hands or a thumbs up for
steps one (DOGTAILS) and step two (Map Labeling)
to gain an approximate understanding of where the
students are with the task. Alternatives: Students can
also collaborate on these steps and mutually decide if
they are ready or the next phase. If this is part of a
multi-day lesson, i.e. sub-objectives, the days
activities can be used as an exit ticket. A quick review
by the instructor can determine if any particular topic
needs to be covered more deeply and if a majority
 (80%+?) of the students understand and can or have
completed the information provided on the handout.
If the threshold is met, then proceed forward with
guided practice and independent practice portions of
the lesson.

Co-Teaching Strategy/DifferentiationHow will your instruction look different for those students who need
differentiation or accommodations during your instructional input/teaching?

So that one student or students do not feel singled out a method where the student is part of a larger whole
will be utilized. Handouts can be tailored for all the students to complete, with latitude being given for
imaginative thought. Students not quite grasping the concepts will be able to gain understanding of these
concepts through a back and forth Q&A where each area is openly covered within the classroom instruction.
This allows the more expressive students to assert their knowledge and allow those students who need to the
benefit of their peers knowledge to use it. Alternatively, students can be formed into groups of three to fill in
the DOGTAILS portion of the Handout, grouping up the entire class so nobody feels left out or singled out
as being different.

Rationale: Students learn more if they are a part of the process. Different students will gain knowledge in
different ways, or already have prior knowledge of the topic. Those not understanding the material will not
only hear instruction from the teacher, but from fellow students as well to assist them in reinforcing the
materials covered. They will also be writing down these concepts, which is another form of reinforcement.
Also, sometimes another students answer may inspire them to provide their own relatable answer to the
question.

Teacher Will: Be specific Student Will: Be specific

Cover each aspect of DOGTAILS one step at a time,
this will be a back and forth with instructional input.
What makes a map useful?
What can you make a map of?
Take notes about each aspect of DOGTAILS on a
handout with DOGTAILS filled in vertically that
also contains a rudimentary map with unnamed
features that need to be labeled using DOGTAILS
concepts later on.

Give an example of what can happen if you are using

Guided Practice

a map that is incomplete or inaccurate?

Co-Teaching Strategy/Differentiation/Check for Understandinghow are you going to know if EACH student is
ready to move onto independent practice? And how are you going to differentiate if they do not understand?

The students completion of the initial and these follow-along activities can be used as a determining factor
when considering if the students grasp the basic concepts of map making, if not already grouped to begin
with, students can be paired up for the back and forth Q&A. For the Q&A students can in-turn give their
versions of what they think a good map is, etc, and are not restricted to textbook answers. With these of
the top of their head responses they can be guided to a map element to be included. The handouts can be
filled out as the session moves along with the students filling in the initial concepts that are tied to their
answers during the back and forth Q&A.

Rationale: By tying concepts to personal experience the students are more apt to remember the material
 when it is tied directly to their own input. A review of this portion of their handouts will let me know if they
have actually made a connection, or if I need to possibly emphasize some specific detail within the covered
content.

Teacher Will: Be specific Student Will: Be specific

Provide guidance to students as needed while they
complete the remainder of the handout.
Are all maps useful? Why or why not?
Select which of the following images in your opinion
are actually maps, and state why or why not?
If you were making a map from the front door of
where you live to the classroom door, decide what
Independent Practice
Label the blank map portion of their handout and
complete some short answer questions on the
handout.
A final map will be a map of the students
neighborhood (from memory), containing all the
elements covered in the sub-objectives.

would you need to include on the map?

Co-Teaching Strategy/Differentiation: How will your instruction look different for those students who need
differentiation or accommodations?

Students requiring differentiated instruction will be given maps that have basic features already
outlined. I.e. building and street polygons and lines already filled in. Students can utilize partially
completed maps of the school area, an area around their home if available, or if so inclined make a
map of an imaginary area. If the previous two instructional steps have not warranted it yet, the
students can be grouped for this final activity. If grouped students can map out a larger map area
and hand in a combined answer handout.

Rationale: I believe that all students, those requiring differentiation or not (unless exempted due to
504 or IEP), benefit by putting knowledge to work through practical application either as
individuals or in groups. By using the school or home neighborhood as their focus they are directly
connected to content relative to themselves.

Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What essential
questions will they reflect on in their closure of the lesson?

Could the student navigate around their neighborhood with the map they created? Can someone else readily identify
the features that they have incorporated into their map? Names will be placed on the back of maps only for privacy
reasons.

Much of my Instructional and Guided areas will be a back and forth completed in steps utilizing images and
handouts, keeping the class actively engaged through action and interaction. I am not one for just droning on to the
point of getting glazed eye looks from students. It must be fun! Right?
Rubric for steps to completing final maps and final map:

Item 4 Points 3 Points 2 Points 1 Point

Section 1 of Handout 100% 75% 50% 25%

Completed:

Section 2 of Handout 100% 75% 50% 25%

Completed:

Section 3 of Handout 100% 75% 50% 25%

Completed:

Contains complete
DOGTAILS 7-8 elements 5-6 elements 3-4 elements 1-2 elements
elements:

Elements are easy to Easy to find map Somewhat easy to Elements are there, Elements hard to
find and identify (i.e. elements find map elements but not prominent find or non-existent
prominent title):

Completed project On-Time 1-2 days late 3-4 days late 5 or more days late
turned in on-time: