Daily Lesson Plan

{Miss Emily Wilson/2nd grade Social Studies/10.8.17}

I. Topic
The topic of this lesson is a review of following directions and map skills. The students will use
their knowledge of maps, compass rose, and following directions to create their own map and
write an explanation of how to follow that map.

II. Objective(s)
Given prior knowledge and discussion, the student will be able to create a map with at least 4
locations, a key, a compass and a title.
Given prior knowledge, discussion and their map, the student will be able to write an explanation
of how to navigate their pirate map with at least four sentences and one directional word.

Key vocabulary: map, key, compass rose, directions

III. Standards
- PA Geography 7.1.2.A Identify how basic geographic tools are used to organize
information.
- PA Core ELA CC.1.4.2.P Organize a short sequence of events, using temporal words to
signal event order; provide a sense of closure.

IV. Teaching Procedures (45 minutes)

a. Anticipatory set (3 minutes)
i. Tell students that today we have something very special in our classroom.
Show the students the box. Have them guess what is in the box (I will
shake it to help them guess). Tell the students that inside the box is pirate
treasure. (Show the coins). Explain that today we will be making a pirate
map and explaining how to follow the map to the treasure. Ask students if
they’ve ever made a map before and see what kind of things we should
include on the map.
b. Development (7 minutes)
i. Explain to the students that today we are going to be making our own
pirate treasure map. Show students my example of a treasure map. Explain
that students can draw whatever kind of map that they want, but that it has
to have a few specific items. Point to the checklist to show them what they
need to have on their map. Review where the title, key, scale and compass
rose are on the example treasure map. Explain that they have to have at
least 4 spots on their map. Have the students identify spots on my example
map. Explain to the students that when they are done making their map,
they need to write and explain how to follow their pirate map to the
treasure. Show the students on the checklist that they need to have 4
sentences and at least one directional word. Show the students the list of
directional words on the board. Have the students give me directions on
 how to follow my pirate map. Remind the students that they need to go
through the checklist in order, starting with the drawing of the map and
then doing the writing activity.
c. Independent practice (30 minutes)
i. Tell the students that they can begin drawing their pirate treasure map on
their blank white piece of paper. Circle around asking students about what
they have on their map and asking them to identify the different parts of
the map while they add to the map. After about 15 minutes remind the
students that they should be finishing up their drawings and beginning to
work on their writing. As students work on their writing, help them go
through their writing checklist to help improve their writing.
d. Closure (5 minutes)
i. As the students wrap up, bring the students back together as a whole
group. Ask the students if anyone wants to show their map to the class or
read their instructions. As each student shows their map, have the other
students identify parts of their map.
V. Materials
a. Treasure box
b. Treasure
c. Example pirate map
d. Checklists
e. Blank paper for map
f. Pencils
g. Crayons
h. Writing paper
i. List of directional words
VI. Adaptations/Plan Modifications
a. Too much time: If there is too much time, allow the students to switch maps and
see if they can understand how to find the treasure by reading the explanation.
They can also share about their pirate treasure map with a partner.
b. Too little time: If there is not enough time, have the students just quickly share
their map with a partner so that they can see some other examples of pirate maps.
c. Personalities: The class can be very talkative. If they are talking, but talking on
topic, I’ll allow them to talk as long as it doesn’t limit their ability to work, then I
will stop them. I’ll also only allow them to whisper to other students, which will
keep them at a quiet voice level. I also will try to include some quick following
directions brain breaks if they are sitting in their seats for too long. For example, I
might say that we will take a quick break and have them play a quick game of
Simon Says where they have to follow the instructions.
d. Individuals: For student A- I’ll have one of the other field students write down
what she tells them about her map. They will work individually with her so that
she can still practice expressive ELA skills.
VII. Evaluation
a. Formative
i. Questioning throughout lesson, individual conversations with students
working, closure
 b. Summative
i. Drawing of the map and the writing explanation
VIII. Reflection
a. Write an assessment of the students’ performance and mastery in terms of
each stated objective.
b. Write a self-evaluation including explanation for the success or lack of it.
Discuss what changes might have produced better results and could be used
in subsequent lessons?
c. Explain what specific changes were implemented from professor and teacher
suggestions and the results. (If changes were not made, explain your
rationale.)