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LESSON RATIONALE
Through critical thinking and application, students will begin to develop the everyday skill of using
cardinal directions such as: north, south, east, and west. Understanding the cardinal directions will aid
students as they learn more about reading maps and navigating.
READINESS
I. Goals/Objectives/Standard(s)
a. Goal: Students will understand what cardinal directions are, and how they can use them.
b. Objective(s):
i. Through movement in the classroom, students will identify the four cardinal directions.
ii. Using cardinal direction paddles while navigating Allen Elementary in search of Halloween
candy, students will identify the four cardinal directions.
iii. Given a worksheet, students will complete the compass rose.
c. Standards:
i. IAS
1. 2.3.1 Use a compass to identify cardinal and intermediate directions and to locate places on
maps and places in the classroom, school and community
Cardinal Directions: north, south, east, and west
ii. NCSS 3: People, Places, and Environments
d. Behavior
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
i. To get students attention I will you the call and respond, “Class, class” to which they will respond,
“Yes, yes.” When they respond, they are expected to turn and look at me.
ii. When a student’s voice is above the expected level, or they are not following directions, they will
get two warnings. After two warnings, they will have their card flipped.
iii. I will inform students at the beginning of the lesson that they have the opportunity to receive candy
at the end of the lesson, but if they do not follow directions, they will not earn the candy.
iv. General Expectations during the lesson:
i. Student’s voices will be at a level three during whole group discussions, and a level one
during independent work
ii. Students will follow directions, although they may ask clarifying questions if need be
iii. When sitting on the rug, students are to sit on their bottoms facing me
v. During Activity #2:
i. Students are expected to keep their voices at a level two or below, keep their hands to
themselves, and walk through the hallways
ii. If, after two warnings, a student does not follow directions, they will be promptly
removed from the activity and will lose their chance at getting candy
vi. If the whole class does well in the lesson, they will earn a “warm fuzzy.”
2. “I would like Miss Johnson’s group to meet over by Miss Johnson’s desk, and my group will
stay here.”
3. Both Miss Johnson and I will hand out the paddles to the students after we discuss
expectations for the hallway: Level 2 voice, no running, hands and paddles to self. If
students do not listen, they will not get candy.
4. Each group will move to the hallway and begin.
ii. Check for understanding: Miss Johnson and I will observe our groups to see how well they
are able to grasp the cardinal directions using the paddles.
iii. Once each group finds the candy room, we will meet back at the rug in Miss Johnson’s room
and the students will begin working on their closing activity
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
1. How many students achieved the lesson objective(s)? For those who did not, why not?
I believe that most of my students were able to achieve the lesson objectives. All students
met the first and second objectives, while a few students needed a little more time to
process the compass rose concept, but given more time and practice, I am confident that
they would meet the objective.
The execution of my lesson was good. Learning from my previous lesson, I was able to
clean up my transitions and manage behavior better. I believe that given more practice, I
will improve in these areas even more. I struggled at first with creating a developmentally
appropriate lesson. In the future, I will use available resources to choose DAP content for
my lessons better.
I would hand out the paddles before I split students into groups, as well as have students
face north as they filled in their compass roses.
I believe that the order of the activities and amount of time spent on each was appropriate.
6. What adjustments did I make to reach varied learning styles and ability levels?
I included several engaging activities designed to meet the various learning styles
represented in my classroom. Each of the activities was created to help scaffold students’
understanding and comprehension of the cardinal directions.
7. Was my anticipatory set a good segway into my lesson?
Yes, my students enjoyed the activity and were able to take their understanding of directions in
general and apply that to the specific directional terms (cardinal directions).
8. Did my behavior management plan work?
In general, my behavior management plan worked. As I continue to develop my teaching skill, I am
confident that my behavior management skill will increase. In the future, I will pay specific
attention to managing materials, as that can lead to behavior problems.
9. How smooth were my transitions?
Much smoother than the first lesson. I was able to utilize some more of Miss Johnson’s techniques
which the students already know, and therefore, respond to.
NCSS:
IAS:
Management Plan A. Materials:
B. Time:
C. Space:
D. Behavior:
E. Technology: (as appropriate)
Anticipatory Set The anticipatory set is clear and direct and
focuses students’ attention on the lesson.
Remediation –
Enrichment –
ELL –
Exceptional Needs-
Lesson Presentation Candidates demonstrate understandings,
for Social Studies capabilities and practices associated with
the central concepts and tools in Civics,
Economics, Geography, and /or History
within a framework of inquiry.
Check for The lesson plan includes a plan and the means
Understanding to check for student understanding of the
lesson. A provision is included to reteach all
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
or part of the lesson to all or part of the class.
Plan for
Competent 3
Assessment
ACEI 4.0
Reflection and Post- The lesson plan includes all required self-
Lesson Analysis answer questions.
SCORING
A lesson plan with elements A competent lesson plan earns An outstanding lesson plan
that do to meet the a score of 37-39/40. earns a score of 40/40.
competent level will receive
a score of 36 /40 or lower
Additional Comments: