Unit Plan Lesson 3 1

Lesson Planning Form for Accessible Instruction — Calvin College Education Program Teacher:

David DeKryger

Date: 4/3/19

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Subject/ Topic/ Theme:

Social Studies/Maps

Grade: 2nd

I. Objectives How does this lesson connect to the unit plan? It will be the map portion of the unit plan cognitiveR U Ap An E C*

Learners will be able to: ● ● ● ● ●

Create directions from one place to another, using a map Know the different tools within a map and how to use them, like map keys, labels, symbols, etc. Construct a map of their community Know how to use a map

Ap/An U/Ap C U

physical development

socioemotional

x x x

x

Common Core standards (or GLCEs if not available in Common Core) addressed: 2 – G1.0.1 - Construct maps of the local community that contain symbols, labels, and legends denoting human and natural characteristics of place. 2 – G1.0.2 - Use maps to describe the spatial organization of the local community by applying concepts including relative location and using distance, direction, and scale. (Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write the name(s) of the learner(s) to whom it applies.) *remember, understand, apply, analyze, evaluate, create

II. Before you start Identify prerequisite knowledge and skills.

Have a basic understanding of maps Pre-assessment (for learning):

Ask students what maps are as a discussion question and call on students to tell me what they think Formative (for learning):

Outline assessment activities (applicable to this lesson)

What barriers might this lesson present? What will it take – neurodevelopmentally, experientially, emotionally, etc., for your students to do this lesson?

I will notice student participation in discussion. I will check on progress on class work while students work on it to see how quickly they understand the content. Formative (as learning):

Students will discuss with partners about what they see on a map that I will show off on the board through a computer, will work independently on a map worksheet, and will learn so that they will be able to create their own map Summative (of learning): Go over map worksheet together as a class Summarize what tools are used on a map through discussion and hand raising Provide Multiple Means of Engagement Provide options for self-regulationexpectations, personal skills and strategies, self-assessment & reflection Students will answer discussion questions, telling me what they think different tools on a map do and telling me directions on a map. They will also work on a worksheet independently Provide options for sustaining effort and persistence- optimize challenge, collaboration, masteryoriented feedback

Students will discuss with each other for a little while at the start. I will give them feedback 1-19-13

Provide Multiple Means of Representation Provide options for comprehensionactivate, apply & highlight

Answering the teacher’s discussion questions, working on a worksheet, telling the teacher answers that they figured out Provide options for language, mathematical expressions, and symbols- clarify & connect language

Clarify how to read a map and what the tools on it are for.

Provide Multiple Means of Action and Expression Provide options for executive functions- coordinate short & longterm goals, monitor progress, and modify strategies Provide understanding on reading maps and tools on maps, which will help them in the future

Provide options for expression and communication- increase medium of expression

Talk with peers, Discuss with class and teacher, Work on a worksheet

to their guesses on what certain tools do.

Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats

Answer straightforward questions at the end

Provide options for perceptionmaking information perceptible

Will show a map of a community through the projector. Will give out a worksheet. Map on computer projected on the board Map worksheets Pencils for students Students will later create their own map of their community

Materials-what materials (books, handouts, etc) do you need for this lesson and are they ready to use?

How will your classroom be set up for this lesson?

Provide options for physical actionincrease options for interaction

Students start on the floor then move to their desks, write on their worksheets, and then come back to the floor.

Will start on the floor facing the board, looking at the map. Will then move to desks and then later come back to the floor.

III. The Plan Time

Components

0

:30

Motivation (opening/ introduction/ engagement)

:45 1:00 1:30 3:00 3:30

4:00

9:00

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Development (the largest component or main body of the lesson)

Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. ● Have students pair up with their partners ● Students come to floor with partners (they already sit with their partners in class) and then call them to the front of the board. ● Show a official map to the class through a ● Look at the map computer and projector ● Ask, “What do you see on this map?” ● Have students discuss with partners on ● Listen to me and then discuss with what they see partners on what they see on the map ● Call on students who raise their hands to ● Raise hands if they want to share share ● Explain that we are going to go over how ● Listen to me to use maps ● Point out the different tools on the map, like the compass rose, map key, and symbols ● For each tool, ask the students what they ● Students think about what the tools are think they are used for. Students will raise used for their hands and be called on Give students ● Students raise hands to answer feedback on their guesses, saying something “That’s right, but it is also used ● Listen to my vocal feedback to do...,” or “Not quite, it actually used for…” ● Ask the students for directions from one spot on the map to the another spot, using ● Students raise hands to give me parts of street names and NSEW. Each student will how to get to a location on the map answer for one step, like I would have one

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14:00

19:00 ●

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19:15

22:15

25:15

Closure (conclusion, culmination, wrap-up)

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●

student tell me the first direction, then have another do the next. After this activity I will tell the students to pair up and go to their desks and that I will be handing out a map worksheet, that focuses on creating directions and following them and following the maps tools, for the them to work by themselves. Say times up

Go over the sheet together by having different students give their answer for each objective or question on the sheet. Have students come back to the floor to summarize learning about tools on a map and giving directions. I will question about the uses of the tools and students will answer through hand raising and answering my question. Lesson ends

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Listen about the worksheet. Pair up and go to desks. Work on the worksheet.

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Stop working

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Different students give me their answers based on getting called by me

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Come back to the floor and students will try to summarize the tools on a map through hand raising.

26:45 28:45 Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the process of preparing the lesson.)

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