EDU234 Lesson Plan Template 5 E Model 2013-2014 Name: Kelsey Malenic Date: April 21st, 2014 Grade Level:

: 2 Class Period: EDU234 Subject: Social Studies Lesson # & Title: #1-I can read a map Big Idea/Lesson Focus: Knowing how to use/read a map Essential Question: How will knowing how to read a map help you with your future travels? Context for Learning: There are 24 students in the classroom, 14 males and 10 females. There are 5 students on an IEP. Their disabilities are as followed: learning disabilities in math and reading, autism, hearing impaired and students with ADD. There are no ELL students in the classroom. Function of the Lesson (check all that apply):

Introduce New Skill or Content Practice

Review Remediation/Re-teaching

Content Standards: Social Studies Grade 2 - Geography Strand - Standard 5. Maps and their symbols can be interpreted to answer questions about location of places.

Learning Objectives: Students will be able to read and interpret maps including knowing the difference between North, South, East and West. The students will also be able to create their own map with a map key to demonstrate understanding of directions, pathways, destinations, and terrain.

Academic Language (Academic Language Demands and/or Academic Language Objectives): The academic language that is included in this lesson is map, destination, north, south, east, west, terrain, paths, and map key. The students will be taught these words through explicit instruction. The students will be oriented with these terms. The students will then be working on creating their own maps and will have to be able to use these terms in their small groups. Instructional Materials and Support: The instructional materials needed for this lesson are sample maps, one for the SMARTboard, and a copy for each student. Students will also need their journals to write down definitions of the academic language for this lesson. The students will also need paper, markers, and supplies to create their own maps. Assessment Plan:

Pre-Assessment for the unit: For pre-assessment, I will informally ask students what they know about maps. Assessment(s) during the lesson: During the lesson, I will make sure students are on task while creating their
maps by walking around the classroom making sure students do not have any questions while creating. students will be graded on creativity, accuracy of keys and uses of north, south, west, and east.

Assessment(s) at the end of the lesson: At the end of the lesson, students will be assessed on their maps. The Post-Assessment for the unit: At the very end of the unit, the students will be using all of the information
learned in this unit to go on a camping trip. The students will be required to remember the different concepts learned in this unit. Stop sign assessment is when the classroom has a poster that represents a stop sign. There are red, green and yellow lights. At the end of each lesson, or day, the students will go up to the stop sign and place a marker or their number on the light that represents the way they feel after the lesson. The green light shows that the student feels they understand the material completely. The yellow means they still need more help or explaining. The red means the student is still very confused and needs to be retaught the lesson.

Strategies & Learning Tasks ENGAGE: Students will be able to tell me what they know about maps before the lesson. This will start a discussion about maps in general. I will then directly instruct students about maps. I will teach the students how to read a map as well as what the key is and which directions North, South, East, and West are. The students will learn how to find a destination on the map. I will also give students the rubric for the map that the students will be creating. The students will be able to ask any questions they have about the project. EXPLORE: The students will be taking notes on the definitions of the academic language. The students will then be able to look at their own map and follow along with me as we go through the different aspects of maps. The students will be able to ask any questions they have about the map. EXPLAIN: The students will be able to talk about the concepts learned about maps as a class. The students will be able to answer several questions about maps as well as ask questions about the concepts learned about maps. The students will also be able to present their maps to the class, which will require them to talk intelligently about maps. ELABORATE: The students will be able to create their own maps in small groups. The students will have to use all of the aspects of maps that we learned including terrain, key, and the directions north, south, west, and east. The students will have to make their maps colorful and useful. I want the students to be creative in their destinations. EVALUATE: There will be a rubric for the create a map project. The form of the instructor walking around the classroom will also constantly assess the students. I will be walking around the room while students are working in small groups. This will assure me that students are working diligently on their projects. If the students do well on the create a map project, I will be able to move on to the next concepts. Differentiation, Individualized Instruction, and Assessment: For differentiation, students will be put into groups according to their skill level. Students will be placed in groups with different ability levels in order to promote peer tutoring and natural supports. Research and Theory: Vygotskys theory of social interaction being critical for cognitive development takes part in this lesson plan because the students are being placed into groups with students of different abilities so that peer tutoring is promoted. Vygotsky believed that some skills, an individual can perform independently. Other skills can be performed if the individual has assistance.