CEPT Lesson Plan CP - Planning for

Student Diversity
Date of Lesson : November 17th,
2015
AF Name: Joey Venable
Class Period/Subject: 5th Social
Studies
Contextual Factors (Write in paragraph format)
I determined the contextual factors in the classroom by a student
profile survey administered at the beginning of the semester. In the
classroom I will give the opportunity for the students to either draw a
map of their neighborhoods or make a detailed list of geographic
characteristics in their neighborhood. Many of the students in the
classroom that enjoy drawing will become motivated to complete this
task. For the students who prefer not to draw will be able to make a
detailed list of their neighborhood. I determined that many students
enjoy drawing from the student profile survey I gave the class. One of
the questions asked was what do you do in your free time? 64% of
the students responded with answers corresponding to art/drawing.
Name: Drew Diedrich

The PowerPoint that I created includes videos for the students who like
to watch instead of listen. I am including this video because around
64% of the class recommends visuals. Also according to the STAR
Reports, only 6 of the 15 students are proficient in reading at their
attended grade level.
When creating the map of their neighborhood and done, they will pair
up to compare and contrast their maps. I chose to pair the students up
because 92% of the students in the class prefer to do group work, if
time allows
.
Students are also welcomed to use Google Earth in case if they arent
familiar with their neighborhood or if they are new to the area. Many of
the students also dont like doing worksheets, so this led me to Google
Classroom. This allows students to type their answer on the computer
and submit it virtually. If Google Classroom is cooperating and having
technical difficulties then the students will write the paragraph on the
back of their paper.
On the PowerPoint presented to the classroom, the first couple of slide
will include the students bell ringers for the day. They will be given
three aerial photographs from three different cities in the United States.

The students will have to find what city it is by the geography shown in
the photograph. After the bell ringer would come the slide that
communicates what the learning targets are for the day. The slides will
then go from asking what geography is, the different types of
geography, who and what do geographers do, and then followed up by
a YouTube video demonstrating jobs that geographers do in the real
world.
Standard: Students will understand that patterns emerge as humans
move, settle and interact on Earths surface, and can be identified by
examining the location of physical and human characteristics, how they
are arranged, and why they are in particular locations.
SS-H-G-U-1
Objective #1: Students will use geography skills to create
neighborhood maps.
Learning Target: The students will map and identify characteristics of
their neighborhood.
Blooms Level: Level VI Creating. Level II Understanding.
Strategy/Activity: Create a detailed neighborhood map and compare
and contrast with other classmates.
Formative Assessment/Scoring tool: On scoring the detailed map, I will
be looking for if the student included the main components (title, key,
compass) that make up a map. If the student had forgotten to include
one of the main components, the student will be subtracted 1 point.
Also, if the student failed to mention any agriculture, housing,
buildings, water, or greenery they will be deducted a point too. The
map plus the paragraph contribute up to 3 points.
Standard: Students will understand that patterns emerge as humans
move, settle and interact on Earths surface, and can be identified by
examining the location of physical and human characteristics, how they
are arranged, and why they are in particular locations.
SS-H-G-U-1
Objective #2: Students will identify connections such as geographic,
agricultural, and recreational features, which link their neighborhood
with Franklin, KY. The students will then put those connections into
paragraph form.
Learning Target: The students will analyze their neighborhood maps
and how they are affected by the culture and geographic features in the
area.
Blooms Level: Level IV Analyzing
Strategy/Activity: Write a descriptive paragraph about their
neighborhood on Google Classroom.
Formative Assessment: Use the following three-point rubric to evaluate
students' work during this lesson.

Three points: Students actively participated in class

discussions & the PowerPoint presentation; created artistic

and informative neighborhood maps that included natural

and manmade features as well as a key to explain the map's
symbols; and wrote clear, informative paragraphs about their
neighborhoods, answering all four questions.

Two points: Students somewhat participated in class

discussions, if time allowed; created somewhat informative
neighborhood maps that included either natural or manmade
features and a key explaining most of the symbols used on
the map; and included three of four answers to the class
questions in their neighborhood paragraphs.

One point: Students somewhat participated in class

discussions; created unfinished or illegible neighborhood
maps; and wrote disorganized paragraphs answering only
one or two questions about their neighborhood

Procedures
After the bell ringer, I will talk about the science of geography, the
types of things geographers study, and the reasons they study
them.
I will share with the students a map of my neighborhood for them
to get a sense of what they need to draw and include in the
picture.
Then I will tell the students to create a neighborhood map to
discuss local geography that they might have to share with the
class and/or classmates. After they have created their maps and if
time allows, pair up with another individual to compare and
contrast their neighborhoods.
Once they have completed the maps, the students will write a
descriptive paragraph about their neighborhood on Google
Classroom. The paragraphs should be modeled after these
questions:
o

What kinds of terrain and vegetation can be found in

your neighborhood?

What do the buildings in your neighborhood look like?

What similarities do the buildings have?

What kinds of activities take place in your

neighborhood? Where do they take place?

Has your neighborhood changed since you've lived

there? If so, how?

How does your neighborhood impact the city of

Franklin, KY?
Have the students share their maps and paragraphs with the class
if time prohibits. Then have the students put away the laptops in
the cart along with having them plug them to the charger.
Bell work/Lesson Hook: (5 minutes)
I will have 3 aerial views of three places and the students will have to guess
where the places are in the United States. Each place will have something
included in the picture as to why that piece of that land is significant to the
place.

Bridge/Learning Target: ( 3 minutes)

Today I will go over a PowerPoint with you guys over geography, what
geographers do, what they study, and how places are effected by
geography. Once finished, you all will work on creating a neighborhood
map. Then we will finish it off by writing a descriptive paragraph over
your map.
Strategy/Activity #1 ( 30 minutes)
The PowerPoint presentation will begin once the bell ringer in
completed and the learning targets are communicated to the students.
The PowerPoint will first introduce the students to what geography
means according to their classroom textbook. Following that slide will
be a slide that includes the 2 main types of geography and their
subgroups. The next slide will talk about the different aspects of what
geographer do around the world. A YouTube link will be on the next
slide. The video will interview geographers and what jobs they hold in
the field. To conclude the PowerPoint presentation, the final slide will be
a list of questions the student will have to answer once their
neighborhood map is created. This slide will be projected throughout
the class.
Students will create a neighborhood map displaying geographic
features like waterways, roads, greenery, agriculture, and other
buildings in the area. Students will need to include map features like a
key, compass, and a title. The students will be able to use Google Earth
on the classroom laptops to fulfill their maps with characteristics that
surround their home. Once they have finished the map the students will
be paired up to compare and contrast their maps.
Strategy/Activity #2 (15 minutes)
Once the students have compared and contrasted their detailed neighborhood
maps, they will get on Google Classroom to type a paragraph over how their
neighborhood relates to the city of Franklin, KY. The questions that remain
projected on the smartboard will help the students to create a well-structured

paragraph. If students are having trouble getting Google Classroom to load,

they will be asked to write the paragraph on the backside of their
neighborhood map.

Closure: (5-10 minutes)

Reminder of Learning Target: Learning targets will be kept on
the board throughout the class. I will choose a couple of students to
review and tell the class what the learning target was and describe
it.
HOT Questions: How would you improve the local economy?
Would it be better if Franklin wasnt focused around agriculture?
What conclusions can you draw about the economy, culture, and
politics in Franklin, KY?
Reflection
BEFORE: What challenges do I anticipate with this lesson plan?
One challenge I anticipate with this lesson plan is having everyone
focused on drawing the map and remaining on topic. The next
challenge I will face will be time. Pacing will be a key factor in the
lesson. The final challenge that I might come across would be technical
difficulties because this could happen at any time throughout the
lesson.
AFTER TEACHING
How many students met the learning target? What does your data
show?
36% of my students met the learning target. 5 of the 14 students were
able to map their neighborhood correctly with the right parts of the
map as well write a descriptive paragraph on their neighborhood.
How many students didnt meet the learning target? What does your
data show?
64% of my students didnt meet the learning target. The data shows
that 8 of the students received a 2 on the assignment and 1 students
received a 1.
What are some possible reasons why these students did not meet the
learning target?
One reason these students didnt meet the learning target was
sentence structure. Many of the sentences in the paragraph were
without punctuation. They also did not thoroughly write a descriptive
paragraph on their neighborhood or how the neighborhood affects
Franklin. The students who received a 2 had good answers and good
pictures, but they missed out on some key points in order to receive a
3.

How can this lesson plan be modified to more effectively meet the
needs of the specific learners in your class? (Make sure to address any
diversity factors that might be significant.)
This lesson plan can be modified to more effectively meet the needs of
specific learners. More choice could be incorporated by offering more
than one assessment. I couldve assigned a research project of Franklin
for the students who dont enjoy drawing. The research project could
include a historical research of why Franklin is located and what
geographical features play a role in its location and why these features
make Franklin what it is today.
Based on the PGES data from your peers, your AF, and the CEPT team,
describes your strengths and areas for growth from this teaching
experience. Provide specific examples from any of these data sources
as evidence.
One of my strengths based on the PGES data would be the relationship
that I have with my students (Domain 2, 2A). I say this because of the
conversations that I have with the students. Not just the conversations
about the content in class, but also about activities going on outside
the classroom. Conversations include sports and extracurricular
activities. For example, on Tuesday, Carlos came up to me and told me
how proud he was because he had 100 yards rushing in the FSHS
football playoff game. Another strength area would include knowing the
content (Domain 1, 1A). I was able to answer all questions that were
asked by students during my lesson with the correct answers.
One area of growth that I need to develop more would be
Communication with Students (Domain 3, 3A). When I gave my
students the assignment I didnt fully explain the rubric. I did not give
them a rubric so it was hard for the students to understand class
expectations. I verbalized that a 1 would consist of just scribbles and a
non-descriptive paragraph. I could improve by providing a rubric. The
rubric would include specific details of what I am expecting out of the
map creation, discussion, and the paragraph development. I believe
this could be one reason most of the students scored a 3 instead of a 2.
In this lesson, another growth would include 3B Questioning to engage
students in higher level critical thinking and problem solving. Most of
my questioning during the lesson was Level I Understanding. To
improve on my HOT questions I can refer back to the Blooms Taxonomy
chart and create questions that involve higher order thinking. This
would allow for students to engage in conversation with me, as well as
their classmates.