UNT Lesson Plan Template (Madeline Hunter)

5 Day Lesson Plan

Pre-service Teacher: Grade(s): School/Mentor Teacher (if applicable):
Laura Cardenas Kindergarten Vickery Elementary/Kaleigh Malone

Subject area(s): Unit Topic/Theme: Lesson Title:

Social Studies
Relevant TEKS:
§113.11. (b)(5)(A) identify the
physical characteristics of place
such as landforms, bodies of
water, natural resources, and
weather;
§113.11. (b)(5)(B) identify how
the human characteristics of
place such as ways of earning a
living, shelter, clothing, food, and
activities are based upon
geographic location.
Human Characteristics “Locations and Characteristics”
of Geographic Locations
Relevant ELPS: Relevant TX CCRS:
Listening I. Interrelated Disciplines and Skills
§74.4.(c)(2)(H) understand A. Spatial analysis of physical and cultural processes
implicit ideas and that shape the human experience
information in increasingly 2. Analyze the interaction between human communities
complex spoken language and the environment.
commensurate with grade- V. Effective Communication
level learning expectations; A. Clear and coherent oral and
and Written communication
Speaking 1. Use appropriate oral communication techniques
§74.4.(c)(3)( (E) share depending on the context or nature of the interaction.
information in cooperative 2. Use conventions
learning interactions
Reading
§74.4.(c)(4)(E) read
linguistically
accommodated content
area material with a
decreasing need for
linguistic accommodations
as more English is learned

Lesson Objective(s)/Performance Outcomes

1. Given a picture sort, the student will be able to identify human characteristics such as jobs, homes, clothing, food, and
activities from three different locations with 80% accuracy.

2. Given pictorial representations of human characteristics, the learner will be able to identify the three geographic
locations: Alaska, Hawaii, and Texas with 80% accuracy.

Assessment (Description/Criteria)
The students will be given a picture sort. One page will have pictures of different human characteristics from three
different states, Texas, Alaska, and Hawaii.

They will also be given a table for them to glue the pictures under the correct state and human characteristic.

The students are expected to get 12 out of 15 pictures sorted in the correct place.
Materials and Resources
 Anchor Chart paper
 Five pictures of human characteristics from Alaska
 Five pictures of human characteristics from Hawaii
 Five pictures of human characteristics from Texas
 glue sticks
 scissors
 clipboards
 Alaska by Wong, Su Tien
 Hawaii by Christine Taylor-Butler
 Texas by Carmen Bredeson
Management of the Instructional Environment
This lesson will be done in a span of five days.
During the pre and post assessments the students will use their flexible seating to be scattered around the room. This will
be done in order to make sure no student is close to another making it difficult to copy from each other. During
instruction.
During whole group instruction the students will sit at the carpet while I create the anchor chart. The students will have
assigned seats on the carpet due to previous behavior issues.
Students will get a chance to talk to a partner about the content and I will tell them who they are talking to based on
language proficiency.
Technology Integration
Each of the five days, the smart board is used in order to project each picture as it is talked about.
Diversity and Equity (Accommodations, Modifications, Adaptations)
Accommodations:
 Some students were able to sit at the teacher’s desk who needed assistance on the gluing and format of the picture
sort.
 Students were able to sit wherever they wanted around the room that would be the most comfortable for them.
 Visuals were included under each word that described a human characteristic for students who are unable to read.
 The English Learners were able to pair up with a Spanish Learner in order to help each other communicate their
ideas.
 The class answers together so there is no pressure for each student to answer by themselves.
Activities/Procedures (Madeline Hunter) Each of these items should be specific for the lesson.
Consider it a script for what you will say and do during the lesson. *Remember that checking for understanding
happens throughout the lesson.

Anticipatory Set
Day 1:
 To open up the lesson, the teacher will state what the learning objectives are.
 The teacher will then proceed to explain what the students will be doing.
 “Today we will be doing a picture sort, so I know how much my friends know about human characteristics of
geographic locations.”

Day 2:
 The teacher will remind the students what they will be learning in the next couple of days.
 “This week we will be learning about human characteristics from various places. Today will will focus on
 Alaska”
 The teacher will read a book on Alaska that shows different characteristics of it.
 The teacher will ask the students to pay attention to the homes, jobs, clothes, food, and activities in the book.

Day 3:
 The teacher will remind the students what they will be learning in the next couple of days.
 “This week we will be learning about human characteristics from various places. Today will will focus on
Hawaii”
 The teacher will read a book on Hawaii that shows different characteristics of it.
 The teacher will remind the students to pay attention to the homes, jobs, clothes, food, and activities in the book.

Day 4:
 The teacher will remind the students what they will be learning in the next couple of days.
 “This week we will be learning about human characteristics from various places. Today will will focus on
TEXAS”
 The teacher will read a book on Texas that shows different characteristics of it.
 The teacher will remind the students to pay attention to the homes, jobs, clothes, food, and activities in the book.

Day 5:
 The teacher will hold up each book that the class read about each state and remind the students what they learned.
 The teacher will tell the students how they will get to show her everything they have learned this week with their
own picture sort.
 “Friends, I am so excited for you to show me everything you know about these states and their human
characteristics with your picture sort!”

Input/Modeling
Day 1:
 The teacher will verbally explain to the students the format of the picture sort and explain how there will be
columns and rows that the students will need to pay attention to.
 The teacher will then model using an anchor chart that looks just like the format of the assessment without
teaching any content.

Day 2:
 While reading the book, the teacher will point out the various human characteristics from Alaska.
 The teacher will use pictures of the different human characteristics of Alaska, such as home, clothes, jobs, food,
and activities.
 The teacher will first discuss each human characteristic and explain what makes it a human characteristic.
 The teacher will bring back the lesson from the week before on landforms and point out certain landforms from
the geographic locations in the pictures that the students can use to figure out what location it is. “I see a lot of
snow in this pictures, which helps me know that this location might be Alaska.”

Day 3:
 While reading the book, the teacher will point out the various human characteristics from Hawaii.
 The teacher will use pictures of the different human characteristics of Hawaii, such as home, clothes, jobs, food,
and activities.
  The teacher will first discuss each human characteristic and explain what makes it a human characteristic.
 The teacher will bring back the lesson from the week before on landforms and point out certain landforms from
the geographic locations in the pictures that the students can use to figure out what location it is. “I see an ocean
and volcanoes around this house, so I think it may be from Hawaii.”

Day 4:

 While reading the book, the teacher will point out the various human characteristics from Texas.
 The teacher will use pictures of the different human characteristics of Texas, such as home, clothes, jobs, food,
and activities.
 The teacher will first discuss each human characteristic and explain what makes it a human characteristic.
 The teacher will bring back the lesson from the week before on landforms and point out certain landforms from
the geographic locations in the pictures that the students can use to figure out what location it is. “I see plains and
flat land, so I think this may be Texas.”

Day 5:
 The teacher will once again verbally explain to the students the format of the picture sort and explain how there
will be columns and rows that the students will need to pay attention to.
 The teacher will show them the anchor chart they created together and remind them of what they need to pay
attention to.
 “First we need to figure out which characteristic this represents, then once we have decided which one it is we
need to figure out which location it belongs to”

Guided Practice
Day 1:
 The teacher will have the students tell what the instructions are and when necessary give clarifications or
corrections.

Day 2, 3, &4
 The teacher will begin to glue pictures on the anchor chart that looks like the assessments with the students’ help.
 The teacher will hold up a picture and the students will think about the picture, tell their shoulder partner what
human characteristic it will fall under (home, job, clothes, food, or activity).
 The students will raise their hands and share what their partner said.
 The teacher will then ask the students to think about where they think that human characteristic is and she will
glue the picture in the correct spot in the sort.
 Once the teacher sees that the students are understanding the concepts, the teacher will call on students to help her
glue the pictures on the anchor chart without her assistance and the student will explain their thought process.

Day 5:
 The teacher will have the students repeat back the instructions to the assessment once again and make any
corrections or clarifications if needed.
 The teacher will have the students tell a partner what they need to do, while she listens to their conversation.

Independent Practice
Day 1&5
  The students will be given the pre and post assessment on these days. This will be their independent work.
 The students will be spread out throughout the classroom using a clipboard if needed.
 The teacher will walk around to ensure that the students are working independently and not looking to see what
another classmate is doing.

Closure
Day 1:
 The students will be brought back to the carpet and the teacher will ask the students what they struggled in the
most.
 The teacher will reassure the students that the assessment was only to see what they know and that they will be
learning the material in the following days.

Day 2:
 The teacher will restate the learning objectives for that day.
 The teacher will ask the students questions about the human characteristics of Alaska and the students will share
with a partner what they learned, as well as share with the class if they would like.

Day 3:
 The teacher will restate the learning objectives for that day.
 The teacher will ask the students questions about the human characteristics of Hawaii and the students will share
with a partner what they learned, as well as share with the class if they would like.

Day 4:
 The teacher will restate the learning objectives for that day.
 The teacher will ask the students questions about the human characteristics of Hawaii and the students will share
with a partner what they learned, as well as share with the class if they would like.

Day 5:
 The teacher will bring the students back to the carpet and tell them how proud she is of all of their hard work that
week.
 The teacher will ask the students how they felt doing the post assessment versus the pre assessment.
 The teacher will allow volunteers to come up to the front and tell the class what was one thing they learned this
week and one question they still have.

Reflections and Documentation/Evidence of Lesson Effectiveness

Be sure that this is specific.

What happened during the lesson? (Brief summary --- help the reader know how you were able to follow your
lesson plan.)
During each day of the lesson, the students were introduced to a new geographic location and its human characteristics.
The students were introduced to each location by having a book read to them that described the characteristics, such as
homes, jobs, food, clothes, and activities. I then would describe each human characteristic and what exactly that is in
order for the students to know exactly what we were looking for. The students were able to collaborate with partners
about what they were learning throughout the lesson for me to check for understanding.
What parts of the lesson led to engagement and student learning?
The part of the lesson that led to engagement and student learning was during the guided practice. Here, the students were
able to come up to the anchor chart and decide where they believed the picture belonged. After this the students were to
explain their reasoning as to why they believed they were correct. The students were engaged because they love to be up
at the front, so they all made sure to be good so that I would call on them. I believe this led to their learning because they
did not get to just glue the picture, but also justify why they were correct. This also gave the rest of the students an
opportunity to hear someone’s thought process if they were unable to come up with that.

In thinking about your first two responses --- So What does it mean about your planning? So What does it mean
about student learning? So What does it mean about your learning to teach?
I am pleased with my planning for this lesson, because I feel like the way I planned it gave the students an adequate
amount of information each day without overwhelming them. Each day they could build on the knowledge from the day
before, and I believe that they were able to benefit from this 5-day lesson. For student learning, this means that
scaffolding is essential. Students need to be given the opportunity to build on prior knowledge in order to move
progressively towards stronger understanding. To reflect on my own learning to teach, I have learned that just like we
have expectations for our students, we must also hold ourselves to high expectations. Each lesson that I teach gives me
another opportunity to look at my strengths and areas for development in order to be able to teach my students to my best
abilities and always having their needs in mind.

Now What did you learn from teaching this lesson that can apply to other lessons? How will you apply what you
learned from teaching this lesson to your teaching of future lessons?
My main takeaway from this lesson was the assessment portion of the lesson. I saw the importance of making sure that
every student fully understands the assessment. It does not matter if the students know the information if they are unsure
of the instructions for the assessment. I had a few students who as I walked around could verbally tell me the correct
answers, but were gluing their pictures in incorrect boxes. I will apply what I learned from this in all future lessons. I will
take extra time making sure that the students fully understand the format of the assessment, so that I will have a more
accurate representation of what they do and do not know.