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TE401 Lesson Planning Format Pre#ared &.. /arah 'arman *olla&orating Teac/er. 0ate lesson #lanned$. 10-0-2012 Lengt/ o1 lesson: 10 min 0ate To &e taug/t$: 11-10-2012 )rade level: +indergarten

Part I: Lesson Overview and Background Knowledge !" #oints$ a$% Lesson Title: Map that street! &$% Lesson '&stract: This lesson begins with a story, Me on the Map, to introduce the topic of maps and build on background knowledge for the students. To highlight the change from a three-dimensional place to a twodimensional map, the next acti ity would ha e the students be assigned an address in a miniature town set up with chairs and tables. The acti ity after that would mo e to a two-dimensional map which the students would use to practice labeling the addresses and streets. This acti ity would be used to assess the students understanding of maps representing three-dimensional places. c$% Lesson O&(ectives: !nderstand and explain what a map is. "e able to identify and label different places on a simple map. d$% )rade Level *ontent E+#ectations )L*Es$: #ecogni$e that maps and globes represent places. %&ichigan 'rade (e el )ontent *xpectations, +-'1.0.1, e$% ,ationale This lesson is planned to introduce kindergartners to the idea of a two-dimensional representation of the world, otherwise known as a map. &aps ha e many different uses and so are ery important
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resources in e eryday life- from '-/ units to traditional paper maps. /tudents will learn the importance of addresses and how to gi e directions using these addresses and directional words such as up, down, left, right, next to, behind, in front of, etc., which is important for na igating in their daily life. They will also learn to label a simple map with street names and their gi en address. 2ith this introductory lesson to maps, students will begin to ac3uire the geographical knowledge. +nowing geography is important to being a citi$en because it is expected that citi$ens know the capital of the state they are from, as well as ma4or landforms and other ma4or cities, in order to better be aware of their surroundings. g$ Big Idea s$% -eople use maps to get from one place to another. &aps represent a two-dimensional illustration of a gi en area. &aps are used to gi e directions to different locations.

/$% 2ocial 2tudies *ontent: 5fter this lesson students will be able to recogni$e that maps are two-dimensional representations of places. "uilding on this concept during the lesson, students will learn a basic map of a simple made up town, which they will be able to label with street names and addresses afterwards. This will prepare students for later grades, where the maps begin to get more complicated and specific toward certain topics. /tudents will also be able to use directional and locational words to describe where a place is on that map. -racticing these skills is important for life outside the classroom, and ery rele ant to students, because they are not only applied to maps, but also applied to simple situations such as 6where is the 4uice78 69t:s on the top shelf behind the eggs and next to the cheese.8 "eing able to use directional words to locate ob4ects, a place, or people, is a skill that is used almost e ery day. Through using a small town map, students will learn the skills necessary for gi ing directions, while also practicing real world applications of these skills. 'i ing and following directions is important for life outside the classroom, because that is one of the most common ways people learn how to get to a place they ha e ne er been before. "y beginning to de elop these skills in kindergarten, the students will ha e more opportunities to refine these skills and practice using them outside the class. The last acti ity re3uires the students to use all of the skills taught throughout the lesson by ha ing them place their 6houses8 on
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the map and labeling the streets. This will demonstrate that the students understand the concept of maps, more specifically addresses and street names and be able to label them on a map. 9t is important for students to learn these skills because it will help them read more complicated maps as they grow older and lay the foundations for gi ing directions to help other people. Part II: ,esources 1" #oints$

a$% ,esources3 Pre#aration45aterials: &aterials for w/ole class. &aterials for grou#s. &aterials to accommodate individual student needs. %be sure to indicate how you are going to pro ide resources needed for any students with special needs ; */(, gifted, autistic, etc., *ards wit/ la&els to matc/ c/airs and ma#s 8oca&ular. s/eet u# on t/e EL5O

Me on the Map !60 ma# o1 small town 'ddress cards 2treet la&els 'ddresses 1or c/airs in 760 ma#

cra.ons #encils

&$% 'nnotated Bi&liogra#/.: Brophy, J., Alleman, J., & Halvorsen, A. (2012). Powerful social s u!ies for elemen ary s u!en s ("r! e!). Belmon , #A$ #en%a%e. &'B($ 1111)")0*2 +his social s u!ies eachin% me ho!s ,oo- con ains a sec ion which e.plains why i is impor an o each maps. & is well wri en an! e.plaine!, an! !efini ely mean for eacher use only o use o e.plain o paren s he impor ance of he lesson. +here is po en ial for some ,ias in erms of he au hors of he ,oo-s wri in% heir own ,eliefs or wha has wor-e! for hem, so i is impor an o evalua e heir hou%h s in con/unc ion wi h o her sources an! he relevance of he su,/ec o he classroom. 0verall &1! use his source as a
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way o clarify wha we woul! ,e !oin% in his lesson an! why i is impor an for s u!en s o learn i . 'weeney, J., & #a,le, A. (122*). 3e on he map. (ew 4or-$ #rown. +his ,oo- is in en!e! for youn% rea!ers, an! woul! ,e he perfec rea!in% level for -in!er%ar ners. Me on the Map in ro!uces he i!ea of maps, movin% from a map of he %irl1s room o her house an! even ually o he en ire %lo,e, an! hen moves ,ac- from lar%e scale o small scale en!in% ,ac- in her room a%ain. +he e. is very simple o rea!, an! he pic ures are %rea , showin% he !ifference ,e ween he hree !imensional place, an! a mappe! version. +he only issue wi h he ,oo- is ha i is very specific o he 5ni e! ' a es. & !oes no really ouch on people from o her coun ries. 0 her coun ries shoul! ,e a!!resse! since here are 6'7 s u!en s in he class as well. 8enerally spea-in% hou%h, his ,oo- is a %oo! way o in ro!uce maps o he s u!en s. Harris, 9. (9irec or). (12222000). Powerful an! au hen ic social s u!ies (PA'') :9ocumen ary;. 5ni e! ' a es$ (a ional #ouncil for he 'ocial ' u!ies. +he sec ion en i le! <=here !o you live> is an e.ample of a lesson plan eachin% maps o -in!er%ar ners ha & ,ase! my lesson off of. +he lesson is hi%hly in erac ive an! en%a%in% for he s u!en s an! also focuses on eachin% real worl! applica ions such as %ivin% an a!!ress an! !irec ions o someone who nee!s o %e o ha house. +his is hi%hly useful o s u!en s ,ecause i allows hem o prac ice a s-ill ha hey will nee! o use for he res of heir lives. However, he !raw,ac- o his vi!eo is ha i a-es place in an i!ealis ic classroom, an! !oes no a!!ress any po en ial issues or concerns such as havin% s u!en s wi h special nee!s or 6n%lish 7an%ua%e 7earners. Part III: Knowing 9our 2tudents and t/eir Learning Environment !0 #oints$ a$% :/o are m. students; The students 9 will be teaching are in kindergarten. These students ha e been specifically selected for this smaller kindergarten class because they were deemed to be the most at-risk. The smaller class si$e allows for the teacher and teaching assistants to spend more time helping the students with their indi idual needs. *ach student in this class needs help de eloping socially and academically. They ha e a lot of difficulty following directions, and need to practice that each day. 9f the students are not engaged, they grow restless 3uickly and lose focus, which makes it difficult to bring them back to pay attention. There is a lot of tattling that goes on, as well as 4ealousy, so it is important that all students be treated fairly and e3ually. 2ithin the class, there is a range of abilities, both socially and academically. There is one student who really struggles with writing
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and drawing, only scribbling all o er the worksheets. <e also has some trouble tracing letters of the alphabet. 5nother student copies e erything anyone else does- if one student stands up, he stands up. 9f another student does something they:re not supposed to be doing, he does it as well and so on. 9: e obser ed him e en repeat exactly what other students ha e 4ust said. 5nother student seems to focus on telling the teacher whene er someone is doing something he is not supposed to be doing instead of doing her work. 9: e also obser ed se eral times, a student who will sit through the whole class and not do her work at all. /he plays at play time, but when she is supposed to be reading or working on a class acti ity or a worksheet at her desk, she does not do it. =r, she begins it and then stops because she:d rather do something else. The class is also di erse with one */( student and others from different ethnic backgrounds. The */( student seems to understand most instructions and things said to him, but sometimes there is a disconnect where he does not understand and needs to ha e it explained a different way and modeled. <e also struggles with pronunciations of some letters in the alphabet. &$% 2tudent knowledge and interests% The students ha e gone o er some directional concepts earlier in the year such as right and left, and a week before my lesson had learned what a map was. /o prior to that, when 9 completed my /eeing /tudent Thinking acti ity, the students had little prior knowledge to what a map actually was. #esponses 9 recei ed to 3uestions asking what a map was and how it was used ranged from a map 6is a paper8 we use to 6write with pencils,8 to 6a house to make you go in,8 to 6a map that you go to places and see what:s around.8 "ased on these answers, it can be concluded that the students did not ha e much knowledge about maps and what their actual use is. Taken from the /eeing /tudent Thinking acti ity, these are some of the misconceptions the students had about maps. /asha:s answer that a map was a paper used to write with pencil, shows that she understands that a map is usually two-dimensional, but that she does not actually know its purpose. )onnor:s answer, 6a house to make you go in8 shows that he does not ha e any concept of what a map is, and seems to be ery confused. &onica is the only one that has a general idea of the actual purpose of a map, 6that you go to places and see what:s around.8 This answer indicates that she understands that maps represent places and has a basic idea that people use maps to go somewhere, but there seems to be some confusion as to how to use one in terms of gi ing or following directions. The drawings 9 had the students complete at the beginning of the acti ity reinforce their thoughts and misconceptions. )onnor:s drawing of the playground was a few scribbles showing that he has ery little pre ious knowledge of
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maps. =n her paper, /asha drew a s3uare to represent the boundaries of the playground, and then a bunch of s3uiggles and doodles in the middle that were not ery distinct from each other. This drawing illustrates that /asha recogni$es that maps are typically an aerial iew, howe er, her indistinguishable doodles of the play structures show that she does not yet know how to differentiate the ob4ects and represent them with symbols. &onica:s map has distinguishable symbols for the monkey bars, the slide, and other structures on the playground which reinforces her answers to the 3uestions by illustrating that she has a general idea of what a map is supposed to be. 5 week before 9 taught my lesson, howe er, my mentor teacher did a lesson on maps using the Me on the Map book that 9 planned to use in my lesson. 5fter this lesson, the students had the knowledge that a map was a twodimensional representation of a place, which fit in well with the main acti ity that 9 had planned. c$% *lassroom conte+t% The classroom is fairly small, with four tables set up in the middle of the classroom. There are 4 children sitting around 1 tables and one table with > students. 5long the wall to the left of the door is a dresser with a printer, book shel es, a play area, and teaching supplies. 5long the same wall as the door is on are the bathrooms, teacher:s supply closet and a sink area. 5gainst the far right wall are a chalkboard, pro4ector screen, and bookshelf with an easel in front of it that ser es as the reading corner. That far corner has the teacher:s desk and more supplies. There are windows in the wall across from the door and a half circle table where students can do indi idual work, or teaching assistants can prepare assignments. 5ll o er the walls are pictures of the alphabet and words with those letters that begin them. There is a word wall that has a poster for each letter as the class learns it. =n the chalkboard are numbers up to ten and colors that the class has gone o er and continues to practice. This is not only good re iew for the students, but also a big help to the */( student in the classroom who can look on the wall and see isual clues that will help him understand. There are tons of books on the bookshel es for the students to read during free time, and each student has their own book basket on their desk spot which includes the books they are learning to read together as a class. /ince the students are all ery restless, the teacher implements strategies such as brain gym to help refocus the kids and let them get their energy out. This will be useful during my lesson in case the students start to get out of hand. The kindergartners also ha e a special way of asking to go to the bathroom without saying anything, which 9 should be aware of should that happen during my lesson. /tudents are also periodically taken out of the classroom for extra help
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in reading and writing, and because of that there is a risk for interruptions in the flow of the lesson and needs to be accommodated for. d$% Linguistic3 social and academic c/allenges3 resources and su##orts% @or the */( student, 9 will make sure to pro ide multiple explanations of the acti ities at hand, be sure to gi e him enough time to answer a 3uestion without getting impatient or trying to rush him, model the acti ities, and pro ide as many isuals as possible. 5ll these things combined will hopefully pro ide enough support for the student to be able to feel comfortable participating in the lesson as well as making sure he comprehends what is going on. 5s for the whole class, which is extremely restless, 9 will plan to do some of the brain gym acti ities if the students get too unfocused, but 9 will also plan mo ement into my acti ities so that they are not sitting still in the same place for ery long periods. To accommodate for the 4ealousy at not getting a turn, or getting something different from another student, all students will get a chance to say their address and participate in a real-world scenario and the warm fu$$ies that will be gi en out at the end of the lesson are exactly the same in color and si$e.

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Part I8: Lesson Procedures !" #oints$<PLE'2E 2=',E P',T I8 :IT= 9O>, 5E?TO, TE'*=E, FO, FEE0B'*K BEFO,E TE'*=I?) 9O>, LE22O?% 9O> :ILL 'L2O ='8E ' :O,K2=OP I? *L'22 TO :O,K O? P',T I8% a$ Lesson Procedures
'ctivit. Element @ Time in minutes$ Procedures and management Step-by step procedures including questions and main points: visualize what you are going to say to the students. Select at least three high-leverage practices you will focus on. It might be helpful to script out what you are going to say although during the lesson you do not need to use this language verbatim. /et expectations for lesson, remind them of the warm fu$$ies and cold pricklies story from the science lesson #ead Me on the Map 5s we go through the maps, ask students what each drawing represents to get students thinking about pictures representing 1-dimensional ob4ects Tell each student they will be gi en a card with their address on it and when they are gi en it, to go find the chair with the matching card and sit down. *ach student gets a chance to practice saying their address. 'cademic3 social @ linguistic ada#tations3 resources3 and su##ort !ow will you support "## students$ 5sk students to tell me what the expectations are after going o er them once 5llow for time to process, point to pictures, explain in multiple ways There will be pictures and words to help students understand

9ntroduction

5cti ity 1

Transition

5cti ity 2

5llow for time to respond, don:t rush, come back to a student if need be

Transition

5cti ity 1

5sk students when they might use their address. "rainstorm some ideas and guide them towards scenarios such as ordering food, or calling a friend to see if they can play. -ractice two scenarios. one where they are going o er to a friend:s house and need to gi e their address, the other ordering food and ha e the students help tell where to go

5llow time for students to think of an appropriate response, pro ide a simple dialogue they could use

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Transition 5cti ity 4

)onclusion.

<a e them go back to their desk spots and pass out the 2-dimensional map. 5sk students if they know what this is. <a e students label the streets first and ha e them find their house on the map. Then ha e them label the rest of the houses. Biscuss how addresses are used in real life and ha e the students go home and figure out their address and practice reciting it.

=ig/ Leverage Practices 1rom Teac/ing :orks Teaching 2orks has identified 1C 6high le erage8 practices that comprise components of responsible teaching. Teaching works defines a 6high-le erage8 practice as follows. 6an action or task central to teaching. )arried out skillfully, these practices increase the likelihood that teaching will be effecti e for students: learning. They are useful across a broad range of sub4ect areas, grade le els, and teaching contexts, and are helpful in using and managing differences among pupils. The list here is a set of Dbest bets,: warranted by research e idence, wisdom of practice, and logic.8 1 The following high-le erage practices may be applicable to the lesson you are teaching. Eou can find descriptions of these on the Teaching 2orks webpage. 1. &aking content explicit through explanation, modeling, representations, and examples. 2. (eading a whole-class discussion. 1. *liciting and interpreting indi idual students: thinking. 4. *stablishing norms and routines for classroom discourse central to the sub4ect-matter domain. >. #ecogni$ing particular common patterns of student thinking in a sub4ect-matter domain. 0. 9mplementing organi$ational routines, procedures, and strategies to support a learning en ironment. C. /etting up and managing small group work. 12. 5ppraising, choosing, and modifying tasks and texts for a specific learning goal.
1

http.FFwww.teachingworks.orgFwork-of-teachingFhigh-le erage-practices

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/elect three of them that are rele ant. 2e do not expect that you will de elop expertise in any of these practices as the result of teaching one lesson, howe er, we expect you will demonstrate some growth in both your understanding of these practices as well as your skills in enacting these practices in classrooms.

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&$ Basis 1or assessment Task: (abel a map of the two-street 1dimensional town set up in the classroom.

0iagnostic 1eatures: 9 will look for correct street labeling, correct color, correct labeling of the houses on the street /ince this is something we will talk about as a class while labeling the map, 9 will be assessing for high accuracy. &aking sure the students really understand how something 1dimensional translates to a 2-dimensional map.

2u##ort: @or the */( student, 9 made sure that e erything was explained, modeled, that he understood instructions, and there were lots of isual representation for him to look off of.

c$ Out6o16sc/ool learning o##ortunities to e+#and and enric/ t/e curriculum outside o1 class /ome assignment$: 5fter going o er addresses and real-world uses for them, 9 will ask the students to then go home and ask an adult they li e with what their address is. 9 will also explain why knowing their own address is so important. in case they get lost and need to find their way back home, they want to go to a friend:s house to play, they order food, etc. 9 would ask the students to think of other situations in which they would need to know their address and encourage them to talk about it with their families. Part 8: Post6Teac/ing ,e1lection 1" #oints$

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a$ ,e1lection. 9 belie e one of the ma4or strengths of my lesson was how well prepared 9 was with the materials and acti ities. Taking into consideration what 9 already knew about the class, 9 incorporated as many different acti ities that fit in the time allotted that would reinforce the content of the lesson. The book 9 read at the beginning incorporated language arts as well as social studies, and introduced the topic of maps. The class, howe er, had already read the book before, so it became a good opportunity to re iew the concept and go a little more in depth than they had pre iously. 9 also tried to make the lesson as acti e and engaging as possible and used role playing to get the students mo ing and interacting with each other. This role playing also allowed for students to practice meaningful scenarios, in this case, instances in which they would need to use their address and gi e directions. The 1-dimensional map set up with the tables and chairs in the classroom was also one of the strengths of my lesson in that it helped the students to isually and physically see the change from a three-dimensional place to a two-dimensional map. 9n terms of weaknesses in the lesson and my teacher, 9 would ha e to say the biggest one was a lack of classroom management techni3ues. The day 9 taught the lesson was kind of strange since half the class was absent, which caused the students that were present to act differently than normal. The students took much longer to pay attention and struggled to follow listen and follow directions. 2hile my mentor teacher uses many different strategies, the main one is the stoplight system in which students mo e from green to yellow to red if they misbeha e. -ersonally, 9 do not like that approach because it humiliates students in front of the class and does not work for all students. 9nstead, 9 tried using brain gym, a strategy my mentor teacher also uses, to gi e the students a chance to 4ump around and get their energy out, but 9 should ha e done it much sooner in the lesson than 9 did. 9 waited too long to implement it and almost lost the entire class:s attention because of it. 5nother weakness in my lesson was the switch from the three-dimensional map to the two-dimensional map. 9 think the map was too simplistic because the students struggled to reorient and isuali$e the map as a representation of the three-dimensional town. * en going through and labeling the map together seemed to be a struggle for the students. They could look at the pro4ection of my map on the board and tell me the correct label to put on each house, but translating that to their own paper was much more difficult. The high-le erage practices 9 focused on this semester were using examples, modeling, representations and explanation to make content explicit to students, leading a whole class discussion, and eliciting and interpreting indi idual student thinking. These three practices all coincided with each other in my lesson plan. The book Me on the Map pro ided the opportunity for students to see many examples of three dimensional places and their respecti e two dimensional maps, stimulated whole class discussion of what a map was and allowed me to explain further in detail,
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and also incorporated indi idual student thinking by answering 3uestions and allowing them to tell me what they thought of the book and maps in general. The three-dimensional two street town set up in the classroom was weak in the last two practices because the role playing was scripted and did not allow for students to think of how to play their role on their own. This acti ity could definitely be impro ed in that regard, by explaining the scenario and ha ing the students come up with the script by themsel es. The two-dimensional map acti ity was planned to elicit student thinking, which it did but not without a lot of prompting from me as the teacher. This can be impro ed with more time to allow for students to think and then discuss their answers with them afterwards. 5fter my lesson, my mentor teacher told me she really liked my lesson and felt 9 was ery prepared. <er only concern, howe er, was that 9 should not be afraid to stop the lesson and do something to grab the students attention again. @or the next time 9 teach, 9 will ha e se eral different strategies ready to use in case this should happen again. 9f 9 were to do this specific lesson again, 9 would definitely spread it across se eral days. 9 feel that this would gi e the students enough time to absorb the information, practice it multiple times and in se eral different ways before mo ing on to the next part of the lesson. This would also help the students to transition from a three-dimensional map and a two-dimensional one. @rom teaching this lesson, 9 learned that things will ne er go exactly as planned and as a teacher 9 need to be flexible in that regard. 2hen 9 pulled out Me on the Map and the students said they had already read that book 9 was able to change my discussion 3uestions and acti ities that went along with the book. "eing able to adapt my lessons on the spot to the students: interests, attitudes, and actions will help me to better teach them the content. 9 ha e also learned that classroom management techni3ues are a ital part of teaching and making sure students are acti ely engaged in the lesson. <owe er, if the students repeatedly lose focus and interest, it is important to reflect and see what can be changed about the lesson to make it more engaging. 9 ha e also learned that it is important to keep things in perspecti eG e en though a lesson may not go as planned, there is always something that can be learned from it.

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