D.O.G.S.T.A.I.L.S.

Direct Instruction Lesson

Teachers: Allison Gross

Subject: Social Studies Geography

Common Core State Standards:

CCSS.ELA-LITERACY.RI.5.7

Draw on information from multiple print or digital sources, demonstrating the ability to locate an
answer to a question quickly or to solve a problem efficiently.
CCSS.ELA-LITERACY.SL.5.1.C

Pose and respond to specific questions by making comments that contribute to the discussion and
elaborate on the remarks of others.
National Geography Standard
Element One: The World in Spatial Terms
1. How to Use Maps and Other Geographic Representations
Arizona Social Studies Standard
Concept 1: The World in Spatial Terms
PO 1. Interpret information from a variety of maps:
a. contour
b. population density
c. natural resource
d. historical maps
PO 6. Construct maps, charts, and graphs to display geographic information.
Objective (Explicit):
Students will identify, locate and describe the 9 essential elements of a map using small group discussions and a
graphic organizer.
Evidence of Mastery (Measurable):

Include a copy of the lesson assessment.

Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response

DOGSTAILS Assessment
Use your map to find the following parts to a map. Write your answers in the boxes provided on the
paper. NOTE: Not all maps will have all elements. Each box is worth 2 points.

DATE
1. Find the map's date and write it in the
box.
ORIENTATION
1. Does the map have a compass rose?
YES or NO
2. If it does, draw the compass rose in the
box.
GRID
1. Does the map use a grid? YES or NO
2. If it does, is it latitude/longitude or a
letter/number system?
SCALE
1. Does the map have a scale marked?
YES or NO
2. Draw the scale on your paper.

Example Response:
June 2013 (Many maps may only provide the
year and that is acceptable as well.)
Exemplar Response:
Yes, the map has a compass rose.

TITLE
1. Write the name of the map in the box
provided.
AUTHOR
1. Who created this map?

Exemplar Response:
The title of this map is the United State of
America.
Exemplar Response:
The author or cartographer of this map is
National Geographic Alliance.
Example Response:
Yes (or no), this map does(nt) have an index.

INDEX
1. Does the map have an index of the
places listed on the map? YES or NO
LEGEND
1. Does the map have a legend? YES or
NO
2. Draw 3 symbols used on the map in
the box provided and tell what the
symbols represent.
SITUATION
1. Does the map have a situation? YES
or NO

Exemplar Response:
Yes, the map uses a grid.
This map uses a latitude/longitude system.
Exemplar Response:
The map does have a scale marked.

Example Response:
Yes, this map has a legend.

Example Response:
Yes (or no) this map does(nt) have a
situation.

Sub-objectives, SWBAT (Sequenced from basic to complex):

How will you review past learning and make connections to previous lessons?

What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?

SWBAT define what each element in D.O.G.S.T.A.I.L.S. means.

SWBAT identify the essential elements on a variety of maps.
SWBAT respond to questions using evidence from the map regarding the essential elements of a map.
SWBAT collaborate in small groups to locate and describe the essential elements of a map.
SWBAT create their own map that includes all the components of a map.
Materials:
DOGSTAILS presentation
DOGSTAILS worksheet for notes
DOGSTAILS arrows
Different Maps for student pairs
Markers (or reusable dots)
Assessment map for each student

Key vocabulary:
-Acronym
-D.O.G.S.T.A.I.L.S
-Cartographer
-map

Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest?
How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?

Students will identify, locate and describe the 9 essential elements of a map using small group discussions
and a graphic organizer.

Instructional Input

Who remembers when you researched your explorer? How did drawing your explorers route help
you learn about that person? Who uses maps today? How does a map helps us?
The purpose of using a map is find out information. Let us pretend that you are an explorer looking
for treasure. What if a part of the map you use is missing? What happens? We need to make sure
we recognize all of the parts of the maps we use. We need to be sure that we are not missing any
important information. Today, we are going to learn about a tool we can use to make sure the maps
we use are reliable. It is called D.O.G.S.T.A.I.L.S.. It is going to be our sort of system or guide to
reading a map accurately. Not every map is the same or will have every letter but it should have
most of these components.
Teacher Will:
How will you model/explain/demonstrate all
knowledge/skills required of the objective?
What types of visuals will you use?
How will you address misunderstandings or common
student errors?
How will you check for understanding?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that another
person could teach it?
15 minutes

Student Will:
What will students be doing to actively capture and process
the new material?
How will students be engaged?

Students will be attentively listening to the expectations and

modeling appropriate learning behavior.

Teacher will state the necessary materials for the lesson.

Right now you need to have ready: your white board and
marker, a notes sheet with D.O.G.S.T.A.I.L.S. on it, a pencil,
and maps in the middle of the table.

Students will retrieve the necessary materials. (whiteboard and

marker, notes sheet, and pencil, and their maps left in the middle of
the table)

First, the teacher will model and address behavior

Students are taking notes on their worksheet while the teacher

expectations for the students. How do we show real

listening? Where are my eyes? What are my hands doing?
Teacher will share with the students the acronym
D.O.G.S.T.A.I.L.S. Teacher defines acronym for the students
and continues saying D.O.G.S.T.A.I.L.S. is an example of one.

defines each letter orally.

Students participate by volunteering to come to the board and by
writing down their answer on their individual whiteboards.
Students are checking their partners work and are asking
questions if they are confused.

Then, using a power point presentation and following the

guiding questions and definitions for each letter on one slide
at a time. Instruct the student s to take notes on each letter,
defining what it means.
Teacher will note that this is just a guide to use when reading
maps and all maps are different. Therefore, there will be some
maps that dont have every component of D.O.G.S.T.A.I.L.S.
but it is still a good guide to use.
Each slide in the presentation will include visual example of
the student notes worksheet and what will go on it, a question
to guide students thinking as well as a visual exemplifying
the feature of the map being discussed.
The showdown method will be used as a check for
understanding. At this time the teacher will take questions
from the students and guide them to the correct response.
The teacher will take volunteers to the board to help identify
the feature being introduced to engage students. The teacher
will include examples to allow students to become familiar
with different types of maps.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
One Teach/One assist if students have questions then the second teacher will be free to move about the classroom and
provide individual feedback on content at the same will be able to monitor behavior.

Guided Practice

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
For the students who have difficulty seeing, then a completed notes sheet will be provided.
For the students who have language difficulty then a word bank will be added to the bottom of the worksheet and listening skills will
be practiced.
Teacher Will:
How will you ensure that all students have multiple
opportunities to practice new content and skills?
What types of questions can you ask students as you
are observing them practice?
How/when will you check for understanding?
How will you provide guidance to all students as they
practice?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that another
person could facilitate this practice?

Student Will:
How will students practice all knowledge/skills required of the
objective, with your support, such that they continue to
internalize the sub-objectives?
How will students be engaged?
How will you elicit student-to-student interaction?
How are students practicing in ways that align to independent
practice?

25 minutes
Several showdown examples will done with the
whole group. As the teacher see more accurate
understanding then the whole group will break
into table groups. Each table has a map of their
own to look at.
Teacher will remind the students to be careful
with the maps used in this activity and will

Students are expected to participate in the check for

understanding, or showdown, by writing their
response on their whiteboards.

Students will echo the expectations stated by the

teacher as a reminder of what they need to focus on.
We are respectful towards our peers. We are on task
by writing down our checks and labeling the maps

remind students of expectations to participate in

the activity. We are respectful towards our
peers. We are on task by writing down our
checks and labeling the maps with arrows. We
will check our table to make sure we are all on
the right track.

with arrows. We will check our table to make sure we

are all on the right track.

Teacher models how to identify and label some of

the parts of the map for the students.

Students will be checking off on their whiteboard

which parts are present on that map.

Different maps will circulate the room so that

each table has the opportunity to investigate a
new type of map.

Students will be peer checking and agreeing with

each other on the labeling of each part of the map.

Students are collaborating with their small group to

identify and label the nine parts (D.O.G.S.T.A.I.L.S.) of
the map that they have for that round.

Students label about three different maps.

The teacher will give instructions:
1. Each table should have a map.
2. Once there is a map then the acronym
D.O.G.S.T.A.I.L.S. will be written on their
whiteboard.
3. As a table you will find and label with the
arrows each part of the map.
4. As each a part of the map is identified
then there will be a checkmark next to
that corresponding part D.O.G.S.T.A.I.L.S.
on their whiteboard.
5. When all the possible parts of the map
are labeled, the table will rotate just the
map so that each table receives a new
map. Then you will repeat the process,
checking for each part and labeling it on
the map.

At this time the students can ask the teacher or their

peers questions if there is a confusion.

Allow for about three rotations so that tables get

to work with a variety of map.
While each table is completing their map
investigation, the teacher is circulating the room
and providing academic feedback.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
One Teach/One assist if students have questions then the second teacher will be free to move about the classroom and
provide individual feedback on content at the same will be able to monitor behavior.
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
How can you utilize grouping strategies?
For the students who have difficulty seeing, then a completed notes sheet will be provided.
For the students who have language difficulty then a word bank will be added to the bottom of the worksheet and listening skills will be
practiced.
To challenge students they will have a second map of more difficulty to identify and label.
Students will be paired together, using Kagan seating, so that those who need support will have guidance from their peers.

Independent Practice

Teacher Will:
How will you plan to coach and correct during this practice?
How will you provide opportunities for remediation and
extension?
How will you clearly state and model academic and
behavioral expectations?
Did you provide enough detail so that another person could
facilitate the practice?

Student Will:
How will students independently practice the knowledge and skills
required by the objective?
How will students be engaged?
How are students are practicing in ways that align to assessment?
How are students using self-assessment to guide their own
learning?
How are you supporting students giving feedback to one another?

Teacher will return to the objective from the

beginning of the lesson. What is our learning
target for today?

Students will return to and repeat the learning target

of the lesson.

Teacher will hand out the same map to every

student. Direct the students to independently find
and identify the nine essential components of the
map. Once you have this map you are going to
work quietly on your own to find and fill out all
the possible parts of the map on your own
worksheet.
Teacher circulates the room guiding any student
who raises their hand with prompting questions.

Students will receive their map and a blank

assessment worksheet. Listening to the instructions
they will then model appropriate behavior while
working on this worksheet. They will work
independently to fill out all that they can using their
own map.
If students still have a confusion they are encouraged
to raise their hands to speak with the teacher.
If finished early they start their challenge worksheet
and create their own map with all the necessary parts.

Teacher hands out the extension challenge to

each table and instructs the class that when the
worksheet is complete they may start the next
activity, which is to create their own map with all
nine essential elements.
MAP SW TOPOGRAPHY & RIVERS for
assessment:
http://geoalliance.asu.edu/sites/default/files/maps
/SouthwestTopo_BW.pdf

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
One Teach/One assist if students have questions then the second teacher will be free to move about the classroom and provide
individual feedback on content at the same will be able to monitor behavior.
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
For the students who have difficulty they will be able to use their notes sheets while completing this section of the lesson.
For the students who need an additional challenge an extension activity will be given to students to create their own map with all the necessary
elements on it.
Closing/Student Reflection/Real-life connections:
How will students summarize and state the significance of what they learned?
Why will students be engaged?

Students will recall from the beginning of the lesson what each letter of the guide D.O.G.S.T.A.I.L.S. means for their
peers. Teachers poses questions, What are some different maps. When do you see them? How do maps help us?.
The students share various responses. Students discuss that different maps are used for different purposes and that is
why they include the necessary elements of a map. To conclude students will share out when they would use a map
outside of the classroom. Discussing the connections and application of geography into the real world will help students
realize that geography and maps are very important and useful in their world.