CEP Lesson Plan Form

Teacher: Corissa Rosa

School: WAIS Grade Level: Kindergarten Content Area: 3-4 day Small Literacy Group

Title: We’re Going on A Trip (Suitcase) Lesson #:_4_ of _4_

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Content Area: Literacy & Social Studies

Colorado Standard:

Social Studies Standard 2: Geography

1. People belong to different groups and live in different places around the world that can be
found on a map or globe

b. Give examples of food, clothing, and shelter and how they change in different
environments (DOK 1-2)

c. Distinguish between a map and a globe as ways to show places people live (DOK 1)

1. Develop spatial understanding, perspectives, and connections to the world

Standard: 3. Writing and Composition

1. Text types and purposes, labels, and familiar words are used to communicate information and
ideas

b. Use a combination of drawing, dictating, and writing to compose

informative/explanatory texts in which they name what they are writing about and
supply some information about the topic. (CCSS: W.K.2)

Wonders 8.1 Unit: EQ- What can help you go from here to there? Interactive Writing Objective- Use
frequently occurring prepositions: to, from, in, out, on, off, for, of, by, with

Kagan Social Structures: shoulder partners/timed pair share

Understandings: (Big Ideas)

 The difference between a map and a globe

 Sight words: to, from, in, out, on, off, for, of, by, with

 Vocabulary: ocean, land, continent, travel, etc.

 There are places around the world different from ours based on details such as food, animals,
attractions, etc.

 How to record new information

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Evidence Outcomes: (Learning Targets)

 I can use a combination of writing, drawing and dictating to describe a different place around the
world.

Every student will be able to:

Create a traveling suitcase that contains drawing and writing that describes a different place around the
world.

List of Assessments: (Write the number of the learning target associated with each assessment)

Formative Assessment- Informal assessment through participation in small group and timed paired
share. Formal assessment through completion of research assignment.

Planned Lesson Activities

Name and Purpose of Lesson Name: We’re going on a trip

Should be a creative title for you and
the students to associate with the
activity. Think of the purpose as the
mini-rationale for what you are
trying to accomplish through this
lesson.
Approx. Time and Materials
How long do you expect the activity
to last and what materials will you
need?
Anticipatory Set
The “hook” to grab students’
attention. These are actions and
Purpose: To understand how places around the world are different
from ours, how maps work and how to record information
purposefully.
Day One: Small Group introduction & continent exploration with group
timed pair share
Day Two: Small group continent exploration and word work using
prepositions like: on, by, with, from, to, etc. to help understand
transportation
Day 3: Beginning of Research Project by recording continent being
discussed and how to get there. Recognition of continent on a map.
Recording things that will be brought on the trip.
Day 4: Completion of research project through explanation of what can
be done in the specific continent.
Day 5: Decoration of suitcase and discussion about travel and
transportation
Materials needed:
 Brown paper bags
 Prompts for writing and drawing
 Continent bags filled with information
 Continent map
 Globe
 Preposition cards
 White boards and markers
 Pencils, crayons, glue and scissors
 Bag decorating construction paper
Day One:
To catch the student’s interest on different places arounds the world
we will propose to the students that we are going to go on a trip, but

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 CEP Lesson Plan Form
statements by the teacher to relate
the experiences of the students to
the objectives of the lesson, To put
students into a receptive frame of
mind.
 To focus student attention
on the lesson.
 To create an organizing
framework for the ideas,
principles, or information
that is to follow (advanced
organizers)
An anticipatory set is used any time
a different activity or new concept is
to be introduced.
Procedures
(Include a play-by-play account of
what students and teacher will do
from the minute they arrive to the
minute they leave your classroom.
Indicate the length of each segment
of the lesson. List actual minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
Differentiation
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first we must do research to know how we will to the continent, what
we will pack and what we hope to see when we get there.
Day 2-5: continued
Teacher Actions Student Actions
Day 1: Day 1:
-Teacher captures
attention of students by -Students will engage in thinking about a
asking if they would like naming places they know
to go on a trip
-In order to do so we -Students will discuss the difference
must find the place on a between a globe and map and explore
map or globe them
-The teacher will give
students prompts to help -Students will watch to understand how to
explore a map and globe use their continent bags
-The teacher will present
the continents bags and -Students will pick their own continents to
model how to open them look at the picture and get to know the
and what to do with them
place
-Teacher will allow
students to pick a -Students will participate in a timed paired
continent and record
share with different partners at the table
what they chose
-After exploring
continents the teacher
will lead students in a
timed paired share with
the small group
(continued through the
week)
To modify: Day 1: to provide additional support to students who do not
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To modify: If the activity is too understand the concept of looking through continent bag. To support
advanced for a child, how will you students in timed paired share through questioning and
modify it so that they can be encouragement to discuss.
successful? To extend:
To extend: If the activity is too easy
for a child, how will you extend it to
develop their emerging skills? What
observational assessment data did
you collect to support differentiated
instruction?
Assessment The teacher will observe to see if a child participates in small group,
How will you know if students met throughout the group time paired share, creation of and discussion of
the learning targets? Write a new sight words, as well as completing the research suitcase project.
description of what you were looking
for in each assessment. How do you
anticipate assessment data will
inform your instruction?

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson?

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CEP Lesson Plan Form

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