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Lesson Plan Design

Subject: Social Science Grade: 4 Lesson Topic: California Geography

Candidate’s Name: Nicole Rodamer
Site Supervisor: Mrs.Price NU Supervisor: Jan Latin
Date: ____09-20-2012___
1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale,
focus learner, create bridges from past learning, behavior expectations)
California Objective H-SS 4.1.3: Rationale:
Identify the state capital and describe the various This is a California state standard.
regions of California, including how their
characteristics and physical environments (e.g., water,
landforms, vegetation, and climate) affect human

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will
you measure mastery of the outcome?)

Students will understand:
 That California can be divided into regions This lesson will help students gain the
 The capital of California is Sacramento required knowledge to fulfill the state
 The physical environment of a place affects the standard.
people who live, work, and visit there
 Different regional resources support different Informal observations throughout the
industries lesson will allow the teacher to modify
Students will complete work sheets to help demonstrate information or presentation of the
knowledge. information if needed.
Teacher will circulate the classroom while students
complete worksheets; informally observing student A quiz is a formal assessment that will
work. allow students to demonstrate their
After the entire lesson (all 3 parts) is completed, knowledge.
students will have a quiz.

3. Pre-assessment Activity: (Determine students’ abilities to achieve the learner outcome

and prescribe instruction accordingly. Consider: linguistic background, academic
language abilities, content knowledge, cultural and health considerations, interests and
aspirations, physical development, social development, emotional development. )

Based on past records and performance, students are Rationale:

expected to succeed at this lesson.
From observing and working with the
There are 4 students who work with a resource students over the past few weeks,
specialist. teacher is confident the students can
comprehend information presented and
Currently, there are 4 students who are considered complete assigned work. The subject
ELL. Three of the students have a CELDT score of 3, material is appropriate for the class.
and one student with a CELDT score of 4.

There are two students whom are GATE identified. There are no known health or physical
impairments that could prevent a
Students are well behaved and can follow directions, student from successfully completing
and understand how to work independently. this assignment.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-

assessments, modify Learning Activities based on learner characteristics to meet the needs
of ELL & special needs students, highly achieving students and low achieving students)

The lesson will be introduced using the GLAD strategy The Big Book strategy directly focuses
of a Teacher-Made BIG Book. on content standards of the unit and
imbeds important concepts and
Modifications for ELL students would include pictures, vocabulary. Students are exposed to
making connections and bridges of new words and comprehensible expository text.
concepts to thing they already know. Patterned text gives access to all
Modifications for gifted students will be assigned
supplemental questions if they finish their work early, Pictures and charts will help ELL make
and to pair them with a lower achieving student. connections and succeed in the

Gifted students will have extra work

for them to complete during
independent practice. During partner
work, they will be able to help others
who need it.

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of
skill level)

Teacher-Made Big Book on California regions The Big Book is a tool to help all
White board and markers students see and hear the information
Ladybug projector and screen presented. The whiteboard and
California map handout projector will be used to help reinforce
Colored pencils presented information. The map
worksheet is a great way to allow
students to practice their new skills and
All materials will be used to help
complete the lesson.

6. Learning Activities: Explicit Teacher Instruction - (Explain, model, demonstrate, check

for understanding)
Part 1: Rationale:
Introduction to the lesson. Students will come to the
carpet where teacher reads the Big Book on California The Big Book is a great resource to
regions. Stopping to explain and chart vocabulary and allow access of information to all
maps. students and a good tool to use and an
introduction to the lesson.

Check for Understanding: Charting the vocabulary and maps will

After the book is read, teacher and students will have a reinforce the concepts.
discussion on the material presented and go over any
questions or unclear information. Open discussion of information will
allow teacher to informally assess
student understanding.

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding

and provide feedback and re-teaching)

Students will return to their desks and teacher will hand
out the maps of California. Using the Ladybug Guided direction of steps to fill in the
projector, teacher will guide and explain how to label, map will make sure all students stay on
and fill in their maps. Students will independently task. Allows teacher to have control of
follow along. the students’ pace.

Asking students questions will

Check for Understanding: provided the teacher with current
Ask questions and allow students to volunteer understanding.
suggestions and answers.
8. Independent Practice: (Provide practice that supports the learning outcome. Note:
Independent activities are assigned assuming that students understand the concept well enough
to work on their own.)

Students will finish coloring and filling in their maps
after all directions have been provided on the projector Independent work allows students to
and teacher feels all students are clear on the practice and reinforce the information
assignment. Students may work with their assigned learned. Drawing and coloring the map
seat partners if need be. allows students to express their
knowledge and allows the students to
Check for Understanding: see the information in a visual
Teacher will circulate the classroom and informally perspective.
observe student work. Stopping to help students when
needed. Informal assessment allows the teacher
flexibility in providing more
instruction if needed.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students’
learning. Describe differentiating assessment strategies you will use for ELL, special needs
students, highly achieving students and low achieving students.)

Comprehension of the lesson will be assessed through
informal observations and classroom discussions. Both formal and informal assessments
Students will demonstrate their knowledge through will allow students to demonstrate their
classwork and quiz. understanding and knowledge of the

10. Closure: (Describe how students will reflect on what they have learned.)

At the end of the allotted time for Part 1, teacher and Rationale:
students will share and review the maps they filled in.
This is part 1 of 3. Students may or may not finish The entire lesson will take place over 3
coloring their maps. Any maps not finished will be days, and reviewing previously learned
completed later. During part 2, there will be a review of information will reinforce ideas and be
the information learned during Part 1. a great introduction the next day’s
11. Lesson Reflection/Assessment: (Collect student learning data to determine: What went
well? What needs to be changed? Were learning outcomes met? What activities will you
add, change, modify in the future? What can be done to follow up on the learning from this
lesson? Who needs additional help? Who needs enrichment or higher level work?)