CCSU Lesson Plan Template

Student Teacher: Angela Cannelli

Grade Level: 3
Lesson Date: September 24, 2015

Name of Lesson: Land and Water Formations

(Social Studies)

Common Core State Standard(s)

CCSS.ELA-LITERACY.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse
partners on grade 3 topics and texts, building on others' ideas and
expressing their own clearly.
CCSS.ELA-LITERACY.SL.3.4
Report on a topic or text, tell a story, or recount an experience with appropriate facts and
relevant, descriptive details, speaking clearly at an understandable pace.
CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.

Student Learning Objective(s)

What is the intended learning outcome of this lesson? Be sure it is observable and includes clear
criteria.
Consider if there are students who will require an accommodation or modification to meet this
lessons objective.
Students will be able to identify and match different water and land formations on a map.

Assessment
State the specific strategy (ies) and tool(s) used to collect the data for each SLO (i.e., essays,
projects, quizzes, exit slip, worksheet, etc.). Are there students who will require an
accommodation or modification to this lessons assessment?
Students will complete an exit slip on the different vocabulary learned during this lesson.
There are no students who will require accommodation to this lessons assessment.

Classroom Learning Environment Focus

(i.e., standards of behavior, routines, procedures, group work, transitions, instructional
arrangement, etc.). Explain specific needs.
Students will watch the screencast as a class that explains the different types of land and
water formations.
We will then complete the Smartboard interactive as a class. Students will

then get an exit slip that requires

them to individually complete.

Instructional Model/Strategy
(i.e., concept formation, concept development, direct instruction, cooperative learning, inquiry,
discussion model). Explain how you will best facilitate student learning through a specific
model of instruction. Be sure to include a rationale for the chosen model(s). You may use more
than one:

When students are asked to pretend they are on an airplane and to explain the different land and
water formations they see is a discussion model. I chose to use this because students will be able
to facilitate the discussion and use their classmates ideas to enhance their understanding of the
topic. Direct Instruction is also used during this lesson due to the information presented in the
screen cast. Students are to watch the screen cast in order to learn about the different types of
land and water formations. This model was chosen because this lesson is based on a lot of
vocabulary and this method of instruction seems to work best for teaching vocabulary.

Materials/Resources needed for this lesson

-Screencast
-SmartBoard
-Exit Slip
-Map

Daily Formative Assessment

How will you check for understanding and student achievement during the lesson?
Students will be asked to come up to the SmartBoard and match different land and
water formations to those shown on the board. They will also be completing an exit slip at
the end of the lesson to connect the content to their daily lives as well as show
understanding of the vocabulary by matching the term with the definition.

Differentiating Instruction
How will you differentiate to meet the needs of your learners (i.e., what you teach, how you
teach, or how you will assess). Explain:
Students will be able to learn visually by watching the screencast that shows the
different types of land and water formations. Students will also be able to learn
kinesthetically by coming up to the SmartBoard and dragging the vocabulary word and match
it to its corresponding picture. Students will be assessed on multiple different things such as
their participation in the initiation and SmartBoard activity as well as their performance on
the exit slip.

Initiation
Cite how you will engage and motivate learners, activate prior learning and present the lessons
objective.
Explain: A) What they will be doing and learning in the lesson; B) How they will demonstrate
learning;
C) Why it is important to their everyday lives.
As a class, we will imagine we are on a plane going on a trip. Have students pretend
they are looking out the window and describe what they see (lakes, oceans, islands,
deserts, rivers, etc.). Explain how these different formations make up the world we
live in and show them on a map. Explain how we will be learning about different
types of water and land formations.

Lesson Development
Cite how you will provide opportunities for the students to construct meaning. List the
steps/process you will follow. Be sure to identify how you will check for understanding and
collect formative data. Differentiate for students who will require an accommodation or
modification in order to be active participants in this lesson and state these strategies in the
differentiation section above.
1.) Initiation- Ask students to pretend they are on a plane and have them look out the
window and discuss as a class what they see (mountains, oceans, islands, lakes, rivers,
etc.) while pointing out these different land and water formations on a map. Take notes
on participating students.
2.) Show students the screen cast that explains the different types of water and land
formations that they will be learning about.
3.) Pull up SmartBoard activity and ask students to come up to the board and drag the word
to its corresponding image on the screen. Allow each student to come up only once to
ensure that every student gets an opportunity to come up to the board and participate.
4.) Ask if students have any questions.
5.) Pass out exit slip that asks students to match the different types of land and water
formations to its definition. The slip will also ask students to identify specific water and
land formations such as a specific ocean, lake, island, etc. Finally, the slip asks students
to explain an experience they have had with a land or water formation.

Closure
How will you question students in order to evaluate if the objective(s) was met? How will you
question students to connect this lesson to previous and subsequent lessons as well as connect to
their own lives? How will you question students to see the relevancy of the lesson by
understanding the purpose/importance of the learning?
Students will be given an exit slip that will show whether or not they know the different types of
water and land formations. At the bottom of the exit slip they will be asked to write a
description about a land or water formation they have come into contact with in their lives.
They will also be asked to name specific land and water formations ( ex-name an ocean, name a
mountain, name an island, etc.)
Reflection on Practice
Student Achievement Evaluate student learning based on collected data for each SLO for each
group of learners. Identify how each group met the stated criteria in the SLO, including specific
data for each SLO. Based on your analysis what would you continue or change about your
teaching for the next lesson?
To be completed after lesson is taught.
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