Indiana Wesleyan University

Elementary Education Lesson Plan Template (DIRECT INSTRUCTION)

Social Studies--2007 ACEI Standards

Student: Lizzie Streveler School: Allen Elementary School

IWU Supervisor: Prof. Schuler Co-op Teacher: Mrs. Lindsay Reep
Teaching Date: 03/23/18 Grade Level: 1st

READINESS
I. Goal(s)/Objective(s)/Standard(s)
A. Goal– Students will understand the cardinal directions.

B. Objective(s) – After drawing a compass and writing the cardinal directions on a piece of paper, the students will locate
objects to the north, south, east, and west of them and correctly draw them in correspondence with their compass.

C. Standard(s) –
NCSS: People, Places, and Environments
IAS: 1.3.1 Identify the cardinal directions (north, south, east, and west) on maps and globes
ISTE: Not Applicable

II. Materials & Management:

A. Materials: 3 maps including a compass/cardinal directions; Cutouts of the words North, East, South, West; Cutouts of the
letters N,E,S,W; Computer paper for each student; Clipboard for each student
B. Time: The lesson will last approximately 30 minutes. (Anticipatory Set-1/2 minutes, Lesson Presentation-6 minutes,
Modeled Practice-5 minutes, Guided Practice-5 minutes, Independent Practice-10 minutes, Closure-3 minutes)
C. Space: Lesson Presentation-seated in a circle on the rug, Modeled Practice-standing up on the rug, Guided Practice-sitting
in seats, Independent Practice-scattered throughout the room, Closure-scattered throughout the room/finish in seats
D. Behavior: My cooperating teacher enforces a positive incentive behavior management system by rewarding cooperative
behavior with candy. When she spots students actively participating, being good listeners, and following directions, she gives
them one M&M/skittle. For example, she will say, “I like how Jamir is sitting quietly with his hands in his lap.” She will then
walk over and hand him a piece of candy. I will enforce this during my lesson since it is already in effect and proves effective.
E. Technology: Projector to model how to draw a compass

III. Anticipatory Set– Due to time, I will simply conduct a reflective exercise. I will ask the students to think of a time they, their parents,
or someone they know got lost. I will share with them a short story about how I get lost driving sometimes if I do not know where I am
going.

IV. Purpose: “Today you will learn the cardinal directions (north, east, south, and west) because it will help you to find your way
around and follow directions.”

PLAN FOR INSTRUCTION

V. Adaptation: (ACEI 3.2)

A. Remediation – Not Applicable
B. Enrichment – There are a couple students who struggle with the initial lesson of new content. The lesson is very repetitive to
support them. Also, I incorporated practice with the acronym and kinesthetic movements to aid in supporting their memory
of the new information.
C. ELL – Not Applicable
D. Exceptional Needs – Not Applicable
E. Behavioral Needs – There are multiple students who struggle with their behavior by talking when not appropriate and moving
around in a way that distracts others. I believe the main cause of this is boredom or lack of engagement. All of these students
enjoy talking. I made the decision to include multiple questions to give them multiple opportunities to talk. Additionally,
when these students are asked questions, they enjoy thinking to get the correct answer. Because they will be busy thinking, I
believe they will be less likely to talk out of turn. Additionally, these students enjoy being mobile. I made sure to make the
lesson kinesthetic. They do not need to be extremely active but just need something to keep them moving. During the lesson
presentation, students will be sitting in a circle and have the opportunity to move to look at the maps and cardinal directions.
Next, the modeled practice incorporates bodily movement through the hand gestures to remember each direction. Then, the
guided practice involves following along with me to draw a compass. Almost every student in the class really enjoys drawing,
 so I believe this will hold their attention well. Finally, the independent practice also involves drawing. It gives these students
the chance to be kinesthetic and creative, while still showing me their knowledge of the new content.

VI. Lesson Presentation:

The beginning of my lesson will start with exploration, discovery, and questions.
-I will start the lesson by showing the students a map of the world. I will simply ask, “Does anyone know what this is?” I will call on
students until one answers with map.
-I then will ask, “Does anyone know what this is a map of?” I will call on a few students who have their hands raised. If no one knows, I
will tell them the answer.
-I will then show them a map of the United States. I will ask the class, “What is this a map of?” I will call on a few students who have
their hands raised. If no one knows, I will tell them the answer.
-Finally, I will show them a map of Indiana. I will ask the class, “What is this a map of?” I will call on a few students who have their
hands raised. If no one knows, I will tell them the answer.
-Once the students have looked at all three maps, I will ask them to take a minute to look at each map and try to find what they all
have in common. After allowing some wait time, I will ask the students if anyone wants to share what they think the maps have in
common. I will call on a few students until someone answers with compass (or gestures to it). If no one knows, I will guide them to the
answer.
-I will explain to the students that this symbol is called a compass, and it is important because it gives us directions and can help us to
know where to go. A compass has four letters on it: N, E, S, W. I will tell the students what each letter stands for.
-To provide students with a visual, I will write each direction on a piece of paper.
-I will also teach them the acronym: Never Eat Soggy Waffles. I will have them recite this a few times to help them remember
all four directions.

A. INPUT: Direct instruction and checking for understanding

Input Modeling/Modeled Practice – I will use this portion of the lesson to appeal to kinesthetic learners and provide a real-life
example. I will first model for the students a simple method to remember the cardinal directions, and then I will have them repeat it. I
will show the students that pointing in front of me represents north, pointing to the right of me represents east, pointing to the back
of me represents south, and pointing to the left of me represents west. I will physically point and verbally speak each direction. I then
will have the students do the same.
After practicing a few times, I will check for understanding. To do this I will call out a random direction and have students point in the
correct way i.e. “West” students should point left. I will do this multiple times to better instill each direction.
Checking Understanding– Checking for understanding will occur through the questions I ask and responses I receive, as well as
observations during the modeled practice portion of the lesson. During the lesson presentation, I will carefully listen to students’
responses to the questions I ask to determine whether or not they are making sense of the material. Next, I will observe students’
interactions during the modeled practice to monitor if they are duplicating the skill to help remember each direction. My observations
during this will show if students are understanding which pointing direction corresponds with which verbal/word direction.

Guided Practice– During this time, students will practice creating their own compass. Together as a class, students will draw a
compass step-by-step. I will guide this by drawing each part of the compass, while having it projected onto the board. Students will
follow along with me. After drawing the compass, we will label it N, E, S, W. To do this, I will ask the students if any of them know what
direction the top arrow represents. I will remind them to use the acronym we practiced or the hand motions to remember the correct
direction. I will call on a few students until we come up with the answer north. I will continue this process for east, south, and west. As
we work through each direction, we will label it on our compasses.
Prior to our next activity, I will demonstrate what students will be doing. I will verbally talk through everything I do. I will draw what is
to the north of me (i.e. the pencil holder), to the east of me (i.e. the wall), to the south of me (i.e. the reading area), and to the west of
me (i.e. a desk). This will set students up for the next activity.

B. OUTPUT: Independent practice (ACEI 2.4 & ACEI 3.3)

Independent Practice– Students will now have the opportunity to show me if they know what direction is north, south, east, or west
(based on the position they are facing i.e. in front of them is north). At this point in time, students will have drawn a compass in the
middle of a piece of computer paper. When they finish, they will put the paper on a clipboard. Once everyone is ready, I will have
every student disperse throughout the room. They can find an area in the room to sit down. Once settled, students will have to draw
what is to the north, south, east, and west of them. During this time, I will be floating throughout the room to assist students as
needed. I will mainly observe, but if a student is struggling, I will ask him or her guiding questions to come up with a solution.
Closure– To bring the lesson to a close, I will simply have a few students share what they drew on their map/compass. Depending on
time, I will have 1-2 students share what is to the north of them and how they knew it was to the north of them. I will continue this for
east, south, and west. I will then have all of the students come back to their seats. Then, to wrap everything up, I will ask the whole
class if anyone remembers the acronym (Never Eat Soggy Waffles) and what it stands for.

PLAN FOR ASSESSMENT (ACEI 4.0)

Formative: The formative assessment takes place throughout the lesson. See Checking Understanding to see the formative assessments
that will take place during the lesson presentation and modeled practice. During the guided practice, I will use questions to determine if
students are understanding what they had previously learned. During the independent practice, I will circulate throughout the room
making observations to determine what students are struggling and what they are struggling with, as well as who seems to be grasping
the content.
Summative: Due to time constraints, the independent practice will act as a summative assessment for the lesson. I will collect students’
compasses/maps to check their work.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. Were students catching on to the hand gestures to help them remember N,E,S, and W during the modeled practice. If no,
why not?
8. During the guided practice, were students able to answer my questions?
9. During the independent practice, how many students easily completed the activity, how many struggled, how many needed
assistance, etc.?
10. During the closure, were the students able to correctly answer the question and give an accurate reason to support their
answer?
11. How well did the acronym work in aiding students’ memory of the four directions?