Rivier University

STUDENT TEACHER LESSON PLAN FORMAT

2019-20
Day: Tuesday Date: 5/26/20

Subject:
The Language of Landforms

Common Core Standard(s):

CCSS.ELA-Literacy.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains to time,
sequence, and cause/effect.
CCSS.ELA-Literacy.RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a
text to demonstrate understanding of the text (e.g., where, when, why, and how key
events occur).
CCSS.ELA-Literacy.RI.3.10
By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, at the high end of the grades 2-3 text
complexity band independently and proficiently.

Objective(s): At the end of this lesson my students will be able to…

Students will be able to identify and describe various landforms.

Resources/Materials List:
● Different landforms worksheet
● Types of landforms worksheet
● Landform story worksheet
● pencils, crayons, colored pencils, markers, etc.

Procedure: Includes but is not limited to: focus, review, modeling, guiding questions,
guided practice, and independent practice. This can be a detailed, bulleted list.
Introduction (5 minutes)
● Inform your students of the day's main lesson content: different landforms, or
natural features of the Earth, such as mountains and lakes.
● Have students partner up and list as many landforms as they can. As they discuss,
record the names of any landforms you hear on the board.
Explicit Instruction/Teacher modeling (10 minutes)
● Hand out copies of the Different Landforms worksheet. Have students work
independently to complete the worksheet.
● Review the answers to the worksheet as a class.
● Show your students the landform note-taking sheet. Let them know that they'll be
working in groups to come up with symbols and gestures for representing given
landforms.
 ● Explain that a symbol is something that represents something else. Give a few
examples, such as a heart being a symbol for love.
● Draw a symbol for "mountain" on the board.
● Discuss with your students the definition of a gesture: a body movement that
expresses a thing or idea. An example you could start with is: A wave of the hand
is a gesture that means "hello."
● Make a triangular shape with your hands and clarify that this is your gesture for
"mountain." Have students repeat the gesture.
● Organize the class into seven evenly divided groups. Assign to each group one of
the landforms listed on the Types of Landforms worksheet. Make sure no two
groups have the same landform, and leave mountain unassigned.
Guided Practice (10 minutes)
● Give groups 2-3 minutes to come up with a symbol and a gesture for each
landform.
● Call each group to the front to share their symbol and gesture. As each group
presents, have the other students record the symbols on their note-taking sheet
and repeat the gestures.
● Once all groups have completed the activity, call out landform names in random
order and have the class demonstrate the gesture associated with each landform.
● If there is extra time remaining, allow volunteers to come up to the front and
attempt to demonstrate every gesture.
Independent working time (10 minutes)
● Have students record the definition of each landform on their Types of Landforms
worksheet. Ask them to use the Different Landforms worksheet only as a
reference, and use their own words when recording.
(as written in Education.com lesson plan)
Plans for differentiation: Address the learning needs of students based on individual
levels of understanding or performance. This can also be a list describing the way you will
change your instructional plan to match a student’s zone of proximal development. List the
student’s name and a sentence describing the plan.

Enrichment: Students who complete their independent assignment promptly can be

tasked with working on Venn diagrams for pairs of landforms.
Support: Monitor struggling students during their independent work portion and
provide assistance when needed. If necessary, they can complete the Landform Story
using their notes.

Plans for accommodation/modification: Describe any needed accommodations

(changes in teaching method or materials), modifications (changes in learning objectives),
or modified assessments needed to meet student IEP goals, objectives, or behavior plans
here. Provide the student’s name, a reference to the related IEP objective (e.g., Goal 3,
Objective 2), and a description of the accommodation/modification.

Assessment: How do you know the student met your objective? This can be a rubric, a
checklist, or a statement.
 ● Completion of the landform story worksheet without the use of notes

What’s next? Teachers plan each day in relation to a bigger picture. How does this lesson
relate to the unit, theme, or concept development? What do you plan to teach next? This
can be a sentence.
● Creation of landforms in playdough, written report on landforms

Reflection: What were the lesson’s strengths? Weaknesses? What was the feedback from
your mentor? What would you change for next time?