Maps

Priscilla Sepulveda
EDU 512
SPRING 2020
Dr. Timmons
California Baptist University

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 Table of Contents

Objectives and Standards……………………………………………………………………………... 3

Introduction…………………………………………………………………………………………... 6

Student List…………………………………………………………………………………………... 7

Direct Instruction Lesson Plan………………………………………………………………………... 10

Concept Attainment Lesson Plan...…………………………………………………………………... 22

Generalization Lesson Plan…………………………………………………………………………… 35

Inquiry Lesson Plan…………………………………………………………………………………... 46

Vocabulary Lesson Plan……………………………………………………………………………… 54

Listening/Talk Lesson Plan…………………………………………………………………………... 65

Writing Lesson Plan………………………………………………………………………………….. 71

Professional Reflection………………………………………………………………………………. 80

Literature……………………………………………………………………………………………... 82

Poetry…………………………………………………………………………………………………. 83

Vocabulary…………………………………………………………………………………………….84

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 Objectives and Standards
Direct Instruction Lesson
Objective: After the lesson on the facts about maps, students in grade 1 will identify, list and summarize
information on the topic of maps by writing 10 facts both orally and in writing with accuracy.

Concept Attainment Lesson

Objective: After the lesson on the concept of Maps students in grade 1 will be able to state both orally and in
writing the correct definition of a map.

Generalization Lesson
Objective: After the lesson on using data to support generalizations, students in grade 1 will apply this
knowledge and develop generalizations concerning the topic of maps with accuracy.

Inquiry Lesson

ELA Language Objective: After the mini lesson, students in grade 1 will use their comprehension and map
scaling knowledge to complete the map skills worksheets and create a map to scale.

ELA Content Objective: Students in grade 1 will use their inquiry skills and comprehension skills to ask
questions about maps, listen to the mini lesson, and complete the map scaling tasks.

ELD Language Objective for Grade Level: During the mini lesson on map scaling, first grade students will
listen to the mini lesson on map scaling and communicate with teacher and peers using the English language.

Vocabulary & Handwriting Lesson

ELA Language Objective: Students in grade 1 will be able to repeat vocabulary words and definitions after
this mini lesson.

ELA Content Objective: Students in grade 1 will be able to identify vocabulary word and use it in writing
after this mini lesson.

ELD Language Objective for Grade Level:

Academic vocabulary: Students in first grade will orally exchange information with other students with
knowledge of the map unit vocabulary.
Handwriting: Students in first grade will write in D’Nealian handwriting style to prepare them for cursive
writing.
Grammar: Students in first grade will use correct grammar and punctuation in their writing.
Spelling: Students in first grade will spell vocabulary words correctly in their writing.

Listening/Talk Lesson

Content Objectives: After mini lesson, students in first grade will be able compare and contrast the two stories
presented to them orally and in writing.
Language objectives: After mini lesson, students in first grade will describe the stories and provide reasons to
their statements orally and in written format.
Writing Lesson
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ELD Language Objective: After the mini lesson on narrative writing, students in first grade will be able to
make up their own narrative story orally and in writing.

ELD Content Objective: After the mini lesson on narrative writing, students in first grade will be able to make
up their own narrative story orally and in writing.

Social Studies Standards

2.2 Students demonstrate map skills by describing the absolute and relative locations of people, places, and
environments.
1. Locate on a simple letter-number grid system the specific locations and geographic features in
their neighborhood or community (e.g., map of the classroom, the school).
2. Label from memory a simple map of the North American continent, including the countries,
oceans, Great Lakes, major rivers, and mountain ranges. Identify the essential map elements:
title, legend, directional indicator, scale, and date.
3. Locate on a map where their ancestors live(d), telling when the family moved to the local
community and how and why they made the trip.
4. Compare and contrast basic land use in urban, suburban, and rural environments in California.

ELA Standards
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
CCSS.ELA-LITERACY.RL.1.3 Describe characters, settings, and major events in a story, using key details.
Craft and Structure:
CCSS.ELA-LITERACY.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal
to the senses.
CCSS.ELA-LITERACY.RL.1.5 Explain major differences between books that tell stories and books that give
information, drawing on a wide reading of a range of text types.
CCSS.ELA-LITERACY.RL.1.6 Identify who is telling the story at various points in a text.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or
events.
CCSS.ELA-LITERACY.RL.1.9 Compare and contrast the adventures and experiences of characters in stories.
Range of Reading and Level of Text Complexity:
CCSS.ELA-LITERACY.RL.1.10 With prompting and support, read prose and poetry of appropriate
complexity for grade 1.

CCSS.ELA-LITERACY.CCRA.W.4 -Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.

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CCSS.ELA-LITERACY.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding
words.
CCSS.ELA-LITERACY.W.1.5 With guidance and support from adults, focus on a topic, respond to questions
and suggestions from peers, and add details to strengthen writing as needed.
CCSS.ELA-LITERACY.RF.1.1 Demonstrate understanding of the organization and basic features of print.
CCSS.ELA-LITERACY.RF.1.1.A Recognize the distinguishing features of a sentence (e.g., first word,
capitalization, ending punctuation).
CCSS.ELA-LITERACY.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
CCSS.ELA-LITERACY.CCRA.SL.4 Present information, findings, and supporting evidence such that
listeners can follow the line of reasoning and the organization, development, and style are appropriate to task,
purpose, and audience.

CCSS ELD Standards

CCSS ELD Standard SL.K.1–3 Listening actively to spoken English in a range of social and academic
contexts.
ELD Standards Part I: Interacting in Meaningful Ways
1. Collaborative (engagement in dialogue with others)
1. Exchanging information and ideas via oral communication and conversations
3. Adapting language choices to various contexts
2. Interpretive (comprehension and analysis of written and spoken texts)
5. Listening actively and asking or answering questions about what was heard
6. Reading closely and explaining interpretations and ideas from reading
7. Evaluating how well writers and speakers use language to present or support ideas
Analyzing how writers use vocabulary and other language resources.

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 Introduction to Unit Page

For EDU 512 course, I created a first-grade social studies unit that aligned with the
Common Core State Standards on maps. The unit includes a variety of instructional styles
including direct instruction, concept attainment, generalization, inquiry, vocabulary,
listening/talking, and writing lesson plans. I used a variety of formal and informal assessments.
These assessments varied checklists to writing rubrics and map poster presentations. I
incorporated technology usage in some of the map lessons. I used technology in a variety of
ways. To show students an online interactive map, I used Google Earth. For other map lessons,
I included kid friendly YouTube videos and slideshow PowerPoint presentations about map
information. Students also had the opportunity to use their chrome books. Lesson plans varied
on theory basis and identified cognitive level from Blooms levels of taxonomy (knowledge,
comprehension, application, analysis, synthesis, and evaluation). I realized that it is important to
explain to students why the lesson is important and how it applies to their life and future. In
these lesson plans, students have independent work, partner work, and small group activities.
Additionally, I also tied in art, poetry, and handwriting into my unit. This is to create a more
creative and open amplitude for students to enjoy as they learn about the map unit.

Differentiation:
In addition to teaching for the three learning styles (visual, kinesthetic, and auditory), I
also provided differentiation in instruction depending on the child’s needs. For English
language learners, I used strategies such as repetition, highlighted their ideas to trace,
translation of vocabulary words, and sentence frames. For students with an IEP, 504 plan, or
other learning need I used similar strategies. I also took on a more guided approach with these
students, going up to them one by one to check for understanding and guide them in the right
direction. For students with a visual impairment, they are seated closer to myself or the
whiteboard. For students with anxiety or ADD/ADHD, I will have a bouncy ball chair and
decompression rug in the classroom where students can take a moment to take a small break
and practice their 4-8-4 breaths (four seconds to breath in, four second hold, four seconds to
breath out).

Professional Development:
This unit project was a learning experience for my teaching professional development. I
developed as a teacher by practicing designing different lesson plans under one unit umbrella.
Having different lesson plans and styles for one topic pushed me to come out of my comfort
zone and design lessons that are enjoyable and educational across all areas. I learned to connect
standards to my lesson, write concise objectives, adapt and differentiate instruction for student’s
possible needs. For every lesson plan, there were at least two Teaching Performance
Expectations (TPE’S).

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 Student List with Three Focus Students

General Student List with Three Focus Students

Gender General SES General Ethnic Population Describe Student Needs

Level Academic Level

12 Boys 2 High average, 2 low 8 Hispanic, 1 Native 1 student has special needs,
Provide a general More than half average, 8 on grade American, 1 Asian, 2 2 in reading intervention,
description in the qualify for free lunch. level Caucasian and 9 students are at grade
boxes to the right. level and do not require any
special needs.

13 Girls More than half 4 High average, 3 10 girls are Hispanic, 9 students are at grade level
Provide a general qualify for free lunch. below average, 6 on 3 Caucasian. and do not require any
description in the grade level special needs.1 student has
boxes to the right. special needs, 3 in reading
intervention.
EL Focus Student Low SES, qualifies Below grade level in Student is Student just moved from
for free lunch. writing and reading. Hispanic/Latino. Mexico to the U.S this Fall.
Above average in He is just learning English.
Mathematics. He receives reading
intervention. He is at below
grade level in reading and
writing. However, he is
above grade level in math.
Special Needs Does not qualify for Student is far below Student is Student scores below grade
Focus Student free lunch, mid-high grade level. She is Caucasian. level in all aread. She is
SES on an IEP for speech often distracted in class and
and ADHD. Student has a difficult time staying
is pulled out of class on task. She reads below
for reading grade level (15 words per
intervention and SAI minute on last running
services. record-winter)
Advanced learner Does not qualify for Student of the Student is Student reads 102 words
Focus Student free lunch, mid-high Month, high in more Hispanic/Latino per minute (Winter reading
SES than 4 academic record score). Student is
areas. reading at second grade
level. She participates in
class and works well with
others. She is a role model
for other students.

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FYI: Use this information for each lesson.

edTPA LANGUAGE FUNCTIONS & DEMANDS

Language Functions: The content and language focus of the learning task represented by the
active verbs within the learning outcomes. Language functions are what students DO.

Language Demands: Specific ways that academic language (vocabulary, discourse, syntax) is
used by students to participate in learning task through reading, writing, listening, and/or
speaking to demonstrate their understanding.

Three Language Demand areas:

Vocabulary: Includes words and phrases that are used within disciplines including:

1. Words and phrases with subject-specific meanings that differ from meanings used in
everyday life (e.g., table)

2. General academic vocabulary used across disciplines (e.g., compare, analyze, evaluate)

3. Subject-specific words defined for use in the discipline.

Discourse: includes the structures of written and oral language, as well as how members of
the discipline talk, write, and participate in knowledge construction.

Discipline-specific discourse has distinctive features or ways of structuring oral or written

language (text structures) that provide useful ways for the content to be communicated.

Syntax: The set of conventions for organizing symbols, words, and phrases together into
structures (e.g., sentences, graphs, tables)

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 DIRECT INSTRUCTION LESSON PLAN RUBRIC
Behavioral Model - 100 Points

1. MATERIALS/PREPLANNING (5 points)

 Materials – Maps, anchor chart, kwl chart, book, globe, worksheet, google
world map, map video:
https://www.youtube.com/watch?v=0oLTciel5DM

 Vocabulary :
Map- A map is a drawing of all or part of Earth's surface. Its basic purpose is to show where things are.
Map Key/Legend- A map key shows us what the parts of the map mean. It uses symbols, colors, or lines
to represent important places or landmarks on a map.
Compass rose- A drawing showing different directions on a map. It shows four directions, which are
north, south, east, and west.
Label- A label gives you more information about something on the map.
 Literature –First grade Mcgraw Hill decodable reader stories (unit 2):
A Map Match
A Fun Chest
Phil and Steph Get Lost
Maps and Graphs

TPE 3.7 Model and develop digital literacy by using technology to engage
students and support their learning, and promote digital citizenship, including
respecting copyright law, understanding fair use guidelines and the use of
Creative Commons license, and maintaining Internet security.
In this lesson, I used TPE 3.7 by modeling and developing digital literacy by using the
internet (youtube video) to engage students learning.

2. OBJECTIVE (10 points)

After the lesson on the facts about maps, students in grade 1 will identify, list
and summarize information on the topic of maps by writing 10 facts both orally
and in writing with accuracy.

 The Objective should be one complete sentence with the ABCD Components.
 State the objective in behavioral terms, as follows:
 A=Audience: My first grade classroom is my audience for this
lesson.
 B=Behavior: Students will be able to list ten facts about maps orally
and in written form.
 C=Conditions: Students will understand what a map is and how it
can be used.
 D=Degree of accuracy needed to achieve the objective: Student’s
should list ten facts about maps in written format and orally with
100% accuracy.
 State the cognitive taxonomy level (Bloom’s )
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 The cognitive taxonomy level for this lesson will be understanding and
remembering.
 List the standards met by this objective. Highlight in color the specific words in
the standard that you are addressing.
History Social Science Standard

2.2  Students demonstrate map skills by describing the absolute and relative
locations of people, places, and environments.

5. Locate on a simple letter-number grid system the specific locations and

geographic features in their neighborhood or community (e.g., map of the
classroom, the school).

6. Label from memory a simple map of the North American continent, including
the countries, oceans, Great Lakes, major rivers, and mountain ranges.
Identify the essential map elements: title, legend, directional indicator, scale,
and date.

7. Locate on a map where their ancestors live(d), telling when the family moved
to the local community and how and why they made the trip.

8. Compare and contrast basic land use in urban, suburban, and rural
environments in California.
CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions about key details in a text.
CCSS ELD Standard SL.K.1–3 Listening actively to spoken English in a range of social
and academic contexts.
CCSS.ELA-LITERACY.CCRA.W.4 -Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.

edTPA Central Focus: Comprehension

Students will summarize information by listing ten facts about maps.

Essential literacy strategy: Summarizing (Summarizing strategy must be

taught)

Students will summarize information about the topic studied by listing

ten facts and using the appropriate academic vocabulary maps both
orally and in writing.

Related skills for the essential literacy strategy:

 Listening to information presented.
 Reading related documents/stories on the topic being studied.
 Learning the academic vocabulary terms.
 Students will write ten facts using correct writing conventions to
demonstrate their learning about the topic of maps.

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Language Function Statement: edTPA - The content and language focus of the
learning task is represented by the active verbs within the learning outcomes.

Ask yourself: What main communication language function do students need to use
to communicate their understanding of this content?
Use - Student uses language to: Summarize their learning about maps.

Language Demand: The Language Function can have language Demands in

each of the 3 areas below:

Academic vocabulary/symbols: List/use vocabulary in sentence.

Syntax: (Use language frames in Language of summarizing section in Toolkit)

Discourse: Use Graphic Organizers in Toolkit to help students learn to speak

and write language for this content.

3. ASSESSMENT STRATEGY (10 points)

To assess the student’s knowledge after the maps lesson, I would use a formal method
of assessment. Students will be instructed to write out 10 facts about maps in their social
studies journals. These facts can be about the components of a map, the design of a
map, how to use a map, and any related facts that they learned in this lesson. After they
write 10 facts, they will create their own map illustration in their social studies journal.
The points earned will be counted for their social studies journal grade. This assignment
will be graded on a scale from 1-3.

RUBRIC:

3 2 1
-Listed 10 facts in -Listed 7-9 facts in -Listed 0-3 facts in
complete sentences. complete sentences. complete sentences.
-Neat and eligible - Eligible writing -Illegible writing
writing - Little to some -Grammar errors
-Correct grammar grammar errors. -No or incomplete map
-Map illustration - Map illustration illustration

4. LESSON OPENING/PURPOSE (5 points)

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 Today class, you will be learning about maps! You will be learning about what maps are,
what maps contain, and how to use a map. It is important to know about maps because
you will eventually have to use a map when you grow up. Most of you will use a map on
an electronic device called a GPS when you learn how to drive. However, as a child you
might need to use a map as well. For example, when you need to know how to get to a
location when you’re at an amusement park. Today you will learn about maps and
should be able to tell me 10 facts about maps at the end of this lesson. Learning these
facts will help you understand more about maps and its use.

I have 20 students, I have eight English language learners and two students with IEP’S.

5. MOTIVATION FOR LEARNING STRATEGY - Anticipatory Set (5 points)

First I will show a kid friendly youtube video about maps to get them
motivated and excited to learn about maps. After this, we will quickly discuss
the video and I will present the Map anchor chart I have for them.
 Ideas: Describe related activities or experiences they have had before.
Remind them of previous learning that relates new leaning to prior knowledge.
 Ask questions such as: Has anyone ever seen a map? Maybe of an amusement park or of
a GPS when your family member is going to a specific location?
 Use different methods of teaching for this lesson. I will use a KWL chart, a video, an
anchor chart, Google Earth, and book about maps.

Provide Rationale :
I will use these strategies to capture my student’s attention and keep them
engaged by showing them different ways of looking at maps. I chose to use
technology in our lesson as well because it’s important to implement technology
to students because they are and will be using technology in the future. I will
show a video and use Google Earth because the video is kid friendly and
engaging for students and the Earth map is interesting to see as it zooms in to
our location.

 LESSON BODY: POST STANDARDS, RESTATE OBJECTIVE IN STUDENT TERMS,

CHECK BACKGROUND KNOWLEDGE, PROVIDE INSTRUCTIONAL INPUT,
MODELING, CHECKING FOR UNDERSTANDING, AND GUIDED PRACTICE

 POST STANDARDS
 Post Standards in front of room where students can easily see them.
 Draw student attention to standards.

 RESTATE OBJECTIVE IN STUDENT TERMS

 After the lesson on maps, you (students) will list ten facts about maps with accuracy
(both orally and in writing).

 CHECK FOR BACKGROUND KNOWLEDGE STRATEGY SDAIE-Tapping into prior knowledge

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 It’s important to check for background knowledge because some students might
have never seen a map before in their life. Some students might not have been
exposed to some terminology we are using or know that there are different
types of maps.

 Ask the students to brainstorm what they already know about maps. Place this
information in the K (or What We Know) column of the chart. Have them think about
what they saw in the video to help them get started if needed.
 Ask the students what they would like to learn about in regards to this subject. Write
these in the W (What We Want to Learn) column.
 Save the chart to be used at the end of the unit to when the students will report on
what they have learned in order to complete the L column.
 Use KWL Chart from 50 Literacy Strategies (Tompkins)

I would stop and check for understanding to monitor progress. I would

also call students by picking out labeled popsicle sticks from a jar. This
way everyone has a chance to participate and it is in an equitable
manner.

K (What we know) W (What we want to L (What we learned)

learn)
A world map has Why are some areas Some areas in the
land(green) and white? North pole and South
sea(blue). pole are covered in
Ice.
A map has a compass. What is the compass Compass Rose-
symbol on the map shows the directions
called? (North, South, East,
West).
A map has different Are there different World map, road
places. types of maps? map, city map,
Classroom map, etc.
Some maps show Which maps show Road maps, map of
roads. roads? town/city.

TPE 1.1 Apply knowledge of students, including their prior experiences,

interests, and social-emotional learning needs, as well as their funds of
knowledge and cultural, language, and socioeconomic backgrounds, to engage
them in learning.
I used TPE 1.1 by incorporating the KWL chart to gather student background knowledge
on maps.

 INPUT: Provide Comprehensible Input SDAIE-Modify use of text, use of

technology
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 Provide a rationale for your selection of a strategy for providing
comprehensible input for this lesson for this particular group of
students/class.
Using technology will help me bring another teaching style and meet
different learning needs such as visual learners seeing the global map
on google map.
Explain how your strategy incorporates EL student’s background.
For my EL learners, I would provide them with most of the facts to copy down. I
may even write them in highlighter for them to trace in pencil and repeat orally
after me, depending on their level of EL.

 Read page or view video clip… (provide sources for getting the ten facts) Source
Title:
Map Video:
https://www.youtube.com/watch?v=0oLTciel5DM
 Go over vocabulary words on anchor chart which will be in the reading. List the key
vocabulary words :
Map, Map Key/Legend, Compass rose, label.
 Read A Map Match story in decodable reader with a partner.
 Informally check for understanding: Discuss the facts on maps.

 MODELING SDAIE: Demonstrations and

modeling
Provide a rationale for why you selected this strategy or manner of
modeling the next lesson step for this class.

Teach summarizing strategy: (select how you wish to teach this strategy. Ideas
below. No need to use all.)
 Write the facts about maps on the board as the students say them.
 Tell the student they are going to write these facts into their journals.
 They will illustrate at least one of the facts on maps at the top of the page.
 Review simple sentence structure.
 Show the students a copy of what the page should look like.
 An example of the how the finished product in the student journal should look will
be available to the students.

 TECHNOLOGY
Rationale: What technology did you use and how will it help EL learners gain
understanding of the lesson standard?
Video and Google earth will be used for this lesson. It will be useful to have
several examples of what I am teaching, not only paper map example but a
satellite map that can be zoomed in and out of. As well as a fun animated
video that is kid friendly.

 CHECKING FOR UNDERSTANDING/PROGRESS MONITORING

EL/SDAIE: Questioning
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 Provide rationale for selecting a strategy for checking for
understanding (Progress Monitoring) and guided practice for this
group of students/class.

 Ask several of the students to repeat the instructions they have been given.
 The students will first write a rough draft of their facts. Check on the students as they
work.
 Continue to check for understanding of the facts related to maps through use of
questioning strategies both during and after the task is completed.
 GUIDED PRACTICE STRATEGY

 The teacher will check for accuracy while students are working on assignment and
provide written and oral feedback.
 Students will share their facts with their shoulder partner and edit for capitals and
punctuations.
 Check each student’s work and edit as necessary before the students make their final
copy.
 Be sure to check for spelling, punctuation, capitalization and sentence structure.
 Once their final edits have been made, the students will copy the final work into their
journals.

7. CLOSURE EL/SDAIE: Questioning for

review

 Ask students to share what they wrote for their facts.

 Ask them to show their pictures.
 Go back to the KWL chart and ask the students what they have learned about patriotic
symbols that we studied today.
 Fill in the L section of the chart.
 Ask some specific questions about the symbols. (Example of questions might be how
many star and stripes on the flag and why, what did Benjamin Franklin want to have as
the national bird, where can they find the Great Seal).
 Call on some of the students to define the vocabulary terms.

Learning facts about maps.

K (What we W (What we L (What we Q (What new
know) want to learn) learned) questions
emerged?)
A world map has Why are some Some areas in Why is it only
land(green) and areas white? the North and the north and
sea(blue). South pole are Southern part of
covered in ice. the world?
A map has a What is the Compass rose- What about the
compass. compass symbol Shows the directions in
on the map directions between these
called? (North, South, four arrows?
East, West).
A map has Are there different World map, road Can there be a
different places. types of maps? map, city map, map of any
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 classroom map. location?
Some maps show Which maps show Road maps, map Why do we need
roads. roads? of town/city. these kinds of
maps?

 Ask the students if anyone has anything to add about where they have learned about
maps.
 Remind the students about key elements of the facts they have listed and what they now
have learned.

8. INDEPENDENT PRACTICE
Provide a rationale for the independent practice assignment/homework
you have assigned based on what you know about this class.
Providing 10 facts shows their understanding of the content. Drawing a map in
their journal is a way of assessing their understanding of creating a map.

 Assign the students to illustrate a treasure map, this way I can keep track of what
students have trouble with the map components and how to create a map.
 Tell the students that the work they do at home is to be done as neatly as was done in
class today. They need to use good penmanship, correct spelling and sentences, and
correct capitals and punctuation.

9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION Based on your fieldwork

provide detailed description of three students and the adaptations for each
student in the three areas in chart below.
For my three EL students who are still learning how to read and write in English, I will
provide the facts for them to copy in their Journals and have them repeat it to me.

10. ATTACHED STUDENT WORK:

11. THEORETICAL OVERVIEW: Provide an overview of the theoretical basis

(SAMPLE BELOW- Add to it and develop it in appropriate manner)

Sample Statement: This direct instruction lesson is based on the behaviorist learning
theory. Direct instruction was utilized because the students lack knowledge; therefore,
the knowledge needs to be given to them in an explicit manner. Scaffolding was used in

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writing facts on the board in order to guide the students in writing their facts using
complete sentences. I provided my class with 5 map facts for them to copy and they had
to remember 5 more map facts from the lesson. If they had a hard time coming up with
facts I have a jar of map facts that they can use to list more facts. This way, students
that are capable of writing the whole 5 facts can do so and other students who are
struggling have help provided for their assignment.

Structure of Knowledge
Note: Please Use the new version of cognitive taxonomy.

Cognitive Rationale for using this Lesson Model in relationship to the

Level cognitive level.
Highlight/color the cognitive levels that fit with the Lesson
and provide a rationale for your thinking.
Creating
Evaluating
Analyzing
Appling
I used a Direct Instruction lesson for this standard because I
Understandin
explained what a map is and how to use it to my class. This is part of
g
the understanding portion.
Rememberin I used Direct Instruction lesson for this standard as well because
g they had to remember facts about maps and list them.

Instructional Preparation Reflection Checklist

Complete the following reflective check list for each lesson in your unit. You
can add or delete items in the check list. This is to help you become aware
with the components you have included in your lessons which will also help
you write your commentaries for the EdTPA tasks.
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 Lesson Summary of Instructional Preparation
Adaptation Features for Focus Students
Link all Adaptations to Lesson Objective/Standard
Select and explain only what you used in each box and why. Delete the unused
ideas.
Preparation Scaffolding Grouping Adaptation
o Adaptation of o Modeling (Journal) o Small groups o EL
Content o Guided Practice o Pairs (Reading (Adaptation in
(Differentiation) (Journal) story in pairs) differentiation
o Background o Independent o Works was used for EL
Knowledge Practice (Journal) Independently learners, with
(KWL Chart) o Comprehensible (Listing 10 facts) repetition and
o Links to past Input highlighted
learning (Journal input, sentences for
o Strategies provided first 5 tracing).
Used facts to students).
o Resources
Selected
(KWL Chart)

Integration of Application Assessment Objective

Processes o Meaningful o Rubric o Linked to
o Reading o Linked to Standard (The
(Map story) objectives (the I designed a objective was
o Writing lesson was linked to rubric for their linked to standard
(10 facts) the lesson journal and stated to
o Speaking objective) assignment (1- students).
(Orally read 10 o Engaging (the 3). o Integrated with
facts) lesson was made Language Arts
o Listening engaging by (This lesson is
Video, 5 facts, providing different integrated with
information. teaching styles). language arts by
o Viewing o Active Learning using vocabulary
(Anchor chart, (Students are and writing skills).
maps) actively learning o Age
o Vocabulary about maps and the Appropriate (All
(Anchor chart vocabulary in this lesson activities
with lesson). are first grade
vocabulary) appropriate for
students of 5-6
years of age).

Notes for next lesson:

19
o Strengths/Weaknesses of Lesson based on your data from students and the
assignment results etc.
Time management skills need to improve.
o Students needing more help
EL students who could copy sentences but not orally express it correctly.
o Content adaptations
Repeat sentences after me so that they read it correctly.
o Reading skills
Involve reading comprehension in my next lesson.
o Vocabulary clarification
Next time, I need to improve on stating the vocabulary clearer.

20
21
 CONCEPT ATTAINMENT LESSON PLAN FORM
California Baptist University School of Education

What is A Map?
1. MATERIALS/PREPLANNING (5 points)
 Materials:
-Maps (old and new)
-World diagram
-Drawings
-Pictures of locations
-Social studies journal

 Vocabulary :
 Map- A map is a drawing of all or part of Earth's surface. Its basic purpose is to show where things
are.
 Map Key/Legend- A map key shows us what the parts of the map mean. It uses symbols, colors,
or lines to represent important places or landmarks on a map.
 Compass rose- A drawing showing different directions on a map. It shows four directions, which
are north, south, east, and west.
 Label- A label gives you more information about something on the map.
Direction- a point to or from which a person or thing moves or faces.

Literature – First grade Mcgraw Hill decodable reader story (unit 2):
Maps and Graphs

2. OBJECTIVE (10 points)

After the lesson on the concept of Maps students in grade 1 will be able to state both orally
and in writing the correct definition of a map.

Central Focus: Comprehension (See Making good Choices p. 30-32.)

 Hist. Social Science Standard 2.2: Students will demonstrate map skills by describing the absolute
and relative locations of people, places, and environments.

1. Locate on a simple letter-number grid system the specific locations

and geographic features in their neighborhood or community (e.g., map
of the classroom, the school).
2. Label from memory a simple map of the North American continent,
including the countries, oceans, Great Lakes, major rivers, and mountain
ranges. Identify the essential map elements: title, legend, directional
indicator, scale, and date.
3. Locate on a map where their ancestors live(d), telling when the family
moved to the local community and how and why they made the trip.
4. Compare and contrast basic land use in urban, suburban, and rural
environments in California.
22
  State Bloom’s Level on the Taxonomy: Remembering, understanding and Applying
 CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions about key details in a text.
 CCSS.ELA-LITERACY.CCRA.W.4 -Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.

 CCSS ELD Standard SL.K.1–3 Listening actively to spoken English in a range of social and
academic contexts.

Emerging: The emergent student will be able to answer to simple questions such as “is this a
map?” with yes or no replies, gestures, etc. Student will also be able to repeat statements and
phrases. Student will also be able to copy down definition of a map onto journal. Scaffolding will
help the student with journal activity and group activity.

Expanding: Expanding student will be able to answer questions and ask simple questions. Student
will be able to fairly explain why an image is not a map/ what makes a map. Student will be able to
write down definition of a map and match vocabulary words to their definitions. Will be able to
participate in group activity by using simple statements, gestures, and do their part in making a
part of the map.

Bridging: Bridging student will be able to participate in all activities. This includes verbally
participating in asking and answering questions, journal activity, and team activity by
communicating with group.

Language Function Statement: edTPA

What main communication language function do students need to use to communicate their understanding
of this content?
Use: Student uses language to: Comparing and contrasting(see Toolkit samples)

Essential Literacy Strategy

Comparing maps to non-maps and differentiating.

Additional Language Demands in each area:

Academic vocabulary/symbols:
-Map
-Map Key/ Legend
-Compass rose
-Label
-Direction

Syntax: (Use language frames in Language of comparing and contrasting section in Toolkit)

Discourse Tools: Use Graphic Organizers in Toolkit to help students learn to speak and write language for
this content.

23
3. ASSESSMENT (10 points)

Rubric:

Full points 10pts 7 pts 0-5 pts.

-Define map and describe its -missing definition. -Missing more than one
three components. -mismatched the vocabulary component of
-Match vocabulary words to words. definition/components.
definition. -incomplete/incorrect
-Map drawing matches of vocabulary words
and definitions.
-Missing or unfinished
drawing.

Formal Assessment:

This lesson will be assessed by the written definition in the student journal. The definition
must include three descriptors and three examples of the term/concept map. Students will
also match vocabulary words and definitions as well as draw a map.

 TPE 1.6: Provide a supportive learning environment for students’ first and/or second language
acquisition by suing research based- instructional approaches, including focused English
Language Development, Specially Designed-Academic Instruction in English (SDAIE), scaffolding
across content areas, and structured English immersion, and demonstrate an understanding of the
difference among students whose only instructional need is to acquire Standard English
proficiency, students who may have an identified disability affecting their ability to acquire
Standard English proficiency, and students who may have both a need to acquire Standard
English proficiency and an identified disability.
TPE 1.6 is used by scaffolding students who are EL or have another learning
disability to trace my highlighted definition of a map or copy the definition that I
provide for them. They can orally repeat the definition and the components of a
map after me.

Informal Assessment:
Students will also be assessed informally by listening to their oral definitions of the concept
of a map.

4. MOTIVATION FOR LEARNING ANTICIPATORY SET (5 points)

Team building activity- Making a Map!
 Share with students that today they will be working with their tables (teams) and will be
creating a map of their own!
 Explain that the map must contain the important components that make up a map (title, map
key, symbols, compass rose, drawing).
 Every time will be assigned a different kind of map and will be given materials for it: 4 groups-4
types of maps (amusement park map, Neverland map, classroom map, hidden treasure map).

24
  Have teams discuss what they will put on their map.
 Give students the opportunity to share their ideas.
 I will pass out a poster for each team, the poster already includes the areas for the title,
legend, area for drawing, and unlabeled compass rose for students to complete.
 When the map is complete and I have checked that it has all the components, students will be
able to use their colors and markers to color the map.

TPE 3.1: Demonstrate knowledge of subject matter, including the adopted California State Standards and
curriculum frameworks.
In this lesson, I demonstrate knowledge of subject matter by explaining to my first-grade class what a map is and all of its
components.

5. PURPOSE (5 points)

Boys and girls, today we will be learning about maps. It is important to understand maps because reading maps
is important for understanding where you are and making sense of our world.

TPE 1.3 Connect subject matter to real-life contexts and provide active learning experiences to engage student
motivation, and allow students to extend their learning.
I did this by explaining to students why it is important to students to understand maps and what they are.

 LESSON BODY (35 points)

Provide a rationale for using this lesson model:
The concept attainment lesson model is to clarify the definition of a map. Students will have a
clearer understanding of what a map contains and how to differentiate between a map and
similar images that are not considered a map. The importance of this lesson model is that it
will bring a deeper understanding to their concept of a map.

Prior to starting the lesson body do the following:

 Restate the Objective in Kid terms
After today’s lesson, you will be able to define what a map is and understand the components that make up
a map.
 Mark SDAIE in bold type where it applies.
 The SDAIE strategy that is being used in this lesson is Creating a Context (with visuals).

Note: The Concept Attainment lesson has 6 steps. Follow them exactly as follows:

Step One- Definition:

The teacher must introduce the concept by name and define it.
Give several key attributes of the concept that are age appropriate and scientifically correct!
Today we are going to study the concept of a map.
According to the dictionary, a map is: a representation of a place. A map portrays
geographical features, spatial features, or a “geography.” 

Most maps will have the following things: a Title, a Legend, and a Compass Rose to indicate
direction.

TPE 1.8 Monitor student learning and adjust instruction while teaching so that
students continue to be actively engaged in learning.
I would monitor students learning and keep students engaged by asking them to repeat the
components of a map.

Step Two - Examples:

25
  This is a map of the world. It is a map because it is a representation of a place, it shows
geographical features, it has a title, a legend, and a compass rose.

 This is also a map because it represents a place, it shows geographical features, it has
a title, a legend, and a compass rose.

 This is a map of Riverside, California. It is a map because it represents a place, it shows

geographical features, it has a title, a legend, and a compass rose.

 This is a map of Disneyland, it is also a map. It is a map because it represents a place, it

shows the geographical features, it has the title, it has a legend, and it has a compass
rose.

 This is a map of our classroom; it is also a map. It is a map because it represents a

place, it shows the artificial geographical features of the classroom, it has a title, a
legend, and it has a compass rose.

Step Three - Non-examples:

 This is a drawing of the world. It is not a map because it does not have a compass rose
or a legend. Even though it represents a place, has geographical features, and a title. It
is not a map.

 This is not a map. It is not a map because it does not represent a place, it does not have
a legend or a compass rose. This is not a map.

 This is not a map. This is a representation of a place, it has geographical features but it
does not have a title, legend, or a compass rose. This is not a map.

 This is not a map. This is a representation of a place, it has a title and a legend. It does
not have geographical features and it does not have a compass rose. This is not a map.

 This is not a map. It is a drawing of Riverside, California. It does represent a place, it

has a title, and it does have geographical features. However, it does not have a legend
or a compass rose. Therefore, it is not a map.

Step Four - Mixed Examples:

26
  Here is a picture of Moreno Valley, California. Is this an example of a map? It is not a map because it
does not have a legend or a compass rose. This is not a map key.
 Is this a map? It is not a map because it does not have a title, geographical features, a legend, or a
compass rose. This is not a map.
 Is this a map? It is a map. It is a map because it shows a place. It has geographical features. It does have
a title, a legend, and a compass rose. It is a map.
 Here is a diagram of a school. Is this a map? It is not a map. It is not a map because It does not have
geographical features, a legend, or a compass rose. It is not a map.
 This is a map of Castle Park. This is a map because it represents a place, it has geographical features, it
has a title, it has a legend, and a map key.

Step Five - Redefine Concept:

Boys and girls, turn to your partners and say the definition of a map in your own words. This is
your chance to practice saying this new term. Be sure you both say your definition and give
several good examples and explain why they are good examples.

Student 1: A map is a picture of a place. It has things like a title, a map key, and a compass rose!
Student 2: A map shows a place and it has a title, a compass rose, and a legend.

Now, have them write the definition in their own words in their journal.
Next, please take out your journals and enter this term : map.
Also write the definition in your own words and give several examples. Explain how a map is used
and what it contains.
You may also draw your own map when you are done.
Then, I would ask students if they have any questions and I would walk around to monitor progress
and check if any students are struggling with this activity to help them.

Lesson Step Six - Student Examples:

The teacher must ask the students to find or suggest additional examples of the concept to show
their understanding.

Students, now it is your turn to own this concept. You are the experts so your task is to find more
examples. You could look in the books I have gathered in our classroom library or on the internet
with your chrome book. You could look in your decodable reader as well.

You might find more examples in our social studies books and around the room (hint: we have
maps and a globe!).

Step Seven – Response to Learning the Concept:

Using the EL/ELA Standards State the expected response in the four language arts areas to
learning based on the EL/ELA objectives and the Social Studies content of the lesson body.

ELD Level Emerging Response to learning:

Listening- Student can listen to teacher explain the concept, show non-examples and examples, as
well as give instructions to class.
27
Speaking-Student can repeat after me, try their best to form a simple sentence response or give a
yes/no answer.
Reading- Student will be able to read text with support.
Writing- Student can copy my definition or trace definition in social studies journal.

ELD Expanding Response to learning:

Listening-
Speaking- Student will be able to answer questions in simple sentences and share with peers.
Reading- Student can read leveled decodable reader.
Writing- Student can define maps, its components, and match vocabulary to their definition.

ELD Bridging Response to learning:

Listening- Student can listen to teacher explain the concept, show examples/non-examples, as well
as give instructions to the class.
Speaking- Student will be able to answer questions fully and clearly. They can communicate with
their peers about the concept with description.
Reading- Student can read grade level decodable reader and texts.
Writing- Student can write definition, components, and write additional examples of what a map is.

7.CLOSURE (5 points)

 Gather students at the discussion table or on the rug. It is now the end of the day and
students are prepared to go home. Wrap up the learning with a chance for students to
practice key learning once again. In this case it will be the new concept you have
introduced.

 Provide something like the following dialogue:

Boys and girls, I will dismiss tables to come to the carpet, we have much to discuss. Table 1,
you may push in your chairs and come to the carpet. Good job table 1, table 2 you may push in your
chairs and come to the carpet. Great job table 2! OK, table 3…table 4…. Great, Thank you for doing
such a great job.
Today we studied the concept of maps. Now it is your turn to own this information. So, let’s practice
saying what we have learned about maps. Who would like to begin? (let a few students share).
Great! What are the main components of a map? (let students share).

 Continue this dialogue until students have rehearsed their learning several times.

 End with each student stating the learning to the person next to him/her.
OK boys and girls, go ahead and turn to your shoulder partner and share what you have learned
today. (Then ask some students to share with the class).

8. INDEPENDENT PRACTICE (5 points)

Provide a rationale/justification for your choices.

28
 Asking students to come up with more examples of the concept furthers their
understanding of a map. Students are taking their learning one step further and
applying it into this activity. This will show me if they understand what a map is and
its full components. They will be able to differentiate between maps and non-maps.

 The teacher assigns the students the task of finding additional examples of the concept on
their own. For example, students can look in books, library or computer for additional
examples.

 The teacher clarifies what the students are to do with the additional examples of the
concept that they identify. EX. Add to word wall, write on a 3x5 card and add to the file,
enter them in the social studies journal on this theme and draw the picture and write a
paragraph defending your choice.

9. ADAPTATIONS/ DIFFERENTIATION OF INSTRUCTION (10 points)

Provide text pages and a short description of the strategy. Explain how strategy is helpful to
your focus students and rationale for selection.

Provide feedback for each of the 3 focus students on the work sample. Feedback must be
written using the assessment strategy and in 24 hours of instruction for 3 students. (See
edTPA for directions on feedback)
ELL Learner – Describe specific feedback type to help learn the essential literacy
W/Few Words strategy
Student will be provided with vocabulary words and definitions in English
and Spanish. He or She will also have the opportunity to practice orally
stating the definition of the concept after it is repeated to them. Student
will be able to see the examples and non examples of the map.
Student with low Student with low reading ability will have a leveled decodable reader, and
reading ability the opportunity to work with peers to get peer help as well as my help
when needed.
Student with Student with advances literacy skills will be able to communicate with
advanced literacy peers on concept as well as search for additional examples of maps on
skills/other the chrome book and social studies text.

Fill in chart below with additional strategies to support the learning or extend lesson:

Text Description of strategy How strategy is Rationale for

helpful selecting & links to
student/standards

29
50 Literacy
Strategies
1. Goldilocks Students will identify This is helpful for This helps student in
Strategy what leveled text is beststudents to choose the activity in which
for them. the right level of text they have to use
for their resources to look for
understanding (not more examples of
too difficult and not maps online, in text,
too easy). and around the room.
2. Quick write Quickwrites are used for This is helpful for This can be a great
a student to explore a students who practice for the
topic, letting thoughts complete work early advances students
flow without paying and understand the who complete their
attention to grammar. concept. social studies journal
assignment before
the rest of the class.
They will be able to
practice expressing
their knowledge of
what they learned in
that lesson on paper.
Social Studies
Strategies
1. Community Be exposed to the lives This is helpful for our
Community building
building and experiences of class because it strategy can be
others and build a builds relationshipsimbedded in the
community with their with their peers, they
group activity in
peers. learn many things which they make a
such as map, this will not
communicating only help them
respectfully, communicate but
relational skills, connect with each
social skills, etc. other on a social-
emotional level.
2. Questioning Teacher will use Students will be able Questioning students
questioning to to answer questions will help me
encourage participation, orally and in a encourage them to
keep attention of written format in this participate in the
students, and assess lesson. class, they will
their understanding of improve their
the concept. listening and
speaking skills, and it
will help me asses
students
comprehension of
the subject matter.
Technology Using images from the This strategy was This helped students
Resources internet to show helpful because understand what a
students examples and students were able to map is and its
non examples of a map. see projected images components.

30
 of examples and non
examples of a map.

10. (10 points)

THEORETICAL OVERVIEW:

The concept attainment model is used for teaching conceptual knowledge. The concept taught is
maps, they learned several facts about maps. In this lesson they are digging deeper into that
knowledge and learning the definition and the components of a map.
This lesson is taught by using information processing theory to attain the concepts. The two focal
points of using information processing theory in this lesson is for them to be able to answer what a
map is, what its components are, and how they know this (the process). This is important for students
learning of this concept because they will have a better understanding of maps (location and spatial
awareness).

Structure of Knowledge

Cognitive Level Rationale for using this Lesson Model in relationship to the cognitive level.
Highlight/color the cognitive levels that fit with the Lesson and provide a
rationale for your thinking.
Evaluation
Synthesis
Analysis
In this lesson, students will use their knowledge of Maps to look for their own
Application examples of maps and also create their own map with their team members on a poster
board.
I used the concept attainment lesson for this standard because students are understanding what
Comprehension a map is. They will look at different examples and non-examples of a map and are going to be
able to explain why the example is or is not a map.
Knowledge Students are learning more information about what a map is and what its components are.

11. ATTACHED STUDENT WORK (10 points)

31
 Attach the work you have assigned for independent practice. You must do the assignment just as
if you were a student in your class. Use the appropriate paper, print, and line size suitable for the
developmental level of the class.

Lesson Summary of Instructional Preparation

Adaptation Features for Focus Students

Preparation Scaffolding Grouping Adaptation

o Adaptation of Content o Guided Practice o Whole group o EL
For EL students, they Examples and non examples o I taught the class whole Trace definition, repeat
were scaffolded and of maps shown before they group. definition after me.
given the opportunity to have to look for their own o Small groups
repeat after me and examples of a map. The map building poster
trace the map definition o Independent Practice activity was done in small
into their journal from my Journal assignment is an groups.
highlighted writing. example of independent o Works Independently
o Links to past learning practice in this lesson. Social studies journal
In this lesson, we used o Comprehensible Input activity is done in class
background knowledge Students communicate independently.
by remembering what meaningfully about the
we learned in our concept taught with the
previous map lesson. teacher, with a partner, and in
o Strategies Used their group.
Attention grabbers-
“class, class, yes ,yes”,
repetition, showing
visuals.

Integration of Processes Application Assessment Objective

o Reading o Hands on o Rubric o Linked to Standard
Students read their o Meaningful A rubric was designed to All activities done in this
decodable reader and o Linked to objectives grade their social studies lesson are linked to the
other sources. o Engaging journal assignment. standard.
o Writing o Active Learning o Group o Integrated with Language
Students wrote in their The group activity in this Arts
social studies journal. lesson was the map Use of vocabulary, writing,
o Speaking building activity. speaking, and reading are
Students asked and o Written used in this lesson.
answered questions as The written activity in this o Age Appropriate
well as communicated in lesson is the social Activities are age
their group for the group studies journal activity. appropriate such as writing
activity. Students write the definition of map, matching
o Listening definition and vocabulary term and
Students listened to components of a map in definition, and creating a
instructions and material. their journals. map.
o Viewing o Oral
Students viewed the Students verbally state
instruction, different the definition of a map in
images of examples and their own words.
non examples. o Formative
o Vocabulary Journal activity
Vocabulary words such
as map, map key, title,
legend, compass rose,
geographical features
were used in this lesson.

32
Notes for next lesson:

o Strengths/Weaknesses of Lesson
Lesson may have been challenging for EL learners, vocabulary was large for first graders such as the word “geographical
features”.
o Students needing more help
I think students that would need more help would be EL students and students who have attention problems. If students weren’t
listening to instructions, they could easily be confused and not do a significant amount in their team activity.

o Content adaptations
It may have helped to print symbols for students to use on their map. This way there would be less time spent on deciding and
drawing out symbols.

o Reading skills
Students needed to orally define map as well. Students who have a hard time reading could repeat after me.

o Vocabulary clarification
Vocabulary could have been simplified or further explained if there was confusion with the terms.

33
34
 GENERALIZATION LESSON PLAN AND RUBRIC – 100 Points
Revised by Dr. R. Timmons
California Baptist University School of Education

Maps Then and Now

Generalized Lesson Plan
Lesson Plan #3

1. MATERIALS (5 points)

 Social studies journal

 Youtube video: https://www.youtube.com/watch?v=fLdvInDrQ2c&t=53s
 Old and Modern Map examples on power point
 Data chart

 Vocabulary
Map- A map is a drawing of all or part of Earth's surface. Its basic purpose is to show where things
are.
Map Key/Legend- A map key shows us what the parts of the map mean. It uses symbols, colors,
or lines to represent important places or landmarks on a map.
Compass rose- A drawing showing different directions on a map. It shows four directions, which
are north, south, east, and west.
Label- A label gives you more information about something on the map.
Direction- a point to or from which a person or thing moves or faces.
Ancient- belonging to the distant past.

2. OBJECTIVE (10 points)

After the lesson on using data to support generalizations, students in grade 1 will apply this
knowledge and develop generalizations concerning the topic of maps with accuracy.

Central Focus: Composition (See Making good Choices p. 30-32.)

 Hist. Social Science Standard 2.2: Students will demonstrate map skills by describing the absolute
and relative locations of people, places, and environments.

1. Locate on a simple letter-number grid system the specific locations

and geographic features in their neighborhood or community (e.g., map
of the classroom, the school).
2. Label from memory a simple map of the North American continent,
including the countries, oceans, Great Lakes, major rivers, and mountain
ranges. Identify the essential map elements: title, legend, directional
indicator, scale, and date.

35
 o State Bloom’s Level on the Taxonomy: Evaluating, Analyzing, Creating

 CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions about key details in a text.

 CCSS.ELA-LITERACY.CCRA.W.4 -Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.

 CCSS ELD Standard SL.K.1–3 Listening actively to spoken English in a range of social and
academic contexts.

Language Function Statement: edTPA

What main communication language function do students need to use to communicate their understanding
of this content?
Use: Student uses language to: Summarize and inform.

Essential Literacy Strategy: Writing frames

Additional Language Demands in each area:

Academic vocabulary/symbols: Map, Map Key/Legend, Compass Rose, Label.

Syntax: (Use language frames in Language of summarizing and informing section in Toolkit)

Discourse Tools: Use Graphic Organizers in Toolkit to help students learn to speak and write language for
this content.

3. ASSESSMENT (10 points)

 Formal assessment: Rubric

 This assessment will be logged into the gradebook for their social studies journal points.

Points (out of 5 0-1 pts 2-3 pts 4-5 pts

total).
 The student did  Student wrote one  Student wrote 2-3
not use the data correct generalization accurate
chart on maps regarding the date generalizations
(old and new) to chart on old and new about the map data
make maps. chart.
generalizations.  Student provided at  Student provided 2-
 Student did not least one illustration 3 illustrations for the
create any for the generalizations.
illustrations. generalizations.  Almost no
 Multiple grammar  Student had minimal grammatical errors.

36
 errors. grammatical errors.

4. PURPOSE (5 points)

 It is important for students to learn that maps have been useful to people from the earliest of
times to present day. It is important for them to make connections and understand why maps
have been used for so long and to learn the changes over time that maps have had. Our
standards include that students will be able to identify locations on a map as well as be able to
label a map. In this lesson, students will further their understanding of this concept.
 Boys and girls, today we are going to continue learning about maps. We are going to learn
about how maps were used in the past and now. We already learned what a map is and the
components of a map. Now we are going to see how they were used before and how they are
used in the present. It’s important to understand what a map was used for and is still used for
because one day we will use a map in one way or another.

 TPE 1.3 Connect with subject matter to real life contexts and provide active learning
experiences to engage student interest, support student motivation, and allow students
to extend their learning.
TPE 1.3 is used by explaining to students why we are continuing our unit on maps and why it
is important to understand the subject matter of maps in their life. Connecting it to their real
world experience would motivate them more to further learn about this topic and also trigger
more curiosity for this content.

5. ANTICIPATORY SET/Motivation for Learning (5 points)

 To start off, I would show the youtube video about ancient maps and todays maps. Then I
would show the powerpoint I created on this lesson which show additional images of old and
new maps. Then I would show the data chart on old maps and todays maps.
OK boys and girls, we have been learning a lot about maps!
Who can remind the class what a map is?
Student 1: A map is a picture of a place!
That’s right! A map represents a place. Can anyone remind the class what the components of a
map are?
Student 2: A map is a compass rose, geographical features, and a map key!
Great job! Yes, that is correct.
We have also talked about map facts and we have learned why maps are useful to people. Today
we will be watching a video on maps before and maps now, we will also be looking at pictures of
ancient and modern maps, and we will be looking at some data about old time maps and todays
maps. You will come up with your own inferences on how old and new maps are similar.

37
6. LESSON BODY (25 points)

Justify for your choice of strategies.

Students will be looking at a variety of sources about old and new maps. Students
will watch a video about ancient maps and how they have modernized, students will
be learning from the powerpoint I also created about ancient and new maps, and
students will also look at the data chart and listen while I read the list of old time and
todays maps information. Students will be given a copy of the chart to paste into their
journal. They will make generalizations about maps and how both old and new maps
are alike in its usage and components.

Old Time Maps Today’s Maps

o Ancient Maps show locations.
o Old maps were used to travel.
o Ancient maps were drawn to show
the place and it contains a legend,
labels, and a compass rose.
o Some Ancient maps were carved in
stone.
o Some old maps show the land as
one piece (Pangea).
o Modern maps show locations.
o GPS maps today help us get where
we need to go.
o GPS shows location and tells you in
which direction to go.
o Today’s maps have a legend, labels,
and a compass rose.
o 3-D Map/ Satellite view show a
clearer view of what places look like
o Interactive maps such as google
earth gives the user the option to
zoom in and out of a location.

Note: The inducing-a-generalization technique helps pupils arrive at an explanatory

generalization by applying their own logical thinking skills. The teacher begins by selecting a
well-validated generalization and finding specific examples that support its truth. The
learners are presented only with this evidence. They are challenged to develop an
explanatory generalization that is consistent with the evidence. These steps are typically
followed:

Step 1. Pupils look at evidence the teacher has made available such as
lists, data charts, artifacts, videos and science demonstration
activities.

The focus generalization is not stated. Just ask students to look at the evidence and
think of information related to the generalization.

 Do not tell the students what ways the information might be organized. This is
their chance to reflect and to think!
 Model ways to get started, as needed. For example:

38
 Class, what do you see about the things or the data we have in front of us?
Student: Some things are similar between old and new maps.
How do you think we might organize this information?
Student: Maybe organize the things that are the same on one side, and things that are
different on another side?
Teacher: Great thinking! That is called comparing and contrasting, there is a venn
diagram that can be used for that.

Step 2. Pupils compare or contrast data, discuss and note relationships and general trends.
Script the discussion.

Some ideas are as follows. If necessary use Mind Talk (where teacher speaks out loud
so students can follow the thinking) here to help them get started:
First I would pass out a venn diagram for my class to use. I would introduce what a
venn diagram is and help them label each section (old maps, similarities, new maps).
They can fill out the diagram as we discuss the similarities and differences.
 Let’s see, what do we notice about the information we have?
How are old maps and new maps the same in some ways?
Student: Well they both look similar and they still have the compass rose, legend, and
geographical features.
How are they different?
Student: Some old maps were carved in rock.

Step 3. Finally, ask students to develop generalizations based on the

Information discussed. Encourage them to analyze the data, then
use their analysis to form an educated guess or hypothesis. Model
as needed.

 Class, how do you think we could explain the relationships and general trends we
see? Can anyone think of a way to say it?
Student: Well, people long ago used maps to go to places and people still use maps
today to go places.
Student: New places were shown on maps and now new places are also shown on
maps when they build a new place like a store or an amusement park!

 Is there anything we could say about how this could apply in a similar situation or
in another place? How are our access to maps different of the same?
Student: There are still paper maps but now we use maps on our phones or other devices.

Write the student’s generalizations on the board or on an overhead transparency as

they think of them. Accept all that are suggested.
Bullet responses:
 People need a map to find a new place they are going to visit.
 Everyone everywhere uses maps because we need it to know where we are and where
we are going.
 Maps show you where new places are at too.

39
  Maps have been important in history and today.

Alright boys and girls, do people need a map to find a new place they are going to visit? Yes because
we wouldn’t know how to get to a place if we didn’t have maps.
Teacher: Great!
Teacher: Is everyone everywhere using maps because we need them to know where we are and
where we are going?
Student: Well maybe there are some people in the world that have never seen a map or don’t travel
Teacher: In most places, we have access to maps and technology, but we could speculate that
maybe not 100% of the population has access to these things.
What about the next generalization? Maps show you where new places are?
Student: Yes! New places pop up on GPS maps!
Teacher: Correct!
Last one, maps have been important in history and still today.
Students: Yes!

7. CLOSURE (5 points)
Ask the students to state here, in their own words, what they learned about the use of data to form
generalizations. It is here that you pull them back together as a class for a moment.
Ask:
 What did you learn from the data today concerning maps?
 What have we learned about using facts/data/evidence to solve problems (generate new
ideas, form conclusions, etc.)
Students:
We learned that maps are still used today.
We learned that maps are important to know where to go.
We learned that we need maps to find new locations.
We learned that maps have been important for a long time in history and they are still
important.

Teacher: Good job! That is right! Does anyone have another question about maps?
Student: So, will maps always be used in the future?
Teacher: Yes, maps will always be important to people. They will always be needed to find our
way to places.
Great job boys and girls! I am glad that we got to understand the connections between old
maps and new maps and their importance.

TPE 1.5 Promote students’ critical and creative thinking and analysis through activities that
provide opportunities for inquiry, problem solving, responding to and framing meaningful
questions and reflections.
After this data chart is presented to students, they will begin to think critically and make connections
about old maps and new maps. They will thus make generalizations about maps for their journal
responses. This activity will prime questions and critical thinking in students.

8. INDEPENDENT PRACTICE (5 points)

40
 Provide a rationale.
For this assignment, students will write down generalizations in their notebook as
well as illustrations. I think this is a good grade leveled assignment for their age
group. Also, to further make real life connections I will assign students to bring in a
map. They have one week to bring any sort of map they would like and they will
present it to the class (explaining how they obtained it and why they brought it). This
will also help with their speaking and listening skills.

 Students will be assigned to write down two generalizations in their journal and draw an
illustration. For EL learners, they can copy down a generalization that we wrote on the board.
Also, students will have an assignment in which they ask their parents to help them obtain a
map (it can be printed from the internet, an amusement park map, a museum map, a drawn
map of their neighborhood, etc.) this will be due in one week and students will present to the
class as share and tell. This will not be graded with a rubric, they will earn 5 points for bringing
it and sharing. A note home will be sent for this assignment since they do need the
parent/guardian support.

After several sessions of this type of lesson, students should be able to analyze another
set of data and formulate generalizations on their own.

Some other possibilities could include a journal entry regarding the process as well as the
focus generalization developed, a reflection on the generalization itself, further research to
support the generalization, forming additional questions of interest for further research.

9. DIFFERENTIATION /ADAPTATION OF INSTRUCTION (10 points)

How will you meet the learning needs of all students in the class? Provide specific
strategies that might be used for each type of learner.

Provide feedback for each of the 3 focus students on the work sample. Feedback must be
written and provided in person within 24 hours of the lesson. (See edTPA for directions on
feedback)

ELL Learner – Describe specific feedback type to help learn the essential literacy strategy
W/Few Words I would let EL students copy generalizations of come up with simple
generalizations/ answer questions like “is this similar?”.
Student with low I would use a scaffolding strategy for students with low reading ability.
reading ability

Student with I would have students with advanced literally skills come up with more
advanced literacy generalizations.
skills/other

Strategies to extend the lesson- Fill in chart below:

41
Texts Description of strategy How strategy is Rationale for
helpful selecting & links to
student/standards

50 Literacy
Strategies
1. “All about ..” A book designed for the This strategy is Understanding maps
book topic with information helpful because it and their
and illustrations for provides students components.
students to hear about with another tool for
and see. learning the topic.
2.Choral reading Students work in small Students practice Practice reading and
groups or together as a reading and continue review/learn more
class for choral reading to learn/review about about maps.
activities. the topic (maps).
Social Studies
Strategies
1. Community Students learn more Students practice In this activity,
Maps about their community talking and listening students are
by drawing out a map of as they talk to an practicing
their community. It could adult about a communicating with
be a map of their school, community they others to get an
neighborhood, or another choose to make a understanding of
local place. map of as well as spatial locations in a
practice their community as well as
mapping skills. practice their
mapping skills.
2. Maps and Identifying geographic This helps students Students will have an
Globes using locations and features on with Global additional visual and
google earth google earth online awareness and informational piece to
program. information observe for their map
processing with component
visual aid. knowledge.
Technology Slideshow and kid The video is an Students will be
Resources friendly YouTube video. animated video for looking at these
kids with map sources and learn
information. The about how maps have
slideshow provides modernized over time.
examples of maps for They will be able to
students to see of make more
ancient maps and generalizations about
modern maps. maps based on the
information learned.

42
10. THEORETICAL OVERVIEW (10 Pts.): Provide an overview of the theoretical basis for this
lesson model and a rationale for why you have selected this content for this lesson model. Link your
rationale to the specific lesson objective/standard cognitive level and corresponding descriptive words
(i.e., evaluate, generalize).
(10 points)

Structure of Knowledge

Cognitive Level Rationale for using this Lesson Model in relationship to the cognitive level.
Highlight/color the cognitive levels that fit with the Lesson and provide a
rationale for your thinking.
Students are able to create more generalizations on their own for the written
Evaluation
assignment.
Synthesis They list generalizations about old and new maps and make further inferences.
They compare and contrast how old maps and new maps are made and used and begin
Analysis
to make generalizations.
They apply this learning by thinking deeper about the importance of maps then and
Application
now.
Students understand what a map is, what it consists of, and have an understanding of old and
Comprehension new map information.
Students are asked what they already learned about maps in our previous classes. Students
Knowledge remember information already known.

11. ATTACHED STUDENT WORK (10 points)

Attach the work you have assigned for independent practice. You must do the assignment just as if you
were a student in your class. Use the appropriate paper, print, and line size suitable for the developmental
level of the class.

Lesson Summary of Instructional Preparation

Adaptation Features for Focus Students
Preparation Scaffolding Grouping Adaptation
o Adaptation of Content: o Modeling: Data chart o Whole group: Data o Advanced
Differentiation in o Guided Practice: chart. Students can provide more
43
 instruction. Differentiation for EL students. o Works Independently: generalizations for their
o Background o Independent Practice: Map journal assignment. writing.
Knowledge: Vocabulary and journal entry is o EL
review. independent practice. Students may copy
o Links to past learning: o Comprehensible Input: generalizations that are written
Activate prior Journal entry is out for them or say the
knowledge. comprehensible input. generalization in Spanish and
o Strategies Used receive the English translation
Strategies were used for student to copy.
from 50 literacy
strategies text and 50
social studies strategies
text.
o E-resources:
-Video
-Slideshow

Integration of Processes Application Assessment Objective

o Reading: Data
o Writing:
Generalizations.
o Speaking: Reading
generalizations, sharing
generalizations aloud.
o Listening
o Viewing: Student list
o Vocabulary: Map, Map
key, compass rose, etc.
o Hands on: Creating map
illustration.
o Meaningful/Linked to
objectives: Standards linked
to lesson as well as objective
to activities.
o Engaging: Slideshow and kid
friendly video was visually
engaging as well as our
discussion about what we
learned from those.
o Active Learning
Students are actively learning
by seeing the difference
between old maps and
modern maps as well as
making their own
generalizations.
o Rubric: Journal
o Written: Journal
o Oral: Present map.
o Formative : Formal
assessment for journal
entry.
o Linked to Standard:
The objective is that
students will apply the
lesson knowledge and
develop generalizations
about maps on their own
with accuracy.
o Integrated with Language
Arts (Writing and reading).
o Age Appropriate
All activities are first grade
appropriate.

Notes for next lesson based on lesson results:

o Strengths/Weaknesses of student learning:

Next lesson, conduct a pre-assesment for them to make generalizations to check understanding prior to making generalizations
about maps.
o Students needing more help:

Next lesson could include some extra time to help students that need more help and providing another strategy for them to have
generalizations/make up generalizations.

Content adaptations:

For advanced students, students can provide more generalizations for their writing but next time I think I could provide another
adaptation to challenge my high students. For EL students, they may copy generalizations that are written out for them or say the
generalization in Spanish and receive the English translation for student to copy. If student can say the generalization in English
but cannot write it, it can be written for them in highlighter for them to copy.

o Reading skills: Next time, I would incorporate more reading into this lesson.

o Vocabulary clarification: The time spent on vocabulary on this lesson may not be enough for some students. I would work on
making up for this for the students that need it.

44
45
 Inquiry Lesson
Mini Lesson Format
Map Scaling and Locating
Lesson #4 Inquiry Lesson Plan (based on SIOP Model)

Name: Priscilla Sepulveda Grade Level 1

ELA Content Standard: ELD Standard:

Content Standard:
 CCSS ELD Standard SL.K.1–3
1.2  Students compare and contrast the Listening actively to spoken English in a
absolute and relative locations of places and range of social and academic contexts.
people and describe the physical and/or
human characteristics of places.

2. Construct a simple map, using cardinal

directions and map symbols.

ELA Language Objective: ELD Language Objective for Grade Level

After the mini lesson, students in grade 1 will use their

comprehension and map scaling knowledge to complete During the mini lesson on map scaling, first grade
the map skills worksheets and create a map to scale. students will listen to the mini lesson on map scaling
and communicate with teacher and peers using the
ELA Content Objective: English language.
Students in grade 1 will use their inquiry skills and
comprehension skills to ask questions about maps, listen
to the mini lesson, and complete the map scaling tasks.

Cog. Taxonomy/DOK Levels

Cog. Taxonomy Levels:

 Remembering: Students recall information they
46
 know about maps (what they are and what they
contain) to think about their inquiry questions
and complete map tasks.
 Understanding: Students will understand map
scaling and location. They are able to discuss
with peers about what they learned.
 Apply: Students apply the information they
have learned by explaining the concept learned
and completing map skills activities.
 Evaluate: Students evaluate the information
they have gathered.
 Create: Student take the information they have
learned and discuss with peers. They will
prepare, organize and create a map poster to
scale.

DOK Levels:
 Level 1: Recall/Reproduction:
Define, describe, draw, explain, label, locate.
 Level 2: Skill/Concept:
Calculate, construct, explain, formulate.
 Level 3: Strategic Thinking:
Check, conclude, describe.

Learning Focus
Central Focus Statement: What is the big idea or focus question of the lesson?
Students will learn about map scaling and location and apply this knowledge in the mini lesson.

Supporting Literacy Development through Language – Plan ahead!

Essential Literacy Strategy:
Students will be composing, they will be able to write an explanation of map scaling.

Language Function Statement:

What main communication language function do students need to use to communicate their understanding of
this content?

 Students will use inquiry and summarizing language after this mini lesson.
 A key learning task in my lesson that provides opportunities for students to practice inquiry language is
the KWL chart. In this chart students had questions about what they wanted to learn, I will give students
47
 the opportunity to think about more questions and vote on the question they are most interested in.
Students will also have an opportunity to use summarizing language to express their knowledge to the
teacher and peers orally and in writing.

Language Supports: Describe instructional supports during and prior to your learning task that help your
students understand and successfully use the language function, vocabulary and discourse demands. Be specific
and link to standards and students.

Instructional supports were used prior and during the learning task to help students understand use the language
function.
The KWL chart was used prior to the mini lesson to see what questions (inquiry) students had about maps that
they were curious about. During the lesson, I will give students the opportunity to continue to use inquiry
language by asking more questions. After the mini lesson on map scaling, students will use summarizing and
informing language by reflecting in their journal about what they learned as well as completing map skills
worksheets before they create their scaled map.

TPE 1.5: Promote students’ critical and creative thinking and analysis through activities that provide
opportunities for inquiry, problem solving, responding to and framing meaningful questions, and reflection.
TPE 1.5 To promote students critical and creative thinking, students thought about what they wanted to learn
about maps and expressed inquiry questions. They voted on the topic they were most curious about which was
about map scaling.

Additional Language Demands in vocabulary, syntax and discourse:

Academic vocabulary/symbols:

 Grid: a frame work of spaced bard that are parallel or cross each other.
 Location: a particular position.
 Map Scale: the relationship between distance on a map and distance on the ground.
 Graph: a diagram showing the relation between variable amounts.
 Map: a representation of an area of land or sea.
 Direction: a course along which someone or something moves.

This vocabulary will be used in the mini lesson, some of these words have been mentioned in the previous map
lessons. Students will use these terms when communicating and answering questions about them. Also, they
will define these terms in their journals.

Syntax: (Use language frames in Language of inquiry section in Toolkit)

- “How does locating work on a map?”
- “How do I scale a map?”
- “Could you be more clear on how to place something correctly on a map?”
- “Sorry, but I’m not quite clear on what the graph on the map is used for?”.

Discourse: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for this
content)

48
The KWL graphic organizer and the concept web organizer from the inquiry language toolkit is used to help
students learn to speak and write language for this content.

TPE 1.4: Use a variety of developmentally and ability-appropriate instructional strategies, resources, and
assistive technology, including principles of Universal Design of Learning (UDL) and Multi-Tiered System of
Supports (MTSS) to support access to the curriculum for a wide range of learners within the general education
classroom and environment.
TPE 1.4 was used in this lesson by providing a universal design of learning by having a variety of ways the
lesson was taught and students have a variety of ways to show their understanding and engagement.

Materials Planned Supports: Research Based Learning

Explain how strategies Strategies: (provide text
meet strengths/weakness
- Journals of students so that all chapters/reference) Also provide
- Map skills worksheets students meet the targeted main theorists that may apply.
- Poster with grid for map scaling outcome.
- Pencils and markers KWL Chart, activating prior
- KWL Chart UDL Practices: Include knowledge,
- Concept graphic organizer at least one UDL strategy concept map chart, Scaffolding
and explain how it
- Word wall supports specific for EL students (50 literacy
- Maps student(s) as well as the strategies Tompkins p56-59)
- Rulers whole class.
- White paper KWL chart and concept map
One UDL strategy
- Video : https://www.youtube.com/watch? chart (inquiry language toolkit).
that would be used
v=y_YH1AAiKH0
in this minilesson
Word wall (SDAIE)
could be in the
representation of
Repetition, clarification, and
this lesson. The
elaboration (SDAIE)
lesson will be
taught in different
ways: orally,
visually, and hands
on.
Pre-Assessment: How will you determine prior Motivation Personal/Cultural/Community
knowledge? Strategy: How will Assets: Building on
you catch attention Personal/Cultural/Community Assets:
Explain how your plans linked student’s
Prior knowledge will be assessed with the KWL chart. I of students and prior academic learning and
will also check for prior knowledge by asking students focus their minds personal/cultural/community assets to new
if they know about the concept and to explain their and attention on the learning
reasoning. learning goals?
My plans linked student’s prior
academic learning because this
Misconceptions: Identify common misconceptions I will catch the
lesson is still about maps but
regarding concepts addressed in this lesson attention of my
rather a deeper understanding of
students by using
how a map is designed. Personal
Misconceptions about map scaling and locations is that attention grabbers
and community assets will
things may be placed in the correct spot when they for quick
continue to be used in our
visually seem like they are in the correct area. However, refocusing and I
conversations about places and
to create a scaled map there is specificity. will also catch my
maps as well as when they are
student’s attention
creating their map.
by having the class
49
 participate in a
variety of tasks, not
just one long task.

Grouping Strategies: Monitoring Student Learning - Student Voice: How

Describe how and why students will be divided into groups, if applicable
(random, ability, interest, social purposes, etc.).
Students will use think pair share as well as work with a
partner for this mini lesson. Students will do this to
practice their listening and speaking skills as well as
their team building skills.
will you keep students focused on the learning activities
and provide for student voice during instruction?
Describe strategies, skills, knowledge relative to
learning target?
I will keep students focused by keeping them engaged
and motivated in what they are learning and doing. I will
use a variety of strategies and skills as a teacher to help
keep my student’s motivation and focus. These include,
speaking clearly and effectively, having a variety of
activities for them to participate in, being positive and
reinforcing their good behavior.

List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.

Learning Learning Strategies and Activities

Stages
Lesson Activate and build on background knowledge -Strategies/steps
Introduction:
 Begin lesson by referring to KWL chart on Maps.Activate prior knowledge by asking
Before students what they know about maps such as what a map is, what a map is used for, what a
Teaching map contains, etc.
-Setting the  Read “what we want to know” about maps section to the class. After this, ask students to
stage. think of more things that they want to learn about maps. After a moment, ask students to
share their thoughts and add to the KWL chart. Students will vote on the related question
that they are most curious about (how to make an accurate/specific map).
 After this question was chosen, share with students that maps have to be “scaled” in order
to have a map that is smaller than the area its representing. For example, a map of
California cannot be as big as California, it needs to be small enough for a person to
observe.

 State the objective to the class: “After today’s mini lesson on maps, you will understand
map scaling and will have the map skills needed to complete todays activities”. This is
important to understand to be able to create and read a map accurately when needed.

Lesson Body: Explain Strategies/Lesson steps:

During/active  After introducing map scaling, play video on map scaling :

engagement https://www.youtube.com/watch?v=y_YH1AAiKH0
in learning  Students will take out their social studies journals and go over map vocabulary and add
50
 new vocabulary terms for today grid, location, map scale, graph, and direction. Students
will think pair share and share a sentence with their table partners including one of these
words.
 Next, as a class we will practice marking locations by completing the “build a city”
worksheet which will expose students to locating and plotting things on a grid.
 Then I will show a simple example of a map with a scale and explain that on this map, 1
inch=5 miles.
 Answer #1-4 the corresponding questions as a class, pick popsicle sticks to call on random
students.
 Students will answer #5-7 independently.
 Go over correct answers for #5-7.
 Students will complete “our zoo” worksheet with their table partner.
 Then students will be given a grid poster to design their map with their table partner. First
students will sketch a map on a plain white sheet of paper. They will decide what kind of
map it will be, illustrate it, and measure distances between labeled locations. Then they
will create their scales from __inches= __miles.

Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching Explain:

 After students complete their posters, they will write a reflection on what they learned about
their new map skills in their social studies journals. This will be a quick write about their
thoughts on this new concept.
 Then students will go to the carpet area and they will be given the opportunity to think pair
share and then raise their hand if they want to share what they learned today.
 Ask questions for class to answer such as what did you learn today? Was it difficult to scale a
map? Was it difficult to locate things on a map? What was your favorite activity?
 I will check their understanding by listening to their answers and checking their poster and
journal entries.

Evidence for Formal and Informal Assessment of Student Learning: How will you know whether students are making progress toward your
learning goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe and justify at least 2
formal or informal assessment strategies that occur in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:
Describe how this assessment is aligned to your stated objectives. Which objective(s) is it
assessing?
The informal assessment used for this mini lesson would
be the map skills worksheets. This assessment is aligned with the ELA language objective. They
will show their comprehension of their map scaling knowledge to
complete the map skills worksheets. The objective in itself
expresses that students will show their comprehension on map
skills by completing the map skills worksheets.

Evidence of Student Understanding:

Describe how this assessment strategy provides evidence of student understanding of the
concepts being taught.
51
 This informal assessment strategy provides evidence of student understanding of map
scaling and locating because the two map skills worksheets ask questions about this
concept. These worksheets provide a picture of a map and asks questions about the map
that are related to direction, location, scaling, representation, and distance.

Student Feedback:
Describe how you will provide feedback to students on this assessment in person or in
writing within 24 hours.

I would provide feedback to students on this assessment by grading the worksheets and
going over the correct answers as a class and clarifying any confusion about the concept.
Assessment Strategy #2: Alignment with Objectives:
Describe how this assessment is aligned to your stated objectives. Which objective(s) is it
assessing?

The formal assessment used for this mini lesson would This assessment is aligned with the content standard and ELA language objective. It is
be grading the poster map with a rubric. assessing students comprehension and knowledge of map scaling by giving students the
opportunities to create their own scaled map.

Evidence of Student Understanding:

Describe how this assessment strategy provides evidence of student understanding of the
concepts being taught.

This assessment strategy provides evidence of student understanding of the map scaling
concept because if they have a correct understanding of the concept, the map created will
be accurately designed and scaled correctly.

Student Feedback:
Describe how you will provide feedback to students on this assessment in person or in
writing within 24 hours

The feedback( both written and in person) I would provide students for this assessment
would be more personal than the informal assessment because every map will be
different. I would grade the map with the rubric I designed and discuss with each pair of
students who worked on the maps why they received the grade they were given. I would
point out their strengths in this task and highlight what students did a great job on. I
would also express to them what they could improve on.

Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next steps
for instruction to impact student learning:

For the whole class

The next step I would take for instruction to impact student learning is to have groups of students do a
scavenger hunt with a map leading them to X marks the spot. I think that this activity would test their
knowledge of all of the map concepts and skills that we have learned.

For the two focus students and other individuals/groups with specific needs.

1. For my students who are EL learners, I would provide them support in the language aspect such as reading
the questions on the worksheets for them, checking on their understanding by walking by and seeing if they
were able to complete the worksheets, providing definitions and answering questions.

2. For students with attention difficulties, I would keep the lessons as engaging as possible and not spend too
much time on one task for them to be able to get a variety of opportunities in which to provide their input.

Explain how your UDL practices worked to support targeted or all students.

UDL practices such as using a variety of teaching styles was used to accommodate to different learning styles (visual, hands on, auditory) and
students were given the opportunity to show their knowledge of the concept in different ways (worksheets, poster, discussion).

52
Explain any changes needed for future lessons.

In future lessons I would have students create their poster project on their own for a clearer assessment of their understanding of the map scaling
concept.

Social Studies/LA – Academic Vocabulary, Handwriting, Grammar and Spelling

53
 Multi Tiered System of Supports (MTSS) LESSON PLAN #5
Tell me about Maps!
Mini Lesson (SIOP Model)

Name: Priscilla Sepulveda Grade Level: First grade

ELA Content Standard in all four language arts areas above :
ELA standard:
1.2  Students compare and contrast the absolute and relative locations of
places and people and describe the physical and/or human characteristics of
places.
ELD Standards:
Academic vocabulary- Part 1 Collaborative 1. Exchanging information
and ideas with others through oral collaborative conversations on a range
of social and academic topics.
Handwriting- Part 1 Productive 12. Selecting and applying varied and
precise vocabulary and language structures to effectively convey ideas.
Grammar and Spelling- Part 2 Structuring Cohesive Texts 1.
Understanding text structure.

Content Standards:
Academic vocabulary

CCSS.ELA-LITERACY.RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding
words.

Handwriting

CCSS.ELA-LITERACY.W.1.5
With guidance and support from adults, focus on a topic, respond to questions
and suggestions from peers, and add details to strengthen writing as needed.

Grammar

CCSS.ELA-LITERACY.RF.1.1
Demonstrate understanding of the organization and basic features of print.
Spelling
CCSS.ELA-LITERACY.RF.1.1.A
Recognize the distinguishing features of a sentence (e.g., first word,
capitalization, ending punctuation).

ELA Language Objective: ELD Language Objective for Grade Level

Students in grade 1 will be able to repeat vocabulary words and definitions Academic vocabulary:
after this mini lesson. Students in first grade will orally exchange information with other
students with knowledge of the map unit vocabulary.
ELA Content Objective: Handwriting:
Students in first grade will write in D’Nealian handwriting style to
Students in grade 1 will be able to identify vocabulary word and use it in prepare them for cursive writing.
writing after this mini lesson. Grammar:
Students in first grade will use correct grammar and punctuation in their
writing.
Cog. Taxonomy/DOK Levels Spelling:
Students in first grade will spell vocabulary words correctly in their
 Remembering: Students recall information they know about the writing.
map unit vocabulary words.
 Understanding: Students express the definition of each
vocabulary term.
 Apply: Students apply their knowledge in their writing.
 Create: Students create a paragraph using the vocabulary words
and also writing in D’Nealian style handwriting.
DOK Levels:

Level 1: Recall- identify word, read word, define word, repeat word.
Level 2: Skill/concept- Organize, collect and display, construct (writing)

54
 Learning Focus
Central Focus Statement: What is the big idea or focus question of the lesson?

After the mini lesson, students will be able to use the map vocabulary words to create an informational paragraph
about maps.

Supporting Literacy Development through Language – Plan ahead!

Essential Literacy Strategy:
The essential literacy strategy will be for composing text. Students will write an explanation of maps using the
learned vocabulary terms.

Language Function Statement:

What main communication language function do students need to use to communicate their understanding of
this content?

In this mini lesson, we are moving from academic vocabulary to academic discourse by using vocabulary
and syntax to use dialogue and writing in a more meaningful context.

 How does student use language :

Students will be using academic language to summarize and inform in their writing.

 Identify a key learning task in your lesson plan that provides opportunities for students to practice the
identified language function:
Learning tasks to help students practice this language functions includes usage of vocabulary cards for
students to identify the terms and remember their definition in order to apply it into their writing.

Language Supports: Describe instructional supports during and prior to your learning task that help your
students understand and successfully use the language function, vocabulary and discourse demands. Be specific
and link to standards and students.

Prior to this learning tasks, students have been exposed to these terms in a variety of different ways. This
includes videos, discussion, and in anchor charts. Students will further their understanding of the concepts by
discussing about maps using those words and constructing an informational paragraph with a topic sentence and
details. For extra support, I will provide students with sentence starters for their topic sentence and detail
sentences. For my EL students I will provide the topic sentence for them to copy and I will have sentence
starters for their details.

Additional Language Demands in vocabulary, syntax and discourse:

Academic vocabulary/symbols: List vocabulary and explain how it will be used and learned

55
  Map: a representation of an area of land or sea.
 Grid: a frame work of spaced bard that are parallel or cross each other.
 Compass Rose: A symbol showing the directions on the map.
 Symbol: something that stands for something else.
 Location: a particular position.
 Direction: a course along which someone or something moves.
 Legend: a visual explanation of the symbols used on the map.
 Geographical: based on the physical features of an area.
 Feature: a part of something, a characteristic of something.

Syntax: (Use language frames in Language of summarizing section in Toolkit)

Students will use summarizing and informing language to report and describe information.

Discourse: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for this
content)
Students will use graphic organizer for vocabulary word , definition, and application.

Materials Planned Supports: Explain how Research Based Learning

strategies meet strengths/weakness of Strategies: (provide text
Vocabulary flash cards students so that all students meet the chapters/reference) Also provide
Anchor chart targeted outcome. main theorists that may apply.
Journals
The strategies used will help challenge
Handwriting Practice Worksheet  Flash cards with picture
high students and help support students
Pencils matches for matching game
who need the extra help. For students to
Crayons be challenged I will provide the word (SDAIE-contextualize the
and definition in word form for their lesson).
matching game will other students who  Anchor Chart- Enlarged,
need more support will have the Adapted Text: Clues to help
pictures to match. Students who are
students’ focus on important
struggling to write or EL learners will
receive more scaffolding and support in information that they need
writing. to learn.(SIOP-99 Ideas &
act.)
 Think-pair-share (SDAIE-
UDL Practices: Include at least one
tap prior knowledge)
UDL strategy and explain how it
supports specific student(s) as well as
the whole class.  Scaffolding and modeling
for students (SDAIE)
I will provide multiple meanings of
engagement by using a variety of
ways to review the vocabulary and
handwriting style. These include
flashcards, colorful poster, and
handwriting practice worksheets.
56
Pre-Assessment: How will you
determine prior knowledge?
I will assess prior knowledge by
testing students on their vocabulary
comprehension with flash cards.
Students will read the word and
provide definition orally for me to
assess their understanding.
Misconceptions:
There may be confusion on certain
terms still such as “legend”, student
may confuse a map legend definition
and provide the legend text genre
definition instead.
Another example may be compass rose,
where they believe it has something to
do with a rose flower or a physical
compass that you hold in your hand.
Motivation Strategy: How will you Personal/Cultural/Community
catch attention of students and focus Assets: Building on
their minds and attention on the Personal/Cultural/Community Assets:
Explain how your plans linked student’s prior
learning goals? academic learning and
personal/cultural/community assets to new
I have provided several methods of learning
instructions to keep my students
Students are tapping into prior
attention as much as possible. At
knowledge learned in the previous
this young age, their attention span
lessons about maps. It’s important
is short so I will keep tasks short and
for students to understand what a
simple. To review vocabulary,
map is and what a maps purpose is.
students will have the opportunity to
Reading a map will be an important
partner up and play a matching game
skill that students will need in the
with their own set of vocabulary
real world. By participating in these
cards, their goal is to match the word
activities and tasks, students will
with the picture (definition).
further their understanding and will
Students also have a reward system
be able to apply their learning in the
in the classroom such as receiving
real world as they grow up.
tickets for following directions,
being a good listener, and raising
their hand to participate. Keeping
the attention of the students on the
content taught is important for their
learning goals to be met.

Grouping Strategies: Monitoring Student Learning - Student Voice: How

Describe how and why students will be divided into groups, if applicable
(random, ability, interest, social purposes, etc.).
Students will be divided into pairs of two for the matching game. They
will be leveled by reading ability. Students that place higher than
25wcpm on their recent reading record will be provided with cards
with their written definition to match. Students who have received
lower than 25wcpm will receive vocabulary cards with their matching
pictures for support.
will you keep students focused on the learning activities
and provide for student voice during instruction?
Describe strategies, skills, knowledge relative to
learning target?
I will keep students focused by letting the lesson flow in
small increments of different activities to keep their
attention. Also, students will have the opportunity to
share with peers and the teacher about their
understanding of maps. Students will be able to engage
with peers by playing a vocabulary matching game in
which they will practice taking turns and talking to their
peer about the definition.

TPE 3.4 :Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning
activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students
with disabilities, and students with other learning needs in the least restrictive environment.

57
TPE 3.4 will be used by adapting the subject matter to the academic needs of the students using the flash card matching game. Students who need
support with reading and cannot read the definitions to make the match will receive the “definition” as a picture on their card.

TPE 3.2 :Use knowledge about students and learning goals to organize the curriculum to facilitate student understanding of subject matter, and make
accommodations and/or modifications as needed to promote student access to the curriculum.

TPE 3.2 is used by teachers understanding of students’ individual cognitive, social and physical development and scaffolds instruction based on
those needs.

List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.

Learning Learning Strategies and Activities

Stages
Lesson Activate and build on background knowledge -Strategies/steps
Introduction:
 Express to students that today they will continue to use their understanding about maps!
Before Begin by asking students what maps are? What are they used for? What does a map contain? These
Teaching are all review questions that students should know. They can share the answer with their think pair
-Setting the share partner as well as to you after they shared when you call on them.
stage.  Let students know that today they will be going over key vocabulary words needed to
understand the concept on maps. After they review with these words, they will learn D’Nealian
handwriting and apply it into their informative writing today.
 Remind students that you are keeping an eye out for students who are behaving well for tickets
and as a class for class party points.

Lesson Body: Explain Strategies/Lesson steps for Targeted Intervention in each CCSS area:

During/active  After going over the map questions, review vocabulary with students with the vocabulary flash
engagement cards.
in learning Students will each take a turn in identifying the word and defining the term.
 Next, tell students that they will be playing a matching game using their own set of vocabulary
cards. Model how to play a matching card game for them. Then, use the list of student pairs to
group students into partners. After they are grouped into partners, give students parked in blue
the card stack with word definitions and students who’s names are marked with green will
receive a stack with pictures as their definition.
 Let students play about 2 or three rounds of this game with their partner.
 Then, collect the card stacks from each student and call them to the carpet for an anchor chart
presentation.
 Let students know if they did a great job playing their card game.
 Present the “Map Vocabulary in D’Nealian” handwriting. Show students the words in
D’nealian and explain the three tiers (easy to difficult) .
 Show students the D’Nealian alphabet, let them know that this handwriting will help them
write cursive in the future.
 Let students try tracing the ABC’S in D’Nealian on their clip boards (pass out worksheets and
pencils).
 Next, call table numbers back to their desks and hand out the handwriting vocabulary
worksheets for practice.
 Then, have students put their work in their writing folders and tell them to take out their social
studies journals.
 Tell students that they will be writing about maps today in their journal in D’Nealian
58
 handwriting as best as they can. They must include at least one word from each tier in their
writing. Their writing must include one topic sentence and 2 details about maps. When they are
finished they could draw a picture about what they wrote on the top. Let students know that
they will receive a grade for this assignment.

Explain your mini lesson targeted intervention steps in each of the following areas:

Provide a rationale for selecting this intervention strategy.

Academic vocabulary: Use 3-tier chart to determine your vocabulary strategies. Strategies
also in Ppt. presented in class and texts.

INCLUDEPICTURE
"https://i.pinimg.com/236x/a0/0d/f0/a00df02161fd0e63c6b55634cf62f4c9--vocabulary-
instruction-academic-vocabulary.jpg" \* MERGEFORMATINET INCLUDEPICTURE
"https://i.pinimg.com/236x/a0/0d/f0/a00df02161fd0e63c6b55634cf62f4c9--vocabulary-
instruction-academic-vocabulary.jpg" \* MERGEFORMATINET INCLUDEPICTURE
"https://i.pinimg.com/236x/a0/0d/f0/a00df02161fd0e63c6b55634cf62f4c9--vocabulary-
instruction-academic-vocabulary.jpg" \* MERGEFORMATINET

I will have an anchor chart for this lesson that will contain the following vocabulary words in
a triangle shape:
Tier 3: Geography, Features.
Tier 2: Legend, Location, Direction.
Tier 1: Map, Compass Rose, Symbol, Grid.

Handwriting:
I will include a writing chart of the D’Nealian style handwriting for them to refer to: I will show
them how to write a couple of the vocabulary words on the anchor chart for them to observe ( I will
check for understanding of spelling ny asking them to spell them out for me to write them).

Students will have a worksheet of the alphabet in D’nealian letters ready to trace for them to
59
practice. After they have practiced writing the letters of the alphabet in D’nealian handwriting, they
will practice writing the vocabulary words in D’Nealian. I have premade worksheets of all
vocabulary words in D’nealian ready to trace words (2 worksheets total). This will help prepare
them for cursive writing in upper grades.

Provide a rationale for selecting this intervention strategy.

This intervention strategy will help students learn and practice how to use D’Nealian
handwriting as well as help them memorize how to spell the vocabulary words by
repeatedly writing them.

Grammar:

Must include usage error correction for ELD students (Tompkins P. 324)

Explain the error you notice and how you will work to help the student correct the usage
error.

Usage error in ELD students:

Student 1 journal entry:

“Maps it can help you go places.”
This student used double subjects, I would remind this student that he/she can leave maps in the
sentence and not “it” because “it” refers to “maps”.

Student 2 journal entry:

“I can use them maps to find a location.”
This student used a non-standard pronoun form, I would remind the student to use “the” instead of
“them” in this sentence.

60
 Spelling:

Base selection of strategies on the Spelling/Word Analysis chart below after you analyze the
words your student wrote.

Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching Explain:
 How you will restate key point of learning objectives
At the end of the mini lesson, students will go to our carpet area to review what we did and
why we did this mini lesson.
 How students share learning to develop student voice
Students will have the opportunity to share their learning at this time. Students will be called on
to share and they will also be able to share with a partner their favorite part of the lesson and
what they learned today.
 How you will check for understanding
I will check for understanding in an informal way at this time–observing and inquiring.
 How will students gain independence in LA skills?
Students will gain independence in their language arts skills because at this point, students
should have a good understanding of what a map is, what a map looks like, and what a map is
used for. If a student was given a map, the student should be able to talk about it and write
about it independently.

Address following areas:

Academic vocabulary
Handwriting
Grammar
Spelling

61
If possible have a student spell the words on your list and see where they fit on this analysis chart. This could be
a student in your observation class.

Gave monster spelling test to a student to check their spelling:

Spelling words:
1. Monster
2. United
3. Dress
4. Bottom
5. Hiked
6. Human
7. Eagle
8. Closed
9. Bumped
10. Type

Student spelling test:

1. Monstr
2. Yunited
3. Dres
4. Botum
5. Hikd
6. Humn
7. Egle
8. Closed
9. Bumpd
10. tip

Spelling/Word Analysis Chart.

Emergent Letter-Name Within -Word Syllables and Derivational
affixes Relations
Monster Bumped=bump+ed
Bottom United=Unite+d
Type Human Hiked=Hike+d
Eagle
“y” as long “I” Bumped

Data Analysis Conclusions

Based on the data, I can conclude that the student
still doesn’t have a grasp on silent vowels and the
“o” when it sounds like a short “u”.
The student shows knowledge of phonetic
spelling. However, he is still learning how to
spell words that are not first grade sight words.
The teacher I observed for mentioned that at
this grade level, they are still phonetically
spelling and are not familiar on some of these
words spelling.

62
Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress toward your learning goal(s)
and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe and justify at least 2 formal or informal
assessment strategies that occur in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:

This assessment is aligned to my stated objective : Students in grade 1 will be able to

identify vocabulary word and use it in writing after this mini lesson.
An informal assessment strategy such as observing It is aligned with this objective because I will be attentive to hearing students
and inquiring information will take place to assess definition of the vocabulary words and checking their journal writing as they are
students understanding. working to check understanding.

Evidence of Student Understanding:

I will check for students understanding of the terms by asking students for the
word/definition of the word as well as asking them what those components are used
for on a map. I will also be walking around and observing them do their writing.

Student Feedback:
I will provide feedback orally by positively reinforcing students when they answer
correctly and correcting them in a professional and positive manner if they have no
response or lack the correct answer. I will also be checking if students are stuck on
their journal writing, I will walk around to help them if they need some extra
support. I will check with students who are also doing a great job and let them
know that.

Assessment Strategy #2: Alignment with Objectives:

A formal assessment strategy that will take place will This assessment is aligned to the objective because its assessing student’s
be using a rubric (below) to assess their journal understanding and application of vocabulary words and D’Nealian handwriting
writing. style.

Evidence of Student Understanding:

If student has a clear understanding of terms, conent about maps taught, and
D’Nealian handwriting, students will receive a 2-3 on their journal entry.

Student Feedback:
I will provide feedback to students on this assessment by meeting with them when I
pass back their journal grade and explaining why they received that number. This
meeting will be a one on one meeting with me.

Journal Writing Rubric

1 (Below Basic) 2 (Basic) 3 (Proficient)
Vocabulary word  Use 0-1 vocabulary  Missing word(s) or  Used at least 3
usage word in their writing. did not use at least words from the
one word from each vocabulary list (at
tier. least 1 from each
 Some incorrect tier) and used words
usage of correctly in their

63
 vocabulary. writing.
Content  Little to no detail  Some details in their  Wrote a clear topic
writing. sentence and
provided details in
their writing.
Handwriting and  Lacking neatness  Lacking neatness or  Wrote neatly and in
neatness and D’nealian style D’nealian style D’nealian style
handwriting. handwriting handwriting.

Grammar and  Contained several  Contained some  Contatined little to

Spelling grammatical and grammatical/ no
spelling errors. spelling errors. grammatical/spelling
errors.

64
Listening/ Talk (Maps)

65
 Mini Lesson Plan #6
It’s a map! I’m on the Map!
Preliminary Information
Teacher Name: Priscilla Sepulveda Date: 3/30/2020
Grade: First Grade Learning Segment:
Number of Students: 20 Listening/ Talk mini lesson based on SIOP Model.

Where in the learning segment does this lesson occur? Strategies you are practicing in this lesson:
Day 4 of 5 (fourth lesson on maps). KWL, Turn & Talk, Think-Pair-Share, Vocabulary flash cards, Compare
and contrast venn diagram.

1. Instructional Focus
Standards: List the 1 or 2 standards that are the focus of your learning segment.

Content standards:

CCSS.ELA-LITERACY.RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-LITERACY.RF.1.1
Demonstrate understanding of the organization and basic features of print.
CCSS.ELA-LITERACY.CCRA.SL.4
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and
the organization, development, and style are appropriate to task, purpose, and audience.

ELA and ELD standards:

ELA: 1.2 Students compare and contrast the absolute and relative locations of places and people and describe the physical and/or
human characteristics of places.
ELD: Academic vocabulary- Part 1 Collaborative 1. Exchanging information and ideas with others through oral
collaborative conversations on a range of social and academic topics.

Central Focus:
Students, in grade 1, will use both listening and talk within the classroom to recall background knowledge about
maps and apply it to the new content learned today.

Personal/Cultural/Community Assets
What assets will be utilized to support learning these standards with students?
Assets that will be utilized to support learning these standards with students are the personal knowledge of the English language and
prior learning about maps. Cultural and community assets what will support student learning is previous experiences with maps and
previous exposure to map images as well as a sense of where they are spatially.

Student Learning Objective(s): Identify 1 or 2 objectives for students.

What would you like your students to be able to do at the end of the lesson?
Observable & Measurable
Students will be able to…

Content objectives: After the mini lesson, students in first grade will be able to compare and contrast the two stories presented to them
orally and in writing.

Language objectives: After the mini lesson, students in first grade will describe the stories and provide reasons to their statements
orally and in written format.

66
Academic Language Demand: Identify supports you will put in place to help students achieve the language function within the context of the
lesson.
Language Demand Language Support
Language Functions: Students will be primed with questions such as :
Students will be using academic language to compare and contrast the -What do you think is going to happen? (predict)
two books that they listen to as well as use describing, predicting, and -What was the story about? Tell me what happens in the story
summarizing language. (summarize).
-How were the two stories similar? How were they different?
(compare and contrast).
Vocabulary:
Flash cards and a word wall will be used for students to practice
 Map: a representation of an area of land or the previously learned vocabulary words from the previous map
lesson.
sea.
 Grid: a frame work of spaced bard that are
parallel or cross each other.
 Compass Rose: A symbol showing the
directions on the map.
 Symbol: something that stands for something
else.
 Location: a particular position.
 Direction: a course along which someone or
something moves.
 Legend: a visual explanation of the symbols
used on the map.
 Geographical: based on the physical features
of an area.
 Feature: a part of something, a characteristic
of something.

Discourse: Students will use a venn diagram to compare and contrast the two
Students will use a graphic organizer in the Toolkit to help books read (There’s a Map on my Lap and Me on a Map). They may
students with speaking and writing language for this content. also use the who, what , where, when, why wheel for summarizing and
informing.

Syntax: to help students understand the language sentence structure necessary

Students will use language frames in Language of
Summarizing/Informing as well as Comparing and Contrasting
section in Toolkit.
to write or speak about the central focus and language demand, they
can use the following sentence frames:
Summarizing/informing sentence frames:
“In summary,_____”
“The story was about____”
“Basically what the author is saying that ____”
“In this text, the author talks about____”

Comparing and Contrasting sentence frames:

“ One similarity between the two books is that ____”
“One difference between the two books is that__”
“____ and _____ are different because____”
“____ and _____ are similar because___”

2. Evidence and Assessment of Student Learning

Assessment of Student Learning:

67
I would use an informal assessment, a checklist to assess students understanding and to test if the objective is met.

Mini lesson checklist:

__listening attentively to the stories read aloud
__stated one similarity and one difference between the stories aloud
__venn diagram completed
__summary circle worksheet completed

Needs improvement: 1 or 2 out of 4 checks

Proficient: 3 out of 4 checks
Outstanding: 4 out of 4 checks

Define what it is you are measuring. Be sure what you measure is connected to the objective for the lesson. If you are measuring
multiple dimensions, be sure to address each of them in the table below.

Dimension (what you are Below Expectations At Expectations Above Expectations

measuring?) - what do you
think would be reasonable for
talk at first grade?
Listening Not listening to the stories
read aloud in class.
Talking Not participating, not
expressing similarities or
differences noticed in the
stories. Confused because
student did not listen to
story. Priming questions
don’t help student because of
this.
Writing Does not complete any part
of the worksheets provided.
Listening to the stories read
aloud in class. Body
language will show that
student is paying attention to
the story.
Answers questions asked,
provides at least one
similarity and one
difference.
Completes at least one of the
two worksheets for their
social studies journal.
Listening attentively with no
distractions, asking
questions, and answering
questions when asked.
Asks and answers questions,
provides several similarities
and differences.
Completes both of the
worksheets provided to glue
into their social studies
journal.

Accommodations: Note any accommodations you will need to make to the assessment for students with special needs.
There will be accommodations for students with special needs and EL learners. For example, EL learners who are not fluent in English
may repeat after a statement after me. They may use sentence frames and may even be provided with statements that they can identify
as a similarity or difference. Other accommodations will depend on the needs of the student.

Student Feedback: How will you provide students with feedback (their strengths and next steps)? What is your plan for helping students to use
this feedback to extend their understanding?
I will provide feedback to students as soon as I fill out their checklist. I will let them know what they are missing as well as highlight
their strengths and what they did a great job on. I will give them advise on how to do better next time. For example, if they were
talking to their neighbor during the read aloud, I would advise them to avoid talking to their friends next time to get a check on the
“listening” component.

3. Instructional Plan
Introduction: How will you access prior knowledge and get students interested in the content?
I will begin to access prior knowledge by filling out the KWL chart with students.
Begin with a way to grab students’ attention. How does this lesson relate to what students already know (life outside of school)? How does the lesson relate to what the
students learned in previous lessons? Why is it important for students to learn this?

First I will review what a map is with the students by asking them: What is a map? What does a map have? What is a map
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used for?
Next, I will use the map vocabulary flash cards to review the words and definitions.

Listening and talking, what does that look like, what does that sound like
What are they going to be talking about?:
Students will be listening to my instructions and my read aloud. They will talk amongst each other when asked to turn to their
partner or think-pair-share. They will aso practice their talking skills when answering questions or stating the similarities and
differences about the two stories.

Instruction: How will you engage students with the content?

Instructional model, engagement strategies, purposeful practice, grouping strategies, closure

Instructional Model: SIOP Model mini lesson

After reintroducing the concept and reviewing the vocabulary words I will state the objective.
Today you will listen to two stories, you will notice things that are similar and things that are different. After listening to the stories, you will answer a few questions
aloud to either me or your neighbor. You will also have some worksheet activities to go along with our topic today.
Before each story, I will ask students what they think the story will be about. This will help them practice making predictions. Throughout the story I will also ask
questions about the story. After the story is complete, I will ask them to tell their partner what the story was about.
Then, I will present an anchor chart with a magnified version of the worksheets they will receive. I will fill some of the parts out by myself and some by taking volunteer
answers. Lastly, I will call tables to sit at their desks and I will pass out the worksheets for them to fill on their own and glue into their social studies journal. (I do, We
do, You do).
Before, they get started I will brief them on the checklist assessment I will be filling out for each student. I will also let them know I am coming around in 10-15 minutes
to hear their similarities and differences between the two texts.

Worksheets:

Closure:
Bring students to the carpet and review:
OK boys and girls, great work today. We have learned so much about maps! Now you know what a map is, how to make a map, how to tell the difference between a map
and something that is not a map, what a map is used for, and now you have practiced your listening and speaking skills by differentiating two stories about maps. As you
can see, there is a lot to learn about maps. One may even say, you can always learn something new about them!

Differentiation/Extension: How will you provide access to key concepts by all students at their ability levels?
Learning Need Supports: What are your plans for supporting IEP/504 students?

I would provide differentiated instruction depending on the IEP/504 plans and needs of the student. If the student is unable to write on their own, I
may prime them with questions and provide one on one feedback for students to participate in the class activities.

Language Need Supports: What are the supports your EL students need? Refer to the ELD Framework and the strategy suggestions.

I would provide differentiated instruction depending on the student’s level of English language, I would provide strategies to help the student. For
example, translation, sentence frames, writing the sentence they express in highlighter for them to trace, and repeating after me.

Gifted/Advanced Need Supports: What are your plans for advanced learners and gifted students? How can they learn the material
differently? This activity should be related to the learning objective and extend students’ understanding of the topic.

My plans for advances learners and gifted students is for them to write their answers without sentence frames or sentence starters. I
will challenge them by asking them to provide “juicy sentences” (detailed sentences). For example, instead of saying/writing “both
books are about maps” they should provide a sentence such as “the topic of both books read to us are about maps”.

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What Ifs: Be proactive. What are common misconceptions related to the learning objectives? Consider what might not go as planned with the
lesson in regard to students learning content. What will you do about it?
There is a possibility that students will not be able to describe the similarities and differences between the two books. Since both books
are about maps, it is more probably that they have a difficult time coming up with differences. If this were to happen, I would ask
priming questions and specify questions such as “in the story Me on the Map, did it describe what a map contains? Student should
respond “no”, in the story There’s a Map on My Lap, did it describe what a map contains? The students should respond “yes”. Then,
we can work with those responses.

Technology, Resources and Materials: Describe the instructional resources/materials/technology used to engage students in learning.

The instructional resources used are:

 The toolkit strategies text for worksheets and sentence frames
 50 strategies text for the KWL chart, flashcards, word wall,
 Venn Diagram and summary worksheets
 Books: Me on the Map by Joan Sweeny and There’s a Map on My Lap by Dr.Seuss
 Social studies journals
 Pencils, erasers

TPE 4.7: Plan instruction that promotes a range of communication strategies and activity modes between teacher and student and
among students that encourage student participation in learning.
TPE 4.7 was implemented in this lesson plan by using different communication strategies for students and with students to encourage
expression and participation in their learning.

TPE 6.1: Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan and implement
instruction that can improve student learning.
TPE 6.1 was implemented in this lesson plan by reflecting on my teaching practice and my knowledge of maps to seek where I
could improve and increase my knowledge for the good of my students. Additionally, learning more about maps myself to be
prepared to answer questions for students and have enough content knowledge and strategies to provide an exceptional learning
experience for them.

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Writing Lesson Plan
71
 Basic Direct Instruction Lesson Format
Preliminary Information
Teacher Name: Priscilla Sepulveda Date: April 6, 2020
Grade: 1 Learning Segment:
Number of Students: 20 Writing lesson plan, a basic direct instruction lesson format

Where in the learning segment does this lesson occur? (Example: Strategies you are practicing in this lesson: Turn & Talk, Think-
Day 2 of 5) Day 5 of 5 (last lesson on maps). Pair-Share, mind map, t-chart, communicating through talk and writing, I
do ,we do , you do.

2. Instructional Focus
Standards: List the 1 or 2 standards that are the focus of your learning segment.

Content standards:

CCSS.ELA-LITERACY.RF.1.1
Demonstrate understanding of the organization and basic features of print.
CCSS.ELA-LITERACY.CCRA.SL.4
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the
organization, development, and style are appropriate to task, purpose, and audience.
ELA and ELD standards:
ELA: 1.2 Students compare and contrast the absolute and relative locations of places and people and describe the physical and/or human
characteristics of places.

ELD Standards Part I: Interacting in Meaningful Ways

3. Collaborative (engagement in dialogue with others)
1. Exchanging information and ideas via oral communication and conversations
3. Adapting language choices to various contexts
4. Interpretive (comprehension and analysis of written and spoken texts)
8. Listening actively and asking or answering questions about what was heard
9. Reading closely and explaining interpretations and ideas from reading
10. Evaluating how well writers and speakers use language to present or support ideas
11. Analyzing how writers use vocabulary and other language resources
Central Focus: What is the intended learning of this block of daily lessons?

Students will create a narrative writing about maps that incorporates narrative writing components (explain feeling, transitions, and
details).

Personal/Cultural/Community Assets

Assets that will be utilized to support learning these standards with students are the personal knowledge of the English language and
prior learning about maps. Cultural and community assets what will support student learning is previous experiences with maps and
narrative stories. At this age, they should have a good amount of experience listening to narrative stories in kindergarten and first grade.

Student Learning Objective(s): Identify 1 or 2 objectives for students.

What would you like your students to be able to do at the end of the lesson?
Observable & Measurable
Students will be able to…

Content objectives: After the mini lesson on narrative writing, students in first grade will be able to write their own narrative
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incorporating maps with 95% accuracy.

Language objectives: After the mini lesson on narrative writing, students in first grade will be able to make up their own narrative story
orally and in writing.

Academic Language Demand: Identify supports you will put in place to help students achieve the language function within the context of the
lesson.

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Language Demand
Language Functions: Solving problems, Summarizing, and
potentially the justifying/persuading category in the Academic
Language Function toolkit.
Language Support
The academic language toolkit refers to useful graphic
organizers such as the web, t chart, and “who, what, where,
when, and why question” worksheet that students can use to
organize their ideas before writing their rough draft.

Vocabulary: Flash cards and a word wall will be used for students to practice
 Map: a representation of an area of land or the previously learned vocabulary words from the previous map
lesson.
sea.
 Grid: a frame work of spaced bard that are
parallel or cross each other.
 Compass Rose: A symbol showing the
directions on the map.
 Symbol: something that stands for something
else.
 Location: a particular position.
 Direction: a course along which someone or
something moves.
 Legend: a visual explanation of the symbols
used on the map.
 Geographical: based on the physical features
of an area.
 Feature: a part of something, a characteristic
of something.
Discourse:
Students will use the T-chart as included in the Academic A similar worksheet as the one below would be provided to
language toolkit to help students organize their ideas before students (instead of multiple paragraphs it would be one solid
writing their paragraph. paragraph). Students can write their idea for their topic, details,
and conclusion. Students don’t have to worry about spelling,
grammar, or full sentences on this worksheet. It is simply to get
their ideas written down on paper and organized.

Syntax:
Students will use narrative language such as writing in first
person and with narrative writing components such as
describing how they feel and experienced.
Students will use transition words such as first, next, then, last.
Students will describe how they feel and what they experience
in their story. To aide students, there will be sentence frames
available as well as a list of transition words and a jar of ideas
for their story.

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2. Evidence and Assessment of Student Learning
Assessment of Student Learning:
I will use a formal assessment to assess students learning for this lesson. The formal assessment I will use will be a rubric for their
narrative writing.

Rubric:
Dimension Below Expectations 0-1pts At Expectations 2-3pts Above Expectations 4-5pts
Grammar, Spelling, and Several grammar, spelling, Some grammar, spelling, and Little to no grammar,
Sentence Structure and sentence structure sentence structure errors. spelling, and sentence
errors. structure errors.

Narrative writing /
paragraph components (5)
(Topic sentence, description
of how they felt, transitions,
details, conclusion)
Map component included in
writing.
The writing includes 1-2 of
the narrative writing
components.
Writing does not include
map topic.
The writing includes 3-4 of The writing includes the 5
the narrative writing narrative writing
components. components.
Writing includes map The main idea includes map
concept as a detail. topic.

Neatness (neat writing and Lack of neatness/ finger Somewhat neat, includes Writing is neat, it includes
finger spaces) spaces in writing. Some finger spaces. Writing is finger spaces, and the writing
words are not legible. legible. is legible.

Accommodations: Note any accommodations you will need to make to the assessment for students with special needs.
The assessment will be the same, however, the adjustments and accommodations during the assignment will be different for students
with special needs or EL learners. Adjustments may include but are not limited to: sentence starters, graphic organizer, sentence strips,
provided ideas, highlight write their ideas for them to trace.

Student Feedback: How will you provide students with feedback (their strengths and next steps)? What is your plan for helping students to use this
feedback to extend their understanding?
I will provide students feedback by showing them the graded rubric and their writing during one on one writing conferences that I will
have with them. I will always highlight something positive about their writing and praise them for that, then I will point out or ask them
what they might have missed. I will ask them questions like “What do you think is missing? How can we make this writing piece even
better?”. I will give students the opportunity to improve their writing for a higher grade.

3. Instructional Plan
Introduction:

-I will assess student’s prior knowledge by creating a mind map with them on anchor chart paper at the carpet.
We will discuss what we have learned about maps until today. Students will think pair share and turn and talk
during this time. We will also talk about our map vocabulary words and review them with flash cards.
-I will introduce todays lesson by stating the objective and explaining that it’s important for us to know how to
write narrative stories and practice our writing skills. So, we will have fun learning about narrative writing and
writing about maps today!

Instruction: How will you engage students with the content?

Instructional model (I do, we do, you do), engagement strategies, purposeful practice, grouping strategies, closure
Instructional Model: Direct instruction- SIOP Model
-I will present the narrative writing anchor chart to the students. After I go over the anchor chart, I will show them some examples of
narrative stories.
Next, I will ask students to give me an example of a narrative story we have read in class to check for their understanding.

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-Then, I will give them the directions on the map narrative writing and the rubric I will use to grade it.
-I will also show them the T-chart they will be filling out to write out their ideas (they should be familiar with this T-chart already). I
will show them some example ideas that they could write on their T chart worksheet.
-Next, they will share with a partner on some fun ideas they have for their writing.
-Students will be dismissed to their seats by tables and they will be given a T-chart. Once their T-chart is completed, they can start on
their writing.
-If they finish their writing early they may draw a picture about their writing.
-Students will have 5-10 minutes to go over their writing and fix any mistakes before turning in.
-I will collect their papers and gather everyone at the carpet.
-We will review what we went over today:
“O.K boys and girls today we have reviewed everything we have learned about maps and we also learned about narrative writing. We
did an amazing job bringing those two things together and coming up with your own special stories about maps! Now you know what
narrative writing is and you will become experts at this! You all did a great job today, I was delighted to see your work and cannot wait
to read all of your stories”.

Differentiation/Extension: How will you provide access to key concepts by all students at their ability levels?
Learning Need Supports: What are your plans for supporting IEP/504 students?
I would differentiate by making accommodations and modifying instruction by providing students who are struggling such as EL
learners and some students with IEP’s with sentence starters, highlighting their sentences to trace if needed, etc.

Language Need Supports: What are the supports your EL students need? Refer to the ELD Framework and the strategy suggestions.

I would provide differentiated instruction depending on the student’s level of English language, I would provide strategies to help the student. For
example, translation, sentence frames, writing the sentence they express in highlighter for them to trace, and repeating after me.

Gifted/Advanced Need Supports: What are your plans for advanced learners and gifted students? How can they learn the material differently? This
activity should be related to the learning objective and extend students’ understanding of the topic.

I believe that this task can be challenging for gifted students because writing consists of neat writing, correct grammar, punctuation,
details, etc. I will remind them to try their best in all of these areas. I will also have a word wall with a bit more challenging vocabulary
that students may use in their writing. This will include words they cannot phonetically spell out such as adventure, discover, observe,
etc.

What Ifs: Be proactive. What are common misconceptions related to the learning objectives? Consider what might not go as planned with the lesson
in regard to students learning content. What will you do about it?
Considering the age group and the required task, I do believe that some students may have a difficult time coming up with their story.
For students that are struggling with what to put in their story, I will provide a jar with ideas in which students may come up and pull an
idea out of the jar. For students who are having a difficult time with the components of the narrative writing, we will have a poster to
refer to and I will be there to help guide them verbally as well.

Technology, Resources and Materials: Describe the instructional resources/materials/technology used to engage students in learning.
Materials needed for this lesson:
-Narrative writing anchor chart.
-Examples of narrative writing/stories.
-Flash cards
-T-chart
-Writing paper
-Pencils
-Crayons
-Word wall
-Idea jar

TPE #1:
TPE 5.3 Involve all students in self-assessment and reflection on their learning goals and progress and provide students with
opportunities to revise or reframe their work based on assessment feedback.

TPE 5.3 is used in this lesson plan by giving students extra time to look over their work, read it to themselves and make some
corrections before turning it in. This gives them the opportunity to revise their work, they will also have the opportunity to revise their
work after they have gotten their work back from me.
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TPE #2:
TPE 5.8 Use assessment data, including information from students’ IEP, IFSP, ITP, and 504 plans, to establish learning goals and to
plan differentiate make accommodations and/or modify instruction.

I would differentiate by making accommodations and modifying instruction by providing students who are struggling such as EL
learners and some students with IEP’s with sentence starters, highlighting their sentences to trace if needed, etc.

77
78
79
 Professional Reflection
Provide a thorough answer for each question. Include Research from your
texts.
1. 1. Maps and Globes Using Google Earth - 50 SS Strategies p.150
Select one
Social Studies  The maps and globes strategy using google earth extends social studies
Strategy from knowledge by helping students Identify geographic locations and features on
your text and google earth online program. This helps students with global awareness and
explain how it information processing with visual aid. Students will benefit from this by not
can be used to: only having more map component knowledge, but also a better
understanding of location and human environment (big role in geography).
 Extend  This strategy can extend literacy learning by building their listening and
social talking skills as we discuss what we observe on the google earth globe. It
studies can also be incorporated with their writing skills. Students can describe what
knowledge, they see/ learned during the activity in their writing journal.
 This strategy can also engage students at a deeper level of learning by
 Extend providing students with the opportunity to have a broadened world view as
literacy well as the opportunity to see the different continents. Additionally, they can
learning zoom into a location as specific as a city in a different country. This will help
them understand the use of GPS and global interactive maps.
 Engage
students at
a deeper
level of
learning

2. 2. Interactive Read-Aloud 50 Literacy Strategies p.50

Select one  This literacy strategy can extend social studies knowledge by including
Literacy informational texts about maps for students to listen to. These informational
Strategy from texts will help students understand information about geography. This will
your text and include learning new vocabulary for this unit, understanding the difference
explain how it between non-fiction and fiction, and learning more about geography.
can be used to:  The interactive read aloud can be a tool for students to practice their
listening and speaking skills when we are discussing the text. Also, students
 Extend can state their map facts in writing through a variety of graphic organizers or
social a journal entry. Students may also be asked to write their own informational
studies essay about the world map.
knowledge,  The interactive read aloud strategy helps engage students at a deeper level
of learning. This is because students are free to ask questions about the
 Extend informational text read aloud. This provides an opportunity for students to
literacy think about curious questions. This is a great way to engage students and
learning provide an interactive learning experience with them as we make
connections to our reality and real world.
 Engage
students at
a deeper
level of
learning.

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3. 1. K-W-L Chart- 50 Literacy Strategies p.57-59
Feedback:  As a class, students work together to fill out the KWL Chart (What we
Select 2 know, what we want to know, what we learned). The teacher gives
strategies for immediate feedback to students as they participate and express their
providing knowledge. This strategy helps tap into students prior knowledge as
immediate well as helps the teacher assess their progress in learning about the
feedback on topic.
learning from 2. Mini Lessons- 50 Literacy Strategies p.74-76
any of your  In this strategy, the teacher works with the students in teaching them
texts. Provide a skill effectively and assessing their understanding as the lesson is
evidence that it taking place. Examples of immediate feedback is praising correct
is research answers, providing more information on the topic, providing oral
based. feedback about their work/activity taking place.

81
 Literature Page

First grade Mcgraw Hill decodable reader stories (unit 2):

A Map Match
A Fun Chest
Phil and Steph Get Lost
Maps and Graphs

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 Poetry
It’s a Map
by Priscilla Sepulveda

What is that?
It’s a map!

A map?
A map!

Maps can be colorful or black and white,

Maps can be big, small, dark, or light.

They can show you where to go!

In the desert or the snow.

You’ll need it to get around town.

It has every direction: left, right, up, and down.

When you’re lost and looking for treasure.

Look for x marks the spot and the map scale to
measure!

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Lesson 1: Direct Instruction
Map: A map is a drawing of all or part of Earth's surface. Its basic purpose is to show where things are.
Map Key/Legend: A map key shows us what the parts of the map mean. It uses symbols, colors, or lines to
represent important places or landmarks on a map.
Compass rose: A drawing showing different directions on a map. It shows four directions, which are north,
south, east, and west.
Label: A label gives you more information about something on the map.

Lesson 2: Concept Attainment

Map: A map is a drawing of all or part of Earth's surface. Its basic purpose is to show where things are.
Map Key/Legend: A map key shows us what the parts of the map mean. It uses symbols, colors, or lines to
represent important places or landmarks on a map.
Compass rose: A drawing showing different directions on a map. It shows four directions, which are north,
south, east, and west.
Label: A label gives you more information about something on the map.
Direction: a point to or from which a person or thing moves or faces.

Lesson 3: Generalization
Map: A map is a drawing of all or part of Earth's surface. Its basic purpose is to show where things are.
Map Key/Legend: A map key shows us what the parts of the map mean. It uses symbols, colors, or lines to
represent important places or landmarks on a map.
Compass rose: A drawing showing different directions on a map. It shows four directions, which are north,
south, east, and west.
Label: A label gives you more information about something on the map.
Direction: a point to or from which a person or thing moves or faces.
Ancient: belonging to the distant past.

Lesson 4: Inquiry
Grid: a frame work of spaced bard that are parallel or cross each other.
Location: a particular position.
Map Scale: the relationship between distance on a map and distance on the ground.
Graph: a diagram showing the relation between variable amounts.
Map: a representation of an area of land or sea.

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Direction: a course along which someone or something moves.

Lesson 5: Vocabulary & Handwriting

Map: a representation of an area of land or sea.
Grid: a frame work of spaced bard that are parallel or cross each other.
Compass Rose: A symbol showing the directions on the map.
Symbol: something that stands for something else.
Location: a particular position.
Direction: a course along which someone or something moves.
Legend: a visual explanation of the symbols used on the map.
Geographical: based on the physical features of an area.
Feature: a part of something, a characteristic of something.

Lesson 6: Listening/Talk
Map: a representation of an area of land or sea.
Grid: a frame work of spaced bard that are parallel or cross each other.
Compass Rose: A symbol showing the directions on the map.
Symbol: something that stands for something else.
Location: a particular position.
Direction: a course along which someone or something moves.
Legend: a visual explanation of the symbols used on the map.
Geographical: based on the physical features of an area.
Feature: a part of something, a characteristic of something.

Lesson 7: Writing
Map: a representation of an area of land or sea.
Grid: a frame work of spaced bard that are parallel or cross each other.
Compass Rose: A symbol showing the directions on the map.
Symbol: something that stands for something else.
Location: a particular position.
Direction: a course along which someone or something moves.
Legend: a visual explanation of the symbols used on the map.
Geographical: based on the physical features of an area.
Feature: a part of something, a characteristic of something.

85