Millicent Atkins School of Education:

Common Lesson Plan Template

Teacher Candidate Name: Samantha Stethem
Grade Level: Third Grade
Subject: Social Science (Geography)
Date: 04/18/2021

PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:
• 3.G.1.2 Locate the seven continents, four oceans, and major physical features and
regions of the United States on a map or globe.
• 3.RI.7 Use information gained from specific images (e.g., illustrations, maps,
photographs) and the words in a text to demonstrate understanding of the text.
• 3.W.2 Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
• WIDA Standard Five: English language learners communicate information, ideas and
concepts necessary for academic success in the content area of social studies.
• Introduce phenomena or events through…
• Language to speak to the reader directly and draw them in (Did you
know?)
• Single nouns to represent abstract concepts (habitat, pollution)
• Describe components, order, causes, or cycles through…
• Expanded noun groups that include adjectives to answer questions
about how many, and what something is like (seven continents, longest
river)
List the Learning Objective(s) to be addressed in this lesson. Use the following format:
“Student’s will be able to…”
Students will be able to name and locate the seven continents and five oceans, as well as
examine and state unique characteristics of each continent.
Describe how the objective is relevant to students’ lives.
It is very important for students to learn about their world and everything around them.
Knowing these things will better them in their future.
List the words relevant to the content area that you will either introduce and/or review
during your lesson
 Passport
 Continents
 Oceans
 Equator
 Prime Meridian
 Compass Rose
 Maps
List the materials you will need to teach the lesson.
 Writing Tools
 o Pencils
o Pens
o Crayons
o Colored Pencils
o Markers
 Mapping the World Slideshow
 Let’s Go See the World Slideshow
 My Passport and Travel Journal Hand Outs for Each Student

ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to measure students’ level
of understanding toward the learning objective(s) prior to teaching the lesson.
Pre-Assessment:
 Students will be asked if they can name any of the seven continents or any of the
oceans.
Lesson Assessment:
 Students will be asked to complete the page note taking during travel page, as well as
my travel bucket list.
Post-Assessment: Include a blank copy of the lesson post-assessment you will use to
measure students’ level of understanding toward the learning objectives after teaching the
lesson.
Student travel bucket lists will be evaluated using a rubric which will assess their
understanding of the seven continents and the oceans.

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to incorporate into the
lesson to enhance instruction and student learning.
 The teacher will model the lesson opening and guided practice using the document
camera and interactive whiteboard.
 Student responses at the conclusion of the independent practice will be shared using
the document camera and interactive whiteboard.

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to meet the
needs of all learners and accommodate differences in students’ learning, culture, language,
etc. * Be sure that these accommodations are based on what you identified/described in
your contextual information (Task I).
Input
 Provide an example of a correctly solved problem
 Teach the meaning of key vocabulary words
Guided Practice
 Arrange students in groups for cooperative learning opportunities
 Teach in small chunks to allow students ample practice with one step at a time
 Color-code or highlight key words with the task
Independent Practice
  Allow the use of manipulatives to complete the extended pattern
 Reduce the number of items required to complete the pattern
Assessment
 Provide opportunities for students to dictate their work to a scribe or orally submit a
response
SIOP Model Protocol
 Building Background
o I will build on the students’ prior knowledge using primary language support to
maximize students’ experience.
 Lesson Delivery
o I will meet and state language and content-area objectives and pace the lesson
appropriately.

MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.
Students will be utilizing hands-on manipulatives, working in cooperative groups, moving
around the room to analyze the work of others, working independently on follow-up
activities, and demonstrating mastery through a Passport worksheet.

LESSON IMPLEMENTATION
“I Do”
(Teacher introduces lesson and models expected outcome of learning objectives)
 Describe how you will activate student interest and present the learning objective in
an engaging way (this is your lesson opening).
 Describe how you will communicate (to students) how the objective is relevant to
their lives.
 Describe what instructional strategies you will use to model/explain/demonstrate
the knowledge and skills required of the objective. (cite theories/theorists)
 Describe how you will check for students’ understanding before moving on to
guided practice.
Instructional Input
1. Introduce the PowerPoint on Geography Images to students.
2. Ask the students if they know any of the seven continents or the five oceans.
3. Show them the video, “Our Incredible, Beautiful World.”

“We Do” (Teacher engages students in guided practice)

 Describe the learning activities you will use to provide students multiple
opportunities to practice the skills and content needed to meet the learning
objective(s).
 Describe how you will check for students’ understanding before moving on to
independent practice.
Guided Practice
1. In partners, students will fill in their charts on completing the map of our cool world.
 a. Labeling each continent and ocean. Students may color it in after.
2. In partners and as a whole class, discuss the following questions:
a. What animal would you find on this continent?
b. What type of vegetation is here?
c. How would we get here from here?
3. Have students check with their partners on their charts.

“You Do” (Students engage in independent practice)

 Describe what the students will do to independently practice the knowledge and
skills required by the lesson objectives? (this is the post-assessment)
 APPENDIX: Include a blank copy of your post-assessment.
Independent Practice
1. Introduce the My Travel Bucket List to the students.
a. Share with them my completed version.
b. Distribute the sheets to the students. Students will work individually to
complete the sheet.
Lesson Closing
 Describe how you will reemphasize the lesson objective and any skills/content that
were taught in an interactive manner (whole/small group, etc.).

1. Have the students share their passports with their fellow classmates.

*ANALYZE
(This portion may only be done after the post assessment is collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
 Students’ progress from pre-to-post assessment. (if applicable)
 Factors that may have influenced the post assessment results.
 How the results of the post assessment highlight what areas of the lesson will
require re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data
results. If you used the same document for both the pre and post assessments, it is strongly
encouraged that you show the comparison.

*REFLECT
 List and describe two things you feel you did well to plan, implement, or assess
instruction (successes)
 List and describe two things you feel were challenges during the planning,
implementation and/or assessment of the lesson.
 List and describe two ideas for redesign you would make if you were to teach this
lesson again.