Name: LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

Create and interpret different types of maps to answer Explain how federal and
geographic questions. unitary states affect spatial
organization on the map
Specific Measureable Attainable Relevant _Time
Grade: 9 Subject: geography

Task Analysis: (C4) What lang. must be taught: What skills must be taught: Strategy to teach Language: (C4)

Assessment: (C5)

Boundaries
Flash cards
Recalling listing
Consequent boundaries, geometric boundaries, physical boundarie
Outlining structuring
Strategies for Success: (C6) Element of Technology: (C6)
We will utilize Flash card and
321 Summary; graffiti activity a map quiz with country names and locations
Google maps

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Visual – Flash cards with social studies topics Index cards

Vocabulary anchor charts
Auditory – Blank map
Listen to a social studies podcast or
Slide show
Kinesethic –
Write it out take notes

Higher Order Questions to ask: (C6)

1. What type of boundaries separate the different countries how did they come about?

2. What do the types of boundaries tell you about the relationship between the different states?
3.
How do countries determine where to draw their boundaries?

Hook: (C7) Closure: (C7)

Scavenger Hunt – Use clues to get the title of a new
book, the title of a new unit, special word. Quick doodles-
Doodle/draw two or three concepts presented in the
lesson
 1. Teacher Input / Direct Instruction / Modeling: (C6)
Teacher will show slides with vocabulary and lecture on language model map layout

2. Student Activities / Guided Practice: (C6)

Students will fill in guided notes and fill in and color/ fill out blank map

3. Independent Practice: (C6)

Students will create flash cards and be quizzed on location of countries and vocabulary

Comprehensible Input Techniques: (R6)

Modifications / Accommodations: (E6)

Notes:
Name:
DELIVERY PLAN (C8)
OBJECTIVE: Create and interpret different types of maps to answer geographic questions.
Rigor After a lecture students will create a map of Europe and use flash cards to quiz themselves in groups of 3.
Explain how federal and unitary states affect spatial organization.

OPENING:
Retrieval I will hook my students with a scavenger hunt and a hypothetical vacation to somewhere on the map that
they will be learning about.

TEACHER INPUT:
Relevance Students will need modeling guided practice and independent practice.

MODEL:
Routing I will model where each country is located on the map and where their boarders lie.

GUIDED PRACTICE:
Retaining / Rehearsing

Students will practice with their maps and flash cards.

INDEPENDENT PRACTICE:
Students will independently fill in their maps.

CHECK FOR UNDERSTANDING:

Recognizing
I will make sure the students understand the vocab and locations on the map with group work and quiz.

ASSESSMENT:
Students will be quizzed by a partner in a small group setting.

RESOURCES / MATERIALS:
Google maps, blank maps, slide show

CLOSURE:
Re-exposure

Quick doodles-
Doodle/draw two or three concepts presented in the lesson