Lesson Delivery Plan

Pay attention to the R-words to activate the brain for learning!

1. Objective (Rigor) - SMART and should be visible on your board daily.

By the end of the lesson, the student will be able to read a map and the different elements of a map and be able to draw a
map with a legend, title, and cardinal directions with 80% accuracy.

2. Opening (Retrieval) – How will you "hook" your students into the lesson--at both the
thinking and emotional level? 

 What will you do to open the lesson to motivate and engage the students’ interest in the
content?
 How will you help students make connections to prior knowledge? 
 How will you identify and present your essential questions, Central focus, and Learning
Targets (I CAN statements)?  
 How will you identify / teach / assess language demands?
My “hook” will be a scavenger hunt that we will solve together. The scavenger hunt will be drawn on the board while the
 How will you introduce language supports?
students have the written directions and a legend with landmarks. They will all help solve where they are going on the map to
reveal the “treasure” at the end. It will help the students remember cardinal directions as I will use directions and other
 Is your opening congruent to the objective?
“landmarks” to get to the end. I will identify and present my essential question (How can you use a map in the real world?)
after my hook activity so that they can think of scenarios (like the map in a mall, amusement park…). I CAN read a map and
identify all the elements of one. For content specific vocabulary, (legend, key and cardinal directions) I will model use of the
words needed in the lesson during my activity and use repetition while doing the hook activity. During the activity I can see
how well the students are grasping the vocabulary. My opening hook is congruent with the objective and it will help students
engage prior learning.
Lesson Delivery Plan
 Lesson Delivery Plan

3. Teacher Input (Relevance) – What information is needed for the students to gain the
knowledge/skill in the objective?  (Be sure you have done a task analysis to break the
information/skill into small manageable steps).  How will you use strategies, technology,
learning styles?  What vocabulary and skills do the students need to master the material?  Are
the strategies you plan to use congruent to the objective?

 Model (Routing) – Outline your I DO activities.  Be sure to model strategies and academic
language supports needed.
I show them different examples of maps and describe the key elements after my scavenger hunt. I will then show them a set
of directions and where I ended up on the map and how I got there. This will help in teaching the vocabulary to see it being
modeled and repeated.

 Guided Practice – Students demonstrate a grasp of new learning under the teacher’s
direct supervision.  The teacher moves around the room to provide individual remediation as
needed.  “Praise, prompt, and leave” is an excellent strategy to use.  Outline your WE
DO activities. Be sure to incorporate strategies and academic language supports that are needed.  
In small groups the students will create a map after answering when they think using a map would be useful. In that group,
they will then draw out their example and provide and draw up a map of the location (in the grocery store, park, etc.) and
then they will give an example of directions within the map that they drew. I will use cooperative grouping to help them
grasp the concept easier and to build off of each other’s ideas. While in groups, I can check for understanding and reach
more students in an efficient way.

 Independent Practice (Retaining/Rehearsing) – Students demonstrate an independent

application of new skill.  Outline your YOU DO activities. Students demonstrate an independent
application of new skill. Be sure to praise and assess strategies and academic language supports
that are being used. 
The student will then have a worksheet of a map and a story. Based on the story, the student will draw the lines to see where
the character goes. The student will also label the parts of the map and circle the words in the story that told them where
they are going. The worksheet could have the student end up in the wrong place so I will be able to assess if the student
made it to the right location on the map I provided them. I can provide immediate feedback based on how they perform.

 Check for Understanding (Recognizing) – Practice doesn't make perfect; it makes

permanent.  So, make sure the students understand how to proceed before moving to the practice
phase of the lesson.  You may need to stop and reteach, so students practice correctly.  How do
-Generate a map of the place (WE DO activity) and be sure to include all the elements of a map.
you plan to assess understanding?  What HOTQs will you ask? List at least 3
-Compare and contrast your group map with other groups.

-Justify real world situations where you need to know how to read a map.
 Lesson Delivery Plan

I will check for understanding throughout the lesson. I think the group activity is where I can assess students best by going
around the room and speaking with each group to see what needs to be retaught if there seems to be any common
misunderstandings. I can also see if I need to provide any one on one instruction while they are in groups. The end I DO
project is when I can do a formative assessment to see if they reached TEK standard.

 How will you check for understanding or reteach?

4. Assessment  – How will we know that the students have individually mastered

the objective?   What evidence will be collected?  What will be an acceptable score? What
evidence will be collected to demonstrate mastery of language demands?
The end formative assessment is where I can see mastery of language demands by filling out the map and labeling it or
identifying the parts correctly. I would want them to do this with 80% accuracy. I can provide individual and immediate
feedback on their I DO assignment which is their formative assessment.

5. Resources - What materials will you need for a successful lesson?

Paper, pencils, markers/crayons, tablet/computer and projector for map app for everyone to see.

6. Closure (Re-exposure) – How will you have the students end the lesson/reflect upon what
was learned? 
While reflecting on the maps they just drew, I will ask them my higher order thinking question again of examples of when a
map would be useful in the real world but also what books can they think of that needed a map-like in storybooks how it
would have helped Hansel and Gretal to have had a map and not use breadcrumbs.

NOTES: