Contextual Information

Name: Lauren Hobbs

Big Idea: Mexico Grade: Date: 2/7/23 Time: 8:00 AM-8:20 AM Lesson: 2
Third

Resource Link: https://www.cpalms.org/public/search/Standard

Lesson Structure: Integrated Differentiation for ESOL Accommodations. Check all that
Whole Group Content: English Language apply to your classroom:
none Learners: Flexible environment
Integrated with… Flexible scheduling
Flexible seating
Bilingual assistance
Approved dictionary/glossary
Reading text aloud

Standard: (BEST/ FL Sci./ NGSS/ FL SS)

SS.3.G.2.5 Identify natural and man-made landmarks in the United States, Canada, Mexico and Caribbean. [. . .
Grand Canyon, Gateway Arch, Mount Rushmore, Devil’s Tower, Mt. Denali, Everglades, Niagara Falls.]

Learning Trajectory:

Previous Standard: Write code and full text: SS.2.G.1.4 Use a map to locate the countries in North America (Canada,
United States, Mexico, and the Caribbean Islands).

Next Standard: Write code and full text: SS.4.G.1.4 Interpret political and physical maps using map elements

Diagnostic Data: This section is required for all ELA and Math Lesson Plans. ESOL proficiency data (WIDA or
IPT) is required on ALL lesson plans. Examples of diagnostic data include Lexile levels, Unit Assessments,
I-Ready, etc.

WIDA ACCESS scores for ESOLs:

Dominic

Listening Proficiency Level: 5.9

Reading Proficiency Level: 4.8

Speaking Proficiency Level: 3.8

Writing Proficiency Level: 1.9

Overall Proficiency Level: 3.2

Gabriel

Listening Proficiency Level: 6

Reading Proficiency Level: 4.5

Speaking Proficiency Level: 4.8

Writing Proficiency Level: 2.5

Overall Proficiency Level: 3.7

Derwin

Listening Proficiency Level: 6

Reading Proficiency Level: 1.9

Speaking Proficiency Level: 3.2

Writing Proficiency Level: 2.6

Overall Proficiency Level: 3

Dylan

Listening Proficiency Level: 6

Reading Proficiency Level: 2.7

Speaking Proficiency Level: 2.6

Writing Proficiency Level: 2.6

Overall Proficiency Level: 3.1

Damien

Listening Proficiency Level: 4.8

Reading Proficiency Level: 2.7

Speaking Proficiency Level: 3

Writing Proficiency Level: 2.3

Overall Proficiency Level: 2.6

Lesson Planning

Instructional objectives(s) & Learning Target: Clear objectives written in the form of student learning.

By the end of the lesson, the students will…

● Identify and describe natural and man-made landmarks in Mexico.

Learning Target:

I can identify and describe natural and man-made landmarks in Mexico.

Vocabulary: (define in kid friendly Instructional Materials:

terms) K-2 use beginner for K-2 &
Intermediate for 3-5 Kids.Wordsmyth
Term 1: Landmark - An object (such as
a stone or tree) that marks the
boundary of land.
Term 2: Man-made - Made or formed
by human beings; not natural.
Term 3: Ancient - very old; existing for
many years.
Term 4: Ruins - the remains of a
structure after it has been severely
damaged or left to decay.
Select your materials and technology. Then, include a copy of print or
teacher made material and/or hyperlink to any digital materials in the
space provided.
Teacher selected read aloud: “Mexico: Our Neighbor to the South”
Paper, pencil, markers, crayons
Teacher created materials
Teacher-made sample of activity/project
Teacher-made sample of activity/project
Teacher-made sample of activity/project
ipad/computer
Graphic organizer: Other-name Field Trip Notes
Assessment: Time to Climb (if time), Poll
Science supplies (list)

Introduction/Building Background: 6 min.

1. Greeting:
“Good morning class! We are going to start with Social Studies again today. In today’s lesson, we are
going to do a fun activity on NearPod, so I would like you all to open your computers, log in and then
to go to NearPod.com quietly for me please.

2. Hook: How will you introduce the lesson, assess, or activate prior knowledge & motivate
students to learn?
Introduce to students the topic of today’s lesson (Landmarks). Have the students start with an open
ended question for review from yesterday. Since we will be still going over the landmarks in Mexico I
want to assess and see what the students remember from yesterday’s lesson. By the completion of this
lesson, students will be able to say, “I can identify and describe natural and man-made landmarks in
Mexico”.

3. Prior Knowledge: Connect this lesson to previous learning.

Last week, students were able to describe the climate and the natural resources in Mexico by reading
two passages. They then answered two HOT questions from me and we discussed it as a class. The
students will do a fun review game Time to Climb so I can check for their overall understanding and
assess what they remember. I placed pictures on the title NearPod slide that are key points from last
week’s lesson and also pictures that tie into this week's lesson.

Instructional Steps (allotted time): Pacing

 1. Introduce:
Now that we reviewed what we read yesterday we are going to be going on a Virtual Field trip!! Before 2
we go on this field trip we need to go over the rules. “These rules are just like the rules you all have
when you go on field trips with Mrs. Susid. Don’t wander off and get distracted, so you must stay in
your seats, be at a voice level zero unless told differently and stay on course and pay attention.” When
we go on this field trip, you will be writing down everything that you observe on the field trip and any
questions you have while you are on the field trip. Explain how the students can move around the
screen and drag their mouse or screens.

2. Explain:
We will be taking a field trip to the most famous pyramid called the Temple of Kukulkan in Chichen
Itza. Ask if the students can remember any facts about Kukulkan or pull a fact from the text. Call on
students and discuss and tell them to hold on to what the students said because they might need that
when they go on the field trip. Pass out the Field Trip Notes Worksheet (Formative Assessment). This 10 mins
will be collected at the end of the lesson. Once students have their worksheets, turn the slide for them
to go into the Virtual field trip and start Proximity Control. As the students are looking all around the
Pyramid and writing down their observations and questions. Assist the students that are needing any
help. Tell the students they are looking at the pyramids, ask them the HOT question. “Examine the
pyramid, what do you see?”

3. Review:
As I am doing proximity control and seeing what the students are writing down, I will share some of
what the students have said or written about what they observed or answer any questions I can
answer on the spot. If there are questions that I know I can’t answer right away, I will make sure to
tell the students that I will get back to them and next week I will write my answer on a sticky note for 1 min
them. This will help them for further knowledge and building background for the next Social Studies
lesson. If time I will give students the time to share their answer to my HOT question or something
they observed in the Field Trip. Additionally, if more time is needed I will have another Time to Climb
game for them. I will do a brief review of the importance of today and yesterday's lesson on the
natural and man-made landmarks in Mexico and how these historical landmarks have helped lay the
foundation of Mexico.

Differentiation Process/How .
1. During the Field Trip, I will check in with my students who struggle with writing and ask
them verbally what they observe and then ask if they have any questions and then that way
they are able to get assessed orally because with the time being so short they might not get the
time they need to write down everything they want to write down. I will still have them write
it down as much as they can.

HOT question (and expected answer): Examine the pyramid, what do you see?
Possible answers: “I see steps” “I see a door” “I see a lot of people”

Assessment: Formative Open ended question, Field Trip Notes Worksheet

Assorted Assessments . Describe if needed

Lesson Closure: Teacher talk. Restate the main take-aways from the lesson. 1 min.

Before I turn it back over to Mrs. Susid, let’s review what we have learned today. We reviewed a little
bit about yesterday's reading. Together we learned about what man made and landmarks are. We then
took a virtual field trip to the temple of Kukulkan in Chichen Itza and wrote down what we observed
and any questions we had! Let the students know if I was not able to answer their question to please
circle it and I will bring them a sticky note next week answering it. Collect the Field Trip Notes.

Post Teaching Reflections

Lesson Adjustment: What have you learned about students’ understanding of the content based on the formative
assessment? If proficiency was not demonstrated, what next steps (reteaching) are required? Include evidence.

Reflection on Teaching: Analyze and evaluate your lesson delivery and class management.

Response to Feedback: BLOCK 2 ONLY

To be completed after post-observation meeting: Review and consider provided feedback. Describe how you will implement next
steps going forward. Explain how these next steps will impact students’ learning experiences.