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The teacher will ask if the students have had an experience with
any of the topics that will be brought up in class (Northeast states,
attractions, animals). If they have, they are encouraged to share.
Students will review the states, attractions and animals by
repetition. Before moving on, the content will be repeated and the
teacher will talk aloud their thoughts about these items.
Chelsea Chritz
Introduction: Creating Excitement and Focus
for the Lesson Target
Task analysis:
What information does the learner need? If
needed how will it be provided?
How is the lesson scaffolded?
Step by step procedures
Depth of Knowledge: identify levels included
Recall/Reproduction
Skill/Concept
Strategic Thinking
Extended Thinking
Students will need an idea of the physical geography of the Unites States before diving deeper
into dividing the states into 5 regions.
Students have previously worked with cardinal directions. Using the Smartboard, the teacher
will divide the compass rose so that NE, SE, NW, SW are included. The teacher will explain
that by adding these directions, we will be more accurate.
Using the North, East, South, West signs around the room, the teacher will show that the
directions can be combined when pointing to the area between two directions. For example,
halfway between North and West, we will have the direction of Northwest. This will continue
until all directions have been spoken about. This will then turn into a game where students will
point to the corner of the room that resembles the direction the teacher has given. The teacher
may also use real landmarks that may be in the direction of NE, SE, NW, SW if they see fit.
The teacher will then show a map of the United States. The teacher will explain that the
Northeast region is in the northeastern area of the United States.
The teacher and students will read through the states that are a part of this region to become
about the animals in this region which include the Eastern Gray Squirrel, Northern Lobster, and
Moose.
Videos clips will be provided so students can gain deeper understanding on the content.
When opportunities arise, students are welcome to share any experiences they have had with
these.
Before moving on to different sections, the class will be asked to review the three items that we
have learned about.
DOK: Once information has been read, students will be asked to identify a state, attraction, and
animal that belongs to this region.
Chelsea Chritz
Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
HOW/WHAT (Questioning and redirecting)
Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility
accomplished?
The teacher will show where on the United States map this region is
located. Once information has been read, the teacher will share any
experiences they have had to guide the discussions related to the
items learned about.
The teacher will also provide video clips on each item.
After information has been learned, the teacher will ask the
students to recall certain information. For example, What are some
things that can be found in Washington D.C.?
Before moving on to the next section, the teacher will ask the
students for one
The teacher and students will read the sections in the booklet
together and discuss any experiences.
Closure
How will the I can statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?
Before leaving class, students are asked to provide either one state,
attraction or animal that belongs to this region.
Chelsea Chritz
Assessment
What evidence supports that the objective(s)
were met?
What do my students know, understand and are
able to do?
What formative assessments will be used to
inform
instruction?
Self-evaluation