2nd Grade Map Unit

Map Skills Unit
nd
Grade
Daniela Cupples
EDU 512
Fall 2016
Dr. Rachel Timmons
California Baptist University
Topics Covered
Lesson 1: Map Skills
Basic Introduction to Map Skills
Lesson 2: North America Here we Come!

Map Skills of North America
Lesson 3: Different Types of Maps

Political Maps, Landform Maps, other Maps
Lesson 4: Using Maps to Trace Our Familys

History
Connecting Map Skills to Family History
Lesson 5: Urban, Suburban, and Rural

Communities
Different Types of Communities
Lesson 6: Mapping my Neighborhood

Grid Maps
Lesson 7: Map ABC Book

Review of Unit Concepts
Table of Contents
Unit Cover Page ........................................................................................................................................... 1
Topics Covered............................................................................................................................................ 2
Table of Contents ........................................................................................................................................ 3
Objectives and Standards ..................................................................................................................... 4-10
Objectives ............................................................................................................................................... 4-5
Standards ............................................................................................................................................. 5-10
Introduction to Unit ................................................................................................................................... 11
Student List with Three Focus Students ........................................................................................... 12-14
Vocabulary Page .................................................................................................................................. 15-16
Supporting Literature ................................................................................................................................ 17
Resources for the Integration of Map & Social Studies Skills into the VAPA Curriculum ................ 18
Poetry Page ................................................................................................................................................ 19
Resources for the Integration of Map & Social Studies Skills into the PE Curriculum ..................... 20
Lesson Plans ......................................................................................................................................22-114
Direct Instruction Lesson Plan ................................................................................................................. 22
Concept Attainment Lesson Plan ............................................................................................................ 40
Generalization Lesson Plan .................................................................................................................... 59
Inquiry Lesson Plan ................................................................................................................................. 77
Vocabulary Lesson Plan .......................................................................................................................... 89
Listening/Talk Lesson Plan ..................................................................................................................... 95
Writing Lesson Plan............................................................................................................................... 102
Unit Schedule........................................................................................................................................... 115
Assessment ............................................................................................................................................. 116
Unit Reflective Commentary .................................................................................................................. 118
Objectives and Standards

Objectives
Direct Instruction Lesson 1
After the lesson on the facts about Map skills of North America students in grade 2 will list ten facts orally
and in writing with 95% accuracy.
Concept Attainment Lesson 2

After the lesson on the concept of countries in North America students in grade 2 will be able to state both
orally and in writing the correct definition of countries in North America with 95% accuracy.
Generalization Lesson 3
After this lesson on using data to support generalizations, students in grade 2 will apply this knowledge
and develop generalizations concerning the topic of types of maps with 95% accuracy.
Inquiry Lesson 4
After the mini lesson on Map Skills students in grade 2 will be able to describe orally, create and present
a PowerPoint Presentation, which describes and locates where their family came from with 95%
accuracy.
ELA (Academic) Language Objective:
Students in Grade 2 will explore and expand upon their research skills by referring to details and
examples within text and online information. Students will have the opportunity to explain and discuss the
ideas presented within a text.
ELD (Academic) Language Objective:
Students in Grade 2 will engage in collaborative oral discussions in a small heterogenous group. Students
will interact with peers in English and will become engaged with various texts, print, and multimedia.
Vocabulary Lesson 5
After the mini lesson on different types of communities, students in grade 2 will be able to define and
correctly apply the vocabulary in writing with 95% accuracy.
ELD Language Objective:
Students in grade 2 will be able to actively listen to spoken English within an academic context. Students
will be able to apply academic vocabulary in writing and express information through the use of precise
vocabulary.
ELD Content Objective:
Students in grade 2 will be able to effectively apply and use grade-appropriate general academic and
domain-specific words and phrases. Students will write about urban, suburban and rural environments by
correctly using the domain-specific content vocabulary.
Listening/Talking Lesson 6
After the mini lesson on neighborhood maps students in grade 2 will be able to collaboratively create and
present a grid map of their neighborhood with 95% accuracy.
Students in grade 2 will exchange facts and ideas about grid maps through oral collaborative discussions.
Students will interact with peers in English and will engage with the text. Students in grade 2 will listen
actively to spoken English within the context of Language Arts and Social Studies.
Students in grade 2 will discuss and present their collaborative grid maps, apply domain-specific
vocabulary and analyze and compare neighborhood maps with previously learned map concepts.
Writing Lesson 7
Social Studies Content Learning Objective(s):
After the mini lesson on Map Skills, students in grade 2 will be able to write two paragraphs about an
assigned map skill topic with 95% accuracy.
Students in grade 2 will use precise and domain-specific vocabulary to write about their map skills topic.
Students will listen actively to spoken English within the context and produce clear and coherent writing,
which displays development and organization.
Students in grade 2 will write about maps skills using domain-specific vocabulary content to convey
information through explanatory writing.
Standards
Direct Instruction Lesson 1
Social Studies Standard
2.2 Students demonstrate map skills by describing the absolute and relative locations of people, places,
and environments.
CCSS ELA Standards
RI 2.1 Ask and answer such questions as who, what, where, when why, and how to demonstrate
understanding of key details in a text.
SL 2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or
through other media.
W 2.2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to
develop points, and provide a concluding statement or section.
CCSS ELD Standard
Part I: Interacting in Meaningful Ways
A. Collaborative
1. Exchanging information and ideas with others through oral collaborative conversations on a
range of social and academic topics
B. Interpretive
5. Listening actively to spoken English in a range of social and academic contexts.
College and Career Readiness Anchor Standard CCSS

Reading: Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the text.
Comprehension and Collaboration:
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others ideas and expressing their own clearly and persuasively.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience
Concept Attainment Lesson 2

Hist. Social Science Standard
2.2
Students demonstrate map skills by describing the absolute and relative locations of
people, places, and environments.
1. Label from memory a simple map of the North American continent, including the countries,
oceans, Great Lakes, major rivers, and mountain ranges. Identify the essential map elements:
title, legend, directional indicator, scale, and date.
CCSS ELA Standard

RL.2.1 Ask and answer questions as who, what, where, when, why, and how to demonstrate
W 2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to
develop points and provide a concluding statement or section.
SL 2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with
peers and adults in small and larger groups.
Key Ideas and Details
Integration of Knowledge and Ideas
1. Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.*
ELD Standard(s) 9. Presenting
o Emerging
Plan and deliver very brief oral presentations (e.g., recounting an experience, retelling a story,
describing a picture).
o Expanding
Plan and deliver brief oral presentations on a variety of topics (e.g., retelling a story, describing an
animal).
o Bridging
Plan and deliver longer oral presentations on a variety of topics and content areas (e.g., retelling a
story, recounting a science experiment, describing how to solve a mathematics problem).
Generalization Lesson 3
2.2
CCSS ELA Standards

RI 2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate
RF 2.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
W 2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop
points and provide a concluding statement or section.
CCSS ELD Standards

A Collaborative
1. Exchanging information and ideas
Emerging: Contribute to conversations and express ideas by asking and answering yes-no and whquestions and responding using gestures, words, and learned phrases.
Expanding: Exchanging information and ideas
Contribute to class, group, and partner discussions, including sustained dialogue, by listening attentively,
following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.
Bridging: 1. Exchanging information and ideas
following turn-taking rules, asking relevant questions, affirming others, adding pertinent information,
building on responses, and providing useful feedback.
B. Interpretative
6. Reading/viewing closely
Emerging: Describe ideas, phenomena (e.g., plant life cycle), and text elements (e.g., main idea,
characters, events) based on understanding of a select set of grade-level texts and viewing of multimedia,
with substantial support.
Expanding: 6. Reading/viewing closely
Describe ideas, phenomena (e.g., how earthworms eat), and text elements (e.g., setting, events) in
greater detail based on understanding of a variety of grade-level texts and viewing of multimedia, with
moderate support.
Bridging: 6. Reading/viewing closely
Describe ideas, phenomena (e.g., erosion), and text elements (e.g., central message, character traits)
using key details based on understanding of a variety of grade-level texts and viewing of multimedia, with
light support.
C Productive
Emerging: 10. Writing
Write very short literary texts (e.g., story) and informational texts (e.g., a description of a volcano) using
familiar vocabulary collaboratively with an adult (e.g., joint construction of texts), with peers, and
sometimes independently.
7
Expanding: 10. Writing

Write short literary texts (e.g., a story) and informational texts (e.g., an explanatory text explaining how a
volcano erupts) collaboratively with an adult (e.g., joint construction of texts), with peers, and with
increasing independence.
Bridging: 10. Writing
Write longer literary texts (e.g., a story) and informational texts (e.g., an explanatory text explaining how a
volcano erupts) collaboratively with an adult (e.g., joint construction), with peers and independently.
Inquiry Lesson 4
Grade Level Content Standards for Social Studies:
2.2
3. Locate on a map where their ancestors live(d), telling when the family moved to the local
community and how and why they made the trip.
ELA Language Standards for Grade Level

RI 2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or
steps in technical procedures in a text.
2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking
audibly in coherent sentences.
a. Plan and deliver a narrative presentation that recounts a well-elaborated event, includes details,
reflects a logical sequence, and provides a conclusion. CA
ELD Standards (2014) for Grade Level
A. Collaborative
1. Exchanging information and ideas with others through oral collaborative conversations on a range of
social and academic topics.
2. Interacting with others in written English in various communicative forms (print, communicative
technology, and multimedia).
C. Productive
9. Expressing information and ideas in formal oral presentations on academic topics.
10. Writing literary and informational texts to present, describe, and explain ideas and information,
using appropriate technology.
Vocabulary Lesson 5
Grade Level Content Standards Social Studies
and environments.
5.
Compare and contrast basic land use in urban, suburban, and rural environments in California.
RI. 2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within
the text
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to
develop points and provide a concluding statement or section.
ELD Standards
A. Collaborative
social and academic topics
B. Interpretive
5. Listening actively to spoken English in a range of social and academic contexts
6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is
conveyed explicitly
C. Productive
12. Selecting and applying varied and precise vocabulary and language structures to effectively convey
ideas
Listening/Talking Lesson 6
Social Studies Content Standards
2.2 Students demonstrate map skills by describing the absolute and relative locations of people,
places, and environments.
1. Locate on a simple letter-number grid system the specific locations and geographic features in their
neighborhood or community (e.g., map of the classroom, the school).
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways listening to others
with care, speaking one at a time about the topics and texts under discussion).
b. Build on others talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
a. Give and follow three- and four-step oral directions. CA
SL 2.3
Ask and answer questions about what a speaker says in order to gather additional information or clarify
comprehension, gather additional information, or deepen understanding of a topic or issue.
ELD Standards (2014) that apply
Collaborative
social and academic topics.
Interpretive
Productive
12. Selecting and applying varied and precise vocabulary and language structures to effectively convey
ideas.
Writing Lesson 7
2.2
Social Studies
Students demonstrate map skills by describing the absolute and relative locations of people,
1. Locate on a simple letter-number grid system the specific locations and geographic features in their
neighborhood or community (e.g., map of the classroom, the school).
2. Label from memory a simple map of the North American continent, including the countries, oceans,
Great Lakes, major rivers, and mountain ranges. Identify the essential map elements: title, legend,
directional indicator, scale, and date.
3. Locate on a map where their ancestors live(d), telling when the family moved to the local community
and how and why they made the trip.
4. Compare and contrast basic land use in urban, suburban, and rural environments in California.
2.2 Writing
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to
2.4 Writing
With guidance and support from adults, produce writing in which the development and organization are
appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards
13 above.) CA
2.6 Writing
With guidance and support from adults, use a variety of digital tools to produce and publish writing,
including in collaboration with peers.
nd
ELD Standards (2014) for 2 grade

A. Collaborative
1. Exchanging information and ideas with others through oral collaborative conversations on a range
of social and academic topics.
2. Interacting with others in written English in various communicative forms (print, communicative
technology, and multimedia).
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Introduction to Unit
SLO 3.1: Content Knowledge/Instructional Planning: Candidates will create
effective learning environments and develop meaningful learning experiences
which have an emphasis on developing a deep understanding of content
knowledge.
Relevance:
As part of the requirements for EDU 512, Teaching Social Studies and Language Arts, I
produced a second-grade social studies unit, which focuses on the Common Core State
Standards topic of map skills. In this unit, I designed seven consecutive, standardsbased lessons for a specific theme. The unit includes speaking and listening, writing
and vocabulary lessons, which draw on an assortment of instructional approaches. The
lessons include direct instruction, concept attainment, generalization, inquiry, and other
mini lesson models that benefit instruction. The planning and implementation of this unit
enabled me to expand and refine my lesson planning skills. All of the lessons in this unit
apply Common Core State Standards (CCSS) and are differentiated to meet the needs
of English Learners, students with special needs, struggling learners, and advanced and
gifted students.
Link to Theory:
The lessons contained within in this unit implement behavioral theory, information
processing theory, and constructivist theory. Teachers and students realize their
learning objectives within each theory and work collaboratively and interactively to
facilitate learning. Adaptations for specific needs have been included to tailor the
lessons to the needs of the students. Literacy strategies, collaborative learning, and
SDAIE strategies deepen the effectiveness of the unit.
Professional Development:
This social studies unit prepared me to plan lessons, which are aligned to Common
Core State Standards (CCSS). The design of SMART objectives and corresponding
assessments greatly deepened my familiarity with effective lesson planning. I will carry
this knowledge into student teaching and my professional practice. My exposure to an
assortment of lesson models and learning strategies will prepare me for organizing and
teaching effective lessons that engage all learners and address their specific
instructional needs. The practice of designing this unit has given me the opportunity to
evaluate and implement a series of lessons about a topic. I cherished the opportunity to
develop my content knowledge and further develop and apply an increased
understanding of lesson preparation and instructional planning.
11
Student List with Three Focus Students

(All student names changed for privacy purposes)
General Student List with Three Focus Students

Class Size 24
Gender
General
SES Level
General Academic Level
Ethnic
Population
10 Boys
6 Free and
reduced
lunch/low
SES Level
4 Average
SES Level
1 Advanced
4 Benchmark
3 Strategic
0 Basic
2 Below Basic
4 Hispanic
6 Caucasian
14 girls
1 Homeless
1 Temporary
Assistance
Program
6 Free and
reduce lunch/
low SES
8 Average
SES
Low SES
level
Free lunch
Both parents
work
3 Advanced
5 Benchmark
2 Strategic
3 Basic
1 Below Basic
5 Hispanic
9 Caucasian
Basic Language Fluency Level: 3

CELDT overall: intermediate
CELDT Reading:
early intermediate
CELDT Writing:
Early Int
CELDT Listening: Early Adv
CELDT Speaking: Int
Tier2 Reading Intervention
SS: 66
GE: 1.0
IRL: PP pre-kindergarten level
read 13 words per minute correctly
on grade
level appropriate text
Hispanic
L1: Spanish
EL Focus
Student
Donald
Writing Sample:
Parents
speak very
limited
English
Describe Student
Needs
2 English Learners
1 MTSS Tier 3 (Struggling
Readers) getting tested for
special education services
1 Special Needs SLI
Readers)
1 Gifted students
4 Students with no special
needs.
2 English Learners
1 Underperforming
Readers)
2 Gifted students
7 Students with no special
needs.
Previous Teacher:
The student came from
Mexico at the end of the last
school year and was
speaking no English at that
time. He has shown
tremendous progress and
growth in his English
acquisition. The student
benefits from targeted small
group instruction and
intensive vocabulary
instruction.
Intervention Teacher:
Donald loves school, and he
likes to read. He struggles
with English and needs
further targeted practice; he
shows slow growth in the
target intervention program,
and I recommend that he
remain in Tier 2 services.
Targeted Intervention
Specialist: The student
shows incremental progress
in the Fountas Pinnell reading
program. He needs additional
practice in foundational
reading skills.
Current teacher:
Donalds great strength is his
advanced listening skills. He
12
Special
Needs
Focus
Student
Walter
Average SES
level
Hispanic
Both parents
work
Below Basic
GE 1.2
IRL: PP
Pre- kindergarten level
Can read 19 words per minute
correctly on
Grade-level appropriate text.
Tier 3 intervention
Writing Sample:
Caucasian
is very animated and loves to

work in small groups. He
struggles with his reading and
vocabulary. He lacks support
at home and needs extra time
and practice to develop his
English language acquisition.
SART contract for
excessive absences
Previous Teacher:
Walter struggles, his speech
impediment impacts his social
and emotional development;
he does not participate in
whole group and small group
instruction.
His reading and writing are
both severely delayed, and
he struggles in all subjects. I
recommended him for
retention; the parent refused
to retain the student.
Intervention Teacher:
Walters reading skills are at
an instructional level of
prekindergarten, he struggles
with basic phonics and
phonemic awareness skills.
He works better in a one-onone environment. The student
is not showing adequate
progress in Tier3 intervention
services and has been
referred to testing for special
education services.
Speech and Language
Pathologist: Walter is
progressing well in his
speech intervention program;
the targeted instruction in the
production of the sounds he
struggles with has been very
successful. I recommend that
the student exit the program.
Current teacher: Walter
struggles terribly in class; he
consistently cant perform
basic tasks. His speech
impediment remains a
challenge; he struggles with
speech production in class;
he is very self-conscious
about speaking in class and
generally does not participate
in group or class discussions.
The SIT team has referred
the student for evaluation for
special education services, or
retention.
13
Advanced
learner
Focus
Student
Rita
Average SES
level
Advanced
SS: 455 PR: 93
scored greater than 93% of students
nationally in the same grade.
GE: 4.0 IRL: 3.8
Can read 119 words per minute
correctly on grade
level appropriate text.
Writing Sample:
Caucasian
Fully describe from 3 or

more perspectives
Previous Teacher:
Rita is very advanced; she
loves school and excels in all
subjects. She is very selfdirected and likes to do
extended, advanced personal
projects.
Targeted Intervention
Specialist who provides
GATE services to the
student: Rita needs to be
challenged to use higher
order thinking skills.
Current teacher: Rita reads
th
at a 4 -grade level, exhibits
strong comprehension,
independent working, and
higher order thinking skills.
She often does not like to
work in groups and has
difficulty collaborating with
other students.
14
Page
Lesson 1: Direct Instruction

border
coast
distance
island
capital
A border is a part where two places meet.

A coast is where land meets a body of water.
Distance is how far it is between two places
An island is land that is completely surrounded by water.
The capital is the city where the government is located.
Lesson 2: Concept Attainment

country
continent
compass rose
state
absolute location
The land and the people who live there.

Example: The United States of America is our country.
A very large piece of land.
A symbol on a map that points to the letters N, S, E, and W.
A part of a country. Example: The state of Alaska is one part of the United States.
The exact spot where something is.
Example: The absolute location of our school is 11020 Sunnyside Dr. in Yucaipa, CA
Lesson 3: Generalization
landform
mountain
valley
plain
desert
hill
The different shapes of land on Earth. Example: A mountain is a landform.

The highest form of land. Example: Mt. Whitney is the highest mountain in California.
The low area between mountains or hills.
Example: Yosemite Valley is the valley between the Half Dome and El Capitan mountains.
Flatt land is called a plain.
A hot, dry area with few plants.
Example: The Mojave Desert is the largest desert in California.
Land that is higher than the land around it, but not as high as a mountain.
Example: We walked up a hill.
Lesson 4: Inquiry
ancestor
artifact
cause
citizen
culture
A family member who lived long, long ago. Example: My grandmother grew up in Mexico.
Things made by people a long time ago, such as tools and handmade crafts.
A person, thing, or event that makes something happen.
A member of a community, state, or country.
The way a group of people live, including their food, music, and traditions.
15
Lesson 5: Vocabulary
community
urban
suburban
rural
A place where people live, work, and have fun together. I live in the community of
Yucaipa, California.
An urban community is a city like San Francisco, California. The land is full of buildings,
apartments, houses, and streets.
A suburban community is in an area near a city.
Example: Many people who live in a suburban community go to work in the nearby city.
Rural means open land.
Example: There is a lot of land, but only a few houses in a rural community.
Lesson 6: Listening/Talk
compare:
grid map
location:
neighborhood:
summarize
To find out how things are alike.

A map divided into squares.
The place or area where something is.
People live near one another. Example: They are building a new house in my
neighborhood.
Briefly tell about something you have read, learned, or made.
Example: I can summarize a story by sharing the important parts of the story.
Lesson 7: Writing
*feature
A distinctive characteristic of something.

Examples: Map features include the title, the key, and the scale.
key
A key is a list of symbols and their definitions. A map key tells the meaning of each
symbol on the map.
*journey
The act of traveling from one place to another. Synonym: trip
ocean
The largest body of water. We live near the Pacific Ocean.
*quest
A journey made to find something. We are on a quest to learn about maps.
*Bonus Words
16
Supporting Literature
Explore North America (Explore the Continents) by Molly Aloian and Boobie Kalman
How Far Away? Comparing Trips by Jennifer Marrewa
How Far Is Far? Comparing Geographical Distances by Vic Parker
Map my Neighborhood by Jennifer Boothroyd
Me on the Map by Joan Sweeney
National Geographic Beginners United States Atlas by National Geographic
North America, New True Books: Geography, by Libby Koponen
Smart About the Fifty States by Jon Buller
17
Resources for the Integration of Maps into the Arts Curriculum

Education Closet: Level Up Your Integration of the Arts: Map Skills
Featured lessons include Legos, clay, and dancing the compass.
https://educationcloset.com/2016/10/04/level-integration-arts-map-skills/
KinderArt: Art Across the Curriculum: Geography
Features lessons include Sculpt a Planet, National Geographic World Explorer, and State Heads.
http://www.kinderart.com/across/index_geo.shtml
The Walters Art Museum: Mascot Maps
http://thewalters.org/teachers/resources/lesson-plans/mascot_lp.html
Stellar Art Integration Resources

http://achieve.lausd.net/Page/7054
http://ca.pbslearningmedia.org/resource/ketir.art.socstud.intssarts/integrating-social-studies-and-the-arts/
http://www.coffeecupsandcrayons.com/social-studies-art-integration/
http://www.kentuckyteacher.org/wp-content/uploads/2011/06/Integrating-Social-Studies-Arts.pdf
http://www.nea.org/tools/lessons/Arts-Across-the-Curriculum-K-5.html
http://www.opencolleges.edu.au/informed/features/50-ways-to-integrate-art-into-any-lesson/
http://www.paps.net/domain/2744
https://education.byu.edu/sites/default/files/ARTS/documents/educational_movement.pdf
https://educationcloset.com/arts-integration-lessons/
https://www.edutopia.org/stw-arts-integration-resources-lesson-plans
www.kinderart.com/
18
Poetry Page
My Country
Communities working together
Our nation
United and strong
Near and far
Trusting in liberty and justice for all
Respecting laws
Young and old
This Land We Love

by Roger Robicheau
How beautiful this land we love
We cherish all good people of
With pride we call this home our own
Oh how our seed of freedoms grown
American is what we are
Our time has nurtured us so far
For truth and justice we do strive
Our laws are meant to not deprive
We know were not the perfect place
As we are of the human race
In God we trust along our way
His goodness near, both night and day
So please do stop and pray awhile
Ask help in facing each new mile
And now Ill end with words so clear
Concerning freedom we hold dear
Let Grateful Thought Well Deep Inside
For Soldiers Brave Our Countrys Pride
19
Lessons that Integrate PE into Map Skills

PE Central: Gym Maps
https://education.byu.edu/sites/default/files/ARTS/documents/educational_movement.pdf
PE Central: Bordering States
http://www.pecentral.org/LessonIdeas/ViewLesson.asp?ID=10182#.WDPJIbkYHeo
Splendid Resources for Cross Curricular PE Integration

http://www.pelinks4u.org/archives/interdisciplinary/070107.htm
http://www.p12.nysed.gov/ciai/pe/toolkitdocs/elementary_pe_resource.pdf
http://mrgspepage.tripod.com/intlessn.htm
http://www.activeacademics.org/
20
21
EDU 512
DIRECT INSTRUCTION LESSON PLAN RUBRIC

Behavioral Model - 100 Points
This rubric will be used to assess Direct Instruction lesson plans.
Map Skills
Direct Instruction
Lesson Number 1
Clarity and ease of locating each lesson component is expected. Please download this form
and fill it in for your lesson. Keep the headings and numbers for all sections as they are on
this form.
1. MATERIALS/PREPLANNING (5 points)
Materials - List all of the materials you will need for teaching this lesson.
Document Camera connected to LCD projector
Laptop with Internet access connected to LCD projector
YouTube video https://youtu.be/b0cjSXC2rHE
Studies Weekly Print edition Week 10 Where is the United States?
KLW Chart: Chart Paper Markers
Journal handout for each student
Color pencils or markers and pencils
Vocabulary - List key vocabulary terms needed for this lesson

Border - A border is a part where two places meet.
Coast - A coast is where land meets a body of water.
Distance - Distance is how far it is between two places
Island - An island is land that is completely surrounded by water.
Capital The capital is the city where the government is located.
Literature - List supporting literature or reading materials
National Geographic Beginners United States Atlas by National Geographic
Smart About the Fifty States by Jon Buller
Me on the Map by Joan Sweeney
22
How Far Away? Comparing Trips by Jennifer Marrewa
How Far Is Far? Comparing Geographical Distances by Vic Parker
2.
3.
OBJECTIVE (10 points) The social studies objective will state the learning that the students will attain
by the end of the lesson. Fill in the following objective for your grade level and unit topic.
After the lesson on the facts about Map skills of North America students in grade 2 will list ten facts orally and
in writing with 95% accuracy.
The Objective should be one complete sentence with the ABCD Components.
State the objective in behavioral terms, as follows:
2. A=Audience, students in grade 2
3. B=Behavior, students list 10 facts
4. C=Conditions, after the lesson or lessons on map skills
5. D=Degree of accuracy needed to achieve the objective: with 95% accuracy
State the cognitive taxonomy level (Blooms ) Level I Knowledge Remembering
List the standards met by this objective. Highlight in color the specific words in the standard that you
are addressing.
Social Studies Standard
and environments.
DOK Level One
CCSS ELA Standards

RI 2.1 Ask and answer such questions as who, what, where, when why, and how to demonstrate
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W 2.2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to
CCSS ELD Standard

A. Collaborative
range of social and academic topics
B. Interpretive

Reading: Key Ideas and Details
Comprehension and Collaboration:
2. Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others ideas and expressing their own clearly and persuasively.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
edTPA Central Focus: Comprehension or Composition (see Making good Choices p. 30-32 and
handout provided in class.)
This is a Composition lesson since the students gather and organize information from an informational text
to write 10 facts about map skills. Knowledge of conventions of spelling, grammar, and punctuation is also
essential.
Language Demand Statement: edTPA p. 61

Students will use academic language (vocabulary, functions, discourse, syntax) and demonstrate their listening and
speaking skills and their understanding of map skills. Students will apply academic language to read and write 10 facts
about map skills.
Language Function Statement: edTPA p. 61

The content and language in this lesson will focus on the learning task of learning about map skills represented by the
product of an illustrated project that lists 10 facts about map skills. Students will identify main ideas and details and
compare their findings with other students.
3. ASSESSMENT STRATEGY (10 points)

The key question to ask: Can this objective be assessed and what will the student be able to think,
say, or do when the objective is accomplished?
Students will be able to list ten facts about map skills orally and in writing in their journals.
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Describe clearly how you would assess student performance in this lesson.
1. Students will complete their final journal entries, which will be assessed through the attached journal
rubric.
2. Oral components of the lesson will be assessed through observations throughout the lesson.
Label your method of assessment as authentic, formal, or informal and the type of assessment tool
used.
1. Formal assessment of student journals through project rubric.
2. Informal assessment through anecdotal observations based on student participation in the lesson.
Clearly state where/how this assessment will be kept (portfolio, grade book)
1. Assessment data gathered through project rubric will be recorded in the grade book. Student journal
entries will be included in student portfolios.
2. Information from observations will be recorded in an observational checklist and recorded in grade
book comments.
Include a copy of the rubric, checklist, or other tool that will be used to assess each objective.
1. Students will be able to list 10 facts about map skills orally. (assessed through attached checklist)
2. Students will be able to list 10 facts in writing assessed through journal rubric.
Journal Rubric
Content
Illustrations
Penmanship
Mechanics
4 points
Advanced
More than ten
accurate facts
are clearly
stated.
2 or more
beautifully
executed
illustrations
included.
Beautiful
penmanship.
3 points
Benchmark
Ten accurate acts
are clearly stated.
2 points
Basic
Seven or more
accurate facts are
clearly stated.
1 or more
beautifully
executed
illustrations
included.
Letters are formed
correctly and
properly spaced.
Illustrations lack
clarity and detail.
No spelling,
punctuation or
grammatical
errors.
No spelling,
punctuation or
grammatical
errors.
Less than 3
spelling,
punctuation or
grammatical
errors.
Most letters are

formed correctly
and properly
spaced.
1 point
Blow Basic
Less than five
facts are listed, or
facts are unclear
or inaccurate.
No illustrations
included
Many letters are

formed incorrectly
or improperly
spaced. Difficult to
read.
Many spelling,
punctuation or
grammatical
errors.
4. LESSON OPENING/PURPOSE (5 points)
Purpose: Clearly state how this lesson will benefit students. The purpose statement lets students
know WHY you are spending time with this lesson.
Why are you doing this?
The purpose of the lesson is to teach students about their surroundings, the United States, and surrounding
countries. Students learn how maps help them understand the location of people and places.
Today we will learn about map skills and places in North America.
State the purpose of the objective to students in a way that students will know what they will learn
and WHY it is important.
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Today we will be learning about map skills and places in North America. We will learn 10 facts about map
skills and how they help us in our daily lives. After you have learned the 10 facts, you will understand how
map skills will help you understand the world and your surroundings better.
Mention the types of students you have in your class. (ELL, IEP, GATE, etc.)
4 ELL students
1 student with IEP SL
3 GATE students
1 Struggling Reader Tier III
3 Struggling Readers Tier II
5. MOTIVATION FOR LEARNING STRATEGY - Anticipatory Set (5 points)
Describe what you will do to increase motivation for learning. Begin by doing something to get the
students interest hooked into what you are about to teach.
Ideas: Describe related activities or experiences they have had before. Remind them of previous
learning that relates new leaning to prior knowledge.
Ideas: Use artifacts, hands-on activities, photographs, costumes, hats, sounds, music, videos, books,
etc.
I will show a map of North America to the students and will I ask guiding questions.
What are some facts that you already know about maps?
What do you know about your state?
What do you know about your country?
Next, I will introduce the concept of maps through a videotaped reading of the book Me on the Map by Joan
Sweeney. https://youtu.be/b0cjSXC2rHE
Provide Rationale for why you selected this strategy and link to this particular group of students.
Make sure you link it back to the students. Look for reasons in EdTPE
I selected the strategy of guiding questions because it allows me to assess students prior knowledge. The
strategy also supports the formation of connections to the students personal experiences and interests, which
increases student engagement and retention of learned concepts and materials.
The employed the book Me on the Map as an anticipatory set. It serves as an instructional tool that helps
students form personal connections with the map skills they are learning about. Moving beyond the abstract
concept of a map, the book connects the concept of maps and their significance in students lives in a student
friendly and engaging way. I selected a YouTube video recording of the book because it allows me to share
the book through technology, and provide access to the resource for students who were absent during the
lesson. The reading of the picture book supports English Learners, struggling students, and students with
IEPs because it incorporates visual and auditory modalities.
6. LESSON BODY: POST STANDARDS, RESTATE OBJECTIVE IN STUDENT TERMS, CHECK BACKGROUND
KNOWLEDGE, PROVIDE INSTRUCTIONAL INPUT, MODELING, CHECKING FOR UNDERSTANDING, AND GUIDED
PRACTICE
POST STANDARDS
Post Standards in front of the room where students can easily see them.
Draw student attention to standards.
RESTATE OBJECTIVE IN STUDENT TERMS

After the lesson on Map Skills of North America (students) will list ten facts about map skills with accuracy
(both orally and in writing).
CHECK FOR BACKGROUND KNOWLEDGE STRATEGY
SDAIE-Tapping into prior knowledge

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Provide a rationale for why it is important to check for background knowledge. Link to your
specific class/group of students and their learning needs and styles.
Checking for background knowledge is an essential strategy, which helps me assess what students
already know; it helps me find knowledge gaps and supports successful scaffolding of the lesson based
on the specific needs of the students. Furthermore, the strategy helps the students form connections with
previously learned concepts, promotes students self-efficacy, increases student engagement, and helps
introduce technical vocabulary for the lesson.
English Learners benefit from this strategy because they participate in a group activity, which provides
them with opportunities to practice and apply vocabulary in a supportive non-threating learning
environment that encourages them to practice and apply oral language skills. Students can draw small
illustrations to support their vocabulary development.
Ask the students to brainstorm what they already know about map skills. Place this information in the K
(or What We Know) column of the chart. Have them think about what they saw in the video to help them
get started if needed.
Ask the students what they would like to learn about in regards to this subject. Write these in the W (What
We Want to Learn) column.
Save the chart to be used at the end of the unit to when the students will report on what they have
learned in order to complete the L column.
Use KWL Chart from 50 Literacy Strategies (Tompkins) pg 60
Lesson Topic: Map Skills of North America

Provide rationale for progress monitoring strategies you will use during each step of this activity.
Explain your strategy for calling upon students in an equitable manner.
Throughout the KWL chart creation, students will work in small heterogeneous groups to discuss their
ideas before sharing their ideas with the class. I will continuously monitor the groups, encourage
student participation, and support students as needed. I will employ an observation record to record
student interactions, participation, and knowledge.
Through the creation of flexible, heterogeneous groups with both language and content acquisition
levels of the students in mind, I will create an optimized learning environment that fosters the
participation of all students.
I will randomly draw numbered popsicle sticks to call on students in an equitable manner.
Lesson Topic:
K (What we know)
W (What we want to learn)
Maps help us find places.

Maps help us find the way.
Where is Alaska is on the map?

How to draw a map.
Maps show where places are.

Where is the United States is on
the map?
oceans
rivers
counties
Where is north?
Where is California on the map?
L (What we learned)
Find Hawaii on the map.

How many states are in the USA?
What do the legends mean on the
map?
INPUT: Provide Comprehensible Input
SDAIE-Modify use of text, use of technology
Provide a rationale for your selection of a strategy for providing comprehensible input for this lesson
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for this particular group of students/class.

I selected the strategy of providing comprehensible input to ensure that all students, including English
learners, struggling students, and students with IEPs have the required knowledge and skills to complete all
lesson objectives. I included a PowerPoint presentation with pictures and definitions to introduce the
vocabulary of the lesson. I included the SDAIE strategy of incorporating technology to modify the use of text. I
used the document camera to project the reading for the lesson so that I can model the reading and point to
each word as I read the text to the class. Students will follow along and practice their reading and listening
skills.
Explain how your strategy incorporates EL students background.
Going over and listing vocabulary words supports EL students because it ensures that the students have an
opportunity to learn the new vocabulary of the lesson. I included a picture for each vocabulary word to provide
visual support for EL students to ensure their understanding of the concepts.
(Ideasselect several of these or add your own ideas.)
Go over vocabulary words which will be in the reading. List the key vocabulary words:
Use a PowerPoint presentation to go over the key vocabulary terms of the lesson, (include a
definition and picture for each word).
Border - A border is a part where two places meet.
Coast - A coast is where land meets a body of water.
Distance - Distance is how far it is between two places
Island - An island is land that is completely surrounded by water.
Capital The capital is the city where the government is located.
Read page or view video clip (provide sources for getting the ten facts) Source Title:
Read Studies Weekly, Social Studies, Week 10 Where is the United States? (Print edition) with the
class, and project the text with the document camera so that students can read along.
See attached list of facts. Ask the students to give the facts they remember about map skills.
1. The United States is in North America.
2. Hawaii is a group of islands.
3. Stars are used on a map to show capitals.
4. The capital of California is Sacramento.
5. Hawaii is on the left side of the map.
6. The Pacific Ocean is off the coast of California.
7. New York City is the largest city in the United States.
8. We can measure the distance between two cities by measuring the number of miles.
9. There are three feet in a yard.
10. We can measure the distance between the classroom and the cafeteria in yards.
11. Canada is in North America.
12. The coast of California is close to the Pacific Ocean.
13. Canada and Alaska share a border.
th
14. Alaska is the 49 state.
15. Canada is North of North America.
16. Mexico is South of North America.
17. The Atlantic Ocean is on the right side of the map.
Informally check for understanding: Discuss the facts on map skills.

Be sure all students understand the facts by listening to responses, (using group pair share
strategy, etc.)
Explain here: Using Think-Pair-Share, students will discuss the facts from the list in with their elbow
partner.
MODELING
SDAIE: Demonstrations and modeling

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Provide a rationale for why you selected this strategy or manner of modeling the next lesson step
for this class.
Explicit modeling of the process ensures that all students know what is expected of them, and what
processes they have to do to accomplish the task. I will model each step of the task by drawing, writing,
and projecting it to guide students through the practice activity. I will also show an example of the finished
product. The modeling increases student understanding of the task and reduces confusion about the
assignment. The guided practice activity allows the students to become familiar and confident with the
task. The independent practice activity provides opportunities for the students to apply the concepts of the
task, listing facts about map skills, independently. The gradual release of responsibility and continuous
monitoring of student progress and understanding as students complete the task, allows me to adjust the
pace of the lesson to the needs of the students. Based on my observations while monitoring student
progress, I will reteach concepts the students struggle with as needed to the whole class or in a small
group environment.
English Learners benefit from explicit modeling because it reduces the task complexity, since the task is
broken down into clearly sequenced steps and demonstrated students are able to follow along. The use
of explicit modeling reduces language acquisition barriers.
Write the facts about map skills on the sample project and project it through the use of the document
camera as the students say them.
Tell the students that they are going to write these facts into their journals.
They will illustrate at least one of the facts on map skills at the top of the page.
Then they will write the title, Facts about Maps under the picture.
Next, they will write ten facts about map skills from the list created above.
Demonstrate each step by drawing/writing it on the projected sample page, as you describe it to
them.
Review simple sentence structure.
Show the students a copy of what the page should look like.
An example of the how the finished product in the student journal should look will be available to the
students.
TECHNOLOGY
Rationale: What technology did you use and how will it help EL learners gain an understanding of the
lesson standard?
I used a video as my anticipatory set because it includes both visual and auditory components. The inclusion
of multiple modalities increases the understanding of concepts and supports EL learners because it helps
them visualize concepts.
I used a PowerPoint presentation to introduce the vocabulary of the lesson, the inclusion of pictures allows
me to support EL students better and helps them understand the vocabulary because they can visualize the
words.
By projecting the text with the use of a document camera and LCD projector, I can model the reading of the
text and students can following along as I read the informational text. The document camera also allows me
to model each step of the task. As I write the fact on the journal paper, the students can visualize each step
as they follow along.
CHECKING FOR UNDERSTANDING/PROGRESS MONITORING

EL/SDAIE: Questioning
Provide rationale for selecting a strategy for checking for understanding (Progress Monitoring) and
guided practice for this group of students/class.
The diversity of the class will cause students to move through the task at different rates. By asking several
students to repeat the directions, I will ensure that all the students understand each step of the task. By using
the checking for understanding strategy, by monitoring progress, and through the provision of guided practice,
I can closely monitor which students understand the concepts and which students need additional practice or
guidance. I will check the students work and provide oral and written feedback to ensure that all students
understand the concepts. These strategies help me to continuously assess student learning and adjust the
pace of the lesson based on the needs of the students. If students struggle I can reteach a concept in a small
group or to the whole class as needed.
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Ask several of the students to repeat the instructions they have been given.
The students will first write a rough draft of their facts. Check on the students as they work.
Continue to check for understanding of the facts related to map skills through the use of questioning
strategies both during and after the task is completed.
GUIDED PRACTICE STRATEGY
The teacher will check for accuracy while students are working on the assignment and provide written
and oral feedback.
Students will share their facts with their elbow partner and edit for capitals and punctuation.
Check each students work, and edit as necessary before the students make their final copy.
Be sure to check for spelling, punctuation, capitalization, and sentence structure.
Once their final edits have been made, the students will copy the final work into their journals.
7. CLOSURE
EL/SDAIE: Questioning for review
Ask students to share what they wrote for their facts.

Ask them to show their pictures.
Go back to the KWL chart and ask the students what they have learned about maps skills that we studied
today.
Fill in the L section of the chart.
Ask some specific questions about the map facts. Examples: (What ocean is on the coast of California?
Where is Canada? What is the capital of California?)
Call on some of the students to define the vocabulary terms.
Learning facts about map skills.
K (What we know)
Maps help us find places.
Maps help us find the
way.
Maps show where places
are.
How to draw a map.
Where is the United

States on the map?
Oceans
Where is California on
the map?
Find Hawaii on the map.
rivers
How many are states in

the USA?
What do the legends
mean on the map?
counties
W (What we want to
learn)
Where is Alaska on the
map?
Where is north?.
L (What we learned)
The United States is in
North America.
Mexico is south of the
United States.
Canada in north of the
United States.
Q (What new questions

emerged?)
Who makes the maps?
How big are maps?
What is the distance
between New York and
Yucaipa?
France is not in North

America.
New York has the most
people in the United
States.
Borders are between
countries.
The islands of Hawaii
are in the Pacific
Ocean.
Ask the students if anyone has anything to add about what they have learned about map skills.
Remind the students about key elements of the facts they have listed and what they now have learned.
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8. INDEPENDENT PRACTICE
Provide a rationale for the independent practice assignment/homework you have assigned based on
what you know about this class.
The final activity of the lesson is a homework assignment, where students find and list 5 additional facts in
their journals. Students also draw a picture about one of the facts. The lesson gradually releases the students
to the task. The independent homework activity is an extension of the activity the students did in class. No
new components are introduced; the activity provides an opportunity to check if the students are able to
complete the task independently and show that they mastered the concepts of the task.
Assign the students the project writing 5 more facts in their journals. They will also be asked to look for more
pictures to add to the journal.
Tell the students that the work they do at home is to be done as neatly as it was done in class today. They
need to use good penmanship, correct spelling, sentences, correct capitals, and punctuation.
The homework will become part of their journal on map skills to be shown to their parents at the open house.
9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION (Submit Student List Page with this lesson
plan. Include detailed description of three key special needs students that you are making
adaptations for in the three areas below.)
Color highlight the strengths, weaknesses, and your adaptation
Red- Weakness
Green Strengths
Yellow - What you are doing about both strengths and weaknesses.
Describe EL Focus Student (Donald)

Include several (at Least 3) of the following data points:
Linguistic Background, home language, approx. level of lang. proficiency, learning style/modality preferences,
personal interests, and any other behavior or cultural factors to consider in planning instruction. What did the student do
that gave you this impression?
Linguistic Background: Student grew up in Mexico and came to the United states 1 years ago.
Home Language: Spanish
English Acquisition Level overall: Intermediate
English Acquisition Level reading: early intermediate, oral fluency rate 23 words per minute.
English Acquisition Level writing: early intermediate
English Acquisition Level listening: early advanced
English Acquisition Level speaking: intermediate
Learning style/modality preferences: visual, kinesthetic, and small group
Personal interests: The student enjoys sports and physical activity; he likes playing video games and watching
television.
Other behavior: The student is very outgoing and social in group activities and on the playground. The student is well
adapted to the class and has many friends. The student loves to share personal experiences orally. The student struggles
with reading and writing tasks and has difficulty focusing during those types of assignments.
Cultural factors: The student is not very self-reliant and does not perform well on independent tasks. The student
struggles with completing tasks that require multiple steps. He needs lots of modeling and guidance, his cultural and
family background is grounded in the belief that children need to be self-reliant and independent by a later age.
Prescribe /Describe Three Potential Adaptations for Instruction
Link each adaptation to a specific characteristic of this students needs. Link to specific parts of standard /objective.
1.
Because the student is at an early intermediate level in reading and writing and works well in a small
homogenous group environment, I will introduce the vocabulary to the student in a small group activity before
the lesson. The student will add the vocabulary words to his student glossary list and practice reading and
writing the words in a supportive small group.
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2.
Because the student has difficulty focusing during writing activities, I will provide sentence frames for the
student.
______________ is _____________.
_____________ are _____________.
3.
Because the student is very social and loves to share experiences orally, the student will participate in ThinkPair-Share activities with a native speaker to further strengthen his academic language skills, and build his
confidence in the application of oral academic language.
Provide Rationales for each Adaptation

Link each rationale to each of the three adaptations and student characteristics you mentioned concerning this students
learning. Be specific so that reader can easily see the connections between your decisions and the student needs. (You
can include links to theory/frameworks, or text resources if appropriate.)
1.
Preteaching the vocabulary in a small homogeneous group environment and providing opportunities for the
student to practice reading and writing the vocabulary words and adding them to his personal word list
supports the students acquisition of vocabulary and provides additional opportunities for the student to
practice and apply the vocabulary in a non-treating learning environment. The ELA and ELD frameworks both
emphasize the importance of systematic vocabulary development in the content areas.
2.
Since the student struggles with writing and often has difficulty focusing during writing activities, I will
scaffold the task of writing ten facts about maps skills by providing sentence frames for the student.
3.
The implementation of oral Think-Pair-Share activities supports the student's acquisition of academic language
skills, through the use a heterogeneous grouping, I will pair the student with a fluent supportive native English
speaker, which will provide opportunities for the student to apply and practice the academic vocabulary of the
lesson in a non-threatening environment.
Rational for making Adaptations Sentence Frame

Because the student is weak in the skill of vocabulary acquisition and in writing, which is linked to standard W.2.2
writing of informative text and use of facts and definitions, I selected this particular instructional focus of
introduction and practice of vocabulary in a supportive small group environment.
Because the student has strength in the areas of speaking and social small group interactions, I chose the adaptation
of an oral Think-Pair-Share activity with a supportive native speaker. Because several students are weak in the
skill of academic vocabulary development, I am selecting the strategy of presenting the vocabulary of the lesson
through a PowerPoint presentation, which allows the inclusion of visual representations of the vocabulary words,
which strengthens the vocabulary acquisition through the inclusion of multiple modalities, linguistic, visual,
auditory.
Technology: What tool did you select?
Provide the rationale for why you selected this tool. Link to students level of proficiency and learning needs.
Because of the students early intermediate acquisition level in reading and writing and the student's difficulty to
perform tasks that require multiple steps independently, I chose to integrate visual aids through the use of a document
camera with LCD projector. This will help me explicitly model each step and show the student exactly what he will do.
I will also to integrate a PowerPoint presentation to present academic vocabulary and show pictures of each vocabulary
word.
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Describe Focus Student Presenting Instructional Challenge (Walter)

Include several (3+) of the following data points:
Home Language: English
IEP: for Speech and Language Impairment, the student struggles with the production of consonant clusters, the correct
voicing of e.g. p, t, and /k and /g.
Reading level: 1.2 struggles with comprehension and vocabulary
Learning style/modality preferences: visual and auditory
Personal interests: The student likes to draw and paint, watch television, play video games, and play or work on the
computer. His favorite part of class is when the teacher reads a story.
Other behavior: The student has great difficulty fitting in socially, he is very shy and introverted, does not like to
participate in groups, and often does not complete the assigned tasks. He is often lost and does not know what to do
when he is assigned activities. The student struggles with tasks that require multiple steps and is not able to work
independently.
Prescribe /Describe Three Adaptations for Instruction
1. Because the student is very shy and introverted and struggles with social interactions, I will incorporate peer
mentoring activities with one of the gifted students who is also very intro introverted but very caring and supportive.
2. Because the student struggles with oral language skills and the production of consonant clusters, I will assign the
student work in paired activities with his peer mentor instead of assigning the student to work in small groups.
3. Because the student loves listening to stories, being read to, and using the computer, I will modify the assignment
and have the student use the web-based version of the reading assignment, here the student can read at his own pace
and have the sentences read to him. Provide extra time to complete the assignment.
1. Successful social interactions and feeling comfortable in the classroom environment are integral parts of student
success. The student is severely impacted by his affective filter, the social anxiety caused by the social interaction on
the playground and in small groups in the classroom greatly impacts his learning. By working with a peer mentor, a
gifted, caring, and patient student who loves to help others, the student will be able to build his confidence and slowly
establish social connections within the classroom and beyond.
2. The student does not work well in groups, he is embarrassed about his oral language skills and struggles with the
production of consonant clusters, correct voicing of e.g. p, t, and /k and /g. To increase the student's participation and
provide a non-threatening environment for the student to practice his oral language skills in the classroom I will have
the student work in a pair with the peer mentor instead of participating in small heterogeneous groups.
3. The student needs successful learning experiences to build his confidence and sense of belonging. Since the student
loves to work on the computer and likes to listen to stories, I will provide the student with the web-based version of the
text so that the student can read along aloud with the computer and practice his oral language skills.

Because the student is weak in the skills of social interaction and oral language production, which are linked to
standard CCSS.ELA-LITERACY.SL.2.1, I selected this particular instructional focus of peer mentoring and paired
activities.
Because the student has strength in using technology, I choose the adaptation of using the web-based interactive version
on the text. Because several students are weak in the skill academic vocabulary acquisition, I am selecting this strategy
of comprehensive input for vocabulary instruction and the inclusion of visual representations.
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I selected the interactive web-based text of the reading for the lesson because it allows the student to work at his own
pace and read the words along with the computer and practice his oral language skills without the stress of social
interactions and the fear of embarrassment when he cant produce the consonant clusters. Since the student likes to
work on the computer, the activity also serves as a motivational tool to get the student interested in reading and
speaking.
Describe Advanced Focus Student (Rita)
Home language: English
Reading Level: 4.0, oral fluency rate 119 words per minute on grade level appropriate text.
Learning style/modality preferences: verbal linguistic
Personal interests: Loves to read and write, participates in several after school activities, gymnastics, Chinese club, and
STEM club.
Other behavior: The student is often bored during instruction and becomes disruptive if not challenged; she is very
advanced, outgoing, and therefore completes the tasks of the lessons at a much faster pace than most of the students in
the class. The student was completing a puzzle during the language arts lesson. The student thrives when challenged;
she is capable of performing critical thinking and analysis tasks independently. The student has no patience when other
students dont understand the concept. She does not work well in groups and needs additional practice collaborating
with others.
Prescribe /describe Three Adaptations for Instruction
1. Because the student is able to read at an oral fluency rate of 119 works per minute at a 4th-grade level, has strong
comprehension skills, and works at an advanced pace, I will provide supplemental reading materials at the students
level for the tasks of the lesson. I will provide opportunities for the student to perform additional research and compile
a list of 10 or more complex facts.
2. Since the student does not work well in heterogeneous groups, I will assign the student to a homogeneous group with
advanced and gifted students. The student will collaborate with her peers to strengthen her collaboration skills and to
practice incorporating materials from multiple sources.
3. Because the student is able to perform critical thinking and analysis tasks independently and work at an advanced
pace, I will increase the complexity of the task for the student and will have the student work in a small group during
the step by step modeling portion of the lesson. The student will be performing more complex tasks in the small group
and perform additional research using the Internet.
Provide a Rationale for each Adaptation
1.
Because the student has strong reading and writing skills, tends to finish early and gets bored, I will provide
supplemental resources that the students level to increase the complexity of the task and keep the student
challenged.
2.
To strengthen the students group interaction and collaboration skills, I will provide additional opportunities
for the student to practice the skills in a homogeneous group setting with advanced and gifted students.
3.
Because the student is able to perform critical higher order thinking and analysis skills, I will increase the pace
of instruction for the student and have the student analyze multiple resources to find the facts.
34
Rationale for making Adaptations Sentence Frame

Because the student is weak in the skill of collaboration with others, which is linked to CCSS.ELA-LITERACY.SL.2.1
standard or standard concept, I selected the instructional focus of homogeneous small group instruction to provide
additional opportunities for the student to practice collaborating in a small group.
Because the student has strength in the area of critical thinking and analysis skills, I chose the adaptation of providing
supplemental resources at the students level. Because several students are strong in reading and writing and advanced
critical thinking skills, I am selecting the strategy of homogenous small group instruction to provide them with
opportunities to incorporate multiple sources into their research about 10 facts about map skills.
The student will use additional resources, including the Internet, to perform additional research about the task and
compile a more complex and detailed list of facts. I selected this tool because it provides opportunities for the student to
apply her analysis and critical thinking skills.
10. ATTACHED STUDENT WORK:

The students will list their 10 facts and one picture about the facts about map skills of North America in their
social studies journal folders. The students will add 5 additional facts as part of the assigned homework
activity. The final journal entries will be shared with the class and exhibited on a special bulletin board.
11. THEORETICAL OVERVIEW: Provide an overview of the theoretical basis

This direct instruction lesson is based on the behaviorist learning theory. Direct instruction was utilized
because the students lack knowledge; therefore, the knowledge needs to be given to them in an explicit
manner. Scaffolding was used in writing facts and projecting the facts with the document camera, in order to
guide the students in writing their facts using complete sentences. Scaffolding was used in writing and
projecting the facts with the document camera in order to guide the students about Map Skills of North
America using complete sentences. Scaffolding was also used by reading the text to the students and having
the students follow along. Direct instruction is an effective teaching strategy to introduce students to the
collection of factual information. The change of behavior induced by the lesson is that students will be able to
write and orally present 10 facts about Map Skills of North America by the end of the lesson. This lesson
serves as a foundational lesson, which builds critical basic knowledge required for additional lessons that are
part of the unit about Map Skills of North America.
35
Student Work Sample Facts about Maps
36
Structure of Knowledge
Note: Please Use the new version of cognitive taxonomy.
Cognitive
Level
Rationale for using this Lesson Model in relationship to the cognitive level.
Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
thinking.
Creating
Evaluating
Analyzing
Appling
Understanding
Remembering
I used a direct instruction lesson for this standard because the students lack the knowledge
required to complete the tasks of the lesson and need to be systematically presented with the
information. They also need to be introduced to each part of the task. The low complexity of
the lesson lends itself to an introductory lesson for the unit and will build baseline skills the
students can apply throughout the unit.
37
Instructional Preparation Reflection Checklist

Complete the following reflective checklist for each lesson in your unit. You can add
or delete items in the checklist. This is to help you become aware of the components
you have included in your lessons which will also help you write your commentaries
for the EdTPA tasks.
Lesson Summary of Instructional Preparation
Adaptation Features for Focus Students
Link all Adaptations to Lesson Objective/Standard
Select and explain only what you used in each box and why. Delete the unused ideas.
Preparation
Scaffolding
Grouping
Adaptation of Content
The content was adapted for
EL students, students with
special needs, and GATE
students.
Modeling
The facts were written
down and projected with
the document camera to
model proper sentence
structure. Each step of
the task was
demonstrated.
Whole group
participation in the
creation of the KWL
chart and the listing of
the first 3 facts.
Background Knowledge
was built and assessed at the
beginning of the lesson
through the use of the KWL
chart.
Guided Practice
The students were guided
through the recording of
the first few facts.
Flexible Small
groups
The students worked
in small groups to
brainstorm facts for
the KLW chart and to
review their writing.
Independent Practice
The students recorded
the remaining facts
independently and listed
5 additional facts as
homework.
Pairs were used in

Think-Pair-Share
activities where
students shared their
facts with elbow
partners.
E-resources
YouTube video
https://youtu.be/b0cjSXC2rHE
Comprehensible Input
The source text was read
to the students and the
students read along.
Integration of Processes
o Reading
o Writing
o Speaking
o Listening
o Viewing
o Vocabulary
Students read the reading
materials of the lesson; they
engaged in speaking
activities discussing facts in
small groups. The students
listed 10 facts in writing,
practiced and applied
vocabulary for the lesson and
viewed images to support
their acquisition of
vocabulary.
Application
o Meaningful
o Linked to objectives
o Engaging
o Active Learning
Works Independently
Students worked
indecently listing the
remaining facts in their
journals.
Assessment
o Rubric
o Written
o Oral
o Formative
o Checklist
The assessment of
the lesson was
completed through a
project rubric, which
assessed the final
written product of the
lesson. An
observational
checklist was used to
assess oral skills and
serve as a formative
assessment tool to
adjust the pacing of
the lesson.
Strategies Used
- Direct Instruction
- Explicit modeling
- Explicit introduction of
vocabulary
Resources Selected
Studies Weekly Print edition
Week 10
Where is the United States?
The final product of the

lesson, an illustrated
journal entry, was linked
nd
to 2 -grade learning
objectives and provided
meaningful facts and
applied content
vocabulary.
Adaptation
o Advanced
o EL
o Special Needs
Adaptations were
provided for each
group of students to
tailor the lesson to the
specific needs of the
students.
Objective
o Linked to
Standard
o Integrated with
Language Arts
o Age Appropriate
The lesson was linked
nd
to 2 -grade social
studies and Common
Core Language Arts
standards and
incorporated
nd
appropriate 2 -grade
resource materials.
38
Notes for next lesson:

o
Strengths/Weaknesses of Lesson based on your data from students and the assignment results
etc.
Strengths of the lesson: the comprehensive input was very effective. Most of the students, except for the
student with the IEP, were able to complete the lesson successfully. The explicit vocabulary instruction
was also very effective. The use of various small group and paired activities was effective.
Weaknesses: It was difficult to adjust the pace of instruction to the specific needs of the students because
such a large part of the lesson was modeled.
Students needing more help

The student with special needs requires continuous additional support. The 4 English Learners need
additional support in vocabulary instruction.
Content adaptations
Content adaptations are needed for the student with special needs who is also a Tier 3 struggling reader,
the 4 English Learners, the three Tier 2 struggling readers, and the 3 GATE students.
Reading skills
The students in my classroom exhibit a wide range of reading skills. Reading levels range from a GE of
1.0 to 4.3. To better support all students I will provide supplemental reading materials at the students
levels.
Vocabulary clarification
Incorporate vocabulary clarification activities; provide opportunities for students to record words they dont
understand in the reading in their vocabulary lists. Incorporate lesson vocabulary into the word wall.
Note: In order to receive all points all lesson components must

be submitted.
39
CONCEPT ATTAINMENT LESSON PLAN FORM

California Baptist University School of Education
North America Here we Come!

Concept Attainment Lesson
Lesson Number 2
Note: Clarity and ease of locating each lesson is what is needed.
2. MATERIALS/PREPLANNING (5 points)
Materials must include examples and non-examples of the concept being taught.
rd
McMillan-McGraw-Hill, California Vistas People and Places,3 grade social studies textbook. (pages
116-125)
Laptop connected to LCD projector
Document camera
Social studies journal
Color pencils and markers
Vocabulary List key vocabulary terms

country: The land and the people who live there.
Example: The United States of America is our country.
continent: A very large piece of land.
compass rose: A symbol on a map that points to the letters N, S, E, and W.
state: A part of a country.
Example: The state of Alaska is one part of the United States.
absolute location: The exact spot where something is.
Example: The absolute location of our school is 11020 Sunnyside Dr. in Yucaipa, CA
Literature List supporting literature or reading materials
North America, New True Books: Geography, by Libby Koponen.
Explore North America (Explore the Continents) by Molly Aloian and Boobie Kalman
40
2. OBJECTIVE (10 points) Must contain the word concept You should be able to know this lesson
will be on developing a concept by reading the objective.
After the lesson on the concept of countries in North America students in grade 2 will be able to state
both orally and in writing the correct definition of countries in North America with 95% accuracy.
Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)
This is a composition lesson. Students will be taking notes and collecting and analyzing information about
countries in North America to write and present a definition of the term. Appropriate uses of language
conventions (spelling, grammar, and punctuation) are furthermore critical.

2.2
3. Label from memory a simple map of the North American continent, including the countries, oceans,
Great Lakes, major rivers, and mountain ranges. Identify the essential map elements: title, legend,
directional indicator, scale, and date.
State Blooms Level on the Taxonomy in Bold Type Application/ Analysis
CCSS ELA Standard

CCSS ELA Standard
RL.2.1 Ask and answer questions as who, what, where, when, why, and how to demonstrate
W 2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to

Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.*
ELD Standard(s) 9. Presenting
o Emerging
Plan and deliver very brief oral presentations (e.g., recounting an experience, retelling a story,
describing a picture).
o Expanding
Plan and deliver brief oral presentations on a variety of topics (e.g., retelling a story, describing an
animal).
o Bridging
Plan and deliver longer oral presentations on a variety of topics and content areas (e.g., retelling a
story, recounting a science experiment, describing how to solve a mathematics problem).
41

Students will apply academic language in both speaking and writing tasks and will demonstrate the use of
appropriate vocabulary, language functions, and syntax. Students will participate in academic discourse and
demonstrate command on the concepts taught.

The content and language of this lesson will focus on the understanding of the concept of attributes of
countries in North America, as demonstrated through active modeling, and explicit examples and nonexamples of the concept. As a result of this lesson, students will be able to identify main ideas and details,
which represent countries of North America. Furthermore, students will also be able to analyze and compare
ideas.
3. ASSESSMENT (10 points)

This lesson will be assessed by the written definition in the student journal. The definition must
include three descriptors and three examples of the term/concept countries in North America.
Students will also be assessed informally by listening to their oral presentations of the concept of
countries of North America. Informal observations will be recorded in an anecdotal observation log.
Project Rubric
4 Advanced
Journal description
includes more than three
accurate descriptors.
Journal description
accurate examples or
non-examples of the term.
Consistently forms all
letters correctly,
Handwriting is always
easy to read.
Consistently uses proper
grammar and punctuation.
3 Benchmark
Journal description
includes three accurate
descriptors.
Journal description
examples or nonexamples of the term.
Most letters are formed
correctly. Handwriting is
easy to read.
Mostly uses proper
2 Basic
Journal description
includes two accurate
descriptors.
Journal description
examples or nonexamples of the term.
Some errors in letter
formation. Letters formed
incorrectly. Handwriting is
somewhat difficult to read.
Sometimes, uses proper
1 Below Basic
Journal description
includes one accurate
descriptor.
Journal description
example or non-example
of the term.
Many errors in letter
formation. Incorrect letter
formations. Handwriting is
very difficult to read.
Often does not use proper
4. MOTIVATION FOR LEARNING ANTICIPATORY SET (5 points) Be creative!!!! Must motivate for
learning!
Introduce the concept of counties of North America. The United States in one of the countries of
North America here is a slide show and sing-along song about the United States.
At the beginning of the lesson, I will show the students a slide show with a sing-along song called my country,
the United States. After students watch the slide show they will participate in a class discussion about their
country and what makes their country special to them. Students share their experiences.
This is my country, slide show and sing along song. https://www.youtube.com/watch?v=AjFFjfn0xMY
42
5. PURPOSE (5 points)
Boys and girls, today we will be learning about countries in North America. It is important to
understand about countries in North America because countries are the places where people live or
are born.
8. LESSON BODY (35 points)

Provide a rationale (justify reason) for using this lesson model.
This lesson model will help form and solidify student knowledge of the concept of countries in North
America. I will demonstrate the concept by providing a definition of the word country. I will also provide
examples of countries in North America and include visual representations. The lesson model will provide
students with an applied in-depth understanding of the concept of countries in North America.
Additionally, students will participate in a group discussion about the different examples. Students will
evaluate their understanding of countries of North America and understand differences and similarities
between different countries. Furthermore, students will understand and apply the definition of this
geography concept, apply the concept in their daily lives, and make personal connections with the
concept.
Prior to starting the lesson body do the following:

Restate the Objective in Kid terms
After this lesson about countries in North America, you (students) will be able to write and tell the
definition of a country in North America.
Mark SDAIE in bold type where it applies.
Note: The Concept Attainment lesson has 6 steps. Follow them exactly as follows:
Step One- Definition:
The teacher must introduce the concept by name and define it.
Today we will learn about countries of North America. The United States is a country in North America. The
United States is on the continent of North America. There are 23 countries in North America.
Definition of concept: Countries in North America.
Give several key attributes of the concept that are age appropriate and scientifically correct!
Today we are going to study the concept of countries in North America.
According to the dictionary country means:
A country is the land and the people who live there.
A country is the land of a person's birth, residence, or citizenship.
A country is represented by special symbols, such as the flag.
A country in North America is on the continent of North America.
Step Two - Examples:
Bullet each example and leave space between each new example.
The teacher must present (5 6 ) examples of the new concept.
Continue this format for 5-6 examples. Fully script each statement. The repetition is the key to
teaching this lesson well.
However, Do not just copy and paste for each example.
43
This is a picture of the map of the United States of America.
The United States of America is a country. It is a country because it is the land where many
people live and where born.
The United States is a country; 50 states are part of the country of the United States.
The United States is a country on the continent of North America.
The United States is a country of North America.
The United States is a country, which is represented by the symbol of the United States flag.
This is a picture of the map of Mexico.
Mexico is also a country because it is the place where people live, and were born.
Mexico is a country on the continent of North America.
Mexico is a country of North America.
Mexico is a country; many states make up the country of Mexico
Mexico is a country, and it is represented by the symbol of the Mexican flag.

44
This picture shows the map of Canada.
Canada is a country. It is the land where many people live there.

Many people were born the country of Canada.
Canada a country of North America, it is on the continent of North America.
The flag of Canada is a symbol that represents the country.
This is a map of El Salvador.
El Salvador is a country; many people live in El Salvador.

Many people were born in the country of El Salvador.
Many states are part of the country of El Salvador.
El Salvador a country of North America, it is on the continent of North America.
The flag of El Salvador represents the country.
45
This is a map of Guatemala.
Guatemala is a country; many people live on the land in Guatemala.

Many people were born in the country of Guatemala.
The country of Guatemala is made of many states.
Guatemala is on the continent of North America; it is, therefore, a country of North
America.
The country of Guatemala is represented by the flag of Guatemala.
This is a map of Honduras.
Many people live in the country of Honduras.

Many people were born in the country of Honduras.
Honduras is a country in North America; it is on the continent of North
America.
The country of Honduras is represented by the flag of Honduras.
Step Three - Non-examples:

Bullet each non-example and leave space between each new example.
Give, 5 or so, non-examples with reasons why they are not examples of the concept.
Give 5 more examples of what is not an example of the concept and the reasons why it is not. It is very important
to go over each item and compare and contrast them so students can clearly understand the concept.
46
This is an ocean, the Pacific Ocean.
It is not a country because it is not land it is water.

It is not a country of North America because people do not live in the Pacific Ocean.
This is not a country of North America because people were not born in the Pacific Ocean.
This is not a country because there is no flag is representing the Pacific Ocean.
This is a picture of the map of France.
France is not of a country of North America.

France is a country; it is land where many people live.
Many people were born in France. France is a country.
France is not a country of North America. France is not on the continent of North America. France is in
Europe.
This is a picture of the map of California.
California is not a country; California is a state.

It is not a country because it is made up by only one state.
California is land where many people live and were born.
California one state of the fifty states in the United States of America.
47
This is a picture of the map of Europe.
Europe is not a country of North America. Europe is a continent.

Europe is land where many people live and where born.
Europe is not a country on the continent of North America. Europe is on the continent of Europe and
not on the continent of North America.
Europe is made up of many countries and not states.
The continent of Europe is not represented by a flag.
This is a picture of the map of the Mississippi River.
This is not a country; this is not land where many people live.
It is a river, which is water.
Many people were not born in the Mississippi River.
The Mississippi river is in the country of the United States of
America.
The Mississippi river is on the continent of North America.
There is no flag that represents the Mississippi river.
Step Four - Mixed Examples:
Bullet each mixed example and leave space between each new
example. Present them and ask students to distinguish between them. Give 5 mixed examples with
clear responses of why and why not.
Here is a map of the country of Mexico. This is an example of a country in North America. It is a country
of North America because it is land, where many people live or were born, and it is on the continent of
North America.
This is a picture of a map of Europe? It is not an example of a country in North America because Europe
is a continent, made up of many countries and not one country. Europe is on the continent of Europe and
not a country of North America.
48
This is a picture of the map of the United States. The United States is an example of a country of North
America, it is land where many people live and were born, and it is on the continent of North America.
This is a picture of the Pacific Ocean. This not an example of a country in North America. It is not land
on which many people live or were born. The Pacific Ocean is water and not land.
This is a picture of the map of Guatemala. Guatemala is an example of a country in North America.
Guatemala is a country because it is land where many people live and were born. Guatemala is on the
continent of North America. Therefore Guatemala is a country of North America.
Vocabulary. This is where students have a chance to develop the correct

terms/vocabulary and really own the terminology.
Step Five - Redefine Concept:
The teacher must ask students to define the concept in their own words. You should have given
several clear attributes of the concept that students can easily repeat and write in their journals. Now
it is their task to write the new term with the meaning and description in their journal under the
vocabulary for this unit.
They could also illustrate the term and give various examples and non-examples. Let them be creative
in how they enter the vocabulary terms. This will help them remember the vocabulary and make it
useful for them.
You could say: (Word this part according to the group you are addressing)
Boys and girls turn to your partners and say the definition of country of North America in your own words.
This is your chance to practice saying (rehearsing this new term. Be sure you both state the definition and
give several good examples and state why they are good examples.
Fully script 2 or 3 student responses.
Now, have them write the definition in their own words in their journal.
Next please take out your journals and enter this term countries of North America.
Also write the definition in your own words and give several examples. Explain how countries of North
America is used and where it is located on the map. Etc.
Student 1: The United States is a country of North America. It is land where many people live. The United
States is a country on the continent of North America. A country of North America is a place where many
people live or are born.
Student2: The Mississippi River is not a country in North America. The Mississippi river is a river and not land
where people live or were born. The Mississippi river is a river, which water. The Mississippi river is in the
United States; the Mississippi River is a river in North America.
Lesson Step Six - Student Examples:

The teacher must ask the students to find or suggest additional examples of the concept to show
their understanding.
Boys and girls, now you are ready to own this concept. You are the experts, so your task is to find more
examples. You could look in the books I have gathered in our classroom library or on the internet. You
could look at an atlas or the websites on the map section of our classroom web page on the Internet.
You might find more examples in your social studies textbook, the Studies Weekly newspaper for
this week, or our textbook and the books in our classroom library. ( Give them several places to
find more examples of this concept. The more they see where it belongs, the better they will come
to understand and be able to use the vocabulary.)
49
Step Seven Response to Learning the Concept:

Using the EL/ELA Standards State the expected response in the four language arts areas to learning
based on the EL/ELA objectives and the Social Studies content of the lesson body.
ELD Level Emerging Response to learning:

Listening Students will be able to demonstrate active listening to read-alouds and oral presentations by
asking and answering basic questions, with oral sentence frames and substantial prompting and support.
Speaking: Students will be able to exchange information and ideas and Contribute to conversations and
express ideas by asking and answering yes-no and whquestions and responding using gestures, words, and
learned phrases.
Reading: Students will be able to read and view closely and describe ideas, phenomena (e.g., plant life
cycle), and text elements (e.g., main idea, characters, events) based on the understanding of a select set of
grade-level texts and viewing of multimedia, with substantial support.
Writing: Students will be able to write very short literary texts (e.g., story) and informational texts (e.g., a
description of a volcano) using familiar vocabulary collaboratively with an adult (e.g., joint construction of
texts), with peers, and sometimes independently.
ELD Expanding Response to learning:

Listening: Students will be able to demonstrate active listening to read-alouds and oral presentations by
asking and answering detailed questions, with oral sentence frames and occasional prompting and support.
Speaking: Students will be able to exchange information and ideas and contribute to the class, group, and
partner discussions, including sustained dialogue, by listening attentively, following turn-taking rules, asking
relevant questions, affirming others, and adding relevant information.
Reading: Students will be able to read and view closely and describe ideas, phenomena (e.g., how
earthworms eat), and text elements (e.g., setting, events) in greater detail based on understanding of a
variety of grade-level texts and viewing of multimedia, with moderate support.
Writing: Students will be able to write short literary texts (e.g., a story) and informational texts (e.g., an
explanatory text explaining how a volcano erupts) collaboratively with an adult (e.g., joint construction of
texts), with peers, and with increasing independence.
ELD Bridging Response to learning:

Listening: Students will be able to demonstrate active listening to read-alouds and oral presentations by
asking and answering detailed questions, with minimal prompting and light support.
Speaking: Students will be able to exchange information and ideas and contribute to class, group, and
partner discussions, including sustained dialogue, by listening attentively, following turn-taking rules, asking
relevant questions, affirming others, adding pertinent information, building on responses, and providing useful
feedback.
Reading: Students will be able to read, closely, and describe ideas, phenomena (e.g., erosion), and text
elements (e.g., central message, character traits) using key details based on understanding of a variety of
grade-level texts and viewing of multimedia, with light support.
Writing: Students will be able to Write longer literary texts (e.g., a story) and informational texts (e.g., an
explanatory text explaining how a volcano erupts) collaboratively with an adult (e.g., joint construction), with
peers and independently.
7.CLOSURE (5 points)
Gather students at the discussion table or on the rug. It is now the end of the day and students
are prepared to go home. Wrap up the learning with a chance for students to practice key
learning once again. In this case, it will be the new concept you have introduced.
Provide something like the following dialogue:

Boys and girls, please come to our talking circle. We have much to discuss.
Today we studied the concept of counties of North America. Now it is your turn to own this
50
information. Lets practice saying what we have learned about countries of North America.
Who would like to begin?
Continue this dialogue until students have rehearsed their learning several times.
End with each student stating the learning to the person next to him/her.
8. INDEPENDENT PRACTICE (5 points)

Provide a rationale/justification for your choices.
The independent practice activity of finding three additional examples or non-examples of the concept of
countries of North America provides students with an opportunity to apply the concept independently and
demonstrate that they understand and can apply the concept. The activity is appropriate for an
independent practice activity because it introduces no new concepts and is consistent with the concepts
students learned in class. Students engage in independent research and analysis tasks and demonstrate
their understanding of the concepts by applying the concept in their research. Students demonstrate their
skills in writing by adding three additional examples to their journals. Students draw a picture of one of
their examples thus demonstrating a deeper understanding of the concept of counties of North America.
The teacher assigns the students the task of finding additional examples of the concept on their
own. For example, students can look in books, library or computer for additional examples.
Students for homework you will find three more examples of countries in North America and write them in
your social studies journals and draw a picture about one of the examples. You can use your social
studies books, books from the library or the computer to find more examples.
The teacher clarifies: write your additional examples or non-examples of the concept of countries of North
America in your social studies journal. Draw a picture for one of your examples. Please remember to write
complete sentences and use your best grammar and spelling.
51
9. ADAPTATIONS/ DIFFERENTIATION OF INSTRUCTION (10 points)

How will you meet the learning needs of all students in the group? Provide specific strategies that
might be used for each type of learner. Provide a rationale by answering How and Why for each
student group. Attach Student List with descriptions of the 3 key students you are addressing below.
Red- Weakness
Green Strengths
television.
Other behavior: The student is very outgoing and social in group activities and on the playground. The student is well
adapted to the class and has many friends. The student loves to share personal experiences orally. The student struggles
with reading and writing tasks and has difficulty focusing during those types of assignments.
1. Because the student is at an early intermediate level in reading and writing and works well in a small
homogenous group environment, I will preteach the vocabulary to the student in a small group. The student
will add the vocabulary words to his personal vocabulary list and practice reading and writing the words in a
supportive small group.
2. Because the student struggles with writing, I will provide the student with additional support in writing by
asking the English learner tutor to work with the student when writing his definitions and examples.
3. Because the student is very social and loves to share personal experiences orally, I will provide the student
with opportunities to present and share his examples in a supportive, heterogeneous small group environment.
To provide extra opportunities for the student to practice your oral language skills.
1.
2.
3.
Preteaching the vocabulary in a small homogeneous group environment and providing opportunities for the
student to practice reading and writing the vocabulary words and adding them to his personal word list
supports the students acquisition of vocabulary and provides additional opportunities for the student to
practice and apply the vocabulary in a non-treating learning environment. The ELA and ELD frameworks both
emphasize the importance of systematic vocabulary development in the content areas.
Since the student struggles with writing, I will provide the student with extra support by the English learner
tutor. To ensure that the student receives additional 1:1 support in writing focused on the specific needs of the
student.
Encouraging the students social interactions and love of orally sharing experiences in a small group,
providing opportunities to share and present his examples in a supportive small group environment will
provide opportunities to practice and strengthen his oral language skills and apply academic vocabulary in
context.

1. Because the student is weak in the skill of vocabulary acquisition and in writing, which is linked to standard
W.2.2 writing of informative text and use of facts and definitions, I selected this particular instructional focus
of preteaching vocabulary in a small group.
2. Because the student struggles in writing I will provide additional support through the EL tutor to tailor the
support to the specific needs of the student.
3. Because the student exhibits strengths in social interactions and loves to orally share experiences, providing a
supportive small group environment to engage in these activities will strengthen the students skills.
52

Because of the students early intermediate acquisition level in reading and writing and the student's difficulty to
perform tasks that require multiple steps independently, I chose to integrate visual aids through the use of a document
camera with LCD projector. This will help me explicitly model each step and show the student exactly what he will do.
I will also to integrate a PowerPoint presentation to present academic vocabulary and show pictures of each vocabulary
word.

IEP: for Speech and Language Impairment, the student struggles with the production of consonant clusters, the correct
voicing of e.g. p, t, and /k and /g.
independently.
1.
Because the student is very shy and introverted and struggles with social interactions, I will include one on one
support activities with the teacher to strengthen the students self-esteem and provide targeted support in
speech production beyond the support provided by the speech pathologist.
2. Because the student struggles with oral language skills and the production of consonant clusters, I will provide
opportunities for the student to practice oral speaking and listening through a tape assisted device.
3. Because the student loves listening to stories, being read to, and using the computer, I will modify the
assignment to include a recorded oral presentation, where the student records himself, when he shares his
answers.
1.
2.
3.
Successful social interactions and feeling comfortable in the classroom environment are integral parts of
student success. The student is severely impacted by his affective filter, the social anxiety caused by the social
interaction on the playground and in small groups in the classroom greatly impacts his learning. To strengthen
the students oral language production skills before adding a social component, I will work with the student in
a one-on-one environment to ensure that the student becomes more comfortable in my classroom.
The student does not work well in groups, he is embarrassed about his oral language skills and struggles with
the production of consonant clusters, correct voicing of e.g. p, t, and /k and /g. The student will practice his
speaking skills through the use of a tape assisted device instead of participating in a small group.
The student needs successful learning experiences to build his confidence and sense of belonging. Since the
student loves to work on the computer, I will provide opportunities for the student to record his answers and
practice oral language skills.

Because the student is weak in the skills of social interaction and oral language production, which are linked to
standard CCSS.ELA-LITERACY.SL.2.1, I selected this particular instructional focus of one on one instruction with
the teacher to build the students confidence and reduce his stress level.
Because the student has strength in using technology, I choose the adaptation of providing the student with an
opportunity to record his answers instead of sharing them orally in a small group. The goal is to strengthen the students
53
self-confidence in his oral production ability and to provide additional stress-free practice opportunities.
I selected the adaption of having the student record his answers with the computer and practice his oral language skills
without the stress of social interactions and the fear of embarrassment when he cant produce the consonant clusters.
Since the student likes to work on the computer, the activity also helps to motive the student and will provide me with
additional work samples.

STEM club.
with others.
1. Because the student is able to read at an oral fluency rate of 119 works per minute at a 4th-grade level, has strong
comprehension skills, and works at an advanced pace, I will provide supplemental materials at the students level for the
tasks of the lesson. I will provide access to a Chromebook so that the student can do more in-depth research.
2. Since the student does not work well in heterogeneous groups, I will provide opportunities for the student to
collaborate with other students with the same interests, to strengthen the students collaboration skills and to provide
opportunities for the student to practice incorporating materials from multiple sources.
3. Because the student is able to perform critical thinking and analysis tasks independently and work at an advanced
pace, I will increase the complexity of the assignment for the student and will have the student work in a small group.
The student will be performing more complex tasks in the small group, perform additional research using the Internet,
and create a multimedia presentation to present her examples.
1.
Because the student has strong reading and writing skills, works at and advanced pace, I will provide
supplemental resources that the students level, including the Internet resources, to increase the complexity of
the assignment and keep the student challenged.
2.
To strengthen the students group interaction and collaboration skills, I will provide additional opportunities
for the student to practice the skills in a homogeneous group setting with advanced and gifted students.
3.
Because the student is able to perform critical higher order thinking and analysis skills, I will increase the pace
of instruction for the student and have the student analyze multiple resources to find the facts and create a
multimedia presentation to present their examples.
54

Because the student is weak in the skill of collaboration, which is linked to CCSS.ELA-LITERACY.SL.2.1 standard or
standard concept, I selected the instructional focus of homogeneous small group instruction to provide additional
opportunities for the student to practice collaborating and engaging in a small group.
Because the student has strength in the area of critical thinking and analysis skills, I chose the adaptation of providing
supplemental resources at the students level. Because several students are strong in reading and writing and advanced
critical thinking skills, I am selecting the strategy of homogenous small group instruction to provide them with
opportunities to incorporate multiple sources including Internet resources to create a PowerPoint presentation.
The student will use additional resources, including the Internet, to perform additional research about the task of
defining the concept of countries in North America and compile a multimedia presentation of examples. I selected these
tools because they provide opportunities for the student to apply her analysis and critical thinking skills and
demonstrate her learning in a product.
10. (10 points)
THEORETICAL OVERVIEW: Provide an overview of the theoretical basis for this lesson model
and a rationale for why you have selected this content for this lesson model. Link your rationale to
the specific lesson objective/standard cognitive level and corresponding descriptive words (i.e.,
analyze, compare).
This lesson is taught by using information processing theory, which is used to attain a specific
concept learned in class. Students learn a concept by being presented with the definition of the
concept. Then students are given examples and non-examples of the concept. Through repetition
of the attributes and visual representations of the concepts, students develop a deeper
understanding of the concept. Next, students encounter mixed examples. Finally, students
demonstrate understanding of the concept by researching and providing their own examples.
Students gradually develop their understanding of the concept through the use of visuals, concrete
examples, and non-examples.
55
Cognitive
Level
thinking.
Evaluation
Synthesis
Analysis
Application
The concept attainment model is based on providing students with opportunities to analyze the concept
of countries of North America to be able to organize and list examples that represent the concept
and examples that do not represent the concept.
The concept attainment lesson format is founded in the application of knowledge. Students apply the
definition of countries of North America to be able to determine which items fit the description and
based on a list of examples and non-examples the apply the concept.
Comprehension
Knowledge
11. ATTACHED STUDENT WORK (10 points)

Attach the work you have assigned for independent practice. You must do the assignment just as if you
were a student in your class. Use the appropriate paper, print, and line size suitable for the developmental
level of the class.
56
Student Work Sample Counties of North America
57

Preparation
o Adaptation of
Content
o Background
Knowledge
o Links to past
learning
The lesson continues the
studies of map skills from
lesson 1 of the unit.
o Strategies Used
Concept attainment,
integration of visual
representations, SDAIE,
small group instruction
o Resources Selected
Social studies textbook
o E-resources
Internet resources on
maps
Integration of
Processes
o Reading
o Writing
o Speaking
o Listening
o Viewing
o Vocabulary
Students read the

textbook and Internet
resources. They
participate in listening,
speaking, and viewing
of images and practice
vocabulary.
Scaffolding
o Modeling
Teacher introduces
examples, non-examples,
and mixed examples
o
Guided Practice
Students copy the

definition of countries of
North America into their
Social Studies journals.
o Independent Practice
Students add three more
examples or non-examples to
their journals as part of a
homework activity.
Application
o Hands-on
o Meaningful
o Engaging
o Active Learning
The lesson product, a journal

entry there students define
and illustrate the concept of
countries of North America, is
nd
linked to 2 grade standards
and offers a meaningful
representation of student
learning.
Grouping
o Whole group
o Small groups
o Pairs
o Works
Independently
o Mixed groups
o Flexible groups
Whole group
discussion to introduce
the new concept. Small
groups or elbow
partner discussions
were used to share
examples.
Assessment
o Rubric
o Group
o Written
o Oral
o Formative
o Summative
o Test
o Checklist
Final project products

were assessed through
a rubric. Oral
participation and group
participation were
assessed through
observations and
recorded in the
anecdotal log.
Adaptation
o Advanced
o EL
o Other
Adaptations were
implemented to focus on
the needs of each student.
EL, struggling and gifted
student needs were
addressed.
Objective
o Linked to Standard
o Integrated with
Language Arts
o Age Appropriate
The lesson was linked to
social studies standards
and CCSS language arts
standards and appropriate
nd
for 2 grade.
Notes for next lesson:

o
o
o
o
o
Strengths/Weaknesses of Lesson
Strengths: The concept attainment lesson format with the clear definition of the concept, examples and nonexamples was effective because it offered a systematic introduction and provided many examples and nonexamples.
The inclusion of images and a song increased student engagement and helped the students understand the
concept.
The English learners need additional practice applying the concept. To support their needs, I will provide
additional small group instruction based on their specific needs.
Content adaptations
Provide more opportunities for students to share their understanding of the concept in small groups.
Reading skills
The wide range of reading skills remains a challenge, use additional support materials at the students reading
levels for independent practice tasks.
Students need opportunities to apply the vocabulary of the lesson over multiple days in multiple contexts.
Use the following strategy: Include vocabulary in word wall.
58
GENERALIZATION LESSON PLAN AND RUBRIC 100 Points

Revised by Dr. R. Timmons
California Baptist University School of Education
Different Types of Maps

Generalization Lesson Plan
Lesson Number 3
1. MATERIALS (5 points)
List in bullet form, all of the materials you will need to accomplish this lesson.
Copyrighted materials must be credited according to APA standards.
rd
3 Grade Social Studies Text Book: Banks, J. A. (2006). California vistas. People and places (pp. 98105). New York: Macmillan McGraw-Hill.
Different Types of Maps PowToon video https://www.powtoon.com/m/ehC0aoYTEgw/1/m
Document camera
Social studies journal
Color pencils, pencils, and markers
Visuals: examples of different maps Political and Landform maps
Classroom White Board
PowerPoint
Vocabulary and definitions to be listed on the classroom whiteboard:

Landform: The different shapes of land on Earth.
Example: A mountain is a landform.
Mountain: The highest form of land.
Example: Mt. Whitney is the highest mountain in California.
Valley:
The low area between mountains or hills.
Example: Yosemite Valley is the valley between Half Dome and El Capitan mountains.
Plain:
Flatland is called a plain.
Desert:
A hot, dry area with few plants.
Example: The Mojave Desert is the largest desert in California.
Hill:
Land that is higher than the land around it, but not as high as a mountain.
Example: We walked up a hill.
2. OBJECTIVE (10 points)

The objective will state the learning that the students will attain by the end of the lesson.
State the objective in behavioral terms, as follows:
1.
2.
3.
4.
nd
A=Audience: Students in 2 Grade

B=Behavior: Apply knowledge and develop generalization on the topic of types of maps.
C=Conditions: Students will understand their generalizations about types of maps.
D=Degree of accuracy needed to achieve the objective: Students will attain knowledge and
develop generalizations about types of maps with accuracy.
The key question to ask: Can this objective be assessed and what will the student be able to think, say, or
do when the objective is accomplished?
Note: In this lesson plan, the objective will include the following words: finding generalizations that
are supported by data.
59
OBJECTIVE: After this lesson on using data to support generalizations, students in grade 2 will apply this
knowledge and develop generalizations concerning the topic of types of maps with 95% accuracy.
SAMPLE OBJECTIVE: After the lesson on using data to support generalizations, students in grade
_____will apply this knowledge and develop generalizations concerning the topic of ______________
with accuracy.
Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)
The central focus of this lesson is composition. As part of this lesson, students will gather and organize
information and create a graphic organizer as part of a prewriting activity. Use of proper language
conventions (spelling, grammar, and punctuation), descriptive language, and word choice is essential to the
effective documentation of generalizations.
2.2

(State Blooms Level on the Taxonomy in Bold Type)

Blooms Taxonomy Level: Analyzing/Evaluating
DOK Level 3 Generalizing Strategic Thinking
..
.
CCSS ELA Standards

RF 2.4 Read with sufficient accuracy and fluency to support comprehension.
a. a Read on-level text with purpose and understanding.
b. b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
W 2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop
60
CCSS ELD Standards
A Collaborative
1. Exchanging information and ideas
Emerging: Contribute to conversations and express ideas by asking and answering yes-no and whquestions
and responding using gestures, words, and learned phrases.
Expanding: Exchanging information and ideas
following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.
Bridging: 1. Exchanging information and ideas
following turn-taking rules, asking relevant questions, affirming others, adding pertinent information, building
on responses, and providing useful feedback.
B. Interpretative
6. Reading/viewing closely
Emerging: Describe ideas, phenomena (e.g., plant life cycle), and text elements (e.g., main idea, characters,
events) based on understanding of a select set of grade-level texts and viewing of multimedia, with
substantial support.
Expanding: 6. Reading/viewing closely
Describe ideas, phenomena (e.g., how earthworms eat), and text elements (e.g., setting, events) in greater
detail based on understanding of a variety of grade-level texts and viewing of multimedia, with moderate
support.
Bridging: 6. Reading/viewing closely
Describe ideas, phenomena (e.g., erosion), and text elements (e.g., central message, character traits) using
key details based on understanding of a variety of grade-level texts and viewing of multimedia, with light
support.
C Productive
Emerging: 10. Writing
Write very short literary texts (e.g., story) and informational texts (e.g., a description of a volcano) using
familiar vocabulary collaboratively with an adult (e.g., joint construction of texts), with peers, and sometimes
independently.
Expanding: 10. Writing
Write short literary texts (e.g., a story) and informational texts (e.g., an explanatory text explaining how a
volcano erupts) collaboratively with an adult (e.g., joint construction of texts), with peers, and with increasing
independence.
Bridging: 10. Writing
Write longer literary texts (e.g., a story) and informational texts (e.g., an explanatory text explaining how a
volcano erupts) collaboratively with an adult (e.g., joint construction), with peers and independently.
College and Career Readiness Anchor Standards CCSS
Speaking and Listening Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,
building on others ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively,
and orally.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
61

Students will use academic language (vocabulary, functions, discourse, and syntax) to participate in learning tasks
through reading, writing, listening and speaking to demonstrate their understanding of generalizations of maps.
The content and language of this lesson will focus on the learning task of maps as represented by the active vocabulary
used. Students will identify main ideas and details that represent the concept. In addition, they will be comparing ideas
with others.
3. ASSESSMENT (10 points)

Describe clearly how you would assess student performance in this lesson.
Label your method of assessment as authentic, formal, or informal.
Students will be informally assessed throughout the lesson. I will use an anecdotal observation log to
record my observations of student participation in class discussions and seat work.
Students will participate in self-monitoring and self-assessment strategies, by using the project
checklist.
Final student journals will be formally assessed with a project rubric.
Clearly state where/how this assessment will be kept (portfolio, grade book)
Informal, anecdotal observation comments will be recorded in grade book comments.
Formal assessment data will be recorded in grade book
Final student work product, social studies journal about map skills will be added to student portfolio.
Include rubric, checklist, or other tool that will be used to assess each objective.
Student Checklist for Self-assessment:
___ I listed 3-5 similarities or differences between the types of maps.
___ I included a title.
___ I added at least one picture.
Writing:
___ All my sentences start with a capital letter.
___ All my sentences end with a punctuation mark.
___ I checked my spelling.
Project Rubric
Project Rubric
4 Advanced
Journal description
accurate generalizations.
Consistently forms all
letters correctly,
Handwriting is always
easy to read.
Consistently uses proper
3 Benchmark
Journal description
generalizations.
Most letters are formed
correctly. Handwriting is
easy to read.
Mostly uses proper
2 Basic
Journal description
generalizations.
Some errors in letter
formation. Letters formed
incorrectly. Handwriting is
somewhat difficult to read.
Sometimes, uses proper
1 Below Basic
Journal description
generalization.
Many errors in letter
formation. Incorrect letter
formations. Handwriting is
very difficult to read.
Often does not use proper
62
How will this assessment be used? (part of final grade, to adjust teaching strategies, as part of a
portfolio, etc.?)
Informal assessments will be used to monitor the students understanding of the concept, to adjust the
pacing of the lesson, and to evaluate, which concepts needs to be retaught.
The formal assessment will be used as one of the performance indicators for a grade in writing, and
social studies.
4. PURPOSE (5 points)
Have a clear definition in your own mind of the reason (the WHY) for teaching this lesson. Where does this fit
into the overall curriculum?
The purpose of this lesson is to teach students how to make generalizations. Students will evaluate data
about different types of maps and based on the data from generalizations of the concept. Students must
demonstrate background knowledge from previous lessons and connect previously learned concepts with
the new information presented to be able to create appropriate generalizations.
Fully script, in words you will use with the children, why it is important for each student to learn this
lesson. How does this affect a students lifelong learning? Why will the student benefit from this learning?
Dear boys and girls. Over the past week, we have been learning about map skills.
Can you remember any of the things we talked about? (Allow time for students to think about the previous
lessons, refer to KLW chart from lesson 1 and vocabulary words on word wall).
Today we are going to connect what we already know about maps and talk about different types of maps.
By now you already know many things about maps. The maps we talked about so far were political maps.
However, there are other types of maps; they are called landform maps. In todays lesson, we will discover
the similarities and differences between the different types of maps and make generalizations of what all
maps have in common. Most importantly we will learn how maps help us every day and throughout our
lives.
Today we will learn to use data to make generalizations.
5. ANTICIPATORY SET/Motivation for Learning (5 points)

You begin by doing something to get the students interest hooked into what you are about to teach. Ask
leading questions. Describe related activities or experiences they have had before. Remind them of previous
learning. Use artifacts, hands-on math or science activities, photographs, costumes, hats, sounds, music,
videos, books, etc.
I will show a short, customized PowToon video, which shows the two different types of maps that were
introduced by the social studies textbook.
Next, I will show a real physical and a landform map and have students identify similarities and
differences.
I will create a Thinking map with the class to illustrate the concept. I will display the class created thinking
map as an anchor chart throughout the lessons.
1. LESSON BODY (25 points)

Justify for your choice of strategies.
Students will apply concepts they learned in previous lessons of the unit. They will reflect upon the
different types of maps political and landform maps. Furthermore, students will integrate their background
knowledge about map concepts to gain a deeper understanding of the importance of the use of specific
maps for specific purposes.
Note: The inducing-a-generalization technique helps pupils arrive at an explanatory generalization by

applying their own logical thinking skills. The teacher begins by selecting a well-validated
63
generalization and finding specific examples that support its truth. The learners are presented only
with this evidence. They are challenged to develop an explanatory generalization that is consistent
with the evidence. These steps are typically followed:
Step 1.
nd
2 graders, we learned about maps in our previous lessons. We learned many facts about map
skills, and we also learned about maps of North America. Today we will dig deeper and think
about different types of maps. In the previous lessons, we saw mostly political maps. In our
reading of the social studies text we encountered a new type of map.
Who remembers what new type of map we learned about?
Student 1: We learned about landform maps.
Today you will work in two teams. The blue team on the left side of the room will think about and
list facts about political maps. Look at the map on the left side of our whiteboard to help you
brainstorm facts, talk in your table groups, and write each fact on a Post-it note.
The red team on the right side of the room will think about and list facts about landform maps. To
help you, look at the map that is on the right side of the whiteboard, write each fact you come up
with on a Post-It note. (I will display the data chart of facts I created in the middle of the
whiteboard.
When your group has finished the listing facts, I would like for you to take the post it notes and put
them next to your type of map on the whiteboard. We will talk about what you found out when both
groups are finished.
Political Maps
Have a compass rose
Show countries
Show states
Show rivers
Have a title
A legend shows what the symbols on
the map mean
Show the map scale
Show capitals
Show lakes
Show oceans
Show borders
Show continents
Landform Maps
Show deserts
Show oceans
Have a title
Show mountains
Show the map scale
Have a compass rose
Use a legend to show what the colors
mean.
Show water
Show landforms
Show plains
Class, what do you see about the things or the data we have in front of us? (script their answers)
How do you think we might organize this information?
Student 1: I see some things that are on both sides.
Student 2: I see the compass rose in both columns of the chart.
Student 3: Some things are only on one side.
Student 4: Countries is only on the left side.
Step 2. Pupils compare or contrast data, discuss and note relationships and general trends. Script the
discussion.
Some ideas are as follows. If necessary use Mind Talk (where teacher speaks out loud so students can
follow the thinking) here to help them get started:
64
Lets see, what do you notice about the information we have? Give student answers:
Student 1: I notice that I can see that deserts are on a landform map.
Student 2: I notice that it shows water on both types of maps.
Student 3: I notice that both maps have a title.
What can we say, in general about this information?

Students, when you look at the data (information) about political and landform, maps what can you tell?
Student 1: Both types of maps are similar in many ways.
Student 2: The maps have the same parts: a title, a legend, and a compass rose.
Student 3: The maps show what it is in the title.
Student 4: The maps are different in many ways.
Student 5: The maps show different things.
What are some explanations for this?
Why do you think the maps are different?
Student 1: The maps were made for different reasons.
Student 2: The maps are about different things.
Student 3: People use the maps to learn about different information.
Why do you think the different types of maps have the same parts?
Student 1: So that people know how to read them and use them.
Student 2: When I know what the legend of a map means I can use it on any type of map.
Step 3. Finally, ask students to develop generalizations based on the Information discussed.
Encourage them to analyze the data, then use their analysis to form an educated guess or hypothesis.
Model as needed.
Class, how do you think we could explain the relationships and general trends we see? Can
anyone think of a way to say it? Script (Ex. What have they learned about building boats,
floating objects, etc?) Add several student responses and script the discussion.
Student 1: We learned that maps tell us where people live.
Student 2: We learned that maps show us where different places are.
Student 3: We learned that maps show us where landforms are.
Student 4: Maps help us find places.
Is there anything we could say about how this could apply in a similar situation or in another
place? (Ex. .What kinds of boats are used to transport oil, coal, wheat, etc in our country or in
the world).
Is there anything we could say about how this could apply in a similar situation or another place? What
kinds of maps are used to learn about the location of places, landforms or other items in our country or
anywhere in the world?
Write the students generalizations on the board or on an overhead transparency as they think
of them. Accept all that are suggested.
In your lesson plan, be sure to script possible responses from your students.
Add the list here. Bullet responses:
Our list of Generalizations:
Student 1: People anywhere in the world use maps.
Student 2: Maps are used to find places.
Student 3: Maps are used to find where people live.
Student 4: People use maps to find the location of different things.
Student 5: Maps are setup the same way so that people know how to use them even if they are for
different things.
6. Student 6: Maps are made about different things.
1.
2.
3.
4.
5.
Have students consider each of the proposed generalizations. Is each generalization

supported by the data? Script this discussion.
Lets think about the generalizations you came up with.
65
Lets look at the chart, do the generalizations work for both types of maps, lets put a green
checkmark next to the generalizations we agree are good generalizations.
Political Maps
Have a compass rose
Show countries
Show states
Show rivers
Have a title
A legend shows what the symbols on
the map mean
Show the map scale
Show capitals
Show lakes
Show oceans
Show borders
Show continents
Landform Maps
Show deserts
Show oceans
Have a title
Show mountains
Show the map scale
Have a compass rose
Use a legend to show what the colors
mean.
Show water
Show landforms
Show plains
1. People anywhere in the world use maps. Do you think that is a good generalization
based on our data; does it apply to both types of maps?
Student 1: Both maps show places or landforms from all over the world, thats why people
from all over the world can find places on a map.
2. Maps are used to find places. Do you think that is a good generalization based on
our data; does it apply to both types of maps?
Student 1: This is a good generalization. We can find states on a political map.
Teacher: Can we find specific places on a landform map?
Student 2: No it marks the location of different landforms.
3. Maps are used to find where people live.
Student1: No, not all types of maps tell us where people live.
Student2: Landform maps tell us where deserts are.
4. People use maps to find the location of different things.
Student 1: States, landforms, and capitals are all things that can be found on a map.
Teacher: Can we find all types of things on a map?
Student 2: No, we cant find trees on a map.
Teacher: Who can think of a way we could make this generalization better.
Student 3: People use maps to find the location of places and landforms.
5. Maps are setup the same way so that people know how to use them even if they
are for different things.
Do you think this is a good generalization?
Student 1: Yes, all maps have legends, a compass rose, and a title.
6. Maps are made about different things.
Do you think this is a good generalization?
Student 1: Yes, some maps show where countries and states are, they are political
maps.
Student2: Yes, some maps are about landforms.
7. CLOSURE (5 points)
Ask the students to state here, in their own words, what they learned about the use of data to form
generalizations. It is here that you pull them back together as a class for a moment.
Ask:
What did you learn from the data today concerning types of maps?
Student 1: I learned that I can gather facts to make a list of data.
Student 2: I learned that I can use the data to understand a concept better.
66
Student 3: I learned that I can use data to analyze information.
What have we learned about using facts/data/evidence to solve problems (generate new ideas, form
conclusions, etc.)
Student 1: I learned that I can apply the data to solve problems.
Student 2: I learned that I can use the data to generate new ideas.
Student 3: I learned that I can use the evidence from the facts gathered to form conclusions.
The issue here is to help students learn the PROCESS as well as to develop the PRODUCT. They
should be able to express in their own words the learning they acquired.
Ask them if they have any other comments. Script possible responses.
Student 1: Looking at the data helped me understand that different types of maps work the same
way.
Student 2: Looking at the data about the different types of maps helped me understand what maps
are used for.
The teacher should restate the learning one last time in another way.
Fully script what you will say as well as possible student responses.
nd
2 graders today we learned how to use data to make generalizations about a concept or idea. Over
the past week we have studied maps, today we looked at two different types of maps and learned
about similarities and differences between political and landform maps. Looking at the facts, we
gathered about political and landform maps helped us make generalizations about maps in general.
Now we know and understand that maps may look different and be created for different purposes.
People all over the world use maps to find the location of places and environments. The basic map
features: title, legend, compass rose, and map scale help us understand the information on any map.
Student 1: I learned that different types of maps are used for different reasons.
Student 2: We use a specific map to find the location of landforms.
Student 3: I learned that the title of a map helps me identify what the purpose of the map is.
8. INDEPENDENT PRACTICE (5 points)
Provide a rationale.
Asking students to write a journal entry about the different types of maps, the differences and similarities
between the different maps, and to state the overall generalizations they learned provides opportunities
for the students to own the concept and to restate the information in their own words. Furthermore, the
students apply the concept of different types of maps by selecting a different type of map and comparing
it to the maps we talked about in class. This portion of the assignment requires the students to think
independently and use additional resources such as the textbook, books from the library, or the internet to
find additional examples. This lesson provides opportunities for the students to practice applying and
classifying information, it also incorporates a small independent research component. The independent
practice activity introduces no new concepts but may spark a dialogue at home and may allow the
students to share what they learned in class or receive additional support from their parents or guardians.
The goal is for students to solidify the concepts the learned about and demonstrate their understanding of
generalizations by applying the concept to a different example
Assign work that is to be done without your help, (Ex. Now students can write in their journals about
the ideas discussed. This can be an open-ended writing that allows for further thinking.
The list of generalizations will still be visible on the board, or a chart and students can also list them in
the journal. Some will need the reference and others wont need it at all, but you have taken care of a
diverse range of writers and thinkers.
The assignment must be valuable, and further, support the learning stated in the objective.
67
How will this assignment be assessed? Is the assessment tool/rubric included in the overall
assessment plan?
Where will the product/ homework assignment be placed? Will it be part of a journal, a portfolio, on
display on the bulletin board, etc.? You must have a plan.
Students, now you are ready to own this concept. Please take out your social studies journals and write about
the ideas we have discussed. You can use the anchor chart about generalization to help you with your writing.
1. Your journal entry should include 3 similarities and 3 differences between physical and landform
maps.
2. Give examples of what is part of a physical and what is part of a landform map.
3. Make a generalization about types of maps.
4. Include at least one picture.
5. Expand your thinking, add one additional type of map and explain how it fits in with what you learned
about types of maps.
Use the computer, books from the library, or your social studies textbook to find one additional type of
maps.
6. Use the checklist to self-monitor and make sure you do your best work.
Student journal entries will be assessed through the attached project rubric.
After several sessions of this type of lesson, students should be able to analyze another set of
data and formulate generalizations on their own.
Some other possibilities could include a journal entry regarding the process as well as the focus
generalization developed, a reflection on the generalization itself, further research to support the
generalization, forming additional questions of interest for further research.
9. DIFFERENTIATION /ADAPTATION OF INSTRUCTION (10 points)
How will you meet the learning needs of all students in the group? Provide specific strategies that
might be used for each type of learner. Provide a rationale by answering How and Why for each
student group. Attach Student List with descriptions of the 3 key students you are addressing
below.
Red- Weakness
Green Strengths
television.
Other behavior: The student is very outgoing and social in group activities and on the playground. The student is
well adapted to the class and has many friends. The student loves to share personal experiences orally. The student
struggles with reading and writing tasks and has difficulty focusing during those types of assignments.
1. The student struggles with reading tasks; he shows weak comprehension skills. He lacks background
knowledge to successfully understand the text or concepts. To support the students formation of
background knowledge, I will teach more vocabulary every day. I will directly teach 30 words each week
68
2.
3.
in a small homogeneous group and provide daily practice in reading, spelling, and understanding word
meanings.
The students reading is quite labored; he struggles with fluency and painstakingly decodes each word.
Currently, the student is so focused decoding that he does not understand the meaning of what he is
reading. To support the students development of fluency and bridge his development of comprehension
skills, I will implement targeted fluency instruction lessons in a small homogeneous group of students at
the same reading level. To build on all components of fluency, students will work on accuracy, prosody,
and speed. I will include sight word instruction, choral reading, and shared reading in my instructional
practice.
The student struggles with writing, to support the students writing development I will include a prewriting
activity in a small group. The student will work with his elbow partner and perform a think-pair-share to
help him get started.

Link each rationale to each of the three adaptations and student characteristics you mentioned concerning this
students learning. Be specific so that reader can easily see the connections between your decisions and the student
needs. (You can include links to theory/frameworks, or text resources if appropriate.)
1.
2.
3.
The strategy of introducing additional vocabulary to build the students background knowledge supports
the students comprehension and helps the student make more successful connections with the text and
increases his retention of the material. Furthermore, introducing the vocabulary in a small homogenous
group provides me with an opportunity to target the needs of the student by providing extra practice in an
encouraging non-threatening environment.
The strategy of providing additional fluency instruction supports the students development of fluency and
comprehension because it provides him with opportunities for targeted practice in a supportive small group
environment.
The strategy of providing a think-pair-share prewriting activity, with the students elbow partner, reduces
the complexity of the task for the student and provides additional scaffolding.

1. Because the student is struggling with reading comprehension, which is linked to standard RF 2.4 Read
with sufficient accuracy and fluency to support comprehension, I selected this particular instructional focus
of building background knowledge through the introduction of additional vocabulary in a small group.
2. Because the student is weak in the area of fluency, which is linked to standard RF 2.4 Read with sufficient
accuracy and fluency to support comprehension, I select the strategy of targeted fluency instruction in a
small homogeneous group.
3. Because the student struggles with writing, which is related to standard W 2.2 I selected the strategy of a
think-pair-share prewriting activity, which will help the student get started with the task.
Technology:
I incorporated a PowerPoint presentation to introduce lesson vocabulary and to provide visual stimuli for the
student. I also used a customized PowToon video to introduce the concept in a visually and auditory manner.
69

IEP: for Speech and Language Impairment, the student struggles with the production of consonant clusters, the
correct voicing of e.g. p, t, and /k and /g.
independently.
1. Since the student struggles with tasks that require multiple steps and has difficulty working independently,
I will reduce the task complexity and break project task down into steps.
2. The student struggles with comprehension and vocabulary. To support the student, I will use multi-pass
reading when the class reads the text in the social studies textbook.
3. The student needs additional practice in writing, he writes very slowly. To support the students completion
of the writing task, I will provide additional time for the student to complete the task.
Link each rationale to each of the three adaptations and student characteristics you mentioned concerning this
students learning. Be specific so that reader can easily see the connections between your decisions and the student
needs. (You can include links to theory/frameworks, or text resources if appropriate.)
1.
2.
3.
The adaptation of reducing the task complexity and breaking the task down into steps reduces the cognitive
demand of the task and thus helps the student focus on each part of the task and not feel overwhelmed by
the task.
The adaptation of providing multi-pass reading increases the students comprehension by focusing on
different parts of the reading each time. First, the student will only look at the pictures; next the student will
read the first sentence of every passage. Lastly, the student will read the entire text.
The adaptation of providing extra time to complete the project task of writing a journal allows the student
to focus on the task and complete the task with increased accuracy.

1. Because the student is struggling with completing tasks that require multiple steps, I selected this particular
instructional focus of reducing the complexity of the task by breaking the task into steps, which will reduce
the cognitive load for the student and allow him to focus on one step at the time.
2. Because the student is weak comprehension and vocabulary, which is linked to standard RF 2.4 Read with
sufficient accuracy and fluency to support comprehension, I selected the strategy of multi-pass reading to
provide multiple ways for the student to access the text.
3. Because the student struggles with writing, which is related to standard W 2.2 I selected the strategy of
providing extra time to complete the task, which will reduce the stress for the student and will help him
focus.
I used a PowerPoint presentation with images to incorporate both visual and auditory modalities. I presented the
concept of the lesson through a PowToon video to increase the students engagement and get him excited about the
concept.
70

personal interests and any other behavior or cultural factors to consider in planning instruction. What did the student do
STEM club.
with others.
Link each adaptation to specific characteristic of this students needs. Link to specific parts of standard /objective.
1. Because the student is weak in the skill of collaboration, I will provide opportunities to collaborate in a
heterogeneous group environment. I will provide clear guidelines for the group; each student will perform a
specific role while working in the group. (Roles include discussion director, passage master, word wizard,
connector, summarizer, illustrator, and investigator).
2. Because the student shows strength in oral fluency and comprehension, I will increase the complexity of the
task and provide opportunities for the student to choose a different type of map to collect facts on and create
generalizations.
3. Because the student exhibits challenging behaviors and disrupts the class when she gets bored, I will provide
opportunities for the student to participate in B.E.A.R (Be Excited About Reading center activity) where the
student will work in a small group to read texts connected to the concept at her individual reading level.
1.
2.
3.
Because the student is weak in the skill of collaboration, I will provide the students with opportunities to
collaborate with a group of diverse learners. The structured group environment where each student is assigned
a job will provide the opportunity to direct the group collaboration.
Because the student shows strength in the area of fluency and comprehension, which is linked to standard RF
2.4 Read with sufficient accuracy and fluency to support comprehension, I increase the complexity of the task
and provide opportunities for the student to select a different map of her choice to collect the facts on. The
element of choice serves as a tool to motivate the student.
Because the student exhibits challenging behaviors when bored, I will ensure that the student is challenged by
providing access to a B.E.A.R activity, which will allow the student to access texts at her individual reading
level, including Internet resources about the concept of maps.

I selected the inclusion of Internet resources to keep the student challenged. The non-linear nature of the hyperlinked
web pages allows the student to engage with the concept at a personal level.
10. THEORETICAL OVERVIEW (10 Pts.): Provide an overview of the theoretical basis for this lesson
model and a rationale for why you have selected this content for this lesson model. Link your rationale to the
specific lesson objective/standard cognitive level and corresponding descriptive words (i.e., evaluate,
generalize).
(10 points)
71
The generalization lesson model is based on both constructivist and information processing theories.
The lesson allows students to create connections and assumptions based on a set of facts to make
generalizations about a concept such as types of maps. Students obtain the ability to relate these
generalizations and apply them to different conditions or other areas of learning; particularly social
studies content. Students are able to collect the information they learned about political maps and
landform maps and apply it to make generalizations describing other instances of types of maps.
Most significantly, students understand how different types of maps are similar and that their
commonalities support the general understanding of reading different types of maps for different
purposes.
Cognitive
Level
Evaluation
Synthesis
thinking.
The Generalization Instruction lesson plan is based on helping students evaluate the
differences and similarities between different types of maps. The lesson focuses on
political and landform maps. This lesson provides opportunities for students to apply their
previous background knowledge about map skills to the new information gathered during
lesson.
The Generalization Instruction lesson plan allows students to construct a list of facts
regarding political maps and landform maps by synthesizing their similarities and
differences.
Analysis
Application
Comprehension
Knowledge
11. ATTACHED STUDENT WORK (10 points)

Attach the work you have assigned for independent practice. You must do the
assignment just as if you were a student in your class. Use the appropriate paper,
print, and line size suitable for the developmental level of the class.
The final student journals will be displayed in our classroom on a special bulletin board. Students will
present their final journals and share their findings about different types of maps in a small group.
72
Student Work Sample Types of Maps
73
Student Work Sample Types of Maps
74

Preparation
o Background
Knowledge
o Links to past learning
The lesson builds upon

the Direct Instruction
lesson and Concept
Attainment Lesson
introduction to Map
Skills.
o
Strategies Used
Explicit modeling,
concrete examples,
SDAIE,
Working in small groups
Use of a graphic
organizer
o
Scaffolding
o Modeling
Introduction of
generalizations
o
Guided Practice
Write generalizations
into Social Studies
journal. Use chart for
reference.
o
Independent Practice
Make generalizations
and find an additional
map type to do so.
Grouping
o Whole group
Students participate in
whole group activities to
read the textbook and get
introduced to the concept.
o
Works
Independently
Students work
independently on their
final journals.
o Mixed small groups
Students work in small
heterogeneous groups to
create generalizations.
Adaptation
o Advanced
o EL
o Other
The lesson includes
adaptations to make the
content accessible to every
student. The specific
needs of advanced, EL
and students with special
needs were addressed
through adaptations and
modifications.
Resources Selected
Social studies textbook
E-resources
PowToon video about
different types of maps.
Integration of Processes
o Reading
Students read the material
in the social studies
textbook.
o Writing
Students wrote about their
learnings in their social
studies journals.
o Speaking/Listening
Students engaged with the
content in small group
discussions.
o Viewing
Students looked at artifacts,
pictures, and a video to
support their understanding
of the concept and
vocabulary.
o Vocabulary
Vocabulary was explicitly
introduced at the beginning
of the lesson.
Application
o Hands-on
o Meaningful
o Engaging
o Active Learning
The lesson engaged the

students by incorporating
meaningful activities. The
project product (the final
journal) was based on
meaningful information and
nd
was linked to 2 -grade
learning objectives.
Assessment
o Rubric
Final student journals are
assessed through project
rubric.
Objective
o Linked to Standard
o Integrated with
Language Arts
o Age Appropriate
o Group
Group participation is
assessed through
anecdotal observation log.
The lesson was

connected to social
studies, CCSS language
arts standards and
College and Career
Readiness Anchor
Standards. Furthermore,
the lesson was age
nd
appropriate for 2 grade students.
o
o
o
o
o
o
Written
Oral
Formative
Summative
Test
Checklist
Students use a
checklist to selfmonitor and selfassess their projects.
Formative
assessment is used
throughout the lesson
through the use of an
anecdotal observation
log.
Summative written
assessment is the
final journal entry of
the project.
75
Notes for next lesson based on lesson results:

o
Strengths/Weaknesses of student learning

The students enjoyed the PowToon video I created to introduce the concept. The uses of this custom created
resource allowed me to connect textbook resources within my anticipatory set and helped the students from
connections with previously learned concepts.

Several students are struggling with the concept of generalizations. The English learners and the student with special
needs need additional instruction in a small group to practice the concept in a non-threating learning environment.
Content adaptations
Include activities that support multiple modalities, visual, auditory and kinesthetic.
Reading skills
nd
My 2 -grade classroom shows great diversity in reading skills. Through the implementation of choral reading and
shared reading, I was able to provide scaffolding for most of my struggling readers.
It is essential to review the academic vocabulary of the lesson at the beginning of the lesson. The use of a
PowerPoint presentation that includes images has been successful with the students and has increased their
understanding and retention of the vocabulary introduced.
76
INQUIRY - MINI LESSON PLAN

EDU 512
Using Maps to Trace Our Familys History

Lesson 4: Inquiry Mini Lesson Plan (Based on SIOP Model)
Lesson Plan Title: Using Maps to trace Our Family's History
Name:
Daniela Cupples
Date:
10/23/2016
Social Studies Content Learning Objective(s): What do

you want all of the students (ELA/ELD) to be able to do as
a result of this lesson? Objectives must be measurable.
After the mini lesson on Map Skills students in grade 2
will be able to describe orally and create and present a
PowerPoint Presentation, which describes and locates
where their family came from with 95% accuracy.
ELA (Academic) Language Objective:
Students in Grade 2 will explore and expand upon their
research skills by referring to details and examples within
text and online information. Students will have the
opportunity to explain and discuss the ideas presented
within a text.
ELD (Academic) Language Objective:
Students in Grade 2 will engage in collaborative oral
discussions in a small heterogenous group. Students will
interact with peers in English and will become engaged
with various texts, print, and multimedia.
Cog. Taxonomy/DOK Levels
Cog. Taxonomy:
Comprehension/Understanding
Application/Applying
Analysis/Analyzing
Synthesis/Evaluation
DOK Level 1 Recall and Reproduction
DOK Level 2 Basic Application of Skills and Concepts
DOK Level 3 Strategic Thinking
Grade Level:
Grade Level Content Standards for Social Studies:

2.2
Students demonstrate map skills by describing the

absolute and relative locations of people, places,
and environments.
4.
Locate on a map where their ancestors live(d),

telling when the family moved to the local
community and how and why they made the trip.

RI 2.1 Ask and answer such questions as who, what,
where, when, why, and how to demonstrate
RI 2.3 Describe the connection between a series of
historical events, scientific ideas or concepts, or steps in
technical procedures in a text.
2.4 Tell a story or recount an experience with appropriate
facts and relevant, descriptive details, speaking audibly in
coherent sentences.
a. Plan and deliver a narrative presentation that recounts a
well-elaborated event, includes details, reflects a logical
sequence, and provides a conclusion. CA
ELD Standards (2014) for Grade Level
A. Collaborative
1. Exchanging information and ideas with others
through oral collaborative conversations on a range of
social and academic topics
2. Interacting with others in written English in various
communicative forms (print, communicative
technology, and multimedia)
C. Productive
9. Expressing information and ideas in formal oral
presentations on academic topics.
10. Writing literary and informational texts to present,
describe, and explain ideas and information, using
appropriate technology.
77
College and Career Readiness Anchor Standards

Writing:
Research to Build and Present Knowledge
2.7 Conduct short as well as more sustained research
projects based on focused questions, demonstrating
understanding of the subject under investigation.
Central Focus Statement:

Students will gather and organize information relating to the geographic history of the origin of their family (Europe,
Mexico, Vietnam, China, etc.) through the use of investigation.

Students will use proper academic language (vocabulary, functions, discourse, syntax) while participating in learning
tasks about the country of origin of their families, to demonstrate their disciplinary understanding of the concept.

The language and content of the lesson are focused on the learning task countries of origin for families by the active
vocabulary used. Therefore, students will identify main ideas, facts, and details that represent their investigation and
research. Furthermore, students will be comparing and contrasting their findings with others.
Materials
Key Academic Vocabulary
3 Grade Social Studies Text Book:

Banks, J. A. (2006). California vistas.
People and places (pp. 130-135).
New York: Macmillan McGraw-Hill.
Student Relative Interview
Worksheet (attached)
Access to an internet connected
device for each student.
Access to research resource page.
Access to presentation software for
each student.
Ancestor: A family member who lived

long, long ago. Example: My
grandmother grew up in Mexico.
Artifact: Things made by people a long
time ago, such as tools and handmade
crafts.
Cause: A person, thing, or event that
makes something happen.
Citizen: A member of a community,
state, or country.
Culture: The way a group of people lives,
including their food, music, and
traditions.
Pre-Assessment: How will you

determine prior knowledge?
Motivation Strategy: How will you catch

the attention of students and focus their
minds on the learning goals?
Real World Connection: How are

learning goals relevant to
students lives?
Today we will trace our family history.

Using maps and globes can help
us locate our "roots we can find the
location our ancestors came from. Many
different cultures make up the United
States. This lesson explores the family
history and the mixing of different
cultures.
Since the lesson is related to the

students families and the origin
of their ancestors, students have
the opportunity to deepen their
understanding of their cultural
background based on the
geographic location of their
ancestors. The lesson allows
students to apply, synthesize,
rd
Through the use of a concept map

(circle thinking map), students will
participate in a class brainstorming
session determine what they already
know the origins of their families?
What predictions or inferences can
students make based on what they
already know? How are the families
different based on the location they
came from?
Research-Based Learning
Strategies (provide text
chapters/reference)
Choral Reading supports oral

language, fluency, and
comprehension (Thomson
18-20)
Tapping into Prior
Knowledge (SDAIE)
Use of Technology (SDAIE)
Think-Pair-Share (McEwanAdkins 26-27)
Monitoring Comprehension
in silent reading Clarifying
Tools (McEwan-Adkins 247)
78
and expand upon their map skills

and see their relevance in their
daily lives.
All strategies will be research based and from one of the
texts. Please provide reference for each.
Teacher: Presentation/ Learning Activities (Strategy Steps)
(includes language and content objectives, comprehensible
input, strategies, interaction, feedback. Use bullet points in
each of the three areas below.
Students: Practice and Application

Note meaningful activities, interaction, strategies,
practice and application, feedback in each of the three
areas below.
1.
The students will review the map skill concepts

covered in previous lessons and make connections
to previously learned content by remembering
what they learned about.
2.
The students will be introduced to new vocabulary

of the lesson.
3. Through the use of a concept map (circle thinking map),

teacher and students will participate in a class
brainstorming session determine what they already know
the origins of their families?
3.
As part of a brainstorming activity, students create

a thinking map to discover what they already know
about families and different places families come
from.
4. The teacher introduces the students to exploring the idea

that different families come from different places around
the world.
4.
Students learn that people from all over the world

came to California.
1. The teacher will review important concepts about map

skill covered in previous lessons. (Anticipatory Set)
2. The teacher will introduce the vocabulary of the lesson.
Students read about people and families coming to

California in the social studies textbook. And learn
about ancestors and the things they brought from
their countries.
What inferences can students make about
ancestors and families?
What evidence can students find to support their
inference?
5. Teacher will present Motivation Strategy

Today you will start researching the origins and
history of your own family.
To find out what country your family came from
you will conduct an interview with a family
member.
6. Students will begin researching the inquiry question.
Can you find the roots of your family a map, where did
they come from, why did they move, and what traditions
did they bring with them?
Students will investigate the origins of their own
family by conducting an interview with a family
member and record their findings on a Family
Interview Worksheet.
Students will engage in further research about the
country their ancestors came from.
Students will create a PowerPoint presentation
about their family origins and present it in a small
group.
Students show the places their ancestors came
from on a map as part of their presentation.
Student read the pages 130-135 in the

social studies textbook.
Students gain an understanding that
people came to California from all over
the world.
Students make inferences about places
they come from by referring to the map.
Students make inferences about things
they brought with them from their place
of origin.
5.
Students are introduced to the family interview.
6.
Students begin researching the inquiry question.
Can you find the roots of your family a map, where did
they come from, why did they move, and what
traditions did they bring with them?
Students investigate the origins of their family

by conducting an interview with a family
member and recording their findings on the
Family Interview worksheet.
Students research the country their family
came from.
Students create a PowerPoint presentation
about the origins of their family.
Students include maps about the location of
their family origins.
Students compare and contrast traditions of
different families and how they are different
based on their countries of origin.
79
Students will compare and contrast the different

traditions of families based on where they came
from.
Collaborative (engagement with others)

Students engage in Think-Pair-Share activities
to discuss what they already know about the
origins of their family and traditions.
Students work in heterogeneous groups to
share and present their final products and
discuss their findings.

Teacher will direct student to apply think-pair-share
Students will work in heterogeneous groups
Interpretative (comprehension and analysis of written and
spoken texts)
The teacher provides a worksheet to support students
in conducting an interview with a family member of
their choice and collecting information about the family
origins.
The teacher provides resources for students to research
and analyze and grade-appropriate texts, which provide
information and facts relating the place of origin of
their ancestors, which will be incorporated into the final
product.
Interpretative (comprehension and analysis of written

and spoken texts)
Students conduct an interview with a family

member and synthesize the information to
present it in a presentation.
Conduct background research on their country
of origin.
Productive (creation of oral presentations and written
texts)
Students create a PowerPoint presentation about
the origins of their family. They synthesize the
information collected from their interview and
research about the country of origin. Their
presentation should include where their ancestors
came from, why they decided to move, and what
traditions and culture they brought with them.
The students to present their presentations in a
heterogeneous supportive small group and discuss
similarities and differences in traditions the
ancestors brought from their country.

texts)
The teacher provides a template for a PowerPoint
presentation about the origins of their family. This
includes where their ancestors came from, why they
decided to move, and what traditions and culture they
brought with them.
The teacher provides the opportunity for the students
to present their presentations in a heterogeneous
supportive small group and discuss similarities and
differences in traditions.
Review and Assessment: What specific assessment tools
are being used?
Student Reflection: How will you provide for student

reflection on learning?
Informal assessment: Throughout the lesson, the teacher

will monitor student understanding of the concept and
provide scaffolding and support for students based on
observations, which will be documented in anecdotal
records.
Students will reflect on the differences and similarities of

food, celebrations, languages, and traditions between the
different countries ancestors came from.
Formal Assessment: Final lesson products presentations

of multimedia presentations about the family history, will
we assessed through the attached project rubric.
Teacher Reflection
What do you anticipate to be a problem for specific
students in completing either objective?
ELD Objective
Students may struggle with the collaborative oral
discussion, because they may lack the vocabulary
to effectively synthesize the information to
contribute to the small group.
Content Objective
EL and struggling students may struggle with the
interview and the research component of the
lesson. These students may also struggle with
Students will develop an understanding that the culture

of the united states incorporates many cultures and
traditions from different cultures.
Adaptations:
ELD:
Explicit vocabulary instruction in a small

heterogeneous group.
Students may conduct the interview in home
language and will receive extra support from the EL
tutor to create their presentations in English.
Word wall will serve as a reference for academic
and content vocabulary.
Student with Special Needs:
The student will present his presentation to the
80
writing and presenting the information they

gathered because of their limited language skills.
Furthermore, students may struggle with the
vocabulary they encounter during their research
because of differences between their native
language and English.
What would likely go well? Why?
The students will enjoy creating the PowerPoint
presentations, the inclusion of images will allow the
students to explore and demonstrate their learning
about the countries of origin of their ancestors in a way
they can relate to.
Students will enjoy presenting their final projects in a
non-threatening learning environment and sharing their
findings.
In what area(s) would you like to develop more
proficiency?
Conducting background research about the country of
origin of their families will be challenging for many
students. Struggling readers will struggle with the
information gathering process.
The students who have no help a home may struggle
with the interview.
What theory or theorists would most strongly support
the use of this strategy?
The theory that would most strongly support this
inquiry-based lesson would be, the Constructivist
Theory. According to the constructivists, students
construct their own understanding of the world by
experiencing it and by reflection on these experiences.
As students discover new knowledge and gather
information about the origins of their ancestors, they
use critical thinking skills, make inferences,
generalizations, and find a practical application of their
map skills as they trace the origins of their ancestors.
teacher and not in the small group.

Choral reading for the social studies text will be
used to scaffold the text to the reading level of the
student.
I will provide sentence frames for the student.
Gifted Students:
Students will have access to additional resources to
conduct a more in-depth presentation.
Through the use of primary source texts, the
students will develop a deeper understanding of
the concept.
Extension:
Based on data/evidence, what are the next steps for future
lessons? Provide evidence for your answer.
Students will collaborate in groups, where students from
similar ancestral backgrounds analyze information gathered
by continent of origin and present their findings to the class.
Students graph the information to gain an understanding of
the following concepts.
Whose ancestors moved farthest from their current home?
Whose ancestors didnt move at all?
Students develop an understanding that people some
people move great distances, while others dont move at all.
Students also understand that people moving is a constant
and understand causes and effects of the movement of
people.
Attach copy of student work
81
Supporting Materials for Lesson 4

1.
2.
3.
4.
Family Interview Worksheet

Student work sample for worksheet
Student work sample multimedia presentation
Project Rubric
82
Family Interview
Students,
Pick an adult in your family to interview. Tell that person the purpose of the interview is to
gather information about your heritage and ancestors. Ask your questions and write down their
responses. If the person you are interviewing is unable to answer the questions, try to find
another family member who may have the information you need.
Name of person being interviewed:_____________________________________________
Relationship (mother, grandfather, etc.): ________________________________________
1. Tell me about my relatives/ancestors. What country/ countries did they come from and
when?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2. What is my heritage? (Example: African-American, Italian-American, Chinese-American, etc.)
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
3. Tell me about the path one of our relatives took from another country or another part of the
United States. How did that lead to us living in our hometown?
_______________________________________________________________________
_______________________________________________________________________
83
Make up at least three more of your own questions to ask. Each question should help
you gain more information about your family's cultural background. Make sure you do
not ask questions with yes/no answers.
4. ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
5. ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
6. ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
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Student Work Sample Family Interview Worksheet
85
Student Work Sample Family Interview Worksheet
86
87
88
Social Studies Vocabulary and Handwriting

MINI LESSON PLAN
Urban, suburban, and rural communities.

Lesson 5: Mini Lesson Plan (Based on SIOP Model)
Lesson Plan Title: Urban, suburban, and rural communities.
Name:
Daniela Cupples
Date:
10/30/16
ELD Objectives: What do you want students to be able to

do as a result of this lesson? Include academic language
and vocabulary objectives. Objectives must be
measurable.
After the mini lesson on different types of communities,
students in grade 2 will be able to define and correctly
apply the vocabulary in writing with 95% accuracy.
Students in grade 2 will be able to actively listen to
spoken English within an academic context. Students will
be able to apply academic vocabulary in writing and
express information through the the use of precise
vocabulary.
Students in grade 2 will be able to effectively apply and
use grade-appropriate general academic and domainspecific words and phrases. Students will write about
urban, suburban and rural environments by correctly
using the domain-specific content vocabulary.
2. Comprehension/Understanding
3. Application/Applying
4. Analyzing/Analysis
DOK 2 Basic Application of Skills and Concepts
DOK 3 Strategic Thinking
Grade Level: 2
Grade Level Content Standards Social Studies

2.2 Students demonstrate map skills by describing the
and environments.
5. Compare and contrast basic land use in urban,
suburban, and rural environments in California.
RI 2.1 Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a
text.
RI. 2.2 Identify the main topic of a multipara graph text as
well as the focus of specific paragraphs within the text
W.2.2 Write informative/explanatory texts in which they
introduce a topic, use facts and definitions to develop
ELD Standards
A. Collaborative
1. Exchanging information and ideas with others through
oral collaborative conversations on a range of social and
academic topics
B. Interpretive
5. Listening actively to spoken English in a range of social
and academic contexts
6. Reading closely literary and informational texts and
viewing multimedia to determine how meaning is
conveyed explicitly
C. Productive
9. Expressing information and ideas in formal oral
presentations on academic topics.
12. Selecting and applying varied and precise vocabulary
and language structures to effectively convey ideas

Students will participate in direct instruction activities related to domain-specific academic vocabulary words.
Following the instruction, students will be able to correctly apply the domain-specific vocabulary in their reading,
writing, listening, speaking and visual representations.
89

Students will use precise academic language (vocabulary, functions, discourse, syntax) while applying their vocabulary
words about different types of communities to participate in a learning task that demonstrates their disciplinary
understanding.

The content and language of the lesson will focus on the learning task different types of communities represented by
the active vocabulary used. Furthermore, students will provide examples and details to represent their vocabulary
words. Additionally, students will be comparing their ideas and concepts with others.
Materials
3 Grade Social Studies Text Book:

Banks, J. A. (2006). California
vistas. People and places (p. 9095). New York: Macmillan
McGraw-Hill.
Social Studies Journal
Pencils and color pencils/or
markers
Diorama template
1 sheet of construction paper per
student for base
3 4x 6 index cards per student
Community Treemap worksheet
Glue sticks
Scissors
community: A place where people

live, work, and have fun together, I
live in the community of Yucaipa,
California.
urban: An urban community is a city
like San Francisco, California. The
land is full of buildings, apartments,
houses, and streets.
suburban: A suburban community is
in an area near a city. Many people
who live in a suburban community
go to work in the nearby city.
rural: Rural means open land. There
is a lot of land, but only a few
houses in a rural community.

Motivation Strategy: How will you

catch the attention of students and
focus their minds on the learning
goals?
rd
I will determine background

knowledge by using guiding
questions such as:
Have you ever heard of rural
communities?
What is a suburb?
What do we see in urban
communities?
What type of community do we live
in?
Students participate in a Think-PairShare activity with their elbow
partner to share what they already
know about different types of
communities, urban, suburban and
rural.
I will use an introductory video to

introduce students to the concepts
of the lesson and spark their
curiosity about the concept.
Communities Introduction
https://youtu.be/n3d5ZZG63TY
I will show the students the final
lesson product the diorama of the
three different types of
communities.
Research-Based Learning Strategies

(provide text chapters/reference)
Tapping into Prior Knowledge

(SDAIE)
Hands-on Activities (SDAIE)
Activate Background Knowledge,
Scaffolding (Tompkins )
Think-Pair-Share (McEwan-Adkins)
Visualize-Organize (McEwanAdkins)
(Tree Thinking Map)
Using Context to Infer Word
Meanings (McEwan-Adkins p. 133)
Using Read-Alouds to Teach New
Words (McEwan-Adkins p. 149)
Word Wall (Tompkins 40 p. 155)
Rubrics (Tompkins 40 p. 119)
Real World Connection:

How are learning goals
relevant to students lives?
Students will be able to form personal
connections with the content as they
think about their personal experiences
with urban, suburban, and rural
communities and their features.
Students will share and discuss their
final lesson product in the form of a
gallery walk and compare and contrast
their findings.
In a whole class activity, students

will share their ideas from their
groups and record them in a concept
map. The ideas will be recorded in
the format of a Tree Thinking Map.
90
All strategies will be research based and from one of

the texts. Please provide reference for each.
Teacher: Presentation/ Learning Activities (Strategy
Steps)
(includes language and content objectives,
comprehensible input, strategies, interaction,
feedback. Use bullet points in each of the three areas
below.
1. The teacher will ask guiding questions to spark a
discussion about different type so communities:
urban, suburban, and rural.
2. The teacher will model how to record the prior
knowledge in the format of a tree thinking map.
3. The teacher will introduce 5 vocabulary words,
definitions, and examples. The teacher will use a
PowerPoint presentation, with visual representations
of the concepts, to introduce the vocabulary, read
each word and explain it and share an example.
community: A place where people live, work and
have fun together. I live in the community of Yucaipa,
California.
urban: An urban community is a city like San
Francisco, California. The land is full of buildings,
apartments, houses, and streets.
suburban: A suburban community is in an area near a
city. Many people who live in a suburban community
go to work in the nearby city.
rural: Rural means open land. There is a lot of land,
but only a few houses in a rural community.
4. The teacher presents Instructional Strategy:
Anticipatory Set
Shows a video about different types of
communities.
The teacher will show the final project: a
community diorama.
5. Teacher models Instructional Strategy
Students will be given topic, Urban, suburban,
and rural communities.
Teacher introduces the diorama creation and
shows the students how to make the different
parts.
The teacher distributes the diorama template
and instructs students on the parts of the
diorama and instructs students to work on the 3
sides and write one paragraph per type of
community on an index card.
The teacher demonstrates the assembly of the
diorama.

Note meaningful activities, interaction, strategies, practice
and application, feedback in each of the three areas below.
1. The students participate in a discussion about different

types of communities: urban, suburban, and rural.
2. The students record their prior knowledge about different
types of communities in a Tree Thinking Map.
3. The students are introduced to the academic vocabulary
words of the lesson.
4. The students watch a video about different types of
communities.
The students see what their final project will look like.
6. The students read the social studies textbook about
different types of communities.
The students perform additional research about different
types of communities on the Internet and with books.
The students work on creating the sides of the diorama about
the 3 different types of communities. Urban, suburban, and
rural communities.
The students include the title.
The students include an image of each type of
community,
The students write a paragraph on each side
The students assemble the diorama.
The students participate in a gallery walk and share their
dioramas with the class.
_______________________________________________
Academic Language Development: (How will this happen in
the following three areas?)
1. Students will participate in a Think-Pair-Share activity to
activate prior knowledge.
2. Students will share and present their final products in a
gallery walk.
Interpretative (comprehension and
analysis of written and spoken texts)
1. Students will read texts in the social studies textbook.
2. Students will perform Internet research.
3. Students will understand, synthesize, and organize
information regarding different types of communities.
Productive (creation of oral presentations and written texts)
1. Students will create a diorama, which includes one
91
Academic Language Development: (How will this

happen in the following three areas?)
2.
1. Students will discuss with a partner the prior
knowledge they have relating to urban, suburban,
and rural communities
.
2. Students participate in a gallery walk and share
final projects with their classmates.
paragraph of writing, a title, and illustration about each

type of community.
Students will participate in oral presentations to share
and compare their final projects.
Interpretative (comprehension and analysis of

written and spoken texts)
1. Students will read about and research different
types of communities, urban, suburban, and rural.
2. Students will read, understand, analyze, and
organize grade-appropriate texts, which provide
information and facts relating to different types of
communities.
Productive (creation of oral presentations and
written texts)
1. Students will create a 3-sided diorama that
demonstrates their understanding of the different
types of communities.
2. Students will create an illustration for each type of
community.

are being used?
Student Reflection: How will you provide for student

reflection on learning?
Formative assessment throughout the lesson: the

teacher will observe and monitor student participation
in the different learning tasks associated with the lesson
and record observations in anecdotal observational
records and reteach concepts in a small group as
needed.
Students will participate in a small group reflective discussion

and will write a one paragraph reflection about the key
concepts they learned in the lesson. The students will also
reflect on the similarities and differences between the final
projects.
Students will be using the following guiding questions:
Students will engage in self-assessment by using the

attached checklist to self-assess their writing.
The attached project rubric will be used to assess final
student projects.
1. What did I learn from this lesson?

2. How did the lesson help me expand my learning?
4. What strategy/strategies helped me? Why?
4. 5. What did I learn from the presentations of other
students?
92
Teacher Reflection
What do you anticipate to be a problem for specific
students?
Adaptations:
ELD:
What would likely go well? Why?

Students will enjoy creating the dioramas and sharing
their finished products in a gallery walk because they
get to participate in hands-on activities.
Explicit vocabulary instruction in a small

heterogeneous group.
Students will participate in supportive,
collaborative Think-Pair-Share activities, to build
their oral language and vocabulary skills.
A word wall will serve as a reference for academic
and content vocabulary.
Student with Special Needs:
The student will record his presentation in a one on
one environment with the teacher and share his
recording with the class.
I will reduce the complexity of the task by reducing
the required length of the paragraph to 3
sentences instead of 5.
I will implement shared reading activities for the
reading of the social studies text.
Gifted Students:
Students will use additional resources to construct
a more in-depth diorama.
The Think-Pair share activities will provide a nonthreating environment for the students to build their
background knowledge.
Extension:
Based on data/evidence, what are the next steps for future
lessons? Provide evidence for your answer.
In what area(s) would you like to develop more

proficiency?
Students still struggle with gathering information, and
the analysis of resources. Therefore, students should be
introduced to appropriate note taking strategies,
methods for gathering information and evaluating
resources.
Students also need further practice in presenting and
sharing their final lesson products and patriating in
collaborative, reflective tasks.
Students will apply their learnings in an interactive webbased activity, which includes an assessment component.
ELD Objective
EL students may struggle to listen and comprehend
the steps required for the creation of the diorama,
which applies academic domain specific language.
Furthermore, many words and definitions will most
likely be new to EL students.
Content Objective
EL students struggle to effectively apply and use
grade-appropriate general academic and domainspecific words and phrases to write about urban,
suburban and rural environments by correctly
using the domain-specific content vocabulary.
http://www.eduplace.com/kids/socsci/books/applications/i
maps/maps/g3_u1/
What theory or theorists would most strongly support

the use of this strategy?
The theory that best supports this strategy is
Constructivist Learning by Dewey, Piaget, and Vygotsky.
This theory explains that students acquire knowledge
and learn new concepts through the direct application
of the concepts. Students construct knowledge and
meaning based on their experiences.
Attach copy of student work
Final projects, student, created dioramas will be
exhibited in the classroom, and students will share and
discuss them during a gallery walk.
93
Student Work Sample:
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Listening /Talk (Social Studies Topic)

MINI LESSON PLAN
Mapping my Neighborhood
Lesson 6: Mini Lesson Plan (Based on SIOP Model)
Lesson Plan Title: Mapping my Neighborhood
Name: Daniela Cupples
Date:
11/6/16
Social Studies Content Learning Objective(s):

After the mini lesson on neighborhood maps students in grade 2
will be able to collaboratively create and present a grid map of
their neighborhood with 95% accuracy.
ELD Objectives: What do you want students to be able to do as a
result of this lesson? Include academic language and vocabulary
objectives. Objectives must be measurable.
Students in grade 2 will exchange facts and ideas about grid maps
through oral collaborative discussions. Students will interact with
peers in English and will engage with the text. Students in grade 2
will listen actively to spoken English within the context of
Language Arts and Social Studies.
Students in grade 2 will discuss and present their collaborative grid
maps, apply domain-specific vocabulary and analyze and compare
neighborhood maps with previously learned map concepts.
Blooms: Comprehension/Understanding
Application/Applying
Analysis/Analyzing
DOK2 Basic Application of Skills
DOK 3 Strategic Thinking.
Grade Level: 2
Social Studies Content Standards

2.2 Students demonstrate map skills by describing the
and environments.
2.
Locate on a simple letter-number grid system the

specific locations and geographic features in their
neighborhood or community (e.g., map of the classroom,
the school).

SL 2.1 Participate in collaborative conversations with diverse
partners about grade 2 topics and texts with peers and adults
in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., gaining the
floor in respectful ways listening to others with care,
speaking one at a time about the topics and texts under
discussion).
b. Build on others talk in conversations by linking their
comments to the remarks of others.
c. Ask for clarification and further explanation as needed
about the topics and texts under discussion.
SL 2.2 Recount or describe key ideas or details from a text
read aloud or information presented orally or through other
media.
a. Give and follow three- and four-step oral directions. CA
SL 2.3
Ask and answer questions about what a speaker says in order
to gather additional information or clarify comprehension,
gather additional information, or deepen understanding of a
topic or issue.
ELD Standards (2014) that apply
Collaborative
1. Exchanging information and ideas with others through oral
collaborative conversations on a range of social and
academic topics.
Interpretive
95
5. Listening actively to spoken English in a range of social and

academic contexts.
Productive
12. Selecting and applying varied and precise vocabulary and
language structures to effectively convey ideas.

Students will engage in collaborative group discussions to create a collaborative neighborhood grid map based on the information
gathered from reading and the social studies textbook. Students will collaboratively present their grid maps.

Students will apply academic language (vocabulary, functions, discourse, syntax) while participating in discussions about and
creating grid maps to collaborate in a learning task that demonstrates their disciplinary understanding.

The content and language of this lesson will focus on the learning task of developing collaborative grid-maps as represented in the
social studies textbook by the active vocabulary used. Students will present their grid maps and demonstrate an understanding of
vocabulary words. In addition, they will be comparing and contrasting ideas with others.
Materials
-
rd
3 Grade Social Studies Text

Book: Banks, J. A. (2006).
California vistas. People and
places (p. 88-89). New York:
Macmillan McGraw-Hill.
Boothroyd, Jennifer. (2013). Map
my neighborhood.
Grid-map template
Color pencils, pencils or marker.
Laptop connected to the
document camera and projector.

Compare: To find out how things are alike.
Grid Map A map divided into squares.
Location: The place or area where
something is.
Neighborhood: People live near one
another. Example: They are building a
new house in my neighborhood.
Summarize: Briefly tell about something
you have read, learned, or made.
Example: I can summarize a story by
sharing the important parts of the story.

Through the use of a Venn diagram,
students will participate in a class
discussion to determine what they
already know about maps in general
and grid maps based on reading and
Research-Based Learning Strategies

(provide text chapters/reference)
Motivation Strategy/Positive Mindset:

How will you catch the attention of
students and focus their minds on the
learning goals?
I will read the story Map my neighborhood
to the class in an interactive read-aloud,
to spark a class discussion about
50 Strategies:
- Story retelling (p 134)
- Interactive read alouds (p. 53)
- Book Talks (p. 15)
RTI- 40 Strategies
- Using read alouds to teach new
vocabulary (p. 149)
- Choral reading
- Mastering the Five Cs of
Summarizing (p.225)
Real World Connection: How are

learning goals relevant to students
lives?
Students will form personal
connections with the concept of gridmaps through the story Map my
neighborhood. The story about a little
96
research from previous lessons.
neighborhoods and grid-maps

representing such neighborhoods.
Central Focus of lesson: A statement

that summarizes the overarching
learning outcomes beyond facts &
skills
Academic Language Development:

Describe
Students will continue learning about

maps and grid-map, and their real life
applications.
girl who draws a grid-map for her

grandmother who is not familiar with
her neighborhood, allows students to
see the relevance of the task of
creating grid-maps.
Students will rehearse and apply their

academic language orally while
participating in classroom discussions and
oral presentations and while reflecting on
their learning outcomes.
All strategies will be research based and from one of the

texts. Please provide a reference for each.
Teacher: Presentation/ Learning Activities (Strategy Steps)
(includes language and content objectives, comprehensible
input, strategies , interaction, feedback. Use bullet points in
each of the three areas below.
Academic Language Development: (How will this happen in
the following three areas?)
1. Anticipatory Set: Interactive Read-aloud of Map my
neighborhood.
2. Class discussion about neighborhoods.
3. Introduction of the academic vocabulary of the lesson
through the use of a PowerPoint presentation.
4. Venn Diagram: Based on previous lessons and research,
what do we already know about grid-maps and maps?
5. Teacher assigns students to heterogeneous collaborative
groups to read the pages 88-89 in the social studies
textbook.
6. Small group discussions about grid-maps to decide what
essential elements should be included in collaborative gridmaps.
7. The teacher will provide a template for the grid-map.
8. The teacher will direct students to collaborate in their
small groups to create a grid-map of their neighborhood.
The teacher will direct collaborative group efforts by
providing group jobs.
- Discussion Director
- Map artist
- Note taker
- Review manager
9.. The teacher will direct the students to share their gridmaps in an oral presentation collaboratively.
10. Clarifying questioning by other groups: students from
other groups will ask questions about the grid-maps to
clarify their understanding and expand their thinking.
11. Reflection on Learning outcomes: students will write a
reflective, metacognitive paragraph about their essential
learnings.

Note meaningful activities, interaction, strategies, practice and
application, feedback in each of the three areas below.
1. Students will sit on the carpet and participate in an Interactive
Read-aloud of Map my neighborhood.
2. Students will participate in a class discussion about
neighborhoods.
3. Students will be introduced to the academic vocabulary of the
lesson.
4. Students will participate in the creation of a whole class Venn
Diagram, based on previous lessons and research, what do we
already know about grid-maps and maps?
5. Students collaborate in small heterogeneous groups to read the
pages 88-89 in the social studies textbook.
6. Students participate in small group discussions about their
reading, grid-maps, and to decide what essential elements should
be included in their collaborative grid-maps
7. The students will use a teacher provided a grip-map template.
8. Students will collaborate in their small groups to create a gridmap of their neighborhood. Students will use their assigned roles to
ensure that all students participate in the group and take
responsibility for the group learnings.
9. Students will collaboratively share their grid-maps in an oral
presentation; the will use the Speaking Checklist as a guide for the
oral group presentations.
10. Students from other groups will ask questions about the gridmaps to clarify their understanding and expand their thinking.
11. Students will write a reflective, metacognitive paragraph about
their essential learnings in their social studies journals.
Academic Language Development: (What will students do to
develop academic language?)

1. Students collaborate, in small groups to share and discuss
background knowledge and create grid-maps.
2. As part of a whole class activity students, students will
discuss background knowledge and participate in the creation
of a Venn Diagram. Comparing and Contrasting grid-maps with
97

1.
2.
3.
1.
2.
1.
2.

Whole Class Venn Diagram, the teacher will provide
scaffolding to ensure that all students understand the
concept of grid maps.
Collaborative Heterogeneous Group Discussions
Collaborative Grid-map creation
other maps.
3. In groups students will engage in a positive discourse, they
will engage in collaborative discussions and apply domainspecific vocabulary.
4. Students will collaboratively share their grid-maps in an oral
group presentation.
Interpretative (comprehension and analysis of written and

spoken texts)
1. Students analyze Map my neighborhood by Jennifer
Boothroyd.
2. Students apply the reading of the social studies textbook to
the collaborative task of creating a grid-map of their
neighborhood.

1. Students will participate in collaborative oral presentations
to share their grid maps.
2. Students will produce a written metacognitive paragraph,
which reflects upon their learning, the strategies they used and
how they made connections with their lives and previously
learned concepts.
Interpretative (comprehension and analysis of written

and spoken texts)
Analyze Map my neighborhood by Jennifer Boothroyd
Apply reading of social studies textbook in the creation
of a collaborative neighborhood grid-map .
texts)
Students will orally present and share their
collaborative maps with the class.
Students will write a reflective, metacognitive
paragraph about their learnings.

are being used?
Student Reflection: How will you provide for student reflection on

learning?
Informal Assessment: The teacher will use anecdotal

observational records to continuously assess student
learning, monitor understanding of concepts, and reteach
concepts as needed in a small group.
Students will write a one-paragraph reflective journal entry in their

social studies journal. They will describe new concepts learned in
the lesson, explain connections with previously learned content,
and real life applications of the learned concepts.
Students will use the attached speaking checklist to monitor

and self-assess their oral presentations.
Formal Assessment: Student presentations and group
collaborative speaking and listening tasks for the activity will
be assessed through the attached project rubric.
Teacher Reflection
Impact: (Analysis of Student Achievement from this lesson)
How many students met performance criteria for objectives? How many did not meet the performance criteria for objectives?
93% of the students met all of the performance criteria for the objectives. About 7% of students did not meet the performance
criteria for objectives; this includes one EL student and one student with special needs.
Next Steps: How will you change the lesson to increase student achievement?
1.
What did your analysis tell you about how your students learn?
My analysis revealed that my students learned effectively through the use of the Venn Diagram, which helped them
98
compare and connect their previous knowledge about maps to grid-maps. Students benefited from the collaborative
group discussions and creation of the grid maps. The collaborative components forced the students to share thoughts and
opinions, compromise, and create a collaborative product.
2.
What did your analysis tell you about the success of the strategies you used?
The strategies incorporated into the lesson were effective. Based on the performance data from student assessments, it is
evident that the students were engaged in the tasks and were able to attain the concept of the lesson. Students practiced
higher order thinking skills and formed meaningful connections with previously learned content. Students were able to
apply creativity and problem-solving skills in an authentic learning task.
3.
How useful were the assessments in terms of student learning?

The assessments were effective because they incorporated a formative component that helped me continuously monitor
student understanding of concepts. The student checklist was very effective because it clearly communicated
expectations for oral presentations. The rubric was effective because it allowed me to provide an in-depth analysis of
student performance and give students effective feedback they can use, apply, and learn from.
4.
What resources and/or personnel might assist you in improving student achievement?
o
o
o
o
o
5.
Leveled texts based on the individual student reading level.

Further practice and guidance in effective group collaboration.
Collaborative group task cards that outline the expectations for each group member will facilitate group
collaboration.
The English learner tutor will be a valuable resource in supporting the collaborative engagement of the EL
students.
The librarian will be a valuable resource in providing students with extra supporting materials at their personal
reading levels.
How will you differentiate instruction so that all students achieve?

To differentiate instruction so that all students achieve, I will use scaffolding to make the grade-level text of the social
studies textbook accessible to students with reading levels significantly below grade-level. I will use interactive read
alouds, choral reading, and explicit vocabulary instruction to do so. I will furthermore analyze the metacognitive reflective
paragraphs created by the students, anecdotal observational records, and assessment data gathered through the use of
the project rubric to provide targeted intervention and support for struggling students. I will provide visual
representations for the concepts and integrate the use of technology by using the document camera to project the story
and implementing a PowerPoint presentation with examples and visual representations.
6.
How will you differentiate instruction for students who easily achieved the performance criteria and need to move
forward?
I will challenge students who easily achieve the performance criteria through the use of an accelerated pace of
instruction. For advanced and gifted learners I will provide opportunities to create more in-depth grid-map based on
additional research through text at their individual reading levels and the Internet. Students will expand on the concept of
grid-maps and apply it to a school or classroom map.
99
100
Student Work Sample Neighborhood Grid Map
101
Writing for Information in Social Studies

MINI LESSON PLAN
Map Skills ABC Book

Lesson 7
Candidate
Name:
Daniela Cupples
Grade:
Date: 11/17/16
Central Focus of this Lesson

A statement that summarizes the overarching learning outcomes beyond facts & skills
Students will create one page in a collaborative ABC Book about map skills. Students will create a clear and coherent
short explanatory informational text, and illustration, which accurately describes an assigned map skills topic using
specific domain vocabulary in order to create a well-developed writing piece.
Common Core Standards Provide # of standard, actual text, & highlight relevant sections
Standard
#
2.2
Subject
Social
Studies
Text
5.
Locate on a simple letter-number grid system the specific locations and geographic
features in their neighborhood or community (e.g., map of the classroom, the
school).
6.
Label from memory a simple map of the North American continent, including the
countries, oceans, Great Lakes, major rivers, and mountain ranges. Identify the
essential map elements: title, legend, directional indicator, scale, and date.
7.
Locate on a map where their ancestors live(d), telling when the family moved to the
local community and how and why they made the trip.
8.
Compare and contrast basic land use in urban, suburban, and rural environments in
California.
Write informative/explanatory texts in which they introduce a topic, use facts and
definitions to develop points, and provide a concluding statement or section.
2.2
Writing
2.4
Writing
With guidance and support from adults, produce writing in which the development and
organization are appropriate to task and purpose. (Grade-specific expectations for
writing types are defined in standards 13 above.) CA
2.6
Writing
With guidance and support from adults, use a variety of digital tools to produce and
publish writing, including in collaboration with peers.
ELD Standards (2014)

nd
for 2 grade
A. Collaborative
1. Exchanging information and ideas with others through oral collaborative
conversations on a range of social and academic topics
2. Interacting with others in written English in various communicative forms
(print, communicative technology, and multimedia)
102
Student Learning Objectives associated with the standards

Objectives to be achieved by the end of the lesson or end of multi-lesson learning segment
1. Social Studies Content Learning Objective(s):
After the mini lesson on Map Skills, students in grade 2 will be able to write two paragraphs about an assigned map skill
topic with 95% accuracy.
2. ELD Language Objective:
Students in grade 2 will use precise and domain-specific vocabulary to write about their map skills topic. Students will
listen actively to spoken English within the context and produce clear and coherent writing, which displays
development and organization.
3. ELD Content Objective:
Students in grade 2 will write about maps skills using domain-specific vocabulary content to convey information
through explanatory writing.

Students will create a clear and coherent short explanatory informational text, which accurately describes their map
skills topic using specific domain vocabulary in order to create a well-developed writing piece.
Students will use academic language (vocabulary, functions, discourse, syntax) and demonstrate their writing skills in
the application of map skill concepts. Students will apply academic language to read and write two paragraphs about a
map skills topic.
Language Function Statement:

The content and language in this lesson will focus on the learning task of learning about map skills represented by the
product of an illustrated project that demonstrates mastery in informational writing about a topic. Students will
identify main ideas and details, and collaborate in the creation of the ABC book.
Academic Language Development

Description of how lesson supports students subject matter development as well as general academic language
development
1. Collaborative discussions in class: Students will discuss their background knowledge about
maps, and provided internet resources. Students will create a collaborative class ABC book that
will be shared with the class at the end of the lesson.
Subject Matter:
1. Students will create rough drafts, revise, edit, and create a final draft about a map topic in a
short informational text.
General Terms:
Interpretative (comprehension and analysis of written and spoken texts)

1. Comprehend Writing Skills
- Students will comprehend how to write by using different methods, such as gathering,
organizing, rereading, revising, and editing their writings.
2. Interpret Different Resources
- Students will interpret different information they have studied about maps and connect it in
their writing of their ABC book page.
Students will use the ACE strategy to create a targeted constructive response.
103
Instructional Materials and Resources

List and attach up to 5 artifacts (excluding assessments) used in this lesson (e.g., manipulatives not required).
Unit Word Wall
Student Informational Writing Checklist
Informational Anchor Chart used for direct
Informational Text Rubric
instruction and modeling of the lesson task.
ABC Book Template
If an artifact is too large to be included, attach a photograph of the artifact.
Assessment(s)
May be formal, informal, formative, summative, and student self-assessments
Formative Assessment: Teacher will continuously monitor student work and record observations in anecdotal
observational records, which will be used to assess, which concepts need to be retaught to specific students.
Student Self-assessment: Students will use the attached writing checklist to review, edit, and peer edit.
Formal: Final project pages will be graded through attached informational writing rubric.
Instructional Strategies
Provide sufficient detail that a knowledgeable substitute teacher could easily deliver lesson.
You may require more instructional steps than shown.
1. Assign students to small heterogeneous groups and have them discuss what they already know about maps.
2. The teacher will introduce the writing activity, ABC Map Book, which connects to the thematic unit about
map skills. The teacher will show examples of ABC books. Explain to the students that they will be creating a
collaborative class ABC book that will be printed and shared in the school library.
3. Explicit Modeling Instructional Strategy
Students will be given topic, one of the words of the word wall list.
104
Map Unit Word Wall

A
absolute location
ancestor
B
border
D
desert
distance
E
east
G
grid map
C
capital
coast
compass rose
continent
country
H
hill
F
*features
I
island
J
*journey
K
key
L
landform
location
M
map
mountain
N
neighborhood
north
O
ocean
P
plain
political map
Q
*quest
R
rural
S
south
state
suburban
T
town
U
urban
V
valley
W
west
X
*Xingu River
Y
*Yukon
Z
*zone
*bonus words
The teacher will introduce the template and the creation of the ABC book.
The teacher will model the procedure by modeling the writing of one page of the book together as a class
before students begin working on their own pages.
4. Students review their social studies journals, social studies textbooks, and Internet resources, to gather ideas
and facts for their two informational paragraphs about their topic.
5. Brain Storming: Have students gather and organize their ideas for their writing by creating a circle thinking
map about their map topic.
5. Students create a first draft.
6. Students will be asked to conference with the teacher and reread what they have written, revise their writing,
edit, and make changes as necessary.
7. After student writings have been edited, students will word-process their final drafts on the computer and
create an illustration for their topic.
8. Students will then share their completed pages with the class, though the use of the authors chair strategy.
Differential Instruction
Based on differing abilities of specific students in your classroom, how will you differentiate instruction?
50 Strategies:
RAFT p 106
40 Strategies:
Use Daily Read-Aloud with a Classroom Connection to Teach New Words. (p 150)
105
Teaching Students to Construct a Frayer Model (p 158)

Advanced students will be able to do an additional page incorporating the bonus words.
106
Novel Techniques and Representations

What novel techniques/representations will you use to enhance student understanding?
I will introduce students to peer editing and show them how to use proofreading marks.
Final books will be published through the student treasures website. http://studentreasures.com/ students
will scan and upload their ABC book page to the website so that the books can be published.
107
108
https://www.pinterest.com/pin/293930313153551629/
Student Engagement
How will you ensure that all students are continually engaged (not idle)?
I will continuously monitor students and provide additional assistance if needed.
I will assign students to small groups and monitor group participation and interactions.
I will remind students that they will create a book that will be printed, published, can be ordered, and will be
shared in the school library
After delivering this lesson, it is recommended that you promptly reflect on it.
Personal Reflection
What evidence of learning came as a result of your lesson?

The final product, the class ABC book, clearly showed evidence of the students learning. The students had an
opportunity to internalize and apply concepts they learned in the unit and make connections with their personal
lives. The students had the opportunity to become an expert on their topic, write and publish their special ABC
page and share it with the class through the authors chair presentation.
How will you help students who did not learn the lesson?
I will explicitly model components of the lesson that the students struggle with. I will provide one-on-one
conferencing for the students; include additional vocabulary and writing support for students who struggle with
the concepts. In addition, I will integrate additional visualization and verbalization techniques to support the
students writing process. I will also enlist the support of a parent volunteer to support the students when they
word-process their final drafts on the Chromebooks.
How did the novel technique help motivate students? Improve Learning?
The collaborative creation of the ABC book fostered the inclusion of all students; it showed the students that they
are all important contributors to the final published book. The bonus words were an excellent motivator for the
advanced and gifted students. The additional incentive of having the final books printed and published and
available to be ordered was a great incentive for the students to do their best work. All the students were very
motivated and could not wait for the printed books to arrive. All the students signed the book for the library, and
the librarian exhibited the book in a special honor spot in the school library.
How did this lesson promote critical thinking?
The lesson encouraged students to connect the different concepts learned in the unit and present one topic in an
accomplished fashion on their page in the collaborative ABC book. The lesson promoted critical thinking skills by
providing opportunities for the students to discuss their background knowledge in a small group, gather additional
information, and synthesize their knowledge into an accomplished informational writing piece. The students also
had the opportunity to apply their critical thinking skills when producing their writing and sharing their expert
knowledge about their topic.
109
Supporting Documents Lesson 7

1.
2.
3.
4.
5.
Unit Word Wall

Anchor Chart
ABC Book Template
Student Information Writing Checklist
Informational Writing Rubric
Map Unit Word Wall

A
absolute location
ancestor
B
border
D
desert
distance
E
east
G
grid map
C
capital
coast
compass rose
continent
country
H
hill
F
*features
I
island
J
*journey
K
key
L
landform
location
M
map
mountain
N
neighborhood
north
O
ocean
P
plain
political map
Q
*quest
R
rural
S
south
state
suburban
T
town
U
urban
V
valley
W
west
X
*Xingu River
Y
*Yukon
Z
*zone
*bonus words
110
111
112
Student Work Sample ABC Book
113
114
Unit Schedule
Unit activities will be implemented during the social studies, computer, art, and ELA blocks.
WEEK 1
8:00 - 9:00
Monday
Daily 5
Tuesday
Daily 5
Wednesday
Daily 5
Thursday
Daily 5
9:00-9:40
am
9:40 -10:00
10:0010:50
11:50 11:40
11:40
12:30
12:30 -1:00
1:00 1:20
1:20- 2:20
(MTSS
1:50- 2:20)
Social
Studies
recess
Math
Social
Studies
recess
Math
Social Studies
recess
Math
Social
Studies
recess
Math
Friday
ELA
Assessment
Social
Studies
recess
Math
Lunch
Lunch
Lunch
Lunch
Lunch
Science
Science
PE
Science
PE
Art
recess
ELA
Computers
recess
ELA
Art
recess
ELA
Computers
recess
ELA
Library
recess
ELA
WEEK 2
8:00 - 9:00
Monday
Daily 5
Tuesday
Daily 5
Wednesday
Daily 5
Thursday
Daily 5
9:00-9:40
am
9:40 -10:00
10:0010:50
11:50 11:40
11:40
12:30
12:30 -1:00
1:00 1:20
1:20- 2:20
(MTSS
1:50- 2:20)
Social
Studies
recess
Math
Social
Studies
recess
Math
Social Studies
recess
Math
Social
Studies
recess
Math
Friday
ELA
Assessment
Social
Studies
recess
Math
Lunch
Lunch
Lunch
Lunch
Lunch
Science
Science
PE
Science
PE
Art
recess
ELA
Computers
recess
ELA
Art
recess
ELA
Computers
recess
ELA
Library
recess
ELA
115
Evaluation /Assessment Section
Language Arts and Social Studies Unit Assessment Plan

Goals/
Standards/
Objectives
Assessed
Lesson 1:
Direct
Instruction
Lesson 2:
Concept
Attainment
Lesson 3:
Generalization
Lesson 4:
Inquiry
Objective:
After the lesson
on the concept
of countries in
North America
students in
grade 2 will be
able to state
both orally and
in writing the
correct
definition of
countries in
North America
with 95%
accuracy.
Objective:
After this lesson
on using data to
support
generalizations,
students in grade
2 will apply this
knowledge and
develop
generalizations
concerning the
topic of types of
maps with 95%
accuracy.
Objective:
After the mini
lesson on Map
Skills students in
grade 2 will be
able to describe
orally, create
and present a
PowerPoint
Presentation,
which describes
and locates
where their
family came
from with 95%
accuracy.
1. Informal
assessment
through
anecdotal
observations
based on
student
participation in
the lesson.
2. Formal
assessment of
student
journals
through
project rubric.
1. Informal by
listening to their
oral
presentations of
the concept of
countries of
North America.
Informal
observations
will be recorded
in an anecdotal
observation log.
2. Formal
through project
rubric.
1. Informal
throughout the
lesson, I will use
an anecdotal
observation log
to record my
observations of
student
participation in
class discussions
and seat work.
2. Students will
participate in
self-monitoring
and selfassessment
strategies, by
using the project
checklist.
3. Formal
final student
journals will be
formally assessed
with a project
rubric.
1. Informal
throughout the
lesson, the
teacher will
monitor student
understanding
of the concepts
and provide
scaffolding and
support for
students based
on observations,
which will be
documented in
anecdotal
records.
2. Formal
Assessment:
Final lesson
products,
presentations of
multimedia
presentations
about the family
history will be
assessed
through the
attached project
rubric.
1. Formative
assessment
throughout the
lesson: the teacher
will observe and
monitor student
participation in the
different learning
tasks associated
with the lesson
and record
observations in
anecdotal
observational
records and
reteach concepts
in a small group as
needed.
2. Students will
engage in selfassessment
through writing
checklist.
3. Formal
Project rubric will
be used to assess
final student
projects.
1. Monitor
student
progress,
1. Monitor
student
progress,
1. Monitor
student progress,
reteach concepts
1. Monitor
student
progress,
1. Monitor student
progress, reteach
concepts students
Objective:
After the
lesson on facts
about Map
skills of North
America
students in
grade 2 will list
ten facts orally
and in writing
with 95%
accuracy.
Type of
assessment
with
rationale for
each type of
assessment
3.
Purpose of
Assessment
Lesson 5:
Vocabulary
Objective:
After the mini
lesson on different
types of
communities,
students in grade 2
will be able to
define and
correctly apply the
vocabulary in
writing with 95%
accuracy.
Lesson 6:
Listening/
Talking
Objective:
After the mini
lesson on
neighborhood
maps students
in grade 2 will
be able to
collaboratively
create and
present a grid
map of their
neighborhood
with 95%
accuracy.
1. Informal,
through
anecdotal
observational
records to
continuously
assess student
learning,
monitor
understanding
of concepts,
and reteach
concepts as
needed in a
small group.
2. Selfassessment
Students will
use speaking
checklist to
monitor their
oral
presentations.
3. Formal
Student
presentations
and group
collaborative
speaking and
listening tasks
assessed
through
project rubric.
1. Monitor
student
progress,
Lesson 7:
Writing
Objective:
After the mini
lesson on Map
Skills, students
in grade 2 will
be able to write
two paragraphs
about an
assigned map
skill topic with
95% accuracy.
1. Formative
Assessment:
through
anecdotal
observational
records
2. Student Selfassessment:
Students use
the writing
checklist to
review, edit,
and peer edit.
3.Formal
Assessment:
through
informational
writing rubric.
1. Monitor
student
progress,
116
reteach
concepts
students
struggle with.
2. Assess
overall student
product.
3. Provide
feedback.
reteach
concepts
students
struggle with.
2. Assess overall
student
product.
3. Provide
critical
feedback.
students struggle
with.
2. Teach students
self-monitoring
and peer editing
skills.
3. Assess overall
student product.
4. Provide
constructive
feedback.
reteach
concepts
students
struggle with.
2. Assess overall
student
product.
3. Provide
critical
feedback.
struggle with.
2. Assess overall
student product.
3. Provide critical
feedback.
reteach
concepts
students
struggle with.
2. Assess
overall student
product.
3. Provide
critical
feedback.
Implementaion:
How will you
do the
assessment?
Students will
write 10 facts
in complete
sentences, and
apply proper
writing
conventions.
Students will
write a journal
entry with
complete
sentences, and
apply proper
writing
conventions.
Students will
write a journal
entry with
complete
sentences, and
apply proper
writing
conventions.
Students will
create a
multimedia
presentation
about
geographic and
cultural origins
of their family
and
demonstrate
their research,
inquiry, writing
& presentation
skills.
Students will
create a 3 sided
diorama, to
demonstrate their
understanding of
the concept and
implement and
apply proper
writing and
presentation
conventions.
Feedback:
How will
you let
students
know about
their
progress?
The project
rubric will be
used to
provide
constructive
feedback to
the students.
Students
receive
continuous
oral feedback
during the
lesson
application.
The
information
will be used to
adjust the pace
of instruction
and to reteach
concepts
students
struggle with in
a small group
or whole group
setting.
Parents or
guardians will
have access to
these
assessments,
which will
increase their
awareness
expected
The project
rubric will be
used to provide
constructive
feedback to the
students.
Students receive
continuous oral
feedback during
the lesson
application.
The project rubric

will be used to
provide
constructive
feedback to the
students.
Students receive
continuous oral
feedback during
the lesson
application.
The project
rubric will be
used to provide
constructive
feedback to the
students.
Students receive
continuous oral
feedback during
the lesson
application.
The project rubric

will be used to
provide
constructive
feedback to the
students.
Students receive
continuous oral
feedback during
the lesson
application.
The information
will be used to
adjust the pace
of instruction
and to reteach
concepts
students
struggle with in
a small group or
whole group
setting.
The information
will be used to
adjust the pace of
instruction and to
reteach concepts
students struggle
with in a small
group or whole
group setting.
The information
will be used to
adjust the pace
of instruction
and to reteach
concepts
students
struggle with in
a small group or
whole group
setting.
The information
will be used to
adjust the pace of
instruction and to
reteach concepts
students struggle
with in a small
group or whole
group setting.
Parents or
guardians will
have access to
these
assessments,
which will
increase their
awareness
expected
Parents or
guardians will
have access to
these
assessments,
which will
increase their
awareness
expected learning
Parents or
guardians will
have access to
these
assessments,
which will
increase their
awareness
expected
Parents or
guardians will have
access to these
assessments,
which will increase
their awareness
expected learning
outcomes and will
help them support
Students will
create a
collaborative
grid map of
their
neighborhood,
which will be
shared with
the class and
demonstrates
their listening,
speaking, and
oral
presentation
skills.
The project
rubric will be
used to
provide
constructive
feedback to
the students.
Students
receive
continuous
oral feedback
during the
lesson
application.
The
information
will be used to
adjust the pace
of instruction
and to reteach
concepts
students
struggle with in
a small group
or whole group
setting.
Parents or
guardians will
have access to
these
assessments,
which will
increase their
awareness
expected
How will
this
information
guide your
next steps
in planning
instruction?
Who else
will have
access to
the
assessmen
t results?
Why?
reteach
concepts
students
struggle with.
2. Teach
students selfmonitoring/peer
editing skills.
3. Assess overall
student
product.
4. Provide
constructive
feedback.
Students will
write and share
one page with 2
paragraphs in a
collaborative
ABC map book
and apply
proper writing
conventions.
The teacher will

use student
project, provide
corrective
feedback and
meet with
students in oneon-one writing
conferences to
support the
student in the
writing process.
The information
will be used to
adjust the pace
of instruction
and to reteach
concepts
students
struggle with in
a small group or
whole group
setting.
Parents or
guardians will
have access to
these
assessments,
which will
increase their
awareness
expected
117
learning
outcomes and
will help them
support their
child at home.
learning
outcomes and
will help them
support their
child at home.
outcomes and
will help them
support their
child at home.
learning
outcomes and
will help them
support their
child at home.
their child at
home.
learning
outcomes and
will help them
support their
child at home.
learning
outcomes and
will help them
support their
child at home.
EDU 512 Unit Reflective Commentary Self-Assessment for EdTPA preparation

Select one lesson from your unit and answer the following questions. You can use bullet
points and write directly in this form but the answers must be clear and detailed enough
to fully answer the questions.
Note: The Rationales in your lesson plans are expected to be part of your commentary.
1. Central Focus
a.
Describe the central focus and purpose for the content you will teach in the learning
segment.
b.
Given the central focus, describe how the standards and learning objectives within
your learning segment address
an essential literacy strategy
requisite skills that support use of the strategy
reading/writing connections
Students will be able to describe orally and produce a multimedia presentation

that depicts the geographic origins of their family.
Students will use specific academic language (vocabulary, functions,

discourse, syntax) while sharing their information about map skills in order to
participate in a learning task that demonstrates their disciplinary
understanding.
The content and language in this lesson will also focus on the learning task of
map skills represented by the active vocabulary used.
Students will identify main ideas and details that represent their investigation
in reading and writing.
Students will be comparing ideas with others, which supports the essential
literacy strategy of comprehension.
2. Explain how your plans build on each other to help students make connections between the skills
and the essential strategy or to comprehend OR compose text in meaningful contexts.
Students are able to make meaningful connections between skills and essential strategy
to comprehend texts in different contexts by gathering and organizing information relating
to map skills through the use of inquiry and research. The foundation of the use of
background knowledge is implemented in the pre-assessment, in which students
participate in a class discussion to determine what they already know about map skills
and different types of maps.
3. Knowledge of Students to Inform Teaching

For each of the prompts below (2ab), describe what you know about your students with
respect to the central focus of the learning segment.
Consider the variety of learners in your class who may require different strategies/support (e.g.,
students with IEPs or 504 plans, English language learners, struggling readers, underperforming
students or those with gaps in academic knowledge, and/or gifted students).
118
a.
Prior academic learning and prerequisite skills related to the central focusCite
evidence of what students know, what they can do, and what they are still learning to
do.
1.
Students already know the importance of maps and how they help us in our
daily lives.
2.
Students are able to participate in effective discussions to exhibit their

understanding within a specific topic, which influences their learning.
3.
Students still need additional support when it comes to efficiently finding and
citing new information. To increase the students proficiency during this lesson,
students would benefit from direct instruction in effective on-line research and citation
strategies. Therefore, grade-level appropriate methods for evaluating resources and
information should be introduced.
b.
Personal/cultural/community assets related to the central focusWhat do you know

about your students everyday experiences, cultural backgrounds and practices, and
interests?
1.
The cultural diversity of the students in my classroom shapes their

understanding of new concepts and learning.
2.
The economic diversity, students come from varied SES backgrounds, impacts
the students background knowledge as some students have never traveled to
another state or country.
3.
Different religious and cultural backgrounds shape traditions and morals and
impact the students understanding and application of the learned concepts.
4.
Some of the students are highly motivated and most of the students like
school. However, some of them struggle greatly academically and in their
acquisition of the English language.
5.
Parent involvement and support are varied in my classroom. Some students

have an extensive support system at home, parents and siblings that help with
homework and/or volunteer in the classroom and at school functions, while
other students have no support whatsoever.
6.
The varied backgrounds and experiences of the students will impact student
learning and bring diversity and challenges to the instruction.
7. Supporting Students Literacy Learning

Respond to prompts 3ac below. To support your justifications, refer to the instructional materials
and lesson plans you have included as part of Task 1. In addition, use principles from research
and/or theory to support your explanations.
Justify how your understanding of your students prior academic learning and
personal/cultural/community assets (from prompts 2ab above) guided your choice or
adaptation of learning tasks and materials. Be explicit about the connections between the
learning tasks and students prior academic learning, assets, and research/theory.
a.
My understanding of my students prior academic, cultural, personal, and community

assets guided my choice of adaptation of the learning task and materials by ensuring
that students received appropriate, targeted instruction, and resources based on their
individual learning needs. Specifically, EL and struggling students who often struggle
to identify useful information from within texts also generally struggle to explain and
discuss the information they came across in informational texts because of their
language acquisition challenges. Furthermore, students may be additionally
challenged by the academic vocabulary that is part of the learning tasks as there may
be differences between their home language and English.
Because of these challenges, I decided to incorporate visuals, technology, and explicit
modeling to ensure that all students grasp the lesson objectives.
119
The learning tasks in the lesson built upon foundational reading and writing skills,
including phonemic/phonological awareness, concepts of print, decoding, word
analysis, sight-word recognition, fluency and comprehension, spelling, punctuation,
and paragraph writing.
b.
Describe and justify why your instructional strategies and planned supports are
appropriate for the whole class, individuals, and/or groups of students with specific
learning needs.
Consider students with IEPs or 504 plans, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted students.
My instructional strategies and planned supports are appropriate for the whole class,
individuals, and/or groups of students with specific learning needs since they are
covered by the ELD Standards and frameworks, this includes collaborative,
interpretive, and productive language acquisition targets.
They include the following and are presented in my lesson:
A. Collaborative
1. Exchanging information and ideas with others through oral collaborative conversations on
a range of social and academic topics.
2. Interacting with others in written English in various communicative forms (print,
communicative technology, and media).
range of social and academic topics.
B. Interpretive
6. Reading closely literary and informational texts and viewing multimedia to determine how meaning
is conveyed explicitly.
C. Productive
10. Writing literary and informational texts to present, describe, and explain ideas and information,
using appropriate technology.
12. Selecting and applying varied and precise vocabulary and language structures to effectively
convey ideas
SDAIE and cooperative learning strategies incorporated in the lesson target the needs of EL,
struggling, and students with learning disabilities: these include:
Tapping into prior knowledge
Homogeneous and heterogeneous small group instruction
Think-Pair-Share
Strategies for gifted and advanced students incorporated in the lesson include:
Providing access to additional resources at the students individual reading levels to

conduct more in-depth presentations and research.
Providing access to primary source texts to support a deeper understanding of the
concepts.
Increasing the depth or instruction and accelerating the pace of instruction.
Providing opportunities for independent, self-directed and self-monitored learning
experiences.
120
c.
Describe common developmental approximations or common misconceptions within

your literacy central focus and how you will address them.
Common developmental approximations or common misconceptions within

my literacy central focus will be focused on ensuring that students understand
and apply content they are learning.
EL and struggling learners may struggle with recognizing useful data and
information from within the texts. Furthermore, they may struggle with
explaining and discussing information they gathered from informational texts
because of their language acquisition levels. Furthermore, students may
struggle with vocabulary they encounter during their research since there may
be differences between their home language and English.
Moreover, students may struggle with selecting relevant information for their
project and synthesizing readings and research into a finalized product.
Working in mixed groups may be challenging for many students as it forces
them to patriciate in oral language production.
In order to meet and adequately address all the needs, I will make sure to
incorporate small group instruction to reteach central focus components and
scaffold content to the language and academic levels of the students.
4. Supporting Literacy Development Through Language

a.
Language Function. Identify one language function essential for students to

develop and practice the literacy strategy within your central focus. Listed below are some
sample language functions. You may choose one of these or another more appropriate for
your learning segment.
Analyze
Argue
Categorize
Interpret
Predict
Question
Compare/contrast
Retell
Describe
Explain
Summarize
One language function that is essential for students to develop and practice
the literacy strategy within my central focus would be to explain the
information they gathered during their inquiry project about the geographical
origins of their family.
b.
Identify a key learning task from your plans that provides students with opportunities
to practice using the language function in ways that support the essential strategy. Identify
the lesson in which the learning task occurs. (Give lesson day/number.)
A key learning task from my plans that provides students with opportunities to
practice using the language function in ways that support the essential
strategy is gathering and organizing information that relates to the
geographical origins of their family and its cultural impact, which is presented
in my inquiry lesson. (Lesson 4)
The content and language in this lesson will focus on the learning task of
using maps skills to trace family origins as represented by the active
vocabulary used. Therefore, students will identify main ideas and details that
represent their investigation. In addition, they will be comparing ideas with
others.
c.
Additional Language Demands. Given the language function and learning task
identified above, describe the following associated language demands (written or oral)
students need to understand and/or use:
Vocabulary or key phrases

121
Plus at least one of the following:
Syntax
Discourse
Given the language function and learning tasks identified above, there are
specific language demands that are associated throughout the lesson,
which students need to understand and apply.
For example, students will use specific academic language (vocabulary,

functions, discourse, syntax) while sharing their information about the
geographic origins of their family in order to participate in a learning task
that demonstrates their disciplinary understanding.
Consider the range of students understandings of the language function and other language
demandswhat do students already know, what are they struggling with, and/or what is new
to them?
d. Language Supports. Refer to your lesson plans and instructional materials as needed in your
response to the prompt.
Describe the instructional supports (during and/or prior to the learning task) that help
students understand and successfully use the language function and additional
language demands identified in prompts 4ac.
Instructional supports that help students understand and successfully use the
language function and additional language demands stem from students
extending their research skills by referring to details and examples within the
text and online information.
Students will have the opportunity to explain and discuss ideas presented
within an informational text that uses the correct language function presented
in the lesson.
Students will also participate in think-pair-share, work in mixed groups, and

whole group activities, which will cultivate their academic language.
5. Monitoring Student Learning

In response to the prompts below, refer to the assessments you will submit as part of the
materials for Task 1.
a.
Describe how your planned formal and informal assessments will provide direct
evidence that students can use the essential literacy strategy and requisite skills to
comprehend or compose text throughout the learning segment.
My planned formal and informal assessments will provide direct evidence that
students can use the essential literacy strategy and requisite skills to
comprehend or compose text throughout the lesson.
The individual assessment will consist of each student producing and

presenting a multimedia presentation about their inquiry-based learning
project about the geographic origins of his or her family. Projects will be
assessed through a project rubric.
122
b.
Explain how the design or adaptation of your planned assessments allows students
with specific needs to demonstrate their learning.
Consider all students, including students with IEPs or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic knowledge,
and/or gifted students.
The design of my planned assessments allows students with specific needs to

demonstrate their learning through the incorporation of collaborative tasks.
In addition, both oral and written work will be assessed, to show a detailed picture
of student concept attainment.
The reflection component in the group project provides an opportunity for

students to reflect on their newly attained knowledge and pinpoint additional
learning gaps and needs.
Overall, students collaborating to create a project that reflects their understanding

of the content and concepts they have been studying throughout the unit.
Add any additional resources or components that you think

would add to the interest of your unit such as assessment
samples or work samples according to what fits your unit. This
is a creative work and will be your unique design.
123

2nd Grade Map Unit

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2nd Grade Map Unit

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Map Skills Unit

Lesson 2: North America Here we Come!

Lesson 3: Different Types of Maps

Lesson 4: Using Maps to Trace Our Familys

Lesson 5: Urban, Suburban, and Rural

Lesson 6: Mapping my Neighborhood

Lesson 7: Map ABC Book

Objectives and Standards

Concept Attainment Lesson 2

College and Career Readiness Anchor Standard CCSS

Concept Attainment Lesson 2

CCSS ELA Standard

CCSS ELA Standards

CCSS ELD Standards

Expanding: 10. Writing

ELA Language Standards for Grade Level

ELD Standards (2014) for 2 grade

Student List with Three Focus Students

General Student List with Three Focus Students

General Academic Level

Basic Language Fluency Level: 3

is very animated and loves to

Fully describe from 3 or

Lesson 1: Direct Instruction

A border is a part where two places meet.

Lesson 2: Concept Attainment

The land and the people who live there.

The different shapes of land on Earth. Example: A mountain is a landform.

To find out how things are alike.

A distinctive characteristic of something.

Resources for the Integration of Maps into the Arts Curriculum

Stellar Art Integration Resources

This Land We Love

Lessons that Integrate PE into Map Skills

Splendid Resources for Cross Curricular PE Integration

DIRECT INSTRUCTION LESSON PLAN RUBRIC

This rubric will be used to assess Direct Instruction lesson plans.

Vocabulary - List key vocabulary terms needed for this lesson

Literature - List supporting literature or reading materials

National Geographic Beginners United States Atlas by National Geographic

Smart About the Fifty States by Jon Buller

Me on the Map by Joan Sweeney

How Far Away? Comparing Trips by Jennifer Marrewa

How Far Is Far? Comparing Geographical Distances by Vic Parker

State the cognitive taxonomy level (Blooms ) Level I Knowledge Remembering

DOK Level One

CCSS ELA Standards

CCSS ELD Standard

College and Career Readiness Anchor Standard CCSS

Language Demand Statement: edTPA p. 61

Language Function Statement: edTPA p. 61

3. ASSESSMENT STRATEGY (10 points)

Most letters are

Many letters are

4. LESSON OPENING/PURPOSE (5 points)

RESTATE OBJECTIVE IN STUDENT TERMS

CHECK FOR BACKGROUND KNOWLEDGE STRATEGY

SDAIE-Tapping into prior knowledge

Lesson Topic: Map Skills of North America

W (What we want to learn)

Maps help us find places.

Where is Alaska is on the map?

Maps show where places are.