Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Tori Mekash

Grade Level: 2nd grade
Subject: Social Studies
Date: 3/14/18
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
 SS: 2.G.1.1 Construct and explain a map that includes directions, labels, and a key
 OSEU 1 - The original land base and natural resources of the Oceti Sakowin were under communal
stewardship prior to immigrant settlement. The Oceti Sakowin tribes have a distinct and unique
interrelationship with the environment that contributes to South Dakota.

List the Rationale (cite theories or theorists):

I will use explicit instruction (Anita Archer) to model to students the parts of a map how to create their own map. I
will also include three different multiple intelligences (Howard Gardner) throughout the lesson: visual, verbal, and
kinesthetic.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”
 Students will be able to create a map of South Dakota and include directions, labels, and a key
 Students will be able to identify and label the nine reservations on a map
 Students will identify natural resources in South Dakota

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

The learning objectives are appropriate for the students because the students have enough prior knowledge to
complete the learning objectives, and the objectives are a part of the 2nd grade South Dakota State Standards.
Creating and reading a map is also a lifelong skill the students need to acquire.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).
N/A

Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
N/A

List the materials/resources you will need to teach the lesson.

 SmartBoard
 Interactive PowerPoint
 iPads
 Big sheets of paper
 Markers/crayons/colored pencils
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.
 The smartboard will be used to show students a map and the different parts of a map
 The smartboard will also be used to introduce natural resources to the students through a PowerPoint
 A stopwatch on the smartboard will also be used when students are doing independent work, so they are
able to see how much time they have left to complete the work
 iPads will be available for students to use as a resource for looking up natural resources in the state

Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *
 Students will have the option to work in groups or create a map on their own
 I will follow all IEP’s

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

 I will pass out large sticky notes to students and ask them to answer three questions on their sticky note:
what is a “key” on a map, how many reservations are there in South Dakota, and what are natural resources
and to name an example of a natural resource
 Students will turn in their sticky note with their name on it and this pre-assessment will be administered the
day before presenting the lesson.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)
The results of the pre-assessment will allow me to see what the students already know about maps and
natural resources, and what information I need to go into more details during my lesson. The results will
also show if students know what a natural resource is.

Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

 I will walk around the classroom while students are working to ensure students are on task, to answer any
questions, and to redirect off-task behavior
 I will use callback cues to gain students attention
 I will use popsicle sticks with students’ names on them to make selection of students random and fair

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
 I will begin the lesson by showing students a picture of the map of the United States and ask them
to think pair share with a partner about what this (the map) is and what it can tell us
 Next, I will explain and show how we can look at maps of states, cities, buildings, etc., but all maps
need to have certain components (title, key, and directions)
  I will begin my PowerPoint with a map of South Dakota and ask for volunteers to name the
different reservations in South Dakota; as students give names of reservations I will also ask if they
know where it is located. They may come up to the board to draw where they think it is located or I
will draw it in if they do not know
 The next part of the PowerPoint will explain what a natural resource is, and then we will discuss the
different natural resources present on the nine reservations today

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
 I will have an interactive slide in my PowerPoint with examples of maps that are missing pieces
such as a key, title, or label; students will be randomly selected by popsicle sticks to come to the
board to fix the map (there will be five different map problems)
 I will have an interactive slide in my PowerPoint with examples and non-examples of natural
resources; I will draw students names from popsicle sticks to randomly select a student to come to
the board and put the example or non-example under the correct category (there will be 12
different examples/non-examples)
 After every student has had the opportunity to come to the board, students will think-pair-share
with their table partner about the main parts of a map
 I will ask for a group to share, and then students will think-pair-share about what natural resources
are and at least 3 examples, then a few groups will share

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
 Students will create their own map of South Dakota on big sheet paper in groups of 3
 They will need to label the nine reservations
 They will need to have a key, title, and labels located on their map
 They will need to research and draw major natural resources (past or present) on their map; they
must include at least 5 natural resources

Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
 We will do a gallery walk of the posters hanging up around the room and ask each group to share at
least one natural resource they discovered and why that resource is important
 After everyone has shared about a natural resource, I will explain how all the natural resources are
significant and have an impact on South Dakota
 I will explain how people may have chose different symbols on their maps to represent things, but
we are all able to read everyone’s maps based on their keys and labels

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

 The post assessment will be the maps that they turn in at the end of the lesson
  I will be checking to see if they included a title, key, and directions/labels on their map, the nine South
Dakota reservations, and at least 5 natural resources used in South Dakota (past or present)

Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.