Anthony Lawlis

Social Studies/5th Grade

Self-contained Special Education Classroom
1) Purpose: The purpose of this lesson is to teach students about the Southeast region of
the United States and its features (e.g. climate & landforms).
2) Academic Language: The academic language for this lesson includes Northeast
region, Southeast region, climate, landforms, and state names (e.g., Florida, Georgia,
North Carolina, and South Carolina).
3) Skills: The skills for this lesson include comprehension and understanding of
academic language, identification of states of and United States region, and comparing
and contrasting different regions of the United States.
4) Objectives: The objectives for this lesson are as follows:

Students will be able to identify a region of the United States on a map.

Students will be able to write a description of the climate in the Northeast.
Students will be able to write a description of the climate in the Southeast
Students will be able to write down a list of the landforms in the Northeast.
Students will be able to write down a list of the landforms in the Southeast.
Students will be able to identify a state within the Northeast and Southeast regions
of the United States.

5) Common Core Standards:

English Language Arts Standards:
Rl.5.2 Determine two or more main ideas of a text and explain how they are supported by
key details; summarize the text.
Rl.5.7 Draw on information from multiple print or digital sources, demonstrating the
ability to locate an answer to a question quickly or to solve a problem efficiently.
W.5.4 Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 5 topics and texts, building on others
ideas and expressing their own clearly.
Common Core Social Studies Framework Standards:
Geography, Humans, and the Environment of the Western Hemisphere

5.1.a The physical landscape of North and South America shows both great variation and
unifying patterns.
5.1.c North and South America can be divided into regions that share common human
and/or physical features.
5.2.a Physical systems influence patterns of human migration and settlement in North and
South America.
Time, Continuity, and Change in the Western Hemisphere
5.4.a European migration and settlement reflected and altered people's views and
understanding of the world.
6) Pre Assessment: The objectives are appropriate for the learners because the students
have already been studying the various regions of the United States. The class has
already completed a lesson focusing in on the Northeast region of the United States. The
students will use the information learned in the previous lesson to aid them in this lesson.
The students will be expected to draw upon the prior knowledge that they have gathered
from the previous lesson. The prior knowledge will aid the students in meeting the
objectives set forth in this lesson plan.
7) Questioning: These are some examples of the questions that might be asked
throughout the lesson.

Can you locate the Northeast region of the United States?

Can you locate the Southeast region of the United States?
What is climate?
What are landforms?
What are examples of landforms in the Northeast region of the United States?
What are examples of landforms in the Southeast region of the United States?
Can you identify the similarities and differences between the Northeast and
Southeast region of the United States?

These questions are just a few of the ones that will be asked throughout the lesson. The
questions that are listed above were developed using Blooms Taxonomy. By using
Blooms taxonomy it helped me to form higher order thinking questions.
8) Learning Segment/Presentation
Set Induction: The lesson will begin with a group discussion of the Northeast region of
the United States. Students will think, pair and share. The topic they will be thinking,
pairing and sharing about is the Northeast. Teacher should pose questions for the
students to ensure they are guided through this activity. While the discussion is carrying
on teacher can walk around to monitor student progress by listening in on the discussions
going on in each group. Once ample time has been given to the students the teacher will

bring the class back together. After the class has come together teacher will begin
reviewing the group discussions.
Procedure:

First the teacher will instruct the student to take out their Social Studies notes packet.
Then pull up a slide with a map of the United States.
Once the map is displayed on the promethean board teacher will ask students.
Where is the Southeast region of the United States?
Give appropriate wait time for the students to reflect on the question.
Once all students are finished thinking choose one of the students to come up to the
promethean.
Instruct the student to circle where they believe the Southeast region of the United
States is located.
If student is correct congratulate them on a job well done.
If the student is incorrect tell them good job.
Then the teacher will circle where the Southeast region of the United States is
located.
After finished circling the Southeast region ask students do they know any states
located in this region?
Go to a blank slide that students will be able to write on.
Give students an appropriate amount of time to reflect upon the question posed.
After a sufficient amount of time has passed ask students what states do they know
that are located in the southeast?
Give students the chance to come to the promethean and write down the answer to the
question.
Once students have had the opportunity to write down their answers continue on.
After instruct students to retrieve from their desk their Social Studies textbook.
Tell the students to open to page 25 of the text.
Teacher and students will read pages 25-27 as a class.
Ask questions about the passage that the class has read.
First ask can someone please summarize this passage for the class.
One question may be what important facts have we learned about the Southeast
Region from this text?
Give students time to go back into the text and find important facts about the
Southeast Region.
Once an appropriate amount of time has been given to students begin asking for
information about this region.
Next ask students to take out their Social Studies note packets.
Tell students to open to the page that has Southeast region on the top of it.
Teacher and students will first name the states in the Southeast region.
One by one students will locate each state within the region.
The teacher will then write the name of the state in its location.
The class will continue until all the states are filled in.
Students will then tell the teacher how many states are located in this region?
Next teacher will ask what is the climate in the Southeast region?

Give the students time to think about the question.

Once students are ready ask for their ideas.
After hearing student ideas fill in the lines under climate.
Class will then discuss the different landforms in this region of the United States.
Students will be allowed to share their ideas of what landforms are located in this
region.
Once all the students have been given the opportunity to speak the class will fill in the
lines under landforms.
Next teacher will pull up the following website.
http://mrnussbaum.com/united-states/south/
Teacher and students will be looking at an interactive map of the southeast region of
the United States.
Students will be able to click on certain landforms and states to learn more
information about both.
Call one student at a time to click on the interactive map.
Teacher will read the facts aloud to the students.
Continue until a few examples have been done.
Now move onto the tiered assignments.
High Group: The high group will have to compare and contrast the two different
regions of the United States we have studied thus far. In this activity students will
need to include a compare and contrast of the climates and the landforms of the
Northeast and Southeast regions in their short writing assignment. Students will
be given a Venn Diagram in order to organize their ideas.
Middle Group: The middle group will need to choose either the Northeast or
Southeast region of the United States. Then these students will have to write a
paragraph about the region they chose. In their paragraph they must include a
description of the climate and the various landforms within the region.
Low Group: The low group would choose one of the landforms from either the
Northeast or Southeast region. The student will then write about this landform.
They will include details such as what region the landform is located in, what
purpose the landform might serve for this region, and what state the landform is
located in.

Once students are on task teacher may circulate the room.

Tell students if they have any questions to please raise their hand.
Teacher can answer individual students questions.
Check to see if the students are completing the assignment correctly.
After teacher sees the students are finishing up begin collecting papers from students.
Closure: The closure for this lesson will be the teachers and students going over both
regions that the class has studied. The teacher will ask certain questions that will assess
whether the students mastered the Southeast region.

Rationale: This lesson integrates a variety of different teaching techniques supported

by theory and research. One of the first strategies is the think, pair, share model (Lyman,
1981), which will be used at the beginning of the lesson. Another example is the total
physical response model where students in the class are getting to come to the board and
write the names of the states within the state. Overall, there are multiple teaching
techniques used throughout the lesson these are just a few of the strategies that will be
used.
9) Materials/Resources/Technology integration to support learning:
Smartboard
Laptop
Social Studies Textbook
Social Studies note-packet
Tiered Assignments Worksheets
Technology is supported through learning in this lesson when the students are able to
interact with the promethean. They will be doing this by writing on the promethean
board. The students will also be working the promethean when they are working with the
interactive map. These are some of the many ways in which technology is integrated into
this lesson.
10) Follow Up Differentiated Activities for Re-engagement Lesson
The follow up activity I would do for a re-engagement lesson would be the students color
coding a map of the United States. The student would color in each region of the United
States in a different color. The Northeast would be color coded in blue. The Southeast
would be color coded in red. The Midwest would be color coded in purple. The
Southwest region would be color coded in orange. Lastly, the West would be color coded
in brown. This will aid students in visualizing the different regions of the United States
and they will be able to easily see the various regions in our country. A second activity I
would include in this re-engagement lesson would be dealing with climate. The students
on the back of the sheet would have five boxes on the back. Each box will have a title of
a different region. The students would then have to fill in the boxes with the climate for
each region. These are the activities I would include in my re-engagement lesson.
11) Post Assessment: The post-assessment for this lesson would be the answers the
students give in the review at the end of the lesson. The teacher will also be able to
assess the students through the tiered assignments. This will help show the teacher
whether the students at each different level understand the concept of different regions
throughout the United States. These are the two post assessments that will be used to find
out students achievement and learning throughout the lesson.
12) Special Needs: All of the students in my classroom have learning disabilities. One
of the accommodations I am making for the lesson is to break down everything into small
steps. Many of the students in my class have trouble processing more than one step at a
time. This accommodation will be implemented throughout the various activities in the

lesson. The second accommodation I am making for my students is allowing them to

have a hands-on experience with the material. This is done through students being able
to interact with the map on the promethean. Another accommodation that is being made
is modeling for the students on how the assignments are to be completed. This really
helps these types of learners because they then know what is expected of them. The last
accommodation I am making for the learning disabled students in this lesson is giving
them ample opportunities to practice the skills they are learning. One example is the
tiered assignment each student will be completing by the end of the lesson.