Академический Документы
Профессиональный Документы
Культура Документы
multiple
maps.
IEP:
Providing
opportunities
for
movement
and
participation.
Approx.
ACTIVE LEARNING PLAN
Time
Activate/Building Background Knowledge
Success Criteria
Ability to share past examples, and
identify cardinal directions.
Assessment Strategy
Class discussion.
Modification/accommodations: (ELL, IEP, GATE, etc.) SL: Review past experiences, HLL: Will all maps
have same landmarks, why or whynot? BC: Remind to raise hands if they want to share.
Focus Lesson (I do it)
Landmarks are an object that can be seen to identify a location.
Examples of landmarks would be schools, parks, mountains, post offices, etc.
We can find landmarks on maps, and are able to identify what they are because of the symbols that are used.
When I look at this map (map 1, display on projector), I see a lake. I know its a lake because it is the Great
Salt Lake, and because it is colored in blue like water would be. I see mountains right here, because of this
shape (be pointing to the upside down v shape)
Formative Assessment:Following along and can recall what landmarks would be on maps.
Learning Goal
Success Criteria
Assessment Strategy
Students understand how to identify
landmarks, and know what some
landmarks might be.
Modification/accommodations: SL: Each student has their own map to identify landmarks and follow
along with me. BC:(if needed) Reminder for behavior students to not play with maps, keep voices off, and be
good listeners.
Guided Instruction (We do it)
World Atlas(Beginner)Rand McNally Schoolhouse pg. 36. Use this page to identify landmarks. Show over
projector.
I see some landmarks on this map.
Take turns identifying landmarks on the map.
You give one, students give one. Etc.
Make a list of a few of these landmarks.
Formative Assessment:Identify landmarks on map.
Learning Goal
Success Criteria
Identify landmarks on map.
Assessment Strategy
Point to map and identify the
landmark.
Modification/accommodations: SL: Each student has their own map to identify landmarks and follow
along with me. HLL: What landmarks could be on this map but arent? BC:(if needed) Reminder for
behavior students this is not time to play with the map, dont shout out the answer, raise your hand. IEP:
Include Sophia in questioning, make sure she is responding.
Modification/accommodations: SL: Each student has their own map to help with spelling. They are
working with other learners who can help them. BC:(if needed) Reminder for behavior students this is not
time to play with your classmates, quietly working together with whisper voices.
Independent (You do it alone)
Id like you to identify at least 3 landmarks by yourself. Add them to your list and then turn your list into me.
Summative Assessment: List of important landmarks.
Modification/accommodations:SL and IEP:f you arent sure how to spell the landmarks, you can turn to the
page or look at our list and check for spelling. HLL: What other landmarks could be on your list but arent?
BC: When you are finished you dont start talking, you pull out your library book.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
What is a landmark?Why dont all maps have the same landmarks? How can we identify the landmarks?
What were some of the important landmarks you wrote on your lists?
SIOP
Indicators
(Add
SIOP
number
and
description
within
the
lesson
plan)
Preparation:
1-Content
objectives,
2-Language
objectives,
3-Content
appropriate,
4-Supplementary
materials,
5-Adaptation
of
content,
6-Meaningful
activities
Building
Background:
7-Linked
to
background,
8-Linked
to
past
learning,
9-Key
vocabulary
Comprehensive
Input:
10-Appropriate
speech,
11-Clear
explanation,
12-Variety
of
techniques
Interaction:
16-Opportunity
for
interaction,
17-Grouping
supports
objectives,
18-Wait
time,
19-Opportunity
for
L1
students
Practice/Application:
20-Hands-on
materials,
21-Activities
to
apply
content/language
knowledge,
22-Language
skills:
reading,
writing,
listening,
speaking
Lesson
Delivery:
23-Content
objective
supported,
24-Language
objective
supported,
25-Students
engaged,
26-Pacing
Review/Assessment:
27-Review
vocabulary,
28-Review
concepts,
29-Feedback,
30-Assessment
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
Maps need to be pulled up on computer so you can share them with the class, also need to have maps printed or an atlas
ready for students to use.