DIRECT INSTRUCTION LESSON PLAN FORMAT

Name: Anna Purser

Grade Level/Subject: 3rd Grade Topic: Physical Characteristics of Locations
NCES/CCSS Standard and
Objective

Social Studies NCES: 3.G.1.2 Compare the human and physical

characteristics of places.

English Language Arts CCSS: CCSS.ELA-LITERACY.RI.3.1

Ask and answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the answers.
Behavioral Objective
After reading and discussing the given passages, students will
complete a 6-piece graphic organizer identifying characteristics
of the physical location the passage was based around. In order
to meet the objective, students must include at least 3 details
from the passage and identify the paragraph number.
Objective Rationale
Children need to learn about the different types of places people
lived to be able to describe both the physical and human
characteristics of a place. They need to understand how the
physical environment impacts where people live, the resources
available, and their lifestyle. Geographic literacy is developed
through this objective.
Prerequisite Knowledge
Students should understand that different locations provide
and Skills
different resources to a community. Students should be able to
compare and contrast different locations. Students should be able
to identify key details and describe given locations.
Key Terms and Vocabulary
Landforms
Resources
Terrain
Climate
Content and Strategies
Focus/Review (prepares
Gather students on the carpet around you. Let them know that
students for the lesson)
our lesson today is going to be around a book that you will
share. Ask: Who remembers what a community is? Are all
communities the same? How might communities be
different?
Objective as stated for
Say: Today we will be learning about how the physical
students (helps students set characteristics of a place impact the people who lived there. We
their own goals for the
will be reading about different places different Native Americans
lesson)
lived. By the end of the lesson, you will be able to fill in a chart
with key details about the location of the places you read about.
Teacher Input (provides the Pre-reading strategies: Divide students into groups of 2-3 and
content to students in a
pass out reading passages. Quickly preview difficult or new
teacher-directed manner)
vocabulary and do a picture walk with each group. Allow
students to read through the first time silently (as is the routine
established by the classroom teacher). Pass out sticky notes and
prepare for reading for information.
During the reading strategies: Have students take turn reading
Revised for spring, 2012

the text aloud to their group members. Students should underline

key information, number paragraphs, and circle unfamiliar
terms. Sticky notes are used to write questions and comments
about the passage.
After the reading strategies: Have students debrief after reading
and share some of the things they have learned. Ask students
about their reaction to the passage and allow students to share
with one another.
Guided Practice (scaffolded Model filling in a graphic organizer based off of the location of
practice with the content;
the school. Provide examples of details about climate,
helps students make sense
landforms, natural resources, and artifacts from the given area.
of the content provided in
Instruct students to provide at least three details on the organizer
Teacher Input)
and list the paragraph number they found the detail in. Assist
students in numbering the paragraphs to ensure they understand.
Circulate and provide assistance as needed. Answer questions
about any vocabulary in the passage that students are unfamiliar
with. Correct misunderstandings and ensure groups are working
together cooperatively. Once students are finished with the
guided practice, transition to independent practice. Say, Now
we are going to summarize what you learned from reading this
passage.
Independent Practice
Have students return to their seats if they are sitting with their
(application activities to
groups out of their original seats. Have students turn their
help students use and
graphic organizers over. On the white board, display written
demonstrate what they
directions and read them aloud to the class. Instruct them to
have learned)
write one sentence summarizing the how the physical
characteristic of the location impacted how people lived there.
Students are also expected to draw a brief illustration of the area
the population lived in. State directions clearly, and provide a
space for both the sentence and the illustration. To have met the
objective, students must write a cohesive sentence which
references the physical characteristics of the location. The
picture must be relevant to the passage and incorporate some
physical characteristic(s).
Closure (provides a wrapHave students turn to a partner and share what they have written.
up for the lesson)
Students may volunteer to share with the entire class. Students
will then turn in their work and we will compare each physical
location as a whole group. Ask students, Share one thing you
learned from your passage. What did you learn? What do you
still have questions about?
Evaluation (How will you
Formative: Teacher questioning throughout the lesson. Informal
assess students learning so observation of group work.
that you can determine if
Summative : Collect student writing and determine mastery with
they met the objective of
the following criteria
the lesson?)
Included at least 3 details about physical characteristics
Provided accurate paragraph numbers
Provided a cohesive sentence describing how physical
characteristics impacted the people who lived there.

Included a picture of the physical characteristics.

Revised for spring, 2012

Plans for Individual

Differences
(differentiations needed for
students)

Materials used in the lesson;

Resources used in
developing the lesson

For struggling writers: sit with the group and help

brainstorm ideas for sentences. Provide assistance when
completing the graphic organizers
For those who finish early: Have them draw their ideal
place to live, including physical characteristics, on a
separate sheet.
ELL students Translate key terms and ensure they have
a partner who can help them understand the passage.
A reading passage for each group of 2/3
Whiteboard and markers
Graphic organizers for each person
Sticky notes and pencils to annotate the passage

Revised for spring, 2012