ED 345 Calvin College Lesson Planning Form

Teacher:
Ms. Emily Jeninga
Region/State intro.

Date: 9/28/16

Subject/ Topic/ Theme: Social Studies/Southeast

I. Objectives
What is the main focus of this lesson?
The main focus of this lesson is to introduce the states included in the Southeast.
How does this lesson tie in to a unit plan? (If applicable.)
This lesson ties into the unit plan through introducing the 12 states that compose the Southeast region.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
Objectives:

SWBAT identify and label all 12 states on their map

SWBAT label the capitals of all 12 states on their map

SWBAT articulate the two major bodies of water that the Southeast Region touches.

National Standards:

K4 Benchmark II-A Identify and use the mapping tools of scale, compass rose, grid, symbols and
mental mapping to locate and draw places on maps and globes;

5-8 Benchmark 2A: 3. identify and locate each of the fifty states and capitols of the United States;

II. Before you start

Prerequisite knowledge
and skills.

None

Assessment
(formative and
summative)

Formative: Student responses to questions and guesses about mystery

states.
Summative: completed maps
Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
Visual map, hands on map, auditory
Options for Language/Symbols

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
Students respond to their
partners
Options for Expression

Options for Comprehension

Options for Executive Function
Students will have many opportunities to
learn about the various states and their
capitals.
Projector
Materials-what materials
(books, handouts, etc) do Slideshow about mystery states
Blank maps
you need for this lesson
Big map on wall.
and do you have them?

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
mystery states that students
slowly get clues to figure out the
state.
Options for Sustaining Effort &
Persistence
Options for Self Regulation

Do you need to set up

your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)

Not particularly. Preferable in a way that all students can see the projector
and the map.

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
When students come in have them sit down and put binders on the floor.
Go over new seating arrangement.
Remind students of expectations: raise their hand when they have something to say,
try something new, respect each other. RAISE HAND: practice it again.
Ask students what region we are going to study?
Introduce Mystery States!
Hand out blank maps. Instruct students that as we discover each state, we are going
to label the state and capital on the map.

Developm
ent

Begin going through Mystery States.

For each state have students try to guess the state by raising their hand. If many
students seem to have it figure out, count to 3 and have all students say it together.
Have students read the clues as they come up on the screen.
For each state go over to the map and point out were the state is on the map, and
where its capital is located.
For the states along the coast and the gulf of Mexico, acknowledge the Atlantic
Ocean and the Gulf of Mexico.

Review with students each state. Really push the connection between North and
South Carolina and West Virginia and Virginia.
Closure

Hand out sticky notes:

Exit Ticket: What are the two bodies of water that touch the Atlantic Ocean.

Your reflection on the lesson including ideas for improvement for next time:
This lesson went really well for my first two classes! They were very engaged and were continuing to
learn new material. My third class was the interesting class, because it is only 12 students, and many of
these students are very high-level students. I had at least 3 or 4 students that already knew the capitals
of every state and where the states were located on the map. So in the future if I were to teach this
lesson again, I would probable have each student in the last class complete it by himself or herself, or
incorporate students teaching the other students into the lesson. Have each student take a state and
teach it by going through the clues and finding it on the map. The exit ticket was a great way to gauge
whether the students understood what two bodies of water the Southeast Region Touches. It was also a
great Segway into the future lesson talking about Hurricanes as students understood what body of water
was close.