SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Jessica Dolberg, Kasey Dow-Barbato, Tory Glenn, Shayla Martinez-Irizarry
Thematic Unit Theme/Title/Grade Level: Canada VS Mexico/Canada Ay Mexico Ole/Third Grade
Weebly Address: http://ucfgr3canadaaymexicooles17t.weebly.com/
Daily Lesson Plan Day/Title: Mexico and Canada Review Day 5
Learning Goals/Objectives Learning Goal:
What will students The students will be able to compare and contrast the culture,
accomplish be able to do at geography, and currency of Canada and Mexico.
the end of this lesson? Be
sure to set significant Learning Objectives:
(related to SSS/CCSS), 1. The student will use knowledge of language when writing and reading
challenging and appropriate to send a letter to a friend in the classwork.
learning goals! 2. The student will answer questions in letters from other classmates.
3. The student will describe the physical features of the Canada and
Mexico in a letter.
4. The student will write about landmarks of Canada and Mexico in a
letter.
5. The student will describe climate and vegetation to a classmate in a
letter.
6. The student will use details about thematic maps and geographic
information to write to another student.
NCSS Themes NCSS theme(s):
Florida Standards (FS) Culture
Next Generation People, Place, and Environments
Sunshine State Standards
(NGSSS) List each Florida Standard(s):
standard. Cutting and LAFS.3.L.2.3 Use knowledge of language and its conventions when
pasting from the website is writing, speaking, reading, or listening.
allowed. o Choose words and phrases for effect.
http://www.cpalms.org/Publ
o Recognize and observe differences between the conventions of
ic/
spoken and written Standard English.
LAFS.3.RL.1.1- Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as the basis for
the answers.

Next Generation Sunshine State Standards:

SS.3.G.2.4: Describe the physical features of the United States, Canada,
Mexico, and the Caribbean.
SS.3.G.2.5: Identify natural and man-made landmarks in the United
States, Canada, Mexico, and the Caribbean.
SS.3.G.3.1: Describe the climate and vegetation in the United States,
Canada, Mexico, and the Caribbean.
SS.3.G.1.1: Use thematic maps, tables, charts, graphs, and photos to
analyze geographic information.
SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
Assessment Unit Pre-Assessment:
How will student learning Kahoot! https://play.kahoot.it/#/k/f3de9e48-ad03-43ec-8ba6-cb4dac93c0f0
be assessed? Kahoot will be done 2 weeks before unit.
Authentic/Alternative Unit Post-Assessment:
assessments? Kahoot! https://play.kahoot.it/#/k/f3de9e48-ad03-43ec-8ba6-cb4dac93c0f0
Does your assessment align On-going Formative (progress-monitoring/daily) Assessment:
with your objectives, Week long flip book
standards and procedures? Students will also be utilizing learning scales when questioned about
Informal assessment
comprehension of subject matter.
(multiple modes):
Learning Scale:
participation rubrics,
4- I understand facts about Canada and Mexico and can teach them to a friend
journal entries,
3- I understand facts about Canada and Mexico and can write about them
collaborative
2- I understand face about Canada and Mexico with some help from my teacher
planning/presentation
1- With help still dont understand.
notes, etc.

Design for Instruction 1) Welcome students into lesson by playing videos.

Student Activities & o Canada Provinces song: https://safeshare.tv/x/ss58f3e35c9997e
Procedures o Mexican State Song :https://safeshare.tv/x/ss58f3e3c94ee15
What best practice 2) Teacher will ask students what was their favorite thing they have
strategies will be learned this week in class. Teacher will allow students to hold open
implemented? discussion. Teacher will then ask students if they had to travel anywhere
How will you right in that moment to one of the countries which would they pick after
communicate student learning everything that they have. ESOL 4. Link lesson topic to
expectations? students prior knowledge. UDL 3.1 Activate or supply background
What products will be knowledge UDL 8.3 Foster collaboration and community
developed and created by 3) During discussion teacher can allow students to silently take a vote by
students? standing on the side of the classroom that corresponds to the question
Consider Contextual asked in regards to the countries. The teacher would have to ask
Factors (learning questions specific to choosing items of each country. Teacher will ask,
differences/learning Which country would you rather eat at? Which country would you
environment/learning rather vacation at? Which country has the better weather? ESOL 13.
styles) that may be in place Use preview/review activities. ESOL 16. Integrate speaking,
in your future classroom. listening, reading and writing activities
Exceptionalities 4) After discussion, about 7 minutes, teacher will explain to the class that
What accommodations or they will be writing letters to a classmate. Students will have to pick a
modifications do you make partner that is willing to act like they are from the opposite country.
for ESOL This is an accommodation for Madisyn since she will need freedom of
http://teachsocialstudies.wik choice. i.e. Student one is from Mexico, Student two from Canada.
ispaces.com/file/view/ESOL UDL 7.1 Optimize individual choice and autonomy
StrategiesComprehensibleIn 5) Students will have to write a letter to a classmate about the country that
struction.pdf/42902857/ESO they are representing. The students will have to include information
LStrategiesComprehensibleI from every tab of their flip book that they have completed throughout
nstruction.pdf the week. ESOL 11. Place language in meaningful context. ESOL 29.
and ESE (Gifted/Talented Offer a variety of reference materials at the students instructional
students, Learning/Reading level for independent use.
disabilities, SLD etc.) 6) Each student will have about 10 minutes to write their letter. They will
http://www.udlcenter.org/ab then pass their letter to the student that they have chosen as a partner.
outudl/udlguidelines/udlguid ESOL 22. Give enough wait time for second language learners to
elines_graphicorganizer respond to questions
SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
7) Students will have then have 5 minutes to read letter of their partner.
8) Students will now have to reply to the letter that was written to them
within 10 minutes. UDL 7.2 Optimize relevance, value, and
authenticity
9) At the end of class, students will fill in their scale that they have been
utilizing all week to state their understanding of the week. UDL 9.3
Develop self-assessment and reflection.
Resources/Materials Writing Utensils
Paper
Envelopes
Flip Book
Projector
Dry Erase Markers
Artifakes
o Sombreros
o Canadian Winter headwear
Websites:
o Canada Provinces song: https://safeshare.tv/x/ss58f3e35c9997e
o Mexican State Song :https://safeshare.tv/x/ss58f3e3c94ee15