Ss Unit Intasc

***Reminder: All fields must be completed prior to submission.
Name: Taylor Hoey Grade: 1
Lesson Landforms—Day One: Introducing Landforms Date: March 20, 2017

Title:
CCGPS or GPS Standard(s):
SS1G3 The student will locate major topographical features of the earth’s surface.
c. Identify and describe landforms (mountains, deserts, valleys, plains, plateaus, and coasts).
Classroom/Lesson Context (please check the following that apply):
__X__ Whole Group _____ Small Group _____ One-on-One _____ Students with IEPs/504s _____ ELL Students
____ Other (Please specify: _______________________________________________________________________)
Please specify the number of students:
__8___ Girls ___11__Boys
Individual Education Plan Goal(s) and Benchmarks specific to this lesson:
Learning - Focus Strategies

Essential Question(s)
1-3 BIG ideas! How How can I identify landforms?
can these questions be What landforms are native to Georgia?
used to guide your
instruction?
Central Focus/Lesson
Objective(s)
Objectives are
measurable and Students will be able to identify and describe landforms
aligned with the
standard.
Academic Language Language Functions (Identify the purpose for which the language is being used, with attention
What is the key to goal and audience- the one verb from the standard; ex. demonstrate.)
language demand?
What academic Identify and Describe
language will you
teach or develop? Language Vocabulary (Identify key, content specific words for this lesson: examples of
What are the key vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
vocabulary words descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
and/or symbols? students’ comprehension.)
Mountain, valley, coast, plain, plateau, desert, hill, island, topography

Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding –support- depending on the needs of the students throughout the lesson.)
writing
Materials Powerpoint of landforms, booklets for students to take notes in, pencils
What resources can be
used to engage
students?
Introduction to
Lesson/ Introduce the concept of landforms. On the screen are pictures of each landform we will
Activating Thinking be learning about.
What is the ‘hook’ for
the lesson to tap into Say the name of each one and point to it as I say it. We don’t have much time, so we need
prior knowledge and to jump right in!
develop students’
interests? This should
tie directly into the
lesson’s objective and
standard and should
promote higher level
thinking. How will
you introduce the
content specific
vocabulary words?
***Use knowledge of
students’ academic,
social, and cultural Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
characteristics. sentences): PowerPoint
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate): None.
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Management Plan: While the students are lined up outside the hallway waiting to come in,
instruct them that when they enter the classroom they need to clear their desks and wait
patiently for instructions.
Body of Lesson/
Teaching Strategies Hand out booklets and tell them to get out a pencil to write with.
What will you have the
students do after you Bring up PowerPoint on landforms. This PowerPoint will consist of the landforms
introduce the lesson to described in the standard, plus a few more (hill, island…). In the Powerpoint, there will be
learn the standards? several pictures of each landform.
What questions will
you ask to promote I will direct them in taking notes in their booklets. Each page of the booklet will have a
higher level thinking? picture of a landform with some space to take notes. I will show them how to take these
notes and what is important to write down, such as what characteristics each landform has
and if Georgia has these landforms.
What opportunities
will you provide for During the PowerPoint and taking notes, I will be asking questions about the landforms
students to practice and pointing out certain characteristics of the landforms.
content language/ For example: --What are the similarities and differences between mountains and hills?
Vocabulary? What --I could show a picture of the Sahara desert and of Antarctica, and ask which is
language supports showing a desert? (Trick question, they’re both deserts!)
will you offer?
I will also be connecting the landforms to topographical features of Georgia. Georgia is
home to mountains, plateaus, coasts, islands, and plains. After going over each of these
landforms, I will show maps of Georgia where these landforms occur (as well as actual
pictures of the Georgian topography) and ask students if they have seen these Georgian
landforms.
I will go through each landform listed in the vocab, and spend more or less time on certain
ones depending on how the children did on the pretest and what they might know more or
less of.
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences): PowerPoint and booklets
area speak, write, and participate): Students will be taking notes in the given booklets

Management Plan: I will have the PowerPoint pulled up before the children get to class to
save time. I will also pass out the booklets and explain what we’ll be doing simultaneously
to save time.
Closure/
Summarizing To close, I will direct students to get out their social studies/science notebooks and to glue
Strategies: their booklets into the next clean page.
How will the students
summarize and/or I will then ask them to name a few things they learned about landforms so far.
share what they have
learned to prove they To finish, I will let them know what we are doing tomorrow: learning a song to help
know and understand remember the landforms.
the standard(s) and its
vocabulary? Will you
provide opportunities
for students to apply
new knowledge while
making connections to Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
prior learning? sentences): None. Notebooks to glue booklets into.
area speak, write, and participate): Students will be able to answer the closing questions
verbally.

Management Plan: I will model in Ms. Toth’s social studies/science notebook how to glue
the booklet into the notebook. At the very end I will count down from 5 for students to
clear their desks so that they can go to lunch.
Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).

Evaluation
Every standard listed Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as
above must be such; remember to identify both formative & summative assessments throughout the lesson):
assessed and included.
Questions to consider
while planning:
How will students
exhibit an
understanding of the
lesson’s objectives?
How will you provide Assessment Plan for Learning Objectives (This is a plan and should be written as such;
feedback? What remember to identify both formative & summative assessments throughout the lesson):
evidence will you
collect to demonstrate
students’
understanding/mastery
of the lesson’s I will ask them to name a few things that they have learned about landforms today.
objective(s) including
their usage of
vocabulary?
Reflection/Analyzing
Teaching
Effectiveness
Reflection includes
characteristics of the
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.
Name: Grade: 1st
Taylor Hoey
Lesson Landforms—Day Two: Learning a Song to Remember the Date: March 21, 2017
Title: Landforms
M1GM.10 – Moving, alone and with others, to a varied repertoire of music

b. Perform choreographed and non-choreographed movements
__8___ Girls __11___Boys

1-3 BIG ideas! How How can I help myself learn and remember different landforms?
can these questions be
used to guide your
instruction?
Objective(s)
Objectives are Students will be able to sing a simple song that will help them remember different landforms.
measurable and
aligned with the
standard.
language demand? Identify, Describe, Perform
What academic
language will you
Mountain, valley, coast, plain, plateau, desert, hill, island

Performing
Materials A Word Document or PowerPoint Slide that has the lyrics to the song, A simple drum beat to
What resources can be sing to from Youtube.com, some space to do arm movements.
used to engage
students?
Introduction to
Lesson/ Ask the students what they remember from yesterday. After some answers, ask the
Activating Thinking students if it is a little difficult to remember all the landforms and what they look like.
the lesson to tap into Tell them that we will be learning a song to help with just that. Not only will we learn a
prior knowledge and song, but they (the students) will be creating movements to go with each line to further
develop students’ help engrain the landforms into their memories.
standard and should
thinking. How will
you introduce the
content specific
vocabulary words?
***Use knowledge of
social, and cultural
characteristics.
sentences): None.
area speak, write, and participate): Students will verbally answer questions they are asked.

Management Plan:
Body of Lesson/
Teaching Strategies Lyrics to Song:
What will you have the Mountains are pointy, mountains are taller.
students do after you Hills are rounded, and hills are smaller.
introduce the lesson to Plains are flat, the land is still.
learn the standards? Valleys lie low between two hills.
What questions will A coast is land and water connecting on one side.
you ask to promote Islands are surrounded by water on all sides.
higher level thinking? A plateau is tall land with a top that’s flat.
A desert doesn’t get much water, how about that!
What opportunities The lyrics to the song will be up on the board so that I and the students can refer back to
will you provide for it. I will start teaching the song by singing the whole through once by myself so that the
students to practice students can hear what it sounds like.
content language/
vocabulary? What I will then explain to the class that we will go line by line through the song using call and
language supports response. I will sing a line and they will repeat it back to me. We will do this a few times
will you offer? until they have the hang of it.
Next, I will have us sing the whole song together, no call and response. We will sing the
song together how it is supposed to be sung. We will again do this a few times.
When it seems they have a good hang of it, I will let them sing it by themselves.
Now that they have the lyrics down, I will explain that we will also be using arm
movements with each line to help us remember what the landforms look like. I will then
teach them the arm movements line by line again.
We will refer back to the lyrics on the board and review the song until they have a hang of
it.
sentences): The lyrics of the song will be projected on the SmartBoard.
area speak, write, and participate): The students will be singing the song along with me, as
well as performing arm movements.

Management Plan: I will use the “Class Yes” technique to bring students back to focus if
needed during this time.
Closure/
Summarizing
Strategies: There is a strong possibility that we won’t finish the movements for the song, so we will
How will the students stop where we are to get ready for lunch.
summarize and/or
share what they have I will ask the students if they like the song so far and if they think it will help them
learned to prove they remember landforms.
know and understand
the standard(s) and its I will tell the students, if we haven’t finished, that we will finish up and then start a new
vocabulary? Will you activity tomorrow: creative writing!
new knowledge while
making connections to
prior learning? Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences): None.
area speak, write, and participate): Students will be able to verbally give their input about
the lesson.

Management Plan: I will count down from five when they are packing up for lunch to
make them pack up quickly.

Evaluation
while planning:
How will students
exhibit an
lesson’s objectives? Assessment Plan for Learning Objectives (This is a plan and should be written as such;
How will you provide remember to identify both formative & summative assessments throughout the lesson):
feedback? What
evidence will you
collect to demonstrate An informal, formative assessment would be at the end of the lesson by asking the students
students’ what they think of the song and if they think it is helpful to them.
of the lesson’s
their usage of
vocabulary?
Teaching
Effectiveness
Reflection includes
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.
***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.
Name: Taylor Hoey Grade: 1st
Lesson Landforms—Day 3: Finishing the song and starting creative Date: March 22, 2017
Title: writing
ELAGSE1W3 Write narratives in which they recount two or more appropriately sequenced events, include some
details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
_X___ Whole Group _____ Small Group _____ One-on-One _____ Students with IEPs/504s _____ ELL Students
__8___ Girls __11___Boys

1-3 BIG ideas! How How can I use what I learned about islands to write a creative narrative about islands?
used to guide your
instruction?
Objective(s)
Objectives are
measurable and Students will be able to use what they’ve learned about islands to write a creative
aligned with the narrative about their own island.
standard.
language demand?
What academic Describe
language will you
Island, topography
writing
Materials Paper, pencils, crayons, lyrics to landforms song

used to engage
students?
Introduction to
Lesson/ Review quickly what we have done so far in the week: went over the PowerPoint on all the
Activating Thinking landforms and learned a song about landforms that we created our own movements to.
the lesson to tap into
prior knowledge and If we have finished the song, then I’ll let the class know that we will review the song for a
develop students’ while and then move on to writing.
standard and should
thinking. How will
you introduce the
content specific
vocabulary words? Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
***Use knowledge of sentences): None
social, and cultural Language Discourse (structures of written or oral language; how participants of the content
characteristics. area speak, write, and participate): None

Management Plan:
Body of Lesson/
Teaching Strategies
What will you have the If we have finished the song and movements yesterday, I want to review it with the
students do after you students. First I’ll ask if they remember the movements we made for each line and we’ll go
introduce the lesson to through each one. We will sing through the song a few times.
learn the standards?
What questions will After we are done reviewing the song, we’ll move on to the creative writing piece. I want to
you ask to promote build up the suspense a little bit and get them excited. I’ll tell that we’ll be doing
higher level thinking? something really fun and maybe even a little bit challenging. We’re going to be authors,
but not just any authors…creative writing authors!
What opportunities
will you provide for We’re going to make up write our own stories about an island. You can make it fantastical
students to practice or realistic, Here is the prompt:
content language/
vocabulary? What You’re stranded on a mysterious island and you need help getting off! Luckly your cell phone
language supports has service so you can call me for help. You need to describe your island so I can find you!
will you offer? Get creative and use what you know about landforms to shape your writing!
Details you need to include:

-How do you know you’re on an island?
-What does your island look like? (mountains, hills, trees, other people?)
-How do you feel?
Before they start, I will review and ask the class about the mechanics of writing. First, we
always come back all the way over to the left side of the page after writing a full line. Next,
we need finger spaces between our words and have neat handwriting. Last, we need
capital letters at the beginning of sentences and punctuation at the end of sentences.
I will give them the rest of class time and tomorrow to complete their story. I establish that
this is independent working time. That means we aren’t talking with neighbors or getting
up and moving around the room. I will put on quiet, relaxing music and turn down the
lights to help them concentrate and “set the mood” for quiet work.
sentences): I will have the guidelines projected on the Smart Board.
area speak, write, and participate): I will pass out paper to the student, on which they will
write their stories.

Management Plan: While the students are writing, I will walk around the room to monitor
behavior and to also offer guidance in their writing.
Closure/
Summarizing About ten minutes before lunch, I’ll tell them to finish up the idea they are on. Shortly
Strategies: after that I will inform them to pack up their things to get ready for lunch.
How will the students
summarize and/or I will collect their writing so that I can pass it out tomorrow. Before I do this, I will remind
share what they have them to put their names on their papers.
learned to prove they
know and understand When I have collected all the papers, I will ask them how their writing is going and ask a
the standard(s) and its few to share a few ideas about what they’re writing.
provide opportunities After that, I will prompt them again to clear their desks so they can go to lunch.
new knowledge while
prior learning?
sentences): None.
area speak, write, and participate): Students will be able to speak about and describe their
writing to the class orally.

Management Plan: As I am walking around and collecting papers, I will be asking

students the questions listed above. I will make sure to emphasize just a few details about
their writing so as to save time and to give more students chances to talk.

Evaluation
while planning:
How will students
exhibit an
lesson’s objectives? Assessment Plan for Learning Objectives (This is a plan and should be written as such;
How will you provide remember to identify both formative & summative assessments throughout the lesson):
feedback? What
evidence will you I will ask the students how their writing is going and ask a few to share what they are
collect to demonstrate writing about and the ideas they have.
students’
of the lesson’s
their usage of
vocabulary?
Teaching
Effectiveness
Reflection includes
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.
Lesson Landforms—Day 4: Finishing Creative Writing Piece Date: March 23, 2017
Title:
ELAGSE1W3 Write narratives in which they recount two or more appropriately sequenced events, include some
details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
___8__ Girls __11___Boys

1-3 BIG ideas! How How can I use what I learned about islands to write a creative narrative about islands?
used to guide your
instruction?
Objective(s)
Objectives are
measurable and Students will be able to use what they’ve learned about islands to write a creative
aligned with the narrative about their own island.
standard.
language demand?
What academic Describe
language will you
Island, topography
writing
Materials Paper, pencils, guidelines projected on Smart Board, crayons

used to engage
students?
Introduction to
Lesson/
Activating Thinking
What is the ‘hook’ for I will tell the class that I have been reading over the papers so far and that I am excited,
the lesson to tap into interested, intrigued...about what they have been writing so far!
prior knowledge and
develop students’ I’ll tell them that if we work hard and get finished with the writings, then some people can
interests? This should volunteer to come to the front of the class to read their pieces!
standard and should
thinking. How will
you introduce the
content specific
vocabulary words?
***Use knowledge of
characteristics. Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences): None.

Management Plan: After I have told them what is listed above, I will tell them I can’t give
them back their papers until they are quiet. And then I will remind them that this is quiet,
independent writing time, and we will go over what this means.
Body of Lesson/
Teaching Strategies I will pass back the papers and let the students start immediately. The guidelines from
What will you have the yesterday will be projected on the Smart Board and I will go over them again in case the
students do after you students need reminders.
introduce the lesson to
learn the standards? I will put on quiet, relaxing music and lowering the lights to “set the mood” for
What questions will independent work.
you ask to promote If there are early finishers, I will tell them to look for:
higher level thinking? -Capital letters at the beginning of sentences and for proper nouns
-Correct punctuation at the ends of sentences (periods, question marks, exclamation
What opportunities points)
will you provide for -That there are finger spaces between words, their handwriting is neat
students to practice -That all of the new lines start at the far left side of the page
content language/
vocabulary? What For students who have completely finished, I will give them a sheet of paper where they
language supports can illustrate their story (either drawing a picture of their island or a scene from their
will you offer? story)
sentences): Guidelines are projected on Smart Board
area speak, write, and participate): Students will be writing their creative narratives and may get
the chance to orally share their stories to the class.

Management Plan: I will be walking around the room to monitor behavior, offer guidance
on their writing, and to see progress.
I will use the “Class Yes” method to get their attention while they are writing.
Closure/
Summarizing When there is about ten minutes left, I will pass out an index card and have the students
Strategies: write one thing that they are still confused, unsure of, etc. about landforms and what
How will the students we’ve been learning.
summarize and/or
share what they have When I have collected the index cards, I will invite some students who have finished if they
learned to prove they would like to read to the class. We will hear a few students read before we leave for lunch!
know and understand
new knowledge while
prior learning?
sentences): I will have the question for the index cards projected on the Smart Board.
area speak, write, and participate): Students will write on index cards, some may read aloud
their stories.
Management Plan: I will tell students they need to clear their desk and clean up before we
start sharing stories.

Evaluation
while planning:
How will students
exhibit an
How will you provide
feedback? What
evidence will you
collect to demonstrate Assessment Plan for Learning Objectives (This is a plan and should be written as such;
students’ remember to identify both formative & summative assessments throughout the lesson):
of the lesson’s
objective(s) including The informal assessment for today are the index cards. I will look at them and see what
their usage of they students are struggling on so I can focus on it more during the review tomorrow.
vocabulary?
Teaching
Effectiveness
Reflection includes
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.
Lesson Landforms—Day 5: Review Date: March 24, 2017

Title:
__8___ Girls ___11__Boys

1-3 BIG ideas! How How can I identify landforms?
can these questions be What landforms are native to Georgia?
used to guide your
instruction?
Objective(s)
Objectives are
measurable and Students will be able to recall landforms and show what they look like through play-do
aligned with the
standard.
language demand? Describe
What academic
language will you
Mountain, valley, coast, plain, plateau, desert, hill, island, topography

Demonstrating
Materials White boards, dry erase markers

used to engage
students?
Introduction to
Lesson/
Activating Thinking I will start by reviewing everything we had done all week to learn about landforms…made
What is the ‘hook’ for booklets, took notes, sang a song, created movements with the song, wrote and illustrated
the lesson to tap into our own stories about islands, some got to share their stories!
prior knowledge and
develop students’ Now we’re going to do something really fun to review these landforms and what we know
interests? This should about them…we’re going to use our whiteboards to draw landforms!
standard and should
thinking. How will
you introduce the
content specific
vocabulary words?
***Use knowledge of
characteristics.
sentences): None.

Management Plan: I will be passing out the whiteboards as I am speaking. But I will make
sure to say not to open it until I say so.
Body of Lesson/
Teaching Strategies
What will you have the I will then explain to the students that I will be calling out landforms one by one, and they
students do after you will have to draw that landform with their whiteboards
introduce the lesson to
learn the standards? I will go through each landform (Mountain, valley, coast, plain, plateau, desert, hill, and
What questions will island) and give the students one minute to draw the landform. After they have drawn the
you ask to promote landform, the will hold it up and I will see who has gotten it right/wrong. After each time
higher level thinking? we hold up the creations, we will go over that landform and its characteristics.
What opportunities
will you provide for After going through each landform, I will then go through the landforms again, but this
students to practice time ask if they could find that landform in Georgia. They will write a “Yes” or “No” for
content language/ their answers on their whiteboards. They will do this on the paper and use that to hold
vocabulary? What them up.
language supports
will you offer? We will then go over the landforms that are found in Georgia and where.
sentences):
area speak, write, and participate): The students will participate kinesthetically with
whiteboards, as well as participate in the discussion of each landform.

Management Plan: I will walk around the room while they are drawing to monitor
behavior. I will also have a timer so that I don’t go over a minute.
Closure/
Summarizing To close, I will have the students clean up the whiteboards. While I am collecting them, I
Strategies: will ask them some of their favorite things that they did this week and why. I’ll tell them
How will the students that I had a great time teaching this unit!
summarize and/or
share what they have
learned to prove they
know and understand
new knowledge while
making connections to Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
prior learning? sentences): None.
area speak, write, and participate): Students will be able to speak about their favorite parts
of the week’s unit.

Management Plan: As I am asking questions, I will be collecting up materials.

Evaluation
while planning:
How will students
exhibit an
How will you provide
feedback? What
evidence will you
collect to demonstrate Assessment Plan for Learning Objectives (This is a plan and should be written as such;
students’ remember to identify both formative & summative assessments throughout the lesson):
of the lesson’s
their usage of This entire lesson in an informal assessment. It is a review, but I can also see where each
vocabulary? students is at when I am walking around the room and they are holding up their
whiteboards.
Teaching
Effectiveness
Reflection includes
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

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***Reminder: All fields must be completed prior to submission.

Name: Taylor Hoey Grade: 1

Lesson Landforms—Day One: Introducing Landforms Date: March 20, 2017

Classroom/Lesson Context (please check the following that apply):

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:

__8___ Girls ___11__Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning - Focus Strategies

Mountain, valley, coast, plain, plateau, desert, hill, island, topography

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).

M1GM.10 – Moving, alone and with others, to a varied repertoire of music

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:

__8___ Girls __11___Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning - Focus Strategies

Mountain, valley, coast, plain, plateau, desert, hill, island

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).

Classroom/Lesson Context (please check the following that apply):

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:

__8___ Girls __11___Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning - Focus Strategies

Materials Paper, pencils, crayons, lyrics to landforms song

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

Details you need to include:

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

Management Plan: As I am walking around and collecting papers, I will be asking

Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).

Classroom/Lesson Context (please check the following that apply):

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:

___8__ Girls __11___Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning - Focus Strategies

Materials Paper, pencils, guidelines projected on Smart Board, crayons

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).

Lesson Landforms—Day 5: Review Date: March 24, 2017

Classroom/Lesson Context (please check the following that apply):

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:

__8___ Girls ___11__Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning - Focus Strategies

Mountain, valley, coast, plain, plateau, desert, hill, island, topography

Materials White boards, dry erase markers

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

Management Plan: As I am asking questions, I will be collecting up materials.

Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).

Other (Please specify: ___________________________________________________________________)

8_ Girls _11Boys

Other (Please specify: ___________________________________________________________________)

8_ Girls 11_Boys

Other (Please specify: ___________________________________________________________________)

8_ Girls 11_Boys

Other (Please specify: ___________________________________________________________________)

_8 Girls 11_Boys

Other (Please specify: ___________________________________________________________________)

8_ Girls _11Boys