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Indiana Wesleyan University

Elementary Education Lesson Plan Template

Social Studies--2018

Student: Micah Hendriksen School: Allen Elementary

IWU Supervisor: Dr. Karr Co-op Teacher: Miss Johnson
Teaching Date: 10/31/18 Grade Level: 2nd Grade

Through critical thinking and application, students will begin to develop the everyday skill of using
cardinal directions such as: north, south, east, and west. Understanding the cardinal directions will aid
students as they learn more about reading maps and navigating.

I. Goals/Objectives/Standard(s)
a. Goal: Students will understand what cardinal directions are, and how they can use them.

b. Objective(s):
i. Through movement in the classroom, students will identify the four cardinal directions.
ii. Using cardinal direction paddles while navigating Allen Elementary in search of Halloween
candy, students will identify the four cardinal directions.
iii. Given a worksheet, students will complete the compass rose.

c. Standards:
i. IAS
1. 2.3.1  Use a compass to identify cardinal and intermediate directions and to locate places on
maps and places in the classroom, school and community
Cardinal Directions: north, south, east, and west
ii. NCSS 3: People, Places, and Environments

II. Management Plan

a. Time: 50 minutes
b. Materials
i. Maps: 1 sheet of grid paper, pre-made map of neighborhood for each student, 2 maps (each with a
different route) of Allen
ii. Elmo (for displaying grid paper)
iii. Marker for anticipatory set
iv. Pencils (for first activity)
v. Halloween candy (for second activity)
c. Space
i. Anticipatory set: students are at their seats
ii. Mini lesson: students are seated on the rug
iii. Activity #1: students are at their seats
iv. Activity #2: students are “Trick or Treating” in the hallway
v. Closure: students are at their seats

d. Behavior
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Elementary Education Lesson Plan Template
Social Studies--2018
i. To get students attention I will you the call and respond, “Class, class” to which they will respond,
“Yes, yes.” When they respond, they are expected to turn and look at me.
ii. When a student’s voice is above the expected level, or they are not following directions, they will
get two warnings. After two warnings, they will have their card flipped.
iii. I will inform students at the beginning of the lesson that they have the opportunity to receive candy
at the end of the lesson, but if they do not follow directions, they will not earn the candy.
iv. General Expectations during the lesson:
i. Student’s voices will be at a level three during whole group discussions, and a level one
during independent work
ii. Students will follow directions, although they may ask clarifying questions if need be
iii. When sitting on the rug, students are to sit on their bottoms facing me
v. During Activity #2:
i. Students are expected to keep their voices at a level two or below, keep their hands to
themselves, and walk through the hallways
ii. If, after two warnings, a student does not follow directions, they will be promptly
removed from the activity and will lose their chance at getting candy
vi. If the whole class does well in the lesson, they will earn a “warm fuzzy.”

III. Anticipatory Set: Simon Says  5 minutes

a. Students will participate in a game of Simon Says
b. Students will stay in the seating area they chose at the beginning of the school day
c. “Alright! We are going to play a quick game of Simon Says, so I need everyone to quietly stand up
by your seats! If you do something when Simon doesn’t say, you will sit back down, so listen to my
directions carefully!”
d. Once all students are standing, begin giving directions such as:
1. “Simon says, take three steps forward”
2. “Two steps backward”
3. “March in place”
4. “Touch your nose and pat your belly”
5. Etc.
e. Once one student is left, move into the purpose statement

IV. Purpose  1 minute

a. “I just gave you all a bunch of directions! Today, we are going to learn about the cardinal
directions - north, south, east, and west – which we will use to find Halloween candy that is
hidden somewhere in the school!”


V. Adaptation to Individual Differences and Diverse Learners
a. I have purposely created activities that target a variety of multiple intelligences, so as to engage
my students as much as possible: interpersonal, intrapersonal, visual/spatial, linguistic,
logic/mathematical, bodily/kinesthetic. The use of multiple intelligences in my lesson will also
stimulate the brain, which will heighten memory.
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Elementary Education Lesson Plan Template
Social Studies--2018
b. The way in which I have grouped my students is purposeful. To avoid clashing personalities and
encourage engagement, I have placed Et and Ez in different groups, as well as strategically placed
certain students in groups because I know that they will encourage some students who tend to
become distracted, to participate.

VI. Lesson Presentation (Input/Output)

a. Mini Lesson: Cardinal Directions  5 minutes
i. Before lesson: have anchor chart already made and on the board
ii. The anchor chart will include:
1. The names of the cardinal directions
2. A compass rose (to show how it would look on a map)
iii. “In a second, I am going to have you guys quietly stand up and find a seat on the carpet facing
me. You should walk over at a level zero.” *clap, clap “go to the carpet” students: *clap, clap
iv. Go over the anchor chart with the students
1. “Has anyone ever heard the words north, south, east, and west?”
a. Allow a few students to answer
2. North, south, east, and west are called cardinal directions
a. *reveal anchor chart
3. “North points to the north pole, and south points to the south pole. If you were to walk
north for a very long time, you would eventually reach the north pole, and if you were to
walk a long time south, you would eventually reach the south pole. The sun rises in the east
and sets in the west. If you look at the sunrise, you are looking east, and if you look at the
sunset, you are looking west.”
4. *Gesture to the compass rose* “Most maps have this symbol on them, it is called a compass
rose. A compass rose helps you know where one place on a map is compared to another
5. “If you look at the walls, on each wall I have a letter that represents a cardinal direction.
Can you all point to the north? The south? The west? The east?
a. Check for understanding – Formative Assessment: Having the students point will
allow me to see if the mini lesson was successful. If I notice that the majority of the
students are struggling with pointing, then I will go back over the cardinal directions

b. Activity #1: Cardinal direction practice  10 minutes

i. “In a second, you are going to stand up and walk over to your seats at a level zero, but when
you get to your seats, do not sit down. Can someone repeat back to me what you are going to
1. Allow a student to answer
2. *Clap, clap, “go to your seats” Students: *clap, clap, “Okay”
ii. Once each student is at their seats, give directions for the activity.
iii. “We are going to play a little game to go over the cardinal directions. I am going to ask you to
take a certain number of steps in one direction. After I give you the direction, you must follow
it, BUT if you come to a desk or table, stop and raise your hand, and I will tell you what to do
iv. Give directions such as: “take five steps west” or “take four steps south”
1. When the first student runs into something, model what I would like them to do
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
a. Ask: “How many steps in what directions would you have to take to be able to finish
the first thing I told you to do? If I were in your spot, I would need to take five steps
north before I could finish taking three steps east.”
b. After the first student does this, ask each student that runs into something what they
would need to do to finish the instruction
v. Check for understanding/Formative assessment: This entire activity is a formative
assessment. It allows me to assess whether or not my students are grasping the concept of
cardinal directions.
vi. After the activity, have all students move quietly from where they are to the carpet using the
call and response technique

c. Activity #2: Trick or Treating  15 minutes

i. “Now, we are going to have a chance to use our knowledge of cardinal directions to find actual
candy! I am going to split you up into two groups, one with Miss Johnson, and one with me.
Each of you will get two cardinal direction paddles: one for north and south, and one for east
and west. As we are walking in the hallway, you are going to flip your paddle to the direction
we are walking. After you get your candy and we get back to the classroom, you are going to
grab *this* sheet (hold it up *see closure for sheet). You are going fill in the compass rose and
trace a path to the candy room. Once you are done, you are going to describe to a person sitting
next to you the directions that you would go if you were following your path. (Both Miss
Johnson and I will remind our groups what they need to do once we get back to the classroom).
1. Display groups on board

Group 1: Miss Hendriksen Group 2: Miss Johnson

Ezekiel Ethan
Javian Jordan
Sieanna DaMya
Katoria My’laja
Katollie Kendrick
Tyler Addison
Grace Cymaura
Alayna Lexi
Hunter Halo

2. “I would like Miss Johnson’s group to meet over by Miss Johnson’s desk, and my group will
stay here.”
3. Both Miss Johnson and I will hand out the paddles to the students after we discuss
expectations for the hallway: Level 2 voice, no running, hands and paddles to self. If
students do not listen, they will not get candy.
4. Each group will move to the hallway and begin.
ii. Check for understanding: Miss Johnson and I will observe our groups to see how well they
are able to grasp the cardinal directions using the paddles.
iii. Once each group finds the candy room, we will meet back at the rug in Miss Johnson’s room
and the students will begin working on their closing activity
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Elementary Education Lesson Plan Template
Social Studies--2018

VII. Check for understanding

a. Observe students as they point to the different directions
b. Observe my students as they participate in activity #1
c. Observe my group as they navigate the school

VIII. Review learning outcomes / Closure  14 minutes

a. Students will fill out the compass rose and trace a route to the candy, starting at Miss Johnson’s
room and ending in the copy room.
b. After they are done, they will share what directions they would use/ they would go if they were
to use their route to the person next to them.
c. When students are done, they will turn their papers in and can either read or color until everyone
is done.
d. When I notice that all of my students are done…
i. “To review, I need you all to point to the north for me! The south! The west! And the East!”


Informal: A combination of observation and collecting the closing activity worksheet will serve as a
formative assessment


(CAEP K-6 3.b)

1. How many students achieved the lesson objective(s)? For those who did not, why not?

I believe that most of my students were able to achieve the lesson objectives. All students
met the first and second objectives, while a few students needed a little more time to
process the compass rose concept, but given more time and practice, I am confident that
they would meet the objective.

2. What were my strengths and weaknesses?

The execution of my lesson was good. Learning from my previous lesson, I was able to
clean up my transitions and manage behavior better. I believe that given more practice, I
will improve in these areas even more. I struggled at first with creating a developmentally
appropriate lesson. In the future, I will use available resources to choose DAP content for
my lessons better.

3. How should I alter this lesson?

I would hand out the paddles before I split students into groups, as well as have students
face north as they filled in their compass roses.

4. How would I pace it differently?

I believe that the order of the activities and amount of time spent on each was appropriate.

5. Were all students actively participating? If not, why not?

Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
All of my students were actively engaged for the majority of the lesson. There were
moments in which some students were distracted or a bit confused, but I was able to help
them re-focus.

6. What adjustments did I make to reach varied learning styles and ability levels?

I included several engaging activities designed to meet the various learning styles
represented in my classroom. Each of the activities was created to help scaffold students’
understanding and comprehension of the cardinal directions.
7. Was my anticipatory set a good segway into my lesson?
Yes, my students enjoyed the activity and were able to take their understanding of directions in
general and apply that to the specific directional terms (cardinal directions).
8. Did my behavior management plan work?
In general, my behavior management plan worked. As I continue to develop my teaching skill, I am
confident that my behavior management skill will increase. In the future, I will pay specific
attention to managing materials, as that can lead to behavior problems.
9. How smooth were my transitions?
Much smoother than the first lesson. I was able to utilize some more of Miss Johnson’s techniques
which the students already know, and therefore, respond to.

Student: Micah Hendriksen School: Allen Elementary

IWU Supervisor: Dr. Karr Co-op Teacher: Miss Johnson
Teaching Date: 10/31/18 Grade Level: 2nd


Heading Student uses the provided template for Social

Studies content. Student includes all of the
Template information in the template heading.
Statement of rational for the learning
Rationale experience and environment in this lesson.
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018

Goals The lesson plan contains objectives that

connect goals and standards with lesson
activities and assessments.
Each objective should include the
following: Conditions; Desired learning;
Observable behavior; and Accuracy (as


Management Plan A. Materials:
B. Time:
C. Space:
D. Behavior:
E. Technology: (as appropriate)
Anticipatory Set The anticipatory set is clear and direct and
focuses students’ attention on the lesson.

Purpose The statement of purpose is clearly connected

to the content of the lesson and is presented
in terms that are easily understood by

Plan For Instruction

Adaptation to Instructional opportunities are provided in

Individual Differences this lesson. The opportunities are
and Diverse Learners developmentally appropriate and/or are
adapted to diverse students.

Remediation –
Enrichment –
Exceptional Needs-
Lesson Presentation Candidates demonstrate understandings,
for Social Studies capabilities and practices associated with
the central concepts and tools in Civics,
Economics, Geography, and /or History
within a framework of inquiry.

Lesson Presentation The candidate’s lesson demonstrates an

understanding of developmentally
appropriate practice.

The candidate’s lesson includes both

modeling and guided practice.

The lesson presentation includes relevant

activities that encourage student
participation and critical thinking.

Check for The lesson plan includes a plan and the means
Understanding to check for student understanding of the
lesson. A provision is included to reteach all
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
or part of the lesson to all or part of the class.

Review Learning Lesson closure relates directly to the lesson

Outcomes and/ or purpose and/or objective.

Plan for
Competent 3

Formal and Informal A plan for formal and informal assessment

Assessment throughout the lesson is included. The
assessment strategies are uniquely designed
for the students.

ACEI 4.0

Reflection and Post- The lesson plan includes all required self-
Lesson Analysis answer questions.

A lesson plan with elements A competent lesson plan earns An outstanding lesson plan
that do to meet the a score of 37-39/40. earns a score of 40/40.
competent level will receive
a score of 36 /40 or lower

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